The two largest teacher organisations and Education International’ affiliates, the Gewerkschaft Erziehung und Wissenschaft (GEW) and the Verband Bildung und Erziehung (VBE), and the Federal Parents' Council (BER, German acronym) remain critical of the education authorities’ plans for COVID-19.
An extraordinary session of the UNESCO Global Education Meeting (GEM) took place today, 22 October. It was preceded by a technical meeting on the 20th devoted to policy preparation. The meeting focused on global priorities for recovery in education and accelerated action in order to make progress on achieving SDG 4. The meeting adopted a far-reaching Declaration.
The OECD PISA Volume 6 report, released today, broadens considerably the criteria for assessment and international comparisons of PISA. For the first time, the report, based on data collected in 2018, examines students’ global competence. It looks at the ability of 15-year old students to consider local, global, and inter-cultural issues, have respect for and relations with others, and attitudes about and appreciation of diversity. It also looks at issues that are fundamental to democracy and active citizenship, including openness, critical thinking, and other factors. The impact and influence of the Internet in shaping thinking and generating polarisation is also considered.
A National Teachers’ Association (NTA) survey in Taiwan has revealed that 92 per cent of secondary school teachers suffered from work overload, requiring government support.
The Zimbabwe Teachers’ Association (ZIMTA) and the Progressive Teachers' Union of Zimbabwe (PTUZ) find themselves in confrontation with the government over teachers’ salaries and ‘incapacitation’, as teachers remain out of the classroom. They have urged the Government to improve its financial offer to teachers in order to get them to return to work.
From the very beginning of the COVID-19 outbreak, Education International called on global education union solidarity to help member organisations respond to the sanitary crisis and emerge stronger from it in terms of mobilising, organising and capacity-building.
Assessment arrangements for students in 2021 will increase inequality and pressure on students and teachers in the UK, according to education unions.