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Equity and inclusion 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. -
Achieving Sustainable Development Goal 4 12 December 2019 "Inclusive Schools as a Political and Social Rights Space", by Gabriela Sancho Mena.
Gabriela Sancho Mena
An inclusive public school must be a space where everyone has a place. It is a right that must help strengthen all skills and abilities and encompass all the diversities in our society. It must also be a place of opportunity, reflection, debate, participatory action, invention, questions, research; a secular,...
"Inclusive Schools as a Political and Social Rights Space", by Gabriela Sancho Mena. -
Union growth 9 December 2019 “Philippines: On Persecuting Teachers and Weaponizing Education”, by Raymond D. Basilio.
Raymond D. Basilio
Teachers and education in the Philippines are under siege. The Duterte government’s worsening attacks on all forms of dissent, disguised as a ‘whole-of-nation approach’ purportedly to end local communist insurgency, is taking its toll on the sector that is universally mandated to espouse and uphold social justice, human rights and...
“Philippines: On Persecuting Teachers and Weaponizing Education”, by Raymond D. Basilio. -
Equity and inclusion 6 December 2019 #RatifyC190 “Strong will”, by Destaye Tadesse.
Destaye Tadesse
On 25 November – the International Day for the Elimination of Gender-based Violence - we called on governments to immediately ratify ILO Convention 190 on violence and harassment in the world of work. The Convention is the result of 10 years of mobilisation and activism by the global trade union...
#RatifyC190 “Strong will”, by Destaye Tadesse. -
Equity and inclusion 4 December 2019 #RatifyC190 “Quashed dreams”, by Eringu Etonu.
Eringu Etonu
On 25 November – the International Day for the Elimination of Gender-based Violence - we called on governments to immediately ratify ILO Convention 190 on violence and harassment in the world of work. The Convention is the result of 10 years of mobilisation and activism by the global trade union...
#RatifyC190 “Quashed dreams”, by Eringu Etonu. -
Achieving Sustainable Development Goal 4 3 December 2019 “Beyond regret: what’s needed to stay together”, by Mitsunori Hoshina.
Mitsunori Hoshina
I have learned much from children during my career as a teacher. I would like to share a lesson on inclusive education I learned from what happened to a girl student.
“Beyond regret: what’s needed to stay together”, by Mitsunori Hoshina. -
Trade union rights are human rights 27 November 2019 #RatifyC190 "Violence against women: a case study in the French public research", by Dina Bacalexi and Bruno Pouvelle.
Bruno Pouvelle, Dina Bacalexi
On 25 November – the International Day for the Elimination of Gender-based Violence - we called on governments to immediately ratify ILO Convention 190 on violence and harassment in the world of work. The Convention is the result of 10 years of mobilisation and activism by the global trade union...
#RatifyC190 "Violence against women: a case study in the French public research", by Dina Bacalexi and Bruno Pouvelle. -
Achieving Sustainable Development Goal 4 22 November 2019 #CRC30 “Ending corporal punishment in schools – a pathway to protecting the right to education”, by Baguma Filbert Bates.
Baguma Filbert Bates
In Uganda, corporal punishment was declared unlawful in schools in March 2016 when the Children’s Act was amended and indeed since 2006, corporal punishment had been discouraged by Ministerial Guidelines. However, it remains a big challenge because in many schools, particularly in the remoter rural areas, it is a deeply...
#CRC30 “Ending corporal punishment in schools – a pathway to protecting the right to education”, by Baguma Filbert Bates. -
Achieving Sustainable Development Goal 4 21 November 2019 #CRC30 “The right to education in wartime: the lost children of Yemen and the struggle to save them”, by Yahya Al Yanaie.
Yahya Al Yanaie
From Yemen, where the war has been going on for five consecutive years, I am addressing you on the 30th anniversary of the adoption of the UN Convention on the Rights of the Child. As a teacher and a trade unionist, I want to tell you about the short and...
#CRC30 “The right to education in wartime: the lost children of Yemen and the struggle to save them”, by Yahya Al Yanaie. -
Achieving Sustainable Development Goal 4 20 November 2019 #CRC30 “Albania: Teachers’ unions working to realise the right to education for all children”, by Nevrus Kaptelli and Stavri Liko.
Stavri Liko, Nevrus Kaptelli
The Albanian Alliance of Education Trade Unions, comprising the Trade Union Federation of Education and Science of Albania (FSASH) and the Independent Trade Union of Albanian Education (SPASH-ITUEA), has been working since 2002 with different projects designed to increase school retention rates and promote inclusion of vulnerable students. Teachers have...
#CRC30 “Albania: Teachers’ unions working to realise the right to education for all children”, by Nevrus Kaptelli and Stavri Liko. -
Achieving Sustainable Development Goal 4 14 November 2019 #SABERexposed "Teachers in the World Bank's SABER", by Melanie Baker Robbins.
Melanie Baker Robbins
This blog post presents two major critiques of the SABER-Teachers domain: The World Bank’s inconsistent use of empirical evidence in order to promote policies that reflect its ideological biases related to teachers and the teaching profession, and the way the SABER-Teachers domain framework paper serves to de-professionalize teachers.
#SABERexposed "Teachers in the World Bank's SABER", by Melanie Baker Robbins. -
Achieving Sustainable Development Goal 4 8 November 2019 “Impoverishing the poor: the deficiencies of the World Bank’s learning poverty goal”, by Dennis Sinyolo.
Dennis Sinyolo
On 17 October, the World Bank announced a new global target for education aimed at reducing ‘learning poverty’ - the percentage of children who are unable to read by the age of 10 – in half by 2030. The World Bank’s initiative is a step in the wrong direction, and...
“Impoverishing the poor: the deficiencies of the World Bank’s learning poverty goal”, by Dennis Sinyolo. -
Fighting the commercialisation of education 7 November 2019 #SABERexposed “Engaging the Private Sector”, by Brendan DeCoster.
Brendan DeCoster
As part of the blog series critiquing the World Bank’s Systems Approach for Better Education Results (SABER) initiative, I examine some of the more problematic aspects of the Bank’s claims that 1) they are representing a consensus on engagement of the private sector and 2) that they are not pursuing...
#SABERexposed “Engaging the Private Sector”, by Brendan DeCoster. -
Achieving Sustainable Development Goal 4 31 October 2019 #SABERexposed “SABER School Autonomy & Accountability”, by Lê Minh Hằng.
Hang M. Le
SABER School Autonomy & Accountability argues that a closed loop model of autonomy, assessment, and accountability will lead to better education outcomes. This blog post critiques some of the central assumptions behind this model and argues for alternative ways to view accountability.
#SABERexposed “SABER School Autonomy & Accountability”, by Lê Minh Hằng. -
Standards and working conditions 30 October 2019 “Teachers – Being in Control or Being Controlled?”, by Jim Baker.
Jim Baker
The status and role of professional teachers are affected by global efforts to make schools reason and operate like private companies even in some schools systems that may appear untouched by market reform fervour. A publication released last month on the profession addresses, in different contexts, the impact of that...
“Teachers – Being in Control or Being Controlled?”, by Jim Baker. -
Leading the profession 24 October 2019 #SABERexposed “The World Bank’s SABER: A Knowledge Source or an Ideologically-Honed Weapon to Compel Neoliberal Educational Reforms?”, by Mark Ginsburg and Steven Klees.
Mark Ginsburg, Steve Klees
The acronym for the World Bank’s Systems Approach for Better Education Results (SABER) suggests two meanings. The first, based on a pronunciation with a short “a” sound and stress on the second syllable, calls to mind the Spanish term meaning knowledge (or to know). The second, based on a pronunciation...
#SABERexposed “The World Bank’s SABER: A Knowledge Source or an Ideologically-Honed Weapon to Compel Neoliberal Educational Reforms?”, by Mark Ginsburg and Steven Klees. -
Achieving Sustainable Development Goal 4 22 October 2019 “Education International. Eighth World Congress”, by John Bangs.
John Bangs
The online magazine ‘Education Journal’ recently published in its edition 385 a report of Education International’s eighth World Congress in Bangkok by EI Senior Consultant, John Bangs. Education Journal has agreed to its publication for Worlds of Education. It has been slightly edited for EI’s global audience.
“Education International. Eighth World Congress”, by John Bangs. -
Climate action and literacy 18 October 2019 “Education – Changing the World”, by David Edwards
David Edwards
The Canadian Teachers’ Federation (CTF/FCE) devoted the most recent edition of its magazine, “Perspectives” to education and democracy. It covers the challenges to democracy in Canada, North America and the world. It also reports on education initiatives that have been developed in Canada to support and re-enforce democratic values and...
“Education – Changing the World”, by David Edwards