Briefing: The potential impacts of the Trans-Pacific Partnership (TPP) on education
This briefing note looks into the potential impacts of the TPP for the education sector based on the text released on 5 November 2015.
The Trans-Pacific Partnership (TPP) is a comprehensive trade and investment agreement covering 40% of the global economy. The TPP was concluded on 5th October 2015 after more than 5 years of secret negotiations. The following countries are involved: Australia, Brunei, Canada, Chile, Japan, Malaysia, Mexico, New Zealand, Peru, Singapore, United States and Vietnam.
Teachers Assessing Education For All - Perspectives From the Classroom
This report collates the outcomes of a global effort to engage teachers and education support personnel in a critical reflection on the EFA movement and goals. It shares the experiences and perspectives of a diverse group of professionals, working in very different contexts around the world, who share one common goal: delivering quality education for all. It aims to capture the essence of the rich consultations and focus groups’ discussions held with EI member organisations from 63 countries and share the views of 13,500 teachers and education support personnel surveyed. As the voice of education workers worldwide, EI considers it essential to draw on their expertise and experience in order to contribute to shaping the future of EFA.
Pearson and PALF: the Mutating Giant
In their latest work, renowned researchers Carolina Junemann and Stephen J. Ball present a compelling read for anyone concerned about the right of every child to a free quality public education. They reveal that there is an ever-growing concern associated with the continual rise of the commercialisation and privatisation in and of education driven by large global EDU-businesses, the operations of which are being allowed, facilitated and at times promoted by governments.
Tax Justice: A resource guide for education unions
This online resource guide is designed to help Education International (EI) affiliates be better informed about what advancements are being made by the tax justice movement, and what they can do in their own countries to ensure adequate funding of public services.
Around the world, tax havens, tax avoidance and corruption of multinational corporations are depriving governments every year of hundreds of billions of dollars desperately needed to pay for schools, materials and teachers. By removing tax havens, preventing harmful tax incentives, and by implementing progressive tax systems, governments can tap the resources needed to finance equitable quality education systems that are truly accessible to all.
Education International believes it is time for international action to reform national, regional and international tax systems to ensure that multinational corporations pay their fair share of tax so that governments have the resources needed to fund quality public services, including quality education.
Teacher union governmental relations in the context of educational reform
This study points out that governments tend to ignore teacher unions, at their own peril when constructing education policies; and it's based on the idea that genuine
that partnerships between teacher unions and governments are based on understanding
pluralism. This should be an understanding that governments and unions have different roles and that
union/government relationship should be informed by respect both for agreements
and disagreements.This study aims to show just how important teacher unions are to education and to the future of children and young people.
Corporatised education in the Philippines: Pearson, Ayala Corporation and the emergence of Affordable Private Education Centers (APEC)
This paper examines how, why, and with what consequences, corporate-led privatisations in Philippine education are taking shape, through an analysis of Affordable Private Education Centers (APEC). APEC is a for-profit chain of low-fee private schools (LFPS) established through a joint venture between two major multinational corporations, Pearson Plc and the Ayala Group. With the implementation of the new “K-12” system the Department of Education (DepED) plans to grow public-private partnerships and the education services industry in the Philippines so that private enterprise can expand private high school provision and help absorb excess demand. APEC, and its shareholders, plan to capitalise on this situation through its corporately owned and managed chain of for-profit high schools that aim to serve “economically disadvantaged” Filipino youth who are charged nominally “low-fees.”
The edu-business model implemented by APEC involves a number of cost-cutting techniques designed to minimise production costs, while increasing rates of profitability, which have had undesirable effects on teaching and learning. APEC also aims to (re)produce the human labour required by Ayala and other multinational companies by aligning its educational services with the labour needs of industry. By “reverse-engineering” its curriculum, APEC intends to produce graduates of a particular disposition with specific skills, values, and knowledge that can be employed in the global labour market. In particular, APEC intends to address the skill shortage in business process outsourcing (BPO) and call center industries in the Philippines.
This report aims to contribute to global debates regarding low-fee private schools as well as corporate involvement and infuence in efforts to expand access to education.
Creating a Supportive Working Environment in European Higher Education
In this study, academics across nine countries in Europe identified a number of key issues that impacted upon their working environment. These included the impact of decreased funding; the difficulties experienced in forming supportive relationships; negative experiences of academic life in the initial years; a deterioration in working conditions; the challenges posed by the Bologna Process; the changing demands of the teaching and research roles; their lack of influence and their non-involvement in decision-making processes within their institutions.
EI Report to the Committee of Experts on the Application of the Recommendation concerning Teachers (CEART)
The Committee of Experts on the Application of the Recommendation concerning Teachers (CEART) is a joint committee of the ILO and UNESCO composed of 12 Experts. It meets every three years and is charged with monitoring the implementation of the 1966 ILO/UNESCO Recommendation Concerning the Status of Teachers and the 1997 UNESCO Recommendation Concerning the Status of Higher-Education Teaching Personnel. Every three years, EI makes a submission to CEART on the status of teachers based on a special survey and other materials reflecting the experience of teachers and their trade unions.
Advocacy Toolkit for Teachers to Provide a Quality Education
The EFA Global Monitoring Report, the International Task Force on Teachers for Education for All and Education International jointly produced an advocacy toolkit aiming to help teachers use evidence based recommendations for their advocacy.
The toolkit, launched on World Teachers Day, offers resources and practical steps for teachers to get involved in campaigning with their policy makers for a quality education. It contains statistics and figures on and around teaching and learning, examples of best practices from around the world, as well as evidence that these practices have resulted in positive outcomes. A special chapter on practical steps to advocate for change closes the report.
Study on trends in freedom of association and collective bargaining in the education sector since the financial crisis
Education International commissioned this study to examine trends in freedom of association
and collective bargaining in selected countries throughout the world, both in countries which
have been deeply affected by the crisis, such as the USA, Spain and Greece, as well as those
countries which have continued to enjoy relatively continuous economic growth, such as
Brazil and Ghana. The study provides a general overview of the extent to which teachers are allowed to form
and join trade unions as opposed to professional associations and the framework and scope
for collective bargaining where permitted.
Privatisation in Early Childhood Education (PECE) - An Explorative Study on Impacts and Implications
This explorative study reveals a global trend towards increasing privatisation in Early Childhood Education (ECE), threatening to overshadow public ECE. Based on a qualitative inquiry targeting ECE practitioners and union representatives in 14 countries, it gathers practice-based evidence of the impact of privatisation in Early Childhood Education (ECE) on a variety of aspects such as access to ECE, quality of education, equity and conditions of service for teaching and support staff. The outcomes of the research and the recommendations formulated by the authors can pave the way for EI, its affiliates and partners’ advocacy for public provision of ECE and the need to regulate the private ECE sector.
The Status of Teachers and the Teaching Profession
This report is based on an extensive survey (responses from 73 Education International (EI) member organisations from all regions). It reveals the threats to the status of teachers from misguided “reforms” leading to precarious working conditions for teachers and education workers and curbing teachers' professional development, professional autonomy, social dialogue, and involvement in decision-making. Given the intimate relationship between teaching conditions and learning conditions; those same threats endanger the provision of quality education and education as a public good.
Teaching Around the World: What Can TALIS Tell Us?
The Teaching and Learning International Survey of 2013 (TALIS)—representing the views of teachers and principals in lower secondary schools from 34 jurisdictions around the world—tells us a great deal about the conditions for teaching in different countries today and what these may mean for the future of the teaching force and the quality of teaching.
The report "Teaching Around the World: What Can TALIS Tell Us?" commissioned by EI, underlines the connection between teachers’ self-efficacy, job satisfaction and professional collaboration.
Collaborative and effective professional learning opportunities were found to be associated with teachers’ practices, especially with respect to those that encourage what are commonly referred to as “21st century skills” — problem solving, inquiry, critical thinking, and collaboration, for example.
While most teachers agreed that they experienced "a collaborative school culture characterized by mutual support", there were noticeable differences in the degree to which principals and teachers reported this kind of climate. In recent years, a number of nations have placed more emphasis on teacher appraisal.
The data in TALIS 2013 provide important insights into the policies that can support and strengthen teaching and lead to high-quality learning for students.
Worlds of education #44
The 44th issue of Education International's on-line magazine, Worlds of Education, features articles by prominent academics highlighting the crucial role of teachers in the international education policy arena.
This edition celebrates teachers and teaching and focuses on the future of the teaching profession.
Making rights realities: Does privatising educational services for the poor make sense?
Professor Keith Lewin, of International Education and Development at the University of Sussex, and the Director of the Consortium for Research on Educational Access, Transitions and Equity, answers questions about the role that for-profit private providers of educational services can play in universalising access to basic education, where he argues the case for continued emphasis on public provision and financing of basic education to promote equitable development remains compelling.