Universal, Plural and Quality Education, and Citizen Education
Governance of the World Banana Trade
Rethinking and Changing World Governance
Final Declaration "Linking Alternatives 2"
A European Way of Security. The Madrid Report on the Human Security Study Group
Political and Institutional Governance
Foundations for Biocivilization
Decent Work as a Goal for the Global Economy
A new historical moment?
Extreme Poverty and World Governance
Proposals for a Fair and Democratic Architecture of Power
Community-Engaged Research: a step forward
Rural Areas and World Governance
Marrakech Process for the Protection and Promotion of All Human Rights of Migrants and Persons in Transnational Mobility
An Ecological Act: A Backgrounder to the National Rural Employment Guarantee Act (NREGA)
Regulating Transnational Companies: 46 Proposals
Campaign for People’s Goals for Sustainable Development
Rio+20 and Beyond. No Future without Justice
The Commons and World Governance
Videos of the Governance and Ressentiment Seminar
A Bit Rich: Calculating the Real Value to Society of Different Professions
Towards a World Citizens Movement
Raising International Climate Finance
A Primer on Global Economic Sharing
Moving Toward a New World Governance
Proposal for a Charter of Universal Responsibilities
Retrieving and Valuing Other Ethical Pillars: The Concept of Buen Vivir*
An Open Letter to the Commoners and Co-operators of the World
Beyond 2015: Media as Democracy and Development
Education International (EI) has decided, after eighteen years of policy making through its Congresses and Conferences at the international and regional levels, to develop a comprehensive policy on education. This policy will encapsulate the very essence of what has made EI what it is today and reflect the goals which should underpin an education that is consistent with EI’s traditions.
This policy challenges explicitly the narrow, instrumentalist view of education as solely teaching students to become skilled employees. Instead, it argues for a perspective on education that serves both the values of the society at local and global levels, as well as cultural, democratic, social, economic and environmental needs. It recognizes that education is a human right and a public good in its own right, enabling people at all stages in their lives to achieve their maximum potential and to better understand themselves and their role and relationships. Education is also a key means for the transmission, analysis and application of knowledge and experience, and plays a central role in the creation of new knowledge through research and innovation. Its role is broader than the mechanistic and instrumental role that many proponents of market forces and “customer-provider” models acknowledge.
This policy statement is underpinned by concepts which are central to EI’s philosophy and which represent the core values and demands of the education union movement. These include quality education as a human right, education provided by public authorities and available freely to all, inclusive education and equality in education and society, and high professional status for teachers. The policy also refers to challenges that serve as a call to action to be addressed by concrete initiatives and strategies.