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Should we continue student learning during Covid19? What a profound question to ponder during these incredible times. Teachers must ask themselves this question: Are my students ready to learn today. This foundational question is always present in formal education, the elephant in the room, which is why “Maslow before Bloom” should be our mission going forward.
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Today, teacher and education support personnel, union leaders the world over are coming together in myriad ways to find collective solutions to address the needs of their students, colleagues and communities despite enormous challenges and deteriorating situations.
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In a previous blog post, we discussed whether we should proceed with student learning during COVID19. In this one we will look at how we should do it, reflecting on the challenges of addressing student education remotely which we call distance learning, also called remote learning in some parts of the world.
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More than 1.5 billion children worldwide are out of school due to COVID 19 and we don't know for how long. As yet there is no gender disaggregation of these figures. This shock comes at a time when, slowly, the number of children enrolling and completing school was beginning to rise. Over the last five years, governments and the education community have been getting a sense of the range of ways in which gender inequalities outside schooling could be reproduced inside, and the ways that inequalities of race, class, et...
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With regard to education, three key laws were approved that finally met the long-sought-after demands of the teacher unions’ confederation, CTERA. Firstly, the Law of Educational Financing brought investment in education up to 6 per cent of GNP – it is now at 6.4 per cent –; Seco...
Read MoreFree market teaching Beyond the debate over financial models of education, teachers’ unions draw attention to the social model this supposes. Defenders of the private sector call for the right to ‘freedom of choice’ for families, while its detractors point out the principle of equ...
Read More‘Academy schools’ policy reduces equality The limiting of educational equality by cuts to national budget and educational support projects is further compounded by misguided educational reform. The rapid expansion of existing Academy schools - already to over 1,500 in England, representing c.6% o...
Read MoreQuality education remains a central trade union priority for equality between women and men; to provide opportunities for groups on the margins of society; for democracy; and for building a healthy and sustainable society. National action is no longer sufficient to defend the right to education...
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