Ei-iE

Leading the profession

Teachers and education support personnel know what works in education. They must be recognised and empowered to deliver on the promise of quality education for all.

At the classroom level, academic freedom and professional autonomy are prerequisites for quality teaching and learning. As professionals, teachers must be afforded the space and trust to make the best possible decisions for their students.

Beyond the classroom, education policy must be informed by the vast experience and insights only education professionals can provide. We advocate for the involvement of teachers, education support personnel and their representative organisations in all decision-making in education and work towards the expansion of sectoral policy dialogue at all levels and in all countries.

Our work in this area

  1. News 19 April 2018

    #MakeitPublic: New campaign to drive national education monitoring

    The Global Education Monitoring Report has launched #MakeitPublic, a new advocacy campaign calling on governments and regional organisations to report on education progress to their citizens.

    #MakeitPublic: New campaign to drive national education monitoring
  2. News 17 April 2018

    Education International assesses World Bank's Development Report on education

    Just ahead of the World Bank Spring Meetings, Education International is launching a publication that brings together multiple voices from around the world to provide a Reality Check on the World Bank’s 2018 World Development Report on education.

    Education International assesses World Bank's Development Report on education
  3. Opinion 10 April 2018

    #WDR2018 Reality Check #22: “Learning Matters and the World Development Report 2018”, by Keith Lewin

    Keith Lewin

    “Learning to Realise Education’s Promise” is the first time the World Bank has devoted an entire 240 page World Development Report (WDR) to education and learning. It is surprising that it has taken so long given that the main purpose of the Bank is to finance development, and low income...

    #WDR2018 Reality Check #22: “Learning Matters and the World Development Report 2018”, by Keith Lewin
  4. Opinion 6 April 2018

    "Can we assess if school and classroom practices align with national educational goals?", by Kate Anderson, Helyn Kim, Seamus Hegarty and Martin Henry.

    Helyn Kim, Seamus Hegarty, Kate Anderson, Martin Henry

    Now more than ever, countries are orienting their policies toward equipping children and youth with a broad range of skills to succeed in the 21st century [1]. Given this widespread endorsement at the policy level, why don’t we see it happening in more schools? Could it be that schools lack...

    "Can we assess if school and classroom practices align with national educational goals?", by Kate Anderson, Helyn Kim, Seamus Hegarty and Martin Henry.
  5. Opinion 3 April 2018

    #WDR2018 Reality Check #21: "The educational “anti-policy” financed by the World Bank in El Salvador", by Israel Montano

    Israel Montano Osorio

    The recommendations of the World Development Report (WDR) 2018 show that the World Bank has not learned from its mistakes and continues to offer poor advice regarding education policies. In El Salvador, as in other countries, rather than forming part of the solution, the World Bank is in many ways...

    #WDR2018 Reality Check #21: "The educational “anti-policy” financed by the World Bank in El Salvador", by Israel Montano
  6. Opinion 27 March 2018

    The possibilities for South-North dialogue in education research, by Tore Bernt Sorensen

    Tore Bernt Sorensen

    In this week, the 62nd Annual Meeting of the Comparative and International Education Society (CIES) is taking place in Mexico City. CIES is based in the US but has around 2500 members from around the world. The Annual Meeting attracts a few thousand participants.

    The possibilities for South-North dialogue in education research, by Tore Bernt Sorensen
  7. Opinion 27 March 2018

    #WDR2018 Reality Check #20: Half-Hearted Commitment to Teacher Learning, by Mark Ginsburg

    Mark Ginsburg

    I recently completed work on a moderated discussion (Ginsburg et al., 2018) for the Comparative Education Review (CER) focused on the World Development Report 2018: Learning to Realize Education’s Promise (WDR) (Filmer et al., 2018). In the moderated discussion I muted my voice in order to facilitate a conversation among...

    #WDR2018 Reality Check #20: Half-Hearted Commitment to Teacher Learning, by Mark Ginsburg
  8. Opinion 13 March 2018

    #WDR2018 Reality Check #18: “Behind the Scores; Myths on Korean education” by Hyunsu Hwang

    Hyunsu Hwang

    The “Forward” of the 2018 World Development Report (WDR) by the World Bank Group’s president, Jim Yong Kim, shocked me. It starts: “Education and learning raise aspirations, set values, and ultimately enrich lives. The country where I was born, the Republic of Korea, is a good example of how education...

    #WDR2018 Reality Check #18: “Behind the Scores; Myths on Korean education” by Hyunsu Hwang
  9. Opinion 6 March 2018

    #WDR2018 Reality Check #17: The World Bank’s Reports and its Practices – Organised Hypocrisy? By Salim Vally

    Salim Vally

    This blog argues that the inconsistencies of the World Bank seen as instances of ‘organised hypocrisy’ and ‘duplicity’ are not new nor are they limited to the area of education. On the heels of the WDR, another significant World Bank report, The Changing Wealth of Nations 2018: Building a Sustainable...

    #WDR2018 Reality Check #17: The World Bank’s Reports and its Practices – Organised Hypocrisy? By Salim Vally
  10. Opinion 27 February 2018

    #WDR2018 Reality Check #16: Early Childhood Education, Poverty and Privatization: Why is ECE so important and underfunded in World Bank policy? By Carol Anne Spreen

    Carol Anne Spreen

    Learning does not begin when a child enters school. It is widely known that from birth to age five the brain develops more rapidly than at any other stage of life, and it is also most sensitive to influences from the external environment (such as cognitive stimulation, language development, care,...

    #WDR2018 Reality Check #16: Early Childhood Education, Poverty and Privatization: Why is ECE so important and underfunded in World Bank policy? By Carol Anne Spreen
  11. Opinion 20 February 2018

    #WDR2018 Reality Check #15: Technical and vocational education and training – realising the potential to transform the lives of millions, by Pat Forward

    Pat Forward

    The most striking features of the World Development Report 2018’s chapter on technical and vocational training (TVET) are that it is a superficial examination of the role and impact of TVET around the world, and that it persists in perpetuating a very narrow framing of the role that the sector...

    #WDR2018 Reality Check #15: Technical and vocational education and training – realising the potential to transform the lives of millions, by Pat Forward
  12. Opinion 13 February 2018

    #WDR2018 Reality Check #14: Where is the World in the WDR 2018? An Appeal to Rename it the ‘American Development Report’ by Jeremy Rappleye & Hikaru Komatsu

    Jeremy Rappleye, Hikaru Komatsu

    The 2018 World Development Report “Learning to Realize Education’s Promise” provides deep insights into the worldview of the World Bank, the world’s most powerful development institution. Instead of critically questioning the Bank’s explicit claims – as most of the blogs thus far have done – it is also worth pausing...

    #WDR2018 Reality Check #14: Where is the World in the WDR 2018? An Appeal to Rename it the ‘American Development Report’ by Jeremy Rappleye & Hikaru Komatsu
  13. Opinion 6 February 2018

    #WDR2018 Reality Check #13: “It’s not a learning crisis, it’s an international development crisis! A decolonial critique” by Iveta Silova

    Iveta Silova

    The 2018 World Development Report (WDR) “Learning to Realize Education’s Promise” has been widely praised for placing education at the forefront of the international development agenda. But while signaling a global commitment to increasing education access and quality in the context of the Sustainable Development Goals (SDGs), the 2018 WDR...

    #WDR2018 Reality Check #13: “It’s not a learning crisis, it’s an international development crisis! A decolonial critique” by Iveta Silova
  14. Opinion 30 January 2018

    #WDR2018 Reality Check #12:The World Bank and the chalkface: a teacher’s perspective by Jelmer Evers

    Jelmer Evers

    My colleagues in my school probably know the World Bank quite superficially, at least if they teach economics history, geography or social sciences. For the rest of them I would say there is name recognition, but not much more than that. However, they would recognize its policy, the tone and...

    #WDR2018 Reality Check #12:The World Bank and the chalkface: a teacher’s perspective by Jelmer Evers
  15. News 24 January 2018

    EI teacher standards to create “common understanding” within the profession

    Australian researcher Tom Alegounarias presented his work on the development of global professional teaching standards to Education International’s Executive Board, part of an effort to provide teachers the power to define their own profession.

    EI teacher standards to create “common understanding” within the profession
  16. Opinion 23 January 2018

    #WDR2018 Reality Check #11: School-Based Management: Questions and Concerns by D. Brent Edwards Jr.

    D. Brent Edwards Jr.

    One of the primary avenues highlighted for educational improvement in the World Bank’s World Development Report (WDR) 2018 is school-based management (SBM). This is not surprising, as SBM has been one of the World Bank’s preferred education governance reforms since the 1990s. Indeed, as Dean Nielsen, former Senior Evaluation Officer...

    #WDR2018 Reality Check #11: School-Based Management: Questions and Concerns by D. Brent Edwards Jr.
  17. Opinion 16 January 2018

    #WDR2018 Reality Check #10: “We Need More than Just Better Teachers?” by Pasi Sahlberg

    Pasi Sahlberg

    The World Development report 2018 (WDR2018) is right about the global learning crisis: many children not in school, educational inequity, and low quality of learning outcomes. But it often misses the point when trying to use available evidence to realize education’s promise. The problem is that there are so many...

    #WDR2018 Reality Check #10: “We Need More than Just Better Teachers?” by Pasi Sahlberg