UNESCO–Hamdan Prize Reveals Top 10 Projects for Teacher Development
The Hamdan Bin Rashid Al Maktoum Foundation for Medical and Educational Sciences has unveiled the ten projects that have advanced as finalists for the prestigious UNESCO–Hamdan Prize for Teacher Development, covering the 2025–2026 cycle. The winners will be announced during World Teachers’ Day celebrations on October 5, 2026, at UNESCO Headquarters in Paris, with the presence of His Highness Sheikh Rashid Bin Hamdan Al Maktoum, Supreme President of the Foundation.
Record Participation in Ninth Edition
This ninth edition of the prize has seen unprecedented engagement, with 169 applications from 64 countries, marking a 66% increase in participation compared to previous years. Notably, 15 countries participated for the first time. Among these applications, 129 met the eligibility criteria, underscoring the global interest in advancing professional development for educators.
Significance of 60th Anniversary
This year’s ceremony holds added importance as it aligns with the 60th anniversary of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers. This milestone will offer a platform for international representatives, educational ministers, and experts to discuss the current challenges faced by educators and explore strategies for enhancing teacher recognition and support.
Diverse and Innovative Finalists
Dr. Khalifa Al Suwaidi, Executive Director of the Hamdan Foundation, highlighted the diversity and innovation of the shortlisted projects. He noted that these initiatives reflect diverse cultural contexts and address the unique needs of teachers worldwide. They showcase how innovative professional development can enhance teaching practices and empower educators to navigate challenges within their schools and communities.
Highlights from the Shortlist
The Ministry of Education of Brunei Darussalam’s “From Class to Nation” initiative is a standout, creating a nationwide peer learning model that has engaged 6,700 teachers in 33,596 course participations. In Ethiopia, the “Maker-Teachers” project by Gondar College of Teachers’ Education is transforming early childhood education with innovative, low-cost learning materials, benefiting over 15,000 pre-primary students.
India’s Language and Learning Foundation’s “NEEV Multilingual Education Programme” integrates indigenous languages into classrooms, fostering stronger engagement and learning outcomes with training for over 2,000 teachers. Indonesia’s Guru Belajar Foundation’s program empowers teachers to act as collective leaders, impacting 61,717 teachers across 91 regions.
Global Impact of Shortlisted Projects
In Mexico, Fundación Tarahumara José A. Llaguno supports teachers in indigenous communities, enhancing their skills and increasing family involvement in education. Palestine’s resilience model for teacher development strengthens school resilience during crises, aiding 29 teachers and over 500 students.
Turkey’s initiatives include the nationwide “ÖRAV Education Festival” and the “Teacher Communities Programme,” which develop professional learning ecosystems and support educational quality in rural areas. Uganda’s Kimanya-Ngeyo Foundation promotes autonomous, learner-centered teaching practices through its cascading development model, reaching 2,500 teachers.
Ukraine’s EdCamp NGO initiative facilitates grassroots professional development, having organized 374 events and engaged approximately 50,000 educators, showcasing the vast reach and impact of the shortlisted projects.
Looking Ahead to World Teachers’ Day
As the world prepares to celebrate World Teachers’ Day, the announcement of the UNESCO–Hamdan Prize laureates will serve as a testament to the critical role of teachers and the importance of continued investment in their development. The upcoming ceremony in Paris will highlight these innovative projects and their contributions to the global educational landscape.