24 December 2010

The Art-Science Devide

Scientists must reach across the divide and speak up for campus colleagues in arts and humanities departments

Nature: Save university arts from the bean counters

09 December 2010

Nature: Singapore's salad days are over

Uncertainty has replaced confidence as economic reality bites science in the city-state and scientists find that their research funds now come with strings attached.


Nature: Self-plagiarism case prompts calls for agencies to tighten rules

Is plagiarism a sin if the duplicated material is one's own? Self-plagiarism may seem a smaller infraction than stealing another author's work, but the practice is under increasing scrutiny, as the eruption two weeks ago of a long-standing controversy at Queen's University in Kingston, Canada, makes clear.

To read more, see http://www.nature.com/news/2010/101207/full/468745a.html

18 October 2010

Scientists Without Borders

Dear Colleague,
Scientists Without Borders unveiled its new website during the United Nations General Assembly week. We invite YOU to be one of the first to explore the site.To get started, simply click here to create your profile, then start exploring. If you experience any difficulties or need any additional assistance, please email administrator@scientistswithoutborders.org

Below you will find a list of the new features available on the website and we encourage you to send us your feedback. Feel free to share this with colleagues and friends who may also be interested in sharing challenges and solutions around the world. Links to our Facebook and Twitter feeds can be found in the right hand column.

SPECIAL NEW FEATUREAs you will see, we have redesigned the website to enhance your experience and provide you with greater opportunity to connect with one another and to use your vast expertise, skills, resources and passion, to collaboratively tackle the urgent global development challenges facing our planet.CHALLENGESAmong the most exciting new things Scientists Without Borders now provides is a “Challenges” feature. The Scientists Without Borders Challenges represent our commitment to using innovative methods to enable you, our users and partners, to leverage your cross-disciplinary, multi-sector expertise and resources and generate meaningful impact in realizing our shared commitment to improving the quality of life in the world’s poorest and most vulnerable communities.

POST YOUR CHALLENGES: Now you can post a challenge that you are facing in your work – whatever it may be – and seek solutions from the worldwide network of creative Scientists Without Borders problem-solvers.

OFFER SOLUTIONS: Check out the current challenges posted on the site and put your own problem-solving skills to work. Collaborate with fellow users to generate and refine the solutions offered or offer your resources – ranging from expertise, time, services, and equipment – in our Scientists Without Borders Exchange.

Click here to read more about posting challenges and offering solutions. Click the FAQ link in the left hand column. SPREAD THE WORDWe invite you to spread the word to your friends and colleagues to become members of Scientists Without Borders and encourage you to share your activities within the Scientists Without Borders platform and across your own social networks. The more passionate and committed problem-solvers we can bring into the community, the greater our collective impact will be.

We thank you for being such an important part of Scientists Without Borders and we are looking forward to working together with you on these important issues. Feel free to contact us: administrator@scientistswithoutborders.org.

Warmest regards,
Shaifali Puri
Executive Director

As core members of our community, we are very interested in your feedback and suggestions as you explore and navigate the new website. We very much value and benefit from your insights and feedback so that we can provide the best tools and environment for you. If you have any questions or wish to provide feedback, please email us at

The New York Academy of Sciences
7 World Trade Center, 250 Greenwich St, 40th Fl
New York, NY 10007-2157

04 October 2010

Ted's Farewell Dinner

Farewell dinner for
Ted Murphy, Assistant General Secretary, NTEU, Australia
during his farewell (end-of-term) visit to Kuala Lumpur, 3 September 2010

(l to r) Wan Manan (GERAK chairman), Azmi Sharom (PKAUM president), Ted, Ithnin Jalil (GERAK), Omar Shawkataly (GERAK), Ikmal Azam Thanaraj (KKAUM), Rosli Mahat (GERAK/PKAUM)

30 September 2010

Friends from ESU Singapore

MOVE-ESU Get-to-know meeting at Midvalley on 27 September 2010
Sdr Chiam Tow Jong, ESU General Treasurer, NUS Branch Secretary
Sdr Michael Tan, ESU President, NUS Branch Chairman
Sdr Rosli H Mahat, MOVE Secretary General
Sdri Grace Ho, ESU Assistant General Secretary, NTU Branch Secretary
Sdr James Tan, ESU Deputy Executive Secretary
Education Services Union (ESU) (http://esu.org.sg/) is a union for academic and non-academic employees of private educational institutions in Singapore, including NUS, NTU and SMU.

27 September 2010

Desmond Tutu: We Must Boycott and Isolate Israeli Universities

Israeli Universities are an intimate part of the Israeli regime, by active choice. While Palestinians are not able to access universities and schools, Israeli universities produce the research, technology, arguments and leaders for maintaining the occupation..........


Education International First World Women's Conference

EI's First World Women's Conference
Bangkok, 20-23 January 2011

Reopening of the conference pre-registration process
Deadline: 29 October 2010

Dear Colleagues,As you are aware, Education International's First World Women’s Conference “On the Move for Equality” has been postponed to 20-23 January 2011, due to the unstable political situation in Thailand.I am pleased to announce that the pre-registration process for the conference has been reopened. Please read carefully the attached Registration Information Sheet and the Registration section on this webpage.Member organizations which have already registered participants and have not yet reconfirmed their representative(s), as requested by the EI secretariat on 17 May 2010, should do so as soon as possible.Member organizations wishing to register new participants are invited to complete the attached form and return it to EI Brussels by 29 October 2010.Please note that EI will not provide financial assistance to newly registered participants.If you have any further questions, please email us at women2011@ei-ie.org.EI is looking forward to an inspiring and engaging conference and welcomes your active participation.

Yours sincerely,Fred van LeeuwenGeneral Secretary


15 July 2010

Shad Faruqi: Reflecting on The Law

The Star, Wednesday July 14, 2010
Bridging theory and reality

Universities must be allowed more leeway to experiment and to innovate if we are to produce well-balanced graduates with professionalism, idealism, wisdom and vision.

To read more.........
http://thestar.com.my/columnists/story.asp?col=reflectingonthelaw&file=/2010/7/14/columnists/reflectingonthelaw/6657833&sec=Reflecting On The Law

28 June 2010

United Nations Division for the Advancement of Women online discussion


Brussels, 25 June 2010

REF: United Nations Division for the Advancement of Women online discussion (July 7-20, 2010)

Dear Colleagues,

EI invites member organizations to join the United Nations Division for the Advancement of Women (DAW) online discussion on “the linkages between women’s and girls' access to and participation in formal and non-formal education and training, and their equal access to full employment and decent work”, to be held from 7 – 20 July 2010.

Online discussion and podcast on gender, education and employment 7-20 July 2010 http://www.un.org/womenwatch/daw/csw/csw55/onlinediscussion.html

The online discussion will take place from 7 to 20 July in both English and French. It is organized by the United Nations Division for the Advancement of Women, Department of Economic and Social Affairs. Registration will be open from 7 July, and will be necessary for participants to post comments. Registered participants can also opt to follow the online discussion by e-mail. A podcast featuring experts discussing the theme will launch the online discussion on 7 July. You can send questions to the experts by visiting our website or e-mailing collete@un.org by 5 July. The online discussion is part of the preparatory process for the 55th session of the Commission on the Status of Women (2011), which will consider 'Access and participation of women and girls to education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work' as its priority theme. For more information, or to request an email reminder when the discussion starts, please visit our website.
Feel free to circulate this invitation widely. United Nations Division for the Advancement of Women

EI, working in cooperation with Public Services International (PSI) and the International Trade Union Confederation (ITUC), will be contributing to and influencing the outcome of the 55th UN Commission on the Status of Women 2011 (UN CSW). The preparatory work leading to the 55th Session includes active participation in the online discussion.

Global Union Federations (GUFs) preparatory work can be greatly supported by its member organizations. EI invites your union to play an active role in the process; please join the online discussion on 7 – 20 July. Other means of supporting the preparatory work include monitoring the work of your government, and preparing reports which present the perspectives and priorities of education unions.

The theme of the online discussion is highly pertinent to our interests as global unions and perhaps of great interest to EI in particular. By participating in the online discussion EI and its member organization have the opportunity to share its knowledge and expertise in the process. The online discussion results will contribute to the preparatory process towards the 55th Session of the UN CSW, including the Expert Group Meeting.

Please contact EI at equality@ei-ie.org if you need any further information regarding this online discussion.

Best regards,

Jan Eastman
EI Deputy General Secretary

Moderator’s Summary of the discussion on “Access and participation of women and girls to education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work” during the 54th Session of the UN CSW (March 2010)

Commission on the Status of Women
Fifty-fourth session
1-12 March 2010
Item 3 (a) of the provisional agenda
Follow-up to the Fourth World Conference on Women and to the twenty-third special session of the General Assembly entitled "Women 2000: gender equality, development and peace for the twenty-first century": implementation of strategic objectives and action in the critical areas of concern and further actions and initiatives: review of the implementation of the Beijing Declaration and Platform for Action and the outcomes of the twenty-third special session and its contribution to sharing a gender perspective in the realization of the Millennium Development Goals
"Access and participation of women and girls to education, training, science and technology, including for the promotion of women’s equal access to
full employment and decent work"
Moderator’s summary
1. On 4 March 2010, the Commission on the Status of Women convened an expert panel on "Access and participation of women and girls to education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work" in the margins of the session to provide an opportunity to raise issues to be considered in preparation for the priority theme of the Commission in 2011. Mr. Roberto Storaci, Vice-Chair of the Commission, moderated the discussion. The panellists were: Ms. Codou Diaw, Executive Director of the Forum for African Women Educationalists; Ms. Monazza Aslam, Research Officer at the University of Oxford’s Centre for the Study of African Economies; and Ms. Annette Williams, Founding Director of the UK Resource Centre for Women in Science, Engineering and Technology.
2. Participants highlighted the many benefits of educating girls – for both girls and society as a whole. The discussion emphasized that important achievements have been made in the past 15 years at all levels of formal education as well as in nonformal education. While not all countries are on track to meet the gender-related goals of ‘Education for All’ and the Millennium Development Goals, much progress has been made towards reaching gender parity in education. Gains made in education may, however, be jeopardized by the global financial and economic crisis, if funds are diverted from education to other sectors.
3. A number of barriers to girls’ access to education remain. Poverty, in particular, constitutes an overarching obstacle. Other limiting factors include: living in rural areas or urban slums, belonging to an ethnic minority, or living with a disability. Other challenges affecting girls’ participation in education include: cultural barriers, early marriage, teenage pregnancy, and violence against girls. These factors make it particularly difficult in some countries to retain adolescent girls in school. In addition, many children living in situations of armed conflict or in
post-conflict zones are excluded from education, and rebuilding efforts too often neglect social sectors such as education.
4. Among efforts to overcome such challenges, initiatives targeting economic barriers to education are of particular importance. Abolishing school fees is crucial, including for tertiary education, which remains unaffordable to many. Scholarships and school feeding programmes also have a beneficial impact. Other programmatic interventions have demonstrated the importance of taking into account the various constraints women face in accessing education. For example, a project on e-learning and distance education for women living in rural areas in one country was successful only after adding face-to-face instruction, child care services, transport to learning centres, and provision of food to the women and their children. Efforts to increase access to education should also harness the power of the media to tackle cultural barriers and raise awareness of the benefits of education for girls and women.
5. While access to education is a key issue, the policy focus should be broadened to encompass quality of education, which helps keep children in school. Quality of education has declined in a number of countries as access to education has expanded but funding has not increased concurrently. This is a paradox, as evidence suggests that school interventions promoting girls’ education contribute to better educational quality. In addition, research indicates that in some countries with single sex schools, girls may receive lower quality education than boys.
6. Increased investment in the quality of education is urgently needed, particularly for countries that are facing a large inflow of girls at the secondary level, and must be tackled by all stakeholders, including communities. Teachers must be qualified, treated as professionals, and trained in gender-sensitive teaching methods, so that they have high expectations for both boys and girls and can raise awareness of gender issues among students. Quality education also requires relevant curricula and materials, as well as a focus on critical thinking and pragmatic competencies.
7. Despite progress in women’s educational attainment and labour force participation in many countries, women continue to opt for a relatively narrow range of occupations, and they remain substantially less paid than men. Exploring how the rewards to women’s and men’s schooling differ may help shed light on these differences. The extent to which an additional year of education raises earnings can serve as a measure of the return on investment in education. Evidence shows that the return curve is convex – that earnings increase sharply at higher educational levels – and that overall, the return to education is higher for women than men. While research has traditionally found the return to differ between women and men at different levels of education, with a lower return to primary education for women, recent studies in some countries have pointed to a higher return for women than men at all education levels, and to a growing gender gap, to the advantage of women, at higher education levels.
8. This gap may be due to a shortage of women in certain skilled professions, which would translate into a salary premium for qualified women. Another explanation would be that women who access higher education are more able and motivated than other women, and that the higher return on education is a return on ability or motivation, which may not be found among men as
they face less barriers to higher education. Yet another reason could be that educated women are better able to counter discrimination in the workplace.
9. The gender gap in gains on education has important policy consequences. For instance, while primary education is critical to acquire literacy and numeracy skills, and to progress to higher levels of education, parents have a disincentive to send girls to school in countries where the return to investment in primary education is lower for women than for men. Moreover, the low supply of education to women in many countries, despite a higher return for women, points to institutional failures. The lack of state-provided old-age support may lead parents to invest in boys’ education, as any economic benefits of girls’ education would be reaped by in-laws.
10. Policies are needed to help absorb a growing supply of young educated women into the workforce. While women are more educated today than ever before, they are also more likely than men to be unemployed or to exit the labour market prematurely. The need for interventions targeted at young women is pressing, all the more so in the context of a global economic crisis. Demand-driven skills training programmes have proven successful in parts of Latin America. In countries where women face a broader set of obstacles, programmes that apply a ‘livelihoods approach’ may be better suited, as they address not only the need for skills but also constraints such as the lack of child care facilities or limited mobility. More generally, policies supporting women who have children are needed to ensure that they do not leave the labour market or that they return after breaks for child care.
11. Policies should also address issues such as the limited representation and participation of women in decision-making positions in both the public and the private sector. In addition, there is a need for policies to combat the prevalence of negative gender stereotypes, which lead some employers to discriminate against female job applicants, constrain women’s professional ambition and result in occupational segregation.
12. Occupational segregation is particularly visible in science and technology. Women remain underrepresented in these fields, both in tertiary education and in employment. The underrepresentation of girls and women in science, engineering and technology starts early and worsens at each stage of the vocational and professional career ladder. Women accumulate disadvantages, including in early choice of field of study, recruitment, retention and promotion. Women who participate in scientific and technical fields tend to opt for careers associated with health and caregiving, with women predominating in sectors such as medicine and bioscience, and absent from engineering or computing in a number of countries.
13. Girls’ career aspirations and choices are influenced by a range of factors, including gender stereotypes about which occupations are considered appropriate for girls and women. Science, engineering and technology are perceived to be a masculine territory and an unsuitable and uninspiring career option for girls. Barriers to successful careers in science, engineering and technology continue into vocational and higher education, where the learning environment can be hostile for girls, with teachers holding higher expectations of boys and giving them more attention and praise.
14. Attrition of women from science, engineering and technology is particularly severe in the transition from university to employment. Women often face structural and institutional barriers in academic and research careers, such as lack of transparency on pay and promotion procedures. Women also pay a career penalty to care for their children, due to lack of provision for part-time work or flexible delivery of research contracts.
15. Occupational segregation makes no economic sense, particularly in light of the shortage of scientists that a number of countries face. Women’s underrepresentation in science, engineering and technology limits scientific development, productivity and excellence and has a negative impact on economic growth, which is increasingly driven by technological innovation. Evidence suggests that diversity in teams enhances productivity and output. As decisions on research agenda are predominantly taken by men, the issues that are important to women may be neglected. The underrepresentation of women at senior level also impacts on the career aspirations of young women, offering few role models with which they can identify.
16. Governments’ involvement is crucial in efforts to increase women’s access to and participation in science, engineering and technology. Government initiatives can include legislation, quotas and equality standards to support institutional and cultural change. However, the underrepresentation of women in the science, engineering and technology workforce in countries with good gender equality legislation illustrates that this problem cannot be solved with legislation only. The establishment of resource centres to implement national strategies to increase the participation of women scientists and engineers, to provide leadership and create knowledge repositories to share good practices have shown some good results.
17. A coordinated approach that involves all stakeholders in education and employment is essential to the creation of an enabling environment for women to have fulfilling careers and enjoy the benefits of participating in science, engineering and technology careers equally to men. Such an approach is necessary to ensure that gains in one area are not undermined by policies in other areas. In this regard, the need for partnerships, in particular between Governments and the private sector, was emphasized.
18. Initiatives that can help increase women’s representation in science, engineering and technology include gender-responsive teaching and gender targets. Girls’ interest in these subjects can be enhanced through development of practical skills, mentoring and exposure to role models, as well as science fairs and field trips to high-tech companies. Women teachers, in particular, play a key role as mentors to create expectations among girls to succeed.
19. While the focus on expanding women’s access to science, engineering and technology in education is crucial to increase the supply of qualified women, particular attention needs to be paid to the retention and career development of these women. Initiatives that focus on leadership training, mentoring, and supporting a healthy work-family balance, are necessary but not sufficient to increase women’s progression in this field. It is crucial to also address the institutional barriers and gender stereotypes at all levels of education and in employment.
20. Participants raised a number of additional issues to be considered in preparation for the priority theme in 2011:
4 5
The impact of child labour on girls’ access to and participation in education
The need to engage communities in the elimination of gender-based violence at and on the way to/from school
Ways to address the specific needs of vulnerable girls in the classroom, including girls from ethnic minorities or girls living with disabilities
The importance of a rights-based approach to gender equality in the labour market
Strategies to involve men and boys in the promotion of women’s and girls’ participation in science and technology
The role of the media in reinforcing or challenging gender stereotypes, particularly with regard to women’s access to science and technology
Measures to increase women’s participation in trades (for instance builders, plumbers and electricians)
The participation of Ministries of Education and student unions in the fifty-fifth session of the Commission on the Status of Women.

04 June 2010

Kenyataan Media PKAUM

Kenyataan Media
2 Jun 2010

PKAUM mengambil maklum kritikan terhadap majlis syarahan awam dan perbincangan mengenai buku Barry Wain, Malaysian Maverick: Mahathir Mohamad in Turbulent Times yang telah disiarkan di dalam beberapa akhbar cetak dan elektronik.

Majlis tersebut merupakan satu wacana ilmiah dengan Sdr. Barry Wain, penulis buku tersebut serta tiga tokoh akademik Universiti Malaya. Ianya telah dijalankan dengan cara matang dan aman. Tidak ada dari kalangan para hadirin yang terdiri dari berbagai kaum dan peringkat umur, yang membantah terhadap apa yang dibincangkan atau apa yang tertulis di dalam buku tersebut.

PKAUM menganggap kritikan terhadap majlis syarahan awam tersebut sebagai mengkhianati kebebasan akademik dan autonomi universiti. PKAUM merasa sedih kerana masih banyak pihak yang kurang arif dan kurang prihatin terhadap fungsi universiti. Ramai yang masih beranggapan universiti adalah sebuah sekolah besar berasrama, tinggi sikit dari sekolah menengah.

Kekangan kepada universiti untuk menganjur sebarang majlis ilmiah akan membantut usaha menjadikan Universiti Malaya sebuah universiti bertaraf dunia. Bertaraf dunia tidak hanya bermaksud penarafan (ranking) tinggi. Ianya juga menghendakkan budaya akademik yang matang, sihat dan bebas. PKAUM menggesa semua pihak menghormati dan menghayati kebebasan akademik dan autonomi universiti. Bebaskan universiti untuk membina satu persekitan akademik yang sihat dan maju. Universiti Malaya tidak mahu kekal sebagai sebuah universiti dunia ketiga.

Azmi Sharom
Persatuan Kakitangan Akademik Universiti Malaya (PKAUM)

16 May 2010

QS Asian University Ranking 2010

42. Universiti Malaya
58. Universiti Kebangsaan Malaysia
69 Universiti Sains Malaysia
77. Universiti Putra Malaysia
82. Universiti Teknologi Malaysia
151. Universiti Islam Antarabangsa Malaysia
Universiti Malaysia Sarawak
Multimedia University
Universiti Tun Hussein Onn Malaysia
Universiti Teknologi Petronas

16 April 2010

Cadangan untuk Kriteria Kenaikan Pangkat Profesor

Kementerian Pengajian Tinggi (KPT) telah menubuhkan satu kumpulan pakar bagi penyediaan garis panduan standard untuk perlantikan profesor di IPT. Kumpulan pakar tersebut telah memberi perbentangan mengenai draf garis panduan kepada ahli-ahli Majlis Kerja GERAK di Putrajaya pada 22 Februari 2010.

GERAK menyokong baik usaha murni ini untuk menambahbaik cara perlantikan profesor dengan mengadakan satu standard minimum. Adalah diharapkan dengan adanya garis panduan ini, mertabat para profesor dan akademik, amnya akan dapat ditingkatkan.

GERAK juga menyokong KPT menetapkan standard minimum dan setiap IPT menentukan standard masing-masing yang lebih tinggi. Ini selaras dengan konsep autonomi universiti.

......................... untuk bacaan lanjut, sila ke:


EI First World Women’s Conference, scheduled for May 19-22, 2010 in Bangkok



Brussels, 13 April 2010

Dear Colleagues,

In the light of the unstable political situation in Thailand Education International wishes to announce that EI’s First World Women’s Conference, On the Move for Equality, scheduled for May 19-22, 2010 in Bangkok, has been postponed. It will be rescheduled later in the year in Bangkok in the same location at the Ambassador Hotel. The new dates, which will most likely be 24-27 September, will be confirmed to you as soon as we are advised that the situation has stabilized.

The decision to postpone the EI World Women’s Conference was taken by EI because several countries are now advising their citizens against travelling to Thailand, and the state of emergency, declared on 7th April, poses restrictions on freedom of assembly. Special permission from the Thai authorities would now be needed to hold the conference. Although EI would be likely to obtain such permission, it would be difficult to obtain it in time to allow the Conference to take place as scheduled. Unfortunately, relocating to another venue outside of Thailand on the scheduled dates is not feasible in the time available.
This circular will also be sent to all registered participants.

All registered participants who have already booked or purchased their flight to Thailand should contact their travel agency without delay to inquire about the possibility of changing and/or deferring their tickets to Bangkok by approximately five (5) months. An official statement from EI will be posted on the website www.ei-ie.org/women2010 for use by members with their travel or insurance agents in order to assist with claims for ticket refunds or ticket changes. EI will communicate directly with the Ambassador Hotel regarding reservations, and, subsequently, with all registered participants.

Please check the website for additional information, and for questions please contact women2010@ei-ie.org.

Thank you for your cooperation.

Yours sincerely,

Fred van Leeuwen
General Secretary

04 March 2010

Cadangan KPT untuk Baseline bagi Kenaikan Pangkat Profesor IPT Malaysia

KPT telah meminta pandangan GERAK mengenai kriteria kenaikan pangkat profesor. KPT ingin mencadangkan syarat minimum (baseline) untuk kenaikan pangkat profesor IPTA dan IPTS. Tolong beri cadangan dan pandangan rakan-rakan mengenai isu ini sebelum pertengahan bulan Mac ini.
Antara persoalannya:
1) Apakah kriteria yang perlu digunakan dan apakah pemberatannya?
2) Apa standard yang diperlukan dan apakah kesannya terhadap autonomi universiti?
3) Bolehkah distandardisedkan bagi semua bidang dan semua IPT?
3) Bagaimana pula bagi perlantikan Distinguished Professor dan Emeritus Professor?

17 February 2010

AAUP Launches New Online Journal

The American Association of University Professors announces the publication of a new online journal—The AAUP Journal of Academic Freedom. This is the first journal devoted entirely to the subject of academic freedom and is funded by the AAUP’s Academic Freedom Fund. AAUP president Cary Nelson is the editor. It is available free of charge to everyone interested in the topic at http://www.academicfreedomjournal.org/index.html

16 February 2010

GERAK/MOVE accepted as member of EI

Education International (EI) Council has accepted the membership of GERAK/MOVE during their meeting in December 2009. The membership application of GERAK/MOVE was first submitted in August 2006.

03 February 2010

University World News 3 February 2010

UK: Supporting the Boycott on Israel: A view from within
MALAYSIA: Court overturns book censure
TAIWAN: Higher salaries to lure top academics
IRELAND: Universities urged to sack incompetent academics
UK: Bogus institutions still a problem


21 January 2010

University World News 21 January 2010

Top news:
UK: Working Group to consider campus extremism
CAMEROON: Reversal of academic brain drain
ISRAEL-PALESTINE: Academic rights violated
CHINA: Chinese research reveals 'ghost-written' papers


15 January 2010

HAITI Earthquake Solidarity Fund


Brussels, 14 January 2010

Dear Colleagues,

Re: HAITI Earthquake Solidarity Fund - Urgent Action Appeal
Education International, concerned about the humanitarian impact of the devastating earthquake which struck Haiti earlier this week, has launched a Special Fund to help the families of teachers who have been affected and to support our member organisation CNEH, the Confédération National des Enseignants d’Haïti, to re-establish its work of caring for teachers and promoting education.

Communication is extremely difficult but Education International is doing its best to establish contact with colleagues in Haiti. Initial reports suggest that the destruction and loss of life is considerable. The Haiti Press Network reports that many school buildings have collapsed and that hundreds of students are trapped under the rubble. The President of Haiti, René Préval has described a bleak situation to the Miami Herald, saying “Schools have collapsed. There are a lot of schools that have a lot of dead people in them.”

Our thoughts are with the survivors and people of Haiti during this difficult time. Immediate rescue efforts are vital and humanitarian aid agencies must be supported in their work. The long-term impact of the earthquake is immense and EI is committed to assisting CNEH so that they can support teachers, students and communities in their task of rebuilding their lives and returning to work and school.

We urge member organisations to demonstrate solidarity with Haitian colleagues and contribute to the EI Solidarity Fund. Donations can be transferred to the following account:

Education International “Fonds de Solidarité”
ING Bank
Rue du Trône, 14-16
1000 Brussels, Belgium
Account number: 310-1006170-75
IBAN: BE05 3101 0061 7075

EI will continue efforts to liaise with Haitian colleagues to assess the impact on schools, teachers and students so as to determine how best to contribute to alleviating the unfolding humanitarian crisis. Updates will be available on the EI website. Unions interested in further information on EI plans for assistance should contact Nicólas Richards, EI Senior Coordinator, Solidarity and Development Unit at nicolas.richards@ei-ie.org.

Yours sincerely,

Fred van Leeuwen
General Secretary