Ei-iE

This research on the decolonisation of education aims to promote further reflection among Education International (EI) member organisations on the role of unions, teachers, and policy in the decolonisation of education.

The Teacher-led Learning Circles for Formative Assessment (T3LFA) project facilitated professional learning and development to advance teachers’ leadership of educational improvement with a focus on increasing confidence in, understanding of, and use of student focused formative assessment practices for enhanced student learning. The dual focus on both teachers’ development and...

The 2024 Quadrennial Survey aims to provide an informative cross-section of union policies, advocacy points and current educational challenges, together with selected case studies which seek to advance EI’s work furthering and protecting LGBTI+ rights in and through education.

Since EI’s first World Congress in 1995, the education trade union movement has recognised the importance of solidarity with, and advocating for, the rights of Indigenous Peoples. This means in and through educational systems, but also extends to the broader world of work, in the fight for climate justice, land...

This report outlines the findings of the Gender Equality and Equity survey covering the 2019-2023 period, the latest in EI’s Quadrennial Surveys on Gender Equality and Diversity. It is based on 123 responses to an online survey sent out to members (response rate of 33%) and 13 in-depth interviews with...

Education International wishes to further its understanding of the current policy landscape of teacher well-being. To inform this understanding, Education International commissioned Education Support to undertake a small-scale research study to explore and summarise global understandings of teacher well-being. The work included highlighting global definitions of well-being, the identification of...

From March to May of 2023, Education International and one of its member organisations in Afghanistan, the National Teacher Elected Council (NTEC), conducted a survey among the country’s teachers. The findings paint a bleak picture, revealing the impact of Taliban policy on Afghanistan’s teachers, students, and education system.

This report documents how privatization and public funding shortfalls are threatening the conditions that allow ESP to contribute to the realization of universal, inclusive, quality education. Building on an extensive literature review, as well as interviews and participatory research with ESP and union representatives located in different regions, the report...

This paper offers an overview on funding of higher and further education across the globe. Drawing on the best available comparative data, it shows how education is funded in different ways. It discusses, for example, how much different countries spend on higher education, how spending has changed over time, how...

Higher education (HE) faces a complex landscape of digital technology services, shaping educators’ labour and working conditions in new ways. Two particular issues are ownership of intellectual property (IP) and academic freedom when using digital education services such as edtech platforms. Edtech platforms complicate questions of academic ownership of content...

This policy brief explores the fossil fuels-education relationship by combining the most comprehensive recent data on fossil fuels from the IMF fossil fuel database with educational performance and potential confounding factors from the World Bank World Development Indicators databases, resulting in a dataset of 1651 observations after omitting country-years with...