Worldwide
The global hub for union affiliates, international teacher forums and individual teachers, now called the Global Teacher Educator Network (GLOBAL TEN), met in Brussels, Belgium, from 22-23 February. It will act as a “network of networks” and a global passport for individual teachers based on the principles of equity, democracy, quality education and social justice.
Following the adoption of a strategy to realise the education rights of migrants and refugees, EI launched on 24 February a survey to map education unions’ initiatives on this topic. Most of the responses so far have come from Europe, where EI will launch its first capacity building programmes. Affiliates are still invited to answer the EI online survey on Educators and students on the move - Realising the Rights of Migrants and Refugees.
To prepare for the 6thInternational Summit on the Teaching Profession, held in Berlin, Germany, from 3-4 March, Education International (EI) and its affiliates convened in Berlin to rally around the theme, “Teachers’ professional learning and growth: creating the conditions to achieve quality teaching for excellent learning outcomes”. This was in preparation for face-to-face dialogue with 23 governments to address the concerns of their teachers, and stress that teachers’ professional development and training is crucial throughout their careers. EI General Secretary Fred van Leeuwen also reiterated that education unions are leading the way by spearheading efforts to see that refugee children also receive a quality education.
In its statement to commemorate International Women’s Day, 8 March, EI proudly celebrated “the august history of women’s activism within trade unions”, and renewed its commitment to gender equality. It also called on all affiliates to renew their commitment to gender equality by taking action and “stepping it up” for gender equality.
Education International was also an active participant at the Comparative International Education Summit held in Vancouver, Canada, from 10-16 March, and was represented by its Research Coordinator Martin Henry on the five panels and three workshops focusing on education privatisation.
In numerous workshops and panel discussions during the Global Education and Skills Forum, held in Dubai, United Arab Emirates, from 12-13 March, some 1,500 education experts debated a range of topical issues, including controversial ones, such as the need for for-profit schooling in achieving quality education for all. “Teacher unions are an impediment to the provision of quality education” was another provoking theme debated during the Forum. This annual event is also the platform for awarding the Global Teacher Prize;this year, the prize was awarded to Hanan Al Hroub, a Palestinian teacher, who was commended for her support of children traumatised by violence. Education International was represented by its General Secretary Fred van Leeuwen
The workshop, “For a Francophone coalition against commercialisation of education”, in Paris, France, on 15 March reviewed the state of privatisation and commercialisation in education in France and the Francophone world. It included a preliminary discussion about an “Appeal from Francophone civil society against commercialisation of education and education systems”, to be presented ahead of the Organisation Internationale de la Francophonie’s Summit in Madagascar in November 2016. Education International was represented by its Senior Coordinator Duncan Smith.
On trade and investment agreements, an EI briefing note on TiSA was launched on 16 March.
Education International also participated at the United Nations’ Conference on Trade and Development’s expert meeting on international investment agreements reform held in Geneva, Switzerland, on 16 March, and entitled “Taking stock of international investment agreements reform”. In a video message, The EI representative, Louise Høj Larsen, emphasised that the investor-state dispute settlement mechanism is contradictory to and limiting of governments’ obligation to regulate around quality education. It may also undermine regulations put in place to ensure high quality education.
