Ei-iE

We know from WIPO’s and our own research that copyright legislation is inadequate for education today. It creates barriers to ensure the right to education as well as curtails teachers’ academic freedom to choose and adapt materials including for cross-border collaboration and exchange.

Since the start of the ongoing Covid-19 pandemic, education unions have been pragmatic and quick to respond to the rapid changes brought about by the global health crisis. Thus, it is important for education unions to review the work done to engage with members since the onset of the pandemic...

In order to lay a robust foundation for the Teacher-Led Learning Circles on Formative Assessments project, the project’s team of international researchers have conducted an extensive review of pre-existing literature entitled ‘Teacher-led Learning Circles: Developing Teacher Leadership and Teaching Practice for the Use of Formative Assessment to Improve Students’ Learning.’

The purpose of this report, prepared by international researchers Danielle LaPointe-McEwan, Carol Campbell and Christopher DeLuca, is to describe the Teacher-led Learning Circles project’s context and associated research framework.

Educators are on the frontlines of climate change: every day, they are contending with the worst consequences of changes to the world’s climate. From extreme hurricanes and storms to massive flooding, prolonged droughts, severe heatwaves, and sinking islands, climate change is already altering the education sector in indirect yet profound...

This study intends to demonstrate whether copyright exceptions and limitations for educational purposes are fit for remote educational practices. Several studies commissioned by the World Intellectual Property Organization (WIPO) have analysed the copyright frameworks for education across the world8. The author has also previously analysed the fragmented landscape of provisions...

Constraints to the teacher wage bill blocks teacher recruitment and limits teacher salaries. This exacerbates teacher shortages and decreases the attractiveness of the profession, impeding the achievement of Sustainable Development Goal 4 on quality education for all.

Conducted by Christina Kwauk, the Education International Climate Change Education Ambition Report Card examines the level of ambition on climate education and the extent to which countries prioritise education as a tool for climate action. This special edition of the Report Card focuses on countries in the Middle East and...

This report is an initial mapping of education privatisation trends in the Caribbean region and will form the basis for further analysis and union action. It draws attention to favourable conditions for privatisation across the region, including a chronic underfunding of public education systems.

Teachers have the power to help learners develop the knowledge, skills, values and behaviours to address global challenges and contribute to the building of a more just, peaceful, sustainable world. However, this global survey of 58,000 teachers, conducted by UNESCO and Education International, shows that while many teachers are motivated,...

The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise.

The world faces a series of interconnecting crises and responding to them will demand a complete disruption of business as usual. In the light of Covid-19, the growing debt crisis, rising inequality, gender injustice, and the climate crisis there is an urgent need to revisit the fundamental redistributive role of...

Conducted by Christina Kwauk, the Education International Climate Change Education Ambition Report Card examines the level of ambition on climate education and the extent to which countries prioritise education as a tool for climate action.

This research was commissioned by the Open Society Foundation (OSF) and Education International (EI) with the aim of understanding the global policy responses to education as a result of the COVID-19 pandemic. The research also aims to understand how various states have responded to the pandemic in the midst of...

The primary objective of this report is to construct an initial model of ‘union renewal’ or ‘union transformation’ to be considered for further development by selected Education International affiliates in partnership with Education International’s Asia-Pacific Office.

The COVID-19 pandemic has devastated education systems, communities, and economies across Africa and globally. The health crisis has seriously affected the education, health and well-being of refugees, migrants and internally displaced persons (IDPs) in Uganda, South Sudan and across the continent.

During the COVID-19 pandemic, a state of emergency engulfed higher education. The crisis of mass campus closures and a rapid ‘pivot’ to online learning became the context for attempts by private actors and commercial organisations to reconfigure the sector.

The Future of Work is not just making the headlines - it has become an issue of increasing importance for students, teachers and the whole of society. While there is always an element of anticipatory anxiety when facing the future there has also been real concern about the arrival of...