Xxlink Your Local Struggle to Global Days of Action
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International Law and Economics
International Law and Economics Series editors Stefan Voigt, Germany Anne van Aaken, Switzerland Andrew T. Guzman, USA Stefan Oeter, Germany Joel P. Trachtman, USA Naigen Zhang, China More information about this series at http://www.springer.com/series/13428 Felix Hadwiger Contracting International Employee Participation Global Framework Agreements Felix Hadwiger Institute of Law & Economics University of Hamburg Hamburg, Germany ISSN 2364-1851 ISSN 2364-186X (electronic) International Law and Economics ISBN 978-3-319-71098-3 ISBN 978-3-319-71099-0 (eBook) https://doi.org/10.1007/978-3-319-71099-0 Library of Congress Control Number: 2017960766 © Springer International Publishing AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. -
Education in an Interconnected World: Ensuring Inclusive and Equitable Development
Education in an interconnected world: Ensuring inclusive and equitable development Table of content Concept Note and Provisional Programme ............................................................................... 3 Global Review of Progress Towards SDG4-Education 2030 Targets and Commitments ........ 13 Regional Review of Progress Towards SDG4-Education 2030 Targets and Commitments ..... 16 Outcome Document - Nairobi Declaration and Call for Action on Education (April 2018) ........... 16 Bangkok Outcome statement (APMED 2030 - July 2018) .............................................................. 20 Cochabamba Agreements (July 2018) ............................................................................................ 27 Strasbourg Outcome Document – Europe and North America Education 2030 Consultation (October 2018) ............................................................................................................................... 29 Amman Outcome Document – Arab Region (November 2018) .................................................... 32 Forum Session I: 14:00 – 15:15 ............................................................................................... 36 The Teaching Profession: Strategies to improve the professional status of teachers ................... 36 Validating education achievements - key to opening doors to refugees and migrants ................ 38 Women’s and Girls’ Education: From Commitment to Action ...................................................... 40 Addressing Climate Change -
Trade Unions As Actors of Development Education and Awareness Raising for Global Solidarity © TUDCN 2016 8
The involvement of trade unions in development cooperation has been going on for many decades and is now recog- nised and increasingly known, but it is only recently that trade unions have been acknowledged as actors in develop- Trade unions as actors of development education ment in their own right. A less known façade of trade union work is that of Development Education and Awareness Raising (DEAR). and awareness raising for global solidarity Workers’ education has been at the core of trade union efforts since their creation, and awareness raising has always been one of the key actions of trade unions in the form of organising, campaigning, etc. DEAR interventions have therefore been going on for many decades within trade unions, in the context of international solidarity actions with colonised peoples, against dictatorships and against apartheid, among others. This work has been evolving towards more elaborate forms of DEAR actions and programmes that show a great expertise on the part of trade unions on the subject. Trade unions understand DEAR to be a form of engagement with citizens and workers in order to educate and raise awareness of the realities in partner countries, and to put forward common responses to common problems, through increased international solidarity. Trade Union Development Cooperation Network c/o International Trade Union Confederation Boulevard du Roi Albert II, 5, Bte 1, 1210 Brussels, Belgium [email protected] - www.ituc-csi.org/development-cooperation Twitter: @TUDCN_RSCD - Facebook: /TUDCN.RSCD This document has been produced with the financial assistance of the European Union. The contents of this document are the sole responsibility of the ITUC and can under no circumstances be regarded as reflecting the position of the European Union. -
MEETING of 30TH APRIL 2020 the Virtual Education Inte
Education International Regional Office, Africa STATEMENT OF EIARC ON COVID-19 Internationale de l’Education ON THE OCCASION OF E -MEETING OF 30TH APRIL 2020 Bureau Régional Afrique 24 Bathur Street The virtual Education International Africa Regional Committee East Legon, Accra (EIARC) meeting, organized on 30 April 2020, examined the impact of P.O.Box LGDTD 10069 COVID-19 on education across the globe and specifically in Africa. The Legon, Committee took note of governments’ decision, the world over, to Accra – Ghana temporarily close schools in a spirited effort to compact the spread of COVID-19. According to UNESCO, as of 20 April 2020, over 91% of the Tel: + 233 302 501 200 Fax + 233 302 506 681 world’s student population – 1.5 billion children and youth – are affected [email protected] by school closures across 191 countries. Africa is no exception as over 330,535,859 learners across levels of education from ECD to Higher Education are affected and over 8,532,394 teachers are not able to Chairperson Christian Addai-Poku, Ghana provide distance teaching. Over 63 million teachers and large numbers Vice-Chairperson of education support personnel have also been affected by the pandemic. Mariama Chipkaou, Niger Chief Regional Coordinator Efforts to mitigate the impact of corona virus on schooling have been Assibi Napoe impromptu, diverse, and riddled with discrepancies. For many countries this has meant a sudden expectation to switch to the provision of online distance learning for all levels of education. More than any other time before remote learning through technology has found space in different Head Office societies to fill the learning gap. -
Strengthening Rights Through Education Unions
back HUMAN & TRADE UNION RIGHTS POLICY PAPER Strengthening rights through education unions Photo: Italy, Rome, November 2015, Reporters / BARCROFT Education International HUMAN & TRADE UNION RIGHTS POLICY PAPER The Human and Trade Union Rights Policy Paper describes how human and trade union rights strengthen the work of education unions and provide a mandate for them to act on behalf of their members. This Policy Paper reflects the values and objectives promoted by EI through its constitution, policies and programme activities. It complements the EI Education Policy Paper adopted by the 6th World Congress in 2011. Preamble • Education International (EI) is the voice of the education sector worldwide, representing teachers and education workers at all levels of education – from early childhood education to higher education and vocational training. As the world’s largest and most representative Global Union Federation (GUF) with over 30 million members in 171 countries, EI unites all teachers and other education employees and promotes their interests and defends their human and trade union rights. • EI is guided by the principles of human and trade union rights, and by its commitment to democracy, equity and social justice. It is independent of governments and inter- governmental organisations. It is self-governing and free from influence or control by any political party or ideological or religious grouping or by any commercial interest. EI promotes and protects the rights of all teachers and education workers and campaigns for quality education for all that is publicly regulated and funded. • EI is a strong advocate for trade union rights worldwide and assists in the development of strong, independent, democratic, sustainable, inclusive and representative organisations for teachers, academic staff, higher education researchers, school leaders, student teachers, para teachers, education support personnel and other education workers. -
Trade Union Rights Worldwide
NORD|SÜD-NETZ Trade Union Rights Worldwide Why now is the time to fight for social justice and democracy www.nord-sued-netz.de NORD|SÜD NETZ »Being inconvenient is part of the freedom of trade unions. Trade unions are only convenient when they are forced to be by right-wing or left-wing dictatorships.« Richard von Weizsäcker, Federal President of the Federal Republic of Germany from 1984 to 1994. 3 IMPRINT Publisher: DGB Bildungswerk BUND e.V. President: Elke Hannack Executive director: Claudia Meyer Creation and coordination: Valerie Franze Editorial journalist & staff: Beate Willms, Valerie Franze Translation: team parafrasis Layout & Design: schrenkwerk.de Printing: graphik-und-druck, Cologne Cover photo: Demonstrations in São Paulo against reforms planned by the Brazilian government, May 2019. Photo: Cris Faga / ZUMA Wire / picture alliance Düsseldorf 2019 first edition Düsseldorf 2020 English edition DGB Bildungswerk BUND e.V. North-South-Network Franz-Rennefeld-Weg 5, 40472 Düsseldorf, Germany Phone: +49211/4301-320, Fax: +49211/4301-69320 [email protected] www.dgb-bildungswerk.de www.dgb-bildungswerk.de/weltweit/aktuelles The DGB Bildungswerk BUND e.V. is solely responsible for the content of this publication. The positions presented here do not reflect the viewpoint of Engagement Global gGmbH and the Federal Ministry for Economic Cooperation and Development. Funded by ENGAGEMENT GLOBAL with financial assistance by the 4 DGB BILDUNGSWERK BUND – NORD|SÜD NETZ Contents: Trade union rights worldwide Preface 6 Introduction -
Annual Review 2018
Educate to Empower United Nations Girls’ Education Initiative (UNGEI) Annual Review 2018 1 Annual Review 2018 | UNGEI Acknowledgements This Review was developed by Fiona McDowell with the support of the UNGEI Secretariat team, Nora Fyles, Sujata Bordoloi, Takudzwa Kanyangarara and Sarah Winfield. It was designed by Daniel Pomlett. For their many invaluable contributions, we would like to express our sincere thanks to members of the UNGEI Global Advisory Committee. Our particular thanks go to the Government of Norway for its ongoing partnership and generous support for this publication. Photo credits Cover © UNICEF / UN050595 / Tsvangirayi Mukwazhi Page 1 © UNICEF / Jean Luc Yameogo Page 3 © UNICEF / Prashanth Vishwanathan Page 9 © UNICEF / UNI89993 / Adam Ferguson Page 15, 16, 22, 24, 37, 39 © UNGEI / Sarah Winfield Page 19 © UNICEF/ UN0206982 / Herwig Page 21 © UNICEF / UN015837/ Amminadab Jean Page 23 © UNICEF / UN032730 / Dhiraj Singh Page 29 © Plan International / Patrick Kaplin Page 31 © CAMFED / Eliza Powell Page 35 © UNGEI / Daniel Pomlett Page 36 © UNICEF / UN107040 / Marco Dormino © United Nations Girls’ Education Initiative (UNGEI) July 2019 Suggested citation: United Nations Girls’ Education Initiative, Educate To Empower: UNGEI Annual Review 2018, New York, July 2019 Message from the UNGEI Chair Around the world, upwards of 130 million girls are not attending UNGEI’s Steering Committee plays an important leadership role, school. Girls are one and a half times more likely to be excluded from helping connect the members of the Global Advisory Committee to school than boys, and girls with disabilities, girls from the poorest the Secretariat and ensuring accountability as we work collectively families, girls living in rural areas, and girls living in situations of to achieve UNGEI’s strategic objectives. -
Organising Teaching
Education International Research Covid-19 and Education: How Education Unions are Responding Survey Report April 2020 Survey Report Table of Contents Table of Contents 2 Executive Summary 1 Introduction 3 I. Government Measures to Minimise the Impact of School Closures 6 II. The Impact on Employment Conditions 12 III. Education Union Responses 18 IV. How EI Can Support its Member Organisations 21 Conclusion 24 Annex I: Survey Questions 27 Annex II: Survey Respondents 30 This work is licensed under a Creative Published by Education International - April 2O2O Commons Attribution-NonCommercial- ShareAlike 4.0 International License. (CC BY-NC-SA 4.0) 2 Covid-19 and Education: How Education Unions are Responding Executive Summary While the full impact of the health emergency caused by the novel coronavirus (Covid-19) will take many years to determine, the immediate impact on students and educators is significant and requires a collective and well-informed response. In March of this year, as many governments around the world took rapid action to address the impact of the unfolding health crisis on the education sector, Education International01 (EI) surveyed its member organisations across five regions to learn about the different strategies and approaches of their governments, and the actions their own organisations to support their members and all education workers. While there are multiple, varied, and substantive challenges from one country to the next, certain trends and issues are common. The Covid-19 health crisis has given rise to several -
Global Unions Statement
UNCSW64 Global Unions Statement Submitted by: The International Trade Union Confederation (ITUC), Education International (EI), Public Services International (PSI), UNI Global Union, International Transport Workers’ Federation (ITF), International Federation of Journalist (IFJ), International Domestic Workers Federation (IDWF) Global Unions call for concerted action to fulfil the promise of the Beijing Declaration and Platform for Action 2020 provides an extraordinary, generational opportunity to reinvigorate the unfulfilled promise of the Beijing Declaration and Platform for Action (BPfA). Agreed a quarter of a century ago, the BPfA remains the enduring blue-print for achieving gender equality. The political declaration that will be adopted by governments at the 64th session of the Commission on the Status of Women must be ambitious and forward looking. It must acknowledge current global threats, whether to peace and democracy, to the environment, to human rights, to workers’ rights or to women’s rights. It must offer up a progressive and feminist vision to counter these threats and resume the advance towards gender equality and social justice, rooted in the implementation of the Platform for Action and the 2030 Agenda for Sustainable Development. Conscious of our changing world of work and the centrality of decent work to women’s economic independence and autonomy, trade unions are committed to a transformational agenda advancing women’s leadership and defending the rights of women workers. We propose that the aspirations of the BPfA can be made real by action on four key axes: • Guarantee the fundamental human rights of freedom of association and collective bargaining of all women workers; • Invest in care for gender equality and development, to redistribute the burden of unpaid care work, to ensure access to quality public services and to create millions of quality green jobs; • Eliminate gender-based violence and harassment in the world of work; • Promote women in leadership through a feminist approach to leadership. -
Organising Teaching: Developing the Power of the Profession
Education International Research Covid-19 and Education: How Education Unions are Responding Survey Report April 2020 Survey Report Table of Contents Table of Contents 2 Executive Summary 1 Introduction 3 I. Government Measures to Minimise the Impact of School Closures 6 II. The Impact on Employment Conditions 12 III. Education Union Responses 18 IV. How EI Can Support its Member Organisations 21 Conclusion 24 Annex I: Survey Questions 27 Annex II: Survey Respondents 30 This work is licensed under a Creative Published by Education International - April 2O2O Commons Attribution-NonCommercial- ShareAlike 4.0 International License. (CC BY-NC-SA 4.0) 2 Covid-19 and Education: How Education Unions are Responding Executive Summary While the full impact of the health emergency caused by the novel coronavirus (Covid-19) will take many years to determine, the immediate impact on students and educators is significant and requires a collective and well-informed response. In March of this year, as many governments around the world took rapid action to address the impact of the unfolding health crisis on the education sector, Education International01 (EI) surveyed its member organisations across five regions to learn about the different strategies and approaches of their governments, and the actions their own organisations to support their members and all education workers. While there are multiple, varied, and substantive challenges from one country to the next, certain trends and issues are common. The Covid-19 health crisis has given rise to several -
Directory for International Framework Agreements Negotiations
Directory for International Framework Agreements negotiations June 2007 Observatoire sur la Responsabilité Sociétale des Entreprises 7 impasse Léger 75017 PARIS • Tel. +33 1 56 79 35 00 • Fax +33 1 56 79 35 03 Email : [email protected] • Website : www.orse.org CONTENTS Introduction Aims of the guide Approach followed in drawing up the guide - scope of the study - preparation of the guide I - Negotiation processof International Framework Agreements II - International framework agreements: content and themes III - Implementing and monitoring the agreement Conclusion Appendices: y List of international framework agreements (IFAs) y Global union federations (GUFs) liable to sign agreements y Positions of trade union and professional organisations y Motivation of companies that signed an IFA y Bibliography Acknowledgements Contents 2 Introduction The development of the international framework agreements In the absence of world or regional (European) governance, multinational companies are seeking to create new forms of regulation themselves, to allow them to respond to the global challenges of their activity. These different forms of self-regulation are registered within the context of the concept of “corporate social responsibility” (CSR), which the European Commission (green paper 2001) defines as the “voluntary integration by companies of social and environmental concerns into their commercial activities and their relationships with their parties concerned”. In order to respond to this expectation, companies publish a report on sustainable development or corporate responsibility based on: y the directives of the Global Reporting Initiatives (GRI), y or within a legal framework in France (obligation for companies quoted on the stock exchange to account for the social and environmental aspects of their activity under the Act of 15 May 2001, or NER). -
UNCSW63 Global Union Statement
UNCSW63 Global Union Statement Submitted by: Education International - the International Federation of Journalists - the International Trade Union Confederation - the International Transport Workers' Federation - the International Union of Food Agricultural, Hotel, Restaurant, Catering, Tobacco and Allied Workers Associations - Public Services International. Non-governmental organisations in consultative status with the Economic and Social Council Global Unions call for gender responsive public social protection systems, quality public services and sustainable infrastructure 1. Global Unions, representing 85 million women workers across the public, private and informal sectors, call for the realisation of gender responsive public social protection systems, quality public services and sustainable infrastructure for all women, including migrants, refugees and asylum seekers. 2. This requires bold decisions to prioritise public policies and long-term public investments, including through tripartite consultations and negotiations, that will lift millions of women and girls out of poverty, towards a life of dignity and equality with income security and equal opportunities to access paid, decent and formal work - free from violence and harassment. Only concerted actions will reduce inequality and accelerate achievement of the Sustainable Development Goals and the Beijing Platform of Action. Key challenges: 3. More than half of the global population is not covered by any type of social protection scheme, and less than 30% enjoy comprehensive social protection. Due to the gender gaps in social protection systems, women experience lower coverage rates and substantially lower benefit levels, especially with regard to old-age pensions, unemployment benefits and maternity protection. Gender gaps are especially acute in old age: nearly 65% of people above the retirement age living without a regular pension are women.