BILDUNGSINTERNATIONALE INTERNATIONAL EDUCATION DE LA EDUCACION INTERNACIONAL TERNAT n " Educators United, Ready for Change" Z 7698 ZIMBABWE CONGRESS- CONGRESO- CONGRES'95 Progress Report First World Congress of Education International Harare, Zimbabwe, 19-23 July 1995 Document 02 Agenda Item 5 Chapter I Introduction 1. Priority Goals 2. A Swift Start Chapter II Membership 1. Membership Figures 2. Applications for Membership 3. Other Membership Matters Table of Contents Chapter III Governing and Consultative Bodies 1. Executive Board 1.1 Composition 1.2 Meetings.. 2. Regional Structures 2.1 Africa... 2.2 Asia- Pacific 2.3 Europe... 2.4 Latin America 2.5 North America and the Caribbean... 3. Sectoral Committees and Status of Women Committee 3 4 4 7 7 7 9 10 10 10 10 11 11 12 13 14 15 15 3.1 Sectoral Committee on Pre- School and Primary Education. 3.2 Sectoral Committee on Secondary Education 3.3 Sectoral Committee on Vocational Education and Training 3.4 Sectoral Committee on Further and Higher Education 3.5 Committee on the Status of Women Chapter IV Beyond Regional Structures 1. Developing Countries 2. OECD Countries. 3. Central and Eastern Europe.. Chapter V Coalitions and Relations 1. International Confederation of Free Trade Unions( ICFTU) 1.1 Executive Board and Committees 1.2 Cooperation at the intergovernmental level 2. International Trade Secretariats. 2.1 Multi- lateral action. 2.2 Bi- lateral relations 3. Other organisations 3.1 International organisations 3.2 Regional organisations Chapter VI Intergovernmental Organisations 1. Role of non- governmental organisations 2. Establishment of relations 2.1 International Labour Organisation( ILO). 2.2 United Nations Educational Scientific and Cultural Organisation( UNESCO) 2.3 World Health Organisation( WHO) 2.4 The United Nations Economic and Social Council( ECOSOC).. 2.5 The World Bank...... 2.6 International Monetary Fund 2.7 Organisation for Economic Cooperation and Development( OECD) 3. 50th Anniversary of the United Nations Chapter VII Human Rights.. 1. Human Rights: Priority Number One 1.1 A counter offensive... 1.2 International conferences 1.3 Violations of rights of EI members 1.3.1 Africa..... 1.3.2 Asia- Pacific 1.3.3 Europe 1.3.4 Latin America 1.3.5 North America and the Caribbean 16 16 17 17 17 19 19 19 19 . 21 21 22 22 22 22 23 23 23 24 25 25 26 26 27 27 28 28 29 29 30 31 31 32 32 34 34 35 36 38 39 1 2. Racism and Xenophobia 3. Child Labour 4. Education and Information Chapter VIII Equality of Women 1. Gender Balance.. 2. Getting our points accross 3. Violence against Women. Chapter IX Education and Status of Teachers 1. Promoting Public Education- A Global Challenge. 1.1 Preparing views 1.2 Building coalitions 1.3 International conferences 1.4 EI World Bank dialogue on Education Policy 1.5 International Commission on Education for the 21st Century 1.6 Organisation for Economic Cooperation and Development( OECD) 2. Sectoral Developments 2.1 Primary Education 2.2 Secondary Education 2.3 Vocational Education 39 40 41 42 42 43 43 45 45 45 46 46 48 49 50 50 50 51 51 51 52 52 53 53 54 54 55 55 55 55 56 56 56 57 58 58 58 60 60 61 2.4 Higher Education 3. Status of Teachers... 3.1 ILO/ UNESCO Recommendation on the Status of Teachers( 1966)... 3.2 Draft Recommendation concerning the Status of Higher Education Teaching Personnel 3.3 World Teachers' Day.. Chapter X Development Cooperation 1. Objectives... 1.1 Promoting the North- South dialogue 1.2 Building strong unions 1.3 A collective effort... 2. Cooperating Organisations 3. Programmes. 3.1 Trade union education 3.2 Professional training. 3.3 Other Programmes Chapter XI Information 1. Publications.... 2. Towards the establishment of an EI electronic network Chapter XII Administration 1. Staff 2. Offices Appendixes: 1. Synthesis of Suggestions from Member Organisations for EI Policies and Principles of Action 2. List of extra budgetary programmes Ebert- Sh Friedrich- Ed Bonn bun Bibliothek * Z 7698 2 Chapter I Introduction here can be little doubt that the creation of EI was timely. At a time when the impact of global phenomena has become apparent to all, it has provided a framework for increased participation in international work by national education unions. International contacts, sharing of information and global solidarity have become significant aspects of a national union's work. As we prepare a new programme of activities it is worth reflecting on the developments which increasingly affect the political, economic and social environment within which EI and its member unions are conducting their trade union and educational action. That environment is changing permanently. One of the most remarkable phenomena is the contracting power of the nation- state. For centuries that power has been used or abused to make war or peace, to develop or exploit, to defend or repress human and trade union rights, to promote or deny equality of opportunity through education. Today, national priorities are determined increasingly in response to the exigencies of international businesses, in an environment of global competition. The influence of international economic agencies like the World Bank, the IMF and the OECD is enhanced, ultimately with a loss of national sovereignty. Political debates focus on diminishing the role of government. There is a powerful inclination to reduce the role of the state and to leave the provision of basic services and investments to the market. A possible consequence is that the existence of the nation- state as we know it will be called increasingly into question. Already we see that the governments of the seven economically strongest nations are powerless to deal with international financial speculation. Having put economic issues at the top of their political priority lists, they are shown to have little power to influence the deregulated markets, and so they foster widespread disillusion with government. Protection of basic trade union rights is removed or negated in the name of free markets. Drafters of a World Bank report on labour markets advocate the cancellation of national legislation banning child labour, and governments cloak their willingness to sacrifice those youngsters to the market in talk of traditions and cultural differences. Some have already abandoned the idea of public responsibility for education for all, one of the great ideas of the 20th century, even before the ideal could become a reality in all nations. The pressures which work against rather than for national cohesion are becoming stronger. Externally, there are the pressures of the global economy, communications and movements of peoples. Internally, there are pressures derived from renewed inter- ethnic conflict and the resurgence of old hatreds, often with tragic consequences, the widening gap between the haves and the have- nots, and a growing refusal to recognise the legitimacy of government, even when established through democratic processes. Fundamentalism of various kinds, with its rationale for violence, exert a powerful attraction for the impoverished and the disenchanted. All of these developments have a significant impact on our democratic systems, our social wellbeing, and our individual freedoms. They compel us to ask questions about the future role of trade unions in general and of our own organisations, representing the education sector, in particular. This report does not pretend to provide answers to those questions. But if we examine the activities which we have undertaken collectively since EI came into existence, and reflect upon the significance of the issues we have been addressing together during these two and a half years, we will perhaps rethink the mental maps which we each have of the world. A willingness to question our own assumptions about globalisation, about the nation- state as an immutable centre of power in tomorrow's world, about the forces working against democracy, may place us in a better position to take initiatives, to be pro- active, in pursuit of the objectives which we set for 3 ourselves when we adopted the EI Constitution. 1. Priority Goals On the basis of these objectives and the decisions taken by the WCOTP Assembly and IFFTU World Congress in January 1993 the Executive Board identified at its first full meeting in September 1993 the following priorities for EI work: Priority number one: The protection of the universality and indivisibility of the human and trade union rights standards. The Executive Board decided that EI should strongly resist the continuing efforts of a number of governments to undermine the UN Charter, and unreservedly and unconditionally denounce every single violation of the rights of EI members. Through training programmes, meetings, publications, etc. it should help its members to create awareness among their rank and file members of the vital importance of the international human and trade union rights standards and mobilise them against the erosion of those standards. The struggle for equality of women and the fight against racism, xenophobia and all other forms of discrimination, which are ongoing EI priorities, cannot be brought to a successful conclusion if the universality and the indivisibility of human and trade union rights are relinquished. Priority number two: The rejection of structural adjustment policies which constitute a major obstacle to social development and to the advancement of public education in many developing countries as well as in the post- communist countries of Central and Eastern Europe. The Executive Board decided that EI should mount a global campaign, maximising pressure on the international financial institutions and on governments of industrial economies to facilitate investments in education. This campaign should include undertaking studies and surveys which demonstrate the devastating impact of structural adjustment policies on education; the organisation of sub- regional and national workshops in the countries most affected by these policies; the increased presence of EI at intergovernmental events addressing structural adjustment policies; the mobilisation of other international trade secretariats and the ICFTU. Priority number three: The promotion of education reform with the purpose of making education accessible to all members of society, of turning schools into effective tools to achieve democratic social and economic development. Through seminars, conferences, and publications, EI should become the international platform for the development and exchange of ideas on education reform and the professional advancement of teachers. In view of the solidarity principle on which the Education International was founded, the Executive Board affirmed that all work towards these priority goals, including membership activities, should be primarily centred on those organisations most in need of EI's support. Building on the strong and valuable traditions of WCOTP and IFFTU, every possible effort should be made to assist teachers' organisations in the developing nations of Africa, Asia and Latin America, as well as those in the post- communist countries of Central and Eastern Europe, to become strong, independent and effective unions. In the following chapters a full account is given of the policies that were developed and activities that were undertaken towards the above mentioned goals. 2. A Swift Start The main purpose of the Progress Report is to enable the World Congress to evaluate past policies and activities and to determine new ones. The Report, which covers the period 1 February 1993- 1 May 1995, provides both EI's historical record and a basis for future mandates. It addresses all EI programme areas, i.e. Human Rights, Equality of Women, Education and Status of Teachers, Development Cooperation and Information. It also specifically addresses the organisation's role in the international arena, particularly its relationships with intergovernmental bodies. Obviously, all working areas are interlinked. An effort has been made to compile a comprehensive account of the first 26 months of EI's existence. However, to keep the size 4 of the document within reasonable limits, reports of some activities and meetings have been omitted, including EI representations at ordinary congresses and conventions of member organisations. Education International has made a swift start. It has not only been successful in meeting a large number of organisational challenges inherent to a merger of two large international organisations, it has also made progress in each working area. Although it is difficult to measure progress, some important achievements can be recorded, including the following: the implementation of all Constitutional provisions and requirements laid down in the" Unity Document" adopted by the Constituent Congress, including the establishment of regional groupings in Africa, AsiaPacific, Latin America and Europe, the composition of sectoral committees and the Status of Women Committee( Chapter III); the amalgamation of the staffs and offices of WCOTP and IFFTU, the distribution of tasks and responsibilities among staff, the establishment of terms and employment conditions, the relocation of the Morges and Amsterdam offices in Brussels( Chapter XII). ✓ the establishment of joint action in the areas of human and trade union rights, structural adjustment, education and development cooperation with the International Confederation of Free Trade Unions ( ICFTU) and the International Trade Secretariats( ITSS)( Chapter V); ✓ the establishment of formal working relationships with the United Nations, ECOSOC, UNESCO, ILO, WHO, OECD and the World Bank( Chapter VI); ✓ the appointment by the ILO Governing Body of 18 teachers' representatives on the ILO Standing Meeting on the Conditions of Teachers( November, 1995) as proposed by EI( Chapter VI); ✓ the release of detained teachers' unionists, the reinstatement of dismissed union activists, the restoration of collective bargaining or consultation processes in a number of countries after intervention by EI ( Chapter VII); ✓ the recognition by the ILO Freedom of Association Committee of various complaints regarding violations of rights of El member unions lodged against a number of national governments by EI and/ or ICFTU ( Chapter VII); ✓ the intervention by UNESCO, following a complaint by EI, in a conflict between the Government of exYugoslavia and the Albanian population of Kosova regarding the dismissal of all Albanian teachers and the closure of all schools and the university to Albanian students( Chapter VII); ✓ the implementation of most of the resolutions adopted by the WCOTP Assembly of Delegates and the IFFTU World Congress( Chapter VII); ✓ the increase of women's participation in international union activities( Chapter VIII); ✔ the opening of a dialogue with the World Bank on education policy, resulting in the acceptance by the Bank of the concept of education as a primary instrument to promote development and the need for consultation with education unions at national level( Chapter IX); ✓ the recognition by the OECD of the importance of establishing partnerships in education, and of improving teachers' conditions and training;( Chapter IX); ✓ the adoption by the bi- annual International Conference on Education of amendments proposed by EI to ' The" Unity Document", adopted by the WCOTP Assembly, the IFFTU Congress and the Constituent Congress of El in Stockholm( January 1993), contains the EI Constitution and By- Laws as well as transitional arrangements by which El is to be governed until its first World Congress. 5 the Conference's final statement on" Education for Understanding"( Chapter VIII); ✓ the recognition by the Committee of Experts on the ILO/ UNESCO Recommendation on the Status of Teachers of El's claim that the Recommendation is not applied by most ILO/ UNESCO member states and that governments must engage in consultations with education unions( Chapter IX); ✓ the decision by the ILO Governing Body to associate itself with a UNESCO initiative to develop an International Recommendation on the Status of Teachers in Higher Education( Chapter IX); ✓ the decision by the governments of the member states of the European Union to withdraw their objection to the inclusion of a special section on education in the final statement adopted by the Social Summit, after intervention by EI and its European member unions( Chapter IX); the growing acceptance of 5 October as World Teachers' Day( Chapter IX); ✓ the continuation or completion of WCOTP and IFFTU extra- budgetary programmes in developing nations; and the establishment and implementation of an EI Development Cooperation Programme in close collaboration with cooperating and host organisations( Chapter X); ✔ the publication of a Quarterly Magazine and a Monthly Monitor( Chapter X); But the most important achievement has perhaps been the enthusiastic support of member organisations as our new International has developed and consolidated its activities on their behalf. There has been active participation in each of the regional conferences, as well as in the work of the regional and sectoral committees and the Status of Women Committee. Member organisations have strongly supported programmes of development cooperation; they have responded urgently and effectively to EI appeals for messages of protest to be sent to national authorities when human and trade union rights have been violated. 6 N Chapter II Membership early 99% of the member organisation of WCOTP and IFFTU have joined Education International. Between 1 February 1993 and 15 January 1995, 51 organisations applied for membership. On 1 May 1995, 256 organisations from 141 countries and territories, together representing 18,301,656 members, were affiliated to EI. Member organisations that were affiliated to other international organisations withdrew from these internationals at least six months prior to the First EI World Congress, thus meeting the conditions laid down in the EI Charter that was adopted by the Constituent Congress in January 1993. 1. Membership Figures Below is a survey of member organisations by region: Region Africa Asia- Pacific Europe Latin America North America- Caribbean Total Countries Unions Members 39 51 2,050,735 31 60 8,238,697 36 97 3,738,882 17 26 1,723,516 18 22 2,549,826 141 256 18,301,656 The membership figures in this table are based upon those provided by the member organisations and adjusted on the basis of actual dues paid to EI for 1994. 2. Applications for Membership - - Applications for membership were received from 51 organisations². Each application was carefully examined in accordance with the Constitution. The conclusion as to whether or not the applicant met the membership criteria was drawn on the basis of information provided by the organisation concerned, by EI( regional) officials, by member organisations in the country of the applicant and in certain cases by other organisations that maintain cooperative relationships with EI( e.g. ICFTU, ITSS). Where the Executive Board concluded that more information on the applicant was required, it postponed its decision or referred the application to the Committee of Experts³. In the case of applicants in countries where EI already has a member, the member in question was invited to present its views on the application. The following 22 organisations were admitted as members of the Education International: 2Only organisations that completed a membership application form and returned this form with a copy of their constitution and bylaws were registered as applicants. Applications received after 15 January 1995 are not included. ³The Committee of Experts on Membership was composed of R. Hawke( President). J. Vanderveken, G. Baiden, W. McGuire and S. Nedzinsky 7 Organisation Africa SIPROF- IS Country Year of Admittance Cape Verde 1995 GTUESR Egypt 1995 SEENA Gabon 1993 SINAPROF Guinea Bissau 1994 ONP Mozambique 1994 NANTU Namibia 1993 SADTU South Africa 1993 TTU Tanzania 1995 Asia- Pacific NTEU Australia 1994 IEUA Australia 1995 CHUNKYOJO Korea 1993 Europe SPASH4 Albania 1995 DTL Denmark 1994 EEPTU Estonia 1994 SGEN- CFDT France 1993 IFUT Ireland 1993 UIL- SCUOLA Italy 1994 LESWTU Latvia 1994 NARW Norway 1995 EGITIM- IS Turkey 1993 Latin America FECODE Colombia 1994 North America- Caribbean NTU Nevis 1994 At the time of publication of this report deliberations regarding the application of two organisations were coming to a close: ESEUR, Russia SNTE, Mexico The Board postponed decisions in the case of 22 applications. In the event that several organisations from the same country applied for membership the Board withheld admittance, with the purpose of encouraging these organisations to first achieve unity at national level( marked" a"). In the cases where the applicant was affiliated to a national federation of teacher's organisations the Board did not admit the applicant, with the purpose of encouraging the affiliation of that national federation( marked" b"). In some of the cases no decisions were taken due to insufficient information available to the Board at the time of its meeting( marked " C"). * Admitted on the basis of findings of the Committee of Experts on Membership 8 Explanation Organisation Africa SNEP SYNESED Country Benin ( a) Djibouti ( c) SNEF Central African Republic ( b) FSEC Central African Republic ( b) TAE Eritrea ( c) SLECG Guinea LNEWU Liberia ( a) SYLDEF Mali SYNTEC Mali ( b) SYNTES Mali ( b) SNAJECS Niger ( c) SUDES Senegal SEPDT Togo SYNETFOP Togo SYNPE Togo ( b) CSS Zaire ( c) SIPEN Zaire ( c) Asia- Pacific BEIEF Bangladesh AIFUCTO India MESWU5 Mongolia ( c) Europe SNUIPP SONK6 France Macedonia ( c) € 3 ( b) Five organisations were denied membership due to non- conformity with membership criteria. 3. Other Membership Matters The Board received requests to examine whether EI member organisations were in compliance with the membership criteria. In two cases these requests were referred to the Committee of Experts. At the time of publication of this report the Committee of Experts has not yet completed its investigations. ' Referred to the Committee of Experts on Membership " Referred to the Committee of Experts on Membership 9 Chapter III Governing and Consultative Bodies he governing and consultative bodies of Education International are the World Congress, the Executive Board, the Regional Conferences and Committees, the Sectoral Committees and the Status of Women Committee. The EI Interim Executive Board was designated by the WCOTP Assembly of Delegates and the IFFTU World Congress in January 1993. In this report the Interim Executive Board, the Interim Sectoral Committees and the Interim Status of Women Committee are referred to as Executive Board, Sectoral Committees and Status of Women Committee. Immediately following the Constituent Congress, regional structures were formed in Europe, Latin America, Asia- Pacific and Africa. Sectoral Committees were composed as well as a Status of Women Committee and a Working Group on Violence against Women. In this chapter brief reports are given of the meetings held by these bodies. Full reports are available upon request. 1.1 Composition 1. Executive Board President Founding President Vice- Presidents General Secretary Exective Dir. Int. Rel. Members Mary Hatwood Futrell( NEA, USA) Albert Shanker( AFT, USA) Josephine Lenaud( FSPE, Guinea), Gregory O'Keefe( CTF, Canada), Lawrence Sia( STU, Singapore), Dieter Wunder( GEW, Germany) Fred van Leeuwen( ABOP, Netherlands) Robert Harris( AEU, Australia) Neyde Aparecida Da Silva( CNTE, Brazil), Olmedo Auris Melgar ( SUTEP, Peru), Marguerite Cummins Williams( BSTU, Barbados), Jim Martin( EIS, UK), Sandy Feldman( AFT, USA), Perianan Ramanathan ( NUTP, Malaysia), Nigel de Gruchy( NASUWT, UK), Martin Roemer ( DLF, Denmark), Diana Jayasundera( ACUT, Sri Lanka), Oumar Tall ( SNEEL, Senegal), Guy Le Néouannic( FEN, France), Nagateru Tokuyama( JTU, Japan), Osvaldo Verdugo( CPC, Chile), Ella Vogelaar ( ABOP, Netherlands), Per Woien( NL, Norway). The Board accepted the resignation of three Board members following their retirement as holders of national union offices: Ella Vogelaar( May 1994), Josephine Lenaud( January 1995) and Jim Martin( January 1995). In view of the limited duration of the period until the World Congress, the Board decided to not seek a replacement of these members. 1.2 Meetings On 27 January 1993, immediately following the Constituent Congress of the Education International in Stockholm, the EI Executive Board had its first meeting. At the proposal of the General Secretary, the Board appointed Elie Jouen and Sheena Hanley as Deputy General Secretaries. It also composed a Finance Committee and a Constitution and By- Laws Committee. The latter Committee was entrusted with the task of examining concerns expressed and resolutions adopted at the WCOTP Assembly and IFFTU Congress which were related to the new EI. The Board mandated its officers( President, Founding President, Vice Presidents, General Secretary and Executive Director) to compose the Sectoral Committees and the Status of Women Committee according to the transitional arrangements adopted by the Stockholm Congress. The EI Programme and Budget, distributed at the WCOTP Assembly and IFFTU Congress, was adopted by the Board. 10 The second meeting of the Executive Board took place in Brussels on 29-30 September 1993. In this meeting the Board adjusted the Programme and Budget and decided upon urgent action in support of( member) organisations in Kosova, Haiti, Guatemala, South Africa and South Korea. It considered various applications for membership. Furthermore, it allocated the following countries to regions: North American and Caribbean region: Latin American region: European region: Belize, Guyana, Surinam Curacao, Dominican Republic Israel, Turkey The Board designated the members of the Sectoral Committees, the Status of Women Committee and the Working Group on Violence against Women and Girls. It endorsed the By- Laws adopted by the meeting of European member organisations( Luxembourg, May 1993) and resolved that the First World Congress be held in July, 1995 in Zimbabwe. The Board approved a collective agreement for EI staff and resolved various financial matters, including requests for special agreements from member organisations. The Board approved the IFFTU and WCOTP balance sheets at 31 January 1993 and affirmed EI's responsibility for meeting all obligations to former IFFTU and WCOTP staff. The Executive Board held its third meeting in Brussels on 9-11 May 1994. The Board considered the reports submitted by the Sectoral Committees, the Status of Women Committee and the European Regional Committee, and included some of the recommendations of these committees in the Programme and Budget. The Board received the Progress Report submitted by the General Secretary and discussed fully a first draft of EI Education Policy and a Draft EI Policy Declaration on Women in Education and Teachers' Organisations. Furthermore, it adopted a Development Cooperation Policy on a one year trial basis. The Board also approved a Memorandum of Understanding between EI and the Federation of Arab Teachers. It considered various membership applications and endorsed the regional By- Laws for the Latin American Region. The Board adopted resolutions on South Africa, Rwanda and ex- Yugoslavia. The Board approved the 1993 Financial Statements. The fourth meeting of the Executive Board took place in Brussels on 18-20 January 1995. Most of this meeting was devoted to the preparation of the First World Congress. The Board considered background papers, resolutions and a programme and budget to be submitted to the First World Congress. The selection of topics was based on the responses of member organisations to a questionnaire on EI policy( see Appendix I). The Board decided to propose a number of amendments to the Constitution and By- Laws and adopted recommendations regarding amendments proposed by member organisations. The Board also designated from nominations by member organisations the winners of the EI Human Rights Award and the EI Education Award. The Board received the Progress Report submitted by the General Secretary, which included reports of meetings of the Sectoral Committees, the Status of Women Committee and Regional Committees. It endorsed the By- Laws of the Asian- Pacific and African regions. Various membership matters were considered, including membership applications. The Board approved the provisional 1994 Financial Statements. 2.1 Africa 2. Regional Structures From 9 to 12 August 1994 EI member organisations in Africa met in Nairobi, Kenya, to establish a regional structure. About one hundred participants from some 40 African countries took part in this first 4- day PanAfrican Conference. Guest speakers included Joseph J. Kamotho, the Kenyan Minister of Education; Pai Obanya, Director of the UNESCO regional office, on the challenges facing the teaching profession in the 21st century; Gloria Gordon from UNICEF, on the education of women and girls; Zadi Sessegnon from the Ivory Coast, on the financing of education, and Tom Bediako, EI Chief Coordinator for Africa, who examined the future of African education unions. The Conference discussed the living conditions of teachers and the hostility of certain governments towards education unions. Particular attention was given to the situation in Ethiopia, Rwanda, Burundi and Liberia. The EI President and General Secretary also addressed 11 the Conference. The latter gave the delegates a briefing on the role of El regional structures and committees as defined in El's governing documents. Towards the end of the Conference the delegates adopted regional By- Laws and elected a Regional Committee composed of the following persons: President Vice- President Members EI Executive Board Justus Olarewaju Adeloju( NUT, Nigeria) Zadi Sessegnon( SNEPPCI, Ivory Coast) Lahrech Touriya( SNE- DCT, Morocco); Seydou Saley( SNEN, Niger); Alpha Timbo( GTU, Gambia); E. N. Naaso( GNAT, Ghana); Assibi Napoe( SELT, Togo); Paul Ndouna( FETRASSEIC, Congo); Jeanne d'Arc Bujare( STEB, Burundi); Charles Kalugula( TTU, Tanzania); Catherine Chirwa( TEM, Malawi); Pinkie Mbowangi( SADTU, South Africa); Sylvester Tambo( ZNUT, Zambia) Joséphine Lenaud( FSPE, Guinea); Rangarirai Masarira( ZIMTA, Zimbabwe); Oumar Tall( SNEEL, Senegal). The Regional Committee had its first meeting on 2 and 3 February, 1995 in Lome, Togo. It discussed future El programmes in Africa and trade union and democratic rights in the region. The Committee concluded, among other things, that despite democratisation, human and trade union rights are still abused by governments. Education unions should be resolute in confronting these challenges. The unions should develop a democratic culture. The Committee also concluded that member unions should develop alternatives to the system of collecting union dues( check off) to avoid problems in the event that this right is withdrawn, and to build solidarity funds to take care of unforeseen circumstances. 2.2 Asia- Pacific Some 470 representatives of 57 member organisations in 29 countries met in Bangkok, Thailand from 30 May to 1 June 1994 to establish an EI structure for the Asian- Pacific region. This first EI Asian- Pacific Conference, which was preceded by a seminar for women delegates, examined a series of issues including: education and development, EI's education policy, the consequences of privatisation, the status of women, and the trade union rights of educators in the Asia- Pacific region. Talks by guest speakers, reports on the regional activities of EI and its affiliates, and a study of trade union rights in relation to international conventions offered an opportunity for wider- ranging discussions and to clarify the challenges which must be addressed. In her opening address, EI President Mary Hatwood Futrell stressed the need to defend the public education service. Deputy General Secretary Elie Jouen outlined the blueprint for education which EI is mapping out to counter the neo- liberal model. In his conference closing address, EI General Secretary Fred van Leeuwen spoke of the need for trade unions to enforce compliance with human rights throughout the world. The Conference adopted Regional By- Laws and elected a 17- member Committee to represent the different sub- regions: President Vice- Presidents Members EI Executive Board Nagateru Tokuyama( JTU, Japan) Sharan Burrow( AEU, Australia); Perianan Ramanathan( NUTP, Malaysia) Rampal Sing( AIPTG, India); Rashmi Singh( AIFTO, India); Chom Bhumipark( EST, Thailand); Mien S. Warnen( PGRI, Indonesia); Beatrice Dindilo( PNGTA, Papua New Guinea); Vasudeo Marahrai ( FTU, Fiji); Hyung- Won Yoon( KFTA, Korea); Ying Chan( CES, Taiwan); Iria Whiu( NZEI, New Zealand); Jesie B. Obenza( PPSTA, Philippines); Nipon Chuenta( FEETAT, Thailand); Quamruzzaman ( BTA, Bangladesh) Diana Jayasundera( ACUT, Sri Lanka); Lawrence Sia( STU, Singapore). A first meeting of the Regional Committee for Asia and the Pacific was held in Singapore on 11 and 12 November 1994. The purpose of the meeting was to draw up a working programme on the basis of decisions 12 taken by the Regional Conference. 2.3 Europe On 30 and 31 May 1993 53 member organisations from 25 European countries met in Luxembourg to establish a regional structure. The Conference adopted Regional By- Laws in which a clear distinction was made between EI's tasks and those of the European Trade Union Committee for Education( ETUCE). EI, for example, would not assume any representative duties at the level of the European Union( EU) and the European Free Trade Association( EFTA). These were responsibilities assigned solely to ETUCE, which comprises most EI member organisations in EU and EFTA countries. EI- as an' international member' of ETUCE would, however, be involved in the development of policy on EU and EFTA matters. Furthermore, it would be represented on the ETUCE Executive Board and ETUCE Assemblies and would provide the political and administrative assistance necessary to enable ETUCE to function more effectively. EI regional activities would focus on countries that are not part of the EU and EFTA and on regional bodies such as the Council of Europe. This arrangement was affirmed by an Extraordinary Assembly of ETUCE held on 1 and 2 June 1993, immediately following the first EI Regional Conference. By adopting a new Constitution, the Assembly transformed ETUCE from a committee dominated by three international organisations into a body governed by its national member unions with an advisory role for the two international organisations- EI and WCT- to which most of these national unions belong. It should be noted that most ETUCE Board members and officers represent EI member unions( President: Doug McAvoy ( NUT, UK), Vice- President: George Vansweevelt( ACOD, Belgium), Treasurer: Kristian Pedersen( DLF, Denmark), General Secretary: Alain Mouchoux( FEN, France)). The first EI Regional Conference established a supplementary membership fee to cover expenditures related to an annual European Conference and two Regional Committee meetings per annum, adopted a working programme for recommendation to the EI Executive Board and elected a Regional Committee composed of the following persons: President Vice- Presidents Members Lars Erik Klason( Lärarförbundet, Sweden); Jim Martin( EIS, Scotland); Torill Scharning Lund( NL Norway); Jiri Valenta( CMOS, Czech Republic); Paul Bennett( NATFHE, UK); Paula Borges( SPZN, Portugal); Peter Bulla( Teachers' Forum, Slovakia); Jim Dorney( TUI, Ireland); André Dumont( ABOP, Netherlands); Nigel de Gruchy( NASUWT, UK); Bente Heiberg( Laererforbundet, Norway); Istvan Kovacs( PDSZ, Hungary); Charlie Lennon( ASTI, Ireland); Doug McAvoy( NUT, UK); Marjatta Melto( OAJ, Finland); Jorn Ostergaard( DLF, Denmark); Hildegund Rüger( VBE, Germany); Peter Smith( ATL, UK); Mimmo Sugamiele ( SNS/ CGIL, Italy); Antonio Teodoro( FENPROF, Portugal); Josianne Thevoz( SPR, Switzerland); Jean- Pierre Valentin( FEN, France); George Vansweevelt( ACOD, Belgium); Louis Weber( SNES, France); Hanna Witkowska( Solidarnosc, Poland); Dieter Wunder( GEW, Germany). The inaugural meeting of EI's European Regional Committee took place in Brussels on 2 December 1993. The General Secretary presented a detailed report on matters dealt with in the Executive Board and reviewed the current situation in Europe. The Committee discussed the case of Kosova and sent a message of solidarity to the Kosovan Teachers' Union in support of the restitution of their rights and educational services. The Committee also discussed preparations for the East- West Conference scheduled for 28 March in Bucharest and held initial discussions on various topics, including relations with other organisations like ETUCE and the Council of Europe, and the collection of data on teachers' pay. The Regional Committee had its second meeting in Luxembourg on 28 and 29 may 1994. At this meeting it was decided that working groups be established to develop policy in a number of areas. The conclusions of the working groups would be submitted to the Regional Committee and the Regional Conference with the purpose of promoting action in these areas by the EI Executive Board, by the national member unions and, as far as it would concern action at the level of the European Union, by ETUCE. Subject to approval by the Regional Conference, the Committee identified the following areas: pre- school education and its link 13 with primary education, including teacher training; education in the year 2000, including the strategy for the development and implementation of new technologies; the status and professional role, salary and working conditions of teachers; the rights of minorities and the fight against racism and xenophobia; and vocational education. A third meeting of the Committee took place on 25 October 1994 in Prague, Czech Republic, to finalise preparations for the second Regional Conference on 26 and 27 October. 65 unions from 29 countries attended the Conference, which discussed the financing of education in Europe. The Conference approved the establishment of working groups proposed by the Regional Committee. It adopted a proposal to organise transborder meetings of teachers with a view to promoting human rights and tolerance and combatting racism and excessive nationalism. The main theme of the conference was the trade unions' response to changes in the ways in which education is financed. It was agreed after a lengthy debate that the analysis of this important issue should be pursued with a view to producing data which will be of use to trade unions in their efforts to defend the interests of their membership. El's position in favour of education systems financed with public funds was emphatically reaffirmed. In presenting the report on activities, the President of the Regional Committee stressed the need to continue to develop policies for the countries of the European Union and the European Free Trade Association( EFTA) and to review the responsibilities of the regional structures. 2.4 Latin America From 25 to 28 October 1993, 52 representatives of 24 EI member organisations from Latin American countries met in Isapamar, Venezuela, to establish a regional structure. Representatives from a large number of member unions from Latin American countries took part in the first EI Latin American Conference. The Conference was opened by the EI General Secretary who informed the delegates of decisions made at the EI Executive Board meeting in September and who recalled the tasks of the regional structures of Education International. The Conference discussed the privatisation of public services, including education, in Latin American countries and the role education unions can play in promoting public education for all. The Conference also addressed the consequences of structural adjustment. Furthermore, it adopted the Regional By- Laws and elected a Regional Committee composed of the following persons: President Vice- Presidents Members EI Executive Board Adalid Romero( COPEMH, Honduras) Maria Sanchez( CTERA, Argentina); Rafael Diaz Filpo( FCPSU, Dominican Republic); Guillermo Martinez( ANDEN, Nicaragua); Iraida Marin( FETRA, Venezuela); Errol Cova( SITEK, Curacao); Felix Orellana( ANDES 21 de Junio, El Salvador); Marta Guerra( MPU, Panama); Carmita Granda( FETEC, Ecuador); Ermo Rodriguez( OTEP, Paraguay); Ana Maria Giraldina ( FEDMYFEP, Uruguay); Neyde Aparecida Da Silva( CNTE, Brazil); Olemdo Auris Melgar ( SUTEP, Peru); Osvaldo Verdugo( CPC, Chile) The Regional Conference met for the first time Panama from 13 to 15 April 1994. In view of the discussions at the Regional Conference in October 1993, the Committee adopted the following plans: to conduct a comparative study on the effects of neo- liberal policies on the education system in each country in the region, and the responses of education organisations; to organise sub- regional training programmes for union leadership on political, trade union, economic and educational topics; and to establish a regional communication mechanism enabling the exchange of information. The Committee met again in Guatemala on 18 and 19 October 1994 to review the implementation of its plan of action and to prepare for the second Regional Conference. Specific attention was given to the problem of the decentralisation and privatisation of education systems. Members of the Committee had discussions with the General Secretary and Treasurer of the Confederation of Educators of America to explore ways and means of co- operating at regional level. Furthermore, an EI delegation met the Guatemalan authorities in view of serious violations of human rights in that country. 14 Some 80 delegates of members organisations of the Internatioanl took part in the second conference of the Latin American region from 6 to 10 January 1995 in Santiago, Chili. The deliberations concerned two major themes:" Educational policies in Latin America" and" Trade Unions on the eve of the twenty- first century". Concerns and criticism of the teaching worldare were reported with regard to various administrative reforms of educational systems( decentralization, deconcentration, regionalization, municipalization, etc.) generally geared to privatizing public educational services. Budget restrictions affect the educational infrastructure and the remuneration of teachers causing departures. A consensus of participants agreed on the imperative need for Latin American teaching organisations to stand together in order to exercise greater influence in defining and orienting national educational policies. 2.5 North America and the Caribbean On 21 and 22 February 1994, a" Round Table" was organised in Barbados for member organisationins the Caribbean with representatives of EI affiliates from North America. One of the purposes of the meeting was to discuss a structure that would be suitable for this EI region which, in contrast to other regions, shows great disparities in size among the organisations. It was therefore not felt appropriate to establish a structure similar to the ones created in other regions. Instead, a planning group was set up with the responsibility for preparing a regional conference to be held in March 1995, in Jamaica. The Round Table discussed several reports from Caribbean unions with outlined interference in and changes to the collective bargaining procedures due to structural adjustment programmes. Arbitration procedures are also being changed, as is essential services legislation. Many organisations reported that teachers have not had salary increases for some time and that devaluation has reduced purchasing power. A" quick to punish, slow to reward" mentality was said to be prevalent in the Caribbean. Furthermore, the loss of qualified personnel to North America poses severe problems for the region and the" brain drain" has a toll on education unions since the turnover of teachers is high and constant recruitment and training essential. As a result of people leaving Haiti following the coup d'état many of the islands were faced with the situation of integrating children into small schools which were already over- crowded and under- funded. Providing education for children who did not speak the language, when few additional resources were available, presented difficulties. From 2 to 4 March 1995 member organisations in the North American and Caribbean region met in Ocho Rios, Jamaica, to examine current education reforms in the developing and industrialised countries of the regions. Presentations from Marilyn Monahan( NEA, USA), Wilfred Brown( CTF, Canada) and Dr Errol Miller( Jamaica) dealt with issues of quality, equality, education finance and the determinants of education. Following these presentations, small groups of delegates studies Priorities and Strategies, the draft executive summary of the latest World Bank policy paper on education. Studies of two strategies used within structural adjustment programmes were presented by Scott Quehl of the World Bank and Virginia Albert, EI Coordinator for the Caribbean. These projects, in both the Dominican Republic and St. Lucia, involved teachers as well as other stakeholders in education and in the planning process. The Conference recommended continued lobbying of the World Bank by Education International to get education union input from the beginning of the process in all education projects. Strategies to improve communication both within unions and well as with the general public were high priorities for the delegates. The need for El to establish a data bank to help education unions research and prepare alternative national strategies was discussed. The sharing of knowledge and experience of education reform and structural adjustment programmes, combined with advanced leadership training, were seen to be essential components of the strategies needed in the region. Delegates received a briefing from Carl Henri Guiteau, Secretary General of the Confédération Nationale des Enseignants d'Haïti( CNEH), the Haitian Teachers' Confederation, on the current situation in his country. 3. Sectoral Committees and Status of Women Committee The Sectoral Committees and the Status of Women Committee were composed by the Executive Board on the basis of nominations made by WCOTP and IFFTU. During their first meetings, the Committees were briefed on their role, and were each invited to designate a chairperson, define the scope of the sector, and make policy recommendations to the Board. Each Committee examined and discussed a variety of issues of importance to the sector concerned. Some issues were addressed by more than one Committee, which 15 resulted in the following joint studies and reports: ☐ ☐ ☐ Large Scale Teacher Education to Prepare Teachers for Effective Teaching in Secondary Education ( Pre- School and Primary Committee and Secondary Committee; presented to UNESCO, 15 November 1994) Humanistic Academic Education in Vocational Education and Training and Vocational/ Technical Practices linked to General Secondary Education ( Secondary Committee and Vocational Committee; presented to UNESCO, 15 November 1994) Encouragement of Girls' Achievements in Secondary Education ( Secondary Committee and Status of Women Committee; presented to UNESCO, 15 November 1994) Quality of Education ( Pre- School and Primary Committee, Secondary Committee and Vocational Committee, December 1994) The studies and reports produced by the Sectoral Committees were or will be made available to all EI members through the EI Magazine and other types of publications. 3.1 Sectoral Committee on Pre- School and Primary Education Chairperson Members El Executive Board Siva Subramanian( NUTP, Malaysia); Marie Carmel Coupet( CNEH, Haiti); S. Esweran( AIPTF, India); Guiseppe Mandorli( SINACEL, Italy); Hector Alberto Robles( CEA, Argentina); G. M. Sichone( ZNUT, Zambia); Josianne Tevoz( SPR, Switzerland); Sessegnon Zadi( SNEPPCI, Côte d'Ivoire); Carlos Zuniga ( COLPROSUMAH, Honduras); Marguerite Cummins- Williams( BSTU, Barbados). The Committee met in Brussels on 8 and 9 December 1993, on 18 and 19 May 1994, and on 21 March 1995. A joint session with the Sectoral Committee on Secondary Education was held on 22 March 1995. At its first meeting the Committee defined the scope of the pre- school and primary education sector. Its work focused on the development of policy with respect to teacher training, the' Classroom Impact of Multiculturalism and Multilingualism- Approaches and Solutions', and quality of education, a topic also addressed by the other Sectoral Committees. Furthermore, the Committee discussed issues of global education and the role of pre- school education. The Committee submitted the following reports: Multiculturalism and Multilingualism in Education( April 1995) and The Education of Teachers for PreSchool and Primary Education( April 1995). 3.2 Sectoral Committee on Secondary Education Chairperson Members EI Executive Board Margaret Kempster( ATL, UK); Alfredo Aguilar( FETRA, Venezuela); Sharan Burrow( AEU, Australia); Roberto Felicio( CNTE, Brazil); Jim Forster( CTF, Canada); V. K. Machanda( AIFTO, India); Claude Ritzenthaler( FEN, France); Tibou Telly( SNEC, Mali); Louis Weber( SNES, France); Ella Vogelaar( ABOP, Netherlands). The Committee met in Brussels on 3 and 4 November 1993, on 20 and 21 September 1994, and on 23 March 1995. A joint session with the Sectoral Committee on Pre- School and Primary Education was held on 22 March 1995. After having defined its frame of reference in relation to the other Sectoral Committees and overall EI operations at its first meeting, the Committee considered major issues such as the quality of education, teacher training and education reform. With regard to quality of education, the Committee discussed definitions of quality in educational terms, and ways to achieve and evaluate quality. Regarding 16 teacher training, recruitment, length and content of training courses, integration and career plans were addressed. The Committee called for a survey and summary of the available research to be produced for EI. It also discussed the role of non- teaching staff( teamwork, organisation in trade unions, further training, privatisation), and the transition from primary to secondary school. The Committee examined various joint El projects with UNESCO. It submitted the following reports: Recommendation on Non- teaching Education Employees( April 1995) and The Education of Teachers for Secondary Education( April 1995). 3.3 Sectoral Committee on Vocational Education and Training Chairperson Members EI Executive Board Hilde Lindhjem Borgir( Laererforbundet, Norway); Jorge Arrita( PRICPHMA, Honduras); Miguel Angel Barrera( FETEUGT, Spain); Peter Grothe( DL, Germany); Paul Ndouna ( FETRASSEIC, Congo); Bernard Pabot( SNETAA, France); Mamadou Traoré( SYPROS, Senegal); Jean- Claude Tricoche( FEN, France); Vladimir Tkalec( VIZ, Slovenia); Diana Jayasundera( ACUT, Sri Lanka). The Committee met in Brussels on 24 and 25 November 1993, in Oslo on 14 and 15 June 1994 and in Brussels on 2 and 3 May 1995. At its first meeting the Committee discussed definitions of vocational education and training and the scope of its activities. Education quality and teacher training were among the topics discussed by the Committee. Specific attention was given to access to vocational training for girls, to partnerships between schools and business and to relations between child labour and vocational training. The Committee also called for a selective comparative study of national vocational training systems. The Committee submitted the following reports: The Education of Teachers for Vocational Education and Training( May 1995), Girls' Access to Vocational Education and Training( May 1995) and Vocational Education and Training in Congo, France, Germany, Norway, Slovenia, Spain, and Sri Lanka( May 1995). 3.4 Sectoral Committee on Further and Higher Education Chairperson Members EI Executive Board Gerd Kohler( GEW, Germany); Paul Bennett( NATFHE, UK); Ludwig Eckinger( VBE, Germany); Jane Mulemwa( UTA, Uganda); Irwin H. Polishook( AFT, USA); Vilim Ribic ( IURHEEC, Croatia); Virginia Ann Shadwick( NEA, USA); Oscar Nunez( ASPROFU, Costa Rica); Martin Roemer( DLF, Denmark). The Committee met in Brussels on 12 and 13 October 1993, in Bucharest from 30 March to 1 April 1994 and in Paris from 1 to 3 December 1994. At its first meeting the Committee defined the scope of the sector and established priorities. The Commitee gave much attention to the development of a normative instrument concerning the Status of Higher Education Teaching Personnel and took part in consultations between EI and UNESCO on a draft text for such an instrument. The Committee established contacts with Central and Eastern European organisations from the Higher Education and Research sectors and outlined proposals to assist these unions. It also adressed the World Bank publication' Higher Education, the lessons of experience' and prepared an analysis to be presented to the World Bank. 3.5 Committee on the Status of Women 17 Chairperson Members El Executive Board Carol Parker( NZEI, New Zealand); Marta Guerra( MPU, Panama); Diane Masogo( BTU, Botswana); Assibi Napoe( SELT, Togo); Britta Naumann( GEW, Germany); Adelisa Almario Raymundo( NATOW, Philippines); Maria Irene Ugarte( OTEP, Paraguay); Margaret Wilson( CTF, Canada); Gitta Zollmer( VBE, Germany); Solveig Paulson( Lararforbundet, Sweden); Joséphine Lenaud( FSPE, Guinea). The Committee met in Brussels on 18 and 19 October, 1993, on 11 and 12 October 1994 and on 28 and 29 March 1995. It discussed and formulated proposals for an EI policy centred around three main themes: women in society, women in education, and women and the trade union movement. It also undertook preparatory work for the United Nations Conference on Women, to be held in Beijing in the autumn of 1995. Furthermore, the Committee developed a questionnaire to collect information on the vocational, professional and trade union situation of women in EI member organisations. The Committee recommended that women's issues be addressed more regularly in EI publications, that seminars for women be organised prior to regional conferences and that an assembly of women delegates be convened before each World Congress. Furthermore, the Committee is developing resource materials for the training of women. Meetings of the Working Group on Violence against Women and Girls were held after each session of the Status of Women Committee, i.e. on 20 and 21 October 1993, on 13 and 14 October 1994. Discussions centred around: violence in the home, violence at school, violence in the media, traditional practices, and the consequences for women's health. The Working Group discussed a draft declaration and a trade union plan of action to be submitted to the World Congress. An extra meeting of the Working Group was convened on 8-10 May 1994 in Ottawa, Canada, on the occasion of a symposium organised by CTF on the issue of violence in school and society in Canada. The working group was composed of the following members of the Status of Women Committee: Assibi Napoe, Carole Parker, Solveig Paulsson, Maria Irene Ugarte, and Margaret Wilson. Member organisations completed the group by sending representatives at their own cost. 18 M Chapter IV Beyond Regional Structures ember organisations of Education International are grouped in five regions, four of which have established structures. It seems obvious that a world organisation, for practical reasons, sets up its branches on the basis of the location of its member organisations. Moreover, organisations within a geographical region often have a common language and culture, which facilitates communication. This, however, is not always the case. In a region such as Europe there are almost as many languages as there are countries. Asia- Pacific, which is the largest EI region, is marked by a diversity of cultures. Within each region there are also important differences with respect to the problems and challenges faced by member organisations. In order to serve its membership more effectively EI looks beyond the regions trying to identify groups of member organisations that share the need for particular forms of assistance or service. In the period under review EI has focused some of its activities on groups of member organisations, namely, organisations in the developing countries, organisations in countries belonging to the Organisation for Economic Cooperation and Development( OECD) and organisations in the post- communist countries of Central and Eastern Europe. 1. Developing Countries Most EI member organisations are based in the developing countries. The financial weakness of these organisations and the extreme difficulties they encounter in promoting the interests of their members and of public education, require a tremendous effort by the International to provide the necessary support. As outlined in the following chapters, the work that EI undertook, whether in the area of human rights, equality of women, of education and the status of teachers, was to an important extent centred on the needs of member unions in the developing countries. Much attention was paid to the effects of structural adjustment policies on the education systems of indebted nations. Moreover, an ambitious development cooperation programme was established, including most member organisations in the developing world, as well as a large number of cooperating organisations from the North( See Chapter IX). To encourage participation in EI decision making processes, financial resources were made available to enable member organisations to attend EI regional conferences and the World Congress. 2. OECD Countries As will be reported Chapter VI and IX, the Organisation for Economic Cooperation and Development is engaged in the development of ideas and policies on education in the industrial economies. EI has provided a platform for its members in the OECD countries to discuss, to develop responses and to take initiatives regarding OECD's work in the field of education. It has opened the door to this institution which provides a forum where government policy- makers meet, and whose influence on their policies is believed to be significant. 3. Central and Eastern Europe In most of the countries of Central and Eastern Europe, generally described as the" transition economies", EI members are faced with education reforms of which privatisation and decentralisation are the most common features. The strong inclination of governments in Central and Eastern Europe to apply free market principles to most public services, including education, and their reluctance to accept trade unions as social partners, have posed tremendous challenges to the education unions. While these challenge are to an important extent similar to those faced by education unions in other parts of the world, EI members in Central and Eastern Europe also have the difficult task of helping to transform their education systems, from 19 a system traditionally geared towards the upholding of a totalitarian ideology, to a system aimed at imparting democratic values. Various EI member unions of the Western countries have provided support to the organisations in Central and Eastern Europe. EI also has started programmes with the purpose of helping the organisations in the post- communist countries to meet these challenges. EI has also made efforts to promote a dialogue between these unions and its members in the western democracies. With this purpose El convened a conference in Bucharest from 28-30 March 1994 to discuss priorities and needs of education unions in Central and Eastern Europe( See also Chapter VI and VIII). Some 80 delegates from member organizations in 32 European or OECD member countries attended the gathering. Among the participants were political personalities who included the President of Rumania, Ion Iliescu, and the Minister for Education, Liviu Maior, trade unionists from the region and observers from international bodies such as the ICFTU and CEPES/ UNESCO. The debates addressed two themes:' the financing of education' and' the role of education in the fight against racism, anti- Semitism and xenophobia'. The conference stressed the importance of investing in public education services, studying their role and their objectives and associating the trade unions and the community in the management of education systems. With regard to racism, the conference argued in favour of intercultural education as a means of developing openmindedness, respect for differences and a sense of democracy among young people; with this aim in view, it concluded that appropriate training should be provided for teaching staff, and that education unions should take the initiative in persuading all sections of society to work together to overcome intolerance. To encourage the participation in EI decision making processes, financial resources were made available to enable member organisations to attend EI conferences. 20 T Chapter V Coalitions and Relations he Education International forms part of the international free trade union movement embodied in the International Confederation of Free Trade Unions( ICFTU) and the International Trade Secretariats( ITS)'. A striking feature of EI activity since the Constituent Congress has been the extent to which our association with ICFTU and with other ITSs has constituted a natural alliance. Whether at the ILO or the OECD, where the benefits of association with ICFTU were obvious, or at UNESCO and the United Nations- EI and ICFTU have been of the same mind on concerns and on goals. Some of the activities undertaken in conjunction with ICFTU are described in more detail in the following chapters. Affected like every other part of society by the sweeping political, economic, technological and moral changes of our era, the trade union movement is inevitably required to re- assess its own role and future. El is well- placed to contribute imaginatively and constructively to this re- assessment. In industrial societies employment in traditional industries is falling, and with it membership in the relevant unions. New employment patterns in service industries pose new challenges for the movement. In developing countries, where exploitation is rife, there are special challenges when it comes to organising workers who are often employed only seasonally in the agricultural sector, or workers in new industries in so- called' free zones'. In industrialised and developing countries alike, and perhaps most of all in the' transition countries' of Central and Eastern Europe, workers have been confronted by massive' structural adjustment' imposed by the ideology of the free market pushed to extremes not seen since the 19th century. Exploitation is on the increase, even as new barriers to the right of workers to organise themselves are erected in many industries and in many countries. Education unions are growing in membership, their members are affected dramatically by ' structural adjustment' and the assault on the public sector in most countries. By the nature of their work teachers are forced to confront the great issues of our times- the impact of modern communications and information technology, the dramatic consequences of changes in values and social expectations, the effect of demographic changes due to both variations in fertility and migration, the challenges of lifelong education and the need for re- training. We have seen already, in exchanges with the ICFTU, TUAC and sister ITSs, many points at which our particular experience and role helps us to contribute to reflection on the future development of the trade union movement. 1. International Confederation of Free Trade Unions( ICFTU) In the period under review action has been focused on the promotion of human and trade union rights. The social effects of structural adjustment programmes, mass unemployment and child labour were among the many challenges around which the movement mobilised its forces. A united front was formed at various ' Education International is one of 15 International Trade Secretariats associated with the ICFTU. The other ITSs are: Postal, Telegraph and Telephone International( PTTI); Miners International Federation( MIF); International Textile, Garment& Leather Workers' Federation( ITGLWF); International Federation of Journalists( IFJ); International Federation of Chemical, Energy and General Workers Union( ICEF); Public Services International( PSI); International Metalworkers Federation( IMF); International Federation of Building and Woodworkers( IFBW); International Union of Food and Allied Workers' Associations( IUF); International Graphical Federation( IGF); International Transportworkers' Federation( ITF); International Federation of Commercial, Clerical, Professional and Technical Employees( FIET); International Secretariat for Arts, Mass Media and Entertainment Trade Unions/ International Federation of Audiovisual Workers( ISATU); Universal Alliance of Diamond Workers( UADW). 21 important international events, such as the annual conferences of the International Labour Organisation, the UN Human Rights Conference in Vienna( 1993) and the UN Social Summit in Copenhagen( 1995). 1.1 Executive Board and Committees As an International Trade Secretariat, Education International is represented on the ICFTU Executive Board which meets twice a year to review the international trade union situation, and to evaluate and adjust ICFTU's course of action. Among the major issues discussed by the ICFTU Executive Board were international economic relations( World Bank, IMF, NAFTA and the role of the G7), human rights, including women's rights, relations with China and membership applications from Central and Eastern Europe. In December 1994 Enzo Friso retired as General Secretary of ICFTU. The Board designated Bill Jordan( from AEEU/ TUC, UK) as his successor. El is also represented on various ICFTU advisory bodies, including the standing committees on Human and Trade Union Rights, on Central and Eastern Europe, and on Trade Union Education, as well as the ICFTU Women's Committee. 1.2 Cooperation at the intergovernmental level Furthermore, EI has participated in several ICFTU missions and other activities. ICFTU and EI closely cooperated at intergovernmental level. El contributed to the establishment and maintenance of an ICFTU/ ITS Office in Washington for liaison with the International Monetary Fund and the World Bank. It is worth noting the ICFTU's increasing significance in relation to the IMF. EI has also helped ICFTU intensify its relations with UNESCO. It arranged a meeting between the UNESCO Director General, Federico Mayor, and the ICFTU General Secretary, Enzo Friso, in Paris on 23 June 1993, just prior to the G7 Summit in Tokyo. Referring to his address to the EI Constituent Congress, Friso sought information, which was provided by Mayor, to support his emphasis on the fundamental importance of education and training, both as a basic human right and as a key factor in economic recovery. This information was subsequently included in the ICFTU statement to the Chairman of the G7, the then Prime Minister of Japan. Close contacts have been maintained with the Secretariat of the Workers' Group of the International Labour Organisation, which is led by the ICFTU, and this has facilitated greater participation by EI and its member unions in ILO meetings around the world. The ICFTU has also provided valuable assistance with regard to complaints that EI lodged with the ILO against infringements of international labour standards. Through ICFTU, the Education International has established a close relationship with the Trade Union Advisory Committee to the OECD. 2.1 Multi- lateral action 2. International Trade Secretariats In the period under review the General Secretaries of the International Trade Secretariats met regularly in Brussels and Geneva to discuss matters of mutual concern. They developed strategies and undertook action to counter employers' efforts to undermine ILO's work in setting international labour standards and to promote ILO sectoral activities. Sectoral activities are more concrete than many other ILO activities, because they focus on the needs and problems of the specific sectors. They include international tri- partite meetings. The ITSs reached agreement on a proposed new schedule of shorter, but more frequent, meetings. Although employers are pressing for these meetings to become simple seminars for exchanges of" views", the ITSS decided to strongly defend the negotiating function of these meetings. Mention should be made of two important initiatives of the International Trade Secretariats. The first one concerns the development of a Charter of human and trade union rights for ITSs. This Charter, prepared by a working group in which EI also participated, provide the trade union movement with common ground in its work of promoting human rights.( See also Chapter VII: Human Rights). A second important initiative in 1994 brought together all international trade unions operating in Europe with the purpose of examining ways to defend more effectively the interests of union members at the European level. Among some ITSs there is a growing concern about the complicated structure of the European trade union movement. Three groups of organisations operate on the European scene:( i) the European Trade Union Congress( ETUC) with its Industry Committees,( ii) the regional groupings of the 22 22 International Trade Secretariats associated with ICFTU and( iii) the regional groupings of the international organisations associated with the World Confederation of Labour( WCL). The ETUC, which assembles national trade union centres affiliated to either ICFTU or WCL, operates independently from ICFTU and WCL. Neither of the two world organisations have regional structures in Europe. ITSs, however, do have regional structures. Yet, some of the ETUC Industry Committees, though mainly composed of ITS member unions, operate independently from those regional structures. Although ETUC and its Industry Committees were originally set up to defend trade union interests at the level of the European Union and the European Free Trade Association, political developments in Europe are driving these bodies to expand gradually their spheres of interest, in some cases entering the working areas of the ITSs. Even if everybody agreed that there were too many acts in the European circus, the 1994 meeting was not successful in reducing the number. 2.2 Bi- lateral relations Specific importance should be attached to the relationship of EI with the Public Service International( PSI) and the International Federation of Journalists( IFJ). The Public Service International is engaged in the same battle to defend the public sector, indeed the very concept of public responsibility and service. Through cooperation with the PSI, two EI Board members were designated by the ILO Workers' Group to participate in the meeting of the ILO Committee on the Public Service that was held in Geneva early in 1994. Efforts were made to intensify cooperation in order to address more effectively the social consequences of structural adjustment policies promoted by the international financial institutions and to mobilise public employees around the globe against the onslaught of privatisation. The International Federation of Journalists is not only a trade union organisation, but also, like Education International, a professional body. At least two of EI's constitutional goals, namely, to enhance the status of the profession and to achieve full professional freedoms, are similar to the aims of the IFJ. In most countries where the freedom of the press is restricted, the professional freedom of teachers is not respected either. There are more similarities. Both teachers and journalists are among the first professional groups that are victimised when human and trade union rights are violated. Consideration should be given to the establishment of joint trade union education programs. 3. Other organisations 3.1 International organisations Relations with the World Confederation of Teachers( WCT) have been cordial and instrumental, particularly with respect to the European Trade Union Committee for Education( ETUCE), to which members of both internationals are affiliated. EI and WCT have also worked together at the level of the International Labour Organisation and UNESCO. The WCT is affiliated with the World Confederation of Labour. EI has supported the establishment of close links between ICFTU and WCL. In the period under review the Fédération Internationale des Syndicats de l'Enseignement( FISE) has manifested itself only twice. In February 1993 it published a statement denouncing the establishment of EI. At the same time, however, it proposed that the cooperation between the former teachers' internationals in relation to UNESCO and IBE be maintained. The great disparity in the extent to which EI and FISE are representative is undoubtedly an important factor in the readiness of UNESCO and IBE to deal with EI as the principal body representing the viewpoint of education personnel. EI has not pursued the FISE proposal. After a long period of silence, FISE manifested itself again in March 1995 when its representative at UNESCO wrote to the ILO Director General supporting the UNESCO initiative to draft a text for a normative instrument on the Status of Higher Education Teaching Personnel. Claiming to represent 123 national teachers' organisations, of which 40% fully or partially represent university teachers, and with reference to the International Committee of University Teachers Organisations( ICUTO), FISE insisted on being part of any consultation process the ILO might wish to start. In the period under review the Education International became affiliated to the International Federation of Workers' Education Associations( IFWEA), which assembles national and international organisations 23 25 that are engaged in trade union education. The IFWEA provides a platform for the exchange of ideas on trade union education. Among the other international organisations with whom EI has maintained contact are Amnesty International, World Federation of UN Associations, International Council of Voluntary Agencies, International Council for Social Welfare, International Save the Children Alliance, the Society for International Development and the Inter Press Service. 3.2 Regional organisations Education International has maintained cordial relations with the following( sub) regional organisations of teachers' unions, to which EI member unions are affiliated: In Africa, the All African Teachers' Organisation( AATO); in the Middle East, the Federation of Arab Teachers( FAT); in Asia, the SAARC Council of Teachers' Organisation( SCTO), the ASEAN Council of Teachers( ACT) and the Council of South Pacific Teachers' Organisations( CPTO); in the Americas, the Confederation of Education Associations( CEA) and the Caribbean Union of Teachers( CUT); and in Europe, the European Trade Union Committee for Education( ETUCE).' It should be noted that in some areas( sub) regional bodies of education unions exist in order to cover needs which cannot be fully met by the regional structures of the Education International: the need to regularly meet at sub- regional level, and/ or the need to maintain direct relations with( sub) regional intergovernmental bodies. The El regional structures, whose main function it is to advise the EI Executive Board, are not designed to directly represent the members in their regions at( sub) regional intergovernmental bodies. An extension of the functions of EI regional structures may, however, change this situation and subsequently reduce the need for separate regional organisations. * With the purpose of promoting independent teachers' trade unionism in the Middle East, EI established relationship with the Federation of Arab Teachers, to which most national teachers' organisations in the Middle East are affiliated. A Memorandum of Understanding was adopted which, amongst other things, commits the two organisations to exchange information about their activities in the sub- region. ' EI was a non- voting member of ETUCE and paid membership dues to this body on behalf of its European affiliates( see also Chapter III: Governing and Consultative Bodies, Section 2.3). 24 Chapter VI Intergovernmental Organisations J ust as a national union seeks to influence the policies of its government, so an important part of El's work is to influence the policies and programmes of intergovernmental organisations. There is now a globalisation of economies, and consequently of political decision- making. No government takes decisions today without reference to the international context. That is true for budgetary decisions affecting education, and it is also true for education policy. How often we hear political leaders refer to the importance of education and training in building national competitiveness within the global economy. At the same time, arguments of competitiveness are also used to justify non- respect for international labour standards, including the violation of basic trade union rights and the exploitation of children. Yet this globalisation of economies and political decision- making is accompanied, paradoxically, by the repeated and often public failure of intergovernmental meetings. Take, for example, the failure of the seven governments with the largest economies, the" G7", to control international financial markets and wild currency fluctuations. Another example was seen early in December 1994 in Budapest, when 53 government leaders of the countries of Europe and North America failed to adopt a common position on the war in ex- Yugoslavia. Apparently, when number of governments meet, whether at the 53 nations Conference on Security and Cooperation in Europe ( CSCE), or the 185 nations United Nations, they seem to be afflicted by gridlock. Principles fly out the window. Do the Member States of the UN today constitute the main obstacle to the fulfilment of the UN's mission, as defined in the Charter 50 years ago? Are the UN member states becoming their own worst enemies? UN Secretary General Boutros Boutros- Ghali, a former teacher, talked to EI in November 1994 very frankly about his assessment after four years in the job which has been described as" the most impossible on earth". The UN had to reach the grass- roots, he said. For only public opinion, public mobilization, could put enough pressure on governments to overcome their differences and act together in the interest of humanity. - 1. Role of non- governmental organisations The future of the UN and other intergovernmental organisations may well depend less on the action- or inaction of governments and more on the mobilization of non- governmental organisations( NGOs). In most countries today the achievement of democracy and the respect for human rights has led to a flourishing of the organisations of civil society. Through these organisations ordinary citizens can participate in the democratic processes of their communities and their nations. International NGOs provide the means for these organisations to build solidarity and to carry the peoples' voice into the UN and other places where governments meet. Among these organisations of civil society, trade unions have a special role to play. Historically, trade unions were representative mass movements with a mission to defend their members' rights and interests, and they also contributed to the common good by struggling in favour of social justice. The idea of solidarity which underpins this historical role is more relevant than ever in a world where principles are ignored and where narrow and conflicting interests threaten the common good. Trade unions, able to organise freely, trade unions in which the members can participate through democratic structures and processes, are among the most significant kinds of civil organisation. For the combination of democracy with economic and political strength represents today as it did in years gone by, a powerful force for good. As the role of NGOs in the UN and its specialised agencies becomes more important, pressure is growing for a change in established consultative mechanisms. At the UN these operate through the Economic and 25 25 Social Council( ECOSOC) under Article 71 of the Charter. Some governments are pressing for all NGOs to be given the same weight irrespective of their character and representativeness. An organisation such as ICFTU, representing over 120 million workers world wide, or EI representing many millions of teachers and other education employees, would then have the same opportunities to participate as, for example, an obscure local grouping. All organisations, whether local, national, regional or international, could have their say on the same basis. The UN would not make any distinction. Although the aspiration to open the gates to the grass roots is commendable, it would inevitably create a new Tower of Babel at the UN and would ignore basic principles of representative democracy. This issue will be debated at ECOSOC during the days following the EI Congress. The position expressed through the Conference of NGOs by EI, ICFTU and many other organisations is that the UN should promote greater grass roots involvement in its work through international and regional organisations. The challenge for all of us is to combine the principle of international solidarity, which forms part of the raison d'être of EI and similar organisations, with the need to make the UN and its agencies less distant, to make them more accessible to people. 2. Establishment of relations EI has established relations with the United Nations, its specialized agencies and programmes, such as UNESCO, ILO, ECOSOC, The World Bank, IMF, WHO, UNICEF, UNDP, and the UNHCR, as well as other intergovernmental agencies including the OECD, the Commonwealth, the ACTT and regional bodies. Following the EI Constituent Congress, at which the Director General of UNESCO and the Deputy Director General of ILO participated as guest speakers, an early task was to establish formal relations with these two international agencies whose mandates most directly affect the work of education unions. At the end of May 1993 the Executive Board of UNESCO and the ILO Governing Body both formally recognized El's consultative status. At UNESCO, the Executive Board agreed that EI should have the highest( category A) status, which previously applied to WCOTP and IFFTU. At ILO the Governing Body noted the long standing cooperation with both organisations which formed the EI, and recognized EI as an international workers organisation. The Consultative status( Category II) which previously applied to WCOTP at the United Nations Economic and Social Council( ECOSOC) was also transferred to EI. Once traditional relations were consolidated, the next important task was to establish contacts with the major economic agencies- with respect to the developing countries, the World Bank and the International Monetary Fund( IMF) and with respect to the industrialized countries the Organisation for Economic Cooperation and Development( OECD). As will become clear from the details reported in this and the following chapters, the creation of Education International could not have come at a more significant moment. These economic agencies are turning their attention to education as never before, and their increasing involvement in education policy has major implications for EI member organisations around the world. 2.1 International Labour Organisation( ILO) Contacts were pursued with the Secretariat, in particular with the Bureau for Workers' Activities and the branches responsible for Salaried Employees and Professional Workers, Freedom of Association, the Equality of rights and Workers Education and Technical Cooperation. In 1981 and 1992, meetings were convened by the ILO on the conditions of teachers, but these were ad hoc and no permanent structure existed to deal with the education sector. That structure now exists and the new Standing Technical Committee on educational personnel is about to operate, with its first meeting scheduled for October 1995. The main topic will be the impact of structural adjustment on teachers' conditions or work. As an ITS, EI played a key role in the process of forming the Workers' Group for this meeting. Consultations were held with WCT, which proposed 2 nominees and one substitute. El put forward the names of 18 nominees and 9 substitutes, and the complete list was approved by the Governing Body at its March 1995 session. 行 26 Mention also should be made of a meeting of the Joint Committee on the Public Service in January 1994. At the recommendation of the Public Service International( PSI), two EI nominees were designated to take part in this meeting. EI participated in consultations with the ICFTU and ITSS on the new structure for future ILO sectoral activities. Fifteen sectoral groupings have been identified, with education being supported by the workers, employers, and government groups of the Governing Body. In the 1996-97 programme the Standing Technical Committee will deal with equality of opportunity for women in education. The high priority now given by all groups in the ILO to work in the education sector is welcome, but, given the intense pressure for activities in other sectors, it will be important for EI to pay close attention to future budgetary allocations. EI should continue to play an active role in the consultations between the Workers' Group, led by the ICFTU, and the ITSs. EI Delegations have attended the annual sessions of the International Labour Conference held in Geneva in June each year and interventions were made in plenary on behalf of EI by the Executive Director for IGR. EI has regularly observed sessions of the ILO Governing Body, which has met in Geneva each year in March, May and November. Strong links have been developed with the Workers' Group of the Governing Body and regular contacts are maintained with the Secretary, who is the Director of the ICFTU office in Geneva. This cooperation has greatly facilitated the lodging of complaints by EI against infringements of international labour standards as well as El activities against child labour.( See also Chapter VII: Human Rights). Mention should be made of the ILO/ UNESCO Committee of Experts on the Recommendation of Teachers( CEART) which met in Geneva in July 1994.( See Chapter IX: Education and Status of Teachers) 2.2 United Nations Educational Scientific and Cultural Organisation( UNESCO) EI has maintained regular contact with the Director General, the Assistant Director General for Education, and Directors of the Divisions in the Education sector. On the basis of the contacts developed in 1993, a Memorandum of Understanding between UNESCO and EI was drawn up and signed in March 1994. This agreement encompasses an ambitious range of activities including: Education for All; Education Policy and Structural Adjustment; UNESCO/ ILO Recommendation on the Status of Teachers; Education for Human Rights and Tolerance; Status of Women; Early childhood, Primary, Secondary, Vocational and Higher Education, and Information. The Memorandum also refers to EI cooperation with the Delors Commission and the IBE, as described below. The agreement applies to 1994-95, and will be evaluated later in 1995 with a view to its renewal for 1996-97. Earlier in 1993, UNESCO established the International Commission on Education for the 21st Century, chaired by Jacques Delors, President of the European Commission until January 1995. EI was designated as an advisor to the Commission, which is due to report to the next session of the UNESCO General Conference, in October/ November 1995.( See Chapter IX: Education and Status of Teachers). EI has maintained contact with its member organisations in the United States and the United Kingdom over the desirability of both countries resuming their membership in UNESCO. A meeting was held with the UNESCO Deputy Director General and representatives of NEA and AFT in Washington in March 1993. NEA and AFT Presidents Keith Geiger and Al Shanker wrote to US President Clinton urging the US to return to UNESCO, and were supported by the AFL- CIO. In the UK several EI member unions have written to the government urging a return to UNESCO. In both cases, however, budgetary factors were used by opponents to delay return to membership, and there is a renewed risk of the issue again becoming hostage to the resurgence of right wing political forces. An El delegation attended the UNESCO General Conference in Paris in November 1993( see also Chapter IX: Education and Status of Teachers). The next session of the General Conference will be held in October/ November 1995. 2.3 World Health Organisation( WHO) 27 Although not yet holding an official consultative status, EI has also established a working relationship with the World Health Organisation. In the Spring of 1993 an official meeting took place with the Director General of WHO during which areas of cooperation were identified, including the promotion of health education.. The organisation of an international conference on health education and the prevention of AIDS in Harare, Zimbabwe, was the first joint activity that EI undertook with this intergovernmental body. 2.4 The United Nations Economic and Social Council( ECOSOC) ECOSOC holds its annual meetings each July, alternately in Geneva and New York. Each annual meeting begins with a three day" high level segment" attended by the UN Secretary General, Heads of international agencies and Ministers of UN Member States. All UN specialized agencies and programmes, including even the World Bank and the IMF, report to ECOSOC, which was originally intended to perform a coordinating function. However, the machinery has become very cumbersome and there are moves to reform or even replace it. El is an active participant in the debate on ECOSOC reform, through the Conference of NGOs. ECOSOC has decided to undertake a review of consultative relations between international organisations and NGOs and the UN System. As indicated in the introduction to this section, a number of governments seek to open the consultative processes of the UN to bodies lacking structure or representativeness. ICFTU has taken a strong stand on the issue, supported( interestingly) by the International Chamber of Commerce. EI attend meetings of the ECOSOC Working Group on this issue in November 1994 and May 1995, continuing to play a leadership role through the CONGO Board. Some 1,000 NGOs have consultative status with the UN System through ECOSOC, in three categories. A collective viewpoint of these organisations is expressed through the Conference of NGOs( CONGO). EI Executive Director for IGR was elected President of this Conference in November 1994, having represented EI previously on the Board. The newly elected Board of twenty organisations includes the ICFTU, the Society for International Development, the Inter Press Service, several women's organisations and secular organisations as well as several organisations with different religious orientations. A number of other ITSS have expressed interest in obtaining consultative status, and an information paper was prepared for them by EI in consultation with ICFTU. The United Nations Conference on Human Rights was held in Vienna in June 1993. Some governments, particularly China, Indonesia, Cuba, Iraq and Iran, argued against the universality of civil and political rights, on the grounds that different cultural traditions should be respected. This view was not accepted by the Conference. Human rights organisations played an active role throughout the Conference and held a forum of NGOs attended by some 1,400 representatives. The work of Amnesty International was most visible. ICFTU convened a workshop on trade union rights, attended by EI and a number of EI member organisations( See also Chapter VII: Human Rights) The World Summit on Social Development was held in Copenhagen from 6 to 12 March 1995. In all 116 Heads of State and Government took part. After almost two decades during which purely economic criteria dominated government policies in developing and industrialised countries alike, the aim of this Summit was to put the needs of people first. The idea was to counter the neo- liberal policies which leave people at the mercy of the market and to place the emphasis back on social needs. The main themes were the elimination of poverty, productive employment, and social integration. EI was active at each of the preparatory committees, maintained contact with the Summit secretariat from its formation in July 1993, played a leadership role among NGOs, and maintained especially close links with the ICFTU. Preparatory documents reflected the influence of EI, with strong references to education throughout the various draft texts, a first for a major UN Conference.( See Chapter IX: Education and Status of Teachers). 2.5 The World Bank As indicated above, the development of contacts with economic agencies was an early priority for EI, because of the growing impact of their policies on education and the conditions of teachers and other education employees throughout the world. In the case of the World Bank, the formation of EI coincided with internal restructuring of the secretariat, and early contact was established with the Education and Social Policy Department. Officials from this department were very open in their approach to consultations 28 with EI, details of which are provided in Chapter IX: Education and Status of Teachers). 2.6 International Monetary Fund Contact was also established early in 1993 with the International Monetary Fund, but there was not the same openness to consultation. A public affairs division was set up five years ago when the IMF recognized that it had a public image problem. But the strong impression was created that the public affairs division sees its main task as explanation rather than seeking input. IMF officials wish to continue their discussions with national Treasury and Finance Ministry officials behind closed doors. They state they will maintain their contact with the trade union movement at the level of ICFTU and WCL rather than with individual ITSs. It is much more difficult to get a" handle" on IMF policies than those of the World Bank. Speeches by the Managing Director, Michel Camdessus, reveal the main orientations of the IMF, but there is an absence of policy statements which would constitute a reference. Camdessus has progressively indicated a growing awareness on social issues in his speeches. Whereas the IMF refused to make any statement on military expenditures, his address at ECOSOC in July 1992 stated that governments should put resources into education, health and social safety nets rather than into military spending, subsidies( especially agricultural subsidies) and trade protection. The emphasis on social safety nets seems to date from his address to the ILO Conference in June 1991. These statements are welcome and fine as far as they go, but it is difficult to find evidence that they are translated into practical operational advice to governments in any systematic way. 2.7 Organisation for Economic Cooperation and Development( OECD) Working relations with the OECD have been carried out through close cooperation with the Trade Union Advisory Committee( TUAC). As an International Trade Secretariat EI is associated with this advisory committee. TUAC is comprised of trade union centres in the industrial economies( OECD countries) which are affiliated to the ICFTU or the WCL. Shortly after the formation of EI contact was established through a joint TUAC/ EI function with members of the Education Committee, representing OECD governments, and Secretariat officials. EI represented TUAC at the OECD Conference on Education for the 21st Century, held in Paris in 1993. In April 1993, an EI delegation composed of the Founding President, the Executive Director for Intergovernmental Relations and the Deputy General Secretary attended a meeting of the TUAC Working Group on Education, and Training in Paris. Member organisations from USA, New Zealand, Ireland, Germany, Spain, Denmark and France also took part in the meeting, which discussed the work plans of the OECD's Education Committee and its Centre for Educational Research and Innovation. During 1994, TUAC and EI worked closely together to move beyond the formal patterns of consultation with the OECD Education Committee and to establish a more effective dialogue. At the time of the both the May 1994 and May 1995 Education Committee meetings, informal consultations were held by TUAC and EI with the Committee's officers. Regular contact was maintained with both TUAC and the OECD Secretariat, particularly the Director and Deputy Director for Education, Employment and Social Affairs. There has been difficulty in winning the OECD's cooperation with the EI initiative to promote the concept of partnership with unions on education reform. However, an OECD representative attended the meeting on this theme hosted by the AEU and the Australian Government in Canberra in June 1994. A strategy has since been developed to advance the position of EI and its member organisations. An opportunity to advance that strategy was created at an OECD Conference on New partners for better schools held in Paris in March 1995, for which TUAC asked EI to coordinate trade union input.( See Chapter IX: Education and Status of Teachers). Such questions were the subject of much debate at the meeting of the TUAC working group on education and training, which followed in May 1995. A record number of EI member organisations attended this meeting, as well as trade union centres from OECD member countries. A feature of the meeting was an indepth exchange with the OECD secretariat on the follow- up to the Better Schools and vocational education conferences, the publication Education at a glance containing statistics covering all OECD countries( a copy of which had been sent by EI to all member organisations in those countries), and preparations for the 29 29 meeting of Education Ministers from OECD countries to be convened by the Education Committee in January 1996. The theme of this meeting will be Making lifelong education a reality for all. TUAC and EI will prepare a working paper for this meeting, which can form a basis not only for intervention at the Ministerial meeting itself, but also for political representations by EI member organisations at the national level. EI will contact its member organisations in the OECD countries with proposals for such political action. At the invitation of TUAC, EI also participated in meetings of its Employment Labour and Social Affairs working group, and in consultations with the corresponding OECD Committee. A main focus of these consultations has been the OECD's major report on employment and unemployment( the" Jobs Study"). The trade union movement is concerned at the thrust in favour of so called" flexible wage policies" and the attack on" social charges". But there is general support for the report's emphasis on life- long education and training, on which there is a considerable degree of consensus between TUAC and BIAC. EI participated in consultations held with TUAC on the implementation of the Jobs Study, and was able to observe art first hand the hard line position in favour of de- regulated free markets taken by the OECD's Economics directorate, which like the IMF, deals primarily with national finance ministries. Shortly afterwards, at the TUAC Plenary meeting in May 1995, EI spoke about the very negative impact on education and other areas of social need and investment, of the networks which link these financial hardliners nationally and internationally. Another matter facing TUAC which is relevant to EI concerns is that of admission of new countries to OECD membership. Mexico joined OECD following the entry into force of the NAFTA treaty, and South Korea has now applied for membership. TUAC has emphasised the importance of respect for basic trade union rights. A number of central and eastern European countries are also prospective members. 3. 50th Anniversary of the United Nations 1995 marks the 50th Anniversary of the Adoption of the United Nations Charter in San Francisco in 1945. On 13 June 1994, UN Secretary General Boutros Boutros Ghali received EI's President, General Secretary and Executive Director to discuss the contribution of teachers to the 50th Anniversary. The EI President described the creation of Education International, and the impact of the new unified organisation on education and trade union affairs throughout the world. She said that EI and its member organisations could make a powerful contribution to community debate on the role and future of the United Nations, on the occasion of the UN's 50th anniversary in 1995. The UN Secretary General responded that the UN has to establish an effective working relationship with the organisations of civil society. Among those, teacher unions could play a key role. In a open and wide- ranging discussion, the EI representatives gained an insight to challenges facing the UN in the post cold war era. 30 Chapter VII Human Rights n the period under review the universality of human and trade union rights standards have been increasingly under attack. At the UN Conference on Human Rights held in Vienna in June 1993 and at the UN Social Summit in Copenhagen in 1995 as well as at the annual International Labour Conferences in Geneva certain governments have pursued the view that the application of human rights standards should be related to political, economic and cultural conditions. In other words, when countries face economic hardships, their governments should, for example, be permitted to forbid workers to organise. Remarkable coalitions emerged at the UN Conference in Vienna. The governments of Indonesia and China, of Cuba and Iran, and of many other nations that are still struggling with the concept of democracy, proved to be united in the belief that human rights cannot be the same everywhere and that standards must be adapted to national circumstances. They mistakenly declared the UN standards to be Western standards, applicable only in Western countries. Some South East Asian nations claimed that they would never have achieved a satisfactory economic growth, had they fully complied with all human and trade union rights standards. Moreover, the Western Democracies were reproached for over- emphasising the rights of individuals while neglecting the rights of nations and of groups, which in their view should prevail. Whatever one may think of such reproach, it by no means warranted their offensive against the universality of the UN human rights standards. Obviously, the Universal Declaration does by no means represent" Western standards". They are the basic elements of social progress and democratic development in any society and in all circumstances. It should be recalled that in the discussions leading to the adoption of the Universal Declaration in 1948, a few European governments, led by Christian Democrats, raised objections comparable to those currently brought up by the political leaders of South East Asia and very similar to those raised by Iran and Iraq. These governments did not want the standards to prevail over those laid down in the Holy Bible, at least not in their countries. Fortunately, their point of view did not prevail; and the recent attacks on the Universal Declaration were not successful either. These attacks, however, did clearly show that humankind may still have a long way to go before its Charter can be considered truly universal. The human and trade union rights are not only universal, they are also indivisible. Yet, a current has emerged to separate trade union rights from the other rights guaranteed in the Charter. Governments are sensitive to being accused of violating human rights. If the rights guaranteed under the Charter were limited to freedom of conscience and religion, freedom of speech, and freedom of association, the number of accusations against some governments would be reduced. Some employer and government groups would not object if trade union rights were to be separated. They are interested in seeing a diminution of trade union rights. There have even been voices pleading in the name of the free market for the abolishment of all international standards. 1. Human Rights: Priority Number One EI action has been directed by views adopted by the WCOTP Assembly and IFFTU Congress in 1993. These views, translated in a programme and budget adopted by the Executive Board, were affirmed by each regional conferences: Education International must be at the forefront of the campaign to promote and to protect the universality and indivisibility of the human and trade union rights standards. It must unreservedly resist any effort to the contrary, and denounce and act upon every single violation of these standards, wherever and whenever such a violation occurs. 31 In the period under review three types of activity are distinguishable: action directed against infringements of international standards by national governments, including assistance to member organisations; the promotion of human rights education; and participation in international human and trade union rights conferences. Many of these activities were undertaken in close cooperation with the ICFTU and the International Trade Secretariats. 1.1 A counter offensive The International Trade Union Movement plays a crucial role in the achievement of the UN Charter. In fact, it is the only non- governmental group able to develop enough muscle to enforce compliance with international human and trade union rights standards. The pressure that international trade unions and their national constituents can exert on international institutions and national governments has more than once been shown to be effective, particularly when such pressure is a well coordinated and a multi- industrial pressure. Consequently, EI has sought the closest possible cooperation with the ICFTU and the ITSs. This cooperation has resulted in successful joint action against violations of human rights in a number of countries. Furthermore, EI has been an active member of the ICFTU Committee on Human Rights and the ITS Working Party on Trade Union Rights. These committees identified specific problem areas, developed common strategies to be followed at international conferences, and discussed the development of new tools to enforce compliance with international human and trade union rights standards. One of these tools, the inclusion of" social clauses" in international trade agreements, has been subject of heated debates. A" social clause" is a provision in international trade agreements that would make access to world markets conditional upon the respect of the most fundamental internationally recognised trade union rights, such as the right to form trade unions, the right to bargain collectively, as well as a ban on the use of child labour, prison labour and discriminatory practices. The necessity of finding new instruments to enforce the implementation of international labour standards has become evident. The rapid expansion of" export processing zones" in an increasing number of countries( areas where unions are banned and where workers are not covered by the labour laws of their own countries) and the persistence of child labour in a large number of countries, require harsh measures against those who benefit from these situations and those who tolerate it. Social clauses have sometimes been qualified as protectionist measures that will only affect Third World economies and, subsequently, widen the gap between rich and poor countries. This view, also held by some ICFTU member organisations, is not correct. It mistakenly assumes that human and trade union rights are obstacles to economic development. The contrary is true. History has shown that the economically most successful nations are indeed those where democracy prevails and where the aspirations laid down in the UN Charter are taken seriously. The suppression of people or the restriction of their basic freedoms is bound to backfire. It does not generate prosperity, at least not long lasting prosperity. In discussions within the ICFTU and ITS bodies EI has expressed itself in favour of social clauses in trade agreements or of an alternative system whereby countries that respect human rights and international labour standards are given a preferential status on the world market. It should be noted, however, that the social clause debate is a somewhat theoretical debate and at times a debate not free from a degree of hypocrisy. One cannot close the market for a country that does not meet the human and trade union rights standards and at the same time accept attractive export orders from that same country. Through the ICFTU Committee and the ITS Working Party EI gained the support of the broader trade union movement for its interventions in countries where rights of EI member unions were violated. EI received valuable support from the ICFTU for every complaint that was lodged with the ILO. It was also enabled to contribute to various ICFTU initiatives and to share its expertise and resources. The ICFTU Committee on Human Rights coordinated the performance of the ICFTU and the ITSS at the UN Human Rights Conference in Vienna( June 1993), the annual International Labour Conferences in Geneva and the Social Summit in Copenhagen( March 1995). Mention should be made of the establishment of an ITS Trade Union Rights Charter that is nearing completion at the time of publication of this report. This Charter is to be widely distributed among the rank and file members of ITS member organisations as soon as it has become available. 1.2 International conferences The major event in the last two- year period on human rights at the international level was the United Nations Conference on Human Rights held in Vienna in June 1993. In spite of attempts to weaken the 32 Charter( see above), a declaration was adopted confirming the universality of human rights. Women's rights, after decades of omission, were recognised as being equal to the rights accorded to men. A Special Rapporteur was named to investigate the occurrence of violence against women. The rights of indigenous peoples were also recognised and a reaffirmation of the commitment of the international community to ensure their enjoyment of all human rights and fundamental freedoms, and the respect for the value and diversity of their cultures and identities was adopted. To promote these rights the UN declared a Decade of Indigenous Peoples. Children's rights also received a great deal of attention at this conference and the practice of child labour and the exploitation of children was strongly condemned. The ICFTU and the ITSS, including EI, spoke strongly on the issue of trade union rights which some governments would like to see removed from the Universal Declaration. El delegations attended the International Labour Conference held annually in the month of June in Geneva. In 1993 the EI plenary intervention emphasized: the impact of structural adjustment on workers in education; the increase in violations of education union rights; support for sub- regional seminars on the ILO/ UNESCO Recommendation on the Status of Teachers; the importance of the ILO Standing Technical Committee on Educational Personnel; defence of the ILO's role in setting standards and monitoring their application; the UN Social Summit. In the same year, the Workers' and Employers' Groups of the Governing Body circulated papers on the future role of the ILO. The Employers' paper proposed a weakening of the ILO's role of defending International Labour Standards, placing the emphasis instead on studies to promote employment. El contributed with other ITSS to the development of the Workers' Group paper, which emphasised the essential commitment to social justice contained within the ILO mandate, the fight against poverty and the implementation of such fundamental international labour standards as Freedom of Association and the Right to Organise. The document entitled" The ILO toward the 21st Century" was circulated to all EI members and was highlighted in the Monthly Monitor. EI urged member organisations to support the campaign to defend ILO, through representations at the national level. The Employers' Group also proposed a reduction in the sectoral activities of the ILO, but negotiations on this matter have produced a reasonably favourable outcome from the point of view of workers and in particularly for the education sector. In June 1994, the Workers' Group and ITSS agreed on the need for more aggressive interventions, particularly in the light of a draft resolution presented by the ASEAN countries attacking the" social clause concept", as well as the action of international organisations such as EI" in defence of trade union rights". EI strongly denounced the hostility of the ASEAN countries toward the union movement. Furthermore, it stated that the morale of teachers around the world was lower than ever, because of the gap between the rhetoric about the importance on education and the reality of budget cuts, declining conditions and continuous upheaval due to attempts to introduce market mechanisms in the public sector. El warned government representatives from using sophisticated arguments in international circles to deny the basic right to education of children. In spite of the unfavourable climate, a new international labour standard was established. The Conference adopted a Convention and Recommendation concerning part- time work. The Convention calls for equal treatment with full- time workers in respect of trade union rights, protection against discrimination, termination of employment, health and safety, social security, maternity protection and paid leave. EI has considered this Convention to be of importance, considering the large number of part- time workers employed in the education sector. Through the ICFTU Women's Committee and through the Workers' Group of the ILO, EI was able to propose the inclusion of some elements that were believed to be essential. Although negotiation of the Convention and Recommendation went relatively smoothly, at the time of their final adoption, a division emerged within the Employers' Group. A considerable number of employers' representatives had decided to object to any new standard regardless of its content and specific merits. The unexpected lack of employers' unity on the subject allowed the Convention and Recommendation to pass. Had all those who abstained voted against the resolution the necessary quorum for adoption of the new standard would not have been achieved. Another important intergovernmental event addressing trade union rights was the United Nations Social Summit held in Copenhagen in March 1995. EI worked closely throughout the Summit process with the ICFTU and was represented at a pre- summit conference on labour standards convened by the ICFTU. Early drafts were weak on workers' rights but by the end of the third preparatory committee in January, governments had agreed on reaffirmation of ILO Conventions. Going into the Summit, some governments, 33 led by New Zealand, China, India and the ASEAN countries, resisted mention of specific ILO Conventions and tried to avoid reference to the basic elements of a social clause( respect for freedom of association and the right to organise, health and safety protection, a ban on forced labour and child labour, and nondiscrimination). At the end of the day, and after a maximum of pressure exerted by the international trade union movement all these elements were nevertheless included in the text approved by world leaders. President Mandela of South Africa called explicitly for a social clause, while UN Secretary General Boutros Boutros Ghali called for a new social contract. 1.3 Violations of rights of El members The WCOTP Assembly and IFFTU World Congress of January 1993 adopted resolutions dealing with human rights violations in 21 countries: Africa: Asia/ Pacific: Europe: Middle East: Latin America: Caribbean: Chad, Liberia, Morocco, Somalia, South Africa; East Timor- Indonesia, Nepal, Philippines, South Korea, Victoria- Australia; Bosnia- Hercegovina- former Republic of Yugoslavia, Cyprus, England and Wales, Kosovo- former Republic of Yugoslavia; Israel, the West Bank and Gaza; Guatemala, Nicaragua, Uruguay, Peru; Barbados, Haiti. All of these resolutions were acted upon with governments, intergovernmental agencies, and with member organisations: reports were published in the Monthly Monitor. The reluctance of many governments to fully respect human rights, including international labour standards ( particularly the standards provided by the conventions# 87 on the Right to Organise and# 98 on the Right to Collective Bargaining) is shown by the increase of the number of complaints lodged with the ILO Freedom of Association Committee. Most of these complaints were filed by national and international trade unions. The number of complaints filed with the Joint ILO- UNESCO Committee of Experts on the Application of the Recommendation concerning the Status of Teachers( CEART) is also on the rise. In its report CEART expressed concern over the lack of consultation of teachers' organisations, and the absence in many countries of appropriate collective bargaining mechanisms. Below an overview is given of cases where in the period under review governments have violated( or have failed to prevent violations of) the rights of El affiliates and/ or of their individual members. As can be clearly seen the list includes countries in all regions of the world. Violations ranged from assassination, intimidation, disappearance, detention and torture to restrictions of the right to organise, mass dismissals, legal intimidation, the removal of check- off rights and the introduction of legislation to override collective agreements. In all of these cases action was undertaken by the Education International, either through urgent appeals to member organisations, through missions, through direct contact with the government concerned, or by means of complaints lodged with intergovernmental agencies such as the ILO and UNESCO. In some cases EI provided humanitarian assistance to bring some relief to teachers in Rwanda, Haiti, Ethiopia, Kenya, Colombia, St. Lucia, Vanuatu, Bosnia and Kosova. Special assistance was also provided to assist in emergency situations in Uganda and Congo. 1.3.1 Africa In Malawi, the national teachers' union( TUM) went on strike to protest the non- implementation by the government of an agreement with the teachers. Death threats were received by the union leaders and teachers were threatened with dismissal or demotion. EI and its member organisations wrote to the government of Malawi. The government implemented the agreement and no dismissals or demotions were carried out. In Kenya, the government refused recognition of the Universities Academic Staff Union. Union leaders were 34 44 dismissed from their jobs. On two occasions EI requested that member organisations to write to the Kenyan authorities. Humanitarian assistance was provided as well as funds to allow for a newsletter for communication with members. EI has submitted a case to the ILO In Ethiopia, the Transitional Government refused recognition of the elected leadership of the national teachers' union( ETA). It jailed, dismissed and transferred union members and froze the union's bank account. A new group of ETA members, claiming to be the legal representatives of the union, was recognised. El sent missions to Ethiopia in October and November 1994 and offered to mediate in the dispute between the two groups. The missions led to the release of some of the jailed teachers. In spite of a recent court decision by which the elected leadership of ETA was declared to be the union's legitimate leadership ,, the government continues to deny recognition. Subsequently, EI has lodged a complaint with the ILO. In Cameroon, the government refused recognition of the SYNES( National Union of Teachers in Higher Education). Union leaders were subjected to intimidation including an attempted assassination. The president of the union has been dismissed from his position in the university. A complaint lodged with the ILO in 1993 resulted in a formal request by the ILO to the government of Cameroon to recognize SYNES, to revoke trade union legislation and to investigate the attempted assignation. In Rwanda, more than 14000 teachers were assassinated. EI has been in contact with the Secretary General of EER who is one of two EER Executive Committee members to survive the massacres. EI has also been in touch with UNESCO, UN and the UNHCR, and provided funds for humanitarian relief in the refugee camps. Delegates to the EI Pan African Conference provided solidarity assistance as well. Furthermore, plans were made to help rebuild the union. In Nigeria, the military takeover in 1994 was strongly opposed by the trade union movement, including the teachers. A general strike was called. Union leaders were imprisoned and the unions were put under control of administrators named by the military. EI has been part of an international solidarity campaign, which included an ICFTU mission and the lodging of various complaints with the ILO. At the time of publication of this report the situation was still not resolved. In Zaïre, the government has failed to pay salaries to teachers and other public servants since February 1994. An EI mission sent to Zaïre in April 1995, noting the deterioration of the country and the appalling conditions in schools and universities, was unable to confirm that the state of Zaïre is still in existence. In Tunisia, the government arrested three leaders of the national union of primary school teachers( SGEP) in February 1994 following a strike action. El protested against the arrest and asked member organisations to contact the Tunisian authorities. The arrested union leaders were released. In Djibouti, the government arrested the President and General Secretary of the teachers' union( SEP) in April 1995 and detained them for two days after they had presented demands for negotiations. EI immediately protested these arrests. Both officers were released. In Gabon, military troops shot a member of the Executive Committee of the teachers union SEENA in February 1994, following a teachers' demonstration. El launched an urgent action appeal demanding that those responsible be brought to justice. To date the Government of Gabon has taken no action. In Morocco, the government arrested and detained three members of the workers confederation( CDT), following a union demonstration in February 1994. EI joined an ICFTU/ ITS campaign for their release. In Chad, the government arrested and detained members of the teachers' union( SET) in January 1994, after a demonstration against the non payment of salaries for 15 months. EI launched an urgent action campaign in cooperation with the ICFTU/ ITSS. The teachers were released. 1.3.2 Asia- Pacific 35 In the People's Republic of China, where any form of independent trade union activity is forbidden, the government arrested and detained at regular intervals human and trade union rights activists. EI has urged the United Nations not to undertake any activity in the People's Republic including the Fourth World Conference on Women planned to be held in Beijing in September 1995, if the Chinese Government cannot offer guarantees concerning the respect of human and trade union rights. This warning was also set out in a letter addressed to the President of the Council of Ministers, Li Peng Zongli, calling for the immediate release of four activists for human rights and other militants in prison for their trade union activities. In particular, EI criticized China for its attitude at the UN Human Rights Conference in 1993 in Vienna when its delegation tried to prevent the participation of the Dalai Lama and threw its weight behind a campaign against recognition of the universal character of the United Nations Charter( see above). In Indonesia, the government arrested the leaders of the independent trade union centre of Indonesia( SBSI) after a demonstration in Medan in April, 1994 which resulted in violence instigated by police forces. SBSI leaders were sentenced to jail after trials proclaimed to be unfair by Amnesty International. EI joined an ICFTU/ ITS campaign to protest the action of the Indonesian government. An EI mission( November 1994) to explore the human and trade union rights situation in Indonesia, and more in particular in East Timor, was denied permission by the authorities to visit the island for" security" reasons. In Korea, the government refused to implement the recommendation of the ILO Committee on Freedom of Association of March 1993 to enable teachers to exercise freely their right to organize and to ensure the reinstatement of teachers dismissed in 1989 for joining the Korean Teachers Union CHUNKYOJO. An EI mission visited South Korea in March 1994. The Government had offered to reinstate all but 350 of the dismissed teachers provided that they would sign a statement declaring not to be members of the union. EI intervened with the Director General of ILO who wrote to the Government of Korea on the issue. EI also presented a follow up report to ILO and lodged a new complaint. In Australia, the State Government of Victoria introduced in 1992 legislation affecting trade union rights in violation of ILO Conventions 87 and 89. EI protested the legislation in 1993. A response from the Prime Minister of Australia indicated concern with the legislation. In the Philippines, the government dismissed 166 teachers in 1991 during work stoppages. In 1993, after all other efforts towards reinstatement had failed, EI launched an urgent action appeal. In Nepal, the government was accused of victimising teachers for their political beliefs. El reminded the authorities of their obligation to respect the international labour standards and the Recommendation on the Status of Teachers. In Vanuatu, two strikes within a period of nine months led to the jailing of three teachers in 1993 and the suspension of 200 teachers in 1994. Suspended teachers were without salaries for over 4 months. In addition to sanctions against the unions the government removed the right to collection of union dues by check- off. EI protested the action of the Government of Vanuatu and provided some solidarity assistance to the national teachers' union( VTU). In Burma, all trade union activity is illegal. Gross violations of human rights have forced many teachers' activists to flee the country. Others take part in an underground network that received support from the ICFTU and ITSs, including EI. 1.3.3 Europe In the United Kingdom, the government has enacted eight laws which have an impact on union activities and rights. A protest was lodged by EI concerning the removal of established bargaining rights from British teachers. In Turkey, The Turkish Government arrested and detained a leader of EGIT- SEN in May 1994 after she had 36 attended a union meeting. El condemned the detention of the unionist, whose husband was victim of a political murder in early 1993. The union leader was released. In Spain, the local authorities of the Canary Islands refused the teachers union STEC the use of government buildings for union meetings as guaranteed under Spanish law. At the request of EI the Spanish Labour Ministry intervened to secure the application of the said law by the local government. In ex- Yugoslavia, the Government of ex- Yugoslavia continued the banning of Albanian as language of instruction in Kosova( Serbia); refused to reinstate 26,000 Albanian teachers who were dismissed in 1990 for not accepting an imposed Serbian school curriculum; and pursued its policy of intimidation, arrest and detention members of the Kosovan Teachers' Union( SPASHKRK), using violence against them, in particular against those who were operating an alternative school system for thousands of the 300,000 Albanian students in Kosova for whom public services have been closed. EI launched several campaigns in support of the Kosovan teachers. It has provided some humanitarian assistance and funds for a membership newsletter. In June and July 1993 EI sent- missions to Kosova. In July 1993 it met with the responsible authorities in Belgrade, i.e. the Minister of Education of Serbia, the Minister of Education of Yugoslavia, the Minister of Human Rights and Minorities of Yugoslavia and with top officials of the Labour Ministry. The government representatives denied all accusations. Subsequently, a complaint was lodged with UNESCO which contributed to the suspension of the former Republic of Yugoslavia from that intergovernmental body. Many El member organisations sent letters of protest to Belgrade, which incited the Serbian government to call a special press conference on the Kosovan matter at which the truth once again was violated. In Croatia, the government was alleged to have broken a collective agreement with the teachers' organisations in 1994. EI sent a representative to meet with the unions and the Minister of Education following a long- standing strike of teachers and urged the government to re- open discussions with the unions and reach a settlement. Strike action was later renewed by three of four unions to force an agreement on a number of issues. El intervened when teachers went on hunger strike to get discussions started. In Bosnia- Herzegovina, ethnic cleansing and other gross violations of human rights continued. Following up resolutions adopted in Stockholm, EI contacted all appropriate intergovernmental bodies and urged them to force an end to the atrocities and to give particular attention to the suffering of children and women. EI and its Belgian affiliate ACOD visited Croatia with supplies for Bosnian refugees in December 1994. Further assistance was planned for April 1995 but with the upsurge in fighting the delivery of goods had to be postponed. In Bulgaria, the government adjusted the country's labour legislation in 1995 removing some bargaining rights for public sector employees. El supported an ICFTU initiative to restore these rights. It should be noted that the restrictive measure was taken after the formation of a new government in which the President of an EI member union assumed the post of education minister. In Poland, the government refused negotiations with the teachers unions Solidarnosc early 1993 on new plans for the education sector. El intervened urging the government to respect the collective bargaining rules. The government's refusal led to a national strike which contributed to its fall in April 1993. At the request of its Polish member unions, EI met with the Polish Government in the autumn of 1994. This meeting led to the reopening of a dialogue between the government and the EI member unions. In the Czech Republic, the government changed labour legislation in 1994 setting rules for the governing of trade unions thus limiting trade union freedoms. An ILO Complaint was submitted by the ICFTU and supported by EI. In Hungary, the government unilaterally changed agreements made with public sector unions in 1993. EI sent letters of protest to the authorities and took part in a union demonstration in Budapest in June 1993. 1ºEx- Yugoslavia is not a member of ILO. Consequently, it was not possible to lodge a formal complaint with ILO against the Government of ex- Yugoslavia. 37 1.3.4 Latin America In Mexico, the government resorted to the use of excessive force in the uprising in Chiapas in January 1994, victimising, among others, teachers and students. EI urged the authorities to reach a negotiated settlement with the people of the region. In Surinam, the government was alleged to have treated teachers differently from other public servants following a strike. EI intervened with the Minister of Education. In Colombia, the government did not take action to bring to justice those responsible for the murder of four teachers in 1994. EI sent a letter of protest to the President of Colombia and an urgent action appeal to its members. On the basis of a complaint filed by IFFTU, WCOTP and ICFTU, the ILO affirmed in 1994 that murders of trade union leaders and members were continuing, as well as numerous acts of violence. The ILO criticized the Columbian Government for its inability to identify, arrest or bring to trial those responsible for these crimes. In Nicaragua, the government dismissed 82 national, regional or provincial officers of ANDEN in 1993. Furthermore, it refused recognition of the union. EI and its member organisations protested the government action. An EI mission visited Nicaragua in July 1993. After a teachers' strike some of the problems were resolved. The recognition of the union by the government, however, may be subject of a complaint to be lodged with ILO. In Peru, the government refused recognition of the teachers' union SUTEP as negotiation partner in 1994. EI submitted a complaint with ILO as well as a complaint concerning the refusal of the government to grant a trade union licence to the International Secretary of SUTEP. In Belize, teachers were involved in protracted negotiations with the government following a drastic reduction of the education budget. Teachers went on strike. El intervened to urge the government to reopen negotiations. This has been done. In Haiti, the military government thwarted any union activity on the island until its departure in 1994. The education union CNEH continued to operate clandestinely. Urgent appeals for action were launched by the ICFTU and ITSs, including EI, in the case of the arrest, beating and torture of three members of the trade union centre in May, 1993. The prompt response of member organisations as part of coordinated international pressure was credited with the release of the three, and with saving the life of Cajuste Lexiuste, endangered because of the extent of his injuries. In September 1994, Charles Jean Baptiste, a founding member of CNEH was assassinated. EI members from around the world protested this murder. An EI representative visited Haiti in April 1995 to discuss a global solidarity campaign that will help rebuild the union. In El Salvador, El protested, together with ICFTU and the ITSS, the murder of labour activist Julia Esperanza Quintanilla. In Guatemala, the government, installed through a coup d'état in May 1993, suspended the constitution of the country as well as some legislative bodies including the Supreme Court. Banned also was a national human rights organisation. The murder of a trade union leader in March, 1995 incited a joint ICFTU/ ITS campaign. Several complaints were lodged with the ILO, leading to an official ILO mission to Guatemala in 1995. The report of the mission will be presented in June 1995 to the Committee on Freedom of Association. In Bolivia, the government arrested and detained 360 education and other trade union leaders after it had declared a state of seige following a 6- week teacher strike in April 1995. The trade union centre joined the striking teachers and the military arrested many trade unionists. EI sent out an urgent action appeal and letter of protest to the Bolivian President. An ICFTU delegation visited Bolivia and two members of the delegation were detained and deported. They were not allowed to see those arrested who had been removed to isolated 38 locations. Those arrested were released in mid May but the issues that caused the strike have still not been resolved. In Uruguay, EI urged the government to reach a salary settlement with teachers to allow the 1993 school year to begin as expected. After a protracted dispute a settlement was reached. 1.3.5 North America and the Caribbean In Canada, the Provincial Governments of Ontario, Prince Edward Island, Yukon and Quebec unilaterally imposed conditions on teachers by legislation rather than by collective bargaining, thus not meeting international labour standards. El lodged three complaints with the ILO and supported one other. It also requested the ILO to send a mission to Canada given the number of cases submitted in the last few years In Barbados, the government imposed significant changes to the terms and conditions of teachers in Barbados through legislation rather than trying to reach agreement with the unions through collective bargaining. The teachers fought this to the Privy Council where the case was lost. The cases cited above do not represent a complete picture of the human and trade union rights situation. Only those infringements that were reported to EI and, subsequently, acted upon are included. There is every reason to believe that many violations, including very brutal ones, have remained unnoticed, simply because their victims did not have the possibility to alert the world. In most of the cases dealt with by EI, the assaulted had at least a tool, a union, as illegal and feeble it may have been, by which they could reach the outside world and generate international solidarity action. It should therefore be understood that the ultimate injustice may have been done to the individual who did not appear on any list, who died in silence or who disappeared to a Robben island still to be discovered. Was it the anonymous Mexican Indian teacher whose throat was slashed by military troops for his views on indigenous rights? Was it the professor at a countryside university in China who was sentenced to life imprisonment for deviating from the official curriculum? Or was it the Rumanian teacher, humiliated and jailed for being gay? The fact that they were not on our list, that the violations of their rights were registered nowhere and therefore formally never occurred, made them victims of the ultimate injustice. The achievements of the international trade union movement in the period under review should be considered modest achievements. The cases that were dealt with represent the tip of an iceberg, the size of which has not yet been exactly determined. The overall picture described in this chapter is certainly a depressing one. However, it should not be forgotten that in the period under review positive developments could also be observed. Obviously, the most exciting changes were those occurring in South Africa where the apartheid system was abolished and where, for the first time ever, free elections were held. EI assisted the South Africa Democratic Teachers' Union in the development of voters' education programmes. It also took part in monitoring the elections. The EI Executive Board congratulated Nelson Mandela on his election as President of South Africa. The very day that Nelson Mandela was inaugurated as Head of State, a coalition government was formed in Italy including a neo- fascist party. Although it soon collapsed under internal conflicts and strong pressure of the trade union movement, the participation of neo- fascists in the government of a member state of the European Union was seen to symbolise a declining tolerance and a resurgence of racism and xenophobia in many societies in Europe and elsewhere. 2. Racism and Xenophobia In the period under review EI conducted a survey on racism, anti- Semitism and xenophobia occurring in countries of member unions. The survey, distributed to the participating member organisations, showed that EI member unions, particularly those in the industrial economies, are observing increasing intolerance towards ethnic minorities in their countries, as well as an increase in right- wing extremism. Young white people between the ages of 14 and 25, particularly those who are poorly educated, are believed to be more susceptible to right wing ideologies than those who are successfully completing their school career. Mass migration from unsafe to safe areas, from poor to rich countries, high unemployment rates and deteriorating 39 social conditions are seen as the main causes of the revival of extreme nationalism and xenophobia, of racism and anti- Semitism. El members are unanimous in their view that education can play an instrumental role in combatting racism, anti- Semitism and xenophobia. Not only by addressing these issues in the class room or through the teaching of human values, but also by promoting new investments in public education, thus improving its quality and accessibility. It is recognised that the school, however, can also be the breeding place of nationalism and ethnic hatred. This, however, is less likely to occur in open, democratic and publicly funded school systems than in private education institutions. Many organisations have taken initiatives to create more awareness among their members of the task of teachers to fight all forms of discrimination. Some have been involved in the development of special curricula. Although the survey shows a general commitment of EI members against racism, anti- Semitism and xenophobia, not all members are aware of the problems ethnic minorities face in their own countries. Some EI members even pronounced their countries to be absolutely free from discrimination against minority groups, in spite of international reports to the contrary. Apart from collecting and analysing information on the situation in the countries of EI members and on activities undertaken by national teachers' organisations, EI also produced various papers and reports containing ideas for action at the national level. Furthermore, plans were made to produce a series of publications on the important UN Declarations and Conventions, as well as monographs on ethnic prejudices, religious fundamentalism and nationalism. In March 1994 member organisations in Central and Eastern Europe discussed with unions from the western industrialised nations the role of teacher unions in the fight against nationalism, racism and xenophobia. At the conference, held in Bucharest, inter- cultural education was identified as a means of developing openmindedness, respect for differences and a sense of democracy among young people. Although every single organisation pledged its commitment to fight all forms of racism and xenophobia, some showed hesitation in recognising the existence of ethnic tensions in their countries and in seeing the need to overcome dormant nationalistic sentiments. In order to establish a solid basis for action by EI and its constituents further discussions on( the) concept( s) of" nationalism" and" the multi- cultural society" may be necessary. EI also started planning, with some member organisations, the organisation of Transborder Seminars which bring together teachers from adjoining countries who have expertise in developing education programmes directed against racism and anti- Semitism. Moreover, EI took part in several national workshops organised by member unions. Mention should be made of an important achievement at the UNESCO International Education Conference ( Geneva, October 1994). For the first time ever, a non- governmental organisation( EI) was allowed to propose amendments to a text presented to this intergovernmental body. The EI amendments, aimed at strengthening the proposed" Integrated Framework of Action on Education for Peace, Human Rights and Democracy" were all adopted.( See also Chapter IX: Education and Status of Teachers) Finally, it should be noted that EI took part, in an observer capacity, in the 1994 session of the UN Working Group on Indigenous Peoples. This Working Group presented important recommendations to ECOSOC on the implementation of the UN General Assembly resolution' the World Decade for Indigenous Peoples'. It was noteworthy that indigenous peoples' organisations from many different countries were able to join actively in the discussion of all items on the Working Group's agenda, thereby succeeding in establishing non- governmental participation to an extent not seen in any other intergovernmental forum. Proposals for further EI participation will be presented for consideration at the Congress. 3. Child Labour In the period under review the international trade union movement stepped up its campaign against child labour. According to the ILO, 100 to 200 million children are working throughout the world- usually under conditions of exploitation which damage their physical, mental and moral development. They represent between 4 and 8% of the world labour potential. In the formal sector, the manufacturing, construction and mining industries have free access to child labour, especially in India( where they sometimes work more than 12 hours a day), in the garment industry in Bangladesh, and in the carpet factories in Nepal, India and 40 - Pakistan quite often in conditions bordering on slavery. A survey by ICFTU of the situation in seven countries, i.e. Bangladesh, Brazil, Columbia, India, Nepal, Peru, and the Philippines, confirmed that the informal sector( activities in small family based enterprises, sub- contracting, domestic work) constitutes a large part of the child labour force and causes problems when the amount of work affects the children's health and education. It should be noted that only 40 ILO member states, including 12 developing countries, have ratified ILO Convention# 138 on the minimum working age. Education International campaigned together with the ICFTU, ITSS, ILO, UNESCO and UNICEF against child labour. The campaign highlighted the provision of primary education as the most important component in any programme to tackle the problem and cited the lack of educational opportunities as being in itself a cause of child labour. The major theme of the campaign was- and will continue to be- to make free primary education a priority task for governments. The campaign also included a boycott of goods produced with child labour. To date 45% of the toys marketed by major American trademarks like Fisher- Price, Hasbro, Toys' R US are made in Thailand, China and other countries in Southeast Asia where minimal safety standards and employees' rights are not respected. Often young children earn less than$ 3 per day and at times as little as$ 0.80 for a day's work! Companies such as Levi Strauss and IKEA, however, have now pledged support by refusing to sell goods produced by child labour and discussions with other companies are in progress. Lobbying for the introduction of legislation that would ban the import of such goods is currently under way in several countries. Among other possible measures to abolish child labour, EI supported the idea of promoting" social clauses" in international trade agreements. With the ILO, UNICEF AND UNESCO, EI started to develop projects that will allow EI member unions to work with Ministries of Education, intergovernmental agencies and NGO's addressing the issue at the local level. Country working groups will be formed to devise a strategy and international assistance will be provided to develop the project. At the time of publication of this report the project has been approved for funding by the Norwegian Government. EI has requested its membership to provide information on activities undertaken by unions to promote compulsory primary education and on other projects that have enabled children to stay in school. Through this initiative EI will begin to document the numbers of children that are brought into the school system and the role played by teacher unions in helping achieve Education for ALL. 4. Education and Information Through trade union education programmes organised in Africa, Asia- Pacific and Latin America( see also Chapter IX: Development Cooperation), EI has promoted a better knowledge of human and trade union rights and of the means to acquire those rights. It also published on a regular basis information on its human rights programmes and action. Furthermore, it distributed among its English speaking members a synopsis of cases filed with the ILO and the ensuing decisions( as published earlier in French by WCOTP in December 1992). 41 A Chapter VIII Equality of Women number of activities have been undertaken to promote equality of women in education and in society at large and to enhance women's participation in the leadership of trade unions. Most of EI's work has been initiated and coordinated through the Status of Women Committee, which has met three times since EI's creation in January 1993.( See Chapter III: Governing and Consultative Bodies). The Committee prepared a survey on the basis of which a policy statement was drafted and will be submitted by the Executive Board to El's World Congress. 1. Gender Balance The Committee promoted consistently the achievement of gender balance in the governing and consultative bodies of EI. To that end it recommended, among other things, that every possible effort be made to organise, prior to regional conferences, special workshops for women. EI was successful in organising such workshops prior to the first Regional Conference in Asia- Pacific( Bangkok, May 1994) and prior to the first Regional Conference in Africa( Nairobi, August 1994). Below an overview is given of the representation of women on Regional Committees and Sectoral Committees: Percentage Regional Committee Total Members Women Africa 17 7 41 Asia- Pacific 17 8 47 Europe 26 7 26 Latin America 14 6 42 Sectoral Committee Total Members Women Percentage Primary Education 10 3 33 Secondary Education 10 3 33 Vocational Training 10 2 20 Higher Education 9 2 22 Executive Board Total Members Women 25 7 Percentage 28 The representation of women has been improved in comparison with the recorded participation of women in the structures of the founding organisations of EI. However, there is no reason to be satisfied. The number of women holding leadership positions in EI member organisations fails to reflect the gender balance in union membership. EI has encouraged member organisations to design policies and programmes that would facilitate the active participation of women in union work. A number of special workshops were conducted 42 in French speaking Africa, in Asia, in the Caribbean and in Europe( Turkey) with the purpose of training women resource persons. Furthermore, a start was made with the production of training modules. On the occasion of International Women's Day( March 8), EI published a special women's edition of its quarterly magazine and distributed thousands of posters on violence against women. In the publication particular attention was paid to issues such as: women's health, the education of girls, the presence of women in trade unions and society, the situation of women in developing countries, positive action, sexual tourism and child prostitution. 2. Getting our points accross EI has been an active member of the ICFTU's Women Committee, which met in October 1993, April 1994, October 1994 and March 1995. Under the auspices of this Committee, the ICFTU convened its 6th International Women's Conference in The Hague( October 1994). Some 400 women from 100 countries discussed and adopted an extensive programme that focused on equal opportunities and treatment, equal pay for work of equal value, safe and healthy working environment,' feminization of poverty', family responsibilities, maternity, parental and family leave, provision of child- care facilities and sexual harassment. Representatives of education organisations attending the Conference also took part in a seminar dealing with sexual harassment and with the teaching of controversial issues in the classroom, organised by El's Dutch affiliate, ABOP. At the major intergovernmental conferences, i.e. the UN Human Rights Conference( Vienna, June 1993), the UNESCO General Conference( Paris, November 1993), the UN Social Summit( Copenhagen, March 1995) and the annual International Labour Conferences( Geneva, June 1993 and 1994), EI has urged, either at the plenary sessions of these conferences and/ or in conference working groups, that the status of women be addressed explicitly. EI has been represented on the UNESCO NGO Working Group on Stereotypes and has informed this group about texts, policies and programmes that are currently in use in schools as well as about the work that El member organisations have done in this field. The International also took part in the 37th session of the United Nations' Commission on the Status of Women held in Vienna( March, 1993). The Commission discussed various UN reports and examined, among many other issues, the need for women's legal literacy. On behalf of the NGOs present, various statements were made on health, violence, poverty and employment. The Commission was asked to pay special attention to the situation of women in Bosnia- Herzegovina and Croatia. Preparations were started for EI's participation in the 4th UN Conference on the Status of Women to be held in Beijing in September 1995. In view of the human rights situation in China, EI and other NonGovernmental Organisations unsuccessfully urged the United Nations to change the venue of the Conference. Preparatory conferences were held in all regions. As the UN decided to not invite international organisations, it was with some difficulty that EI was able to attend the meetings in Africa and Europe. Participation in the conference itself will be limited to five representatives for organisations that have a consultative status with ECOSOC. EI contacted leaders of the Chinese dissident movement who recommended that EI and other NGOs attending the conference clearly speak out on the issue of human rights. 3. Violence against Women The Working Group on Violence against Women and Girls, which met after each meeting of the Status of Women Committee, developed a policy statement and plan of action on violence against women. Furthermore, research was done on extreme forms of violence, including female genital mutilation. Attention was given to the situation of women in the war zone of ex- Yugoslavia. The Working Group also started preparing reports on violence against women in the home, in school, in the media, and the impact on women's health. Preparations were made for the organisation of two special workshops. One of these workshops will be a joint EI/ UNESCO undertaking. The other workshop is to be held on the occasion of the UN Conference in Beijing. 43 EI has welcomed the appointment of a Special Rapporteur on violence against women by the United Nations. It has decided to monitor closely the work of the UN Special Rapporteur and to disseminate the findings of the Rapporteur to member organisations. 44 44 Chapter IX Education and Status of Teachers eachers and other education employees are confronted throughout the world by the challenge of rapid change in education and in society, by government initiatives for education reform, and by the threat of privatisation. These problems are clearly interlinked. No other period in human history has experienced such rapid change in technology and in communication. Few other periods of history have undergone such dramatic change in economic and geo- political relations, or in social mores and values. High levels of long- term unemployment have created deep- seated disillusion and alienation, especially among the young. Financial markets, production and trade have become globalised. Movements of people across borders, as migrants or refugees, have reached record levels. The nation- state is becoming less hermetic, more porous, possibly beginning to lose its significance as the locus of power. Each of these changes has had, and continues to have, far- reaching effects on education. Communities expect their schools to find satisfactory responses to new questions, communities which are themselves subject to greater uncertainty and less social cohesion. People who work in education struggle on a daily basis to reconcile expanding( and often conflicting) expectations with diminishing resources. It is in this context that governments in virtually every country have launched initiatives for education reform. Those initiatives are generally presented as educational responses to the exigencies of change. Almost always the reform packages contain cost- cutting measures aimed at reducing public expenditure. So for most EI members, education reform has come to be associated with imposed and destabilising policies driven ultimately by budgetary rather than educational considerations. In an era when neo- liberal economic theories of deregulation and the free market appear to have gained the upper hand, at least for the time being, privatisation can all too easily be presented as a panacea for problems in education. While privatisation schemes such as vouchers remain very much the subject of impractical theoretical speculation, some school districts in the United States have handed their schools over to private contractors. Municipalisation in Chile, as well as " opting- out" provisions and" league tables" in Britain, have encouraged the private sector, while decentralisation in many countries, notably in New Zealand, has been designed on the premise that free- market mechanisms will improve efficiency in the delivery of educational services. Invariably, these forms of privatisation are presented in the guise of education reform. 1. Promoting Public Education- A Global Challenge 1.1 Preparing views In the period under review a range of EI meetings have taken place both at the international and at the regional levels with the purpose of discussing and developing views on problems related to education, to the employment situation of teachers and to the status of the teaching profession. In Chapter III an overview was given of the issues dealt with by the consultative bodies of EI. The regional conferences held in Caracas ( October 1993), in Bangkok( May/ June 1994), Nairobi( August 1994) and Jamaica( March 1995) all expressed deep concern over the effect of structural adjustment policies on the quality and quantity of education in the lesser developed countries and, consequently, on the deteriorating status of the teaching profession in many countries. Other common concerns raised at these conferences, as well as at European Regional Conferences in Luxembourg( May 1993) and Prague( October 1994), were the privatisation of 45 education services and the reluctance of many governments to allow education organisations to take part in the development and determination of education policy. This was also one of the subjects addressed in a gathering of member unions from the post- Communist countries and from OECD countries( Bucharest, March 1994). For its member organisations in the OECD countries EI organised, in conjunction with the Australian Education Union, a seminar on Partnerships in Education Reforms in Melbourne( March 1993). Delegates from Australia, Canada, France, UK, Ireland, Japan, Norway, New Zealand, Portugal, Spain, Sweden, and the United States attended this meeting and discussed the consequences of the privatisation and decentralisation of education and concepts of productivity and quality. The seminar led to the organisation of an international consultation between representatives of Education Ministries and education unions in Canberra( June 1994). This consultation, hosted jointly by the Australian Government and the AEU, addressed the following topics: the balance between decentralisation and system responsibility for education management; the roles of the teacher unions and employers in school reform; and the role of teachers in improving the quality of education. Despite the limited participation of senior central government officials, nearly fifty participants from ten countries attended the talks and workshops. On the basis of the recommendations made by these bodies the Executive Board decided that EI, in its work at intergovernmental level, should give special attention to the following problems: the effects on education of structural adjustment policies imposed by the international financial institutions on indebted nations; the privatisation of public education services; the participation of education unions in the determination of education policy and the status of teachers. It was decided to initiate international discussion on partnerships in educational reform. 1.2 Building coalitions In its work to promote public education EI has established a successful working relationship with ICFTU. Not only has ICFTU put education high on its agenda as a valuable tool to enhance social development, it has also assisted EI in promoting education at intergovernmental level. In September 1994 EI and ICFTU opened discussions with UNESCO and ILO on education, employment and structural adjustment. In view of the increasing influence of the World Bank in these three areas, it was felt that new strategies should be developed with respect to structural adjustment. A workshop was held at the UNESCO Headquarters in Paris, bringing together experts from the four organisations in order to pool their knowledge and resources. The ICFTU and EI contingent included experts from each of the developing regions of the world. Discussion during the two and half days of the workshop were vigorous and were noteworthy for some very frank but constructive exchanges around the table. There was detailed discussion on the following topics: education budgets and structural adjustment; basic education for all: equality of access to secondary, further and lifelong education; the quality of education services; education and development: increasing and improving investment in our future. ICFTU and EI have agreed to pursue this initiative together. Every year, World Bank staff produce the World Development Report. In this" flagship publication" staff are free to present their analysis of a major issue affecting the world's economy. The report is not submitted to the Bank's Executive Board, so is not officially considered as policy, but has enormous influence with governments and is widely reported in the media. For 1995, the World Development Report will focus on labour markets. El took part in a consultation with the ICFTU, WCL and other International Trade Secretariats in Washington in February 1995. The draft contained many references to the public sector, as well as specific references to education. In one paragraph it even called for a ban on strikes in the public sector, including by teachers! Following the vigorous interventions of Public Service International( PSI) and EI, expectations have grown that the Bank's staff will be persuaded that such a call would be inopportune. During two days of vigorous debate, the 20- strong trade union delegation went through the draft page by page, raising issues of international labour standards, wage policy, the social clause, and exploitation of children, among many others. 1.3 International conferences In the period under review five important international conferences took place that enabled EI to publicly present its views on education: the OECD Conference on Education for the 21st Century, held in Paris in April 1993, the UNESCO General Conference in Paris in November 1993, the International Conference on Education that was held in Geneva in October 1994, the World Summit on Social 46 Development in March 1995 and the OECD Conference on New Partners for Better Schools held in Paris in March 1995. The OECD Conference on Education for the 21st Century brought together educational policy- makers and academics from industrialised countries. Participants were broadly supportive of education union concerns. The organiser of the conference insisted that it was pointless for governments to try to impose reforms and that they should rather seek an active partnership with education unions and parents' associations. Much attention was devoted to the problem of how the school as an institution can respond to and cope with diverse and accelerating social demands. Considerable emphasis was placed on the role of the teacher. At the UNESCO General Conference in November 1993 EI addressed the plenary session, and took part in the work of programme commissions dealing with education, human rights and the status of women. The Conference adopted, among other things, 5 October as World Teachers' Day. Furthermore, it requested the Director- General to prepare a draft recommendation on the Status of Higher Education Teaching Personnel and invited him to submit a text to one of its forthcoming sessions( see below). The theme of the 44th session of the International Conference on Education( Geneva, October 1994) was Education for Understanding, Human Rights and Peace. Debates among government representatives were marked by controversy over references to religious fundamentalism and terrorism. An early draft for a Declaration and Framework for Action was widely judged to be unsatisfactory, and was considered by EI, Amnesty International and other organisations to move backwards in the promotion of human rights. EI made written proposals for changes and participated actively in the drafting process. Virtually all EI proposals were incorporated into greatly improved texts which were adopted by the Conference. The Conference had a new and more dynamic format, with major debates hosted by Federico Mayor, Jacques Delors and the late James Grant, Executive Director of UNICEF, as well as round- tables on a variety of topics. 104 Ministers and Deputy Ministers of Education attended, and heard the EI statement to launch World Teachers' Day at the opening session. An EI exhibition was mounted in a prominent location and EI publications were widely distributed. EI member organisations from Africa, Asia, Europe and North America were represented and EI intervened in a major debate with Jacques Delors as well as in a round- table discussion on' Education and the Media'. The next session of the International Conference on Education, in 1996, will have as its theme: Enhancing the role of teachers in a changing world. Consultations on preparations for this Conference have already begun with the IBE Director, and EI presented detailed written proposals for the IBE Council meeting in January 1995. All key figures, including the UNESCO Director General and Assistant Director General for Education and the IBE Director strongly supported associating EI closely with the operations of the 1996 Conference which will provide an important opportunity for EI to convey the views of its member organisations to the Education Ministers of all UNESCO member states. A large El delegation took part in the World Summit on Social Development in March 1995. Interventions by EI member organisations helped to secure a commitment to education by world leaders at the Social Summit. which concluded in Copenhagen on 12 March. The commitment to education was won after some last- minute drama at the Summit site. From the beginning of the preparatory process in 1993, documents prepared by the UN Secretariat contained strong references to education. However, at the final preparatory meeting in January 1995, the European Union blocked such a commitment. Developing countries( the' G77'), supported by China and the United States circulated the text of a commitment to education, and the European Union( the EU) circulated a counter- proposal. EI called on its member organisations in Europe to intervene with their governments. This they did, very firmly. Upon arrival in Copenhagen, the EU announced that it would withdraw its text in favour of the' G77' text. However, a week of tortuous debate followed on the detailed wording, in a working group chaired by Ambassador Shah of India. Finally, the text was agreed and included in the main Declaration adopted by 116 Heads of State and government on 12 March. The commitment on education has been circulated to all El member organisations, together with the sections of the Plan of Action which refer to education. These texts provide a good basis for union intervention at the international and national level. They should give renewed impetus to El's ongoing campaign to have governments and agencies such as the World Bank recognise the key role of education in the pursuit of 47 development, social justice and democracy. EI was able to enhance its effectiveness through close cooperation with the ICFTU as well as other NGOs. Addressing the Summit as President of the Conference of NGOs, EI Executive Director for IGR warned that many communities around the world were becoming" social bombs, primed to explode with increasing frequency and unpredictable consequences". He called on governments to permit no backsliding on Universal Rights, including freedom of association, freedom of expression and the right to organise. Referring specifically to child labour, he also stressed the importance of the commitment to education, which was then in its final stage of negotiations. Finally, he called on governments to implement the agreements of the Social Summit through a true partnership with non- governmental organisations, with the emphasis on action, rather than words. In preparing for an OECD Conference on New Partners for Better Schools( Paris, March 1995), EI succeeded in changing the initial emphasis on accountability, with limited reference to consultation with education unions. TUAC and EI won a commitment to include the concept of partnership in the title and preparation of the conference and pursued consultations with the OECD Secretariat with the aim of making this concept meaningful. The conference was attended by some 60 representatives of national education ministries, as well as delegations from TUAC/ EI and from BIAC. It recognised the key role of teachers and also explored the issue of closer links between schools and their communities, as well as the involvement of parents and local enterprises. These gains were important as the Conference proceedings will be published and the recommendations will be circulated to OECD member governments. They will also influence the future work of the OECD Education Committee, particularly in the lead- up to the Ministerial meeting in January 1996. 1.4 El- World Bank dialogue on Education Policy - Early in 1994, a task force of the World Bank Secretariat was established to draft a review of education policy the first such review conducted by the Bank for the education sector as a whole since 1980. The report, entitled Policies and strategies for education, was discussed by the Bank's Executive Board in early May 1995. While not formally approved by the Board as binding policy, the report was accepted and the green light was given for publication. It can be expected to have an important influence on the Bank's future lending for education projects, and on governments, certainly in developing countries but also in OECD countries. In the past few years the World Bank- because of its economic" clout"- has replaced UNESCO as the most influential source of advice on education policy to national governments. This trend has presented a major challenge to EI, since the Bank's policy advice is driven by economic considerations, whereas UNESCO, with a more humanist tradition, has placed the emphasis on equality of opportunity and access to education for all. As indicated earlier( Chapter VI), EI was successful in opening up a dialogue with the Education and Social Policy Department of the Bank and its task force preparing the policy paper, and the Bank Secretariat demonstrated a very open approach. In June 1994, a first consultation was held during which the Bank Secretariat made available on a confidential basis and for the exclusive use of EI the first draft of the policy paper. In two days of intensive discussion, EI provided a detailed critique and commentary on the initial draft. In September 1994 EI members were informed of areas of agreement and disagreement between EI and the Bank and were requested to contact the Executive Director for their country or group of countries. Numerous El member organisations wrote to these Executive Directors, each articulating its own commentary on Bank education policy in a cogent and well argued fashion, which had some effect on the Bank's Board. A high- level EI delegation met with the Bank's Vice- President for Human Resources Development and Operations Policy, in Washington on 13 October 1994. The significance of these communications was that they amounted to political action by EI and its member organisations. The direct engagement of EI member unions with the political organs of an international agency, on the basis of information obtained by EI, marked a step beyond the traditional contacts established with the secretariats of those agencies, and is recommended as an important element in future EI strategies. Positive features of the report include the evidence it presents that education is a critical factor in sustainable development, economic growth and the reduction of poverty. The report asserts that differences in the quality of education account for most of the enormous differences in living standards among nations. It says that 48 one of the biggest challenges is equity, affecting the poor in general and girls in particular. It demonstrates that basic education( primary and lower secondary) should be first and foremost the responsibility of public authorities. It underlines the importance of qualified teachers at all levels of education, with sound knowledge of their subjects and good teaching skills. It stresses the imperative need for adequate teaching and learning materials. However, the report often juxtaposes such positive features with less welcome proposals, advocating increases in student- teacher ratios and less emphasis on pre- service teacher education, in order to re- allocate resources to textbooks and in- service training. While proposals for privatisation in the early drafts were modified, the report remains adamant in its advocacy of privatisation for vocational and higher education. Similarly, ideas for the introduction of market mechanisms into public education are presented more tentatively than they were in early drafts, but they do remain and may be used by governments. Current levels of Bank lending for education- about US$ 2 billion per annum- account for only 0.6 per cent of all resources allocated to education in developing countries. This is probably less than the amount lost to national education budgets because of structural adjustment. Yet, the Bank's views on resource allocation have a disproportionate influence on national education policies because of the strategic importance of Banksupported projects in most countries. This highlights the importance of consultations involving education unions together with both their governments and the programme specialists from the Bank. EI prepared a preliminary response to the Bank's report, which was circulated to member organisations and the press, and will pursue arrangements for detailed discussion at the regional level. An important next step will be for the Bank to compare its proposals with the reality experienced by teachers and other education employees at the national level. Discussions have already been held on the concept endorsed by the EI Executive Board of establishing consultation on Bank projects at the national level. There is a need for consultation with national education unions on the part of both the Education Ministries and the Bank teams. EI is already pursuing the report's proposals for consultation with education unions as well as other stakeholder. The report states that" Economic reform programs supported by the World Bank now routinely include measures to ensure that primary education is protected during fiscal adjustment"( 11.27). El and its member unions should closely monitor the application of this policy, starting with the national examples cited in the report. EI has also proposed that the Bank take a new step, ie: that the Bank, in consultation with UNESCO, the ILO and other agencies, draft specific economic proposals for implementation of the Commitment on education and health adopted by 116 national leaders at the World Summit on Social Development in Copenhagen on March 12, 1995. Such specific economic proposals could form the basis for a new" Marshall Plan" for developing countries, and would give concrete meaning to the report's emphasis on the critical role of education in economic growth and poverty reduction. It should be emphasised that the World Bank's increasing interest in education is a double- edged sword. On the one hand it has at last recognized the need to protect education funding when structural adjustment programmes are negotiated with governments, and is committed to increasing the World Bank's own lending for education. On the other hand, the World Bank's push for privatisation is backed up by financial muscle as well as conceptual arguments which will seem appealing to many governments. World Bank loans for education almost tripled between 1989 and 1992, rising to over US$ 2 billion per annum, with a predicted increase to US$ 4 billion by 1995. Twenty- six developing countries currently receive major bank loans for education. This significant, even dramatic, increase in credits for education is the result of the Bank's own studies during the 1980s- about thirty national case studies- which demonstrated the importance of primary education in national development and also highlighted economic arguments in favour of the education of girls. The increase was also influenced by the Education for All Conference in June 1990. Bank policy papers were produced in 1990 on primary education, in 1992 on technical and vocational education and in 1994 on higher education]. 1.5 International Commission on Education for the 21st Century EI was also successful in contributing to the work of the International Commission on Education for the 21st Century, chaired by Jacques Delors( former President of the European Commission). The Committee, established in 1993 by UNESCO, endeavours to define the concepts and ideas which will influence the 49 progress of education into the next century, along six lines of enquiry: dealing with the relationship between education and culture, citizenship, social cohesion, work and employment, development, research and science. The Commission also studies the effect of modern communication media on education; the future of the teaching profession and the management and financing of education systems. El is one of four organisations which have been invited to serve as official advisors. In May 1994, Jacques Delors met with the EI Executive Board for an extensive and stimulating exchange of ideas on the Commission's work. The EI President and Chief Coordinator for Africa participated in meetings of Experts convened by the Commission in Vancouver and Dakar. Representatives of EI member organisations met with the Commission's Secretariat during the International Conference on Education in Geneva. Further cooperation together with the Commission, the International Council on Adult Education and International Association of Universities is envisaged in 1995. 1.6 Organisation for Economic Cooperation and Development( OECD) In addition to participating in the earlier- mentioned OECD conferences, regular consultations took place with the OECD Education Committee and Secretariat. In close cooperation with the Trade Union Advisory Committee to the OECD, EI attempted to influence the direction of major OECD meetings, seminars and programmes. Education International took part in a seminar on Performance Standards( Paris, September 1993). Several member states presented reports on the situation in their respective countries, which were then followed by a summary and by a panel debate involving experts including representatives of employers, trade unions, parents and universities. Specific issues were subsequently highlighted in presentations and discussions in workshops; these included the difficulty in defining universal terminology and concepts, the need to place this issue in a broader context in connection with the idea of programmes and quality, the importance of evaluating standards, and the costs incurred in establishing, maintaining and evaluating standards. EI pointed out the importance of consulting teachers themselves, who play a key role in any measures aiming to improve education, and of taking account of the resources granted in order to arrive at a pertinent evaluation. The conclusion was that dicsussions, analysis and research must be continued and extended to cover more countries. Among the other OECD meetings attended by EI was a conference on" Vocational Education and rTaining for the 21st Century" held in Paris, November 1994( see below). Detailed discussions were also held on a recently- completed OECD study on teacher quality. Although some of the conclusions of the study are controversial, it contains a number of useful proposals addressed to national education ministries. 2.1 Primary Education 2. Sectoral Developments EI participated in the Education for All Programme, launched by UNESCO, UNICEF, UNDP and the World Bank in Jomtien in 1990. This programme mainly promotes the universality of primary education. There has been a general increase in enrolment to primary education during the last twenty years. In 1970 the gross enrolment in primary education was 83.5% for the developing countries and 104.0% for developed countries. In 1990 the corresponding ratio for the developing countries was 98.1% and for the developed countries 102.0%. Although these figures seem hopeful, in some developing countries growth has been lagging. In the very poor countries there has even been a decrease. For example, the enrolment ratio for primary education in Sub- Saharan Africa declined from 71.0% in 1985 to 66.7% in 1990. The EI President played an active role in the second meeting of the International Forum which monitors the implementation of the Education for All programme( Delhi, September 1993), and contact was maintained with the Education for All Secretariat. In many countries an important increase could be observed in enrolment in pre- school education. Furthermore, awareness has grown that children who have received pre- school education are more likely to complete successfully their school career. The increasing demand for pre- school education and early 50 childhood care is also linked to the fact that parents work outside the home. This development requires that some arrangements are made for the care of small children. The development within pre- school education makes it urgent for EI to further examine these trends and ndteencies. 2.2 Secondary Education In 1970 the gross enrolment ratio for secondary education in the developing countries was 23.9% and in the developed countries 76.8%. In 1990 the corresponding ratio in the developing countries was 44.1% and in the developed countries 93.6%. In the least developed countries there was a very modest growth from 13.5% in 1980 to 16.7% in 1990. In Sub- Saharan Africa, however, there was a decrease in enrolment ratios for secondary education from 18.7% in 1985 to 17.5% in 1990. Within the framework of the Education for All programme EI has called attention to the increasing demand for secondary education in developing countries. The success of secondary education is directly related to the growing number of children who complete primary education. The increased number of students leaving primary education is still sufficiently high to create growing expectations for further education among students and parents. From this perspective, the main problem in the world today, as far as secondary education is concerned, is that too few children are given the opportunity to continue from primary to secondary education. EI has submitted various position papers to UNESCO on matters concerning secondary education, including a report on teacher training, on links between vocational education and secondary education and on the promotion of girls' achievement in secondary education. 2.3 Vocational Education In the period under review organisations such as UNESCO, ILO, OECD, and the World Bank have demonstrated an increasing interest in vocational education. The belief that by improving the quality and accessibility of vocational education, important contributions can be made to the solution of employment problems explains the growing interest in this sector. An increasing participation of young people in vocational education and training would also help meet the growing need for a better qualified work force. UNESCO established an" International Project on Technical and Vocational Education"; ILO decided to undertake a study on the recruitment, advancement and continuing training opportunities of teachers in vocational education and training; and the OECD published several reports on this subject. The latter organisation also organised a conference on" Vocational Education and Training for the 21st Century" ( Paris, November 1994), addressing the issue of how initial vocational education and training could help develop positive responses to challenges and opportunities created by technological, economic and social changes in OECD countries. EI stressed the importance of investments in teacher training and in- service training. It also underlined the need for competitive salaries and working conditions. This meeting attracted the largest number of national trade union representatives in OECD history, and the TUAC delegation was led by an EI Vice- President. It should be noted that in many developing countries vocational education and training take place in different kinds of institutions, sometimes integrated into the education system, but mostly operating outside that system. In a large number of developing countries vocational education and training is mainly organised by non- governmental organisations and private enterprises. Consequently, its accessibility is limited. EI has advocated the integration of vocational education and training in the secondary and tertiary levels of the public education system. This view, as well as the concept of including elements of general education in vocational education and training programmes, was outlined in a position paper submitted to UNESCO in November 1995. 2.4 Higher Education Higher education is undoubtedly the most" internationalised" education sector. Not simply because of the international relations that many universities and institutes for higher education traditionally maintain, but also because of the vital role that higher education plays in technological and structural changes and subsequent economic developments. In the period under consideration, all intergovernmental bodies addressed in some way the position of higher education in society and its links with private industry. 51 EI took part in the 4th Collective Consultation of Higher Education NGOs on" Higher Education and Capacity- Building for the 21st century". The consultation, organised by UNESCO( Paris, September 1994), discussed the rapid development of the sciences in tandem with that of the new communication technologies. The role which higher education will be required to play in production and in the transfer of new knowledge is becoming more and more crucial. It will have to seek new partnerships, in particular with the economic world, but it will also have to set up more inter- university networks, particularly North- South networks. EI stressed the need to review the objective of mass higher education systems, financing structures and relations with society and the economic world and emphasised that if radical changes were to be brought about teachers should be involved as partners rather than merely as the instruments of policies defined by others. 3. Status of Teachers 3.1 ILO/ UNESCO Recommendation on the Status of Teachers( 1966) The ILO/ UNESCO Committee of Experts on the Recommendation on the Status of Teachers( CEART), which examines the application of the international recommendation in the member states of the ILO and UNESCO, met in Geneva in July 1994. While the trade union movement is formally involved in examining the application of ILO conventions and recommendations, the application of the ILO/ UNESCO Recommendation is evaluated by a group of experts designated by ILO and UNESCO. EI presented a statement of facts to the Committee demonstrating that the Recommendation is far from being implemented or respected, making particular reference to provision 10c which asserts:" since education is a service of fundamental importance in the general public interest, it should be recognised as a responsibility of the State, which should provide an adequate network of schools, free education in these schools and material assistance to needy pupils." In its submission EI also referred to freedom of association, effects of decentralisation, privatisation, the impact of international financial institutions, effects of structural adjustment, teacher education and the implications of political changes in society, all of which have contributed to a world- wide decline in the material status of teachers. The experts reached a similar conclusion. Their report contained strong criticism of the failure of governments to apply the Recommendation. It noted deteriorating teacher/ pupil ratios; a reduction of the availability of educational resources in schools; increased hours of work; redundancy of, and an erosion of security of employment for, teachers; imposition of external surveillance and assessment processes; the imposition, in some instances, of externally imposed student attainment standards; and, in some instances, serious diminutions in actual salary levels. The experts also commented that" a common issue for the teaching profession the world over was the ability to participate in educational decision- making through consultation and collective bargaining". Furthermore, they commended" a most valuable submission... received from Education International raising a series of issues, many of which reinforce conclusions expressed in this Report". Although EI should be satisfied with the conclusions of the Committee, the secrecy that has surrounded the deliberations of CEART is to be deplored. EI should open discussions with UNESCO and ILO with the purpose of involving EI and its members in the work of the Committee of Experts. Although in the ILO/ UNESCO Recommendation on the Status of Teachers important international standards are set, the Recommendation is not an effective instrument. Governments are not obliged to comply with it. Moreover, it does not address the position of higher education personnel. In discussions with ILO and UNESCO on a possible revision of the Recommendation, EI has expressed preference for the development of two instruments: an ILO Convention on Teachers Rights and Conditions of Service and a UNESCO Convention on Education. Both instruments, also covering the higher education sector, would complement the existing Recommendation, which, according to EI, should remain unchanged. EI's reluctance to favour a revision of the Recommendation was based on the assumption that such a revision would certainly lead to the removal of some important standards and the reduction of others. Furthermore, an ILO Convention on Teachers' Rights and Conditions of Service would provide a better guarantee for teachers and their unions than the current Recommendation offers. Within ILO and UNESCO, however, there is not much enthusiasm for this idea. Although a revision of the Recommendation seems to have been removed from the agenda, a new international recommendation may be developed, setting standards for teachers in higher education. 52 3.2 Draft Recommendation concerning the Status of Higher Education Teaching Personnel The UNESCO General Conference in 1993 requested the Director- General to prepare a draft recommendation on the Status of Higher Education Teaching Personnel and invited him to submit a draft text to one of its forthcoming sessions. Although EI has expressed the view that it only favours instruments which set standards for the rights and conditions of personnel in all education sectors, it has, nevertheless, entered into a discussion with UNESCO on the possible contents of the recommendation. The draft of the Recommendation was sent to EI member organisations in September 1994. In October and December 1994 an EI delegation, in which members of the Sectoral Committee on Further and Higher Education participated, met with UNESCO staff. At these occasions EI insisted that the Recommendation could contain provisions on teachers' rights and employment conditions only if it was a joint ILO/ UNESCO instrument. Earlier, however, the ILO had rejected the idea of a Joint ILO/ UNESCO Recommendation. In January 1995 the EI Executive Board decided to urge ILO to reconsider its decision. Subsequently, the ILO Governing Body, in April 1995, authorised the Office" to continue consultations with UNESCO on the Draft Recommendation concerning the Status of Higher Education Teaching Personnel, and on ways and means to ensure its monitoring". Furthermore, the Governing Body decided to put on the agenda of its November 1995 meeting the following question:" what further course of action to take on the basis of a paper submitted to by the Office along with the text of the Draft Recommendation" 3.3 World Teachers' Day Fulfilling a promise made to the Constituent Congress of Education International, the Director General of UNESCO proposed that 5 October, the date of the adoption of the UNESCO/ ILO Recommendation on the status of teachers, be designated as World Teachers' Day. This proposal was accepted by the UNESCO General Conference in November 1993 and the day was launched on 5 October 1994 at the opening of the International Conference on Education in Geneva, attended by more than 100 Ministers and Deputy Ministers of Education. Speeches were made on that occasion by the Director General of UNESCO and the EI Executive Director for IGR, and press communiqués were released by EI, UNESCO and ILO. A special EI brochure and poster was produced and distributed widely to member organisations, UNESCO national commissions and media networks. At EI's invitation, an impressive number of affiliates from all over the world organised events on that first World Teachers' Day. Newsletters from trade unions and messages from affiliates informed EI of seminars, debates and conferences, various ceremonies, gatherings, artistic and cultural events, meetings with governmental authorities, the translation into different languages and circulation of the 1966 Recommendation as well as the EI leaflet, the release of messages in the media and the organisation of an" Appreciation Day" or even a Teachers' Month. From N'Djamena to New Delhi, from Asunción to Conakry via Dominica, Australia, Senegal and many other regions, the status of teachers and the future of public education were given special attention on that historic day. It is worth noting that to date more than a hundred or so of 178 UNESCO member states have officially recognized this initiative as one likely to become ever more important in the coming years. EI is engaged in consultationswith UNESCO on the establishment of teachers' awards which could be awarded at the international, regional and national levels on future World Teachers' Days. 53 53 D Chapter X Development Cooperation evelopment cooperation aims to promote democratic, social and economic development through cooperation between countries and between organisations. It is aimed at diminishing gaps between rich and poor, at strengthening relations between North and South, taking into account the interdependence of the world economy. The member states of the United Nations have agreed that the rich countries, i.e. the member states of the OECD, should try to spend at least 0.7% of their Gross National Product on development cooperation. In the period under review, however, few OECD member states accomplished that goal. In fact, in the past decade many OECD countries have decreased the percentage of GNP spent on development cooperation programmes. In May 1995 the OECD announced that out of twenty four member countries, only four had succeeded in reaching the 0.7% target, namely: Denmark, Norway, Sweden and The Netherlands. There are several explanations for the poor performance of the rich countries. Obviously, neoliberal winds sweeping across the industrial economies, spreading the idea that government spending be kept to a minimum, and that if there are gaps to be bridged, the free market will provide the necessary means, have undermined the solidarity principle which constituted the 0.7% standard. Furthermore, governments of industrial economies increasingly employ development cooperation as a means to promote their own industries and trades, rather than a genuine, unselfish effort to enhance the democratic, social and economic development of the South. There are painful examples of shameless exploitation, ranging from garbage dumping in poor African countries to the reduction of commodity prices and the erection of trade barriers. The consequences are known: poverty, inequality, poor health and education conditions, and weak infra- structures still reign in the South. Development cooperation as a means to help develop the South is not only a matter between governments. It is, obviously, also a task of the trade union movement. In countries where organised labour is recognised as an important social and democratic element of society, unions have been recognised as partners in development cooperation and therefore channel- either directly or through special agencies- part of the public funds allocated for that purpose. This is the case in the Nordic countries, the Benelux countries, Germany, the United States and Canada. Trade unions in these countries have made very impressive contributions to the union movement in developing countries, either through bilateral programmes and/ or through international organisations such as EI. Obviously, the decline of public funds for development cooperation has also reduced the resources available for trade union work in developing countries. Development cooperation by the union movement, however, has not only been financed by public funds. Many trade unions throughout the world are contributing to this work with their own human resources and their own funds, thus substantiating their notion of international solidarity. Some have even established a rule to allocate a percentage of their dues income to development cooperation. 1. Objectives El's work in the area of development cooperation has two global objectives. The first is to uphold the commitment of the industrial nations to spend a percentage of their GNP on development cooperation, to remove obstacles to sustained development of Third World economies, including trade barriers, and to enable trade unions to help their counterparts in the lesser developed countries to promote democratic, social and economic development. The second objective is to help build strong education trade unions able to defend their members' interests effectively, to promote education for all, and to defend democracy, human rights and social justice. 54 54 1.1 Promoting the North- South dialogue In view of its first objective, EI has stressed the importance of intensifying North- South dialogue. At various intergovernmental gatherings, it has reminded the governments of the industrial economies of their responsibility to provide the lesser developed countries, particularly the poorest among them, with fair opportunities on the world market, thus increasing self- reliance. It has rejected the harsh conditions that the international financial institutions continued to impose on these countries, causing further deterioration of scarce public services, including education. Although in the reporting period some countries succeeded, at tremendous social cost, to reduce their debts, others, i.e. the poorest countries in Africa and South Asia, were not at all successful. Unbearable hardships, serious social unrest and even disintegration are the order of the day. EI has also rejected the idea of reallocating development cooperation funds to Central and Eastern Europe. 1.2 Building strong unions In view of its second objective, the strengthening of education organisations in the lesser- developed countries, EI has developed and coordinated trade union education programmes, professional training programmes, and other forms of assistance. It has done so in conjunction with( member) organisations providing resources for development cooperation( cooperating organisations) and with the target groups ( host organisations), whose needs constituted the basis of all programmes. In May 1994 the Executive Board provisionally defined the aims and role of EI in the preparation, implementation and coordination of development cooperation programmes. It decided that these programmes should first of all be directed at EI member organisations in the lesser- developed countries that are most in need of such assistance, that their main focus should be on the organisation's" grass roots" with particular emphasis on the participation of women members and- particularly as far as trade union education programmes would be concerned- aim for self reliance. Furthermore, it was decided that EI should also attempt to coordinate the so called bilateral programmes which some of the cooperating organisations undertake, and, when desired, assist in the implementation of these programmes. Subsequently, plans were made to regularly update cooperating organisations on the needs of EI member organisations, on EI priority areas etc., thus facilitating the selection of programmes, countries and organisations that would best fit the funding criteria. 1.3 A collective effort With the purpose of further developing and coordinating development cooperation programmes, consultative meetings were held with the cooperating organisations in Amsterdam( September 1993) and Brussels ( September 1994). These meetings provided an opportunity for consultations and exchanges of information on present and future programmes. In order to ensure a better input of the host organisations, in 1995 EI started to organise similar meetings at regional level. This comprehensive approach would contribute to a more efficient and just distribution of available resources to the EI membership in the developing countries. Below is an overview of relations between the actors in development cooperation programmes: Union Funds Education International El/ Multilateral Programmes Host organisations Public Funds Cooperating Organisations 2. Cooperating Organisations Bilateral Programmes Host organisations 55 The following cooperating organisations took actively part in developing cooperation programmes in support of El membership:( member organisations) ABOP, Netherlands; AEU, Australia; AFT, USA; AMMA, United Kingdom; ASTI, Ireland; CTF, Canada; DLF, Denmark; ECH/ SPR, Switzerland; EIS, Scotland; GEW, Germany; INTO, Ireland; JTU, Japan; Lärarforbundet, Sweden; NASUWT, United Kingdom; NEA, USA; NL, Norway; OAJ, Finland; SE- FEN, France; SSTA, Scotland; TUI, Ireland;( other organisations) FES, Germany; FNV, Netherlands; ICFTU, Belgium. 3. Programmes EI has assumed responsibility for the completion of the programmes initiated by WCOTP and IFFTU. Where possible, these programmes were integrated. With the dissolution of WCOTP and IFFTU and the establishment of EI, development cooperation programmes have ceased to be tools of international competition. It should be noted, however, that programmes, when not distributed fairly, can be a factor, even a determining factor; in situations where EI member unions are competing at the national level. In these instances EI has made every possible effort to develop programmes through which a unity process could be initiated. Emphasis was placed on the quality of the cooperation programmes in relation to the overall policy of the host organisations. Cooperation programmes were directly linked to the union's regular activities, thus promoting sustainibility and growth toward self- reliance. Extra attention was placed on the so- called" SouthSouth cooperation", whereby the stronger host organisations would assist other host organisations in the same region. EI development cooperation programmes can be divided into three groups:( i) trade union education,( ii) professional training and( iii) other development assistance. 3.1 Trade union education The majority of the activities implemented in the area of development cooperation fell within the area of trade union education. Trade union education is considered the corner- stone for a trade union which seeks to inform its membership and to get its membership involved in trade union decisions. One of the fundamental principles is to direct the attention to grass roots membership in order to strengthen the basis of the organisation and to reinforce democratic principles at all levels. Teaching workers to do things for themselves is regarded as being the organising model of trade unionism. An organising model of trade union education strives to find ways in which the union's organising goals can be furthered by teaching workers to think and act for themselves. Based upon these principles EI has sought to coordinate trade union education programmes while encouraging innovation and striving for new methodologies and approaches, adapted to the needs and the possibilities of host organisations. In this effort EI has faced a great number of different approaches and traditions among both host and cooperating organisations. This diversity has led to the development of a wide range of activities within the EI family: the training of school representatives, study circles, regional seminars, international workshops. A common feature of all these activities has been the recognition that trade union education should form an integral part of the unions' goals, structures and policies. Trade union education projects- especially when developed with outside assistance- should not be seen as activities which are kept separate from the general programme of action of each union. All partners involved faced a complex set of tasks in defining contents, target groups, choice of methodologies and the most effective means of delivering trade union education. 3.2 Professional training The second largest group of activities comprises all training related to the teaching profession: professional upgrading as part of the improvement of the quality of the teacher in his or her day- to- day work in the classroom. In a number of countries professional training initiated by the education trade union movement has been a tool to put political pressure on the Government, by demonstrating the imperative need for inservice training. Most governments do not allocate sufficient means for courses which would allow teachers to upgrade their knowledge and skills, and would therefore encourage them to remain within the profession.. Public authorities should provide these upgrading courses, but in their absence and despite limited 56 57 57 possibilities, EI and its affiliates have developed a range of activities. Thereby they express the firm commitment of teachers to improve the quality of education. 3.3 Other Programmes Other activities in the area of development cooperation concerned the institutional support provided to strengthen the administration and, in general, the communications of host organisations. Numerous requests have been sent to EI for vehicles, fax machines, typewriters, telephones etc., all directed at strengthening the links within organisations. To strengthen links between organisations and Education International and to enable EI member unions to take part in EI decision- making processes, resources have been made available to encourage participation in El regional conferences and the World Congress. A list of programmes is given in Appendix II. Chapter XI Information nformation, communication and action are the three main components of the daily operations of a trade union organisation. The quality and accessibility of information as well as the possibility of swift communications with and between members determine to a significant extent the success of trade union activity. New information technologies are providing better opportunities to enhance the involvement of members and to improve information and communication services. The number of EI member unions that use these technologies is growing rapidly. However, many organisations in developing countries still have limited access to computer technology or no access at all. When more and more information is processed through electronic networks, this may create a new gap between the North and the South. This kind of" information gap" already exists if one considers that member organisations in countries with poor international telephone connections and mail services usually receive EI communications much later( and sometimes not at all) than other organisations. Obviously, the answer to this problem is not to reduce the use of new communication technology by EI. On the contrary, it should be maximised and it should be promoted among EI's membership worldwide. Considering that in most countries, including developing countries, there is the possibility of accessing access the Internet( through a call to a national Internet Service Provider), it seems feasible that in the near future the vast majority of member organisations will be part of an EI network. Obviously, organisations unable to purchase the necessary equipment should be offered assistance, including training programmes for the use of these new means of communication. While these and related ideas and aspirations have taken shape over the course of the reporting period, the use of the traditional means of communication have certainly not been abandoned or neglected. In fact, a tremendous effort has been made to keep the EI membership posted. 1. Publications Immediately after the Constituent Congress, a series of publications were issued aimed at informing EI members and other organisations throughout the world about Education International: the EI Handbook, Congress Highlights, a special issue of the EI Magazine, and the EI leaflet" The World of Education". In the course of 1993, two new regular publications were created which tried to combine the traditions of WCOTP and IFFTU: a newsletter, The EI Monthly Monitor, to give information on current activities and a quarterly, The Education International Magazine, to examine long- term dossiers. In addition to these two periodicals, member organisations received from and through EI occasional information from various sources: communiqués on human and trade union rights, letters about various international campaigns, EI press releases, circulars, documents issued by intergovernmental and international institutions such as UNESCO, ILO, ICFTU etc. The need for information on EI activities and on international developments relevant to EI member organisations continues to grow. Every effort has been made to expand information services and to improve the quality and quantity of EI publications in order to meet these growing needs and to help member organisations in their work. Plans have been developed to launch a series of research documents and studies produced by the Sectoral Committees, affiliates and other bodies and to further develop information campaigns on World Teachers' Day( 5 October) and International Womens' Day( 8 March). 2. Towards the establishment of an El electronic network In the period under review EI began preparations for the establishment of an EI Electronic Network" " From 1 May 1995 EI's e- mail address is: EDUCINT@INFOBOARD.BE 58 59 59 accessible to member organisations. Through such a network member organisations would be able to easily obtain information on EI activities. It would facilitate joint human rights action and provide better opportunities to exchange information on education and trade union developments. It was considered that, contrary to common belief, this initiative could also be of benefit to and improve communication with member organisations in developing countries hampered by poor international fax and telephone connections. The provision of suitable equipment would allow these organisations to make immediate contact with EI by making a national telephone call to an Internet service provider. At the time of publication of this report, a study into these possibilities has not yet been completed. T Chapter XII Administration he creation of Education International entailed important administrative challenges, such as the setting up of a new office organisation. the establishment of administrative procedures and the distribution of tasks among an amalgamated staff. After having operated for ten months from offices with different organisational practices in two different countries, staff members were invited to move to a new office in a third country. Unfortunately, a number of them had to decline the offer and obtain coverage under social plans established by WCOTP and IFFTUin 1992. A more or less smooth transition and a minimal interruption the daily affairs were achieved thanks especially to staff members who decided to move with the organisation to Belgium. In 1994, 9 new staff members were hired locally( 5 professional assistants and 4 secretarial and administrative staff). In the regions all former IFFTU and WCOTP staff continued their employment with EI. Additional staff was employed in Asia- Pacific and Africa". 1. Staff On 1 May 1995 Education International employed at its head office and regional offices 33 persons in full time or part time positions¹³: Deputy General Secretaries Chief( Regional) Coordinators Coordinators Professional Assistants Head Office: Head Office: Reg. Office Africa: Reg. Office Asia- Pacific: Reg. Office Latin America: Head Office: Reg. Office Africa: Reg. Office Asia- Pacific: Reg. Office Latin America: Reg. Office North America & Caribbean: Head Office: Reg. Office Asia- Pacific: Sheena Hanley, Elie Jouen. George Kux; Thomas Bediako( Lomé); Gurnam Singh( Kuala Lumpur); Napoleón Morazan( Tegucigalpa). Peter Dawson, Monique Fouilloux, Ulf Fredriksson, Wouter van der Schaaf, Patrice Vézina; Nana Ababio( Lomé), Cheick Sadibou Diagne( Bamako), Emanuel Fatoma ( Lomé); Aloysius Matthews( Bangkok); Lilliam Mora Blanco( San Jose); Virginia Albert( St. Lucia). Alain Chantry, Claire Degbomont; Patrice Guénard, Marianne Hanekroot, Risto Helffer, Natasha Murray, Edwin Pijman, Soraya Sanchez, Catherine Tinnin; Krishna Datt, Shashi Bala Singh( Delhi). 12To be effectuated as of 1 August 1995 13Not included are the Executive Director for Intergovernmental Relations and the General Secretary. 60 60 Secretarial and Administrative Staff Headoffice: Liaison Office Geneva: Anabel Vallines, Véronique Vanbrabant, Pascal Marcq, Serge Kikangala; Valérie Vercillio. The following persons worked on a part- time basis for EI as consultants: Consultants Head Office: 2. Offices Jan Erdtsieck; Jean- Bernard Gicquel ( Paris). The headquarters of Educational International operated from the former offices of WCOTP( Morges, Switzerland) and IFFTU( Amsterdam, Netherlands) until the end of 1993. These offices were closed on, respectively, 1 November and 31 December 1993 and relocated to the International Trade Union House in Brussels which also serves as the Headquarters of the ICFTU and the European Trade Union Congress ( ETUC). EI sublet part of its office space at the 8th floor of this building to the European Trade Union Committee for Education( ETUCE) and its Swedish member union Lärarförbundet. Regional Offices were kept in Accra, Ghana( relocated to Lomé in January 1995); Bamako, Mali( until 1 August 1995); in Kuala Lumpur, Malaysia; in Bangkok, Thailand; in Suva, Fiji; in Delhi, India; in Tegicigalpa, Guatemala; in San Jose, Costa Rica; in Montevideo, Uruguay( until 1 April 1995) and in St. Lucia, St. Lucia. Furthermore, an Office was kept in Geneva, Switzerland for liaison with intergovernmental bodies. 61 Appendix I Synthesis of Suggestions from Member Organisations for El Policies and Principles of Action Introduction The following draft is based upon a synthesis of responses from member organisations to a questionnaire on El policy sent out in 1993 which have been drawn together with resolutions adopted at the IFFTU and WCOTP Congress/ Assembly in Stockholm, January 1993. ( A) Human Rights, Justice, Democracy and Peace 1) Defense of Human Rights Refer El Constitution, Aims, Article 2( b): to promote for all peoples and in all nations peace, democracy, social justice and equality; to promote the application of the Universal Declaration on Human Rights through the development of education and of the collective strength of teachers and education employees; 1.1 EI will defend the universality and indivisibility of human rights. EI will oppose the violation of human rights impartially, consistently, and irrespective of country or political regime. 1.2 EI supports the application of the Universal Declaration of Human Rights( 1946) and of the instruments derived from it, including the Covenants on civic and political rights; and economic social and cultural rights( 1966). These human rights instruments must be translated into action; the Vienna Declaration and Programme of Action( 1993) must be implemented. National constitutions and law should conform to human rights principles. 1.3 Every human being has the right to life, to education and to the exercise of individual and collective freedoms. EI will intervene when these rights are violated and mobilize solidarity for member organisations whose members are victims of violations. 1.4 El mobilization may include direct pressure on governments and rapid dissemination of information to member organisations with appeals for them to exert influence on their own governments, as well as those governments guilty of violation. 1.5 Moreover, the defense of human rights requires the coordinated action of trade union organisations on a global scale, since the trade union movement leads the struggle for the empowerment of the individual and the abolition of exploitation. EI will therefore support the work of ICFTU and other ITS for the effective implementation of the Declaration, the Covenants and other international human rights instruments. 2) Protection of Trade Union Rights throughout the World Refer EI Constitution, Aims, Article 2( c) to seek and maintain recognition of the trade union rights of workers in general and of teachers and education employees in particular; to promote the International Labour Standards, including freedom of association and the right to organize, to bargain collectively and to undertake industrial action, including strike action if necessary; 2.1 Trade union rights form an integral part of democratic rights, and must be reinforced and strengthened in international law. The right to belong to a trade union, the right of a trade union to negotiate salary and conditions of service and if necessary to take industrial action, including strike action, should be inviolable. Yet, in many countries, the very existence of trade unions is in jeopardy. 2.2 The protection of trade union rights is fundamental, notably as an element in the combat against exploitation and social dumping resulting from the internationalization of production and markets. The protection of trade union rights in all countries, without exception, will promote equilibrium between the richer and the poorer countries. It will ultimately promote growth and the alleviation of poverty. 2.3 EI supports the right of workers all over the world to organize, to associate and to bargain collectively in accordance with ILO Conventions nos. 87 and 98. EI will work for the ratification of these conventions by all governments. 2.4 Upon the request of member organisations, the ICFTU or other ITS's, EI will investigate violations of trade union rights. EI will protest whenever such violations occur, will intervene vigorously in support of trade unionists who have been imprisoned or tortured because of their union activities and will call upon member organisations to participate in solidarity action. 2.5 EI will work actively with partners in the trade union movement to promote education about trade union rights and to seek new forms of transnational cooperation. 1 2.6 EI will demand that the national legislation of all countries respect trade union rights. Each country should establish effective machinery, acceptable to the unions concern, and where appropriate on the tripartite model, for the purpose of negotiation and settlement of disputes. Negotiations must be conducted between the parties without interference of any public authority and without any pressure from legislative or regulatory powers. There should be no pressure on trade union officials to inhibit the carrying out of their responsibilities. 3) Defence of Education Unions against Attacks on their Negotiating Rights Refer EI Constitution, Aims, Article 2( c) 3.1 Teachers and other groups of public employees should be recognized as having the same basic trade union rights as other employees. A well- balanced and functioning machinery for the negotiation of the salaries and working conditions of teachers and other education employees should exist in all countries, based on the principle of collective bargaining. Education unions should have the legal right to use all forms of industrial action including strikes and pursue their aims when negotiations procedures fail to produce satisfactory agreement. Attacks on the negotiating rights of education trade unions are not acceptable, nor is arbitrary action by the state and/ or employers. 3.2 Education unions should be fully informed and consulted in advance about any government policies and proposals concerning the education system and conditions of service of teachers. 3.3 EI will urge all nations to recognize the inalienable rights of workers including teachers, to ensure that basic and trade union rights are restored and maintained, and that the necessary political and industrial relations climate is developed, in which teachers along with all working people can participate in national development. 3.4 EI will act to exert pressure on those countries where the right to negotiation of education trade unions is not respected, including the sending of delegations and the organisation of regional and/ or world campaigns to promote respect for trade union rights. 3.5 Together with its member organisations, EI will promote press campaigns to explain to public opinion the importance of these rights. EI will call attention of governments and employers to conventions and recommendations which protect the right of trade unions, including education unionists; insist on implementation of these conventions and recommendations, particularly with respect to the right to negotiate and the right to strike; pursue implementation at the level of ILO and Unesco and press financial institutions such as the World Bank and the IMF to require respect for trade union rights as a condition for credits. 3.6 EI should organise training courses on collective negotiation, document the experience of member organisations and encourage contacts between organisations facing similar situations. EI should facilitate exchanges of information between member unions on governmental attitudes and intergovernmental meetings on industrial relations policy, while pursuing the defence of trade union rights for education unions at the level of international and intergovernmental bodies. 3.7 Early warning is of crucial importance and the capacity of EI will therefore be developed through the proposed EI data base and through the necessary collection and dissemination of information. 3.8 In order to be effective, education unions should systematically seek support from the public, including parents, students and workers in other sectors. Teacher unions should establish linkages with other trade unions to gain strength. They should work for the election of legislators who recognize the trade union rights of education unions at national and local levels. 3.9 Education employees should in no way be victimized or otherwise discriminated against for participating in industrial action determined by national trade union centres to which they are affiliated. 3.10 EI will strengthen cooperation with ILO, ICFTU and other ITS's. 4) Promotion of the Rights and Status of Women Refer El Constitution, Aims, Article 2( h, i) to combat all forms of racism and of bias or discrimination in education and society due to gender, marital status, sexual orientation, age, religion, political opinion, social or economic status or national or ethnic origin; to give particular attention to developing the leadership role and involvement of women in society, in the teaching profession and in organisations of teachers and education employees; See proposals from Status of Women Committee. 5) Protection of Women against Violence, Abuse and Discrimination See proposals from Status of Women Committee. 6) The Rights of Children: Protection against Abuse and Exploitation Refer UN Convention on the rights of the child. Right to Education( refer EI Constitution, Aims, Article 2( f) 2 6.1 The right to education is a fundamental right of the child. Every child should have access to education which supports his or her personal development, irrespective of social background or place of residence. Children and young people have a right to a worthwhile education for citizenship and preparation for later employment. 6.2 Every child has the right to life and has the right to be protected against scourges of society such as disease, hunger, war, illiteracy and exploitation. A society built upon principles of fraternity, equality, peace and justice will protect the rights of the child. 6.3 Children's rights must be seen as universal. EI will promote ratification by all countries of the UN Convention on the Rights of the Child, and will mobilize efforts with all sectors of society and with non- governmental organisations working for the rights and welfare of children. Teaching of the rights of the child should be included in school courses. 6.4 Child labour is a moral heresy and an obstacle to the development of societies. EI will exert pressure on public authorities and international agencies for the exploitation of minors to be considered a crime against humanity, and should take the lead in the coordination of international non- governmental campaigns in favour of education and protection against abuse and exploitation of children. 6.5 EI will seek prohibition of child labour in national legislation of all countries, support child care legislative provisions, seek national legislation for obligatory schooling until an appropriate age, and work for respect of such legislation in practice. Apprenticeship and work experience programmes must not be used as a disguised form of child labour, replacing adults at minimum cost to employers. 6.6 EI will support action against child prostitution and other forms of sexual abuse of children, will support child abuse prevention programmes, and will support action to aid street children. 6.7 EI will promote the rights of refugee children. In no circumstances should children be penalized for the actions of their parents. 6.8 EI should encourage the dissemination of television, radio programmes and publications appropriate for children. 6.9 EI should promote the formation of national commissions for the protection of children. 6.10 EI will cooperate with other unions, ILO and Unesco, seek action by ILO to establish list of companies which exploit child labour, and support the programme of Unicef to save children lives. 7) The Struggle against Racism and Xenophobia Refer El Constitution, Aims, Article 2( h). to combat all forms of racism and of bias or discrimination in education and society due to gender, marital status, sexual orientation, age, religion, political opinion, social or economic status or national or ethnic origin; 7.1 Racism and xenophobia are manifestations of lack of respect for human beings. Racism and xenophobia are crimes against humanity. They are opposed to an ethical conception of society and represent a form of collective egotism. At the opening of the 21st century, a multi- cultural world society constitutes an inestimable source of intellectual wealth for humanity. 7.2 Nationalism sets people against each other. It threatens the stability of whole regions. It brutally challenges human rights. Nationalism and racism are threats to peace and the future of children. Nationalism and racism entrench and isolate peoples, erect walls between nations and construct cultural and political" ghettos" for minorities and" aliens". 7.3 Racism must never become an accepted phenomenon, be it in school or in society generally. Schools must safeguard democracy and therefore oppose racist and xenophobic attitudes. 7.4 In face of the rising threat of racism and xenophobia and extreme nationalism EI will urge all governments to face their responsibilities in combatting all forms of discrimination, including ethnic, nationalistic and religious discrimination. 7.5 EI must be in the forefront of the struggle against racism and xenophobia, globally regionally and nationally. EI should participate actively in anti- racist movements, support campaigns for understanding between peoples and help develop preventive education. EI should establish a data bank on these issues, and create specialized working groups to prepare educational material. 7.6 The whole education system must combat racism. EI should promote exchange of experiences not only through meetings of educators but also of students. 7.7 EI should recommend that all member organisations include a statement of principles opposed to racism and xenophobia in their governing statutes. Furthermore, EI should call on member organisations: .to promote initiatives aimed at countering renewed nationalism and at conducting information campaigns in order to promote better understanding between peoples; .to support anti- racist legislation at the national level. 3 .to encourage each teacher to practice intercultural, multi- cultural and anti- racist education in the classroom, at all levels and in all disciplines; to promote the discovery of others, notably through an active pedagogy which engages students; .to work for the integration of programmes against racism and xenophobia into in- service and pre- service teacher education. 7.8 Racism and xenophobia threaten basic values of the trade union movement and threaten the foundations of democracy. EI will work within the trade union movement to oppose economic factors which engender racism and xenophobia such as the employment of immigrant minorities with low salaries. EI will support trade union action to combat such practices, which dissipate solidarity between workers, and will support demands for equality of work, treatment, education and living standards. 8) The Rights of Indigenous Peoples Refer El Constitution, Aims, Article 2( h). 8.1 Indigenous peoples have the right to education in their own language and the safeguarding of their own cultures. Respect for this right requires recognition by each society that indigenous culture and tradition is valid and enriching, and contributes to the overall culture of that society. EI should seek to revalue through education this contribution of indigenous traditions and culture. 8.2 Indigenous peoples have the right to benefit from ancestral lands and to live upon them in peace, while having the same rights to education and the benefit of science and technology as other members of society. Respect for indigenous cultures should not be an excuse for denial of the benefits and facilities of modern life. 8.3 EI will promote respect for the collective rights of indigenous peoples, including the right to self- government and recognition of their cultural identity. 8.4 Noting that indigenous peoples live in over 70 countries, EI should call upon member organisations where appropriate to establish indigenous education committees, to employ indigenous people in identified positions within their unions' structures and to include indigenous members within their delegations to international forums. 8.5 EI should promote exchanges of information among member organisations in the 70 countries where indigenous peoples live and work to maintain public awareness developed during the International Year for Indigenous Peoples( 1993). 9) The Role of Education Unions in the Promotion of Social Justice and Democratic Freedoms Refer EI Constitution, Aims, Article 2( g) to foster a concept of education directed towards international understanding and good will, the safeguarding of peace and freedom, and respect for human dignity; 9.1 Policies for the brutal reduction of social expenditure adversely affect the right to education and culture. In the face of " structural adjustment" policies, the trade union movement has a responsibility to preserve the heritage of civilization and democracy. 9.2 EI will oppose economic rationalism pushed to an extreme which denies social justice and democratic freedoms, and will assist member organisations in promoting social justice and democratic freedoms. 9.3 EI will promote education for development and combat poverty. In particular, EI will support member unions in developing countries in work to defend trade union and democratic rights, and will promote leadership training to that end. 9.4 The defense of quality public education is part of this struggle. The concept of education as a simple transmission of knowledge does not correspond to a democratic philosophy of education, which seeks the development of the personality and of human values. Quality education is the beginning of the struggle to promote social justice and democratic freedom. 9.5 Education and training must give all children and young people the capacity to act as full members of a democratic society, ready to defend democratic freedoms, social justice and human rights. 9.6 There is no democracy in the absence of independent trade unions, able to act freely. Education unions should be at the centre of struggles and campaigns to develop social justice on the part of governments and communities and should contribute to the general interest as well as the specific concerns of teachers. Members should be made aware of the connection between the work of their trade unions and the principles of social justice and democratic freedom. To this end, national member organisations should develop links with other sectors of the trade union movement, and wherever possible, participate in their trade union centres. 9.7 Member organisations should be encouraged to participate in national enquiries and commissions aimed at the promotion of social justice and democratic freedoms. Education unions should ensure that education systems include as priority objectives in their curriculum and pedagogical content, the education of children in values of justice, solidarity and democratic freedom. There should be a constant flow of information about such educational materials between EI and member organisations. 10) Education about Human Rights 4 Refer El Constitution, Aims, Article 2( b) to promote for all peoples and in all nations peace, democracy, social justice and equality; to promote the application of the Universal Declaration on Human Rights through the development of education and of the collective strength of teachers and education employees; 10.1 Education about human rights should occur at all levels of pre- school to post- secondary, through age- appropriate pedagogical approaches. It should be included in pre- service and in- service education for teachers. Human rights education can be integrated with civics, moral and religious education as well as international studies, social studies, government and other related subjects, as well as in extra- curricula activities and special projects. Such education should be at the core of teaching about the principles and practice of democracy. 10.2 One of the objectives of education is to form women and men who are free, responsible and critical. This education must be more than a pedagogical objective, but must be an attitude permeating the whole fabric of teaching, and reaching out to the community. Human rights should be made to live in the functioning of education establishments, notably in relation amongst staff and between staff and students. Practice should reflect principle. 10.3 Education for human rights should be linked not only with education against racism and xenophobia but also with a positive impulse to promote trade union principles such as solidarity, mutual respect and non discrimination, affecting the core of human rights. Global society must constitute a long chain of solidarity in which men and women are the links. Trade union solidarity action in defense of human rights is also a contribution to education about human rights. 10.4 EI should provide information on a regular basis in publications and promote the use of relevant materials, including electronic and print media. EI could also work on a project for educational programmes to promote human rights, which could be presented to governments. 11) Education for International Understanding Refer El Constitution, Aims, Article 2( g)- refer Recommendation of Unesco( 1974) to foster a concept of education directed towards international understanding and good will, the safeguarding of peace and freedom, and respect for human dignity; 11.1 The growing importance of international relations for all aspects in social life also has a bearing on the aims and emphasis of the education system. International affairs should have their place in the work plans and goal definitions of education at all levels. Education for international understanding begins in the infant school and continues until university. Such education should promote tolerance and an awareness of the mutual enrichment which arises out of contact between different cultures and ways of life. 11.2 The growing importance of international factors for peace, environment, democracy and the satisfaction of basic human needs can only be addressed through interaction between peoples from different nations. The world is becoming smaller through technology, travel and communications. We must build awareness of the concept of interdependence and oppose phenomena based on domination and dependence which are inimical to the idea of understanding between peoples. 11.3 Education should develop values in students which will encourage them to work for a just and sustainable global economy. The current distribution of wealth and power in the world is unjust and should be changed; education should equip students with a knowledge and skills to understand the causes and consequences( social, political, economic and environmental) of this imbalance. 11.4 EI should promote international understanding through exchange programmes, publications, etc., and might consider the organisation of international camps in different parts of the world. 11.5 The reality of international understanding should be achieved at the national level. EI should call on member organisations to promote the concept of a global community by including in curriculum development an appreciation of diverse cultures and encouraging members to eliminate prejudice from teaching, to promote honesty in history and the teaching of foreign languages and to show their students their role in a global community. 11.6 EI should recommend that member organisations: -seek encouragement for teachers through initial and in- service teacher education programmes to promote intercultural education oriented towards national and international solidarity; establishments; -encourage the production of teaching/ learning materials and text books, available for use in educational -seek guarantees for the right and duty of teachers to teach international understanding. 11.7 Participation in EI is a practical form of developing education for international understanding. 12) Support for the Peaceful Resolution of Conflicts 5 Refer EI Constitution, Aims, Article 2( g) 12.1 Without peace, externally and internally within a country, there will be no real possibilities for children to have a good and balanced education. War, violence and despotism are not the recourse of civilized peoples. Education should be based upon this verity, which is denied by the fact that horrific armed conflicts continue to exist, as do the means for destruction of humanity. It is a basic objective for EI to reduce the prospect of war, mitigating its causes through policies which promote cultural and economic development, the exercise of solidarity, the arbitration of international organisations, dialogue and a concerted search for the resolution of conflicts. Yet, in a rapidly changing world environment, the danger of conflicts and the consequent need for conflict resolution strategies is growing rather than diminishing. 12.2 Governments should recognize the role of inequality as the basis for many conflicts. A peaceful resolution of conflicts depends ultimately on political will, hence the importance of the role of education in influencing public opinion. 12.3 Respect for decisions taken by international agencies, in particular the UN, must be based upon a general recognition of international law, accepted by all countries, and supported by sufficient financial and logistic means. EI should fully support the United Nations and other agencies in their efforts to resolve conflicts peacefully, and will support reinforcement of the role of the UN, notably in the prevention of conflicts and research for negotiated resolution of disputes. 12.4 The" right to interference" should be formalized as a basis for intervention in defence of human rights, i.e. beyond purely humanitarian or peace- keeping operations. 12.5 EI should support the reduction and reconversion of armaments industries, the dissolution of military alliances and an international agreement to end nuclear testing. EI member unions should be urged to press for the enormous sums of money wasted on the arms race to be invested instead in education and the struggle against famine, disease and illiteracy. 12.6 EI is profoundly attached to peace and should therefore absolutely condemn terrorism and recourse to violence. 12.7 Educators and their unions should set the example to governments in seeking a peaceful resolution of differences between peoples. El can play an important role, particularly by taking a long view about conflicts and conflict resolutions. In particular, EI should promote philosophies which avoid or minimize conflicts rather than emphasizing only techniques for their resolution once they occur. 12.8 Peaceful resolution of conflicts should begin at the level of the school. Methodologies for peaceful resolution of disputes should be introduced into the life of school communities. There should be recognition, through pedagogical procedures and management styles, that problems can be solved by consensual approaches. 12.9 EI should encourage contacts between trade union organisations for the exchange of ideas on appropriate strategies. Lessons can be drawn from collective bargaining, for example the creation of bi- partite organs for the voluntary peaceful resolution of conflicts. EI should initiate seminars among its members on the peaceful resolution of conflicts. B) Education and Employment 13) Education for All; Equality of Opportunity through Education Refer EI Constitution, Aims, Article 2( f) to promote the right to education for all persons in the world, without discrimination, and to this end: ( i) to pursue the establishment and protection of open, publicly funded and controlled educational systems, and academic and cultural institutions, aimed at the democratic, social, cultural and economic development of society and the preparation of every citizen for active and responsible participation in society; ( ii) to promote the political, social and economic conditions that are required for the realisation of the right to education in all nations, for the achievement of equal educational opportunities for all, for the expansion of educational services and for the improvement of their quality; - refer Universal Declaration of Human Rights, Article 26; Covenant on economic, social and cultural rights. 13.1 Education must be free, secular and compulsory. There must be comprehensive schooling for all. This means that children with different backgrounds and different intellectual, physical and other capacities should go to the same schools, in the same classes. Education is a universal right and every child, irrespective of social economic background, must benefit from free education until an age defined by each society. 13.2 EI supports the implementation of the plan of action adopted by the World Conference on" Education for All", Jomtiem 1991( Unesco, Unicef, UNDP, World Bank). 13.3 In order to guarantee education for all, the following should be provided by education systems: .a comparatively large pre- school sector; .a basic school for all, with relatively late differentiation; .an upper secondary school providing a variety of options, academic and vocational, within the same establishment; 6 .post- secondary education providing both academic and vocational opportunities, as well as research. Young people from poor families should receive assistance, for higher academic and vocational education, according to their aptitudes; .an extensive adult education sector which ensures access to life- long education. 13.4 Unless equality of opportunity is a fundamental value in education and society at large, the idea of education for all will remain a myth. A policy of equality of opportunity through education must move beyond pious hopes to a real strategy for delivery on the basis of equality between men and women, between people of different ethnic origin, language or religion, between social and economic backgrounds and to people with physical disabilities and other disadvantages. Action should be taken to apply the principle of equality of opportunity to groups in areas of special economic difficulty and disadvantage. Equality of opportunity is not a synonym for uniformity, but provides for adaptation of the educative system to the needs, aptitudes and goals of peoples. The emphasis must be placed on quality as well as quantity. 13.5 Equality of opportunity through education should be promoted not only within each nation, but as a concept applicable to nations at different levels of development. El could usefully discuss differences in the concept of equal opportunity between different countries and cultures. 13.6 Free access to education is a necessary pre- requisite for a decent human life. The individual has a right to education for personal growth and development; the right to develop his or her potential. Schools should give all peoples at all levels an equal foundation of basic knowledge and skills that will allow them to relate to the world without prejudice and with a critical and independent spirit. Education plays a decisive role in the development of democracy. 14) Support for Public Education Refer EI Constitution, Aims, Article 2( f) 14.1 Public responsibility for education is necessary in order to guarantee equality of opportunity. Education should be regulated through legislation. There should be public accountability, free education, open access and choice within a common framework. The concept of public responsibility for education is consistent with devolution of authority in such a way that creativity and a variety of pedagogical approaches are encouraged within the public system. Schools should be a unifying place where children and young people from different milieu learn to know each other, to appreciate and respect each other. Above all, public education is a means of combatting discrimination for whatever reason: racism, sex, ideology, social standing or religion. 14.2 Privatization means increased segregation in society and reinforces social injustice. While the right of parents to choose an alternative to public education is respected, such opting out of the public system should not be encouraged financially and public authorities should retain an overall responsibility for the approval of educational programmes, whether in private or in public schools. 14.3 EI should express concern over the increasing commercialization of education. Education should never be considered merely as a service provided for profit. 14.4 Education is a vital service for the whole community, which must be available to all. Education is a public good and an individual right. It should be organized by public authorities and financed from public funds. Quality public education is a requirement for democratic development. 14.5 EI will defend high quality public school systems with responsibilities towards both the individual and society, and will call on all nations to invest in public education as a means of promoting the prosperity and well- being of every citizen. EI will strongly opposes the reduction in resources allocated to public school systems which are occurring throughout the world. These reductions risk to undermine good education systems and to deepen social injustice. 14.6 Public models of instruction should avoid premature classification of pupils which would later be irreversible, and rather defend comprehensive models which integrate a respect for the particularities of each student, for diversity and pluralism. Diversity of experiences, languages, cultures and values and among students should be respected and provision made accordingly. 14.7 The tendency to neglect public education in many developing countries has reached a crisis point. El policy is firmly in favour of adequate funding and staff in the public schools and quality public education. EI will oppose all attempts to diminish or dilute public education, including privatization, neglect, reduction of public funding or other factors. EI will oppose any policies, especially those promoted by financial agencies such as the World Bank and the IMF, aimed at diminishing education as a public service and substituting private services available to those who can afford them. 15) The Contribution of Education to Development Refer El Constitution, Aims, Article 2( f) 15.1 Education is a motor for basic development. Education has a fundamental and crucial role to play in creating a favourable economic, social and political climate in which to maximize the existing and potential, natural and human resources of each society within a coherent framework, for the future development of industrialized, emerging and third- world countries. Education is a factor in change. 15.2 Education is a necessary, but not a sufficient determinant of economic development. It is a major factor in promoting employment, develops abilities of workers to respond to change and facilitates their mobility from one occupation to another. 7 15.3 Sustainable development requires the creation of sufficient resources to provide for the basic needs of all human beings while maintaining an ecological balance with nature, and thereby requires commitment to education. The concept of development must not be limited to purely economic dimensions, but include social considerations such as food, health, living conditions and employment, quality of life, respect for self and the rights of all peoples. Democratic development implicates a series of factors: economic, scientific, ethical, aesthetic, technological, spiritual and political- all of which impinge on the quality of life and the dignity of the human person. People are the foundation of development and education is therefore a vital investment in the future. 15.4 But, education is more than a simple process of gaining skills for productivity in monetary terms. Education can contribute to the liberation of creative resources. Education is a requirement for participation in a democratic process, for the resolution of major problems. In societies which are continuously submitted to rapid scientific economic and cultural changes, it is imperative that people receive the knowledge and skills which are necessary for them to understand and benefit from progress while protecting themselves from negative consequences. Education provides an opportunity for people to play an active part in shaping their common future. 15.5 Education about trade unionism is part of education for development by promoting prospects of participation by citizens in the democratic process. 15.6 EI will work to overcome the problems of hunger, poverty, illiteracy and economic disparity. EI is committed to working for an increase in the percentage of the gross national product in each country allocated to education. EI has an important role in making south/ north linkages to help promote education development as well as using its contacts with international and regional bodies. EI should support a programme of cooperation and solidarity between national education systems, based on the allocation of 0.7% of national education budgets in industrialized countries for cooperation aimed at the development of education in the south. 15.7 Education should be a means of overcoming the gap between industrialized and developing countries; technological advances threaten to widen this gap and educators should seek mobilizing innovations to close it. EI should oppose classical economic theories expounded by the World Bank, IMF and others which purport to promote development by cutting resources for education. -EI's own education development programmes will be further developed. EI could promote exchanges between teachers from different countries in order to seek new forms of solidarity with countries experiencing grave educational difficulties, along the lines of" teachers without frontiers". 16) Finance for Education Refer EI Constitution, Aims, Article 2( f) 16.1 Since education is an investment in the future, there are strong grounds for increasing the portion of the Gross National Product allocated for that investment. Education must therefore be on the priority list of all governments and should receive the highest budgetary consideration. 16.2 The budget cuts of the last decade and a half in most countries have done incalculable damage and must be reversed. Cuts in education expenditure represent a misconceived idea of saving, and their effects will cost nations very dearly in the future. The decrease in state allocations to public education creates a vicious circle, leading to a diminution of quality and thereby encouraging the movement towards privatization. 16.3 EI will promote adequate funding for all levels of education and will strenuously oppose theories which attempt to justify lower resource levels for public education. The main source of finance must be from public funds; other sources of finance may be provided under appropriate regulations which protect the quality of education and the employment and status of teachers. 16.4 The necessary investment in education can be made by progressively reducing allocations for items which do not generate social benefits, such as armaments. 16.5 Decentralization of decision- making and funding for education should not have the effect that local authorities are able to direct resources initially allocated for education to other more short- term requirements. 16.6 While the possibility of establishing privately funded schools is a democratic right, public funding of such private education would, however, lead to the establishment of separate educational systems for elites or religions, alongside a public system, and is therefore anti- ethical to the concept of public responsibility for education provided on a non- discriminatory and non- segregatory basis. School must remain an institution which is independent of political, religious or local economic pressures. 16.7 Grants from the state must guarantee that children with special difficulties or disadvantages will receive high quality education through affirmative action. 16.8 Industrialized countries should intensify educational programmes in support of developing countries. 17) The International Monetary Fund, the World Bank and the Debt Crisis in Developing Countries Refer EI Constitutions, Aims, Article 2( 1) 8 to promote and to assist in the development of independent and democratic organisations of teachers and education employees, particularly in those countries where political, social, economic or other conditions impede the application of their human and trade union rights, the advancement of their terms and working conditions and the improvement of educational services; 17.1 El will strongly defend education and other social services in developing countries in the face of threats from the IMF and the World Bank linked with reimbursement of national debt. El's contacts with intergovernmental agencies and its capacity to share information on a global regional and national basis will be given top priority. 17.2 EI should support policies which set targets for the phased narrowing of the gap between developed and developing countries. Similarly, the restructuring of debts under international agreements should lead to the allocation of a significant part of the resources released by such facilities to the education sector. 17.3 Policies undertaken under the guidance of the IMF and the World Bank under the slogan" Structural Adjustment"( in reality brutal deflation) have led to the reappearance- even in countries where the phenomena had recently disappeared- of widespread illiteracy, de- scolarisation and professional under- qualification. The Bank should review, in conjunction with the IMF, policies of structural adjustment which have directly impacted on public expenditure on education, particularly in countries ruled by military regimes which have refused to cut military spending in order to balance their budgets. 17.4 The present policies of the IMF and the World Bank have the effect of perpetuating and even aggravating inequalities between industrialized and developing countries. Austerity measures linked to the problem of debt lead to instability and render more difficult the process of democratization and development in third- world countries. Poverty is increasing rather than diminishing. 17.5 Where corruption has occurred and has contributed to national debt, the population should not be expected to pay for these faults. 17.6 Direct or indirect interference in educational policy is unacceptable, particularly when it has the effect of increasing class sizes, appointing unqualified or under- qualified personnel as teachers, reducing teachers remuneration to levels which oblige them to take second or third jobs to maintain their families or promoting the privatization of education. 17.7 EI should launch an appeal to international financial institutions for a systematic revision for the conditions of allocation and management of debts so as to aid rather than inhibit economic development. There should be concerted international action for a substantial writing down of the total burden of debt. 17.8 EI should seek to ensure on the basis of information provided by member organisations, that credits allocated to developing countries by international financial institutions are not diverted from education to other purposes. Beyond strictly economic criteria, the IMF and the World Bank must take into account basic realities and necessities. International trade union action should promote increased credits for education, while ensuring that when developing countries reimburse their debts, an untouchable minimum remains for education. 17.9 World Bank education credits should be allocated not only for capital purposes but also for recurrent expenditure, including professional development grants and other measures aimed at improving the quality of teaching. 18) Remuneration and Employment Conditions of Teachers and Other Education Personnel Refer EI Constitution, Aims, Article 2( a) to further the cause of organisations of teachers and education employees, to promote the status, interests and welfare of their members, and to defend their trade union and professional rights; 18.1 Correct remuneration and employment conditions are necessary conditions for the recruitment of quality personnel and thus for quality education for children and young people. Salaries should reflect the importance of the work of teachers and be commensurate with the salaries comparable to other professional groups. Remuneration should be such as to attract the best qualified people to teaching and to avoid teachers having second jobs. 18.2 Education from early childhood to university level is of equal importance. Differences in salary between different teacher categories should only exist to reflect high qualifications and/ or different responsibilities or pedagogical inputs, not the age of the pupils. 18.3 The concept of merit pay is wholly unacceptable. In principle and practice, it means discrimination and competition among teachers and is counter- productive. 18.4 Teachers and other education employees must participate in the improvement of living standards on the same terms as other groups in the public and private sectors. Teachers' salaries should be adjusted regularly to take account of increases in the cost of living. 18.5 Adequate retirement plans should be established. 18.6 Remuneration and employment conditions should be determined by collective bargaining agreements between free independent and democratic unions and employers. Governments are called upon to comply strictly with the terms of the Unesco/ ILO Recommendation on the Status of Teachers. 9 Ebert- St Filedrich* Bonn Stiftung Bibliothek * 18.7 In federal or localized systems which operate under different managements, it is desirable to work towards parity in remuneration and employment conditions. 18.8 EI should collect and disseminate information on the remuneration and employment conditions of teachers and other education personnel, as a major feature of the proposed data base. 18.9 EI should support the recommendations of the ILO joint committee on teachers( 1991) and disseminate information about these recommendations. 19) Promotion of Knowledge about International Labour Conventions and the Unesco/ ILO Recommendation on the Status of Teachers Refer EI Constitution, Aims, Article 2( c) to seek and maintain recognition of the trade union rights of workers in general and of teachers and education employees in particular; to promote the International Labour Standards, including freedom of association and the right to organize, to bargain collectively and to undertake industrial action, including strike action if necessary; 19.1 ILO conventions and the Unesco/ ILO Recommendation on the status of teachers will only gain credibility by their wider knowledge and acceptance. EI will promote them globally and regionally, and member organisations should receive the information necessary to quote these international instruments appropriately in negotiations. Information should be provided systematically at leadership and membership education courses organized under EI auspices. Member organisations should be encouraged to disseminate this information through their journals. 19.2 ILO Conventions 87 and 98( Freedom of Association and the right to organize, the right to collective bargaining) are especially significant; EI and its member organisations should press for their ratification by all governments. 19.3 EI should request ILO to publish annually a report on government action in action or violation in respect to teachers trade union rights and working conditions. 19.4 It should be the long- term view of EI that the Unesco/ ILO Recommendation on the Status of Teachers be converted to a Convention and ratified by governments to give it the force of international law, with the proviso that such a Convention should in no respect diminish the standards which have been established in the Recommendation. In the meantime, and pending conditions which are propitious for the drafting and adoption of a satisfactory Convention, EI should support improvements in the monitoring machinery for the Recommendation. EI will cooperate with the Committee of Experts on the Application of the Recommendation on Teachers( CEART) and disseminate its findings to member organisations. 20) Education about Trade Unionism for New Generations of Teachers and Other Workers Refer EI Constitution, Aims, Article 2( 1) to promote and to assist in the development of independent and democratic organisations of teachers and education employees, particularly in those countries where political, social, economic or other conditions impede the application of their human and trade union rights, the advancement of their terms and working conditions and the improvement of educational services; 20.1 Education and training bodies should be encouraged to insert programmes and courses about trade unions and labour history into the education system and in particular into courses dealing with the world of work. Information about trade unions should include historical and contemporary material which is easily accessible and interesting to students. The education system should bring to the attention of young people ideas of cooperation and solidarity which are fundamental to the trade union movement and provide them with useful information on the trade union dimension of social life. 20.2 Education for working life should include a study of the growth of the trade unionism and its role in improving working conditions in social welfare, as well as the principles in practice of industrial relations and free collective bargaining. The aims of this education should be to equip young people with basic information and understanding of labour relations, enabling them to make responsible decisions about these matters when they enter employment. 20.3 Special effort should be made to inform and educate teachers and other education employees about trade union culture and their common interest with other salary and wage owners. Specific information on trade unionism should be provided to students in their final year of schooling, prior to their entry into the world of work. 20.4 Such information should form part of leadership and membership education programmes organized under the auspices of EI and its member organisations. Particular attention should be given to this matter through EI regional structures. 20.5 EI could study a strategy which takes account of the diversity of educational systems and the specificity of the history of trade unionism in each country. Such a study could be undertaken in cooperation with the Workers Education Association. 21) Education and the World of Work Refer Constitution, Aims, Article 2( f) 21.1 EI should assert the distinctive purposes of education as well as those which lead specifically to the world of work. Public schools should develop close cooperation with the world of work so as to establish an meaningful connection between theoretical competence and practical knowledge of working life. Students should understand the economic, political and social 10 structures of society, including the role of productive work. They should be helped to assess their own wishes and possibilities and set realistic goals for themselves in choosing further education and a vocation. 21.2 Post- compulsory education should be combined with training or aimed towards a vocation, with the final choice being made as late as possible. Specialization in vocational areas should be introduced progressively, allowing for flexibility of options. Education and vocational training should prepare individuals for change, provide for the adaptation of occupational qualifications, noting that a lack of adaptability increases the risk of unemployment in later years. 21.3 In the context of wide- spread unemployment and/ or increased leisure time, the balance between work, leisure and selfdevelopment is altering dramatically. Moreover, the whole of education must be rethought in terms of life- long education, with the prospect of retraining during one's working life. 21.4 Severe unemployment is connected with social and economic structures of nations, but education can be better articulated with the world of work, particularly through the involvement of trade unions in determination of national policies. 21.5 Students should benefit personally from work experience which relates to their aspirations provided that such experience is not exploitative. School activities undertaken in working places should be supervised by the schools, must be in accordance with the curriculum and conducted in close cooperation with the teachers. 21.6 Adequate resources should be provided for vocational training and for counselling of students. Efforts should be made to improve information( in both directions) between education and the world of work. 21.7 EI should include a clearing house on education and the world of work in the proposed data bank. 21.8 EI should work closely with the ICFTU and other ITS's on education and the world of work, and participate in campaigns of the trade union movement aimed at the extension of employment opportunities for young people leaving school. 22) The Response of Education Unions to changing Social Demands Refer Constitution, Aims, Article 2( f) 22.1 Education unions should not only respond to changing social demands but also help to shape them, for education has an active, not a passive role in society. Education should not be a mere reflection of governmental or other official views. Consequently, education unions should participate fully in curriculum design. Teachers should be the agents of development; they should be able to translate into reality the aspirations for evolution of modern societies. 22.2 The task of education in these times of rapid change must be to create both development and stability for individuals as well as for society. Education should meet the demands of expanding economies without neglecting the social needs and human values of the community. 22.3 The school should not close upon itself. Education unions should be open to dialogue with the community. In response to strong social demands as to what pupils should learn at school, education unions should initiate reflection on the goals of the education system and on the mission of its personnel. 22.4 Among the important roles of education unions is that of safe- guarding the interests of members in times of changing social demands and ensuring that sufficient resources are allocated to education. 22.5 Teachers should have opportunities to study changing social demands through in- service education. Improvement of the level of quality of teacher education is required in order to prepare teachers adequately. Teachers should have access to adequate technical means so that they can deal with new challenges and necessities. 22.6 Education unions should participate critically in trade union reflection and analysis. Trade unionism, especially of teachers, should not be limited to the protection of conditions or to the role of pressure group, but should also provide a school for human development. Investigation, studies and the diffusion of experiences should be among the functions of trade unions. To this end, education unions should participate, wherever possible, in trade union centres. 22.7 EI should provide advice and support as requested by national member organisations when crucial decisions affecting education have to be taken. EI should convene regional and international seminars on this subject aimed at clarifying the new tasks of the education union movement in the context of structural changes in international economy, culture and politics and the role of teacher unions within the general framework of the trade union movement. 23) Education and New Technologies Refer Constitution, Aims, Article 2( f) 23.1 Education should be decisively open to new scientific, technical and cultural realities. Integration of new technologies is a necessity and will require additional financial resources. Urgent consideration should be given to the renewal and development of curricula to take account of the potential and dangers of new technology. 23.2 Education should both disseminate information on new technologies and make use of them. EI should be very clear about the relationship between education, the teacher and new technologies. Education should benefit from new technologies. Such 11 advances should supplement the educational process without demeaning the role of the teacher or losing the necessary human contact between teacher and learner. The teacher must remain in control of curricula and teaching processes. Educators must have opportunities to up- date their skills so as to keep the education system up- to- date. 23.3 EI should support initiatives which promote technological literacy for all, and thereby use new technologies to improve the quality of life. New technology should be considered in terms of the students' ability to think creatively and to make autonomous decisions, and to access relevant information when there is an explosion of knowledge. Every effort must be made to overcome cultural and other barriers to the full participation of girls and women in technological education. 23.4 Special emphasis should be placed on access to new technologies in the developing countries, lest the gap with the industrialized countries become even wider for future generations. The conditionality of World Bank and IMF problems usually has the effect of denying such technology to developing countries, thereby widening the gap. 24) Participation of Education Unions in the Definition and Implementation of Educational Policy Refer Constitution, Aims, Article 2( e) 24.1 Education unions should actively participate in the definition and implementation of educational policy. The union is a force for proposals and the expertise of education unions should be recognized, as should their ability to organize and innovate in the face of structural changes within society. 24.2 Teachers and their organisations, as well as the users of schools( parents and pupils) should be consulted at every stage in the creation, implementation and evaluation of education policy. At the institutional level, the professional educator should have a major voice in the determination of policy. 24.3 A variety of mechanisms may operate to achieve this participation including commissions and" états généraux" for education, inclusion of union representatives or experts on working parties, tri- partite structures, etc. Such mechanisms should be subject to evaluation in which the education unions participate. Nominees of education unions on committees should be directly accountable to the union. 24.4 Where the implementation of educational reforms will affect the working and employment conditions of teachers, there must be negotiations between the union and the employer. This principle should be implemented at all levels of decision- making from the local to the international. 24.5 Education unions should identify aspects of the educational system where there is a need for innovation and take initiatives on policy. Union policy should be clear, unequivocal and well researched, remaining consistent, irrespective of changes in government or in government policies. Membership involvement is a prerequisite for effective participation and action. Adequately staffed and equipped trade union headquarters are as essential as the training of union representatives in ensuring this involvement. 24.6 Through a well- developed network within EI, member organisations should be able to draw on the experience of other organisations regarding their influence on legislation, education policy and decision- making. 25) The Contribution of Health Education to the Prevention of AIDS/ HIV Refer Constitution, Aims, Article 2( g)&( h) 25.1 EI should contribute to the worldwide campaign for prevention through health education of AIDS and HIV infection. EI should cooperate with WHO and disseminate information to member organisations, so that teachers can be sensitised to their role in schools and in the community. EI should also give attention to the resurgence of certain illnesses such as tuberculosis and polio. 25.2 El and its member organisations should resolutely support school- based prevention programmes, assert the key role of education and information in prevention, promote relevant initial and in- service teacher education, develop union policies on AIDS/ HIV and inform the membership. 25.3 Education unions should combat the marginalisation which is inflicted upon persons infected by AIDS/ HIV, and promote solidarity, comprehension and the elimination of prejudice. While working for the prevention of AIDS/ HIV through the educational process, teachers can at the same time create a more caring, humane society. 25.4 Education unions should promote cooperation between parents, education agencies and health agencies. 26) Education for the Environment 26.1 Education for the environment is of critical importance to the survival of the human race, and EI and its member organisations are well placed to pursue environmental issues. The school must enable peoples of all ages to become aware in each of their countries, regions and localities, in the north as in the south, that the environment is not merely a matter for debate, that it is not the fault of others, that pollution does not stop at national frontiers, that all are engaged in a common future which will determine our future survival. 26.2 El and its member unions should promote the implementation of the decisions and recommendations of the UNCED 12 Conference in Rio de Janeiro June 1992, internationally and nationally, underlining the sections which stress the importance of education for sustainable development. 26.3 The environment in the broader sense( including working environment) is of crucial importance to the conditions under which future generations will live. Unions should contribute actively at all levels to ensuring a healthy existence and working environment. 26.4 The role of education is a key one in respect of social awareness. Environmental education should be featured in a transversal manner across educational programmes. All teachers from infant school to university should receive training related to environmental issues during their pre- service and in- service education. 27) Education of Refugees Refer Constitution, Aims, Article 2( g)&( h) 27.1 The number of refugees in the world today is unprecedented in human history. Refugees have an absolute right to education as do all other people. Their education should be based on the principles of equal rights and equal opportunities. This must include the right to receive education while waiting in refugee camps for decisions concerning asylum or return to the country of origin. 27.2 Refugees must be guaranteed the possibility of preserving their identity and cultural background while at the same time having access to education so as to qualify for a life as equal and active members of the host country. 27.3 Given the massive needs for infrastructure, food and shelter as well as education facing host countries, relief organisations and international agencies, EI should promote awareness of the problem and point to global consequences for the future. 27.4 EI has a critical role to play in the promotion of education for refugees, both through intergovernmental agencies and relief organisations, and in the support and assistance it can give to member organisations who may suddenly be faced with a refugee crisis in their countries. 27.5 EI can also play an important part in educating about refugees and in encouraging a more positive and supportive attitude towards them. 13 Appendix II Survey of Extra Budgetary Activities February 1993- June 1995 Country Host organisation Programme Cooperating Organisation Type of Programme Africa REGIONAL Advanced women leadership CTF EI W/ S on international labour standards/ trade union rights DLF bilat. French- speaking Africa Policy w/ s Lärarf EI PATC equipment Lärarf EI Women writers project NL/ AEU ΕΙ Follow up negotiation w/ s for LAT and SNAT CTF bilat. Leadership negotiation w/ s for NUT and GNAT Lärarf EI PATC newsletter 93 ASTI EI West African Phase II ( see Gambia, Ghana, Sierra Leone) DLF EI PATC women writers Pan African Conference 94 NL/ CTF/ AEU EI Lärarf/ EIS/ ASTI ΕΙ Advanced women leadership NL/ NEA EI PATC newsletter 94 CTF bilat. SATO project 95 NL bilat. Women project/ AATC 95 AEU bilat. BENIN SNEP SYNEMP Labour Education Programme FNV EI Women seminar FNV EI Organisational support CTF bilat. Consumer cooperatives CTF bilat. BOTSWANA BTU Building of office Trade union training J. Thompson programme Leadership training Organisational support J. Thompson programme Trade union training CTF bilat. CTF bilat. CTF bilat. NL bilat. NL bilat. CTF bilat. NL bilat. BURKINA FASO SNEAB Organisational support ASTI/ INTO EI Purchase of equipment CTF bilat. Organisational support CTF bilat. Trade union and professional training CTF bilat. Trade union training CTF bilat. Bulletin CTF bilat. J. Thompson programme CTF bilat. CONGO FETRASSEIC Purchase of equipment ASTI/ CTF EI ETHIOPIA GAMBIA ETA GTU Organisational support INTO/ ASTI/ EIS EI Labour education programme FNV EI Organisational support CTF bilat. GTU women's wing CTF bilat. School reps training DLF EI GHANA GNAT Membership education 93 Lärarf EI Labour education programme FNV ΕΙ Membership education 94 Lärarf EI National women seminar Lärarf EI Trade union training DLF bilat. GUINEA TEWU FSPE Labour education programme FNV EI Membership education Lärarf EI Purchase of equipment Lärarf EI Purchase of equipment ASTI EI Newsletter ASTI/ EIS EI Labour education programme FNV EI Women's programme for Guinea and Niger GEW/ FES EI Bursaries for women CTF bilat. Newsletter CTF bilat. Organisational support J. Thompson programme Bursaries for women CTF bilat. CTF bilat. CTF bilat. 1 Country Host organisation KENYA KNUT UASU LESOTHO LAT Programme School reps training Assistance to academic staff Cooperating Organisation Type of Programme DLF ΕΙ NASWUT/ ΕΙ DLF/ AFT bilat. Membership education Lärarf EI Purchase of vehicle Lärarf EI T.U. training/ Secretariat support CTF bilat. J. Thompson programme CTF bilat. Women leadership training CTF bilat. Organisational support CTF bilat. LIBERIA NTAL Membership recruitment Rehabilitation NTAL CTF bilat. EIS/ Lärarf EI Rehabilitation organisation DLF EI Office rent EIS/ ASTI/ INTO EI Bursaries for women CTF bilat. Organisational support CTF bilat. Farming/ Consumer cooperative CTF bilat. MALAWI TUM Membership education Lärarf EI Organisational support CTF bilat. Bursaries for women CTF bilat. In- service training CTF bilat. J. Thompson programme CTF bilat. In- service courses CTF bilat. Membership drive Lärarf EI Teaching materials TESACCO project CTF bilat. CTF bilat. MALI SNEC Membership education Lärarf EI In- service training CTF bilat. Bursaries for women CTF bilat. TU training and professional upgrading CTF bilat. Organisational support CTF bilat. Assistance to the MUTEC CTF bilat. Local level training CTF bilat. J. Thompson programme CTF bilat. MOZAMBIQUE ONP Purchase of vehicle Lärarf/ CTF/ EIS EI Membership education OAJ/ Lärarf bilat. Trade union training and organisational support CTF bilat. Local trade union education CTF bilat. 3 regional teachers centres CTF bilat. NAMIBIA NANTU Labour education programme FNV ΕΙ In- service training CTF bilat. Women leadership/ treasurers w/ s NL bilat. Organisational support NL bilat. Professional upgrading OAJ/ CTF bilat. Legal aid Trade union training Technical assistance NL bilat. NL/ OAJ bilat. CTF bilat. TELSIP project CTF bilat. In- service training OAJ/ NL/ CTF EI NIGER NIGERIA SNEN NUT Organisational support CTF bilat. Membership education Lärarf EI SENEGAL SYPROS Organisational support CTF bilat. SIERRA LEONE SLTU Purchase of equipment Teachers' centre Labour education programme AMMA EI NL EI FNV EI In- service training courses CTF bilat. Bursaries for women CTF bilat. Consumer cooperatives CTF bilat. Consumer cooperatives project NL bilat. Membership education/ organisational support NL bilat. Trade union training NL bilat. J. Thompson programme CTF bilat. Organisational support NL bilat. In- service training NL bilat. Production of school books NL bilat. Organisational support CTF bilat. Leadership training CTF bilat. School reps training DLF ΕΙ 2 Country Host organisation Programme Cooperating Organisation Type of Programme SOUTH AFRICA SADTU Organisational support CTF/ AEU/ NL/ DLF/ NUFO/ Lärarf EI Purchase of vehicle Lärarf EI National conference on education CTF/ INTO/ NUFO/ ASTI/ EIS/ Lärarf EI Voter education NL/ CTF bilat. Monitoring elections multi EI Trade union training CTF bilat. SWAZILAND SNAT Membership education Bursaries for women Purchase of equipment Lärarf ΕΙ CTF bilat. CTF bilat. In- service training CTF bilat. Organisational support CTF bilat. TANZANIA CHAKIWATA OTTU/ In- service training CTF bilat. CHAKIWATA Constituent congress conference Lärarf/ CTF EI OTTU/ TTU Membership education Lärarf EI In- service training CTF bilat. Teaching materials CTF bilat. Purchase of equipment CTF bilat. Library of Kibaha CTF bilat. Organisational support CTF bilat. Teaching Materials CTF bilat. TOGO SELT Membership education Lärarf EI Labour education FNV EI SYNEDD- TO Organisational support In- service training Labour education In- service training CTF bilat. ECH/ SPR bilat. FNV EI CTF bilat. Leadership training CTF bilat. SELT/ SYNEDDTeachers' unity w/ s SE- FEN EI TUNISIA UGANDA TO SGEP Labour education programme FNV EI UTA In- service training CTF bilat. Purchase of equipment CTF bilat. Women project CTF bilat. ZAMBIA ZNUT Leadership training NL bilat. Organisational support NL bilat. Professional upgrading OAJ bilat. Purchase of equipment NL EI Organisational support NL bilat. In- service training CTF bilat. Professional upgrading CTF/ OAJ bilat. ZIMBABWE ZESSCWU ZIMTA Labour education FNV ΕΙ Leadership training OAJ/ FSL EI ZIMBABWE Cont'd. Membership education Lärarf EI Purchase of equipment CTF bilat. Leadership seminar FNV EI ZITU REGIONAL BANGLADESH BGCTA BTF: - BPTA In- service training Loan for building TM/ professional support ZICCU national w/ s Labour education seminar Asia- Pacific Asia- Pacific women's seminar/ network Asia Pacific conference SAARC conference 93, 95 International leadership course for women ASEAN women seminar Regional women network w/ s Membership recruitment and newsletter CTF bilat. CTF bilat. CTF bilat. CTF bilat. AFT ΕΙ Membership education - BGSTA Education conference 93 - BGCTA Organisational support AEU/ Lärarf/ NL/ CTF EI Lärarf/ FES EI Lärarf/ NL/ FNV EI AEU bilat. Lärarf ΕΙ CTF bilat. INTO/ EIS/ ASTI EI Lärarf ΕΙ INTO ΕΙ Lärarf ΕΙ 3 Country Host organisation Programme Cooperating Organisation Type of Programme BTA Membership education FNV ΕΙ Equipment INTO EI Membership education Lärarf EI BURMA FIJI Assistance schools on India- Burma border CTF bilat. FTU/ FTA Assistance to unity process CTF bilat. Membership education FNV EI INDIA AIPTF Organisational support and purchase of equipment Lärarf ΕΙ Women resource persons' training INTO ΕΙ Regional leadership w/ s ASTI/ INTO ΕΙ Membership education Lärarf EI AIPTF women's project Printing press project Assist. to Media Centre AEU EI CTF bilat. CTF bilat. J. Thompson programme CTF bilat. Bursaries for women CTF bilat. Women's network CTF bilat. Women's regional w/ s CTF bilat. Women literacy project CTF bilat. AIFTO KOREA Chunkyojo INDONESIA MALAYSIA PGRI APTF AISTF HPPTF Unification Meeting Organisational support News bulletin 94 Membership education Trade union training Membership education Technical assistance CTF bilat. EIS EI CTF bilat. CTF bilat. FNV/ ABOP EI FNV/ ABOP EI Lärarf EI NUTP Membership education FNV ΕΙ Membership education Lärarf EI NUTP resource centre project CTF bilat. STU Membership education Lärarf EI SABAH Purchase of equipment INTO ΕΙ STU Membership education Lärarf ΕΙ SARAWAK NEPAL NNTA Organisational support AEU ΕΙ In- service training CTF bilat. Organisational support CTF bilat. Women's progr./joint NNTA/ NTA programmes NL bilat. Leadership training CTF bilat. TIBETAN In- service training CTF bilat. TEACHERS PAKISTAN PHILIPPINES PTOC ACT Support unity process of PTOC NL EI Regional coordinators' programmes AEU ΕΙ NATOW Membership education Lärarf EI Membership education FNV ΕΙ SRI LANKA ACUT ACUT( G) Organisational support CTF bilat. Leadership training INTO ΕΙ Joint EI affiliates conference ASTI/ EIS/ INTO EI THAILAND FEETAT Membership education FNV EI Membership education Lärarf ΕΙ Purchase of equipment Lärarf bilat. In- service training CTF bilat. Organisational support CTF ΕΙ PSTAT English language training centre CTF bilat. Membership education FNV EI VANUATU VTU Credit Union programme CTF bilat. Emergency trade union solidarity EIS/ INTO/ ASTI EI VIETNAM VNUETW VNUET Women teachers' working conditions Trade union training Lärarf bilat. AEU bilat. Europe REGIONAL Humanitarian Assistance INTO ΕΙ BOSNIA School material" Caravan Project" CTF ΕΙ CZECH REPUBLIC CMOS- PS T.U. training/ professional upgrading ABOP bilat. KOSOVA Newsletter Lärarf ΕΙ LITHUANIA LMPS Trade union training ABOP bilat. ROMANIA FSLE Trade union campaign INTO ΕΙ 4 Country Host organisation Programme RUSSIA AFT seminar in St. Petersburg Civic education programme Cooperating Organisation ICFTU Type of Programme EI AFT bilat. SLOVAKIA TURKEY ESEUR TFS Purchase of equipment Lärarf bilat. EGITIM- IS Training programme Women seminar Women's leadership Legalizing trade union Women's seminar Newsletter Women's programme ASTI ΕΙ FNV EI GEW/ FES EI NL bilat. EIS/ Naswut EI NL bilat. NL bilat. NL bilat. NL bilat. Purchase of equipment Organisational support Latin America REGIONAL LINEA project NL EI Latin American Regional conference 93 in Caracas FES/ Lärarf EI Planning meeting in Central America 93 NL bilat. Planning meeting in South America 93 NL bilat. BRAZIL CHILE CNTE COLEGIO Membership education Lärarf EI Trade union education Lärarf EI DE PROF. Leadership training NL bilat. In- service professional development CTF bilat. PIIE TED workshops NL bilat. ECUADOR COSTA RICA GUATEMALA ANDE Labour education programme FNV EI FETEC Regional seminars INTO/ EIS/ ASTI EI Educational Library project CTF bilat. Workers Union STEG Leadership training and organisational support NL bilat. Organisational support NL bilat. Trade union training NL bilat. Human rights campaign ASTI/ EIS/ INTO EI HONDURAS COLPROSUMAH COPEMH MEXICO PRICPHMA NICARAGUA Oxaca State ANDEN Organisational support Membership education Organisational support Trade union training Labour education Trade union training Special project NL bilat. FNV EI NL bilat. NL bilat. FNV EI FNV EI CTF bilat. Membership education Lärarf EI Organisational support Lärarf EI Trade union training and organisational support NL bilat. Communication project Lärarf EI ANDEN congress 94 Lärarf ΕΙ Guarderia Bluefields 95 NL bilat. INIEP's literacy programme CTF bilat. PARAGUAY OTEP Trade union training and organisational support NL bilat. PERU SUTEP Leadership training and organisational support NL bilat. EL SALVADOR ANDES Organisational support NEA EI Trade union schools NL bilat. Organisational support NL bilat. Trade union training NL bilat. URUGUAY SIMES CSEU Trade union training seminar EIS/ ASTI/ INTO EI Guarderia project NL bilat. FENAPES Membership education Lärarf EI FEDMYFEP Purchase of equipment EIS/ ASTI/ INTO EI VENEZUELA FETRA Regional trade union training British/ Irish ΕΙ Caribbean REGIONAL Planning/ evaluation w/ s for Jamaica and Trinidad Lärarf EI Caribbean RoundTable Lärarf EI Regional women leadership training Phase II CTF bilat. ANGUILLA ATU Membership education Lärarf EI Purchase of equipment Lärarf ΕΙ Purchase of equipment ASTI/ INTO ΕΙ ANTIGUA& BARBUDA A& BUT Membership education Equipment for Printing Centre Lärarf EI CTF bilat. 5 Country Host organisation Programme RUSSIA AFT seminar in St. Petersburg Cooperating Organisation ICFTU Type of Programme ΕΙ Civic education programme AFT bilat. ESEUR Purchase of equipment Lärarf bilat. SLOVAKIA TURKEY TFS Newsletter ASTI EI EGITIM- IS Women's programme FNV EI Training programme GEW/ FES ΕΙ Women seminar Women's leadership Legalizing trade union NL bilat. EIS/ Naswut ΕΙ NL bilat. ilat. 16 17 REGIONA SL BRAZIL CHILE 13 14 44 COSTA R ECUADO GUATEM 10 11 12 HONDUR MEXICO NICARA S PARAGU 2 PERU EL SALY URUGU 2 VENEZ REGIO 1 Centimetres Inches Grayscale 0 1 2 3 4 5 100% CY M Sachverständigen- Zubehör.de 6 7 8 9 10 11 12 13 14 50% 18% 7 % 0 12 13 14 15 16 17 9 Sachverständigen- Zubehör.de 5 LL OL 6 8 7 9 2 3 4 5 Centimetres Inches Blue # C9C9FF # 0000FF Color chart Cyan # 009FFF Green Yellow Red Magenta White Grey Black # C0E5FC # 759675 # FFFFC7 # FFC9C9 # FFC9FF #FFFFFF # 008B00 # FFFF00 # F10000 # FF00FF # 9D9E9E # D9DADA # 5B5B5B ilat. 000000# ilat. I I ilat. ilat. I [ I ilat. ilat. ilat. EI EI ilat. ilat. ilat. ilat. EI ilat. EI ilat. ilat. EI EI bilat. EI EI bilat. EI EI bilat. bilat. bilat. bilat. EI bilat. bilat. bilat. EI bilat. EI EI EI ANGUILLA ATU ANTIGUA& BARBUDA A& BUT Regional women leadership training Phase II Membership education Purchase of equipment Purchase of equipment Membership education Equipment for Printing Centre EI EI CIT bilat. Lärarf EI Lärarf EI ASTI/ INTO ΕΙ Lärarf ΕΙ CTF bilat. fr 5 Country Host organisation Programme Cooperating Organisation Type of Programme BARBADOS BSTU AIDS programme CTF Journal of education CTF BELIZE BNTU Labour education programme FNV ΕΙ bilat. EI J. Thompson programmme CTF bilat. DOMINICA DAT Membership education Lärarf EI Organisational support CTF bilat. GRENADA GUT Membership education Lärarf ΕΙ GUYANA GTU Membership education In- service training Lärarf EI CTF bilat. HAITI CNEH Assistance to CNEH British/ Irish/ Lärarf EI Organisational support CTF bilat. JAMAICA JTA Membership education Lärarf EI Jamaica/ Trinidad strategy planning( see regional) Lärarf EI MONTSERRAT MUT Membership education Lärarf EI NEVIS NTU Organisational support CTF bilat. ST KITTS SKTU Membership education Lärarf ΕΙ ST LUCIA SLTU ST VINCENT SVUT Organisational support J. Thompson programme Staff reps training Organisational support In- service training Purchase of equipment CTF bilat. CTF bilat. CTF bilat. CTF bilat. CTF bilat. CTF bilat. Organisational support CTF bilat. TRINIDAD& Jamaica/ Trinidad strategy planning( see regional) Lärarf EI TOBAGO T& TUTA Membership education Lärarf EI 和 6