The importance of learning emphasises to enable the individual to put his potentials to optimal
use is self-evident. Without education, the training of human minds is incomplete.
No individual is a human being in the working world until he has been educated in
the proper sense. Now I'm not saying you're not a human being without education.
The mind was made to be trained and without education, a person is incomplete in
that sense. Education makes man a right thinker and a correct decision-maker.
It achieves this by bringing him knowledge from the external world, teaching him
to reason, and acquainting him with past history, so that he may be a better judge
of the present. Without education, man, as it were, is shut up in a windowless room.
With education, he finds himself in a room with all its windows open to the outside world.
In other words, people who are not educated have less opportunity to do what they want to do.
A person who gets a good education will become a more dependable worker, a better citizen,
and a strong consumer. For example, people would rate higher an educated man rather than a
non-educated person. When looking at the long-term impact of education, our economy needs
these educated people to know how to keep the economy efficient and not get into a bind in
the future. Someone said if they were Bill Gates would they
understand the economy better Of course not, but that's not what I am trying to say.
The more educated someone is, the more knowledge one obtains on different subjects.
Each person has a different level of understanding for each subject there is to learn about.
That is why there are experts in every field you could go into and each part is a piece of the
puzzle that makes this world/economy grow.
THUS EDUCATION IS THE BACKBONE OF EVERY ONE..........
Saturday, September 18, 2010
Monday, September 13, 2010
class size
Reports on a recently released study which seems to prove the importance of early education. That's interesting. But it was this paragraph which caught my eye:
Class size which was the impetus of Project Star evidently played some role. Classes with students did better than classes with Peers also seem to matter. In classes with a somewhat higher average socioeconomic status, all the students tended to do a little better."
Small classes allow more individual attention and more interaction with teachers and students. Discipline issues tend to disappear. Children don't slip through the cracks the way they do in the larger class settings.
What do you think Is kindergarten more important than high school
Do class sizes matter Leave a comment here or post in the Private Schools Forum.
Class size which was the impetus of Project Star evidently played some role. Classes with students did better than classes with Peers also seem to matter. In classes with a somewhat higher average socioeconomic status, all the students tended to do a little better."
Small classes allow more individual attention and more interaction with teachers and students. Discipline issues tend to disappear. Children don't slip through the cracks the way they do in the larger class settings.
What do you think Is kindergarten more important than high school
Do class sizes matter Leave a comment here or post in the Private Schools Forum.
Friday, September 10, 2010
Grants Commission
In order to develop the higher education system, the government had established the University
Grants Commission in 1953. The primary role has been to regulate the standard and
spread of higher education in India. There has been a marked progress in the expansion of
higher education if we look at the increase of higher educational institutes in India.
The higher education system in India comprise of more than17000 colleges, 20 central
universities, 217 State Universities, 106 Deemed to Universities and 13 institutes of
Natioanl importance. This number will soon inflate as the setting up of 30 more central
universities, 8 new and 5 new Indian Institutes of Science are now proposed.
Education System in India:
The present education system in India mainly comprises of primary education, secondary
education, senior secondary education and higher education. Elementary education consists
of eight years of education. Each of secondary and senior secondary education consists of two
years of education. Higher education in India starts after passing the higher secondary
education or the 12th standard. Depending on the stream, doing graduation in India can take
three to five years. Post graduate courses are generally of two to three years of duration.
After completing post graduation, scope for doing research in various educational institutes
also remains open.
Grants Commission in 1953. The primary role has been to regulate the standard and
spread of higher education in India. There has been a marked progress in the expansion of
higher education if we look at the increase of higher educational institutes in India.
The higher education system in India comprise of more than17000 colleges, 20 central
universities, 217 State Universities, 106 Deemed to Universities and 13 institutes of
Natioanl importance. This number will soon inflate as the setting up of 30 more central
universities, 8 new and 5 new Indian Institutes of Science are now proposed.
Education System in India:
The present education system in India mainly comprises of primary education, secondary
education, senior secondary education and higher education. Elementary education consists
of eight years of education. Each of secondary and senior secondary education consists of two
years of education. Higher education in India starts after passing the higher secondary
education or the 12th standard. Depending on the stream, doing graduation in India can take
three to five years. Post graduate courses are generally of two to three years of duration.
After completing post graduation, scope for doing research in various educational institutes
also remains open.
constitutional amendment
India Education Present Condition:
Soon after gaining independence in 1947, making education available to all had become a
priority for the government. As discrimination on the basis of caste and gender has been
a major impediment in the healthy development of the Indian society, they have been made
unlawful by the Indian constitution.
The 86th constitutional amendment has also made elementary education a fundamental right
for the children between the age group- 6 to 14. According to the 2001 census, the total
literacy rate in India is 65.38%. The female literacy rate is only 54.16%. The gap between
rural and urban literacy rate is also very significant in India. This is evident from the
fact that only 59.4% of rural population are literate as against 80. 3% urban population
according to the 2001 census.
Soon after gaining independence in 1947, making education available to all had become a
priority for the government. As discrimination on the basis of caste and gender has been
a major impediment in the healthy development of the Indian society, they have been made
unlawful by the Indian constitution.
The 86th constitutional amendment has also made elementary education a fundamental right
for the children between the age group- 6 to 14. According to the 2001 census, the total
literacy rate in India is 65.38%. The female literacy rate is only 54.16%. The gap between
rural and urban literacy rate is also very significant in India. This is evident from the
fact that only 59.4% of rural population are literate as against 80. 3% urban population
according to the 2001 census.
Historical Background
India Education Historical Background:
The Vedas, Puranas, Ayurveda,Yoga, Kautilya's Arthasahtra are only some of the milestones that
the traditional Indian knowledge system boasts of. There are evidences of imparting formal
education in ancient India under the Gurukul system.
Under the Gurukul system, young boys who were passing through the Brahmacharya stage of life
had to stay at the Guru or the teacher's home and complete their education.
Although the ancient system of education has produced many geniuses and still a major area of
research, it was hardly egalitarian. Women and people of lower castes gradually lost their
right to educate themselves. The spread of Jainism, Buddhism, Bhakti and Sufi movements did
have some liberating effects on the condition of the women, sudras and atisudras. But it is
the English language and the reformation movements of the 19th century that had the most
liberating effect in pre-independent India. Thus, the Britishers, although rightly criticized
for devastating the Indian economy, can also be credited for bringing a revolution in the
Indian education system.
The Vedas, Puranas, Ayurveda,Yoga, Kautilya's Arthasahtra are only some of the milestones that
the traditional Indian knowledge system boasts of. There are evidences of imparting formal
education in ancient India under the Gurukul system.
Under the Gurukul system, young boys who were passing through the Brahmacharya stage of life
had to stay at the Guru or the teacher's home and complete their education.
Although the ancient system of education has produced many geniuses and still a major area of
research, it was hardly egalitarian. Women and people of lower castes gradually lost their
right to educate themselves. The spread of Jainism, Buddhism, Bhakti and Sufi movements did
have some liberating effects on the condition of the women, sudras and atisudras. But it is
the English language and the reformation movements of the 19th century that had the most
liberating effect in pre-independent India. Thus, the Britishers, although rightly criticized
for devastating the Indian economy, can also be credited for bringing a revolution in the
Indian education system.
ceases to fascinate
With its plurality and paradoxes, India never ceases to fascinate. And education in India is
only one among various other elements that have captured the attention of the world. While the
United Nations is worried about the presence of a large number of illiterates, various other
countries are amazed by the quality of some of the human resources that the Indian education
system has produced.
The growth of the Indian economy in the recent past and the compulsion to sustain it is also
forcing the Indian government to accelerate the process of developing all the branches of the
Indian education system. Therefore, it would be very interesting to understand and analyze the
various structures of education in India, its present condition and future developments.
only one among various other elements that have captured the attention of the world. While the
United Nations is worried about the presence of a large number of illiterates, various other
countries are amazed by the quality of some of the human resources that the Indian education
system has produced.
The growth of the Indian economy in the recent past and the compulsion to sustain it is also
forcing the Indian government to accelerate the process of developing all the branches of the
Indian education system. Therefore, it would be very interesting to understand and analyze the
various structures of education in India, its present condition and future developments.
Wednesday, September 8, 2010
Ultimate Opportunity
Introduction:
A postgraduate course in the country gives you the ultimate opportunity to pursue your own
specialist interests. Such a course encourages a student to initiate and develop original
research under the supervision of academics at the top of their fields. The Advanced
Professional Diploma in Management Studies is a well-structured & well-designed one to enable
students to broaden deepen their management knowledge and skills. It is the ideal choice
at postgraduate level, for young learners and middle-level managers who wish to progress
higher in their organisations or chosen field. It also is a suitable qualification for those
wishing a change in their career path.
Eligibility Criteria:
A First Degree in any discipline, a BTEC Higher National Diploma
Indian students should have cleared their graduation exams.
Individuals having experience of working in a management position.
Advanced Professional Diploma in Management Studies aims to develop the following skills.
Systematic understanding of knowledge and a critical awareness of current problems and new
insights, much of which is at the forefront of the professional area of management
Comprehensive understanding of management techniques and ability to apply
Originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge
in the area of management
make
sound judgements and communicate their conclusions clearly to specialist and non-specialist
audiences Demonstration of self-direction and originality in tackling and solving problems
Ability to act autonomously in planning and implementing tasks.
Critical evaluation of current research and advanced scholarship in the area of management
Ability to develop and apply novel approaches in handling complex and unpredictable situations
Ability to operate effectively in highly critical situations by dealing effectively with
problems and employing a high level of skill, judgement and insight Ability to respond to changl
and initiate change Ability to deal with complex issues creatively yet systematically,
Course Design:
The course follows the British Curriculum. It is a qualification of 370 guided learning hours
comprising nine units of 50 hours each. To achieve the entire qualification, a learner
must successfully complete three core units and six specialist units. The course is structured
around formal classes, video-conferencing lectures, seminars, and case studies. In addition,
students will be expected to undertake private study. There is a strong emphasis on practical
skills development alongside the development of requisite knowledge and understanding in the
sector.
A postgraduate course in the country gives you the ultimate opportunity to pursue your own
specialist interests. Such a course encourages a student to initiate and develop original
research under the supervision of academics at the top of their fields. The Advanced
Professional Diploma in Management Studies is a well-structured & well-designed one to enable
students to broaden deepen their management knowledge and skills. It is the ideal choice
at postgraduate level, for young learners and middle-level managers who wish to progress
higher in their organisations or chosen field. It also is a suitable qualification for those
wishing a change in their career path.
Eligibility Criteria:
A First Degree in any discipline, a BTEC Higher National Diploma
Indian students should have cleared their graduation exams.
Individuals having experience of working in a management position.
Advanced Professional Diploma in Management Studies aims to develop the following skills.
Systematic understanding of knowledge and a critical awareness of current problems and new
insights, much of which is at the forefront of the professional area of management
Comprehensive understanding of management techniques and ability to apply
Originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge
in the area of management
make
sound judgements and communicate their conclusions clearly to specialist and non-specialist
audiences Demonstration of self-direction and originality in tackling and solving problems
Ability to act autonomously in planning and implementing tasks.
Critical evaluation of current research and advanced scholarship in the area of management
Ability to develop and apply novel approaches in handling complex and unpredictable situations
Ability to operate effectively in highly critical situations by dealing effectively with
problems and employing a high level of skill, judgement and insight Ability to respond to changl
and initiate change Ability to deal with complex issues creatively yet systematically,
Course Design:
The course follows the British Curriculum. It is a qualification of 370 guided learning hours
comprising nine units of 50 hours each. To achieve the entire qualification, a learner
must successfully complete three core units and six specialist units. The course is structured
around formal classes, video-conferencing lectures, seminars, and case studies. In addition,
students will be expected to undertake private study. There is a strong emphasis on practical
skills development alongside the development of requisite knowledge and understanding in the
sector.
information
As far as we are concerned, the information about 2010 provided here are authentic and
correct. But we are providing the details of the entrance exam with the caution that you verify
them with the concerned authorities.
Introduction
The Institute of Technology Sciences conducts BITS admission Test or BIT SAT for
admission to its Integrated First Degree Programmes that are offered at its Goa, Pilani
and Hyderabad campuses.
The integrated First degree Programmes include BE. (Hons), B. Pharm (Hons), MSc. (Hons),
Msc. (Tech) degrees. BITSAT is an online Test. Candidates who have passed their 12th
standard in 2008 or earlier are not eligible for appearing in BITSAT 2010. In addition
to applying and appearing for BITSAT 2010, candidates also need to apply to BITS giving
details of their 12th exam. The selection of the candidates is made entirely on the basis
of merit.
Eligibility criteria
Those who are appearing for the 12th standard are eligible for taking the 2010.
For admission to the B.E. (Hons) courses, through 2010, one need to have a minimum
aggregate of 80 % marks in Physics, Chemistry and Mathematics and at lest 60% in each of the
subjects.
For admission to the B. Pharm (Hons) and M.Sc. (Hons) Biological Sciences, candidates need
to pass the 12th standard with a minimum aggregate of 80 % marks in Physics, Chemistry and
Mathematics or Biology and at lest 60% in each of the subjects. Candidates are also expected
to have adequate proficiency in English and they would have to decide whether they wish to
appear for Mathematics or Biology subject in 2010.
correct. But we are providing the details of the entrance exam with the caution that you verify
them with the concerned authorities.
Introduction
The Institute of Technology Sciences conducts BITS admission Test or BIT SAT for
admission to its Integrated First Degree Programmes that are offered at its Goa, Pilani
and Hyderabad campuses.
The integrated First degree Programmes include BE. (Hons), B. Pharm (Hons), MSc. (Hons),
Msc. (Tech) degrees. BITSAT is an online Test. Candidates who have passed their 12th
standard in 2008 or earlier are not eligible for appearing in BITSAT 2010. In addition
to applying and appearing for BITSAT 2010, candidates also need to apply to BITS giving
details of their 12th exam. The selection of the candidates is made entirely on the basis
of merit.
Eligibility criteria
Those who are appearing for the 12th standard are eligible for taking the 2010.
For admission to the B.E. (Hons) courses, through 2010, one need to have a minimum
aggregate of 80 % marks in Physics, Chemistry and Mathematics and at lest 60% in each of the
subjects.
For admission to the B. Pharm (Hons) and M.Sc. (Hons) Biological Sciences, candidates need
to pass the 12th standard with a minimum aggregate of 80 % marks in Physics, Chemistry and
Mathematics or Biology and at lest 60% in each of the subjects. Candidates are also expected
to have adequate proficiency in English and they would have to decide whether they wish to
appear for Mathematics or Biology subject in 2010.
Monday, September 6, 2010
universities
There are more than 1000 universities and about 1220 Universities of Applied
Science listed in the official guidebooks and web-sites. Unfortunately most of the information
materials are available in German only, and admission in most cases is depending on
language proficiency as well. While a few universities and today offer programs
taught in English in particular executive programs in selected business and science fields -
the vast majority of programs are taught in German, no matter whether they lead to a traditional
university diploma or to one of the newer bachelor's and master's degrees which have
been introduced .
At the universities, for many decades a master's level degree was the first degree available
and only the recent higher education reforms, which have introduced two level programs at both
the bachelor's and master's level have opened a chance to leave university earlier. The bachelor
's degree was introduced to avoid the drastic rates of non completer, which in some university
subjects were as high as 85%. The universities of applied science offer
shorter and more practice oriented programs. They generally lead to credentials at the bachelor'
s level, but more and more also offer master's programs for those students
eligible for further study. A number of colleges of art and music offer programs in these
reas.
Higher education in a more international setting and with English as the language of instruction
is offered by several American and British institutions. Some of these have established a campus
of their own in , such as Schiller International University in Other
nstitutions operate in close cooperation with state institutions,for instance,
. There are also some newer institutions,
one of which is that is founded and follows state approved
curricula. Some 'international' institutions are business units of large state
universities, such as International University attached to
Dresden, International Department attache or Institute of Management & Technology attached to Universität
An enterprising new sector of private institutions in higher education has developed over the
last two decades. Some of these institutions follow international patterns with their curricula,
such as, in , or Internationale Again, in some cases
with private universities, an English name of an institution does not automatically mean
that programs are taught in English. Another new development is the creation of corporate
universities, such as . Only few have reached a point beyond regular in service
training, and in most cases corporate programs are open to employees only.
Science listed in the official guidebooks and web-sites. Unfortunately most of the information
materials are available in German only, and admission in most cases is depending on
language proficiency as well. While a few universities and today offer programs
taught in English in particular executive programs in selected business and science fields -
the vast majority of programs are taught in German, no matter whether they lead to a traditional
university diploma or to one of the newer bachelor's and master's degrees which have
been introduced .
At the universities, for many decades a master's level degree was the first degree available
and only the recent higher education reforms, which have introduced two level programs at both
the bachelor's and master's level have opened a chance to leave university earlier. The bachelor
's degree was introduced to avoid the drastic rates of non completer, which in some university
subjects were as high as 85%. The universities of applied science offer
shorter and more practice oriented programs. They generally lead to credentials at the bachelor'
s level, but more and more also offer master's programs for those students
eligible for further study. A number of colleges of art and music offer programs in these
reas.
Higher education in a more international setting and with English as the language of instruction
is offered by several American and British institutions. Some of these have established a campus
of their own in , such as Schiller International University in Other
nstitutions operate in close cooperation with state institutions,for instance,
. There are also some newer institutions,
one of which is that is founded and follows state approved
curricula. Some 'international' institutions are business units of large state
universities, such as International University attached to
Dresden, International Department attache or Institute of Management & Technology attached to Universität
An enterprising new sector of private institutions in higher education has developed over the
last two decades. Some of these institutions follow international patterns with their curricula,
such as, in , or Internationale Again, in some cases
with private universities, an English name of an institution does not automatically mean
that programs are taught in English. Another new development is the creation of corporate
universities, such as . Only few have reached a point beyond regular in service
training, and in most cases corporate programs are open to employees only.
Thrust of government
Certain policy measures need to be taken by the government. The basic thrust of government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education is directly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation.
Another reason for poor quality of education is the poor quality of teachers in government schools .Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only of its on education which is inadequate and insufficient. To improve the quality of education , the government needs to spend more money from its coffers on education.
Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The centre for civil society is providing vouchers worth annum to girls. This means that the total amount of money given as vouchers is If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of students.
I hope government takes certain appropriate policy measures to improve the education system otherwise inequalities are going to be widespread and basic capabilities will remain stunted. Let us strengthen the case for a stronger education system.
Another reason for poor quality of education is the poor quality of teachers in government schools .Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only of its on education which is inadequate and insufficient. To improve the quality of education , the government needs to spend more money from its coffers on education.
Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The centre for civil society is providing vouchers worth annum to girls. This means that the total amount of money given as vouchers is If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of students.
I hope government takes certain appropriate policy measures to improve the education system otherwise inequalities are going to be widespread and basic capabilities will remain stunted. Let us strengthen the case for a stronger education system.
Contribution
Why is world still developing and what is stopping it from being a developed world This particular question strikes me every time when I read something about education system. I see education system as a stumbling block towards its objectives of achieving inclusive growth.
Let me inform you about certain startling facts. India is going to experience a paradox of nearly 90 million people joining the workforce but most of them will lack requiste skills and the mindset for productive employment according to a report in DNA. Has about million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%.
I wouldn’t be laying too much emphasis on the drawbacks of India’s public education system because it has been an issue well debated over in the past and the main flaws have already been pointed out before. I will be focussing on how the education system’s failure is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s education system and reduce inequality.
The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient in government schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention.
What the government is not realising right now is that education which is a source of human capital can create wide income inequalities. It will be surprising to see how income inequalities are created within the same group of educated people.Let me illustrate this with the help of an example:
Let us take P be an individual who has had no primary or higher education. His human capital is zero and hence it bears no returns. Let Q be an individual who completed his MBA from colleges and let R be an individual who completed his MBA . The average rate of return for an MBA student is 7.5% (hypothetical). Q gets a rate of return of 5% and R gets a rate of return of 10% due to the difference in the reputation and quality of the management school. Let the income of P, Q and R be 1.In a period of 10 years, P will be having the same
Let me inform you about certain startling facts. India is going to experience a paradox of nearly 90 million people joining the workforce but most of them will lack requiste skills and the mindset for productive employment according to a report in DNA. Has about million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%.
I wouldn’t be laying too much emphasis on the drawbacks of India’s public education system because it has been an issue well debated over in the past and the main flaws have already been pointed out before. I will be focussing on how the education system’s failure is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s education system and reduce inequality.
The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient in government schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention.
What the government is not realising right now is that education which is a source of human capital can create wide income inequalities. It will be surprising to see how income inequalities are created within the same group of educated people.Let me illustrate this with the help of an example:
Let us take P be an individual who has had no primary or higher education. His human capital is zero and hence it bears no returns. Let Q be an individual who completed his MBA from colleges and let R be an individual who completed his MBA . The average rate of return for an MBA student is 7.5% (hypothetical). Q gets a rate of return of 5% and R gets a rate of return of 10% due to the difference in the reputation and quality of the management school. Let the income of P, Q and R be 1.In a period of 10 years, P will be having the same
Saturday, September 4, 2010
mission education
The mission is to advance the lactation consultant profession through leadership, advocacy, professional development and research. considers professional development to be the cornerstone of the association's services to members. Educational Mission is to provide leadership in professional education for lactation consultants, to meet member needs for educational resources, and to facilitate communication related to educational goals and initiatives.
committed to promoting evidence-based practice and providing resources for education and professional development through the Journal of Human Lactation, Standards of Practice for Lactation Consultants, Scope of Practice, Clinical Guidelines for the Establishment of Exclusive Breastfeeding, position statements, conferences, study modules, and other educational opportunities. All educational programs comply with the International Code of Marketing of Breast milk Substitutes and its subsequent World Health Assembly resolutions.
official sponsor of the Accreditation and Approval Review Committee on Education in Human Lactation and Breastfeeding. Information about accreditation
encourages all providers of lactation education to meet the following criteria:
Adhere to the profession's Standards of Practice and Code of Ethics.
Adhere to the International Code of Marketing of Breast milk Substitutes and its subsequent World Health Assembly resolutions.
Include areas of the Blueprint.
Support and promote membership and credential to students.
Have an established process for developing and administering programs that adheres to standard business practices.
Disclose commercial support and any potentially biasing factors resulting from that support.
Furnish a supportive learning environment, learning resources, and a program planned and conducted by qualified individuals.
Prepare graduates with the competencies necessary to provide safe, competent and ethical care in a variety of settings through a curriculum that incorporates current research findings and the best available evidence to guide lactation consulting practice.
Have written learning outcomes based on identified needs, and methods to evaluate a participant's attainment of the specified learning outcomes.
Issue certificates of completion to and record the participation of each individual who qualifies for the award of contact hours.
committed to promoting evidence-based practice and providing resources for education and professional development through the Journal of Human Lactation, Standards of Practice for Lactation Consultants, Scope of Practice, Clinical Guidelines for the Establishment of Exclusive Breastfeeding, position statements, conferences, study modules, and other educational opportunities. All educational programs comply with the International Code of Marketing of Breast milk Substitutes and its subsequent World Health Assembly resolutions.
official sponsor of the Accreditation and Approval Review Committee on Education in Human Lactation and Breastfeeding. Information about accreditation
encourages all providers of lactation education to meet the following criteria:
Adhere to the profession's Standards of Practice and Code of Ethics.
Adhere to the International Code of Marketing of Breast milk Substitutes and its subsequent World Health Assembly resolutions.
Include areas of the Blueprint.
Support and promote membership and credential to students.
Have an established process for developing and administering programs that adheres to standard business practices.
Disclose commercial support and any potentially biasing factors resulting from that support.
Furnish a supportive learning environment, learning resources, and a program planned and conducted by qualified individuals.
Prepare graduates with the competencies necessary to provide safe, competent and ethical care in a variety of settings through a curriculum that incorporates current research findings and the best available evidence to guide lactation consulting practice.
Have written learning outcomes based on identified needs, and methods to evaluate a participant's attainment of the specified learning outcomes.
Issue certificates of completion to and record the participation of each individual who qualifies for the award of contact hours.
India gets 1 billion dollar World Bank loan to improve education
Washington: The World Bank has approved two education projects worth $1.05 billion for India, designed to boost the number of children enrolling in and completing elementary school, and to improve the quality of engineering education across the country.
India has made significant progress in meeting its education goals, especially at the primary level, the bank said announcing additional support for the Sarva Shiksha Abhiyan a nationwide programme aimed at providing quality elementary education to all children.
The bank has supported the SSA with two IDA credits totaling $1.1 billion since 2003.
"SSA - the largest ongoing Education for All programme in the world - has been remarkably successful, particularly in achieving greater access to elementary education," said Roberto, the World Bank Country
India has made significant progress in meeting its education goals, especially at the primary level, the bank said announcing additional support for the Sarva Shiksha Abhiyan a nationwide programme aimed at providing quality elementary education to all children.
The bank has supported the SSA with two IDA credits totaling $1.1 billion since 2003.
"SSA - the largest ongoing Education for All programme in the world - has been remarkably successful, particularly in achieving greater access to elementary education," said Roberto, the World Bank Country
distance education
As stated in the United Nations Universal Declaration of Human Rights, every one has the right to education and “technical and professional education shall be made generally available”. Education International considers that all individuals have the right to equal access to education at all levels and at any age without discrimination and without financial ability to pay determining the ability to pursue. believes that promoting greater access to vocational education and training is particularly important because of the crucial role it plays in providing opportunities for people from all backgrounds, including those who have been marginalized in the lab our market.
recognizes that vocational education and training is particularly vulnerable to emerging commercial pressures worldwide. Once the primary responsibility of public institutions in many countries, the provision of vocational education and training now straddles the public, private and for-profit sectors. Economic globalization, trade liberalization, new information and communication technologies, lab our market deregulation, and the growth in cross-border provision have intensified the commercialization of vocational education at both the national and international levels. Taken together, these developments threaten to undermine quality, accessibility, equity, and the status and employment rights of staff.
promotes the advancement of vocational education and training in particular through the implementation of conventions and recommendations. They are:
Recommendation on Technical and Vocational Education and Training for the 20th Century
Recommendation concerning Human Resources Development
1 Alternative terms used internationally include technical and vocational education and training vocational and technical education and training technical and vocational education vocational and technical education and further education and training.
recognizes that vocational education and training is particularly vulnerable to emerging commercial pressures worldwide. Once the primary responsibility of public institutions in many countries, the provision of vocational education and training now straddles the public, private and for-profit sectors. Economic globalization, trade liberalization, new information and communication technologies, lab our market deregulation, and the growth in cross-border provision have intensified the commercialization of vocational education at both the national and international levels. Taken together, these developments threaten to undermine quality, accessibility, equity, and the status and employment rights of staff.
promotes the advancement of vocational education and training in particular through the implementation of conventions and recommendations. They are:
Recommendation on Technical and Vocational Education and Training for the 20th Century
Recommendation concerning Human Resources Development
1 Alternative terms used internationally include technical and vocational education and training vocational and technical education and training technical and vocational education vocational and technical education and further education and training.
Thursday, September 2, 2010
Health
Over the past few decades, teaching has become a more complex activity, both because of the new demands placed on teachers by technological and cultural developments and because of the increasing deterioration of employment relations. These factors have had an impact on the quality of education, and on teachers’ working conditions.
Education International works to ensure that school is a healthy and safe environment for both the education workers and students.
School health and safety covers a wide range of issues, and they are often inter-related, depending on the situation of the education system in each country, below are a few examples:
Infrastructure:
Safe drinking water and proper sanitation facilities in schools
Faulty building material, such as asbestos
Infectious diseases:
HIV/AIDS
Psychological illnesses:
Teacher burn-out
Physical dangers:
Violence in school
concern for the health and safety of teachers and education workers stems from two reasons. Firstly, there is a need to protect teachers’ basic personal and labour rights as well as children’s right to learn; secondly, if we wish to provide quality education for all, we need teachers who are fit and fully available to do their job in adequate conditions.
Education International works to ensure that school is a healthy and safe environment for both the education workers and students.
School health and safety covers a wide range of issues, and they are often inter-related, depending on the situation of the education system in each country, below are a few examples:
Infrastructure:
Safe drinking water and proper sanitation facilities in schools
Faulty building material, such as asbestos
Infectious diseases:
HIV/AIDS
Psychological illnesses:
Teacher burn-out
Physical dangers:
Violence in school
concern for the health and safety of teachers and education workers stems from two reasons. Firstly, there is a need to protect teachers’ basic personal and labour rights as well as children’s right to learn; secondly, if we wish to provide quality education for all, we need teachers who are fit and fully available to do their job in adequate conditions.
Status of Teachers
As the global union federation representing teachers and education workers worldwide, Education International defends the rights and status of the teaching profession.
The Recommendation concerning the Status of Teachers adopted in 1 has essentially served as a charter of rights for teachers worldwide. It is so significant that the October, the anniversary of its signing, became the date chosen for World Teachers’ Day. Similarly, the Recommendation on the Status of Higher Education Teaching Personnel adopted in made further commitments regarding college and university faculty.
Hence, teachers, professors and other education workers at all levels of the education system now have international instruments that defined their responsibilities and asserted their rights as professionals and as workers.
In adopting the Recommendations, governments unanimously recognised the fundamental importance to society of having highly-qualified education workers who are equipped to do their best for the next generation. Although governments the world over claim to support the values and principles in the Recommendations, many do not actually demonstrate respect for the rights enshrined in them, nor do they implement policies that comply with them. Therefore, it is critically important that the Committee of Experts on the Application of the Recommendation on the Status of Teachers and the Recommendation on the Status of Higher-Education Teaching Personnel continues to monitor the application of the Recommendations, and to rule on violations of teachers’ rights.
reports on and evaluates the situation of teachers’ rights around the world, and then submits a detailed report to the during its triennial meetings.
The Recommendation concerning the Status of Teachers adopted in 1 has essentially served as a charter of rights for teachers worldwide. It is so significant that the October, the anniversary of its signing, became the date chosen for World Teachers’ Day. Similarly, the Recommendation on the Status of Higher Education Teaching Personnel adopted in made further commitments regarding college and university faculty.
Hence, teachers, professors and other education workers at all levels of the education system now have international instruments that defined their responsibilities and asserted their rights as professionals and as workers.
In adopting the Recommendations, governments unanimously recognised the fundamental importance to society of having highly-qualified education workers who are equipped to do their best for the next generation. Although governments the world over claim to support the values and principles in the Recommendations, many do not actually demonstrate respect for the rights enshrined in them, nor do they implement policies that comply with them. Therefore, it is critically important that the Committee of Experts on the Application of the Recommendation on the Status of Teachers and the Recommendation on the Status of Higher-Education Teaching Personnel continues to monitor the application of the Recommendations, and to rule on violations of teachers’ rights.
reports on and evaluates the situation of teachers’ rights around the world, and then submits a detailed report to the during its triennial meetings.
policy
The Solidarity Fund was established to assist member organisations in emergencies such as natural disasters, famine, war, persecution or other life threatening situations. The assistance provided by the Solidarity Fund is used mainly for short-term relief to help ensure the survival of organisations and their members.
The Fund, established with voluntary contributions from member organisations and administered by the EI Secretariat, represents a visible example of solidarity among teachers around the world. Natural and man-caused disasters that threaten the lives of teachers and their families call for our solidarity through the delivery of immediate and effective assistance.
At the World Congress in , the role of the Solidarity Fund was extended to providing financial support for development cooperation activities with member organisations in developing countries. The decision of the Congress opened the way for the Fund to be not only reactive to emergency situations but also pro-active by cooperating with teacher organisations in developing countries and countries in transition. The Congress also decided that EI itself and its member organisations should be invited to allocate of their annual income to this work. The of income’ contribution is lodged annually in the Solidarity Fund.
Education is one of the most important tools to combat poverty and terrorism and to establish democratic political systems. As an international trade union organisation, has to ensure that colleagues in member organisations are able to carry out their professional role even in life-threatening situations.
The Fund, established with voluntary contributions from member organisations and administered by the EI Secretariat, represents a visible example of solidarity among teachers around the world. Natural and man-caused disasters that threaten the lives of teachers and their families call for our solidarity through the delivery of immediate and effective assistance.
At the World Congress in , the role of the Solidarity Fund was extended to providing financial support for development cooperation activities with member organisations in developing countries. The decision of the Congress opened the way for the Fund to be not only reactive to emergency situations but also pro-active by cooperating with teacher organisations in developing countries and countries in transition. The Congress also decided that EI itself and its member organisations should be invited to allocate of their annual income to this work. The of income’ contribution is lodged annually in the Solidarity Fund.
Education is one of the most important tools to combat poverty and terrorism and to establish democratic political systems. As an international trade union organisation, has to ensure that colleagues in member organisations are able to carry out their professional role even in life-threatening situations.
key activities
Research is one of the key activities of Education International. Through our research we work to provide teachers and education unions with the knowledge and policy tools they need to meet everyday challenges to public education systems. We keep abreast of developments and trends across the education sector and assist unions in developing solid fact-based argumentation for the advancement of quality education worldwide.
The topics and issues we cover include: quality in education; commercialisation and privatisation of public education; teacher education and training; global trends, such as migration and its impact on education; the status of teachers worldwide; and teachers’ working conditions in different settings.
We undertake research at Education International because we strongly support equal access to quality education for all persons everywhere, and fair working conditions for all teachers. As part of the work of our Research Network, we provide a platform for the exchange of information, ideas and projects that are mutually beneficial to our members.
In order to have an impact on policy decisions at the global level, we aim to empower Education International through independent and critical research. Beyond that, we conduct studies that are important not only for teachers and education unions, but for everyone concerned about the universal right to free, quality public education for all.
The topics and issues we cover include: quality in education; commercialisation and privatisation of public education; teacher education and training; global trends, such as migration and its impact on education; the status of teachers worldwide; and teachers’ working conditions in different settings.
We undertake research at Education International because we strongly support equal access to quality education for all persons everywhere, and fair working conditions for all teachers. As part of the work of our Research Network, we provide a platform for the exchange of information, ideas and projects that are mutually beneficial to our members.
In order to have an impact on policy decisions at the global level, we aim to empower Education International through independent and critical research. Beyond that, we conduct studies that are important not only for teachers and education unions, but for everyone concerned about the universal right to free, quality public education for all.
Ethics
Education is the key to participation in the global economy of the 21st century, and it should help to build societies that are fair and just for all their citizens, that respect universal values of democracy and human rights, whose development will be equitable and sustainable. Education has the crucial role of promoting democracy and building tolerant societies so as to bring about a world where all peoples can live in peace and harmony, and where diversity is respected.
The debate concerning the ethics of education that took place in the United States at the beginning of the 20th century has gained renewed, worldwide interest in the past two decades. The contemporary debate targets two overlapping sides of the role morality plays in education: the moral behaviour of the teacher and the morality children learn in school.
Education International , officially entered this debate when the Declaration on Professional Ethics was adopted by 3rd World Congress held in , Thailand. The document was further updated at its 4th World Congress in Porto Alegre, Brazil.
The mainly intended as a blueprint for affiliates' own guidelines. It is complementary to the International Labour Organisation Declaration on Fundamental Principles and Rights at Work and draws on the Recommendation concerning the Status of Teachers and the United Nations Universal Declaration of Human Rights
The debate concerning the ethics of education that took place in the United States at the beginning of the 20th century has gained renewed, worldwide interest in the past two decades. The contemporary debate targets two overlapping sides of the role morality plays in education: the moral behaviour of the teacher and the morality children learn in school.
Education International , officially entered this debate when the Declaration on Professional Ethics was adopted by 3rd World Congress held in , Thailand. The document was further updated at its 4th World Congress in Porto Alegre, Brazil.
The mainly intended as a blueprint for affiliates' own guidelines. It is complementary to the International Labour Organisation Declaration on Fundamental Principles and Rights at Work and draws on the Recommendation concerning the Status of Teachers and the United Nations Universal Declaration of Human Rights
demand equal treatment for all
Education International's non-discrimination policies demand equal treatment for all. Since , World
Congresses have adopted specific resolutions that recognise the role of teacher unions and education systems
in preserving and defending indigenous peoples' rights to education.
In the international arena, is lobbying to promote the use of curricula that reflect the history, cultures and
lifestyles of indigenous peoples and that recognise their knowledge, skills, values and beliefs.
EI participates in the activities of the United Nations' bodies organised for the issue of indigenous peoples.
Examples are the Working Group on Indigenous Populations and the Permanent Forum of Indigenous Issues.
EI attends the Forum's annual sessions since its creation in .
Congresses have adopted specific resolutions that recognise the role of teacher unions and education systems
in preserving and defending indigenous peoples' rights to education.
In the international arena, is lobbying to promote the use of curricula that reflect the history, cultures and
lifestyles of indigenous peoples and that recognise their knowledge, skills, values and beliefs.
EI participates in the activities of the United Nations' bodies organised for the issue of indigenous peoples.
Examples are the Working Group on Indigenous Populations and the Permanent Forum of Indigenous Issues.
EI attends the Forum's annual sessions since its creation in .
Trade Union Rights
One of the founding principles of Education International is the protection of the Human and Trade Union Rights of all education personnel, including the Education Right of all children. As such, encourages the ratification and implementation of international conventions on the protection of such rights. Should any national government be found to be violating a treaty that it ratified,helps its affiliate to file a complaint at the intergovernmental body concerned.
Under Trade Union Rights, works on the protection of the freedom to form and join unions, the freedom to strike, equality opportunities and equal pay in the area of gender equality and non-discrimination.
Under Human Rights, works on education rights, children rights, academic freedom, equality non-discrimination in terms of gender, national or ethnic origins, sexual orientation or identity, disability, age, religious belief and political belief
Under Trade Union Rights, works on the protection of the freedom to form and join unions, the freedom to strike, equality opportunities and equal pay in the area of gender equality and non-discrimination.
Under Human Rights, works on education rights, children rights, academic freedom, equality non-discrimination in terms of gender, national or ethnic origins, sexual orientation or identity, disability, age, religious belief and political belief
The voice of academics worldwide, representing national organisations that, all together, give voice to more than 3 million university and research personnel working in the higher education and research sector. Committed to strengthening its membership base in this sector and in building both regional and global co-ordination and networking, promotes the advancement of higher education and research, in particular through the implementation of the Recommendation Concerning the Status of Higher Education Teaching Personnel.
Among the issues that most concern education personnel working in the sector,strongly defends the exercise of academic freedom, the protection of intellectual property rights, the advancement of terms and conditions of employment linked to the right of all education personnel to collective bargaining. is also deepening its work on the sensitive issue of brain drain/brain gain.
The Pan European Structure has been recognised as a consultative member of the Bologna FollowUp Group at the Bergen Ministerial Conference in - through this official recognition, academics are now on track. The consists of ministries responsible for of higher education, the European Commission, the Council of Europe and representatives of academic staff, students and rectors. The group reviews and pushes the process forwards. For more information about the Bologna Process visit click here.
Among the issues that most concern education personnel working in the sector,strongly defends the exercise of academic freedom, the protection of intellectual property rights, the advancement of terms and conditions of employment linked to the right of all education personnel to collective bargaining. is also deepening its work on the sensitive issue of brain drain/brain gain. The Pan European Structure has been recognised as a consultative member of the Bologna FollowUp Group at the Bergen Ministerial Conference in - through this official recognition, academics are now on track. The consists of ministries responsible for of higher education, the European Commission, the Council of Europe and representatives of academic staff, students and rectors. The group reviews and pushes the process forwards. For more information about the Bologna Process visit click here.
The programme and activities of at the global level related to equality of women and men in the union, education sector and society encompass the following: gender equality; non-discrimination, with particular focus on gender, racial discrimination, lesbian and gay rights, Indigenous peoples, migrants, ethnic minorities; and children’s rights.
Equality is a core value for raises awareness and promotes campaigns for the equity of labour standards of education unions, teachers and personnel. The fight against all forms of discrimination in employment, unions and society requires addressing traditional barriers between men’s work and women’s work, and other causes of inequality, unfairness and exclusion. is involved in a range of education, training initiatives for affiliates, advocacy work and actions relevant to promoting equality of women and men, girls and boys, in the society, the education sector and unions.
The right to quality education is an overarching aim and campaign, one which empowers women, their children and the society in which they live.
Special attention continues to be given to the protection of children rights agreed standards, especially the rights of equality and the right to education, threatened by inconsistencies on the minimum age of employment, minimum age for marriage, trafficking, exploitation or just for being a poor or excluded child.
Equality is a core value for raises awareness and promotes campaigns for the equity of labour standards of education unions, teachers and personnel. The fight against all forms of discrimination in employment, unions and society requires addressing traditional barriers between men’s work and women’s work, and other causes of inequality, unfairness and exclusion. is involved in a range of education, training initiatives for affiliates, advocacy work and actions relevant to promoting equality of women and men, girls and boys, in the society, the education sector and unions.
The right to quality education is an overarching aim and campaign, one which empowers women, their children and the society in which they live.
Special attention continues to be given to the protection of children rights agreed standards, especially the rights of equality and the right to education, threatened by inconsistencies on the minimum age of employment, minimum age for marriage, trafficking, exploitation or just for being a poor or excluded child.
responsibility
Education International insists that education is a human right and a public good, and it is the responsibility of all governments to provide all women and men, boys and girls, free quality public education. In recent years, has expressed concerns that proposals for a significant increase in the scope of trade liberalisation might see education services covered by commercial trade agreements. has actively lobbied to have education services excluded from the scope of the General Agreement on Trade in Services .
The General Agreement on Trade in Services, is one of several agreements adopted in as part of the then established World Trade Organization . The is a multilateral agreement that defines restrictions on a broad range of government measures that affect the trade in services. There are compelling reasons to be concerned that the poses serious threats to vital public interest regulations, including those governing education.
Knowledge and intellectual property, provided through education, should likewise be available for free to all. More and more countries find it increasingly difficult to obtain copyright clearance and pay royalties for materials needed by teachers and students. therefore expresses similar concerns over trade in intellectual property, regulated through the Streaty.
The General Agreement on Trade in Services, is one of several agreements adopted in as part of the then established World Trade Organization . The is a multilateral agreement that defines restrictions on a broad range of government measures that affect the trade in services. There are compelling reasons to be concerned that the poses serious threats to vital public interest regulations, including those governing education.
Knowledge and intellectual property, provided through education, should likewise be available for free to all. More and more countries find it increasingly difficult to obtain copyright clearance and pay royalties for materials needed by teachers and students. therefore expresses similar concerns over trade in intellectual property, regulated through the Streaty.
education for al
One of the founding principles of Education International is the advocacy of free quality
public education for all. Education is a human right. It is the duty of every government
to provide free quality public education to its cititzens. Education International also
believes that literacy is the cornerstone of all sustainable societies, and the key to break
the poverty cycle and stop the spread .
Beyond Lessons in hope for refugee children
Beyond is the second production completed through the initiative called Video for
Union Educators . The Project, with assistance from the Foundation, produces
short documentaries on themes relevant to the achievement of Education For All and
principal aims.
This is the story of a remarkable school for Burmese refugees in the Thai border city of
Mae Sot. Together, teachers and students have found an educational pathway leading away
from war and represssion.
public education for all. Education is a human right. It is the duty of every government
to provide free quality public education to its cititzens. Education International also
believes that literacy is the cornerstone of all sustainable societies, and the key to break
the poverty cycle and stop the spread .
Beyond Lessons in hope for refugee children
Beyond is the second production completed through the initiative called Video for
Union Educators . The Project, with assistance from the Foundation, produces
short documentaries on themes relevant to the achievement of Education For All and
principal aims.
This is the story of a remarkable school for Burmese refugees in the Thai border city of
Mae Sot. Together, teachers and students have found an educational pathway leading away
from war and represssion.
Right to Education
All children have the right to education,a right that is defended by within the framework of
its global action campaign for free quality public education for all. Early childhood education
should be seen as an integral part of this right.
Essentially, early childhood education might be considered to be education which takes place
before compulsory education, whether it is an integrated part of the education system or wholly
independent of it. This includes kindergartens, nurseries, pre-school classes, child-care
centres and other similar institutions. It goes beyond what some refer to as pre-school
education as it is an education in its own right, having not only the purpose of preparing
children for school,In other words, flagrant inequality which is, once more, detrimental to those who
are most disadvantaged. In high-income countries, where demand for such education services is
on the increase, two different concepts continue to exist side-by-side on the one hand,
but for life in the same way as all other parts of the education systems
contribute to this process. There are other ways to describe early childhood education. In the
International Standard Classification of Education , used by all major providers
of international educational statistics, it is referred to as 0 and primary education as
In low-income countries, where education for all is still far from becoming a reality, the
provision of early childhood education is still very limited and, more often than not,
organised on a private basis, and therefore only available to children from the wealthiest of
families.
structures which are mainly social in character, and whose main objective remains the provision
of childcare services for the parents of young children, thereby enabling them to hold down
employment; at the other extreme, we find structures with a more educational focus, also
offering a social service but whose primary vocation is the promotion of a child's development.
The educational nature of these establishments is currently being intensified, responding as it
does to children's needs, needs which are now recognised by teachers, families and society in
general.
its global action campaign for free quality public education for all. Early childhood education
should be seen as an integral part of this right.
Essentially, early childhood education might be considered to be education which takes place
before compulsory education, whether it is an integrated part of the education system or wholly
independent of it. This includes kindergartens, nurseries, pre-school classes, child-care
centres and other similar institutions. It goes beyond what some refer to as pre-school
education as it is an education in its own right, having not only the purpose of preparing
children for school,In other words, flagrant inequality which is, once more, detrimental to those who
are most disadvantaged. In high-income countries, where demand for such education services is
on the increase, two different concepts continue to exist side-by-side on the one hand,
but for life in the same way as all other parts of the education systems
contribute to this process. There are other ways to describe early childhood education. In the
International Standard Classification of Education , used by all major providers
of international educational statistics, it is referred to as 0 and primary education as
In low-income countries, where education for all is still far from becoming a reality, the
provision of early childhood education is still very limited and, more often than not,
organised on a private basis, and therefore only available to children from the wealthiest of
families.
structures which are mainly social in character, and whose main objective remains the provision
of childcare services for the parents of young children, thereby enabling them to hold down
employment; at the other extreme, we find structures with a more educational focus, also
offering a social service but whose primary vocation is the promotion of a child's development.
The educational nature of these establishments is currently being intensified, responding as it
does to children's needs, needs which are now recognised by teachers, families and society in
general.
Organisation
comprehensive programme against child labour which is designed
to encourage the active participation of all affiliates and to produce measurable results.
In this area, EI co-operates closely with the International Confederation of Free Trade Unions
the International Labour Organisation , the United Nations Children's Fund
and the United Nations Educational, Scientific and Cultural Organisation ,
national trade unions, union centres and various non-governmental organisations such as the
Global March Against Child Labour.
World Day Against Child Labour 2010.A production of Education International, in cooperation with the SNE and the National Education
To mark the World Day against the Child Labou, EI releases a new publication in
collaboration with the ILO International Programme for the Elimination of Child Labour.
Entitled “Go for the Goal: End Child Labour, this publication reflects EI’s recognition
of the linkages between eliminating child labour and achieving the goal of quality education
for all.
Teachers around the world are determined to help tackle the problem of child labour. This short
documentary shines the spotlight on successful strategies by the Moroccan National Teachers'
Union to prevent child labour by reducing school drop-out rates.
to encourage the active participation of all affiliates and to produce measurable results.
In this area, EI co-operates closely with the International Confederation of Free Trade Unions
the International Labour Organisation , the United Nations Children's Fund
and the United Nations Educational, Scientific and Cultural Organisation ,
national trade unions, union centres and various non-governmental organisations such as the
Global March Against Child Labour.
World Day Against Child Labour 2010.A production of Education International, in cooperation with the SNE and the National Education
To mark the World Day against the Child Labou, EI releases a new publication in
collaboration with the ILO International Programme for the Elimination of Child Labour.
Entitled “Go for the Goal: End Child Labour, this publication reflects EI’s recognition
of the linkages between eliminating child labour and achieving the goal of quality education
for all.
Teachers around the world are determined to help tackle the problem of child labour. This short
documentary shines the spotlight on successful strategies by the Moroccan National Teachers'
Union to prevent child labour by reducing school drop-out rates.