UNCC300 - Assessment 1: Education International and Global Justice

This report analyzes Education International (EI), a global union federation representing teachers and education staff, and its role in fostering a more just global community. The report outlines EI's key activities, including advocating for teachers' rights, promoting democratic business, and combating ...Read More

How agencies result in realization
of more just global community
The Organisation
• The key activities include promoting and representing interests of teachers and additional
education staffs at global stage. They assist development of the independent democratic
business. This is to indicate teachers and additional education staffs and creates solidarity and
developing cooperation between them. Further, they support development of teacher’s
qualification and identification of them to be as professionals, supporting peace, democracy,
social justices and human rights that involves rights of trade unions and educational rights. They
advocate equity for the society and combat the xenophobia and racism. The advocacy efforts,
programmes and EI policies promote challenge and social justices with every types of
discrimination. Education International works with other Global Union Federations and other
friendly organizations to promote and achieve solidarity ("Education International", 2020).
• They work at 401 member organizations from 172 nations and territories. This denotes more
than 30 million personnel of education coming from pre-school and through university.
• The organization is chosen as this being the biggest sectoral worldwide union federation,
believes that effective international level community of education staffs are important. This can
be helpful to promote the world wide understanding and defend interests of education staffs at
various nations.
• The particular characteristics of Education Internal that are appealing include the following. It
maintains and then seek the identification of rights of trade union for workers and education
employees and teachers specially. They promote professional freedom to take part on
implementation and formulation of educational policies, right for education for everyone
despite any discrimination through pursuing protection and establishment of controlled, publicly
funded and open educational systems, cultural and academic institutions ("Homepage -
Childhood Education International", 2020). Besides, that fosters education that is directed for
international good will and understanding, securing freedom and peace and respecting dignity
of human beings. Further, it is useful to fight with every type of bias and racism and
discrimination in society and education because of various issues. This also includes providing of
specific attention to develop the role of leadership of fames in the society, create mutual
cooperation and solidarity among the member communities, and encourage close relationship
among education employees and teachers at various nations and different education levels.
• This is also useful to assist and promote creation of democratic and independent business
including education employees and teachers specially where financial, social and political
situations impede deployment of trade union rights and human beings. It also includes
development various terms and conditions of working and development of various educational
services. Ultimately it is useful to promote unity among various democratic and independent
unions under educational areas and other sectors. Thus they contribute towards future
development in the movement of international trade union (Sewart, Keegan & Holmberg,
2020).
A Just Global Community
• Through “just global community”, the nations or people are
indicated. Furthermore, this is considered to be nearly linked
through current telecommunications and getting politically,
socially, economically independent. The common CST or Catholic
Social Teaching includes caring for the creation of God, Solidarity,
dignity of work and worker’s rights, scopes of vulnerable and
poor, responsibilities and rights, call towards participation,
community and family. Above all, this includes the dignity and life
of human beings (Ben-Zvi, Makar & Garfield, 2017).
• To prove themselves as a global community Education Internal
has been focusing on sustainable development that is considered
to be a core concern. They are identifying the tensions and
issues, evaluating latest horizons of knowledge and exploring
various alternative approaches (Muñiz Solari, Solem & Boehm,
2017). Moreover, they have reaffirmed the humanistic steps for
education and assuring more inclusive type of education and
transforming the landscape of education. They have been
developing the role of their educators under the society of
knowledge and making effective education policy for the complex
world. In order to determine the rise in space between
employment and education they have been validating and
identifying learning under this mobile world and rethinking the
education for citizens under interconnected and diverse world.
Further, they have concentrating on governance of national and
educational policy making considering education to be the
common good and principles as the public good for education
under strain (Mauch & Sabloff, 2018).
Your Professional Contribution
 As a professional a globally inclusive
environmental can be created. More nuanced
awareness of different view-points hold by the
people throughout the world can be
considered. People must be connected with
other cultures and ideas as they evaluate and
navigate various information. Moreover,
meaningful scopes must be created for
exploring cross-cultural view-points and
drawing international instances and
encouraging various analytical thinking for
worldwide problems. With this, the worldwide
learning experiences are able to generate
people to get engaged with greater scenario
having higher empathy, thoughtfulness and
confidence (Deardorff & Arasaratnam-Smith,
2017).
References
• Ben-Zvi, D., Makar, K., & Garfield, J. (Eds.). (2017). International handbook of research in statistics education. Springer.
• Deardorff, D. K., & Arasaratnam-Smith, L. A. (Eds.). (2017). Intercultural competence in higher education: International
approaches, assessment and application. Routledge.
• Education International. (2020). Retrieved 12 March 2020, from https://issuu.com/educationinternational
• Homepage - Childhood Education International. (2020). Retrieved 12 March 2020, from https://acei.org/
• International, E. (2020). Home : Education International. Retrieved 12 March 2020, from https://www.ei-ie.org/
• Mauch, J. E., & Sabloff, P. L. (Eds.). (2018). Reform and change in higher education: International perspectives (Vol. 19).
Routledge.
• Muñiz Solari, O., Solem, M., & Boehm, R. (2017). Learning progressions in geography education: International
perspectives. National Center for Research in Geography Education. Berlin: Springer.
• Sewart, D., Keegan, D., & Holmberg, B. (2020). Distance education: International perspectives. Routledge.
Introduction
 Education International
 It is a type of public organization. It is the voice teachers and additional
education staffs throughout the world. They promote the rules that as
funded publicly, quality education must be present for all students in all
nations irrespective of the race. They advocates for equity within
society. This is through working for combating racism and xenophobia.
Thus they can challenge discrimination on the factors of ethnic origins,
characteristics, racial, socio-economic status and gender. Apart from
that, they assist development of the independent kind of democratic
business for representing teachers and different additional education
staffs representing and promoting interest of teachers. This also
includes the other education staffs at international standard. Besides,
their aim is to achieva and promotes solidarity in the field of education
working with additional worldwide federations (International, 2020).
Insert an image that represents the
organization