Jubilee Year 2025
Introduction
The World Union of
Catholic Teachers (UMEC-WUCT) is an international organisation comprising
lay representatives from national associations of Catholic educators, as well
as teachers working in Catholic and state schools or universities. Its mission
is to uphold and promote the values of the Gospel and the teachings of the
Catholic Church within the realms of education and schooling. Established
nearly 120 years ago, UMEC-WUCT holds consultative status with prominent global
institutions, including the Council of Europe, ECOSOC, UNESCO, and UNICEF. It
collaborates closely with the Dicastery for Culture and Education and the
Dicastery for Laity, Family, and Life.
In November 2024,
representatives from UMEC-WUCT, spanning four continents, met in Chile alongside
invited guests from across South America. The gathering focused on exploring
the distinctive role of Catholic educators in contemporary society, reflecting
on the organisation’s unique position within the Church, and planning its
contribution to the upcoming Jubilee Year 2025.
The following
Declaration is the fruit of those discussions.
UNESCO (2024) has stated
that globally there is a teacher shortage crisis, projecting a deficit of 44
million primary and secondary teachers to achieve universal ‘inclusive,
equitable and quality education’ by 2030[1]. While
not all nations are affected equally, the narratives from many countries across
all continents report on the impact of teacher recruitment challenges in relation
to providing nationally accepted and appropriate standards of education. Against
this global backdrop, and during the Jubilee Year of 2025, this Declaration
from the World Union of Catholic Teachers (WUCT-UMEC) encourages governments,
NGO providers of education, education authorities in local government and dioceses,
along with parishes and families—and all of those involved in the education of
children and young people—to reposition and elevate the role of the Catholic
teacher as a beacon of faith, hope and love. In this Jubilee Year of 2025, it
is important to renew the recognition of the profound contribution Catholic
educators make to society and the common good.
There is a plethora of
literature about the teacher as such, in formal educational settings, presenting
shifting perspectives, policies and expectations in terms of, for example, teacher
identity; professionalism; autonomy accountability; authority; and academic qualification.
The last three decades have witnessed a sharp increase in momentum in academic studies
and research on the subject, propelling the teaching profession further into
the spotlight[2].
In recent years, and in many countries, there has been political activism to elevate
consciously and deliberately the profile and status of the teacher,
successfully improving professional standards, status and pay. This has, for
some countries, had a measurable and positive impact on recruitment to professional
education programmes and attrition rates. Such activity is to be applauded and related
successes should continue to be showcased and shared. Conversely, a lack of
prioritisation of the support of teachers in many jurisdictions—particularly owing
to the reduction of financial support via budget cuts in education—continue to
have a negative impact on teacher recruitment and status and give significant
cause for concern to the profession.
By way of recognising
and acclaiming the importance of the teacher in general, during this
Jubilee Year of 2025—and acknowledging that the Catholic Church continues to be
the largest NGO provider of education globally—this Declaration focuses on the
distinctive role of the Catholic teacher, in Church, state and Higher
Education settings, whose mission extends beyond academic instruction to
encompass spiritual, moral and faith formation, service to the community and a
commitment to the common good.
Written accounts on the role, purpose and expectation of the Catholic teacher exist from the Church’s earliest days and include centuries of wisdom, experience and example of theologians and scholars including seminal educational philosophers such as St Benedict and St Augustine of Hippo and acclaimed teachers such as St Alphonsus Liguori, St Teresa of Avila, St John Bosco, St Pierius, St Elizabeth Ann Seton and St Alberto Hurtado. Today, and particularly since the Second Vatican Council’s landmark publication Gravissimum Educationis in1965, it is easy for one to become acquainted quickly with the Church’s vision of the Catholic teacher by consulting documentation it has produced over the last 60 years, literature that has been written and published predominantly by the Congregation for Catholic Education, now the Dicastery for Culture and Education. Furthermore, Pope Francis has often highlighted the value of education and the great role that Catholic teachers have in a rapidly changing, increasingly secular society, which poses many challenges to which we must respond in the light of the values of the Gospel.
In the periodic meetings that the Pope has had with the UMEC-WUCT, very clear indications have been given so that educational action promotes the values that safeguard and exalt human dignity. [3]
In
this Jubilee year, this Declaration of the World Union of Catholic Teachers reaffirms
that steadfast vision of the Catholic teacher and presents additional considerations
in light of the current global context.
The World Union of Catholic
Teachers declares the following:
1.
Qualifications
and Faith Formation.
Catholic teachers should hold appropriate initial teacher education and
academic qualifications, coupled with a knowledge and understanding of their
Catholic faith and the responsibilities inherent in their role as Catholic
educators. A baseline academic qualification in the Catholic faith is strongly
encouraged.
2.
Lifelong
Development and Leadership. Catholic teachers are required to commit to career
long professional and spiritual growth to remain proficient in their subjects
and to deepen their faith and understanding of Church teachings. As leaders of
learning and faith, they are encouraged to seek additional formal leadership
opportunities to ensure Gospel values guide educational establishments and that
their work is truly Christocentric.
3.
Catholic
Vision and Inclusion.
Catholic teachers are called to embody and convey a Christian vision of
humanity, inspiring young people of all faiths and none to be hospitable to the
other and respect the life, dignity and unique voice of every individual, created
in the image and likeness of God. Catholic teachers, in both Catholic school
and State school contexts, should nurture and develop the unique God-given talents
of each individual, irrespective of class, economic status, race, religion or
identity. Inclusivity does not mean the dilution of the message of the Gospel
but rather the communication of its value for all.
4. Partnership with Parents. Catholic teachers acknowledge parents as the primary educators of their children and actively collaborate with them—respecting their diverse worldviews—to support the intellectual and spiritual growth of young people, always striving together in the pursuit of Truth.
5. Sacramental Witness. Through
prayer and liturgy, Catholic teachers should have a relationship with Christ
and recognise that their role as authentic witnesses to their faith is
inherently sacramental. Through their actions and words, they have the
potential to reflect and communicate God’s presence and His care for humanity[4].
6.
Curriculum. Catholic educators can infuse faith and wisdom
through curriculum content and pedagogy. It is the responsibility of each
institution to call upon teachers to be authoritative educators, exercising
discernment when selecting content and subjects, ensuring the curriculum is
balanced and emphasises the holistic development of all students. This will form
well-rounded, knowledgeable individuals; encourage inherent creativity; promote
ethical and moral judgement; nurture spiritual development; and promote a
shared understanding of responsibility to and relationship with the other. Grounded
in the richness of the liberal arts tradition, such an educational framework
challenges prevailing trends that narrowly emphasise skills development aimed
at economic growth, always advocating instead for a more comprehensive and
values-driven approach.
7.
Truth,
Justice and Human Dignity. While
Catholic teachers must recognise and respect academic freedom, they are called seek
and uphold the Truth, especially in matters that challenge prevailing cultural
norms, speaking out against injustice and championing the protection of human
rights. They are called to respond to, and counter, all forms of violence—physical,
mental, emotional and cyber—while fostering respect for others, advocating for
the dignity of every person and prioritising care for the most vulnerable.
8. Catholic Social Teaching. Catholic teachers are called to live and teach the principles of Catholic Social Teaching: upholding human dignity, pursuing the common good, promoting subsidiarity, fostering solidarity and promoting sustainability. By doing so, they can inspire students and colleagues to act with justice, compassion and responsibility while respecting the needs and rights of future generations, ensuring that their actions today contribute to a more just and sustainable world for tomorrow.
9.
Student
Wellbeing. Catholic
teachers must always prioritise students' mental and physical well-being,
creating a nurturing environment where they feel valued and supported. Such a
commitment fosters students’ holistic wellbeing and growth—emotional, social,
spiritual and physical—ensuring teaching is rooted in the Gospel values of love
and hope.
10.
Fair
Compensation and Esteemed Professional Status. Catholic teachers should receive
remuneration, benefits, and growth opportunities on par with other educators,
reflecting their pivotal role in personal and societal development. The
teaching profession should be regarded as one of the highest in society, with
teachers afforded the respect and recognition reserved for the most esteemed
vocations.
11.
Christ,
the Unique Teacher. Catholic
teachers are called to remain steadfast in modelling Christ—Via Veritas Vita—in
their words, actions, and attitudes, particularly in the face of increased
global secularisation and the ideological trend of rejecting faith. They are
called to embody His love, compassion, and integrity in all aspects of their
teaching.
12.
Guiding
All Students Toward the Truth. Catholic teachers are called to provide authentic Christocentric
guidance and support to students of all faiths and none, whether in Church,
state, or public contexts. In doing so, they
will always point to the Truth and inspire their students—and all they
encounter—towards it.
1 January 2025
[1] See UNESCO (2024) Global
report on teachers: addressing teacher shortages and transforming the
profession United Nations
[2] See, for example, Brass,
J., & Holloway, J. (2019). Re-professionalizing teaching: the new
professionalism in the United States. Critical Studies in Education, 62(4),
519–536. https://doi.org/10.1080/17508487.2019.1579743; Goodwin,
A. L. (2020). Teaching standards, globalisation, and conceptions of teacher
professionalism. European Journal of Teacher Education, 44(1),
5–19. https://doi.org/10.1080/02619768.2020.1833855; and Ro,
J. (2020), Curriculum, standards and professionalisation: The policy discourse
on teacher professionalism in Singapore. Teaching and Teacher Education
(91) https://doi.org/10.1016/j.tate.2020.103056
[3] Papa Francesco,
Discorso all’Assemblea mondiale UMEC-WUCT, 12 novembre 2022: https://www.vatican.va/content/francesco/it/speeches/2022/november/documents/20221112-insegnanti-cattolici.html
