UNESCO and the International Task Force on Teachers for Education (2030) estimate that an additional 44 million teachers are needed to achieve universal primary and secondary education by 2030. The commitment to enabling teachers to be professionally trained and well supported happens through the application of appropriate policies.
In this UKFIET Blog, Mike Douse proceeds beyond the stereotypes, delineates the crucial from the inconsequential, and suggests that disparities other than boys versus girls might now be more deserving of attention.
Deadline 30 September, 4pm BST The British Association for International and Comparative Education (BAICE) seeks to appoint an experienced Editor for Compare: A Journal of Comparative and International Education.
“Where next?” At a moment when the education and international development sector is confronting widespread funding cuts, rising global inequality, climate injustices and genocide, the question was not just about direction, but about values, priorities and vision.
Teachers are at the heart of the learning process and central to achieving Sustainable Development Goal 4: inclusive and equitable quality education for all. Four panellists reflected on key achievements and ongoing challenges in ensuring teachers can support equitable learning.
Advocates of gender equity and social inclusion have much to celebrate from the past decade, though recent funding cuts for girls’ education threaten to undermine these hard-won gains.
While environmentalists and educationalists alike recognise that education should play a valuable role in transitions toward social and planetary justice and sustainability, there is little consensus and not much discussion on how we know what or whether environmental, climate or ‘green’ education is advancing justice.
Universities worldwide are grappling with the challenge of maintaining academic integrity in the modern era. Although responsible usage can make AI an asset in learning, uncontrolled deployment of writing produced by machines risks destabilising trust, deteriorating competencies and destabilising the basis of tertiary education.