Ei-iE

Teacher Pay in Crisis: Donor Practices, Challenges, and Opportunities in Emergency and Protracted Settings investigates how donors approach teacher compensation in contexts affected by emergencies and long-term crises. Despite global recognition of teachers as essential to the delivery of quality education, especially in Education in Emergencies and Protracted Crises (EiEPC) settings, compensation for these educators remains precarious, fragmented, and often unsustainable.

As education systems face increasing strain due to conflict, displacement, and economic instability, donor agencies play a vital role in ensuring that teachers—of all profiles—are paid. This study, commissioned by Education International (EI), explores the current practices, challenges, and opportunities in donor funding for teacher pay. It also assesses the feasibility of a proposed global fund for teacher compensation, as recommended by the UN Secretary-General’s High-Level Panel on the Teaching Profession (2024).

Drawing on a multi-phase qualitative research design that included a desk review of donor funding data, interviews with 16 donor representatives, and 14 representatives from UN agencies, INGOs, and the Global Education Cluster, this study examines donor practices and policies related to teacher compensation in crisis-affected contexts.