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Most academic staff working on contract at Canadian universities and colleges aren’t employed on fixed-term contracts by choice, and job precarity is a major source of stress for academics, a survey of the Canadian Association of University Teachers shows.

The challenges facing teachers and the need for professional development, an improved status of teachers, and international teaching standards were highlighted by education stakeholders in South Africa recently.

"Given the scarcity of resources, it is deplorable that the Education Outcome Fund (EOF) for Africa and Middle East intends to transfer tax-payer funds intended for the well-being of children to private investors who seek to profit from education."

Education International has assisted a fruitful workshop for Southern Caribbean’s young teacher unionists to enable sustainable and strong education unions promoting quality education in the region.

With the beginning of the school year in Belgium, and the approach of the elections, the teaching unions have entered into a race against time to give substance to the Pact for Excellence, which aims to guarantee quality education for all.

Education International (EI) launches a LabourStart campaign to request the immediate and unconditional release of Mohammed Habibi and the respect of trade union rights in Iran.

Education International laments the cruel and devastating school bombing in the west part of Kabul, Afghanistan which killed 34 students and wounded 57 others.

The Australian Education Union has called on educators and concerned citizens to add their names to an open letter addressed to Prime Minister Malcolm Turnbull calling for more funding to be allocated to public schools and towards bringing special support for students from disadvantaged backgrounds.

As the voice of the world’s educators, we welcome the inclusion of education as a priority for the G20, and hope the commitment to education will be ensured moving forward into Japan in 2019.

The Finnish education union Opetusalan Ammattijärjestö proposes that the scope of pre-primary education be expanded by a year to include five-year-old children.

Historical events are interpreted and taught differently, and many times in radically opposed ways, in different countries. When countries have been at war with each other, their national education systems, their textbooks and their collective memory often glorify the victors, hide the atrocities and deny the claims of the victims.

The Kenya National Union of Teachers has called on its government to stop the delocalisation policy that has forced more than a hundred teachers to leave the profession act to close the national teacher gap, and stop the current teacher appraisal system.

Education unionists have launched several actions to support teachers, students and their families in Indonesia’s Lombok areas ravaged by strong earthquakes.

"No part of the world is immune from the threat posed by commercialisation and privatisation, not even the island nations of the Pacific. In the interest of our students, members and quality education for all, this needs to be a priority.”

Education International welcomes the move by Djibouti, Macedonia, Peru, and San Marino to endorse the Safe Schools Declaration, committing themselves to protect students, teachers, schools, and universities during times of violent conflict.

The International Day of the World's Indigenous Peoples reminds us that in many parts of the world, indigenous people routinely face exclusion, discrimination and economic hardship and violence. In Paraguay, after centuries of invasion of their lands, European colonization and the violation of their human rights by subsequent governments, the...

Education International strongly condemns the prison sentence imposed on Mohammad Habibi, an Iranian teacher and a member of the board of directors of the Iranian Teachers'Trade Association of Tehran.The sentence is for ten and a half years of confinement.

Education International has supported its Lesotho’s affiliates striking to protest the government’s refusal to consider their legitimate demands concerning teacher professional issues and the achievement of quality education for all.