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Standards and working conditions Teacher Compensation in Crisis Contexts: Challenges in the Occupied Palestinian Territories
Dr. Eman Najjar, Dr. Hilmi Hamdan
5 May 2025Teacher Compensation in Crisis Contexts: Challenges in the Occupied Palestinian TerritoriesThis study aims to investigate the primary factors contributing to irregular salary disbursements in Palestine during emergencies, identify potential interventions to address the issue, and evaluate the consequences of financial instability on the quality of education.
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Achieving Sustainable Development Goal 4 Teacher compensation in crisis contexts: Problems & paradoxes for paying teachers in South Sudan
Mading Peter Angong, Sarah Etzel, Whitney Hough, Mary Mendenhall, Kemigisha Richardson, Tiffany Tryon, Malok Mading Wol
28 April 2025Teacher compensation in crisis contexts: Problems & paradoxes for paying teachers in South SudanTeachers are essential to upholding the right to quality education for children in crisis and displacement contexts, yet they often experience delayed, irregular, or insufficient compensation, leading to demotivation, absenteeism, and destabilization of educational systems.
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Future of work in education The Global Status of Teachers 2024
Dr. Ben Arnold, Dr. Mark Rahimi
23 January 2025The Global Status of Teachers 2024The Global Status of Teachers report provides a global and regional analysis of the status and conditions of the teaching profession by representing the views of teacher unions worldwide.
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Equity and inclusion Unions leading the way to decolonise education
Gabriela Bonilla
10 December 2024Unions leading the way to decolonise educationThis research on the decolonisation of education aims to promote further reflection among Education International (EI) member organisations on the role of unions, teachers, and policy in the decolonisation of education.
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Teacher-led learning circles for formative assessment Final report UruguayFinal report Uruguay
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Teacher-led learning circles for formative assessment Final report SwitzerlandFinal report Switzerland
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Teacher-led learning circles for formative assessment Final report South KoreaFinal report South Korea
7 November 2024 -
Teacher-led learning circles for formative assessment Final report MalaysiaFinal report Malaysia
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Teacher-led learning circles for formative assessment Final report GhanaFinal report Ghana
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Teacher-led learning circles for formative assessment Final report Côte D’ivoireFinal report Côte D’ivoire
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Teacher-led learning circles for formative assessment Final report BrazilFinal report Brazil
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Leading the profession Teacher-Led Learning Circles for Formative Assessment: Full Report of International Research Findings
Carol Campbell, Christopher DeLuca, Danielle LaPointe-McEwan, Maeva Ceau, Nathan Rickey
7 November 2024Teacher-Led Learning Circles for Formative Assessment: Full Report of International Research FindingsThe Teacher-led Learning Circles for Formative Assessment (T3LFA) project facilitated professional learning and development to advance teachers’ leadership of educational improvement with a focus on increasing confidence in, understanding of, and use of student focused formative assessment practices for enhanced student learning. The dual focus on both teachers’ development and...
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Equity and inclusion Report on the 2024 Education International Quadrennial Survey on LGBTI+ Rights in Education
28 July 2024Report on the 2024 Education International Quadrennial Survey on LGBTI+ Rights in EducationThe 2024 Quadrennial Survey aims to provide an informative cross-section of union policies, advocacy points and current educational challenges, together with selected case studies which seek to advance EI’s work furthering and protecting LGBTI+ rights in and through education.
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Equity and inclusion EI 2024 Quadrennial Survey on Indigenous Peoples and the Right to Education
28 July 2024EI 2024 Quadrennial Survey on Indigenous Peoples and the Right to EducationSince EI’s first World Congress in 1995, the education trade union movement has recognised the importance of solidarity with, and advocating for, the rights of Indigenous Peoples. This means in and through educational systems, but also extends to the broader world of work, in the fight for climate justice, land...
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Equity and inclusion Report on the 2024 Education International Quadrennial Gender Survey
28 July 2024Report on the 2024 Education International Quadrennial Gender SurveyThis report outlines the findings of the Gender Equality and Equity survey covering the 2019-2023 period, the latest in EI’s Quadrennial Surveys on Gender Equality and Diversity. It is based on 123 responses to an online survey sent out to members (response rate of 33%) and 13 in-depth interviews with...
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Standards and working conditions Teacher well-being: a global understanding
8 July 2024Teacher well-being: a global understandingEducation International wishes to further its understanding of the current policy landscape of teacher well-being. To inform this understanding, Education International commissioned Education Support to undertake a small-scale research study to explore and summarise global understandings of teacher well-being. The work included highlighting global definitions of well-being, the identification of...
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Equity and inclusion Impact on Afghan Teachers of the Restrictions on the Right to Learn and to Teach
Research on Teachers’ Status and Working Conditions in Taliban-Controlled Afghanistan
14 June 2024Impact on Afghan Teachers of the Restrictions on the Right to Learn and to TeachFrom March to May of 2023, Education International and one of its member organisations in Afghanistan, the National Teacher Elected Council (NTEC), conducted a survey among the country’s teachers. The findings paint a bleak picture, revealing the impact of Taliban policy on Afghanistan’s teachers, students, and education system.
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Education support personnel Carrying the Community
Addressing the Consequences of Privatization and Funding Shortfalls for Education Support Personnel
15 May 2024Carrying the CommunityThis report documents how privatization and public funding shortfalls are threatening the conditions that allow ESP to contribute to the realization of universal, inclusive, quality education. Building on an extensive literature review, as well as interviews and participatory research with ESP and union representatives located in different regions, the report...