A multiethnic, multicultural, and linguistically representative teaching workforce is desirable to ensure equal and quality inclusive education for children belonging to diverse origins. In order to ensure equal access and quality outcomes for children of minority, multi-ethnic, migrant, indigenous or different home-language backgrounds, recruitment policies and strategies include employment of teachers from diverse origins. Recommendations of the United Nations Secretary-General’s High-Level Panel on the Teaching Profession (R10) encourages States to ‘develop policies and measures to promote equity, diversity and inclusion in the teaching workforce, in particular for vulnerable and marginalised groups.’ This indicator assesses if the recruitment policies are inclusive and ensure diversity.
ILO Convention C111 - Discrimination (Employment and Occupation) Convention; ILO Convention C169 - Indigenous and Tribal Peoples Convention, Part VI; Convention on the Elimination of All Forms of Discrimination against Women, Article 10, General Comment No. 36 (para. 31.c)
See also non binding instruments:
ILO Declaration on Fundamental Principles and Rights at Work, ILO Policy Guidelines on the promotion of decent work for early childhood education personnel, Guideline 5.2 (paras. 56-58), and Recommendations of the United Nations Secretary-General’s High-Level Panel on the Teaching Profession (Recommendation 10).
Specific reference about ECCE personnel:
Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education, November 2022, recommends: The ECCE ‘profession should mirror the diversity of societies and communities, including under-represented groups. Likewise, the over-representation of women in the ECCE sector should be examined critically to address gender biases related to the responsibilities of the care, education and upbringing of children in society.’ (para. 3.ii).
Note that laws / legislative provisions will be more protective than policies. For more information see our webpage ‘What information to look at’ and chapter 6 of the RTE / UNESCO Right to Education handbook.