Teaching with Tech: the role of education unions in shaping the future

Page 42

Education International

Governance of Digital Technologies (Qs 32-33) This section’s two questions are concerned with education authorities’ consultation of unions and whether unions are involved in assessing the digital technologies already in place. In other words, this section seeks to unravel the degree of involvement of education unions in shaping digital technologies.

Q32: Are unions consulted by education authorities on what digital technologies are wanted by teachers/ESP? On a global and aggregate level, the respondents overwhelmingly (57%) responded that they were not consulted about teachers’ and ESPs’ technological wants. 29%

13%

57%

100 %

90%

No, but non-representative teachers are consulted

80%

70%

60%

50%

No

40%

30%

20%

10%

0%

Yes

1%

N/A

Figure 32. Global aggregate for whether unions are consulted by education authorities on what digital technologies are wanted by teachers/ESP

Unpacking this to the regional level, we can see that the consultation of nonrepresentative teachers is larger in North America and the Caribbean (43%) than the consultation of unions (29%). Africa

25%

69%

6%

Asia-Pacific

40%

43%

17%

Europe

40%

43%

7% 4%

Latin America

92%

North America & the Caribbean

29%

29%

43%

100 %

90%

No, but non-representative teachers are consulted

80%

70%

60%

50%

No

40%

30%

20%

10%

0%

Yes

8%

N/A

Figure 33. Regional breakdown for whether unions are consulted by education authorities on what digital technologies are wanted by teachers/ESP 40