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
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Thursday, September 2, 2010
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.
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