Worlds of n° 35 / September 2010

www.ei-ie.org Education © AP/Reporters Special report: UN Millennium Development Goals must be met 2 EI Worlds of Education n° 35 / September 2010

Time to mobilise

Wherever you look education services are threatened with being broken up and divided into competing pieces, starved of the investment they badly need. But there is Contents an alternative future for our schools and public services, where teachers and children are not made to pay the > Education price for the bankers’ crisis. Education summit in South Africa 3 World Teachers’ Day 4 Teachers’ organisations continue to argue for a

UN Millennium Development Goals Review Summit 6 © EI future where fair taxes, not savage cuts, reduce fiscal E-9 Ministers’ Education Forum 8 deficits. Where a bonus tax on speculators in the City; Education loses out at the G8 and G20 summits 9 a transactions tax on banks, and a clampdown on the billions lost through tax Israeli union heralds education reforms 10 avoidance by the super rich is the way to secure services and recovery. The dangers of de-professionalising teachers in India 11 Around the planet our members know that savage budget cuts at breakneck Education and sport in France 12 speed will devastate public services, undermine growth, risk recession and raise UCU careers guide for teachers 13 unemployment. This is why our members continue to challenge government plans Adobe education program 14 by showing that there is an alternative future for education. These efforts have Challenges facing teachers across social networks 15 not been without success. In August, a sustained campaign by EI affiliates in the Copyright policy threatens a digital lock 16 USA, the American Federation of Teachers and the National Education Association Global Unions campaign for quality public services 17 helped secure government approval of legislation that will inject $10 billion Sharan Burrow, ITUC 18 into schools, saving more than 160,000 education jobs that were previously threatened by budget cuts. > Equality Video for Union Educators promotes gender This victory, like other examples of where national unions have succeeded, was equality 20 a result of members’ advocacy and mobilisation of public opinion in support of EI World Women’s Conference 22 quality public education. In most cases it required building coalitions with other Training teachers of disabled children in Vietnam 23 trade unions and civil society organisations, as well as students and parents.

> Solidarity Under the umbrella of the Council of Global Unions, EI and other global unions Unions heard at International AIDS Conference are launching an international Quality Public Services campaign to encourage in Austria 24 and support national trade unions to fight back against cuts in public services EFAIDS Programme trains teachers in Ghana 25 and advocate for Millennium Development Goals, including Education for All. Reconciliation advocacy for teachers in Kosovo 26 The campaign is not just an attempt to protect jobs in the public sector. It is a new global effort to achieve more equality and a better quality of life for working > Human rights families on all continents, who depend so much on the availability of quality Report on Honduras: one year after the coup 28 public services, whether it is health care, transportation or education. Building democratic unions in Central Asia 30 These are unprecedented times so we must mobilise, organise and remind national governments of their core responsibility to adopt policies that provide decent schools for all, and give teachers fair pay, terms and conditions. The Cover photo: A Nigerian boy holds up a sign during an stakes are high. event marking World Poverty Day in Lagos, Nigeria Fred van Leeuwen, EI General Secretary EI Worlds of Education n° 35 / September 2010 3

Education

South Africa: Education summit for 1Goal

By Claude Carroue On 11 July, just hours before the football World Cup final between the Netherlands and Spain, South Africa’s President Jacob Zuma convened political leaders from around the world for an education summit in Pretoria.

Zuma, who is invited to speak at EI’s World Congress in South Africa, explained the timing of the summit was determined by a “strongly held view that the first football World Cup tournament on African soil should have a lasting legacy, and the most

important investment in the future of any © D PA/Reporters nation is education.” South African President Jacob Zuma speaks prior to the 2010 FIFA World Cup opening match in Johannesburg

The President told world leaders from Burkina Faso, Kenya, Mozambique, the “Based on current trends, we are likely to football world’s governing body. A series Netherlands, Togo and Zimbabwe that, “no miss the EFA goals, including universal of coordinated activities were used to legacy could be higher than that.” primary education and gender equality in draw the attention of World Cup audiences education. ’Business as usual’ will leave 56 to the goal of getting more children into Having debated a raft of education policy million children out of school and 710 mil- school. concerns the leaders issued a joint state- lion adults without basic literacy skills. This ment which read: “With only five years is not acceptable.” EI’s Chief Regional Coordinator for Africa left before 2015, we are at a crucial turn- and GCE chairperson, Assibi Napoe, said: ing point in achieving the Education for The statement went on to demand: “We “72 million children remain out of school All (EFA) goals. The efforts of the inter- call on the world community to give new and millions more have no access to quality national community to expand primary impetus to education and scale up efforts education. This is an untenable position. EI education opportunities have often been to reach the Millennium Development Goal is working with our affiliate members and made at the expense of education quality; education targets. But getting more chil- other partners to ensure education remains youth and adult education and literacy, as dren into school is not sufficient. We have at the top of the global agenda.” well as other education goals. Evidence to ensure that students are leaving school shows that deep and persistent inequali- with the necessary learning and life skills UNESCO Director-General, Irina Bokova’s ties hinder progress across countries and to enter adult life and the workforce.” statement to the summit read: “Education populations, based on diverse and com- is Africa’s most powerful antidote to pov- bined forms of marginalisation such as The Pretoria summit was part of the Global erty. Leaders must seize this occasion to income, gender, location, language and Campaign for Education’s (GCE) 1GOAL put their full support behind giving Africa’s disability. initiative which was supported by FIFA, the children a quality education.” III 4 EI Worlds of Education n° 35 / September 2010

Education

Celebrate World Teachers’ Day - 5 October

By Harold Tor and Monique Fouilhoux On World Teachers’ Day, which is celebrated on 5 October ever year, hundreds of thousands of students, parents and activists around the world will pay homage to all teachers who have been directly or indirectly affected by a major crisis. Be it a humanitarian crisis, such as the earthquake in Haiti and China, or the global economic crisis that has devastated many developed economies over the past year, the role of teachers and other education personnel is vital to social, economic and intellectual rebuilding.

Origins of the day violence within and outside the classroom. How can you participate? Though of a different nature, the economic World Teachers’ Day was first celebrated in and social crises have also had a detrimen- Through EI’s member organisations, teach- 1994. It marks the anniversary of the joint tal impact on education in developed and ers around the world will organise national Recommendation by the United Nations’ developing countries, notably in the extent and regional events to mark the Day. From Educational, Scientific and Cultural Or- of cuts in teachers’ salaries and the number Albania to the Gambia, and from Haiti to ganisation (UNESCO) and the International of workers that have been laid off. Venezuela, teachers and pupils will be par- Labour Organisation (ILO) concerning the ticipating in demonstrations and marches Status of Teachers signed in 1966. The It is a received wisdom that teachers are to honour the profession and its unique Recommendation outlines the professional the guarantors of continuity. By giving role in supporting recovery from crises. and labour rights and responsibilities of hope for the future and providing structure the profession and is strongly promoted by and stability, teachers help to mitigate the Many teacher unions will also be present- Education International as a core document effects of conflict, disaster, violence and ing awards to outstanding teachers, such to be implemented by all governments displacement. They provide much needed as in Azerbaijan and Canada. Other teacher around the world. psycho-social support to ease the trauma unions will be taking an inventive approach, of those children and young people who for example, Malaysia’s National Union of Since 1997, with the signing of the UNESCO have witnessed extreme violence, or lived the Teaching Profession (NUTP) is organis- through destruction of their homes, or the Recommendation on the Status of Higher ing a ’walkathon’ for teachers. Teacher loss of family members. In countries af- Education Personnel, World Teachers’ Day unions from different countries can also link fected by conflict, teachers are instrumental is also celebrated by colleagues in the up to organise joint events, such as the joint in peacebuilding. In many instances, recov- Higher Education and Research sectors. conference on Bosnian education by the ery begins with teachers. Independent Trade Union of Primary School Education in Bosnia and Utdanningsforbun- Working in challenging World Teachers’ Day is an opportunity to det from Norway. circumstances remember the importance of, the UNESCO/ ILO Recommendations whose message re- Today, education and educators are fre- mains as pertinent today as ever. Low sta- Everyone is invited to join the quently under attack, with many teachers tus, low pay and poor working conditions, celebrations! working in extremely challenging circum- all conspire to discourage talented people stances. There are those trying to ensure from joining and remaining in the teaching All those who are fighting to provide quality the world’s 18.5 million refugee children profession. At a time when the world needs education to children of the world can join get their right to an education; others are 10.3 million new teachers to reach interna- teachers and their representative organisa- coping with the devastating impact of HIV tionally agreed Education for All targets by tions to celebrate the profession and show and AIDS on their students, colleagues and 2015, we need to show our commitment to them their support. To help you organise families, while others try to contend with quality public education for all. a wide range of activities, EI and UNESCO EI Worlds of Education n° 35 / September 2010 © AP Students interact with their teacher in a government primary school in Dhaka, Bangladesh

have jointly produced a poster which will > Flickr: You are able to upload photos of As in previous years, EI will also issue a be made available in seven languages your events onto the World Teachers’ Day joint message with UNESCO, the ILO, the (English, French, Spanish, German, Arabic, photostream on Flickr. To know more about United Nations’ Children’s Fund (UNICEF) Russian and Chinese). Flickr, please visit EI’s photostream on and the United Nations’ Development www.flickr.com/photos/30593921@N03/ Programme (UNDP) on 5 October. This On the dedicated website for World Teach- > Electronic greeting cards: Is there a statement will be published on EI’s World ers’ Day you will be invited to make full use special teacher that you’d like to pay trib- Teachers’ Day website as recognition of of interactive features for your celebrations: ute to? Why not send them a special World the wonderful profession’s contribution to Teachers’ Day greeting card? recovery from economic, social and other > Tweetboard: If you tag your World Teach- crises! III ers’ Day tweets with #wtd2010 in Twitter, The World Teachers’ Day website address your tweets will appear on the World Teach- is www.5oct.org and it will go live from 6 ers’ Day website! September 2010. 6 EI Worlds of Education n° 35 / September 2010

Education

UN Millennium Development Goals must be met

By Koen Geven and Claude Carroue

How were the Goals created? “We must not fail the billions who look to and a lack of focus and accountability. This the international community to fulfil the has resulted in failure to deliver on finance, At the United Nation’s Millennium Summit promise of a better world,” Ki-Moon says in technical support and partnerships. Conse- in September 2000, world leaders agreed his report, Keeping the Promise, which will quently, improvements have been slow, and a plan for global development in the new serve as a basis for government delibera- some hard-won gains are being eroded by century. They committed to a world of peace tions at the Summit. the food and economic crises. and security for all and one in which sustain- able development and poverty eradication The report identifies success factors and What about the goal for universal had high priority. The Millennium Declaration lessons learned. It also highlights gaps, education? responded to the challenge by establishing emerging challenges and opportunities, concrete measures for judging performance and lays out recommendations for action to In some MDG areas, including education, through interrelated commitments, goals boost progress towards the MDGs. the projections are clear that the goals will and targets on development, governance, not be reached. The UN report notes that: peace, security and human rights. A mixed picture ‘To achieve the goal of universal primary ed- The eight Millennium Development Goals A number of countries, including China ucation by 2015, all children at the entry age (MDGs) with 21 targets and measurable indi- whose poverty population has reduced for primary school would have had to be cators were developed after the Millennium from 452 million to 278 million, and India, attending classes by 2009 or so. In half of Declaration which all UN member states have had success in combating extreme sub-Saharan African countries data shows agreed to achieve by 2015. The goals are: poverty and hunger due to clear internal at least one in four children of primary- > Eradicate extreme poverty and hunger and external factors of population and school age were out of school in 2008.’ > Achieve universal primary education economic development. Other countries > Promote gender equality and empower have improved school enrolment and child Lessons learned women health, expanded access to clean water, > Reduce Child Mortality Rate strengthened control of malaria, tuberculo- The UN report identifies a number of les- > Improve maternal health sis and increased access to HIV treatment. sons learned. Among them is the need for > Combat HIV/AIDS, malaria, and other national ownership of development strate- diseases These successes have taken place in some gies. Successful countries pursue pragmatic > Ensure environmental sustainability of the poorest countries, proving that MDGs policy mixed with enhanced domestic ca- > Develop a global partnership for develop- are achievable with the right policies, pacities. International cooperation should ment adequate investment, and international strongly support such development strat- support. Yet progress has been uneven and egy and domestic capacity building efforts. Why is the MDG Review Summit several Goals could be missed. The chal- being organised in 2010? lenges are most severe in least developed While economic growth is necessary, it is countries, those vulnerable to natural insufficient for progress. The growth proc- With five years left until the 2015 deadline hazards, and countries in or emerging from ess has to be inclusive and equitable to to achieve the MDGs the UN Secretary- conflict. secure poverty reduction. Countries need General, Ban Ki-Moon, has invited world forward-looking economic policies to sup- leaders to a summit in New York from 20-22 The UN report argues shortfalls in progress port stable growth by sustaining public September to accelerate progress towards are not because the MDGs are unattainable, investment strategies and universal social the Goals while there is still time. or because time is too short, but because of protection, for achievement of MDGs. unmet commitments, inadequate resources EI Worlds of Education n° 35 / September 2010 7

Adequate, consistent and predictable hearing, trade unions, including education financial support has to be aided by coher- unions, voiced their concerns about reach- ent national and international policies. The ing the Goals. lack of adequate and predictable inter- national financing has been an important EI has based its input to the Summit on the constraint and there is an urgent need to Education For All (EFA) agenda. UNESCO re- strengthen partnerships to ensure sup- cently calculated that EFA, which comprises portive international frameworks for debt more than just an MDG, still lacks US$16 relief, trade, taxation, technology and cli- billion per year in low-income countries. EI mate change mitigation sustain long-term will point to the link between the Goals and progress. show the importance of education to ad- dress poverty, health and gender equality. Commitments need to be kept We will work continue working with part- ners in the Global Campaign for Education While financing the MDGs has begun with to ensure education features prominently developing countries raising and allocating on the agenda. domestic revenues, the donor community must deliver on its promises of expanded What outcomes do we expect official development assistance (ODA). Large from the Summit? © AP/Reporters gaps remain in meeting those commitments. A boy holds up a sign during an event marking World Poverty Day in Lagos, Nigeria The Summit could provide an opportunity Developments in rethinking strategies and to strengthen collective efforts and part- EI hopes developing countries will be given approaches include the role of equity. Evi- nerships in the run up to 2015. It could more ownership over their development dence suggests progress can be accelerated endorse accountability frameworks that strategies and developed countries will with equity creating a virtuous circle which consolidate global aid commitments, increase their aid levels, despite the eco- ensures the poor participate in their coun- link them to results with timelines, and nomic crisis. try’s development, creating financial stabil- establishes monitoring and enforce-ment ity. Equity is not purely economic but also mechanisms. Ban Ki-moon is adamant that: “Our world political. For example Brazil’s cash transfers, has the knowledge and the resources to Uganda’s eliminations of user fees and the Ahead of the Summit, the MDGs campaign achieve the MDGs.” He also notes that, subsequent huge increase in visits from the has issued a list of demands on rich and “falling short would be an unacceptable very poorest, or Mauritius’s dual-track ap- poor countries. The latter are asked to failure. The dangers in the world – instabil- proach to liberalisation with inclusive growth become more accountable, the former are ity; violence; epidemic diseases; environ- and inclusive development. asked to set targets to contribute at least mental degradation, and large population 0.7 per cent of GDP to development aid. growth – will all be multiplied.” III

How are education unions involved? For more information on the Summit visit: INFO http://www.un.org/en/mdg/summit2010/ In June 2010 the UN held a hearing of The Secretary-General’s report is available online at: NGOs, civil society and the private sector www.un.org/millenniumgoals to contribute to the review process. At the 8 EI Worlds of Education n° 35 / September 2010

Education

E-9 ministers commit to halving illiteracy

Ministers of education from the world’s nine most populous countries – the E-9 group of countries: Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria and Pakistan – have reaffirmed their commitment to meet the basic learning needs of all their peoples and to work more closely together to achieve the six goals set at the World Education Forum held in Dakar, Senegal, in 2000.

E-9 countries rose from their four-day EFA goals, ensuring that every society be- meeting on ‘Literacy for Development’, in comes a learning society where individuals Abuja, Nigeria, with a call to heads of state and communities are equipped to adopt and government to make youth and adult and adapt change in their lives. literacy a priority investment for achiev- ing all the Millennium Development Goals Participants agreed that literacy, as an in- (MDGs). dispensable learning tool and key indicator of quality education, must be vigorously EI President Susan Hopgood said: “EI wel- promoted, inside and outside the school comes the commitment of the E-9 countries systems, for every child, adolescent, young to work together to achieve the EFA goals. person and adult. Quality education is a basic human right and enables children to gain the literacy. It A total of 508 million adults have been is not acceptable that EFA targets around deprived of literacy in the E-9 countries. the world are not on track to be achieved These countries represent 54 per cent of by 2015. All governments must honour their the world’s population and 67 per cent of aid commitments to close the financing world’s non-literates. gap to achieve the goals.” While identifying the challenges confront- In the Abuja Framework for Action and Co- ing the countries to include, policies and operation issued at the end of the meeting strategies, access, quality, capacity build- on 24 June, participants observed that the ing, financing and good governance, the Education for All (EFA) goal of halving illit- participants committed themselves to eracy was at great risk of not being achieved “increasing and improving our efforts to by 2015 by some of the E-9 countries unless achieve universal literacy in our countries urgent and augmented action is taken. - it is an essential aspect of the human right to basic education. We recognise that According to them, the MDGs individually this demands political commitment, in-

© Lehtikuva Oy/Reporters Oy/Reporters © Lehtikuva and as a whole, cannot be achieved with- novation and initiative, and commensurate Pupils at a preliminary school in Abuja, Nigeria out education and the fulfilment of all six resources.” III EI Worlds of Education n° 35 / September 2010 9

Hands up for education!

G8 and G20 summits fail to deliver on education

By Koen Geven

Despite intense lobbying from EI’s affiliate members, two consecu- tive summits of world leaders in Canada have failed to deliver on education.

Neither the G8 meeting in Muskoka, nor the G20 meeting in Toronto, took any substantial steps forward, at the same time development agencies were ringing alarm bells warning that official development aid has been declining rapidly.

The G8 declaration, adopted on 26 June 2010, focuses on development, international peace and security. Regrettably, it does not make reference to the need to improve funding for / Reporters Press © Associated Education for All (EFA) or the Millennium De- Protesters during demonstrations in Toronto at the G20 Summit. velopment Goals (MDGs) on universal primary education or gender equality. Notably, the to adopt a strategy on education and training, ment aid figures for education are falling. There Global Fund was identified in the recent Global the declaration that was adopted in Toronto is still a financing gap of $16 billion to reach Monitoring Report on EFA as a model for how fails to mention any concrete steps to imple- the MDGs by 2015. Among other challenges, education financing could also be reformed. ment such a strategy. 10.3 million teachers are still needed to reach This evident lack of progress implies a growing only one of the six EFA goals - universal primary In 2002, the G8 created the EFA Fast Track political divide between world leaders. The education by 2015. Initiative (FTI), a global partnership to increase initial consensus that led to strong statements aid effectiveness in education. The G8 is sup- after the financial crisis hit world markets is In the coming months, EI will focus its attention porting reform of the FTI in an Annex to the falling apart as politics returns to business as on the next G20 meeting in Seoul, South Korea, Muskoka declaration. The G20 declaration, usual. For EI and its affiliates, it is time to ask from 11-12 November 2010, and will promote adopted on 27 June 2010, is concerned with the question why world leaders are increasingly our ‘Hands Up for Education’ campaign. The a return to growth during the economic crisis. unable to take the decisions needed to lead Korean hosts have proposed to put education The education sector though has voiced con- our countries out of the global recession. The on the agenda and will invite UNESCO to make cerns about the announcement of austerity political divide will require a smarter strategy, a prominent contribution. measures in the declaration, which calls on ad- identifying which hosts and member states will vanced countries to halve their deficits by 2013. be able to take the decisions that are needed One lesson to learn from recent events in for education. Canada is that if we want to overcome politi- EI is also concerned about decisions not taken cal divisions over the importance of education at the Summit. While the Pittsburgh G20 Sum- In the meantime, critical reports are piling for a post-crisis recovery, then we will need to mit, held in September 2009, followed by the up stating that decisive action is needed on become an even stronger voice to our govern- G20 meeting of Labour and Employment Minis- education. In July 2010, the Global Monitoring ments. III ters, held in April 2010, called on world leaders Team of UNESCO warned that official develop- 10 EI Worlds of Education n° 35 / September 2010

Education

Israel: A ‘New Horizon’ for the national education system

By Yaffa Folger

After years of efforts for a comprehensive change in the education system, EI affiliate the Israel Teachers’ Union (ITU) has succeeded in establishing whole-school reforms. Across all aspects of country’s education system, from pedagogy, organisation and teachers’ status, a raft of new policies are being phased in to improve the quality and professional status of public sector teachers.

The ITU’s success can be attributed to the as disciplinary reviews of teachers for intensive engagement it conducted across all pedagogical reasons; 28 of its local chapters to determine teach- > A reform of the teachers’ dismissal process, ers’ priorities before it embarked on a com- where the process for ‘unsuitable’ teachers plex set of negotiations with the government. with seniority up to 15 years has been short- Winning the support of public opinion was ened to one year instead of two; and also a critical factor in leading to the historic > A requirement for teachers to have a first agreement for reforms between the state degree diploma in order to lift professional and the key education workers’ union. standards.

According to the terms of the ‘New Horizon’ As the ‘New Horizon’ reforms have brought agreement, the government has committed in considerable changes to teachers’ work, to allocate resources that will fundamentally as well as to the governance of schools, alter teachers’ occupational conditions, im- including management of larger budgets, prove their status, and lead to major changes agreement is being implemented gradually © ITU Israeli teachers will see their professional in the education system. All of these meas- and should be completed across the entire status increased thanks to the new reforms ures are supported by the ITU. Israeli education system by 2013. by teachers and school principals who The six tenets of the agreement are: The ITU is actively engaged in explaining know about professional details linked to > Enlargement of the education budget to the reforms to teachers throughout the the agreement and can share their experi- 6.5 billion Israeli Shekels (US$1.7 billion); country. It has utilised its 28 chapters, ence with colleagues across all levels. The > A 25-50 per cent increase in teachers’ particularly its chairmen, through whom it second is the use of social media, including salaries; has initiated the gathering of professional a blog, which enables on-going dialogue > A new nine-point salary scale that in- assemblies to guide implementation of the among educators relating to questions that creases teachers’ salaries from 7.5 to 8.5 reforms at school level. Workshops and lec- arise. It operates in real-time so can pro- percent every 2-3 years which raises the tures have also been organised in schools vide teachers with up-to-date information, status of the profession and enables the working according to the ‘New Horizon’ and can host experts who answer teachers’ recruitment and retention of high-quality agreement in order to enable teachers to questions. teachers into the public education system; discuss issues and concerns about how the > A change to the teachers’ working week reforms ought to be implemented. ITU President, Joseph Wassrman said: “The which enables them to be ‘present’ in process of engaging our teacher members school for 36 hours per week, whether they Additionally, two communication tools to determine the agreement before engag- are in the classroom or doing administra- have been put in place by the ITU, to aide ing the public to support our negotiations tive work; those teachers implementing the ‘New has proven to be critical in the success we > A structural change in the school princi- Horizon’ reform. The first is an information, have had. Every union campaign should pals’ salaries, involving them more closely advice and guidance centre which can be think about how to build a broad coalition in the recruitment of new teachers as well accessed by education workers. It is staffed to support its endeavours.” III EI Worlds of Education n° 35 / September 2010 11

Education

Indian union demands qualified and permanent public school teachers

By Claude Carroue

The growing use of para-teachers in Asia is a source of real concern to affiliates within Education International. It is estimated that as many as six per cent of those employed across South Asian countries are para-teachers.

Under pressure from the World Bank, many governments in the region turn to para- teachers to overcome their shortage of teachers, instead of increasing investment in training sufficient numbers of qualified teachers to provide quality public educa- tion for all.

In India, where the policy of decentralising © AP/Reporters © AP/Reporters educational management to local bodies An educator teaches children at a footpath school, as vehicles drive past them in Ahmadabad, India has, since the 1980s, fuelled a trend to- wards the use of such ‘teachers’, the prob- Eswaran explain the problem of this is poorer quality education because they lack lems has become increasingly acute. that: “Para-teachers are paid considerably the pedagogical basis from which to teach.” lower salaries than regular teachers, which In a report commissioned by the All India raises the spectre that para-teachers are The AIPTF reports the difficulty of organis- Primary Teachers’ Federation (AIPTF) to being employed due to limited financial ing para-teachers into a body that could highlight the status of para-teachers, AIPTF resources being allocated to education in improve the working conditions as some President and EI Vice-President, S. Eswaran, state budgets.” contracts do not permit trade union in- said: “Over the last few years, India has volvement. This leads to fragmentation witnessed a growing trend of state govern- The AIPTF report also identifies that para- of ‘unions’ which can, at times, appear as ments recruiting para-teachers in primary teachers are contracted for limited periods, each others’ adversaries. Without full col- and upper primary schools. Ostensibly, this sometime from a few months to a year, lective bargaining rights, most industrial is to meet increased demand for teachers and therefore lack long-term job security. It action by para-teachers has failed to secure resulting from the need to secure universal also notes that both trained and untrained better working conditions. access to elementary education.” individuals are being appointed as para- teachers. EI has always fought for the trade union “At present there are more than 500,000 rights of all teachers and has opposed con- para-teachers operating in the country Eswaran is adamant that these para-teachers tractual recruitment. EI’s campaigns also which equates to ten per cent of the total constitute “low-cost ‘teachers’ who de- make clear that investing in education is workforce in schools.” professionalise the profession while offering about investing in the future. III 12 EI Worlds of Education n° 35 / September 2010

Sport in education

France: Sport at the heart of education

By Nina Charlier

In France, sport and physical education It will organise a series of events, the ‘EP- > EPS, what kind of arts and sports culture (EPS) is a right that still needs to be de- Siliades’, from 12 to 14 November 2010, for all? veloped. All pupils must be taught sport which 2000 people are expected to attend. > EPS and sport, schooling and cultural and art by law, with programmes adapted These meetings, supported by UNESCO, open-mindedness to their educational level. Despite the will provide the opportunity to compare > Sport, humanity’s heritage or just a con- progress made, be it in terms of hours, pro- approaches between teaching profession- sumer product? grammes, facilities, or specialised teachers, als, educators, researchers, policy makers > School, sport, EPS and the media the syndicat national de l’éducation phy- and representatives from the sporting and > School: a critical appropriation of culture sique (SNEP-FSU) is still striving to improve associative world, as well as pupils and and the development of the person conditions so that SPE retains a fundamen- parents. Six key themes will be examined > Training/research: teaching, a creative tal place within the education system. As across 30 debates: profession. III a result, sports facilities and the content of sports teaching are at the centre of its demands.

For more information on the ‘EPSiliades’ please contact: The SNEP, with the support of 80 per cent INFO of the profession, is making an important [email protected] contribution to the thinking on essential [email protected] issues sur-rounding education and sport. Educationphotos.co.uk © Educationphotos.co.uk EI Worlds of Education n° 35 / September 2010 13

Education

UCU: A careers guide for teachers

The University and College Union (UCU), an on finding the right job; what to expect © UCU © UCU EI affiliate in the UK, has launched an early when you start work; tips on getting the careers guide for teachers who are new to, most from your career; practical advice or considering, a career in further or higher on what to do if you have a problems at education. work with bullying, stress or discrimination among other issues. sion, their qualifications and their working The publication follows a survey of UCU conditions, as well as helping them fully members in which respondents overwhelm- UCU’s national organiser, Ed Bailey, states focus on their favourite past time: teaching ing stated that working in post-school that: “The guide signposts sources of help students. III education is one of ‘the most rewarding which are available and, importantly, it professions’. However, the respondents shows how active membership of a trade also stated that starting a new career could union can improve the working lives of be a daunting task. everyone.” For more information, INFO please go to: Consequently, the UCU produced a hand- EI welcomes this resource which is aimed http://www.ucu.org.uk/ book which contains professional guidance at improving teachers’ access to the profes- NEA leads on tackling low-performing schools By Tim Walker The National Education Association (NEA) tors, parents, community members and in the USA believes that public education policymakers in a collaborative effort to should help all students reach their full po- improve academic achievement in strug- tential. However, persistent problems such gling schools. as academic achievement gaps and high truancy and drop-out rates continue to af- The Priority Schools Campaign held its first fect far too many students, especially those national conference in March 2010, where from lower-income backgrounds or minority it brought together teachers and education communities. union activists from some of the nation’s lowest-performing schools to discuss how To meet this challenge, the education to work together to ensure all students union launched a Priority Schools Cam- could have access to a quality public edu- paign, a multi-year multi-million dollar cation. commitment to bring permanently trans- form and improve America’s lowest-per- NEA President, Dennis Van Roekel, said: “If forming schools. we work together, we can open opportuni- ties for tens of thousands of students – day Through the Priority Schools Campaign, by day, one building at a time, and one

NEA has united educators, administra- student at a time.” III © NEA The NEA campaign will help students at Mae Eanes Middle School in Mobile, Alabama, reach their potential 14 EI Worlds of Education n° 35 / September 2010

Technology in education

Adobe – a global partner in education

By Christine Silbermann

Adobe is known to most teachers as a supplier of software including Photoshop, InDesign, Reader and Acrobat. Many schools use these professional tools in the classroom, to employ Adobe solutions for administrative management or work with the eLearning Suite in virtual continuing training for teachers. Adobe Reader and the Flash reader, above all, are virtually inevitable because they provide simple and rapid access to data and videos on all sorts of platforms.

accessible in English but also in other Germany, the Netherlands, New Zealand, languages, teachers have found real Singapore, Taiwan, the UK and the USA. value for inter-disciplinary usage of these The AELs develop course scenarios classroom aides. encouraging creativity and improving the communication, collaboration and On Adobe TV, for instance, accessible on experience of pupil and teacher alike. the Internet, there is a channel especially It is particularly important for the AELs devoted to education which offers videos not to work in isolation but openly giving concrete examples of how to exchange their knowledge. This happens present a course in a creative manner in several ways such as, for example, in using Adobe solutions. For more technical the form of projects based on technology, education, the programme which serves blogs, publications of books and as the basis for certification is also very articles, presentations at seminars and

© Adobe useful. conferences, and training courses. The latter are given online above all. They are To encourage the field of education, also recorded, so that these knowledge The numerous inter-disciplinary usage Adobe places substantial emphasis on transmission events can be flexibly possibilities of Adobe products help partnerships and has committed itself incorporated into members’ agendas. teachers to put their subject across and in many places to initiatives in favour pupils to familiarise themselves with the of education launched by national Read further in the next issue of Worlds tools which they will encounter later on in governments and ministries of culture, of Education on how Adobe includes their professional lives. together with industrial partnerships such teachers’ advice and expertise in the as Intel Teach. One of the most important development of their software! III Over the course of a partnership of several recent programmes for education is years with the world of education, Adobe the world programme Adobe Education has developed offers specially designed Leaders (AELs). The objective of this is to for schools in the framework of its world set up a world network of teachers working education programme. In addition to on high-quality examples demonstrating More information is available on INFO licensing programs at very low prices for the use of products for courses. Adobe in education at: educational institutions and producing www.adobe.com/education editions for students and teachers, Under the AEL programme, Adobe including learning material which are encourages teachers in Australia, Belgium, EI Worlds of Education n° 35 / September 2010 15

Technology in education

Can social media blur the line between teacher and friend?

By Douglas Quan

In a digital age where everyone is tweeting, blogging and messaging, school districts across the world face a conundrum: is it appropriate for teachers to be ‘friends’ with students on Facebook and other social networking sites?

The consensus among Canadian educa- Officials say they are also concerned that tion leaders appears to be that teachers some of the content on teachers’ social should avoid communicating with students media pages might not be suitable for stu- using social media — or that they should dents’ eyes, such as photos of uninhibited at least tread very carefully. Once you start moments during a party or vacation. engaging students online, you blur the lines between a professional and personal “Things you’ll be sharing with adult friends relationship, they say. are not always things you want to share with students,” one teacher said. The Toronto District School Board is in the middle of developing social-media A survey by the British Columbia College guidelines for its teachers. The Van- of Teachers found that teachers were fre- couver Board of Education has told its quently asked by students to be ‘friends’ on teachers flatly that communicating with Facebook. More than half of teachers said students using personal e-mail accounts they refused to accept those requests. and being ‘friends’ with students on so- cial networking sites is “unacceptable “I feel my personal life is private. I do not behaviour.” want my students exposed to my pictures or reading where I go and what I do on my There have been a number of recent cases own time,” one teacher wrote. where authorities say teachers clearly crossed the line. A 28-year-old student However, one out of five teachers who teacher in British Columbia, Canada, was responded to the survey said they would charged with inappropriate conduct after allow students to be their Facebook friend.

he allegedly contacted a 15-year-old female One teacher said: “As an educator, my © AP student using Facebook and interacted private life pretty much mirrors my profes- with her using instant messaging and a sional life. I am careful to edit the content web camera. that others post to my profile.” teachers creating web pages or using the Internet to convey information to students, However, educators say the communica- Some teachers said Facebook allowed but he believes it is best to use online tools tion does not have to be overtly sexual to them to deepen their understanding of that have some level of oversight and ac- be considered inappropriate. Giving advice their students’ lives. cess by school administrators. This ensures online to students about dating or their content is strictly related to academics. At relationships with their parents could also Vancouver education consultant Jesse the end of the day, he said, “you’re a be problematic. Miller says there’s nothing wrong with teacher, not a friend.” III 16 EI Worlds of Education n° 35 / September 2010

Education

Copyright legislation: no ‘digital locks’ for education

By David Robinson

Copyright is a public policy issue that has moved from obscurity to centre stage in countries throughout the world and teachers have a vital stake in the growing international debate. Increasingly, domestic copyright reforms and new international agreements like the proposed Anti-Counterfeiting Trade Agreement (ACTA) threaten to restrict access to teaching and learning materials.

National and international copyright laws were developed to balance the economic rights of creators with the rights of the public to access and use creative works. Most countries have attempted to manage this balance by allowing ‘fair use’ or ‘fair dealing’ exceptions to copyright protection. These clauses permit, otherwise unauthor- ised, copying of material if it is done for educational and research purposes, or for personal, non-commercial use.

In recent years there has been a steady ratch- eting up of copyright protection and erosion of fair dealing rights. Technology allowing instantaneous copying and distribution of information has had a positive impact on education and teaching but at the same time As educational material becomes increas- it could undermine their development ef- has facilitated commercial piracy of digital ingly available only in digital format, vast forts. Brazil recently tabled new copyright works. The major entertainment and publish- swathes of learning ©materials could be proposals that would not only permit the ing industries are now protecting their digital effectively locked down, leading to a rise circumvention of digital locks for educa- property with encryption measures that in costs and restrictions on their use for tion and other legitimate purposes, but prevent copying, and they want domestic and research, education and innovation. would establish penalties for owners who international laws to prohibit the circumven- Under pressure from industry, many coun- prevented users from exercising their fair tion of these ’digital locks’. tries are amending their domestic copyright dealing rights. laws and seeking new international rules The danger for educators is that while digital to ban the circumvention of digital locks. Improving access to teaching and learning locks can prevent illegal copying, they can The United States and the European Union materials is vital if we are to build innova- also restrict educators’ ability to copy mate- have led these efforts, and are now push- tive education systems and achieve the rial for academic purposes. Making it illegal ing other countries to adopt even more goal of Education for All. In the current to break these locks means that material stringent anti-circumvention rules. debate over copyright policy at the national which is in a paper format can be legally cop- and international level, EI and its affiliates ied by teachers and students but any material However, industrialising countries are fight- have a crucial role to play in ensuring that which is an electronic format and digitally ing back, as India and China are campaign- teachers and students are not locked-out of encrypted, could not be copied. ing against the ACTA agreement, warning the digital age. III EI Worlds of Education n° 35 / September 2010 17

Education

Global Unions summit to defend public services and education

EI will join the council of Global Unions to launch a new campaign at a conference in Geneva, Switzerland, to defend the public sector and education by winning public support for quality public services.

In a statement about the conference which consideration of the changes that we must which mean massive cuts in public sector will take place from 12 - 14 October, 2010, make. There will also be a rich mix of opin- budgets,” stated in a circular to affiliates. the Council of Global Unions (CGU) said: “If ion from all corners of the globe and from the world is to emerge from recession and all branches of academic, economic and “After the financial crisis, many govern- social inequality then it must do so with a working life. ments are trying to cut back the deficits fresh vision of the future, built on the prin- they ran up to bail-out the banks and stimu- ciples of decency, democracy and quality of Building on this analysis, “the conference late the real economy, but they are doing so life for all.” will chart an agenda for the future – a new too early, before sustainable growth returns. direction for quality public services, and They are reacting to continued speculation The statement goes on to explain that the strategies for unions to take the lead in na- in the financial markets, and the recommen- Global Unions are planning for a future in tions and communities around the world. It dations of the International Monetary Fund which public service values are at the core will adopt a Charter on Universal Access to (IMF), which has returned to its old ways, of human development. “Citizens the world Quality Public Services, and an Action Plan.” despite the calls of the IMF’s Managing Di- over yearn for quality public services and rector to defend public sectors like educa- the right to access them. Otherwise there Encouraging affiliate members to partici- tion and health.” is little hope for hundreds of millions who pate in the initiative, EI President, Susan need the Millennium Development Goals Hopgood said: “With the Global Unions “The financial crisis was global, the conse- to provide them with health, education, coming together we have a unique opportu- quences for the public sector are global, and a life free of want and despair. In rich nity to map out a new agenda for the future national and local,” van Leeuwen added. countries, too, the values of public services of public services. One in which all working “Our responses must be global, national are keys to protection of the social wage, people have a stake. EI will be sending a and local.” III social security, health, infrastructure and large delegation and we are urging all our pensions.” affiliates to be there too.” For further information or to INFO The CGU expects that the conference will EI General Secretary, Fred van Leeuwen, register to attend, please go to: be an opportunity for sharp analysis, mixed said: “Public services in many countries are www.global-unions.org with inspirational speaking and intelligent being hit hard by so-called ‘exit strategies’ 18 EI Worlds of Education n° 35 / September 2010

Interview with

Sharan A woman unionist leading Burrow towards recovery

By Mar Candela When the International Trade Union Confederation (ITUC) marked its second World Congress in Vancouver, Canada, from 21–25 June, it was remarkable for two reasons. Firstly, the Congress resolved to campaign for quality public services and Education For All (EFA), as part of the strategy to exit the global economic crisis. This elevated EFA among the key priorities of the ITUC. Secondly, Sharan Burrow was elected to succeed Guy Ryder as ITUC General Secretary. This marked a rise to the pinnacle of global trade unionism for the trailblazing former teacher and EI Vice President from Australia.

The election of the first female ITUC This crisis has nothing to do with the real General Secretary is historically economy. When you look at the crash, 40 significant for the global trade union percent of financial activity was boosted movement. How do you feel about your by the ‘real economy’. This is what creates new role? jobs, provides public services and gener- ates the solid wealth of the world for work- It’s a very proud moment for me to be ITUC ing people. General Secretary and the first woman in this role. Anyone who knows me knows that Going into Congress, people thought we If we are not reaching I have always been a warrior for women. were coming through the crisis, that gov- the public more In most countries women are almost half ernments had invested in jobs and would “ broadly then we the workforce and increasingly members continue doing so. Then, just a few weeks are not gathering a of trade unions, so we need to ensure that before the Congress, we saw Europe being gender issues are trade unions’ issues too. bullied by the financial markets about the community of interest We have a lot of work to do still, and women perception of sovereign debt, and their view around human and will certainly be very high on my agenda. that austerity measures had to be put in trade union rights. place. This basically means cuts to public We would also not At the ITUC Congress many delegates services and cuts to jobs in the public sec- be reaching out to came from countries which are tor, including health and education. There experiencing the full impact of the are also multiple effects of job cuts in the young people, who economic crisis. What was their private sector, with a decrease in demand, will be the future perception of the current situation? a risk of recession and deflation. So we go members and leaders back to where we started! of the trade union Congress was very successful in terms of the movement. mandate it provided the ITUC over the next For working people, for union members, four years. However, we have a world where Congress encompassed exaltation, anger the global financial crisis has destroyed and a determination to stand up to the fi- ” jobs and is destroying livelihoods. nancial markets’ business as usual agenda. EI Worlds of Education n° 35 / September 2010 19

Speakers at ITUC Congress included Could you say more about the IMF President, Dominique Strauss- your experiences at Education Kahn and the WTO President, Pascal International? Lamy. What was their message to unions? I became involved in EI through its Asia Pacific Region, then EI’s Executive Board, We are anxious about what appear to be before being named EI Vice President confusing messages to governments of between 1995 and 2000. EI is a wonder- the world. Months ago, the IMF argued we ful Global Union Federation. It has a huge must stimulate economies; put global in- responsibility, not just in terms of advocat- vestment of at least two percent GDP into ing for the rights and professional status the real economy, and protect jobs. The of teachers, but also the responsibility of world listened and governments acted. caring for the world’s children, increas- ing investment in professional standards The current message about fiscal consoli- in education, for people going into jobs ITUC/Jacky Delorme © ITUC/Jacky dation and austerity measures conflicts through high level qualifications and, of with the reality that the private sector’s course, life-long learning and the univer- recovery is far from creating jobs, and that sity sector. So, EI is a magnificent organisa- cutting public sector finances and invest- tion. I remain a proud member and very ment overnight is, in fact, going to cost us much look forward to working with it in my One of the major issues in the world today more jobs and turn the circle back to nega- new role. is that young people are not in education, tive growth, in terms of demand. So we training, or work. If we are not actually need a clear strategy, we need fiscal con- ITUC is developing campaigns which advocating for them, if we are not reaching solidation to be over the longer term, and appear to be addressing the general them, then we can’t expect them to be the we need to protect public sector invest- public and not just affiliates. Should members and leaders of future generations ment. We are also concerned that the IMF unions open up more to the general of trade unions. is sending out stronger messages about public? cuts to the public sector: to pensions, edu- What are your main priorities as ITUC cation, and health. If we are not reaching the public more General Secretary? broadly, then we are not gathering a com- How will these actions affect munity of interest around human and trade What I want to do is, first of all, listening education? union rights. These are critical issues like to my staff, to look at areas where we are global justice, education and training. Of operating well, to look at areas of improve- There is some hope, at least on the educa- course, we would also not be reaching out ment within the context of the mandate tion front, because there are some world to young people, who will be the future provided by Congress. But if there’s one leaders saying that education expenditure members and leaders of the trade union thing that I really do want to do it is to must be exempt from cuts. I recently par- movement. So we have a major responsi- continue building the relationship between ticipated in a BBC debate based on the bility and a big opportunity to engage the the GUFs and the ITUC through the Global economic outlook of the OECD. The head broader community in our activities, and Council of Unions. It is absolutely critical. of that organisation also insisted educa- to recruit the heads and minds of future We have the membership, we have the re- tion must be exempt from cuts. That is a generations. sources, and we have the common values good start, but it is not enough. that are necessary to work together to win real challenges in a world that is currently not a fair world for too many people. III 20 EI Worlds of Education n° 35 / September 2010

Equality

Educators tackle gender equality using multimedia

By Collin Berglund The most recent video produced by Education International’s Communicators’ Network (ComNet) is entitled ‘On the Move for Gender Equality.’ This collaborative piece of work reports on the Dominican Association of Teachers’ Maria Teresa Cabrera who was elected president despite an historic under- representation of women in the Union’s leadership.

first woman elected as union president, she works on changing the structure, organisa- tion and perception of women and their roles in leadership, not just among educators, but also in the rest of society.”

The video, which was shot on location in the Dominican Republic, includes Cabrera’s per- spective as well as those of other education leaders, both male and female, who have developed a training programme around this issue. It also features the voices of elemen- tary school children who are becoming the next generation of leaders, showing that they are already aware of the issues they face in an unequal society.

“In the classrooms we visited young students that were aware of the issues and struggles around achieving equality. It is surprising to hear nine-year-old children talking about gender equity in such an informed way. It is © NEA obvious that the issue is an integral part of NEA videoman, Sewell Johnson, shares his footage with union leader María Teresa Cabrera their curriculum,” said Logan.

On the Move for Gender Equality will be The project was headed by one of EI’s Ameri- top of her trade union – 75 per cent of teach- shown at EI’s first World Women’s Confer- can affiliate members, the National Educa- ers in the Dominican Republic are women, ence which is scheduled to take place in tion Association (NEA), with the video was but 70 per cent of those occupying leader- January 2011. produced in English and Spanish versions. ship roles in the Union are men – the video also charts her impact on the next genera- Previous EI ComNet videos have helped raise As part of the project, the NEA’s Rebeca tion of trade union leaders. awareness of critical global education issues Logan, followed Cabrera over three days as that educators face on a daily basis. Many she visited schools, ran union meetings and As Logan observed: “The integration of gen- videos illustrate the larger inequities that media interviews, and engaged with her der equity into teaching methodologies is still exist: poverty, child labour, health crises, wider community. In addition to learning only part of the change being implemented government sanctions, and gender inequality about Cabrera’s extraordinary personal story through the work of Cabrera and her col- among others. To publicise the critical work of her rise from being a valued teacher to the leagues. For her it is insufficient just to be the that teachers and their unions do to meet EI Worlds of Education n° 35 / September 2010 21

advocacy across geographic and cultural boundaries.

NEA staff member, Steve Snider, who is a member of the ComNet editorial board which selects the story ideas to purse, describes the videos as ‘little campfires’ which are meant to be used as a source of light to il- luminate a much larger area.

“Cabrera’s story illustrates the struggle for gender equity in leadership worldwide. We’re trying to use media to turn these campfires into much bigger bushfires.

“No matter what the topic, team, or lan- guage, each documentary focuses on the universal story of educators solving prob- lems. By seeing unique solutions being devised in every corner of the world, viewers can share in gaining new perspectives on their own problems in order to approach them more effectively.”

EI invites communications officers from all affiliated member unions to participate in the ComNet to help develop story ideas or

© NEA contribute to developing media packages. Rebeca Logan, from NEA Interactive Media, interviews schoolchildren for the video The NEA, for example, has a diverse range of personnel with media skills and access to equipment resources that are often utilised by the ComNet. All member unions are able these challenges, EI’s ComNet has created a by the tsunami that struck Aceh in December to use media developed by ComNet in their series of video and media packages that are 2004. In 2010, EI’s ComNet video highlighted own communications vehicles. III easily accessible to member unions, report- the daily struggle that teachers in Burkina ers, and educators themselves. Faso face to teach their students – who are among the world’s poorest – about the im- In 2008, EI highlighted a programme de- portance of the environment. signed to reduce children dropping out of INFO The next meeting of EI’s ComNet school in Morocco, it illustrated how keeping By calling attention to these critical issues, will take place in Brussels from children in school kept them out of child la- the product helps to generate an inter- 21-22 September 2010. To attend bour. In 2009, the EI video documented the national dialogue on education reform. the training meeting, please story of how teacher unions came together Through compelling narratives and images, email: [email protected] to rebuild 35 schools that were obliterated video can create awareness and promote 22 EI Worlds of Education n° 35 / September 2010

Equality

Gender equality: Historic events on the horizon in 2011

By Rebeca Sevilla

The United Nations’ General Assembly voted unanimously on 2 July 2010 to create a new global institution for gender equality by January 2011. UN Women, the long-awaited and long-debated, long overdue international agency will replace the fragmented and under-funded group of UN entities dealing with gender, with one prominent institution headed by an Under Secretary-General.

To coincide with this major step forward, Research and Training Insti- EI’s first World Women’s Conference will tute for the Advancement of be held in Bangkok, Thailand, from 20-23 Women (INSTRAW, estab- January, 2011, and will provide a timely op- lished in 1976), the United portunity to celebrate the historic birth of Nations’ Development Fund this reformed structure. for Women (UNIFEM, estab- lished in 1976), and the The Global Unions, ITUC, PSI and EI have Office of the Special Adviser all supported the gender equality architec- on Gender Issues and Ad- ture reform initiative which the UN set up vancement of Women (OSAGI, in 2006. established in 1997).

The framework for UN Women will be the EI’s Women’s Conference, themed: Beijing Platform for Action, which calls for ‘On the move for equality’, will in- an end to discrimination against women, clude a session to prepare for the

especially in education, employment, po- UNCSW 2011 on issues relating to increas- © EI litical participation and human rights. ing women’s access to, and participation in, science and technology education and UN Women will be tasked with a focus on training. Equality experts from around the supporting the Commission on the Status world will also discuss practices towards of Women (UNCSW) in adopting policies an equality agenda for change. III and global standards, and assisting mem- ber states to uphold the standards set by these bodies, along with providing the support to do so through the UN system. INFO For more information visit the websites: EI World Women’s Conference: www.ei-ie.org/women2011 UN Women will merge four separate UN Women: www.unwomen.org entities within the UN working for the ad- Gender Equality Architecture Reform (GEAR) Campaign website: vancement of women: the Division for the www.gearcampaign.org Advancement of Women (DAW, established in 1946), the International EI Worlds of Education n° 35 / September 2010 23

Equality

US -Vietnam teacher training program benefits children with disabilities

An American foundation is collaborating with a community initiative in Vietnam to deliver training for teachers of deaf and hard of hearing children.

The Seattle-based Global Foundation for Children with Hearing Loss sent 13 experts in audiology and speech therapy education to Thuan-An Centre for Disabled Children in Binh Duong. The American teachers men- tored 88 Vietnamese counterparts in how to improve their professional skills so they could support young children in the largely agricultural province, north of Ho Chi Minh, with profound hearing loss to develop lis- tening and spoken language capabilities.

Hearing loss is a global issue

The World Health Organization reports that © BSIP / Reporters © BSIP / Reporters three per cent of children in developing A Vietnamese schoolchild countries have profound hearing loss. Left undetected and untreated, hearing loss can mentation of this policy requires training ex- urges all affiliated member unions to lobby lead to delayed speech and language de- pert teachers who can help those children their government to ratify the 2006 UN velopment, academic challenges, reduced who have been identified with hearing loss, Convention on the Rights of Persons with employment and unfilled potential. and fitted with hearing technology, to de- Disabilities which calls for ’the universality, velop listening and spoken language skills. indivisibility, inter-dependence and inter- Children with hearing loss can develop lis- relatedness of all human rights and funda- tening and spoken language skills, but this The Global Foundation’s Vietnam teacher mental freedoms and the need for persons requires access to hearing aids and early training program provides a model that has with disabilities to be guaranteed their full intervention support by trained teachers potential to benefit educators not only in enjoyment without discrimination.’ III to help interpret sound during this critical Vietnam but in other countries around the period of development. world. The initiative has been developed in conjunction with Vietnamese educational- Supporting inclusive education ists, and because teachers share learning To learn more about the Global through teacher training with others the benefits will be exponential. INFO Foundation for Children with Hearing Loss, go to: Vietnam’s inclusive education policy in- EI welcomes this cooperation initiative www.childrenwithhearin- tegrates children with hearing loss into and reaffirms the view that education is a gloss.org mainstream classrooms. Successful imple- human right to be enjoyed by all. EI also 24 EI Worlds of Education n° 35 / September 2010

Solidarity

International trade union movement adds its voice to the aids debate

By Jan Eastman

In a message to the XVIII International AIDS Conference held in Vienna, Austria, during July 2010, the Global Union AIDS Programme said that a rights-based approach to HIV and AIDS action at the workplace was at the core of the trade union strategy.

Trade union delegates from across the world cess to treatment, prevention, care and took part in the conference and related support and pointed out that HIV and AIDS events to express solidarity with the people affected the most economically active age living with HIV and AIDS and demand more range in every population, and the adop- resources in the fight against the epidemic. tion of the ILO Recommendation on HIV EI’s Deputy General Secretary, Jan Eastman, and AIDS had brought the workplace into provides a round-up of key events. sharper focus.

Workplace Partners Forum Director of ILO Programmes on HIV and AIDS, Dr Sophia Kisting, called for ways to The Workplace Partners’ Forum held at the optimise the implementation of ILO Rec- Reed Messe Centre on 17 July, the eve of the ommendation and stressed that effective © J. Pessi/EI conference, brought together representa- workplace responses to the epidemic was EI’s Jan Eastman demonstrating during the Aids tives from the ILO; UNAIDS; Global Union central to the development of national Conference in Vienna Federations; International Organisation HIV strategies. This formed part of a wider of Employers; Global Fund and the World spectrum including health, education and AIDS Campaign. It provided the opportunity social protection. She also said that workers Recommendation offered important opportu- to discuss ways of strengthening the part- should play a leading role in the design, im- nities for effective interventions nerships with all stakeholders in the fight plementation and evaluation of workplace against HIV and AIDS. programmes to be developed through con- The Executive Secretary of OGB, Monika sultation with governments and employers. Kemperle, emphasised the need for univer- EI Deputy General Secretary and Chairperson sal access to treatment and for the respect of the Global Union AIDS Programme, Jan Labour Forum of human rights of people living with HIV Eastman, stressed the importance of trade and AIDS, pointed out that the role of the union involvement in workplace programmes Representatives from the Global Union Fed- workplace in combating the disease had and the need for action on stigma and dis- erations and national trade union centres often been overlooked and that the govern- crimination. She welcomed the new interna- also attended the Labour Forum held on 18 ments and employers needed to take it into tional instrument addressing HIV and AIDS July in the Head Office of the OGB in Vienna, account in developing national strategies. from a human rights perspective, adopted by ahead of the International AIDS Conference. ILO at its tripartite conference in June 2010, Dr Sophia Kisting expressed her gratitude and called for more trade union participation In her welcome address EI’s Jan Eastman, to the trade unions for their contribution to in country coordinating mechanisms. said that the Labour Forum had become a the adoption of the ILO Recommendation, permanent feature of the events preceding praised the negotiating skills of trade union The UNAIDS Deputy Executive Director, Jan the IAC, that the workplace could make a very delegates and underscored the need for the Beagle, highlighted the important role of significant contribution to the fight against the effective implementation of the Recommen- the workplace in promoting universal ac- epidemic and that the recently adopted ILO dation. III EI Worlds of Education n° 35 / September 2010 25

Solidarity

Ghanaian teachers make progress on HIV education

By Julie Kavanagh

More than 30 teachers and education union activists gathered at the Ghana National Association of Teachers (GNAT) offices to review outcomes of the EFAIDS Programme being implemented by GNAT with support of the Teachers and Education Workers’ Union (TEWU).

As the seasonal rain pattered the roof The Chairman of GNAT’s Volta Region, Awareness and Use of HIV/AIDS Methods above, participants shared their expe- Alexander Muwasi Buadi, emphasised the Among Teachers and Educational Workers riences of engaging with the EFAIDS need for sound knowledge of local context in Ghana. Programme and its impact on students, to make work programmes relevant and teachers and workers across the educa- effective. He noted that data about the The EFAIDS Co-ordinator in Ghana, tion sector. prevalence of HIV infection rates among Helena Awurusa, pointed out that the teachers varied, with some sources mis- initiative had afforded GNAT opportuni- GNAT has been active in the EFAIDS Pro- quoting the figure as one in ten. Buadi ties to work with partners including the gramme since 2007. It has enthusiastically stressed the need for GNAT to disprove Ghana AIDS Commission; UNICEF, and developed projects which couple HIV this assertion through research because Planned Parenthood Association of prevention, education and support with national data on HIV in the education sec- Ghana. She stressed GNAT’s commitment action to secure quality education for tor is patchy at best. to work not only for, but also with, people all (EFA) children. GNAT’s achievements living with HIV. include developing a workplace policy on A key task of the EFAIDS Programme HIV/AIDS and setting out policy recom- in Ghana has been the completion of One teacher, Haruna Ibn Hassan Agbev- mendations to achieving EFA. wide-ranging research entitled: Survey of enu, spoke movingly of his experience living with HIV. Having established a national network for teachers with HIV, he emphasised the importance of creat- ing environments where teachers could be as involved as possible. He recalled how coming to terms with living with HIV began as an isolating experience.

The workshop in Ghana is the first of a series of planned evaluation activities across the EFAIDS Programme. Further workshops will take place in: Argentina; Burkina Faso; Dominican Republic: Kenya: Senegal and Uganda.

Speaking about her satisfaction with the engaging and participatory workshop, Helena Awurusa said: “We hope this exer-

© R. Etonu/EI cise will provide a good basis for evalua- Teachers share experiences at the EFAIDS Evaluation Workshop in Ghana tion of the programme the world over.” III 26 EI Worlds of Education n° 35 / September 2010

Solidarity

Kosovo: Educators’ co-operation helps the reconciliation process

By Calvin Fraser, Trudy Kerperien and Delphine Sanglan

“It was exciting to watch teachers working in ported the intensive training session for mote teachers’ professional development a group with some speaking Albanian, some a group of classroom teachers who have and trade union education based on the Serbian and some Turkish. There was writ- volunteered to take part in the challenge to collective principles of acceptance and rec- ing going up on the chart paper in all three become trainers of reconciliation trainers. onciliation. languages and the translators were working hard to keep up. Wow!” These were the first, The successful workshop was held within When establishing the Centre, SBASHK and and enthusiastic, comments of Dr Calvin Fra- the auspices of the Multi-Ethnic Trade SOK were able to secure the support of the ser, from the Canadian Teachers’ Federation, Union Centre in Pristina which was opened Ministry of Education and local authorities, after he facilitated a trade union training ac- in January 2010 by SBASHK and SOK with in addition to the development co-opera- tivity in Kosovo, between 17-19 June. the assistance of AOb, the Dutch education tion provided by the Dutch AOb and FNV workers’ union and EI affiliate, as well as Mondiaal. This enabled the Centre to hire Both the political and staff leadership of the Dutch Trade Union Confederation (FNV staff, purchase computer equipment and the Union of Education, Science and Cul- Mondiaal). The Centre offers a place for implement project activities. The Municipal- ture of Kosovo (SBASHK), and the Union teachers from different ethnic backgrounds ity of Pristina contributed to the initiative of Serbian Teachers in Kosovo (SOK), sup- within Kosovo to come together and pro- by offering housing, electricity and water,

Children – often the first victims of war – being cared for by a Unicef Programme in Kosovo. Through drawing they free their emotions © ReportersI EI Worlds of Education n° 35 / September 2010 27

while the Ministry of Education provided small successes can be converted into trust between ethnic communities inside additional office equipment. larger ones. The workshop was conducted Kosovo. in English with simultaneous translations The small community of teachers regard into Albanian, Serbian and Turkish. SBASHK and SOK have many reasons to be their mission as working with school and proud of their part in realizing this vision. It voluntary sector groups in the process of SBASHK’s Centre Coordinator, Bislim Be- is their teacher members and their leader- reconciliation, and development of mutual- hrami, expressed his satisfaction with the ship, as well as their trade union values of ism with common goals, to heal the rifts training and his eagerness to move on to international solidarity that have enabled that have emerged after years tensions. next set of training sessions. SOK’s Coor- them to make an intervention into a war- dinator, Ivan Portic, praised the progress torn country plagued by animosity, fear and Each teacher who took part in the recent train- made by all participants and explained that loss, to enable two sister teacher unions to ing covered a combination of personal and the trained trainers would now be organis- share the sense of value in of a Multi-Ethnic professional development skills including, ing training to promote the possibilities Trade Union Centre that will provide leader- among others: communication skills to focus for multi-ethnic co-habitation within Kos- ship and improve the lives of teachers and on ways to communicate, even in the face of ovo. Initially, this will be pursued through citizens in Kosovo. III inappropriate or challenging remarks; rela- schools and living environments of differ- tionship building skills focusing on respecting ent communities, and later in multi-ethnic history and the differing perspective of oth- environments. ers as part of the experience of developing common values, and leadership skills. Each The expected result is to lead to friendlier teacher has committed to rolling out training relations and newer forms of common to other teachers over the coming year. organisation among neighbours, to see consensus emerge on shared issues and The Centre and this training are based on to enhanced opportunities for peaceful the premise that building on existing skills, co-habitation, mutual understanding and Kerperien/AOb T. ©

Solidarity with Colombian trade unions Colombia accepts ILO sanction

In order to avoid a debate at the ILO Stand- but representatives of the business sector association, and accounts for 63.12 per ards Committee, the Government of Colom- vetoed this threatening that there would cent of those trade unionists murdered bia has accepted the sanction of receiving be “no list if Colombia is on it”, thus engi- over the last decade around the world. At a High Level Tripartite Mission. In this way neering a final agreement which excluded least 10,887 acts of violence were com- it has admitted the freedom of association Colombia. mitted against trade unionists between 1 situation in Colombia has not improved. January 1986 and 30 April 2010, includ- EI and its Colombian affiliate, FECODE, hope ing 2,832 murders. More than 500 trade As is well known, the ILO Standards Com- the Colombian government will recognise unionists have been murdered during mittee debates the labour and trade union the serious and persistent violence facing President Uribe’s time in office. At least situation of 25 countries. The list is based people belonging to trade unions, and not 48 murders were committed during 2009 on the report of the Commission of Experts seek to conceal the situation with figures and 29 trade unionists have been killed and negotiations between the workers and and declarations that contradict the facts. during 2010. III business sectors. According to reports, Colombia is the Until June 2010, Colombia was on the list most dangerous country in the world for of 25 countries to be checked by the ILO those exercising the right to freedom of 28 EI Worlds of Education n° 35 / September 2010

Human rights

Honduras: A vicious blow to the freedoms of a people

By Mar Candela

Another teachers and education workers’ union, COLPROSUMAH, reported the death of at least eight teachers since the military coup. In addition to selective assassinations, there have been kidnappings, intimidation and unlawful dismissals targeting suspected Zelaya supporters who joined forces with the National Peoples’ Resistance Front.

Behind the coup

At a meeting of EI’s Latin America Regional Committee in Santo Domingo, in the Domini- can Republic, where Manuel Zelaya is living in exile, he thanked teachers around the world

© EIAL © EIAL for their support. During the meeting, held over two days in June, the ousted Honduran In the early hours of 28 June 2009, armed forces broke into the President explained to participants the rea- home of the democratically elected President of Honduras, José sons why he had been overthrown. Manuel Zelaya Rosales, who was serving the third of his four-year Zelaya recounted how, before the coup, he term in office. He was kidnapped and bundled out of the country. had announced his country’s accession to the Bolivarian Alternative of the Americas Roberto Micheletti who had, until then, been anticipation of the expected, but unsuc- group (ALBA) and had enacted monetary, ex- a personal friend and member of Zelaya’s cessful, return of Zelaya. Obed was the change and wage policies that would benefit Liberal Party, was quickly installed as the first fatality of the coup d’état. Many more working people. Among other measures, he acting president by the National Congress, were to follow. had increased teachers’ salaries, subsidised which was chaired by Micheletti himself. public transport, and vetoed a law on the A year later, the repression continues. In minimum wage. Two of the decrees passed by In the following weeks, as the people March 2010, José Manuel Flores, a well- his Government related to the use of US$265 of Honduras rose to protest at the coup known trade union leader and activist of million to promote growth and development, d’etat, a military backed state of emer- the Honduras Secondary Teachers’ Union while a US$105 million loan was assigned to gency was declared across the country. (COPEMH) was shot at point-blank range strengthen the national financial system. Following this, chaos set in as demonstra- in the school where he taught. Former tions in support of the ousted president COPEMH President, Sergio Rivera, ex- Zelaya also tried to recover the US military were violently suppressed. And so began plained that the nature of Flores’ murder base of Palmerola, located near the Honduran a bitter cycle in which many constitutional “was that of a public execution, intended capital, in order to convert it into a civilian rights have been violated. to serve as a stark warning to others. The airport for international commercial flights assassins made sure that everybody wit- – an idea which was not to the liking of the Isis Obed, 19, suffered a gunshot wound nessed the murder by choosing to carry it Pentagon and the 600 US troops stationed at in the nape of his neck at Tegucigalpa out in the schoolyard, during the break, in the base. Airport, where crowds had gathered in front of other teachers and children.” EI Worlds of Education n° 35 / September 2010 29 © EIAL © EIAL From left to right : EI Vice-President, Juçara Dutra Vieira; EI Regional President, Hugo Yasky; ousted President Manuel Zelaya, and EI General Secretary, Fred Van Leeuwen, during a meeting of EI’s Latin America Regional Committee in Santo Domingo

According to the former president, the coup take part in surveys and consultations on after seizing power: it revoked the Honduran was a violent response by the US Southern policymaking. alliance with the ALBA Group, changed the Command – established in the Palmerola country’s monetary policies, repealed the law military base – “which colluded with sub- The Obama administration reacted ambigu- on citizens’ participation and modified the sidiaries of American multinational corpora- ously to developments in Honduras, con- parity of fuel prices, paying instead US$60 tions in Honduras to plan and deliver this demning them without formally recognising million in annual surpluses to fuel importers. vicious blow to democracy with the aim of that the ousting of President Zelaya was putting a stop to peaceful processes we indeed a military coup. A formal declaration EI has strongly condemned the coup in Hon- were promoting.” to this effect, ratified by the US Congress, duras and continues to assist its member would have entailed breaking off diplomatic organisations in that country to mobilise Freedom curtailed relations with Honduras, revoking the visas teachers to campaign for the re-establish- of members and sympathisers of the regime ment of democracy. One essential feature of Zelaya’s govern- and suspending much of the economic and ment was the rejection of any kind of military assistance provided to the country. Latin American affiliates have also nomi- foreign hegemony or interference in the This did not happen. nated Manuel Zelaya for the Mary Hatwood country’s internal affairs. He refused to Futrell Human and Trade Union Rights Award, submit to the so-called Washington Con- In Zelaya’s view, the protection afforded which will be presented by EI at the quadren- sensus, and opposed the austerity policies to the regime by the US amounted to “a nial Congress in South Africa, in July 2011. promoted by the International Monetary threatening message to other Latin Ameri- Fund as well as the powerful agricultural can leaders which said: ‘We will protect, The EI Regional Committee has adopted a and industrial oligarchs. He also concluded back and reward those who help us stage declaration in support of the struggle for Honduras’ association agreement with the a coup.’” democracy in Honduras, reaffirming a resolu- Venezuelan Petro-Caribe Oil Programme; tion passed by the Latin America Regional revoked decrees expelling Cuba from the Zelaya also explained that the best evidence Conference in 2009. III OAS in 1962, and passed a law on citizens’ for reasons behind the coup was provided participa-tion which enabled the masses to by the measures the new regime took soon 30 EI Worlds of Education n° 35 / September 2010

Human rights

Moving towards democratic trade unions in Central Asia

By Sagar Nath

EI’s Consortium Programme for Central Asian States is designed to familiarise elected officials of teacher unions in the region with the role of teachers in an open, democratic society and globalised economy. Simultaneously, the initiative underpins the importance of human and trade union rights, as well as the need to improve awareness of international labour standards, anti-discrimination policies, the rights of children, and other core principles of EI.

Since May 2009 more than 20 training © EIAP seminars have been delivered for 686 Union leaders participate in an EI session organised for the Consortia of Central Asian States trade union leaders in Uzbekistan, Kaza- khstan and Kyrgyzstan. highly receptive to the information we ties are widely reported in the media. This share, even though the participatory and generates eagerness among local leader- EI’s regional co-ordinator for the Consor- interactive methodology we use in con- ship and a stronger demand for more tium Programme, Rey Dolot, has been ducting the sessions is new to many of seminars.” pleased with the impact that the initiative them.” has been having, said: “We have seen President of the Trade Union of Educa- extraordinary progress. Participants are Dolot also noted that the process had not tion and Scientific Workers of Kyrgyzstan, been without its detractors: “At the begin- Mr Totogolic, praised the efficacy of the ning, the trade unionists that were receiv- programme, and said: “The seminars Canada ing the training were a little suspicious and have helped create awareness of demo- anxious about EI’s interest in their organi- cratic trade unionism, good governance, Greenland ARCTIC Arctic Circle OCEAN sation because of the model of trade un- transparency and accountability. They Iceland ATLANTIC OCEAN ionism that they have previously followed. also effectively address the problems of Azores Islands Ireland

United Kingdom Norway Sweden But gradually they realised the importance education in an era of the market economy Denmark

Portugal Neth. Finland Bel.

Germany Estonia Canary France Latvia of the seminars which helped them to bet- and decentralisation. We have found the Islands Spain Switz. Czech Lithuania PACIFIC Rep. Poland Italy Austria Morocco Belarus Russia Hungary ter understand trade union principles, and training to promote greater participa- Mauritania Romania Japan

Ukraine North Tunisia Mac. Algeria Albania Bulgaria Korea Greece the concept of democratic leadership and tion of women and young leaders in the Mongolia Mali Kazakhstan South Korea decision-making processes, as well as how Turkey Georgia decision-making process and other union

Tropic of Cancer Libya Cyprus Azerbaijan Lebanon Kyrgyzstan Israel Syria Niger Turkmenistan Uzbekistan to build union ownership and the educa- activities.” Jordan Tajikistan Egypt Iraq China OCEAN Nigeria Iran tion and labour legislation of the country.” Chad Afghanistan Kuwait

Cameroon Bhutan Philippines Qatar Pakistan Nepal Totogolic added: “This co-operation should C.A.R. Saudi Arabia Vietnam Sudan U. A. E. Bangladesh Gabon

Eritrea Tropic of Cancer Laos Oman Burma Congo India EI’s programme officer for the region, move beyond the seminars and develop Yemen Thailand Cambodia Dem. Rep. Of Congo Brunei Ethiopia Indonesia Uganda Dilafruz Kabinova, added: “It will take into long term engagement with interna- Malaysia

Somalia Malaysia Kenya Sri Lanka Sing. Tanzania INDIAN some time for the beneficial impact of the tional solidarity and programmes on child Zambia Indonesia Equator programme to be felt, especially in bring- labour, gender equity and human and Mozambique Australia

Madagascar ing about changes in leadership style and trade union rights should be developed to

OCEAN Tropic of Capricorn structure, but we are optimistic that the complement the existing seminars.” III © F. Destrée/EI Destrée/EI © F. changes will come as Consortium activi- EI Worlds of Education n° 35 / September 2010 31

Registration CALENDAR

opens for October 2010 EI’s World Congress 5 World Teachers’ Day – Worldwide 7 International Day for Decent Work – Worldwide 12-14 Quality Public Services’ Conference – Council of Global Unions – Geneva, As the 12-month countdown to EI’s Sixth Switzerland World Congress begins, the registration 13-15 Trade Union Rights Network Workshop for Association of Southeast process for the thousands of participants is about to be launched. Asian Nations – EI Asia Pacific – Bangkok, Thailand

By now, the president and general secretary of every affiliate 14-15 European Higher Education and Research Committee – EI – Leuven, member should have received their organisation’s own log in and Belgium password code. From 27 September 2010 these codes will enable 17 International Day for the Eradication of Poverty – Worldwide each affiliate union to access a secure registration site and input 19-20 School Leadership Meeting – EI – Paris, France the names and details of all delegates and observers who will be attending the Congress on behalf of each union. November 2010 Once this step is complete, each nominated participant will re- 3 Executive Board of Education and Solidarity Network – EI – Brussels, ceive an automated email consisting of their unique log in and Belgium password. Each participant must then register individually, using 18-19 Annual Development Cooperation meeting – EI – Brussels, Belgium these codes, by inputting their personal information. Among other 22 EI Extra-ordinary Pan-European Regional Conference –EI, ETUCE – things, each par-ticipant will also be able to identify which pre- Brussels, Belgium Congress events or breakout sessions they wish to attend, print their own agenda for Congress, and book their hotel room as well 23 EI Pan European Status of Women Committee Meeting – EI, ETUCE – as find useful information about the Cape Town. Brussels, Belgium Union leaders participate in an EI session organised for the Consortia of Central Asian States 25-28 35th Executive Board Meeting – EI – Brussels, Belgium If any affiliate has problems with the registration process they 29-04/12 Africa Regional Conference – EI – Brazzaville, Republic of should email: [email protected] the Congo

We welcome your comments. Please write to: [email protected]

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Unless otherwise noted, the articles of this magazine are licensed under a Creative Commons Attribution-Non Commercial-Share Alike 3.0 Licence. This means that you are free to copy, distribute and adapt the texts – as long as you clearly attribute the source Education International Tel.: + 32 2 224 0611 as ‘Worlds of Education (ISSN 1810-5637)’ and do not use them for 5 Boulevard du Roi Albert II Fax: + 32 2 224 0606 commercial purposes. 1210, Brussels, Belgium Email: [email protected] For more details visit: www.creativecommons.org/licenses/by-nc-sa/3.0/ Editor responsible at law: Fred van Leeuwen, EI General Secretary For purposes exceeding this licence, please write to: Editor: Pav Akhtar [email protected] Editorial assistants : Mar Candela, Claude Carroué, Frédérik Destrée and Timo Linsenmaier. ISSN: 1810-5637 Printed on recycled paper 2010

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