Ei-iE

Education International is currently carrying out an extensive and ground-breaking worldwide survey that explores teachers’ realities and perceptions globally.

Global developments, marked simultaneously by the rapid diffusion of ideas, technological advances, and market-led approaches to public policy, have created new challenges for teachers across the world. Education International (EI), the global voice of educators, is carrying out a worldwide survey amongst its more than 30 million affiliates that has the potential to shine a new light on the professional status of teachers.

World view

Whilst there is widespread agreement in international and national education policies that learning is a crucial function, the challenges and opportunities faced by those at the core of knowledge acquisition are relatively unknown.

This triannual survey on the status of teachers will help to clarify the situation regarding teacher professionalism and sharpen arguments for evidence-based advocacy. Its results will be turned into statistical data and tangible proposals by internationally renowned academic Nelly Stromquist. This is the fourth such survey undertaken by EI and its strong participation by Hispanic and francophone unions will contribute to an unprecedented picture of teachers’ perceptions and realities globally.

Challenging the discourse

“Institutions like UNESCO and the International Labour Organization (ILO) have committed to protect the status of teachers and higher education teaching personnel through declarations and recommendations since 1966,” said David Edwards, Deputy General Secretary of EI. “However, current international and national initiatives aimed at reinforcing learning tend to disregard the critical importance of a teaching labour force that is adequately prepared, constantly supported along pedagogical lines, and well remunerated.” He noted that EI is uniquely positioned to coordinate and promote the voice of teachers around the world. “Teacher unions are the only organisations that have access to the experience of teachers on the ground. While governments define policy that often militates against the status of teachers, it is up to unions to challenge this discourse – with evidence.”