A ago, this website warned the teachers of Latin America and the Caribbean that the World Bank was on their case. Now the is out and it could not be clearer in its objectives and its strategy. It asserts: ' the goals of teachers’ organizations are not congruent with the . . . interests of education beneficiaries—including students, parents, and employers who need skilled workers(p.48).'

The report identifies the three main planks of global education 'reform' as student testing, performance related pay and an end to tenure. In order to force through these 'reforms', it suggests a number of strategies including painting 'a compelling picture of the current failures of the education system' to unite business and civil society against teaching unions; the mass collection of data and direct confrontation with teaching unions (p.48).

The writers assert that it is 'the quality of teachers which is the binding constraint(p.50)' on education systems in Latin America and the Caribbean – rather than chronic underfunding. Interestingly enough the document is peppered with references to Cuba as being the only exception to what it sees as the dismal state of education in the regiom.

It seems to this writer that there is a complete antithesis between the interests of teaching unions and the World Bank. Yet at a meeting of the World Bank last year Dennis Van Reokel, representing Education International : 'I'm here on behalf of the education sector asking for a reset on your benchmarks. Join the bold risk takers that have thrown in with dialogue and not obstruction. We'll meet you halfway.'

In one of its latest , 'Quality Education receives Royal Recognition' the General Secretary of Education International is seen receiving an award from the deputy ruler of Dubai – a place renowned for using migrant labour, kept in a condition of virtual slavery, to build its dystopian landscape. He is quoted in the post, without a hint of irony as follows: 'We are fighting poverty in order to improve lives.' It is elites consisting of such hereditary despots, the World Bank, CEO's of corporations like Pearson and News Corp, and global consultancy firms who make up the so-called international community with which Education International likes to see itself working in order to achieve Education For All.

A much clearer view of this 'international community', as so often, comes from the global South. The leader of the Cameroon teachers union the framing of World Teachers Day ‘Invest in the future, Invest in teachers’.He says: 'The terms used in this slogan fit perfectly with the logic of the globalised market, which has been imposed, with such harmful consequences, on our societies for decades. It is the logic of the balance sheet, of profit-making, which is at the same time the logic of the extreme and shameless exploitation of people and goods.'

More and more people are beginning to recognise that it is time to take sides – either with the elites who in the case of education want to turn it into a factory line producing profits, gullible consumers and flexible human capital – or with the vast majority of humanity who want to live, work and learn in solidarity and community with one another.

The elites have no interest in democratic education for all children nor in helping to improve the lot of teachers and children. Indeed as I pointed out in my last post, they want to see teachers gone. It is time to stop co-operating with the masters of the universe.