Labour Leaders at the Annual Meeting 2017
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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 -
Fairness Versus Choice: the Contested Discourses of 'Australian'
Fairness Versus Choice: The Contested Discourses Of ‘Australian’ And ‘UnAustralian’ Values In The Industrial Relations Debate. Dr Kathie Muir Senior Lecturer, Gender, Work and Social Inquiry, School of Social Science, University of Adelaide Email: [email protected] Abstract The ACTU’s ‘Your rights at work’ campaign has broken new ground in employing SkyChannel and television advertising to deliver a unified and slick message about the dangers of the government’s WorkChoices legislation. President Sharan Burrow applauded ‘courageous working Australians’ prepared to stand up for their rights, families and communities by fighting to preserve national values of fairness, decency and a fair-go in the face of an ‘unprecedented attack’ on the rights of ordinary working people by the Howard government. The campaign therefore relied upon romanticised visions of nationalism as fairness, decency and people caring for each other, which Secretary Combet argued ‘beat as strongly in the hearts of [contemporary] Australians as they have for generations’. The appeal of this vision of fairness was (and is) essential to their on-going campaign to defeat the legislation and the coalition at the next federal election. Similarly, the government has sought to delegitimise the union campaign as undemocratic, bad for the economy, and out of date with current workplace realities; in other words, ‘unAustralian’. This paper examines the competing ways nationalism, fairness and choice have been deployed within both the government’s promotion of WorkChoices legislation and in the ACTU’s campaign to overturn the legislation. Fairness Versus Choice: The Contested Discourses Of ‘Australian’ And ‘UnAustralian’ Values In The Industrial Relations Debate. -
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. -
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. -
Twenty Five Years in Building Workers' Power
TWENTY FIVE YEARS IN BUILDING WORKERS’ POWER TWENTY FIVE YEARS IN Twenty-ve years ago when TWENTY FIVE YEARS IN BUILDING WORKERS’ POWER TWENTYWORKERS’ YEARS IN BUILDING FIVE GEFONT was formed, we had our BUILDING WORKERS’ POWER oce in a bag with a few sheets of paper and some les. Our total fund was personal savings accumulated together about 1,250 rupees. Those of us who were working full-time in the union had no xed place to sit or time to eat. But we had limitless passion to work for the working class. In crisis, we asked our cadres to contribute a day’s salary to the union. The well-equipped GEFONT oce today and its property of about 120 million rupees is the earning of those hardships. >dzlQmsf] ljsf;df klRr; jif{ years in building workers’power 1989-2014 Silver Jubilee Special General Federation of Nepalese Trade Unions (GEFONT) P.O.Box: 10652, Man Mohan Labour Building GEFONT Plaza, Putali Sadak, Kathmandu, Nepal. GEFONT publication 135 Tel: 977-1-4168000, Fax: 977-1-4168001, e-mail: [email protected] Trade Union Rights Silver Jubilee Special 1 Trade Union Rights Silver Jubilee Special 2014 September Editors Bishnu Rimal Umesh Upadhyaya Supporting Team Bidur Karki (Compilation) Kabindra Shekhar Rimal (Material compiling) Usha Kiran Bhandari (Translation) Mukunda Kattel (Translation) Manoj Pandey (Story wiriting) Deepa Dawadi (Decoding) Sunil Neuapne (Story writing) Kabindra Shrestha (Photo) Publication Management Bishnu Lamsal Jitendra Jonchhe Jitendra Shrestha Gunaram Acharya Lay-out Design Mahendra Shrestha Kiran Mali Published by General Federation of Nepalese Trade Unions (GEFONT) Man Mohan Labour Building, GEFONT Plaza, Putalisadak, Kathmandu, Nepal PO Box: 10652 Tel: + 977 1 4168000 Fax: + 977 1 4168012 E-mail: [email protected] URL: www.gefont.org Price: Nrs. -
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 -
Resisting Howard's Industrial Relations
RESISTING HOWARD’S INDUSTRIAL RELATIONS ‘REFORMS’: AN ASSESSMENT OF ACTU STRATEGY Tom Bramble ‘We are facing the fight of our lives. The trade union movement will be judged on how effectively we meet this challenge’ (AMWU National Secretary, Doug Cameron, May 2005). Howard’s planned industrial relations (IR) legislation confronts Australian unions with their worst nightmare. This is obviously the case for rank and file members who face a savage attack on their conditions, but the legislation is also terrifying for the union bureaucracy. Since Federation, Australian capitalism has operated on the basis of mediating class conflict at the workplace through arbitration and conciliation. This did not mean that class conflict was absent, or that the arbitration system was not itself a weapon in this conflict, only that at the base of any such conflict was a recognition by employers and the state of the legitimacy of the union bureaucracy in the industrial relations process. With its WorkChoices legislation, the Howard government has signalled an onslaught on this entire system and, with it, the central role of union officials in the system of structured class relationships. The purpose of this article is to provide a critical assessment of the strategy drawn up by the ACTU to resist WorkChoices. Although there are differences of emphasis within their ranks, the ACTU executive and office bearers have pursued a strategy with five main components. First, to convince employers that they are wrong to break from the system that has served them well for a century. Second, to lobby the ALP at state and federal levels. -
In May 2000, Sharan Burrow Became the Second Woman to Be Elected President of the Australian Council of Trade Unions (ACTU)
In May 2000, Sharan Burrow became the second woman to be elected President of the Australian Council of Trade Unions (ACTU). In December 2004, Sharan was the first woman to be elected President of the world union body, the International Confederation of Free Trade Unions (ICFTU), which represents 148 million workers in 231 affiliated organisations across 150 countries. In 2006 Sharan went on to be elected President of the newly founded International Trade Union Confederation that now represents some 168 million workers in 155 countries worldwide. In October 2000, Sharan also became the first woman to be elected President of the International Confederation of Free Trade Unions Asia Pacific Region Organisation. Sharan was born in 1954 in Warren, a small town in western New South Wales (NSW), into a family with a long history of involvement in unions and the struggle to improve the lives of working people. Her great, great grandfather participated in the shearers' strike of 1891/92, becoming one of the first organisers for the Australian Workers' Union and standing for the state seat of Cobar for the fledgling Australian Labor Party in 1896. Sharan studied teaching at the University of NSW in 1976 and began her teaching career in high schools around country NSW. She became an organiser for the NSW Teachers' Federation, based in Bathurst, and was President of the Bathurst Trades and Labour Council during the 1980s. Sharan was elected senior vice-president of the NSW Teachers' Federation and became president of the Australian Education Union (AEU) in 1992. She represented the AEU on the ACTU Executive through the 1990s. -
G20 2014: Perspectives from Mike Callaghan Business, Civil Society, Labour, Tim Costello Robert Milliner Think Tanks and Youth Holly Ransom Heather Smith
Sharan Burrow G20 2014: Perspectives from Mike Callaghan business, civil society, labour, Tim Costello Robert Milliner think tanks and youth Holly Ransom Heather Smith Number 9 | March 2014 G20 2014: PERSPECTIVES FROM BUSINESS, CIVIL SOCIETY, LABOUR, THINK TANKS AND YOUTH The Lowy Institute for International Policy is an independent policy think tank. Its mandate ranges across all the dimensions of international policy debate in Australia – economic, political and strategic – and it is not limited to a particular geographic region. Its two core tasks are to: • produce distinctive research and fresh policy options for Australia’s international policy and to contribute to the wider international debate. • promote discussion of Australia’s role in the world by providing an accessible and high quality forum for discussion of Australian international relations through debates, seminars, lectures, dialogues and conferences. Funding to establish the G20 Studies Centre at the Lowy Institute for International Policy has been provided by the Australian Government. The views expressed in the contributions to this Monitor are entirely the authors’ own and not those of the Lowy Institute for International Policy or of the G20 Studies Centre. G20 2014: PERSPECTIVES FROM BUSINESS, CIVIL SOCIETY, LABOUR, THINK TANKS AND YOUTH TABLE OF CONTENTS Overview 3 Mike Callaghan Opening comments from the Australian sherpa 5 Dr Heather Smith Unlocking private sector led growth and investment 7 Robert Milliner The G20 as part of a wider community 16 Tim Costello