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In the face of increasing cases of COVID-19 in the education community, the Federaçao Caboverdiana dos Professores (FECAP) has urged the Government of Cape Verde to suspend teaching activities throughout the national territory for a 14-day period.

Education International’s president Susan Hopgood brought the Teach for the Planet campaign to UNESCO’s World Conference on Education for Sustainable Development (ESD) and emphasised the importance of collaborating with the teaching profession to successfully implement ESD.

Education International fixed 16 May of every year as a day to recognise Education Support Personnel (ESP). The day focuses on rights and status of these  education workers, has called attention internationally to the essential role of ESP.

On behalf of teachers and education workers around the world, Education International condemns all acts of violence against children and civilians.

Education International welcomes the resolution adopted by the European Parliament calling the EU to support the “TRIPS waiver” proposal initiated by South Africa and India to lift intellectual property rights on COVID-19 vaccines and medical products.

Around 170 education unionists from 55 countries shared success stories in ensuring decent working conditions for education workers in an online meeting organised by Education International.

Education International and its affiliates around the globe are deeply concerned about the brutal repression of protests in Colombia. The global trade union federation demands democratic governance of the country and urges public authorities to put a halt to human rights abuses.

The Korean Federation of Teachers Association (KFTA), a member organisation of Education International, reported that the Korean government is trying to impose new measures that would force teachers and other public servants to register their properties as well as those of their spouses, parents, children, and grandchildren with the authorities.

Child labour free zones are geographical areas – such as a village, plantation area, small island, urban neighbourhood, or cluster of communities – where all children are systematically being taken away from labour and (re)integrated into formal, full-time schools.

The All India Primary Teachers Federation (AIPTF) has urged the government to stop the election process until the public health crisis is under better control. The call comes as the AIPTF mourns the deaths of many teachers after they were infected with COVID-19 during polling duties at recent elections in...

Members of the Kurdistan Teachers’ Union (KTU) have committed to inserting environmental protection and climate change in curricula at all school levels. This development arises out of a seminar on climate change attended by the KTU.

May Day for All –Education International stands in solidarity and in support of the National Teachers Association (NTA) of Taiwan, in its fight to recognise and ratify 1 May as the national holiday for working men and women in the country.

How will we ensure effective and equitable educational recovery from COVID19? Education International and the Organization for Economic Co-operation and Development (OECD) developed ten key principles which every country can use.

The world’s educators remain committed to climate education and to supporting policies and students in creating ambitious plans for the future on this critical issue.

The Education International’s Executive Board has adopted the Manifesto on Quality Climate Change Education for All . This instrument outlines the teaching profession’s vision for quality climate change education and the policy framework necessary to implement it.

On the Cape Verdean Teacher's Day, 23 April, the Federaçao Caboverdiana dos Professores (FECAP) has called for measures to improve the condition of the teaching staff and demanded that educators be put on priority lists for vaccination against COVID-19.

Education International welcomes the Earth Day statement by the Director-General of the International Labour Organisation stressing that climate education and awareness raising are key to making a just transition to green economies that guarantee a “sustainable future for current and new generations”

On April 13, a fire destroyed a school built with temporary materials on the outskirts of Niamey in Niger. Twenty-five of the 38 straw-covered classrooms in the school were ravaged by the fire.