Education International Research
16: Education can be a catalyst for peaceful societies. But not all education contributes to peacebuilding. Governments have the responsibility to ensure that education plays the transformative role that it should. Governments must: -- Mainstream education on human rights, tolerance, anti-racism, global citizenship and appreciation for cultural diversity, including in policies, teacher trainings and curricula -- Ensuring that teachers have the tools, resources and continuing professional training needed to teach about human rights, tolerance, anti-racism, global citizenship and appreciation for cultural diversity -- Develop history curricula with a view to enhancing peaceful societies, providing students with multiple perspectives and the skills to critically analyse sources -- Ensure that curricula foster students’ critical and analytical skills in order to participate fully in democratic societies
SDG 8, SDG 10, SDG 13 and SDG 16 are vital to achieve SDG 4 8: Teachers’ working conditions are students’ learning conditions. If we are to increase the global supply of qualified teachers, governments must urgently increase the attractiveness of the profession to recruit and retain quality teachers. Investing in the decent working conditions of teachers and education support personnel is crucial to enhance the quality of education. Governments must: -- Guarantee teachers and education support personnel decent salaries, adequate minimum wages, fair recruitment and employment, occupational health and safety, reasonable working hours, job security, career progression opportunities, and enjoyment of their right to collective bargaining and freedom of association through the implementation of ILO Conventions 87 and 98 -- Ensure equal pay for work of equal value and address the increase in insecure, fixed- and/ or short-term employment, which disproportionately affects female teachers and education support personnel -- Implement the provisions of the ILO/UNESCO Recommendation concerning the Status of Teachers (1966), the UNESCO Recommendation concerning the Status of Higher Education Teaching Personnel (1997), and the ILO Policy Guidelines on the promotion of decent work for ECE personnel. Eliminating child labour is crucial to ensure access to education for all. Governments must: -- Eradicate child labour by tightening labour market regulations, providing social protection to families as a way of compensating for the income otherwise earned by children, and educating communities on children’s right to childhood and the importance of education 10: Education is important, but it is not a panacea to combat inequality. Tackling inequality in society is key to enable students to achieve equitable learning outcomes. Governments must: GRO.EI-IE
-- Implement and enforce a statutory minimum wage guaranteeing an income that allows people to live with dignity -- Ensure multinational corporations respect fundamental human rights and provide fair pay and decent work for all employees -- Ensure social protection floors for all 13: Students, teachers and education support personnel are the victims of climate injustice, as education institutions and societies suffer the effects of natural disasters linked to climate change. Governments must:
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-- Take the necessary measures to implement the Paris Agreement and curb global warming to 2 oC or lower by 2100 -- Urgently and dramatically reduce carbon emissions, moving towards carbon-neutral economies -- Prioritise efforts to develop early warning systems and build resilience to climate disasters in affected countries
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