The Commonwealth Teachers' Group NEWSLETTER

The Commonwealth
Teachers’ Group
NEWSLETTER – ISSUE 4 JULY 2011
SPECIAL EDITION FOR EDUCATION INTERNATIONAL’S 6th
WORLD CONGRESS, CAPE TOWN, SOUTH AFRICA, JULY 2011

Foreword
Welcome to the fourth issue of the Commonwealth Teachers’ Group (CTG) newsletter.
This newsletter is your chance to catch up on the recent work of the CTG Co-ordinating
Committee. It also focuses on key issues affecting teachers and education across the
Commonwealth.
This year elections are being held for a new CTG Co-ordinating Committee at the
Education International (EI) World Congress in Cape Town. The CTG will also hold a
convention of all EI affiliates from Commonwealth countries attending the EI Congress.
We hope to see you or your representatives there!
This remains a particularly challenging time for teachers’ organisations worldwide, as we
fight the continuing economic pressure on already strained education budgets and
priorities. The reform agenda in education presents us all with challenges as well as
opportunities. The CTG Co-ordinating Committee has been working in support of
quality education for all, on issues concerning the privatisation of education, the use of
unqualified teachers and teacher migration.
In this newsletter we have articles from Nigeria, Australia and the UK. We also have a
report on the second meeting of the Commonwealth Advisory Council on Teacher
Mobility, Recruitment and Migration.
We are also pleased to report on the experiences of those who attended the
Commonwealth Teachers’ Forum held at the 17th Conference of Commonwealth
Education Ministers in 2009 and the benefits gained from the Commonwealth Teachers’
Forum Statement, drafted by 29 unions from across the Commonwealth, at the event.
Working together across the Commonwealth has been vital to strengthening our work,
providing a strong base from which we can influence governments, and support and
learn from each other.
I hope you enjoy reading this issue. Please let us know what you think and send any
suggestions for future editions to ctg@nut.org.uk.
CHRISTINE BLOWER
Acting Convenor, Commonwealth Teachers’ Group
General Secretary, National Union of Teachers, UK

The CTG Elections and
Convention at 2011
EI World Congress
Dennis Sinyolo, Senior Education Co-ordinator EI, has
been appointed as Returning Officer for the CTG Coordinating
Committee elections taking place at the
2011 EI World Congress. The four CTG Regional Coordinators,
or their representatives, will support
Dennis as observers.
The business of the CTG is conducted by the
Co-ordinating Committee made up of one person
elected from each EI region in the Commonwealth. In
addition there are five generally elected members,
elected by all EI officials in Commonwealth countries.
A Convention of the CTG will also be held at
Congress, on Sunday, 24th July, from 2.30pm to 6pm.
For more information and the agenda for the CTG
meeting at EI World Congress go to
http://www.ei-ie.org/congress6/en/
Commonwealth Teachers’ Forum 2012
The next Commonwealth Teachers’ Forum will take
place in Mauritius in 2012 during the 18th Conference
of Commonwealth Education Ministers from 27 – 31
August. The Teachers’ Forum is open to all teachers
and their organisations from Commonwealth
countries.
The Forum will include keynote speakers who are
education experts and will provide a unique
opportunity for participants to share experiences and
discuss challenges facing education across the
Commonwealth. Moreover this is a meeting which
enables us to work together to influence the policy
and thinking of Commonwealth governments.
The CTG Co-ordinating Committee, which organises
the Forum in collaboration with the Commonwealth
Secretariat and the host government, will be
contacting all CTG members about the Forum, in
particular encouraging unions to approach their
governments to seek financial support for their
participation.
17CCEM ceremony in Kuala Lumpur, Malaysia, June 2009
3

Steve Sinnott Award for
Commonwealth Teachers
The next Steve Sinnott Award for the Professional
Development of Teachers will be judged and
presented in 2012, as one of the Commonwealth
Education Good Practice Awards. Launched in April
2011, the Awards will culminate at the 18CCEM in
Mauritius in August 2012, and the finalists will be
invited to attend.
The Commonwealth Education Good Practice Awards
highlight good practice in education throughout the
Commonwealth according to six action areas:
● achieving universal primary education;
● eliminating gender disparities in education;
● improving quality in education;
● using distance learning to overcome barriers;
● supporting education in difficult circumstances; and
● mitigating the impact of HIV/AIDS on education
systems.
Submissions must be received by 30 November 2011.
To apply, download and complete the application form
at http://www.thecommonwealth.org/education
Completed forms must be sent by e-mail or post,
addressed to:
The Co-ordinator
Commonwealth Education Good Practice Awards
Education Section
Social Transformation Programmes Division
Commonwealth Secretariat
Marlborough House
Pall Mall
London SW1Y 5HX
UK
E-mail: educationawards@commonwealth.int
Members of the Commonwealth Teachers’ Group are
strongly encouraged to apply.
Steve Sinnott Award for Commonwealth Teachers Ceremony, June 2009.
Pic: Amy Norrish
4

Meeting of the
Commonwealth Advisory
Council on Teacher Mobility,
Recruitment and Migration
By Samidha Garg, National Union of Teachers, UK
COMMONWEALTH
TEACHER RECRUITMENT
PROTOCOL
ADOPTED BY MINISTERS OF EDUCATION
AT STOKE ROCHFORD HALL
CONFERENCE CENTRE
LINCOLNSHIRE, UNITED KINGDOM
SEPTEMBER 1ST, 2004
The second meeting of the Commonwealth Advisory
Council on Teacher Mobility, Recruitment and
Migration took place this year in June at Stoke
Rochford, Lincolnshire, UK. The Advisory Council
considered progress against the twelve action points
contained in the Statement of the Inaugural Meeting
of the Advisory Council in 2010. The Advisory
Council also gave consideration to evidence provided
by Country Focal Points on the implementation of
the Commonwealth Teacher Recruitment Protocol.
Information was provided on a proposed
Commonwealth Connects web portal as well as
creating Implementation Guidelines for the
Commonwealth Teacher Recruitment Protocol.
COMMONWEALTH SECRETARIAT
in conjunction with
The Commonwealth
Teachers’
Group
At its conclusion, the Meeting Statement emphasised
the importance of continuing to raise awareness of
the Protocol and mandated the Commonwealth
Secretariat to carry out a number of action points
in working towards the implementation of the
Protocol.
The CTG was represented by its Acting Convenor,
Christine Blower, at the Advisory Council
meeting.
Commonwealth Research Symposium
By Samidha Garg, National Union of Teachers, UK
The fourth Commonwealth Research Symposium was held in Ethiopia in June 2011, with a strong presence
from the Commonwealth Teachers’ Group and Education International. The overall objective was to share
research on issues affecting
teacher migration so that
policy makers are equipped
with the latest evidence to
guide them. Specific
objectives were to:
● raise awareness of the
Commonwealth Teacher
Recruitment Protocol,
improving the scope and
penetration of its
implementation; and
● share learning about
implementation which
will assist the African
Union and any other
interested bodies in
developing protocols on
teacher migration.
Delegates at the Commonwealth Research Symposium, Addis Ababa, Ethiopia,
June 2011.
Pic: Dr Casmir Chanda
5

Improving education aid
A new coalition links Australian Education Union (AEU)
members more directly with the Global Campaign for
Education (GCE)
By Leslie Hunt, re-printed from the AEU Australian Educator, Winter 2011 Edition
Ten million more children are attending school each
year around the globe and adult literacy rates have
been increasing since the World Declaration on
Education for All in 1990, when representatives from
155 countries pledged to place education on the
development agenda.
But there are still challenges. UNESCO estimates that
some 875 million people are illiterate. One in every
five children aged between six and 11 years, a total of
approximately 133 million in developing countries – is
not in school. Sixty per cent of them are girls.
The renewed commitment of the Education for All
campaign is to achieve quality education for all by
2015, with particular emphasis on girls’ schooling.
The goal is a rallying point for governments,
organisations and individuals to make co-ordinated
efforts to raise the quality of life for hundreds of
millions of impoverished people, wherever they may
be in the world.
In Australia the first step is awareness. Australians
need to be aware of the plight of less fortunate
people before they can become motivated to do
something about it. And what can they do? They can
make others aware, they can contribute to and
support organisations that raise money and spend it
on worthy projects and programs, and they can
lobby the Government to encourage it to use its
overseas aid in the most effective ways. Teachers
have an important role to play across this spectrum of
activities.
“The Global Campaign for Education has been kicking
goals in education advocacy for over 10 years, but,
despite having member coalitions in over 100
countries, Australia has not been represented – until
now,” says coalition co-ordinator Jon Edwards, of
ActionAid Australia. “This is an exciting development
for the aid sector in Australia. The Australian
Government regards education aid as the flagship of
its aid efforts, but there has been no collective
advocacy body to input to Government policy and
raise awareness in our community regarding
education and development.”
The AEU is committed to the Global Campaign for
Education, says federal president Angelo Gavrielatos.
“The achievement of the millennium development
goals, and in particular primary education for all
children by 2015, remains a massive area of
commitment for us. It’s a commitment we will
continue to campaign for, not only nationally but also
internationally with all our friends around the world
and through our global union federation, Education
International.”
With this in mind, the Australian Coalition for
Education and Development (ACED) was formed in
January and held its first meeting at the AEU office in
Melbourne to agree on a policy position and
advocacy focus to guide its efforts for 2011.
The coalition is made up of the AEU, ActionAid
Australia (previously Austcare), Live and Learn
Environmental Education, ChildFund Australia, the
Australian South Pacific Bureau of Adult Education,
Adult Learning Australia and Results Australia.
Bufumira Primary students outside a dormitory built by
ActionAid.
Pic: Leslie Hunt
6

Annual theme
The Global Campaign for Education (GCE), which has
its head office in Johannesburg, South Africa sets a
theme for its activities each year. Last year it was
1Goal: Education for All, in conjunction with the
soccer World Cup. Amid the sporting fervour, people
were urged to sign an online petition reminding
national leaders that the Millennium Declaration,
signed 11 years ago by 180 countries, included a
pledge to support and fund universal primary
education. In Australia, ActionAid teamed up with the
AEU, Football Australia and AusAID, among others, to
run the 1Goal campaign, “We got a lot of signatures,”
says Edwards, “We also rolled out engagement
materials to the education community to encourage
students and teachers to make human connections
here in Australia and in the developing world.”
Education International (EI) estimates that a quarter of
the women in the world are unable to read or write.
This year’s theme is Education for Women and Girls.
“Women and girls [in developing countries] face
particular obstacles that hinder them in getting an
education,” says El, a founding member of the GCE.
“They are vulnerable to violence on the way to
schools and in and around schools, early pregnancy,
early marriage, poor health, HIV infection, and
gender discrimination at schools and in the wider
community.”
The importance of the theme is a “no-brainer”, says
Darcel Russell, the AEU’s deputy federal secretary and
ACED representative. “A range of evidence shows that
educating women and girls is possibly the most
effective strategic development intervention that
governments can make,” she says. “If mothers are
educated, their kids are better fed, better educated,
better immunised and so on.”
Boomerang aid
ACED will be lobbying the government, not only to
get it to increase the proportion of GDP that goes to
education aid, but also in regard to how it is spent.
“Most of AusAID’s education budget goes to
scholarships for individuals from overseas to attend
Australian education institutions,” says Russell. “While
that’s a worthy practice, the money would be better
spent if it was targeted at building up whole
education systems in the countries concerned. That
way it would benefit many individuals rather than just
a few.”
“For AEU members, our involvement in the new
coalition is about creating the impetus to get involved
in the international campaign,” says Russell. “We in
developed countries have a responsibility to work in
partnership with teacher unions and their members in
developing countries to build and grow unions,
because strong unions lead to better teachers and
make governments accountable.
“As teachers and unionists, we are committed to
social justice. AEU members are rightfully proud of
our work in international education development.”
The broader issue is to discourage the many forms of
‘boomerang aid’, where aid money is tied to
Australian educators, contractors and other operators
rather than being spent in the economies of overseas
countries, as most people would expect.
7

Commonwealth Teachers’
Group Survey and Report
Teachers’ Forum statement used to positive effect
EI affiliated teacher organisations in Commonwealth
countries were surveyed following the 17th
Conference of Commonwealth Education Ministers
(17CCEM) held in Kuala Lumpar in 2009. The survey
investigated practical implications of attending the
conference, such as funding and support. The survey
also gathered views on the impact of the Teachers’
Forum statement on negotiations in individual
Commonwealth countries.
All EI affiliated teacher organisations in
Commonwealth countries had been invited to attend
the Teachers’ Forum at 17CCEM; almost a third of
those that responded to the survey had attended.
The survey found that, for organisations in less
wealthy countries and for smaller organisations,
funding for travel and accommodation was a barrier
to their attendance. A few respondents indicated
that in their country there were specific political
barriers which prevented them from attending. In
response to a request for respondents to cite
influential factors in a decision to attend 18CCEM the
overwhelming factors cited were government
support and funding.
The survey also investigated the impact of the
Teachers’ Forum statement from 17CCEM. It was
encouraging to establish that the majority of
respondents had used the Statement as part of their
work, for example, in negotiations with governments.
The range of uses, which respondent CTG
organisations had been able to make of the
Statement, included: strengthening their position in
industrial bargaining; in professional dialogue; in
support of Millennium Development Goals; and in
support of gender equality. In one country the
Statement had ‘strengthened (our) position on issues
such as teachers’ professionalism’.
CTG Co-ordinating Committee members Susan Hopgood, Dr Calvin Fraser, Samidha Garg, Christine Blower, Dr Adolph
Cameron, Ramesh Joshi at 17CCEM.
8

The survey also asked what progress had
been made towards achieving the
recommendations set out in the Statement,
to which there were a range of responses.
There were several examples of improved
school facilities and in one country free text
books are now being provided for primary
schools. There were also instances of
enhanced conditions of service for teachers
and in at least one case there had been an
increase in the education budget. In one
country the statement had been used to
support work to progress the Bill of Rights
to Education.
Responses to the survey were received
from broad regional areas of the
Commonwealth. The survey has
provided a helpful insight into practical
implications for attendance at 18CCEM. It
has been encouraging to establish the
usefulness of the Teachers’ Forum and
Statement. It is clear that the Forum and
Statement serve to strengthen
Commonwealth teachers and the
provision of education for all.
For a copy of the full report contact
international@nut.org.uk
9

Teachers are Teachers
(sometimes – just not in New South Wales (NSW)
Early Childhood)
By Chris Watt, Federal Secretary, Independent Education Union (IEU) of Australia
How critical are the early childhood
years in education? And, how
important are properly paid teachers
to quality? In Australia, from 2012,
the National Quality Framework
(NQF) will implement for the first
time a federal quality standard for the
early years. The reforms include
improved child to staff ratios; require
upgrading of qualifications in
particular cases and have introduced
a new quality rating system as well as
a curriculum framework.
The NQF reforms have been
welcomed by those working in early
childhood in the state of New South
Wales (NSW) as a long overdue boost to
quality and recognition of the crucial
importance of the early years.
Teachers and directors of pre-schools, long day care
centres and other early childhood services in NSW
are wondering if this new emphasis on quality will
add further pressure to their bid for higher wages.
With early childhood teachers earning up to 20% less
pay (up to $14,000 less per year) than teachers in
schools, despite completing the same university
course, the sector is hemorrhaging teachers.
Retention of existing teachers and attracting university
graduates into the profession are two of the major
concerns.
The NSW IEU’s Teachers are Teachers campaign has
united teachers, directors, early years’ interest groups
and the biggest employers in their bid to gain pay
parity for teachers in this field.
The campaign is asking the NSW Government to
properly fund childrens’ services. In NSW the
Government spends an average of just $159 per child
per year compared to the Australian Capital Territory’s
$632 per child.
The highlight of the six month old campaign so far
was Blue Day – a day of action held in March 2011
before the state election where early childhood
teachers wanted to highlight to the local communities
10
Early childhood teachers campaigning.
that they were having ‘a blue’ (Australian
colloquialism for ‘having a dispute’) with the
government over funding for their salaries.
Pic:Chris Watt
On Blue Day services around the state took part in
blue activities – using blue play dough, decorating
their services in blue, wearing blue campaign t-shirts
and even producing an award winning blue
scarecrow to raise awareness of the issue. Parents
have been urged to become involved via the
campaign website and flyers, alliances between peak
organisations were formed and teachers have been
busy visiting their local MPs to present the case.
Engaging local media has been a critical part of the
campaign and so far they have embraced the issue –
especially in regional areas where services are
dealing with the difficulties of recruiting suitably
qualified teachers.
“Would you choose to work somewhere for up to
20% less than the people you studied with? For too
long NSW has been getting early childhood
education on the cheap,” says IEUA Federal President
Dick Shearman. It’s a message hard to ignore. But with
a new conservative NSW government elected in late
March 2011 the playing field has changed again. And,
while the rhetoric’s right there’s no sign yet of the
money needed to pay these dedicated professionals
fairly. There is a risk of losing them altogether.

Federal Government of Nigeria Partners
with Stakeholders to Restore and
Reclaim Quality and Ethics in Education
By Obong I.J. Obong, Secretary-General, Nigeria Union of Teachers
The President of the Federal Republic of Nigeria, Dr.
Goodluck Ebele Jonathan inaugurated a Presidential
Task Team on Education on Wednesday 5 January
2011 at Abuja, the nation’s capital. The Team is made
up of eminent men and women of high integrity and
representatives of critical stakeholders,
knowledgeable and well grounded in education,
administration, governance, economics and finance.
The team is chaired by Professor Pai Obanya, a
foremost and notable education veteran and friend
of the Commonwealth Teachers’ Group and
Education International.
The stage for the establishment of this Task Team
was set by a Presidential Stakeholders’ Summit on
Education which took place in October 2010 at
Abuja, convened principally to identify the “causes
of the failing education systems” and to address
the daunting and seemingly intractable crisis
situation bedeviling the nation’s education sector,
with a view to proffering solutions of lasting and
enduring nature.
In the words of the President at the Summit, the
inauguration, “was held to achieve our collective
dreams and visions for tomorrow, through
restoration, reclamation and sustenance of quality and
ethics in Education”.
The recommendations of the Summit will attract the
attention of the Task Team on areas such as policy,
institutional and funding arrangements, resource
mobilisation, legal framework, ethics and value
systems, physical infrastructure and institutional
facilities, teacher quality and content effect, the role of
communities and non-governmental organisations as
well as sustainability.
The Task Team has, in its consideration, broken these
recommendations into seven major thematic areas
on which appropriate implementable suggestions are
being raised from all stakeholders. These are:
i. Refocus and restructure existing policies at all
levels of education.
ii.
Determine the best institutional arrangements for
the management, regulation and coordination of
education at all levels.
iii. Propose a sustainable funding arrangement and
transparent management of resources for
education.
iv. Examine all laws militating against the delivery of
quality education and propose required
changes/amendments.
v. Examine the ethical issues in education and
identify the steps necessary to restore ethics and
values in education at all levels.
vi. Develop programmes and projects that will
attract talented persons to the teaching
profession while retaining and motivating
teachers.
vii. Propose such measures necessary for the
improvement of the teaching and learning
environment to create greater access to
education and enhance intellectual achievement
across the board.
Of particular interest is the fact that the Nigeria
Union of Teachers (NUT), a member of the
Commonwealth Teachers’ Group and an affiliate
of Education International representing all teachers
in primary and secondary schools in Nigeria, is
well represented in the Presidential Task Team.
I am the representative of the Union on the
Team and through me the Union’s position is
adequately conveyed to impact positively on its
outcome.
The Federal government of Nigeria has unequivocally
expressed its determination to revamp and
reinvigorate the education system not only for the
purpose of meeting its global commitments with
respect to Education For All (EFA) and the Millennium
Development Goals (MDGs), but more importantly to
use it as a platform for national development and
desire to propel Nigeria to be among the top twenty
economies in the world by 2020.
11

Education International Establishes
Taskforce to Tackle Teacher
Migration and Mobility Issues
By Dennis Sinyolo, Education International
Teacher migration and mobility is a global
phenomenon that requires a concerted and
coordinated effort from the trade union movement to
curb the violation of migrant teachers’ labour rights.
Following a decision of its Executive Board in
October, Education International (EI) set up a taskforce
of union members from both sending and receiving
countries to address teacher migration and mobility
issues across the globe. To help EI stop the
exploitation of migrant teachers and promote decent
work for all education personnel, the group has been
mandated to establish a virtual network of migrant
teachers using the EI website; carry out research into
aspects of migration and mobility and facilitate
information sharing and exchange among EI member
organisations. The migrant teachers’ portal will be an
important tool for use by teachers.
The taskforce held its first meeting in Washington,
USA, from 15- 16 April. This was hosted by EI’s
affiliates in the United States, the National Education
Association (NEA) and the American Federation of
Teachers (AFT). The meeting reviewed current trends
and developments in teacher migration and mobility
and discussed the benefits that accrue to individuals
as well as sending and receiving countries as a result
of teacher migration. The taskforce also discussed the
challenges faced by migrant teachers.
The picture that emerged from country and regional
reports presented by members of the group, and
research studies conducted by EI affiliates, was that
migrant teachers, a significant number of them from
Commonwealth countries, have their labour rights
violated in many instances. Cases of abuse include
non-recognition of qualifications, resulting in many
qualified overseas-recruited teachers being paid as
unqualified teachers, while some recruitment
agencies have exploited migrant teachers by charging
them exorbitant fees and treating them as indentured
labourers.
In an address to members of the taskforce, the
leading civil rights and equalities campaigner, the
Reverend Jesse L. Jackson, called for the protection of
migrant teachers’ rights. He summed up the moral
imperative for unions to engage by stating that
“teachers’ rights are workers’ rights and workers’
rights are human rights.”
Key issues identified for follow-up and action by the
taskforce included:
● the need for research and data collection,
including the compilation of accurate countrylevel
data on the number and categories of
migrating teachers;
● investigation and documentation of the practices
of recruitment agencies in order to lobby
governments to regulate the activities of such
agencies;
● addressing the issue of non-recognition of
qualifications, particularly when teachers migrate
from developing countries to developed
countries;
● ensuring professional development, orientation
and induction programmes for migrant teachers
are instituted;
● creating a platform for migrant teachers to
share their experiences and interact with each
other;
● addressing teacher migration issues at all levels
(global, regional, national and local), including
pursuit of bilateral and multilateral arrangements
between and among countries and unions in
sending and receiving countries;
● lobbying countries to ratify international
migration instruments, including the UN
Convention on the Protection of the Rights of
All Migrant Workers and Members of Their
Families and ILO Migrant Conventions (97 and 143);
and
● collaborating with other organisations, including
UNESCO, the ILO, IOM, OECD and regional intergovernmental
organisations to promote and
defend the rights of migrant teachers.
12

NUT/VSO Research on Teachers
by Samidha Garg, NUT, UK
During the early part of 2011, the NUT supported
research on teachers, carried out by Voluntary
Services Overseas (VSO), in two Commonwealth
countries.
The research report Teachers Talking: Primary
Teachers’ Contributions to the Quality of Education in
Mozambique, looked at the impact that differently
qualified and trained teachers, and teachers working
under different conditions of service, can have on the
quality of primary education in Mozambique. The
research concentrated on teachers in the public
system of primary education. It was based on
qualitative social research carried out among teachers
and other education stakeholders; their views
provided the main focus. The fieldwork was
undertaken in the north, centre and south of the
country between July and September 2010.
The second research report Qualifying for Quality:
Unqualified Teachers and Qualified Teacher
Shortages in The Gambia summarises the key
preliminary findings of primary participatory research
into unqualified teachers – their situation, their
contributions to education, their challenges and the
larger umbrella issues of teacher training, qualified
teacher shortages and access to education.
Consultations with primary and some secondary
education stakeholders in four regions across the
country were conducted between June and August
2010, while consultations with some secondary and
tertiary stakeholders are ongoing.
Teachers Talking and Qualifying for Quality are part
of the VSO Valuing Teachers research and advocacy
initiative which supports the achievement of the
Education for All goals and particularly focuses on
improving the quality of education. The two reports
draw attention to the important role that teachers
play in the education reform process. Valuing
Teachers research into what motivates teachers, what
affects their morale, and what will help them perform
well, has been conducted in 14 countries. These
reports give voice to teachers’ views about changes
in educational policies that affect their work, their
professional identity and their motivation.
For copies of these reports go to http://www.vsointernational.org/
13

The Commonwealth Teachers’ Group
The CTG has been operating for a number of years, seeking to represent the views of teachers in
Commonwealth structures. The CTG has organised a number of activities since the mid-1990s.
The CTG includes all the unions affiliated to Education International (EI) from Commonwealth countries.
The CTG’s work is co-ordinated by a steering committee currently composed of:
Dr Calvin Fraser
Secretary General
Canadian Teachers’ Federation
2490 prom. Don Reid Drive
Ottawa
ON K1H 1E1
Canada
cfras@ctf-fce.ca
Susan Hopgood
Federal Secretary
Australian Education Union
Ground Floor, 120 Clarendon
Street
Southbank
Victoria 3006
Australia
shopgood@aeufederal.org.au
Dr Adolph Cameron
General Secretary
Caribbean Union of Teachers
97 Church Street
Kingston
Jamaica
jta@cwjamaica.com
Mugwena John Maluleke
General Secretary
South African Democratic
Teachers’ Union
Matthew Goniwe House
49 Goud Street
Johannesburg 2000
South Africa
mmaluleke@sadtu.org.za
Ramesh Joshi
Deputy General Secretary
All India Federation of Teachers’
Organisations
Shikshak Bhavan
Senapati Bapat Road
Near Elphinston Bridge
Elphinston (W)
Mumbai – 13
India
rameshjoshi@shikshaksabha.com
Christine Blower
General Secretary
National Union of Teachers
Hamilton House
Mabledon Place
London WC1H 9BD
UK
c.blower@nut.org.uk
Dennis Sinyolo
Coordinator: Education
Education International
EI Head Office
5 bd du Roi Albert II
1210 Brussels
Belgium
dennis.sinyolo@ei-ie.org
14

Commonwealth Teachers’
Group Meeting
at the
6th Education International
World Congress
Sunday 24 July 2011
2.30pm to 6pm
Cape Town International
Convention Centre
HAVE YOUR SAY
Teachers and their organisations in Commonwealth countries are invited to submit articles to
future editions of this newsletter and to register interest for the 2012 Teachers’ Forum by
emailing ctg@nut.org.uk

Designed and published by The Strategy and Communications Department of The National Union of Teachers – www.teachers.org.uk
Origination by Paragraphics – www.paragraphics.co.uk Printed by Ruskin Press – www.ruskinpress.co.uk – 7449/06/11