International Day of Education 2027
Sunday 24 January 2027
International Day of Education is 24 January. Explore the UN observance and practical ideas for inclusive learning in 2027.
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Dates and event details
Sunday 24 January 2027. Held every year on 24 January.
| Date status | Date calculated from a fixed annual pattern |
|---|---|
| Date-check source | Official UN or UN agency source |
| Where | International |
What is International Day of Education?
The General Assembly proclaimed the day in December 2018 through resolution A/RES/73/25. UNESCO facilitates the annual observance with partners in education. The official campaign presents education as a right, a public good and a responsibility shared across society.
The standing annual date supports the 2027 calendar entry. An official 2027 theme or event programme has not been verified here. Material labelled for an earlier year should retain that year; it should not be republished as though it announces the next campaign.
International Day of Education takes place every year on 24 January, including Sunday 24 January 2027. The United Nations observance celebrates education’s role in peace and development. It gives schools, colleges, workplaces and communities a shared occasion to consider access to learning and the people who make it possible.
Ideas for schools and colleges
- Invite learner input. Ask students to identify one thing that helps them learn and one aspect of the setting they would like to improve.
- Explore education in another context. Use a reliable, specific case study and avoid presenting one school as representative of an entire country.
- Map the learning community. Recognise teachers, support staff, librarians, families and others who contribute to education.
- Review a resource together. Ask whether instructions, examples and formats are understandable to the people expected to use them.
Workplace learning ideas
A workplace can use the date to make training opportunities easier to understand and access. Review how staff find courses, whether shift workers can participate and whether managers know how to support learning. A long list of options is less useful when the route to joining is unclear.
Organise an optional skill-sharing session in which colleagues explain a task or subject they know well. Agree the scope and time required, recognise the contributor’s work and provide an accessible way to take part. Peer learning should complement the training appropriate to someone’s role.
Consider the transition from education to employment. A discussion with a local college or training provider could identify useful opportunities for learners and employers. Make any offer concrete, including eligibility, supervision, costs and the person responsible for arranging it.
Community activities and follow-up
A library or community group could hold an introduction to local adult-learning opportunities. Ask providers to explain entry requirements, available support and how to enquire. Include routes for people who are not confident using online forms, and avoid assuming that previous qualifications tell the whole story about someone’s interests or ability.
Choose an improvement that can continue after January: clearer course information, an agreed learner-feedback process or a new introduction between a community group and a provider. Report back on what happened and identify which questions still need attention. Recognising learners’ contributions includes explaining which suggestions can be acted on and why.
Related dates include World Teachers Day, International Literacy Day and World Book Day.
Source check: 23 October 2026. The annual date and campaign purpose were verified against UNESCO’s official page and the UN background. The 2027 date follows the established annual rule; a 2027 theme remains unverified.
Look beyond a single lesson
Education takes place in many settings, including schools, vocational programmes, libraries, adult learning and workplace training. A useful activity can ask who is able to take part, what barriers they encounter and what changes the organisation can realistically make.
Start by listening to learners. Ask questions that allow a range of responses and explain how their suggestions will be used. If a group identifies a practical difficulty, such as unclear course information or an inaccessible resource, show who will consider it and when they will receive an answer.
