Our global future: ATL's international policy and strategy

Our global future 1

Our global future ATL’s international policy and strategy

About ATL ATL is the union for education professionals across the UK. Active in the maintained, independent and post-16 sectors, we use our members’ experiences to influence education policy, and we work with government and employers to secure fair pay and working conditions. From early years to HE, teachers to support staff, lecturers to leaders, we support and represent our members throughout their career.

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Foreword I am delighted to be able to share with you Our global future: ATL’s international policy and strategy.

ATL has a long and proud tradition of international work, we’ve supported sister education unions overseas, campaigned for more and better funding for education globally and worked to raise the awareness of our members of the impact of globalisation on the education sector in general and the profession in particular.

This work is more important than ever. Today, almost every action we take brings us into contact with organisations that work internationally whether for trade, knowledge, culture, leisure or services.

Few jobs do not involve the need to build relationships with people from different backgrounds, and this is particularly so of jobs in education. Whether this is as a result of working in a multinational school or college, in partnership with organisations in other countries or with colleagues and students from different ethnic backgrounds, the education sector is at the forefront of globalisation.

ATL recognises that representing the interests of our members means helping them to maximise their influence, including on the global dimension of their work and lives.

As a result we have an important part to play in supporting our members respond to the challenges of globalisation and to realise the opportunities it presents. Our global future sets out how we intend to do just that.

Building on our members’ interests and our proud history of organising in support of international causes I have every confidence that our new international policy and strategy will ensue that we’re making a lasting positive difference not just in the UK but around the world.

Dr Mary Bousted ATL general secretary

A global vision We live in one world. As never before, what we do affects others and what others do affects us.

Education is crucial to ensuring that learners have the skills, knowledge and understanding necessary to be effective global citizens and the education sector has a vital role to play in responding to the challenges of globalisation and to realising its benefits.

Our global vision for ATL is of an education union that: 4 aspires to make a positive contribution in an increasingly globalised world 4 recognises that responding to the global dimensions of education and to our work as a union will be central to our success 4 is committed to supporting its members who live and work in a globalised economy and multicultural society 4 actively engages with international partners in collaborative activities for mutual benefit 4 seeks to influence educational policy and practice both within the UK and internationally in support of universal, quality education that prepares learners for a globalised world.

ATL aspires to make a positive contribution in an increasingly globalised world.

Introduction Every one of us is profoundly connected with the wider world in all sorts of ways. Everyday choices and actions, such as buying food, watching a movie, opening a bank account or travelling to work have a direct impact on the lives of other people across the globe. Recognising that we are all members of a world community and that we all have responsibilities to each other is not romantic rhetoric but modern economic and social reality.

The current economic crisis illustrates this, as do a range of issues whose solutions are inherently global, such as climate change, security and the widening gap between those that have and those that don’t.

Educators occupy a unique position of influence in this world; they are central to ensuring that learners have the skills, knowledge and understanding necessary to engage effectively in a globalised economy and multicultural society, and as a workforce they are themselves increasingly mobile, making a vital contribution to the international knowledge economy.

ATL recognises that representing the interests of its members means helping them to maximise their individual and collective influence, including on the global dimension of their work and of education in general.

ATL has always been a dynamic, outwardly focused organisation conscious of, and committed to, its responsibility to make a positive contribution to the world in which it operates. ATL has a long and proud history

of internationalism, which includes expressing solidarity with individual teachers and fellow unionists overseas, providing practical support to teachers’ unions and raising international matters of concern with UK, European and other decision-makers. ATL has also encouraged and supported member led campaigns and activities in support of international causes.

Most recently, with the support of the UK government Department for International Development (DFID) and the Trade Union Congress (TUC), ATL began a project aimed at creating a permanent international function within the organisation.

This policy and strategy seeks to build on that history and the practical support of DFID and the TUC with a view to growing the global dimension of our work as a union.

The case for developing a coherent policy, underpinned by a strategic approach to our international work, is multifaceted. It’s a direct response to the reality of an increasingly globalised world; it builds on our members’ interests and sentiment along with the organisation’s history of organising in support of international issues.

Developing ATL’s international work will also make an important contribution to ATL’s current corporate goals, including specifically: 4 growing the membership 4 the provision of opportunities for member engagement

4 increasing member recognition of ATL’s added value 4 ensuring that ATL makes a positive contribution to society.

In examining the possibilities for our international work we have developed three goals: 1. Supporting the professional development and global awareness of our members 2. Working with education unions overseas to achieve their goals and ours 3. Contributing to the global dimensions of educational policy and supporting member engagement and activism on global issues.

These goals are mutually supportive.

They recognise the centrality of ATL’s members to the future of our international work by supporting their development and activism at the same time as leveraging ATL’s unique international opportunities as an education union.

It is proposed that over the next three years these goals will inform and direct ATL’s international work. The remainder of this document provides an overview of, and rationale for, these goals along with suggestions about how they will be executed.

ATL intends to refine and develop its thinking as this strategy is implemented and in response to input and feedback from members, partner organisations and external stakeholders.

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Goal 1 Supporting the professional development and global awareness of our members.

ATL is committed to helping its members develop through the course of their careers and has a wide-ranging training and development programme that is key to delivering that commitment.

Strengthening the continuing professional development (CPD) of educators is a crucial component of any strategy to help them meet the global learning challenge and respond more effectively to the challenges of globalisation.

didn’t would be keen to (Oxfam, 2007, Survey of teachers).

Building on its existing knowledge and experience in providing learning and development opportunities to its members, ATL will help meet that need by providing support and training to members in ‘education for global citizenship’.

If we want a sustainable and just world, we need to ensure that educators have the knowledge, skills and values necessary to foster the understanding and attributes that their students need to make change happen.

‘Education for global citizenship’ is an approach to learning which enables pupils to develop the knowledge, skills and values needed for securing a just and sustainable world in which everyone can fulfil their potential. ATL is developing a partnership with Oxfam, who have agreed to support our work in this area.

While 99 per cent of teachers think education for global citizenship is important, confidence in teaching the subject is low. Only eight per cent say they have accessed CPD on global citizenship and the vast majority of those that

Supporting its members to develop the knowledge, understanding, skills and values and attitudes necessary to foster responsible global citizenship among their learners is a key foundation of Our global future.

While 99 per cent of teachers think education for global citizenship is important, confidence in teaching the subject is low.

Improving members’ awareness and understanding of globalisation ATL’s members are not only educators; by virtue of their membership of ATL they are unionists and, of course, many things besides, including citizens whose lives outside of their role as educators are also deeply affected by globalisation.

ATL believes that we have an important part to play in helping our members understand the impact of globalisation on their lives and the lives of others.

ATL will therefore also provide learning opportunities and support to its members aimed at building their knowledge and understanding of: 4 the major challenges and prospects for creating a more just and sustainable world 4 our global interdependence 4 the role that individuals can play so that they can make informed choices with the knowledge of how their actions impact on the world around them.

Case study 01

Creating happy, healthy, responsible and confident citizens An inner-city primary school, praised by Ofsted for its creative approach to teaching and learning, decided to develop a curriculum which would inspire and empower pupils as part of its school improvement strategy. The school wanted to make teaching and learning more cohesive and to create a curriculum that would be ‘relevant, responsive and engaging’.

After some research and consultation with parents and pupils, the school decided that creating a curriculum framework based on the principles of ‘education for global citizenship and sustainable development’ would help it achieve its aims.

The school used Oxfam’s Curriculum for Global Citizenship, as well as information from the QCA and other sources, to identify the concepts, skills and values it wanted children to learn in addition to statutory requirements; then it integrated these into cross-curricular, thematic units of work. For example, in one unit, pupils studied conflict resolution through role-play while learning about the Tudors.

The informal curriculum was also carefully addressed. The school grounds offer a safe and secure space for pupils. The school council manages the playground and oversees a rota of activities; playground friends and peer mediators support children; and gardening teams care for the garden. Circle time and assemblies are used to discuss issues of concern to pupils, and the results of these discussions are fed back to the school council.

The school is happy with the outcome of this change. The deputy headteacher said: “Our curriculum has been a powerful tool in enabling us to achieve our strategic aim for pupils: to become happy, healthy, responsible and confident citizens in a rapidly changing environment.”

This case study is from Oxfam’s, Education for Global Citizenship: A guide for schools, which can be downloaded from Oxfam’s website at: www.oxfam.org.uk/education

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Goal 2 Working with education unions overseas to achieve their goals and ours.

Halfway to the target date of 2015 for the ‘Millennium Development’ and ‘Education for All’ goals, much has been achieved, but much more remains to be done. Early childhood care and education, free and compulsory primary education, life skills for young people, increased adult literacy, gender equality; all these goals are still to be realised and are unlikely to be without concerted action at all levels.

ATL recognises the value of linking with educators beyond its borders. ATL especially recognises the critical importance of democratic organisations that represent teachers and other educational workers and the role that these organisations play in demanding decent teaching and learning conditions, living wages, adequate learning resources and fair labour laws in developing countries.

The global financial crisis has brought the most significant economic downturn for decades to all corners of the world leading to increased inequality and pressure on public spending. The principle of universal access to quality public services, including education, has come under intensified threat.

These conditions are fundamental to securing the right to education for learners and as a result education unions have a critical role to play in realising ‘Education for All’ and the education related ‘Millennium Development’ goals.

In response, all over the world, education professionals working collectively through their unions are struggling to make ‘Education for All’ a reality and to improve the quality of educational provision, both for themselves and for their students.

But in many places responding to these challenges puts members of educational unions at direct risk of repression and injustice.

As an education union ATL shares the concerns and aspirations of education sector unionists in other parts of the world, especially where the rights of teachers and their students are violated.

As a professional association that links educational professionals across the UK,

ATL is committed to the improvement of the welfare and status of teachers and education employees in developing countries and to the full application of their human rights, trade union rights and professional freedoms.

ATL will do this primarily through supporting democratic organisations that represent teachers and other educational workers in developing countries and working in solidarity on specific projects with them.

ATL aspires to have a balanced programme of links with educational organisations in the developing world. We are currently committed to, and/or developing partnerships with, education unions in Colombia in Latin America, Cambodia in south east Asia and Zimbabwe in southern Africa and will be developing these partnerships as a matter of priority.

ATL is committed to the improvement of the welfare and status of teachers and education employees in developing countries.

Case study 02

Solidarity with educators under attack in Colombia Colombia is the most dangerous country in the world in which to be a teacher or a trade unionist. Since 1986 over 1,000 teacher trade unionists have been murdered. Teachers are regularly accused of ‘subversion’ or ‘rebellion’ and in addition to the assassinations teachers have been forcibly disappeared, arbitrarily detained and imprisoned without trial and forced to flee their homes and jobs due to death threats. The Colombian regime does virtually nothing to apprehend the perpetrators of the abuses. In fact on many occasions, the security forces themselves are responsible for the attacks. ATL has a long standing relationship with the TUC-backed Justice for Colombia campaign and ATL’s general secretary Mary Bousted and past president Julia Neal visited Colombia with JFC to see firsthand the problems teachers face.

As a result of those visits Colombian teacher Zabier Hernandez visited and spoke at ATL conference in 2007 and ATL, along with other teaching unions, has supported a recruitment project implemented by the Colombian teachers’ trade union FECODE. The project aimed to educate young teachers about the importance of trade unions and the benefits of joining a union. The project helped secure 2,000 new members for FECODE. For more information about the situation in Colombia visit: www.justiceforcolombia.org.

Colombia is the most dangerous country in the world in which to be a teacher or a trade unionist.

5School children with their teacher in the Colombian region of Sumapaz. From an exhibition organised by Justice for Colombia.

ATL: Our Global Future 13 4 CITA president Rong Chhun speaking at ATL’s 2009 Conference.

Case study 03

Supporting teachers in Cambodia Cambodia is one of the poorest countries in the world. Life expectancy is 56 years of age and 80 per cent of the population live on less than $2 a day. Cambodia’s population is very young; 50 per cent of the population are under 18 years of age. During the Pol Pot era teachers were systematically killed and the education system largely destroyed. In 1970 there were more than 200,000 teachers in Cambodia; 10 years later there were only 5,000. The education system has slowly been rebuilt although many challenges still remain.

very dangerous place in which to be a trade unionist and even though the Cambodian Constitution guarantees citizens the right to establish and belong to trade unions, legitimate labour unions and activists face severe harassment, intimidation and pressure.

There is a shortage of both schools and teachers, and teachers are badly paid and trained. Recent research by the International Labour Organisation found that teachers were frustrated, vulnerable and afraid. Teachers’ rights are not protected and the importance of their morale to the overall education system has not been recognised. Teachers continue to be excluded or ignored from the policy debates and decisions that affect them.

In 2009, Rong Chhun, CITA’s President, provided a keynote address at ATL’s Conference raising awareness of the challenges faced by teachers in Cambodia and the work that CITA is doing to support them.

Later that year ATL’s president, international coordinator and international officer made a reciprocal visit to Cambodia. They spent the week meeting teacher unionists and developed a better understanding of the challenges which they face.

We know from our experience in the UK and from colleagues overseas that where teachers are well organised with an effective and well resourced union, they achieve better working conditions and standards of education improve.

In Cambodia the right of teachers’ to organise is recognised in law but barely accepted by the Ministry of Education. In fact Cambodia is a

In 2000, the Cambodian Independent Teachers Association (CITA) was established. One of the only independent trade unions in Cambodia it works under very challenging conditions to protect and promote the rights of teachers.

On returning to the UK, ATL secured further funding from DFID through the TUC which will be used to develop an ongoing partnership with CITA with a view to supporting CITA’s efforts to improve the working conditions of Cambodian teachers and to raising the quality of education in Cambodia.

5 ATL’s general secretary, international officer and past president demonstrating the union’s support for international economic justice at the People Put First march in 2009.

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Goal 3 Contributing to the global dimensions of educational policy and supporting member engagement and activism on global issues.

ATL is widely recognised for its education policy analysis, development and advocacy work within the UK. ATL brings its direct experience and views of education sector professionals to bear on policy-making at local and national levels.

ATL has been actively lobbying the UK government about the nature and level of British aid for education globally and the importance of UK and international policies that support teachers and teachers’ organisations in the developing world.

As part of the development of ATL’s international work, we’re also committed to increasing our influence on the global dimensions of educational policy and practice.

These comprise domestic educational issues that have a global dimension, such as the importance of valuing overseas teaching experience, including volunteer placements, the mutual recognition and improved transparency of qualifications, supporting global learning within the curriculum and the level and quality of government funding and support for education for global citizenship.

A key priority for ATL’s international work moving forward will be to engage more of our members in more activism and advocacy of our international agenda.

ATL will work with members to support their engagement in policy development and activism on global issues. Where possible, we will develop our advocacy priorities with a view to reinforcing our member’s professional development and awareness, and to making good on our commitment to support teachers and their unions in the developing world.

ATL has also been a vigorous voice for ‘Education for All’ with UK policy and decision-makers and in European and international fora. ATL is already a committed member of both the Global Campaign for Education (GCE) and Education International (EI) where much of our international policy influencing and engagement is currently done with partner organisations and other unions. ATL will continue to work with the GCE and EI and hopes to grow its policy contribution to both of bodies.

ATL has also been a vigorous voice for ‘Education for All’ with UK policy and decision-makers.

Case study 04

Supporting educator volunteering overseas ATL recognises that British educators have a long tradition of working overseas as volunteers and that this experience is highly valuable, both for them and the countries in which they are working.

In 2002, the Institute of Education and Voluntary Service Overseas (VSO) published Time In: the impact of a VSO placement on professional development, commitment and retention of UK teachers. The research investigated the impact volunteering with VSO has on a teacher’s commitment to education and teacher retention in the UK. Many headteachers and governors are understandably concerned about sanctioning sabbaticals for valued staff, especially when there are ongoing concerns about teacher retention. Yet Time In found that volunteering with the VSO dramatically improved teacher commitment, motivation and retention.

ATL endorses the findings in Time In and has been active in arguing for a supportive approach by government to educators who wish to volunteer to work overseas.

For more information on educational volunteering opportunities visit: www.vso.org.uk.

56 Julie Wislon with students in Nepal where she volunteered with VSO as a primary education adviser.

Case study 05

Campaigning globally for education ATL is a proud and active member of the Global Campaign for Education (GCE) which brings together development organisations and education trade unions to campaign for education around the world. In the UK the campaign undertakes a range of activities designed to increase community awareness of the state of education internationally and generate the political will necessary to ensure the UK plays an active and effective part in efforts to secure education for all.

In 2010 the campaign produced ‘Education for All: A call for UK action’ which ATL used as the basis for its globally focused pre-election lobbying of parliamentary candidates.

Hundreds of ATL members participated in the GCE’s 2009 action week, helping to make it the biggest to date. Over one million children and 6,000 schools across the UK participated in activities designed to raise awareness of the plight of the world’s 75 million children who still don’t go to school.

The number of ATL members who participated in the campaign was unprecedented and speaks to the potential to engage more of our members in activities designed to increase community interest in, and political support for, international educational issues.

More information about the Global Campaign for Education in general and school focussed campaigning in the UK is available at www.sendmyfriend.org.uk

5 ATL is actively engaged in the Global Campaign for Education.

The number of ATL members who participated in the campaign was unprecedented.

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Turning the strategy into reality This document sets out ATL’s global vision, provides a practical rationale for it and sets out three key goals by which it plans to realise its ambition to make a positive contribution in an increasingly globalised world: 1. Supporting the professional development and global awareness of our members 2. Working with education unions overseas to achieve their goals and ours 3. Contributing to the global dimensions of educational policy and supporting member engagement and activism on global issues.

Under each of these goals, ATL has identified some guiding principles and a number of practical steps that we propose to take to help us achieve them.

The approach that Our global future has taken is to develop ATL’s international work in line with existing priorities and the commitments made as part of our DFID and TUC supported international development project.

In doing this ATL has identified new internationally focused areas for future development and growth. However, none of these areas are new to ATL. Our global future integrates international considerations into areas of work that are fundamental to the union, namely our support for professional development, our support for the rights of educational professionals and our work to give them a voice in policy and decision-making.

All of this work, which is fundamental to ATL’s mission, has a global dimension which Our global future seeks to make more explicit.

In doing so it also makes the case for the importance of this work and the contribution that it can make to ATL and the wider world.

ATL will be reporting on the implementation of the strategy in its magazine Report, ATL’s website and through Going global, ATL’s new globally focused e-newsletter.

If you would like to make a contribution to delivering this strategy, or have feedback about any aspect of it, please email international@atl.org.uk

Our global future integrates international considerations into areas of work that are fundamental to the union.

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