Report highlights importance of teacher consultation
A new report by Education International presented to UNESCO and the International Labour Organisation shows how the involvement of teachers in policy making is key to reach the objectives of Education for All
Education International has produced a report that was presented earlier this week to the Committee of Experts on the Application of the Recommendation concerning Teachers (CEART) by Deputy General Secretary David Edwards.
The CEART is a joint initiative involving UNESCO and the International Labour Organization (ILO) to monitor the implementation of the recommendations on the status of teachers. This committee of 12 independent experts meets every three years to monitor and promote the application of the recommendations concerning teachers that were adopted in 1966 and 1997.
The CEART tackles a wide range of issues: working conditions, academic freedom, violence affecting teachers, teacher migration and mobility, and institutional independence. It is the foremost world body concerned with international standards for teachers.
Main findings of the report
The report reflects on developments on a wide range of education issues on all continents. Education International has been able to have an overall picture of the condition of education thanks to the campaign ‘Unite for Quality Education’. Its global scope has allowed teachers from all over the world to reflect on what has changed in the education debate, and what new issues have arisen at the working place.
The report’s main concern is the deprofessionalisation of teachers. This is a transversal theme that affects many other spheres of the teaching profession, like occupational health and safety, economic issues, trade union rights, etc. Nevertheless, the report also acknowledges the positive developments and experiences surrounding education in countries where education organisations are consulted about professional issues, a practice that leads to the improvement of both teaching and learning.
It also underlines that the fundamentals of the 1966 and 1997 Recommendations remain fully valid and are just as compelling and “on target” for the world of education of 2015 as they were when they were written. The Recommendations do not only reflect a consensus of governments, but also the essence of experience in the teaching profession.
