Universal, Plural and Quality Education, and Citizen Education
The Global Marshall Plan
A Bit Rich: Calculating the Real Value to Society of Different Professions
Like a Rainbow Nation
World Governance. A Personal European View
Towards a Global Political-Economic Architecture of Environmental Space
The Right to Water as a Human Right
An Ecological Act: A Backgrounder to the National Rural Employment Guarantee Act (NREGA)
Map of the WGI
What Europe does the world need?
Rethinking and Changing World Governance
An Open Letter to the Commoners and Co-operators of the World
Campaign for People’s Goals for Sustainable Development
Seven Leverage Points for the Passage from Economy to Œconomy
Marrakech Process for the Protection and Promotion of All Human Rights of Migrants and Persons in Transnational Mobility
Beyond the Growth Paradigm: Creating a Unified Progressive Politics
The World Governance Index (WGI)
Atlanta Declaration and Plan of Action For The Advancement Of The Right Of Access To Information
The Future of the Commons
Universal Declaration of Emerging Human Rights
Towards a World Citizens Movement
Proposals for a Fair and Democratic Architecture of Power
Governance for Sustainability
Ressentiment* and the new world governance: a general analysis
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.