Global Unions Statement
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Education in an Interconnected World: Ensuring Inclusive and Equitable Development
Education in an interconnected world: Ensuring inclusive and equitable development Table of content Concept Note and Provisional Programme ............................................................................... 3 Global Review of Progress Towards SDG4-Education 2030 Targets and Commitments ........ 13 Regional Review of Progress Towards SDG4-Education 2030 Targets and Commitments ..... 16 Outcome Document - Nairobi Declaration and Call for Action on Education (April 2018) ........... 16 Bangkok Outcome statement (APMED 2030 - July 2018) .............................................................. 20 Cochabamba Agreements (July 2018) ............................................................................................ 27 Strasbourg Outcome Document – Europe and North America Education 2030 Consultation (October 2018) ............................................................................................................................... 29 Amman Outcome Document – Arab Region (November 2018) .................................................... 32 Forum Session I: 14:00 – 15:15 ............................................................................................... 36 The Teaching Profession: Strategies to improve the professional status of teachers ................... 36 Validating education achievements - key to opening doors to refugees and migrants ................ 38 Women’s and Girls’ Education: From Commitment to Action ...................................................... 40 Addressing Climate Change -
MEETING of 30TH APRIL 2020 the Virtual Education Inte
Education International Regional Office, Africa STATEMENT OF EIARC ON COVID-19 Internationale de l’Education ON THE OCCASION OF E -MEETING OF 30TH APRIL 2020 Bureau Régional Afrique 24 Bathur Street The virtual Education International Africa Regional Committee East Legon, Accra (EIARC) meeting, organized on 30 April 2020, examined the impact of P.O.Box LGDTD 10069 COVID-19 on education across the globe and specifically in Africa. The Legon, Committee took note of governments’ decision, the world over, to Accra – Ghana temporarily close schools in a spirited effort to compact the spread of COVID-19. According to UNESCO, as of 20 April 2020, over 91% of the Tel: + 233 302 501 200 Fax + 233 302 506 681 world’s student population – 1.5 billion children and youth – are affected [email protected] by school closures across 191 countries. Africa is no exception as over 330,535,859 learners across levels of education from ECD to Higher Education are affected and over 8,532,394 teachers are not able to Chairperson Christian Addai-Poku, Ghana provide distance teaching. Over 63 million teachers and large numbers Vice-Chairperson of education support personnel have also been affected by the pandemic. Mariama Chipkaou, Niger Chief Regional Coordinator Efforts to mitigate the impact of corona virus on schooling have been Assibi Napoe impromptu, diverse, and riddled with discrepancies. For many countries this has meant a sudden expectation to switch to the provision of online distance learning for all levels of education. More than any other time before remote learning through technology has found space in different Head Office societies to fill the learning gap. -
Strengthening Rights Through Education Unions
back HUMAN & TRADE UNION RIGHTS POLICY PAPER Strengthening rights through education unions Photo: Italy, Rome, November 2015, Reporters / BARCROFT Education International HUMAN & TRADE UNION RIGHTS POLICY PAPER The Human and Trade Union Rights Policy Paper describes how human and trade union rights strengthen the work of education unions and provide a mandate for them to act on behalf of their members. This Policy Paper reflects the values and objectives promoted by EI through its constitution, policies and programme activities. It complements the EI Education Policy Paper adopted by the 6th World Congress in 2011. Preamble • Education International (EI) is the voice of the education sector worldwide, representing teachers and education workers at all levels of education – from early childhood education to higher education and vocational training. As the world’s largest and most representative Global Union Federation (GUF) with over 30 million members in 171 countries, EI unites all teachers and other education employees and promotes their interests and defends their human and trade union rights. • EI is guided by the principles of human and trade union rights, and by its commitment to democracy, equity and social justice. It is independent of governments and inter- governmental organisations. It is self-governing and free from influence or control by any political party or ideological or religious grouping or by any commercial interest. EI promotes and protects the rights of all teachers and education workers and campaigns for quality education for all that is publicly regulated and funded. • EI is a strong advocate for trade union rights worldwide and assists in the development of strong, independent, democratic, sustainable, inclusive and representative organisations for teachers, academic staff, higher education researchers, school leaders, student teachers, para teachers, education support personnel and other education workers. -
Annual Review 2018
Educate to Empower United Nations Girls’ Education Initiative (UNGEI) Annual Review 2018 1 Annual Review 2018 | UNGEI Acknowledgements This Review was developed by Fiona McDowell with the support of the UNGEI Secretariat team, Nora Fyles, Sujata Bordoloi, Takudzwa Kanyangarara and Sarah Winfield. It was designed by Daniel Pomlett. For their many invaluable contributions, we would like to express our sincere thanks to members of the UNGEI Global Advisory Committee. Our particular thanks go to the Government of Norway for its ongoing partnership and generous support for this publication. Photo credits Cover © UNICEF / UN050595 / Tsvangirayi Mukwazhi Page 1 © UNICEF / Jean Luc Yameogo Page 3 © UNICEF / Prashanth Vishwanathan Page 9 © UNICEF / UNI89993 / Adam Ferguson Page 15, 16, 22, 24, 37, 39 © UNGEI / Sarah Winfield Page 19 © UNICEF/ UN0206982 / Herwig Page 21 © UNICEF / UN015837/ Amminadab Jean Page 23 © UNICEF / UN032730 / Dhiraj Singh Page 29 © Plan International / Patrick Kaplin Page 31 © CAMFED / Eliza Powell Page 35 © UNGEI / Daniel Pomlett Page 36 © UNICEF / UN107040 / Marco Dormino © United Nations Girls’ Education Initiative (UNGEI) July 2019 Suggested citation: United Nations Girls’ Education Initiative, Educate To Empower: UNGEI Annual Review 2018, New York, July 2019 Message from the UNGEI Chair Around the world, upwards of 130 million girls are not attending UNGEI’s Steering Committee plays an important leadership role, school. Girls are one and a half times more likely to be excluded from helping connect the members of the Global Advisory Committee to school than boys, and girls with disabilities, girls from the poorest the Secretariat and ensuring accountability as we work collectively families, girls living in rural areas, and girls living in situations of to achieve UNGEI’s strategic objectives. -
Organising Teaching
Education International Research Covid-19 and Education: How Education Unions are Responding Survey Report April 2020 Survey Report Table of Contents Table of Contents 2 Executive Summary 1 Introduction 3 I. Government Measures to Minimise the Impact of School Closures 6 II. The Impact on Employment Conditions 12 III. Education Union Responses 18 IV. How EI Can Support its Member Organisations 21 Conclusion 24 Annex I: Survey Questions 27 Annex II: Survey Respondents 30 This work is licensed under a Creative Published by Education International - April 2O2O Commons Attribution-NonCommercial- ShareAlike 4.0 International License. (CC BY-NC-SA 4.0) 2 Covid-19 and Education: How Education Unions are Responding Executive Summary While the full impact of the health emergency caused by the novel coronavirus (Covid-19) will take many years to determine, the immediate impact on students and educators is significant and requires a collective and well-informed response. In March of this year, as many governments around the world took rapid action to address the impact of the unfolding health crisis on the education sector, Education International01 (EI) surveyed its member organisations across five regions to learn about the different strategies and approaches of their governments, and the actions their own organisations to support their members and all education workers. While there are multiple, varied, and substantive challenges from one country to the next, certain trends and issues are common. The Covid-19 health crisis has given rise to several -
Organising Teaching: Developing the Power of the Profession
Education International Research Covid-19 and Education: How Education Unions are Responding Survey Report April 2020 Survey Report Table of Contents Table of Contents 2 Executive Summary 1 Introduction 3 I. Government Measures to Minimise the Impact of School Closures 6 II. The Impact on Employment Conditions 12 III. Education Union Responses 18 IV. How EI Can Support its Member Organisations 21 Conclusion 24 Annex I: Survey Questions 27 Annex II: Survey Respondents 30 This work is licensed under a Creative Published by Education International - April 2O2O Commons Attribution-NonCommercial- ShareAlike 4.0 International License. (CC BY-NC-SA 4.0) 2 Covid-19 and Education: How Education Unions are Responding Executive Summary While the full impact of the health emergency caused by the novel coronavirus (Covid-19) will take many years to determine, the immediate impact on students and educators is significant and requires a collective and well-informed response. In March of this year, as many governments around the world took rapid action to address the impact of the unfolding health crisis on the education sector, Education International01 (EI) surveyed its member organisations across five regions to learn about the different strategies and approaches of their governments, and the actions their own organisations to support their members and all education workers. While there are multiple, varied, and substantive challenges from one country to the next, certain trends and issues are common. The Covid-19 health crisis has given rise to several -
UNCSW63 Global Union Statement
UNCSW63 Global Union Statement Submitted by: Education International - the International Federation of Journalists - the International Trade Union Confederation - the International Transport Workers' Federation - the International Union of Food Agricultural, Hotel, Restaurant, Catering, Tobacco and Allied Workers Associations - Public Services International. Non-governmental organisations in consultative status with the Economic and Social Council Global Unions call for gender responsive public social protection systems, quality public services and sustainable infrastructure 1. Global Unions, representing 85 million women workers across the public, private and informal sectors, call for the realisation of gender responsive public social protection systems, quality public services and sustainable infrastructure for all women, including migrants, refugees and asylum seekers. 2. This requires bold decisions to prioritise public policies and long-term public investments, including through tripartite consultations and negotiations, that will lift millions of women and girls out of poverty, towards a life of dignity and equality with income security and equal opportunities to access paid, decent and formal work - free from violence and harassment. Only concerted actions will reduce inequality and accelerate achievement of the Sustainable Development Goals and the Beijing Platform of Action. Key challenges: 3. More than half of the global population is not covered by any type of social protection scheme, and less than 30% enjoy comprehensive social protection. Due to the gender gaps in social protection systems, women experience lower coverage rates and substantially lower benefit levels, especially with regard to old-age pensions, unemployment benefits and maternity protection. Gender gaps are especially acute in old age: nearly 65% of people above the retirement age living without a regular pension are women. -
The Global Union Federations in International Industrial Relations: a Critical Review
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sydney eScholarship The final, definitive version of this paper has been published as: Ford, Michele and Michael Gillan (2015) The Global Union Federations in International Industrial Relations: A Critical Review. Journal of Industrial Relations, 57(3): 456-475. DOI: https://doi.org/10.1177/0022185615574271 Published by SAGE Publishing, All rights reserved The Global Union Federations in International Industrial Relations: A Critical Review Michele Ford and Michael Gillan Abstract In recent decades, trade unions have been challenged to attempt to develop new forms of representation, action and institutional engagement in response to the increasingly transnational character of production and service delivery. This has necessarily required a shift in focus beyond national boundaries, and thus beyond the traditional scale of industrial relations systems. Among the most important actors in these attempts to globalize industrial relations have been the global union federations (GUFs), which represent national sectoral federations in key industries. Over several decades, the GUFs have sought to engage with multinational corporations through various strategies including policy campaigns and the negotiation of Global Framework Agreements and have provided support for workers and their unions in different national settings, including emerging labour movements in the Global South. This article reviews the growing literature on transnational industrial relations, focusing on the historical development of the GUFs, their core repertoires of action and their impact on industrial relations practice both internationally and within national boundaries. In doing so, it identifies and assesses not only the opportunities for GUF interventions in international industrial relations, but also the many obstacles – including resource constraints and dependence on unions at other scales – that limit their reach and ability to achieve these strategic goals. -
64Th Session of the UN Commission on the Status of Women: Global Unions’ Response to the Political Declaration
64th Session of the UN Commission on the Status of Women: Global Unions’ Response to the Political Declaration Statement by: The International Trade Union Confederation (ITUC), Education International (EI), Public Services International (PSI), UNI Global Union, International Transport Workers’ Federation (ITF), International Federation of Journalist (IFJ), International Domestic Workers Federation (IDWF) As a global trade union movement representing more than 80 million women workers across all sectors and within all supply chains in all regions of the world, we feel compelled to express our profound disappointment with the weak and uninspiring Political Declaration that is the outcome of the procedural one-day meeting held instead of the full 64th Session of the UN Commission on the Status of Women. This Political Declaration fails to deliver the message of hope, encouragement and commitment that women all over the world expect and deserve. This is a critical year – a moment to reassert commitment to the objectives of the far-reaching Declaration and Platform for Action adopted at the 4th UN World Conference on Women in Beijing 25 years ago. The Beijing Platform for Action is a ground-breaking and ambitious document that identifies some of the major structural barriers to the enjoyment of women’s human rights. It highlights 12 ‘Critical Areas of Concern’ and outlines 50 Strategic Objectives requiring governments as well as International Financial Institutions (IFIs), the private sector, donor governments, civil society and trade unions to take concrete steps to realise women’s human rights, especially those of the most marginalised, including women of colour. The Political Declaration adopted by governments at the scaled back 64th Session of the Commission on the Status of Women (CSW64) should have offered a clear assessment of implementation and an ambitious and forward-looking commitment to scale up action. -
RB Toolbox-E .Pub
UNI Global Union has set itself the ambitious target of UNI Global Union has set itself the ambitious target of UNI Global Union has set itself the ambitious target of reaching fifty global agreements by the time of the next UNI reaching fifty global agreements by the time of the next UNI reaching fifty global agreements by the time of the next UNI World Congress, in Nagasaki in November 2010. World Congress, in Nagasaki in November 2010. World Congress, in Nagasaki in November 2010. At the World Congress in 2005 in Chicago, UNI transformed At the World Congress in 2005 in Chicago, UNI transformed At the World Congress in 2005 in Chicago, UNI transformed itself into UNI Global Union, with one of its aims being to itself into UNI Global Union, with one of its aims being to itself into UNI Global Union, with one of its aims being to ensure a strong trade union presence in the global compa- ensure a strong trade union presence in the global compa- ensure a strong trade union presence in the global compa- nies that so dominate UNI sectors of activity. nies that so dominate UNI sectors of activity. nies that so dominate UNI sectors of activity. The UNI Sector Global Unions have union building and ne- The UNI Sector Global Unions have union building and ne- The UNI Sector Global Unions have union building and ne- gotiating global framework agreements with multinationals gotiating global framework agreements with multinationals gotiating global framework agreements with multinationals on their agendas. on their agendas. on their agendas. -
Succeeding Globally Through International Education and Engagement
Succeeding Globally Through U.S. Department of Education International Education International Strategy and Engagement 2012–16 Succeeding Globally Through International Education and Engagement U.S. Department of Education International Strategy 2012–16 November 2012 1 Introduction The U.S. Department of Education has established its first-ever, fully articulated international strategy. The strategy is designed to simultaneously advance two strategic goals: strengthening U.S. education and advancing our nation’s international priorities. The strategy reflects the value and necessity of: “Ultimately, the economic future of • a world-class education for all students; the United States • global competencies for all students; rests not only on its ability to strengthen • international benchmarking and applying lessons learned from other our education system countries; and but also on citizens in other nations raising • education diplomacy and engagement with other countries. their living standards. Thinking of the The international strategy for 2012–16 affirms the Department’s future as a contest commitment to preparing today’s youth, and our country more broadly, for among nations vying a globalized world, and to engaging with the international community to for larger pieces of improve education. It reflects ongoing work in implementing international a finite economic education programs, participating in international benchmarking activities, pie is a recipe for and working closely with other countries and multilateral organizations protectionism -
UNCSW63 Global Union Statement
UNCSW63 Global Union Statement Submitted by: Education International - the International Federation of Journalists - the International Trade Union Confederation - the International Transport Workers' Federation - the International Union of Food Agricultural, Hotel, Restaurant, Catering, Tobacco and Allied Workers Associations - Public Services International. Non-governmental organisations in consultative status with the Economic and Social Council Global Unions call for gender responsive public social protection systems, quality public services and sustainable infrastructure 1. Global Unions, representing 85 million women workers across the public, private and informal sectors, call for the realisation of gender responsive public social protection systems, quality public services and sustainable infrastructure for all women, including migrants, refugees and asylum seekers. 2. This requires bold decisions to prioritise public policies and long-term public investments, including through tripartite consultations and negotiations, that will lift millions of women and girls out of poverty, towards a life of dignity and equality with income security and equal opportunities to access paid, decent and formal work - free from violence and harassment. Only concerted actions will reduce inequality and accelerate achievement of the Sustainable Development Goals and the Beijing Platform of Action. Key challenges: 3. More than half of the global population is not covered by any type of social protection scheme, and less than 30% enjoy comprehensive social protection. Due to the gender gaps in social protection systems, women experience lower coverage rates and substantially lower benefit levels, especially with regard to old-age pensions, unemployment benefits and maternity protection. Gender gaps are especially acute in old age: nearly 65% of people above the retirement age living without a regular pension are women.