Ei-iE

Opinion

  1. Climate action and literacy 3 April 2020

    “Coronavirus: Our principles, values, and shared humanity”, by Susan Hopgood.

    Susan Hopgood

    Combat of the Coronavirus has graduated in many countries to closing of schools and most public gatherings and some businesses. EI has mostly focused on the impact on education and teachers and Education Support Personnel (ESP) and have been providing reports regularly from countries and regions and on what is...

    “Coronavirus: Our principles, values, and shared humanity”, by Susan Hopgood.
  2. Equity and inclusion 1 April 2020

    “Joined up Action Needed: Gender and Schooling in the Time of COVID 19”, by Elaine Unterhalter.

    Elaine Unterhalter

    More than 1.5 billion children worldwide are out of school due to COVID 19 and we don't know for how long. As yet there is no gender disaggregation of these figures. This shock comes at a time when, slowly, the number of children enrolling and completing school was beginning to...

    “Joined up Action Needed: Gender and Schooling in the Time of COVID 19”, by Elaine Unterhalter.
  3. Achieving Sustainable Development Goal 4 30 March 2020

    “How should we continue student learning during covid19?”, by Armand Doucet.

    Armand Doucet

    In a previous blog post, we discussed whether we should proceed with student learning during COVID19. In this one we will look at how we should do it, reflecting on the challenges of addressing student education remotely which we call distance learning, also called remote learning in some parts of...

    “How should we continue student learning during covid19?”, by Armand Doucet.
  4. Achieving Sustainable Development Goal 4 26 March 2020

    “Should we continue student learning during covid19? A question of Maslow before Bloom”, by Armand Doucet.

    Armand Doucet

    Should we continue student learning during Covid19? What a profound question to ponder during these incredible times. Teachers must ask themselves this question: Are my students ready to learn today. This foundational question is always present in formal education, the elephant in the room, which is why “Maslow before Bloom”...

    “Should we continue student learning during covid19? A question of Maslow before Bloom”, by Armand Doucet.
  5. Union growth 25 March 2020

    “Handling the COVID-19 crisis in education: What can TALIS 2018 tell us?”, by John Bangs.

    John Bangs

    The Teaching and Learning International Survey (TALIS) 2018 was released on the 23rd March. For the first time the OECD’s Education and Skills Director Andreas Schleicher presented the report remotely because of the Covid 19 crisis. The OECD had rightly taken the tough decision to release its report now before...

    “Handling the COVID-19 crisis in education: What can TALIS 2018 tell us?”, by John Bangs.
  6. Leading the profession 23 March 2020

    “The need for strategy and teacher activism in transnational governance”, by Tore Bernt Sorensen.

    Tore Bernt Sorensen

    Today, the OECD launches “Teachers and School Leaders as Valued Professionals” as the second volume of the TALIS 2018 Results. Being the largest international research programme focused on teachers and school leaders, TALIS is a prime example of how transnational education governance offers opportunities as well as challenges for educators...

    “The need for strategy and teacher activism in transnational governance”, by Tore Bernt Sorensen.
  7. Union growth 17 March 2020

    “COVID-19: educators and unions stand united and mobilise”, by David Edwards.

    David Edwards

    Today, teachers and education support personnel, union leaders the world over are coming together in myriad ways to find collective solutions to address the needs of their students, colleagues and communities despite enormous challenges and deteriorating situations.

    “COVID-19: educators and unions stand united and mobilise”, by David Edwards.
  8. Union growth 12 March 2020

    Beijing +25: "Making the Promise of Beijing a Reality for Learners and for Education Sector Workers."

    madeleine kennedy macfoy

    Examples of the work done by Education International and its member organisations in different parts of the world since the Beijing Platform for Action was adopted in 1995, demonstrate the power of taking collective action to find collective solutions.

    Beijing +25: "Making the Promise of Beijing a Reality for Learners and for Education Sector Workers."
  9. Union growth 6 March 2020

    Beijing +25: ‘There is Only Collective Action for a Collective Solution’

    madeleine kennedy macfoy

    2020 is an auspicious year for women’s rights: the world will look back on what was agreed twenty-five years ago at the 4th UN World Conference on Women in Beijing, China. The Beijing Declaration and Platform for Action is widely viewed as ‘the world’s most progressive blue-print’ on the rights...

    Beijing +25: ‘There is Only Collective Action for a Collective Solution’
  10. Achieving Sustainable Development Goal 4 20 February 2020

    “Calling Educators to Action on Climate Crisis”, by Gustavo E. Fischman, Daniel Fischer, Iveta Silova and Jordan King.

    Daniel Fischer, Jordan King, Gustavo E. Fischman, Iveta Silova

    Across the globe, youth are acting with urgency and passion to challenge the inadequate response of global leaders to the climate crisis, aiming to propel action toward sustainability and justice. Thousands of young students on all continents are participating in school strikes and mobilizing for other related actions to call...

    “Calling Educators to Action on Climate Crisis”, by Gustavo E. Fischman, Daniel Fischer, Iveta Silova and Jordan King.
  11. Achieving Sustainable Development Goal 4 13 February 2020

    “PISA, well-being, and teacher unions”, by David Edwards.

    David Edwards

    Many of the headlines when the OECD releases its PISA reports focus on country rankings. While we have consistently critiqued the league table approach there is much in these reports that is useful to educators and their unions.

    “PISA, well-being, and teacher unions”, by David Edwards.
  12. Trade union rights are human rights 28 January 2020

    "A teacher like me” – meeting with German teachers, crossing emotional bridges, sharing positive professional experiences on Holocaust education, by Talia Kranz.

    Talia Kranz

    What is more timely for us, Israeli teachers, than talking with our German colleagues about the fight against racism and anti-Semitism? It's already been happening for the 29th time! For the past 50 years, a bi-national seminar has been held once every two years attended by Israeli and German educators...

    "A teacher like me” – meeting with German teachers, crossing emotional bridges, sharing positive professional experiences on Holocaust education, by Talia Kranz.
  13. Union growth 28 January 2020

    “Susi”- a graphic novel about a Jewish girl in disguise - and how to work with the book in primary schools, by Silvia Stieneker (GEW, Germany).

    Silvia Stieneker

    I am a primary school teacher in Berlin. In the summer of 2019, I participated in a German-Israeli union seminar for teachers in Tel Aviv that was organized by the German union “Gewerkschaft Erziehung und Wissenschaft (GEW)” and the Israeli teachers union “Histadrut ha Morim”. In this seminar, we discussed...

    “Susi”- a graphic novel about a Jewish girl in disguise - and how to work with the book in primary schools, by Silvia Stieneker (GEW, Germany).
  14. Trade union rights are human rights 27 January 2020

    “The forgotten voices of the Holocaust”, by Yossi Michal.

    Yossi Michal

    The International Remembrance Day of the Holocaust is commemorated on January 27th. It is a good opportunity to reflect on a unique aspect of Learning about that period. I'll start with a short story. My family has lived for many generations in Romania. A few years ago, before my grandmother...

    “The forgotten voices of the Holocaust”, by Yossi Michal.
  15. Achieving Sustainable Development Goal 4 24 January 2020

    “Learning for people, planet, prosperity and peace”, by Susan Hopgood.

    Susan Hopgood

    What is more exciting than helping a child discover the joy of learning and begin a life of exploration. What could be more important to the future than helping to understand and embrace the values that anchor decent, fair and democratic societies and that develop a resistance to hatred, bigotry,...

    “Learning for people, planet, prosperity and peace”, by Susan Hopgood.
  16. Achieving Sustainable Development Goal 4 17 January 2020

    #youngteachers “An enthusiastic young Czech teacher and trade unionist!”, by David Navrátil (ČMOS-PS, Czech Republic).

    David Navrátil

    My name is David Navrátil and I´m a teacher of English, Geography and German language from a small town in the Czech republic. I decided to be a teacher when I was studying at high school. My favourite subjects were foreign languages, P.E. and Geography, and the only way to...

    #youngteachers “An enthusiastic young Czech teacher and trade unionist!”, by David Navrátil (ČMOS-PS, Czech Republic).
  17. Climate action and literacy 23 December 2019

    "On life and the market", by David Edwards.

    David Edwards

    From an early age, we try to fit children into the world. Instead, perhaps, we should reflect on how the world should fit children.

    "On life and the market", by David Edwards.
  18. Achieving Sustainable Development Goal 4 16 December 2019

    “Global Refugee Forum: time for immediate and sustainable action”, by David Edwards.

    David Edwards

    The refugee Convention of 1951 was born out of the profound feeling of shame following the Second World War due to the failure to respond to and receive those fleeing the Holocaust. That action of inaction condemned many to become its victims. Lest we forget, that Convention and the 1967...

    “Global Refugee Forum: time for immediate and sustainable action”, by David Edwards.