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Education International has joined the National Union of the Teaching Profession (NUTP) to support Malaysian students from poor and marginalised communities to access online classes crucial during the COVID-19 pandemic.

Disadvantaged children and young people, as well as students from Black, Asian and minority ethnic (BAME) communities will be given additional priorityby teacher unions in the United Kingdom (UK). The unions have reaffirmed their commitment to help mitigate the negative impact of the COVID-19 crisis on their students’ education.

An Education International affiliate representing elementary school teachers in India has called on the government to fundamentally shift its approach to education. The union voiced its concern over growing inequality stemming from distance learning during the COVID-19 pandemic.

The Australian Education Union has published a report showing a significant digital gap during the COVID-19 pandemic and the lack of digital inclusion for public school students.

The International Forum on Inclusion and Equity in Education held in Cali, Colombia, late last September highlighted the continuing barriers to inclusive and equitable education for all.

Education, as shown in the 2019 Global Education Monitoring (GEM) Report, ‘Building Bridges not Walls’, has a great ability to fight discrimination with inclusive rhetoric. It can help newcomers adapt to new environments, and it can prepare host communities to accept and celebrate their presence.

Education unions have reacted to the latest report into the progress made by the UK Government to narrow the student attainment gap, demanding that public authorities stop austerity measures and increase investment in the education system.

While both the AFT and NEA agree that the NCLB initiative established laudable goals - high standards, accountability for all, and the belief that all children can learn, regardless of their background or ability - its underfunding and bureaucracy are masking the true progress made in schools.