Ei-iE

Opinion

  1. Achieving Sustainable Development Goal 4 24 April 2020

    “COVID-19 and Education in South Korea”, by Hyunsu Hwang.

    Hyunsu Hwang

    COVID-19 is a world-wide fear and a tremendous threat in every area of our lives. It affects everyone in the world. The scenes being captured look very familiar to us in a sense. They look like scenes from movies, but sadly this is a real and unprecedented situation in human...

    “COVID-19 and Education in South Korea”, by Hyunsu Hwang.
  2. Achieving Sustainable Development Goal 4 23 April 2020

    “Optimism of the Will”, by Dennis Shirley.

    Dennis Shirley

    Covid-19 has changed everything. Like it or not, our world is just at the beginning of a historically unprecedented shift to new ways of being, thinking, and doing. The international educational professional will need to respond with its full ingenuity and expertise to this unprecedented challenge.

    “Optimism of the Will”, by Dennis Shirley.
  3. Achieving Sustainable Development Goal 4 22 April 2020

    “We need new ideas to ensure education responses to Covid-19 don’t harm those marginalized”, by Manos Antoninis.

    Manos Antoninis

    In the middle of the turmoil that the pandemic has caused, two perspectives are critical. First, the upheaval has thrown pre-existing inequalities into sharp relief. Second, the crisis is the backdrop to a crash course in moral philosophy: we are all faced with stark choices, as solutions that help some,...

    “We need new ideas to ensure education responses to Covid-19 don’t harm those marginalized”, by Manos Antoninis.
  4. Democracy 16 April 2020

    "Teachers rising to the challenge of a global pandemic", by Steffen Handal.

    Steffen Handal

    In Norway, schools and kindergartens have been closed since the middle of March. Only children whose parents have a socio-critical profession have been attending. The Government has decided that early childhood institutions will open April 20th and grade 1 - 4 one week later.

    "Teachers rising to the challenge of a global pandemic", by Steffen Handal.
  5. Achieving Sustainable Development Goal 4 15 April 2020

    “Coronavirus Curriculum”, by Felisa Tibbitts.

    Felisa Tibbitts

    The pandemic is stretching the limits of school systems’ abilities to deliver education with the assistance of technology. The struggles of local and national education systems are well documented, and leaders are scrambling to address an overwhelming set of inter-connected challenges to the well-being of students, teachers, staff and administrators...

    “Coronavirus Curriculum”, by Felisa Tibbitts.
  6. Achieving Sustainable Development Goal 4 14 April 2020

    “Teleworking for Teachers”, by Miguel Duhalde.

    Miguel Duhalde

    Argentina reported its first case of COVID-19 on 3 March 2020; by 19 March, the country declared a complete lockdown when the number of confirmed infections reached 128. In response to the crisis, the government adopted a series of health, social and economic measures to slow down the spread of...

    “Teleworking for Teachers”, by Miguel Duhalde.
  7. Fighting the commercialisation of education 9 April 2020

    "World Bank shifts position on funding for most private-for-profit schools", by David Edwards.

    David Edwards

    In a sudden and far-reaching policy shift, World Bank President David Malpass has agreed to major reforms that include officially freezing any direct or indirect investments in private for-profit pre-primary, primary and secondary schools. This has been a critical issue for Education International for many years and has been the...

    "World Bank shifts position on funding for most private-for-profit schools", by David Edwards.
  8. Achieving Sustainable Development Goal 4 9 April 2020

    “What the Covid-19 Pandemic will change in education depends on the thoughtfulness of education responses today”, by Fernando M. Reimers.

    Fernando M. Reimers

    The Pandemic that is ravaging the globe is likely to cause the most serious disruption to educational opportunity in at least a century. The studies and lives of those currently in school will be impacted in multiple ways, some yet to be understood. Most immediately, because necessary physical distancing measures...

    “What the Covid-19 Pandemic will change in education depends on the thoughtfulness of education responses today”, by Fernando M. Reimers.
  9. Achieving Sustainable Development Goal 4 7 April 2020

    “How the COVID-19 crisis may impact higher education unions’ work and strategy on casualisation”, by Rob Copeland.

    Rob Copeland

    In response to the devastating COVID-19 pandemic, unions have been working hard to ensure that governments mitigate the effects on workers’ jobs, salaries and working conditions. During this ongoing crisis, workers in so-called ‘non-standard forms of employment’[1] such as those on zero-hours contracts, in agency work and in ‘bogus self-employment’...

    “How the COVID-19 crisis may impact higher education unions’ work and strategy on casualisation”, by Rob Copeland.
  10. Achieving Sustainable Development Goal 4 3 April 2020

    “Coronavirus: Our principles, values, and shared humanity”, by Susan Hopgood.

    Susan Hopgood

    Combat of the Coronavirus has graduated in many countries to closing of schools and most public gatherings and some businesses. EI has mostly focused on the impact on education and teachers and Education Support Personnel (ESP) and have been providing reports regularly from countries and regions and on what is...

    “Coronavirus: Our principles, values, and shared humanity”, by Susan Hopgood.
  11. Equity and inclusion 1 April 2020

    “Joined up Action Needed: Gender and Schooling in the Time of COVID 19”, by Elaine Unterhalter.

    Elaine Unterhalter

    More than 1.5 billion children worldwide are out of school due to COVID 19 and we don't know for how long. As yet there is no gender disaggregation of these figures. This shock comes at a time when, slowly, the number of children enrolling and completing school was beginning to...

    “Joined up Action Needed: Gender and Schooling in the Time of COVID 19”, by Elaine Unterhalter.
  12. Achieving Sustainable Development Goal 4 30 March 2020

    “How should we continue student learning during covid19?”, by Armand Doucet.

    Armand Doucet

    In a previous blog post, we discussed whether we should proceed with student learning during COVID19. In this one we will look at how we should do it, reflecting on the challenges of addressing student education remotely which we call distance learning, also called remote learning in some parts of...

    “How should we continue student learning during covid19?”, by Armand Doucet.
  13. Achieving Sustainable Development Goal 4 26 March 2020

    “Should we continue student learning during covid19? A question of Maslow before Bloom”, by Armand Doucet.

    Armand Doucet

    Should we continue student learning during Covid19? What a profound question to ponder during these incredible times. Teachers must ask themselves this question: Are my students ready to learn today. This foundational question is always present in formal education, the elephant in the room, which is why “Maslow before Bloom”...

    “Should we continue student learning during covid19? A question of Maslow before Bloom”, by Armand Doucet.
  14. Achieving Sustainable Development Goal 4 25 March 2020

    “Handling the COVID-19 crisis in education: What can TALIS 2018 tell us?”, by John Bangs.

    John Bangs

    The Teaching and Learning International Survey (TALIS) 2018 was released on the 23rd March. For the first time the OECD’s Education and Skills Director Andreas Schleicher presented the report remotely because of the Covid 19 crisis. The OECD had rightly taken the tough decision to release its report now before...

    “Handling the COVID-19 crisis in education: What can TALIS 2018 tell us?”, by John Bangs.
  15. Union growth 23 March 2020

    “The need for strategy and teacher activism in transnational governance”, by Tore Bernt Sorensen.

    Tore Bernt Sorensen

    Today, the OECD launches “Teachers and School Leaders as Valued Professionals” as the second volume of the TALIS 2018 Results. Being the largest international research programme focused on teachers and school leaders, TALIS is a prime example of how transnational education governance offers opportunities as well as challenges for educators...

    “The need for strategy and teacher activism in transnational governance”, by Tore Bernt Sorensen.
  16. Trade union rights are human rights 17 March 2020

    “COVID-19: educators and unions stand united and mobilise”, by David Edwards.

    David Edwards

    Today, teachers and education support personnel, union leaders the world over are coming together in myriad ways to find collective solutions to address the needs of their students, colleagues and communities despite enormous challenges and deteriorating situations.

    “COVID-19: educators and unions stand united and mobilise”, by David Edwards.
  17. Union growth 12 March 2020

    Beijing +25: "Making the Promise of Beijing a Reality for Learners and for Education Sector Workers."

    madeleine kennedy macfoy

    Examples of the work done by Education International and its member organisations in different parts of the world since the Beijing Platform for Action was adopted in 1995, demonstrate the power of taking collective action to find collective solutions.

    Beijing +25: "Making the Promise of Beijing a Reality for Learners and for Education Sector Workers."
  18. Equity and inclusion 6 March 2020

    Beijing +25: ‘There is Only Collective Action for a Collective Solution’

    madeleine kennedy macfoy

    2020 is an auspicious year for women’s rights: the world will look back on what was agreed twenty-five years ago at the 4th UN World Conference on Women in Beijing, China. The Beijing Declaration and Platform for Action is widely viewed as ‘the world’s most progressive blue-print’ on the rights...

    Beijing +25: ‘There is Only Collective Action for a Collective Solution’