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We’re at an important moment in history that demands external outlook
IF, AS TEACHERS, WE ARE to be mindful contributors to societies that are increasingly defined by the transnational flow of ideas, technology, people, capital and culture—i.e., globalization—then we must establish new routines of looking outward, of scanning the rapidly changing landscapes beyond our provincial and national boundaries.
Unfortunately, much of the outward boundary crossing of the last few decades is being replaced in societies all over the world by a new inward-looking tribalism—a return of walls, if you will—where polarized opinions have become the intractable norm and people often seek to have their own opinions or sense of truth constantly echoed back to them.
Looking Abroad is a new section in the ATA Magazine that aims to help break that trend by looking around the world to gain a deeper understanding of educational issues, developments and successes. By increasing our consciousness of other perspectives, we can recognize opportunities to enhance our profession, schools and local school communities.
— ATA staff
Report warns of increased privatization in public education
Years of austerity and poor funding in Greece have led to a growing trend toward privatization in public education.
In November, Education International (EI) affiliates in Greece released a report showing that the major impact of austerity on public education in the country has been the growth of privatization and shadow education, education staff shortages, a lack of infrastructure and, as a result, increasing public distrust in public education.
Entitled "Public Education in Greece. Aspects and Trends of an Emerging Privatisation,” the study’s recommendations call on the government to urgently boost funding for public education, increase teachers’ salaries, ensure professional development and support for education workers, and strengthen all public education structures and programs that have been neglected for years.
“This study is the newest link in a long chain of actions in support of education as a public good,” said Thanasis Kikinis, president of the Greek Primary Teachers’ Federation (DOE), which commissioned the study along with the Greek Federation of Secondary Education State School Teachers (OLME).
“Working together with our colleagues in secondary education, we will use the findings to intensify and focus our efforts so that each and every student in Greece has access to the quality public education they deserve,” Kikinis said.
The Greek teacher unions plan to lobby the government and all parties in parliament to mobilize support for public education, call for increased state funding and various outreach activities to engage all stakeholders in the fight for quality public education.
The report’s released marked the beginning of a regional strategy to fight privatization and commercialization in education in southern Europe.
Education International, www.ei-ie.org/en/detail/16561/greece-report-warns-of-emerging-privatisation-in-public-education
Education unions join efforts to ensure refugees’ rights
Education was one of six main themes discussed during the first ever Global Refugee Forum held in Geneva, Switzerland on Dec. 17 and 18.
On hand for the event, Education International (EI) senior co-ordinator Dennis Sinyolo pledged to mobilize EI’s 400 member organizations “to make schools and all education institutions truly inclusive and welcoming to refugees.”
Education International is calling on governments, the United Nations and partners to
- ensure the accreditation and recognition of refugee teachers’ qualifications;
- ensure the training and professional development of refugee and local teachers;
- guarantee the inclusion of refugee children and youth in the formal education systems of host countries within the first three months following their arrival and not offer an alternative inferior track to refugees; and
- develop, finance and implement comprehensive policies to guarantee refugee teachers’ right to teach and children’s right to learn.
Education International, www.ei-ie.org/en/detail/16584/education-unions-join-international-efforts-to-ensure-refugees’-rights-in-and-through-education
New framework defines quality teaching on a global scale
In November 2019, Education International (EI) and UNESCO launched a joint framework aimed at defining quality teaching worldwide.
“Just as we would never want unqualified surgeons operating on our children, we do not want our young people to be taught by unqualified teachers,” states the foreword of the 20-page document.
Launched at UNESCO’s Paris headquarters, the Global Framework of Professional Teaching Standards outlines 10 standards across three domains: teaching knowledge and understanding, teaching practice and teaching relations.
It’s hoped that the framework will help raise the quality of teaching and learning in many countries, schools and classrooms, said Education International president Susan Hopgood.
“We care deeply about the status of our profession and about the quality of the education provided to our students,” she said.
Developed with the input of teachers, the standards are the result of a resolution passed at the eighth World Congress of Education International in Bangkok last July. Teacher unions and governments are being encouraged to use the framework to strengthen their teaching standards.
Stefania Giannini, UNESCO assistant director general for education, stated that the standards will be “a powerful instrument in the hands of educators.”
“Their development is one of the critical steps in order to increase the supply of qualified and trained teachers necessary to ensure quality education for all children and adolescents by 2030.”
Education International, www.ei-ie.org/en/detail/16541/teachers-and-unesco-team-up-to-define-professionalism-for-teaching-and-learning-across-the-world
