IFETUP SPIE KONGRESS- 93 STOCKHOLM CONGRESS CONGRESO CONGRÈS • XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993 STOCKHOLM, SWEDEN XVI IFFTU WORLD CON 22-25 JANUARY 1993. STOCKHOLM SWEDEN CONGRESS DOCUMENT 1 PROGRAMME Thur ECONGRESS XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN DOCUMENT 1 PROGRAMME 08:00 Wor ish, French, Spanish) 08:30 Congress Registration 09:00 11:00 Possible continuation of Executive Committee Meeting ( 1) Official opening of the Congress( aimultaneous interpretation, English, French, Spanish, German and Japanese) Welcoming address by a Teachers' Union Address by IFFTU President 11.30 ( 2) Adoption of the Agenda sentative of the Swedish ( 3) Composition of the Credentials Committee and the Resolutions. Committee ( 4) Adoption of the Standing Orders ( 5) Presentation of the Activity Report by the General Secretary End of morning session Meeting of the Credentials Committee 12:00 14:30 15:00 ( 5) Discussion on the Activity Report 17:30 End of afternoon session Evening" Nordic Night" dinner hosted by IFFTU, and WCOTP Scandinavian Affiliates CONGRESS DOCUMENT 1 XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN PROGRAMME 00:20 International noieaugaib bns anoitsitopen TOUTER Thursday, January 21, 1993ssion 13:00 Congress Registration nolases primom to bn Executive Committee Meeting( simultaneous interpretation, English, French, Spanish and Japanese) 15:00 17: 3 Friday, January 22, 1993 COTP Dinner hosted by LE anoits 00:20 08:00 Women's Committee Meeting( whisper interpretation, English, French, Spanish) themeepA avianariengmo no 36V( V) 00: 7 08:30 900 Congress Registration soonq istotools srit to noisinese19 160 101 senilbe no no 06: Fr 09:00 Possible continuation of Executive Committee Meeting 11:00( 1) Official opening of the Congress( simultaneous interpretation, English, French, Spanish, German and Japanese) no souba Welcoming address by a representative of the Swedish Teachers' Union Address by IFFTU President 11.30 ( 2) Adoption of the Agenda ( 3) Composition of the Credentials Committee and the Resolutions Committee Committee and the npitulose 08: 8 phineva ( 4) Adoption of the Standing Orders ( 5) Presentation of the Activity Report by the General Secretary 12:00 End of morning session 14:30 Meeting of the Credentials Committee 15:00 ( 5) Discussion on the Activity Report 17:30 End of afternoon session Evening" Nordic Night" dinner hosted by IFFTU and WCOTP Scandinavian Affiliates Saturday, January 23, 1993 IVX 09:00( 5) Discussion on the Activity Report 10:00 11:00 Remarks by the General Secretary and vote ( 6) Presentation of Financial Reports by the Treasurer Discussion, Treasurer's remarks and vote ( 7) Presentation by the General Secretary of the Report on IFFTU/ WCOTP negotiations and discussion 12:00 End of morning session Eper s 14:30 ( 7) Discussion on Report of IFFTU/ WCOTP negotiations 17:30 End of afternoon session Evening IFFTU Dinner Sunday, January 24, 1993 09:00 11:00 11:30 11:45 ceer ( 7) Discussion on Report of IFFTU/ WCOTP negotiations ( 7) Vote on Comprehensive Agreement( reinsg2.com Presentation of the electoral process for the election of the Executive Committee and information on deadlines for candidacy presentation( January 24, 1993, 18 hours) ( 8) Introduction of the central theme of the Congress by the Deputy General Secretary " Educational and Trade Union Priorities for the new Education International" 12:30 End of morning session obl 14:30 ( 8) Discussion on the central theme 17:30 End of afternoon session Unebe qmoo 18:30 Meeting of the Resolutions Committee Evening" North American Evening" Dinner/ Reception/ Entertainment hosted by North American IFFTU and WCOTP Affiliates no m to bas 00: ST estrimmo alsinsben erit to gnite M 0C: Ar hoqef ytivitoA ariz no noisesi( 2) 00:31 nolsass noomers to b 08: 5 nsivenibnsɔ2 TOOW bns UTI yd betaod jennib" tripi bibio" painaval 3516A Monday, January 25, 1993 09:00 ( 8) Discussion on the central theme Remarks by the Deputy General Secretary 10:00 ( 8) Discussion on the central theme resolution and vote 11:00 ( 9) Election of the interim Executive Board of the Education International 12:30 End of morning session 14:30 15.30 16.30 17:30 Evening ( 10) Discussion and adoption of various resolutions ( 11/12) New affiliations and other business 2 ( 13) Vote on resolution for the dissolution of IFFTU Closing session of IFFTU's XVI World Congress Joint IFFTU- WCOTP Dinner hosted by Läraförbundet DR FT AC 1993 дом Remarks by the Gene votenolszubald( 8) lajene vluged at yd exeme 00:00 76) Pr wil art noizzubaid( 8) 00:07 olen te bepheveel barptomolo IFFTU/ WCOTP negotiations and discussion Isnois th 00: Fr End of morning session noisase primom to bn3 OE: S 08: A 08.ar 0ɛ.ar 08: 5г ( 7) Disngitulah unitsy do for halequoiador) End of afterninarito brisanoitsiliits well( STD) JEETURAbito noizuloaaib erit not noiruloes no etov( ET) 229 go bhow IVX a UTRAI to nolaze onisolo 2 yd beteori menniⱭ TOOW- UTRI niol grineva 09:00 ( 7)-Discussion on Report of IFFTU/ WCOTP negotiations 11:00 ( 7) Vote on Comprehensive Agreement 11:30 Presentation of the electoral process for the election of the Executive Committee and information on deadlines for candidacy presentation( January 24, 1993, 18 hours rs) ( 8) Introduction of the central theme of the Congress the Deputy General Secretary " Educational and Trade Union Pr for the new Education International" 12:30 End of morning session 14:30 ( 8) Discussion on the central theme 17:30 End of afternoon session 18:30 Meeting of the Resolutions Committee Evening" North American Evening" Dinner/ Reception/ Entertainment hosted by North American IFFTU and WCOTP Affiliates XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN CONGRESS DOCUMENT 2 AGENDA 2: AGENDA Opening XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 2: CONGRESS DOCUMENT 2 DRAFT AGENDA 6. 7. 8. Financial Reports( Doc) Comprehensive Agreement between IFFTU and WCOTP on the establishment of an International Trade Secretariat for the education sector( Doc) Congress Thema: " Education and Trade Union priorities for a new International Trade Secretariat for the Education Sector"( Doc) Elections: ( a) Executive Committee ( b) Auditing Committee Resolutions 10. 11. New Affiliations 12. Other business 13. Motion of Dissolution( Doc) 14 Closure IVX COMCHE22 ОВГО СОИЗНЕС? UTARI ɛeer YHAUMAL BS- SS HOTW 2MEDEM та С АСИЗДА EVU S DEVEL VOEMDY CONGRESS XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 2: DOCUMENT 2 DRAFT AGENDA 1. Opening 2. Adoption of the Agenda( Doc) 3. Composition of the Credentials Committee and the Resolutions Committee 22-26 JANUARY 1995 STOCKHOLM, SWEDEN Adoption of the Standing Orders( Doc) 4. ORDERS 5. Activity Report( Doc) 6. 7. 8. 9. Financial Reports( Doc) Comprehensive Agreement between IFFTU and WCOTP on the establishment of an International Trade Secretariat for the education sector( Doc) Congress Theme: " Education and Trade Union priorities for a new International Trade Secretariat for the Education Sector"( Doc) Elections: ( a) Executive Committee ( b) Auditing Committee 10. Resolutions 11. New Affiliations 12. Other business 13. Motion of Dissolution( Doc) 14. Closure IVX MOO CROW UTARI Eeer YRAUMAL ES- SS MJOHXOOT2 Я АСИЗДА 223 АСИЗДА ТАЯС pnineqO ( bo) sbnegA eriz to noitqobA S anoitulose or ons eerzimmo alsineben erit to poisizomo ert O 8 settimmo ( 000) 819b10 pnibnst2 erit to noisqabA ( pod) noge ytivitoA ( oo) ehoqef Isionsni .a T ( 000) 101092 .8 sdz no STOOW bns UTARI neswred memesiQA evianerleiqmo nousoube erit not teiste1002 ebenT lenoirsmetni ne to themraildsta : emert ezengno obat lanoidemosnl wen a tot zeithong noinU sbeiT bne notteɔuba" ( 000) 101092 noitsouba erit not tshste1092 : anoitos @ estimmo svituoax3( 6) settimmo gnitibuA( d) anoitulozef anoitsiliitA wel aseniauder: O ( 000) noitulozzi to noitoM equal .or .tr 1 2 2 AN .ST CONGRESS DOCUMENT 3 XVI IFFTU WORLD CONGRESS 22-26 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 4: STANDING ORDERS XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN CONGRESS DOCUMENT 3 AGENDA 4: STANDING ORDERS as Artic The Plenary Sessions of the Congress shall be public except when the Congress expressly decides to declare a private which time only accredited delegates sha present Seats in the Congress hall be assigned by the General on a te basis for delegates, obs Doaning a) The Congress opened by the Pre nt. b) Immediately business: the opening, the Congress shall proce proceed following 1 adoption of the Agenda 2 Ratification of the composition of the Credentials and Resolutions Committees 3 Progress Report 4 Report of the Credentials Committee IVX TEELA MOBED ɛeer YЯAUMAL ES- SS CO EUL 3 соиснеге А АСИВОА ELVVDIMG OUDEH2 XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, folebiano a CONGRESS DOCUMENT 3 b) The Congre STOCKHOLM, SWEDEN AGENDA 4: STANDING ORDERS may decide to adopt othe oilduq ebsm need asd etsgeleb terit to gnitees into one of th glish, Ge bosish znotraj( nw gniwollo! auori S 10 Bitnebe13 erit of an 2 leon Congress Standing Orders T .noumotni inavalen riiw whartegos, estimmo erfT eldizzoq teenooa erit is ag etsgeleb vns, nolasimbenim Article I- General immo alsitnabe( o HT lanitgnibne.emit sorwriting excer kers shall be alled The present Standing Orders shall supplement the provisions relating to the Congress as contained in the Constitution( Articles 9-12) a) b) Congre eestimm agreed by the ommittee shall have timmo Article II- Plenary Sessions ( ex ed oniteem od and ladesame us of bexhoritur ad lisda gniwolloted( d a) The Plenary Sessions of the Congress shall be public except when the Congress expressly decides to declare a private Session at which time only accredited delegates shall be present b) Seats in the Congress hall shall be assigned by the General Secretary on a separate basis for delegates, observers and invited guests. everi ma f) In the ev Article III- Opening of the Congress a) The Congress shall be opened by the President. noitssinspo tri mont leb se bb the yd aangno sq of right erit to him of their desire settimmo atl( bethezeige b) Immediately after the opening, the Congress shall proceed with the following business: equire 1 adoption of the Agenda legate to a te. immoo he 2 Ratification of the composition of the Credentials and Resolutions Committees 3 Progress Report bject under disc 4 Report of the Credentials Committee loqqs lleria visa T 1 5 Discussion of the Progress Report 6 Consideration of the Report of the Standing Orders Committee 100 GROW UTHARI Eeer YRAUMAL as- SS Article IV- Objections to Credentials А АСИЗДА 223A 403 a) Objections raised to the seating of any delegate shall be submitted to the General Secretary not later than 24 hours after the opening of the Congress, or 12 hours following when the seating of that delegate has been made public. b) c) The General Secretary shall submit these objections to the Credentials Committee, together with any relevant information. The Credentials Committee shall report to the Congress at the soonest possible time. Pending final decision by the Congress concerning admission, any delegate whose credentials are being challenged shall enjoy full rights as a delegate. ent of a) itslen enolzivotq edt Article V- Committeesonibns12 insasi erit( s ( Sr- e aelonA) nouirano ent ni benistno as sasipno The sessions of the Credentials Committee and of the Resolutions Committee shall be private. b) The following shall be authorized to attend the meetings of the Committees: be c) ( s 1 Delegates duly appointed by the Congress to serve on such Committees 2 Delegates appointed as substitutes to any such delegates and designated in writing to the Chairman of the Congress; such substitutes shall have the right to participate in debates and to vote only in the absence of the regular members for whom they duly act as substitutes. 280 91616088 3 An adviser, secretary or interpreter designated in writing to the Chairman of the Congress by a delegate serving on the Committee; such a person shall not have the right to participate in debates or to vote. 4 Secretariat members as designated by the General Secretary. If a Committee is discussing a resolution moved by an organization which is not represented on that Committee, it may invite a delegate from that organization to attend the meeting of the Committee, for the duration of the discussions of that resolution. : aseniaud d) The standing and Special Congress Committees shall elect their own Chairmen and Rapporteurs. bis also to nomen to no noiti noqefi 88910019€ e) The General Secretary shall appoint the Secretary of each Committee. 2 f) Voting in Committees shall be by a show of hands. ed llaria orlw anogs onlinee9ng 21 estione veuloxe edit bns, ameti sbriegs souborni k) No Article VI- Languages num is cast for and nece case and if he believes it te. a) The official languages of the Congress shall be French, English, German and Spanish. Cons to the fact that the are not ng observed. The or the Co b) The Congress may decide to adopt other working languages. nding Orders of the Фи B .babnoose need and ti aaginu bezsupaib c) Any delegate wishing to speak in any other language must provide a translation ni be into one of the official languages. artno ignal laipitto erit to eno ni gnishw pnineqo zaeigno Article VII- Right to Address the Congress of nonq need as ji aaelu 10 noitom o( 290 gnal isitio uotients ni narit beislutio a) Application to speak shall be handed to the Chairman of the Congress in writing the except when related to a point of order or procedure. The speakers shall be Concalled upon in the order in which they signified their desire to speak.no b) A delegate shall speak only once on any subject unless otherwise agreed by the Ision Congress except, however, that the Rapporteur of any Committee shall have the right of reply at the close of the debate. The mover of a motion, resolution a) or amendment( excepting a point of order or procedure) shall have the same ert right. nert bab пе c) The General Secretary shall at all times have the right to speak on any subject. d) Observers shall be allowed to address the Congress with the permission of the sto Chairman of the Congress. e) f) major Guests invited to attend to address the Congress by the Executive Board of the IFFTU shall be permitted to address the Congress at the request of the Chairman of the Congress. Яoad 1ottem erit eten of noitoM 19 In the event of a motion of closure, the Chairman of the Congress shall read to the Congress the names of the delegates who have notified him of their desire to speak. noit B no MA noiazudaib ebru mati erit no nu mati ed no slov of noitoM@ g) Should the Chairman of the Congress consider that there is no discernible difference of opinion among the delegates, he shall have the power to close the debate and, if so required, proceed to a vote. hub emit yns to 28engno arts to nemieri erit a891bbs ysm etsgeleb vnA( i h) The Chairman of the Congress may require a speaker to resume his seat if his remarks are not relevant to the subject under discussion. ert 28 yns to doesnz ent to nsmis 3 i) Unless otherwise agreed by the Congress, no speech shall exceed ten minutes exclusive of the time for interpretation, except for delegates appointed to introduce agenda items, and the Rapporteurs presenting Reports, who shall be allowed a time limit of twenty minutes. bas ne a) b) c) an stall Article VIII- Motions, Resolutions, Amendments into an( s en the Congress, No motion, resolution or amendment shall, after having been moved, be discussed unless it has been seconded. Ge egsugnal merito yns ni> les made pul Haiw stepeleb yn lebynA Motions or resolutions hall be considered only if they have been submitted in writing in one of the official languages to the General Secretary, three months prior to Congress opening. No motion or resolution shall be discussed by the Congress unless it has been circulated first in the four official languages. d) The resolutions Committee shall try to propose synthesis motions to the Congress whenever possible and with the agreement of their authors.so e) Amendments may be submitted to a Session of the Congress for immediate discussion. Such amendments shall be submitted in writing in one of the official languages. f) 10 to nems 10 If there are several amendments to a motion or resolution the Chairman of the Congress shall determine the order in which they shall be discussed and then Deput to a vote. NT 115 g) gates duly by the Congress to serve on A delegate may not submit a motion, resolution or amendment( except on a point of order or on procedure) in a personal capacity, but only on behalf of a delegation. of b h) Motions of procedure include the following: Conge eliting and the romanDhave erit 1 Motion to refer the matter back or to vote. 02 2 Motion to postpone consideration of the question dioteerd neve erit nl 3 Motion to adjourn the sitting aer leb er Somsa erit 2291prtoo er 4 Motion to close debate on a particular question y an organizations 5 Motion to vote on the item under discussion delegate from that org eld 6 Motion that the Congress proceed with the next item on the agenda s7 Motion to suspend Standing Orders. .stov s of gnoms tib not beniuper oa fi, bns ersdeb i) Any delegate may address the Chairman of the Congress at any time during a al debate on any point of order arising during the debate, but shall not interrupt the speech of any delegate. This latter point shall be judged at the discretion of the Chairman of the Congress. Committee. Sec 4 j) A motion on procedure shall be put immediately to vote. The Chairman of the Congress may allow one delegate to speak in favour and one against it. k) No motion, resolution or amendment shall be declared carried if an equal number of votes is cast for and against it. In this case and if he believes it necessary, the president shall have the deciding vote. I) Any delegate may at any time draw attention to the fact that the Standing Orders or the Constitution of the Federation are not being observed. The Chairman of the Congress shall give an immediate ruling on any such questions so raised. m) A motion challenging the Chairman's ruling on any matter shall be put immediately to the vote and one delegate shall be allowed to speak in favour of such motion and one to speak against it. Article 9- Record of Procedure SWEDEN The General Secretary shall keep a Record of the Proceedings and Decisions of the Congress. NT 4 Article 10- Amendments of the Standing Orders a) Proposals for the amendment of the Standing Orders shall be submitted to the Secretariat not later than six months prior to the opening of the next Congress. The Secretariat shall circulate the proposed amendments to the affiliated unions not later than three months prior to the opening Session of the Congress. b) Any amendment to the Standing Orders shall be valid only if it obtains a majority of the votes to which the organisations represented at the Congress are entitled. 5 aeasmisdiagnosesy vlaselbengisauqedspeedboxes ominates to exclusi intro agende items, and the Rapporteurs presenting Reports, who shall be Isupp.00 diabetestabendy Waitanembneme 10 noltuloa noitom o D er ti bns esso aid oli tanisgs bns 101 teso al zetoy to edmun. .etbv phibicebedt even lere tnebizenq edir.viss en Article VIII- Motions. Besolutions. Amendments esb10 gribns12 arterit tosted of noites web emit yns 18 ysmetegeleb ynA( I ert to nemisri erT bevisado gnisd zon enanoite ebe eris to noturiseno si no 110 a) Nobening anpitopus amembnibus baliberfim having to be ss it has been seconded. dis Tapuq tem yes no enilu a'nsmis erit enignellsrio noirom A( m thewolleradilaria oregoleboboolbris they by bred in one of the offi Congress opening. No motion or resolusban tomoned circulated first in the four official languages. bean Congress ver possible ith the agreement of the Some Defe hossigno An bibetanembasminess for immediate Such amendments shall be submitted in writing in one of the official art of bertimdus ad lleria 210b10 gnibnste erit to jnembneme art not alszogon?( s enoin s ani ent then to noises gninego art of noinq artinom sendt nad stelton not submit a motion, resolution or amendment( excep acobitsypedcee1eba@ egobarbitor bortebat ofch tsbeineza qeignoitseinspo oris ribirlw of zerov erit to violem Motions of procedure include the following: beltine 1 Moti to refer the matter back 2 Mc to postpone consideration of question to adjourn the sitting to close debate on a particular question vote on the itern under discussion that the Congress proceed with to suspend Standing Orders. agenda legate may address the Chairman of the Congress at any time during a any point of order arising during the debate, but shall not interrupt the ny delegate. This latter point shall be judged at the discretion of the the Congress. CONGRESS DOCUMENT 4 CONGRESS DOCUMENT 4 XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993 STOCKHOLM, SWEDEN AGENDA 5: ACTIV Y RT XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 5: ACTIVITY REPORT Activity Report 1989- 1992 INTERNATIONAL FEDERATION OF FREE TEACHERS' UNIONS( IFFTU) N.Z. Voorburgwal 120-126, 1012 SH Amsterdam, Netherlands E22 IVX O QJROW UTARI ceer YRAUMAL 25- SS изк wa 2.LOCK TЯ0998 YTIVITSA DOCAINELY CO 223 XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN CONGRESS DOCUMENT 4 AGENDA 5: ACTIVITY REPORT MADRO OFTALIRA TRA 8 5. We ation( WHO) £ 37 gidenedmem not enoiteollagA SS 101 2201 22010000 bhow VX yd bermaca A JS CHAPTER VII OTHER NATION bax3 sit yd beigedos elf batsiposeAS 38 A Generalem eri yo bas ( 38); 8 2. WCT 3. FISE e 4. WCOTP/ WCT/ PISE e CHAPTER VII LABOUR COUCAT Sr. General Remarks 82. Resources congnoo bhow VX.P ( 2) nobubbALY. 1971 zoub 4.4 immo evituD9X3 S peimmo gnbibuA 845 Activity Report immemoW.A neoinemA nits) 6.3( 81) sessionmo nasqu CHAPTER IX EQUALITY 811. Objectives 2. ICFTU and ETUCE 1989- 1992 213. Intergove antal.Organize 2TM 214. Participation in Trade. Unioo moo oftios- nsiaA.1.3 A 4.3: E11.semimmo 47 .047 47 JASOJA VITAM 1.148 CHARTER X REGIONS rs1. Introduction 2. Africa as 3.1. Introd as3. Asia and the Pacific Selected F Latin America 41. Introduction 18614 eorgia noin abort bne namuH.S arnemoloved simonopa- oipo2.049 abnost isnotsuba.M9 49 UTR31.51 ( CC) noiisregon ssjsig ( TS) North America ese. Europe 21.S.STS) Ro... bostimo videlvbA hoinUebbiT 58 6.9. ETUCE 180): 6.4. Activities Opber 164 6.8. Selected dual 6.1. General Comments( 58) ( 56): 6.2. Regional 08 in Central and Eastern W 08 Coordinating. Committee CHAPTER XI PUBLICATIONS 70 INTERNATIONAL FEDERATION OF FREE TEACHERS' UNIONS( IFFTU) N.Z. Voorburgwal 120-126, 1012 SH Amsterdam, Netherlands ACTIVITY REPORT 1989-1992 IVX TABLE OF CONTENTS Eeer YRAUMAL 25- ST JOHX30T2 CHAPTER I INTRODUCTION 5 . : 2 22: 03 CHAPTER II AFFILIATED ORGANISATIONS.T TIVITO из 00 6 6 1. Membership Figures 6 2. New Affiliations 2.1. Affiliations confirmed by XV World Congress( 6); 2.2. Applications for membership accepted by the Executive Committee( 6); 3. Associated Membership 3.1. Provisional establishment of Associated Membership( 7); 3.2. Membership applications accepted by the Executive Committee( 8) 4. Expulsions • 7 80 CHAPTER III IFFTU GOVERNING BODIES ... 9 1. XV World Congress 9 1.1. Introduction( 9); 1.2. Policies determined by the XV World Congress( 9); 1.3. Per capita dues rates( 10); 1.5. Executive Committee and Auditing Committee( 10); 2. Executive Committee 11 3. Auditing Committee 12 12 . • • 13 • 4. Women's Committee 5. Regional Committees 5.1. Asian- Pacific Committee( 13); 5.2. European Committee( 13); 5.3. Latin American Committee( 13); 5.4. African Committee( 13); 6. Secretariat CHAPTER IV GLOBAL DEVELOPMENTS • 1. International Political Developments 2. Human and Trade Union Rights 3. Socio- economic Developments 4. Educational Trends . • eser . • CHAPTER V INTERNATIONAL TRADE UNION MOVEMENT 1. ICFTU 1.1. Introduction( 26); 1.2. Governing bodies( 26); 1.3. XV World Congress( 26); 1.4. Bilateral Cooperation( 27); 2. International Trade Secretariats 13 15 15 17 19 21 26 26 2.1. Introduction( 27); 2.2. ITS General Conferences( 27); 2.3. Bilateral Cooperation( 29); 3. Trade Union Advisory Committee • CHAPTER VI INTERGOVERNMENTAL ORGANISATIONS 1. Introduction • 27 29 330 ( UMU гязноват 33 НО ИОГТАЯЗО МИОІТАИЯЭТИ abnehorse, mabistamA H2 S 20г.asг- ost lowgudhooV.S.M 2. UNESCO 30 2.1. Objectives( 30); 2.2. Conferences( 30); 2.3. Consultation mechanism at( 31); 2.4. Recommendation on the Status of Teachers( 32); 2.5. 10 Illiteracy( 32); 2.6. International Bureau of Education( 33); 3. International Labour Organisation 9A 3.1. Objectives( 33); 3.2. Conferences( 33); 3.3. Joint commission on teachers' working conditions( 34); 3.4. Labour Education( 35); m4. Organisation for Economic Cooperation and 27 Development( OECD) • 4.1. Objectives( 35); 4.2. Conferences( 35); 4.3. Teachers' Working Conditions( 37); 5. World Health Organisation( WHO) built up since the colla CHAPTER VII OTHER INTERNATIONAL ORGANISATIONS D1. WCOTP... Prof( 38); el excellence. 33 35 the mmunism in Central and d E 37 ops. Both new 38 ... 38 • 1.1. General remarks( 38); 1.2. WCOTP Assembly( 38); 1.3. Consultations and negotiations 2. WCT • 3. FISE 43 4. WCOTP/ WCT/ FISE 5. Amnesty International( Al) 44 6. International Federation of Workers' Education Associations mic crisis br CHAPTER VIII LABOUR EDUCATION . 1. General Remarks 2. Resources CHAPTER IX EQUALITY OF WOMEN 1. Objectives 2. ICFTU and ETUCE • 3. Intergovernmental Organisations 4. Participation in Trade Union Activities CHAPTER X REGIONS.... 45 48 49 • ° • • 1. Introduction 49 2. Africa 77*** 444 17788 777 43 44 44 45 45 47 47 47 48 49 2.1. Introduction( 49); 2.2. Labour Education( 50); 2.3. Selected countries( 50); 3. Asia and the Pacific the 51 3.1. Introduction( 51); 3.2. Regional Conferences( 52); 3.3. Labour Education( 54); 3.4. Selected countries( 54); 4. Latin America 56 • • • 4.1. Introduction( 56); 4.2. Regional conferences( 56); 4.3. Selected countries( 57); 5. North America . 58 58 • . 6. Europe 6.1. General Comments( 58); 6.2. Regional meetings( 59); 6.3. ETUCE( 60); 6.4. Activities in Central and Eastern Europe( 61); 6.5. East- West Conferences( 62); 6.6. East- West Coordinating Committee( 64); 6.7. Other meetings( 64); 6.8. Selected countries( 65); CHAPTER XI PUBLICATIONS ... 3 70 APPENDIX I: mzing APPENDIX II: List of affiliated organisations.. 290091alno S.S JOEY Resolutions IFFTU'S XV World Congress .... 71 S APPENDIX III: CHAPTER Resolutions other IFFTU meetings UCTION . 76 € 90 Hae) noin mods.CE bris noita olmono03 101 no SHAPTER 11. AFFILIATED ORGANISATIONS ( 0030) inemqolevad 6 6 ( OHW) noiteaineg10 ritis H bhow, 6 ions confirmed by XV World Congress 16) 2.2 Ap ions for membership ship θε TEZ New Affillations 2.1. by the ExecużИСТАЕЛИАВНО ЈАЙОТТАИЯЭТИІ ЯЗНТО IV ЯВТЧАНО, Ex Expulsions TER IN( EFTU GOVERNING BODIES 2. Exec World Congress bn( 9): 1.2: Pocies Committee TOW.S 921\ TOW TOOW. noitemon MOITAQUE RUOTA 2 Auditing Committee Women's Committee Regional Committees Pacific Committee( 13): 5.2. European Committee( 13); 5.3. Latin Ame 5.4. Africeo Commites( 131: MEMOW RO YTLANE XI RAHO ........... sovitasido.M3 QUTB brs UTROIS IV GL GLOBAL DEVELOPMENTS ENTS..enoitaine enoitasineq10 laznemmevognetnl.85 stnl.85 8M, International Political Developmenesitivit A noinUeberT ni poltaqiaits9.5 TA BA and Trade Union Rights comic.Developments .Trends 17 зиоюзях ЯЭТЧАНО noitouboxt.nl.12) sohlA.S Cooperation( 27); 88 82 Trak fridst Advisory Com от RADE) Sea) noitoubon..S 26 aftios orir bns sieA.26 sohemA nite. 27 ces( 27129 Cooperation 1291 schemA dr ( OR) BOUT Enem enoinen S288) amemmo lanens 1.3 613 be en ni 30 bel2 8.0( 40) agnbeam erb0.000) settimme.gnizanibrood 30 4 MITSU IX ASTRAHO CHAPTER I INTRODUCTIONCITACIMADOTALIFRA II RETRAHO Federa de Educatoriana de Trabajadores de la Educación y la Cultura January 1990) The Activity report under review which covers IFFTU's policies and activities in the period January 1, 1989- November 1, 1992 is the most comprehensive produced to date. The report clearly demonstrates that IFFTU has grown both in terms of membership and in the level of its programs. In the reporting period, IFFTU gained 27 new affiliates and the number of education workers we represent grew by over one million. This growth has been achieved by recruiting unions both in the developing nations and by bringing in those new, democratic unions that have been built up since the collapse of communism in Central and Eastern Europe. Both new and established unions have come to IFFTU because we have been providing the programs and services that meet their needs and because we have a reputation for standing for the principles of free trade unionism and being committed to professional excellence. bermitnoo A..S ementary Schools Employees( IUCESE), This report shows how IFFTU has continued to develop its labour education programs for unions in the developing nations. It also demonstrates how we have adapted our resources to the changing needs of teacher unions whether of the newly established unions in ex- communist lands, unions in Africa, Asia and Latin America attempting to develop responses to ongoing economic crisis or unions in the industrialized world facing challenges from the forces of neo- conservatism and the growing threat of racism and xenophobia. ependent Cro ( UTD) noinU sidmsǝ This report will also demonstrate the growing influence of IFFTU in international bodies, the importance of the voice of IFFTU and of our affiliates in economic and political deliberations at the world and regional level. The fate of education and of teachers in one nation can no longer be separated from world conditions, and the role of IFFTU as a representative of teachers to world bodies is more crucial than ever. With the creation of the Education International, the goals and objectives embodied by IFFTU will not change, but they will be at the core of an even stronger and more representative International Trade Secretariat. The only things necessary to maintain our momentum are to keep up the level of involvement of the affiliates and the dedication of our staff. Fred van Leeuwen General Secretary m 3. A ARI to awaiv erit( vi) bris; azenovitsa eti( iii): UTADI moo evituosx3 ort weiver nebnu boieq erit nl.bemsono уinu er ni CED ME MBERSHIP: astsilitts as anoitsainsgo gniwollot erit berges eino The XV World Congress amended the constitution to create a nose#FFTU TABANGO) diethefreevoonist accommodate unions who recen betrieben so chenuations ( i) are affiliate( 0Beumer SepenDhababy leav from convening natio con ses or from affiliating to the international trade 5 CHAPTER II AFFILIATED ORGANISATIONS TOUCORTI TAHO esol TU 1. MEMBERSHIP FIGURES UTARI 21905 doiriw weive no tivitoA erT hersee Fras seeme On 1 January 1990, the IFFTU had 90 affiliated organisations in 60 countries with a total membership of 7,288,647. Between 1 January 1990 and 1 January 1993, 27 were accepted as affiliates and 3 were expelled. On 1 January, 1993, the IFFTU had 114 affiliated organisations in 75 countries with a membership of 9,006,066. A list of the membership figures of affiliated organisations is provided in Appendix bns le ni mei hibiv ong need even ew e21 TARI of emo 2. NEW AFFILIATIONS 921 ed bns abeen hier te or bestimmoo gnied bne mainoinu obat sent to 2.1. Affiliations confirmed by XV World Congress 1. sonia qu illud bedaildstee bris iscy esolivnse bns amisigong τα selgioning arr not gribnsia Leonelleoxe lenoirastonq The XV World Congress confirmed the acceptance by the Executive Committee of the following organisations as affiliates: ☐ ☐ iqolav nigns nl and nu to arltertwano Sindicato dos Professores nas Comunicadas Lusiadas( SPCL), Portugal Sindicato Democratico dos Professores do Sul( SDPSUL), Portugal nitqmetts Syndicat des Enseignants Laïcs du Togo( SELT), Togost ntaubni Government Teachers' Union( GTU), Mauritius bns malost to je gniwong Gambia Teachers' Union( GTU), Gambia Tudományos Dolgozók Demokratikus Szakszervezetének( TDDSZ)[ Democratic bne Union of Scientific Workers], Hungary to ■ ☐ er UTARI to slot qmi erit, asibod Pedagógusok Demokratikus Szakszervezetének( PDSZ)[ Hungarian Free Teachers' Union], Hungary sqea ed tegnol on nsɔ noiten eno ni a ■ Teachers' Section of NSZZ" Solidarnosc", Poland 1829 8 25. UTARI Korean Federation of Education Associations( KFEA), Korea Federación y la Corriente Profesoral" Salomé Ureña", Dominican Republic belbodme ze bos Jeno b3 er to noise 2.2 Applications for membership accepted by the Executive Committee nisanisa oryseesoon agnidt vino erile.tsisters92ebs Tisnoiismeinl evasineeenger The IFFTU Executive Committee has considered 27 applications for affiliation. The decision to accept the membership of an organisation was based upon( i) the organisation's stated willingness and ability to abide by the IFFTU Constitution;( ii) its relation with trade union centres that are members of or cooperate with the ICFTU;( iii) its representativeness; and( iv) the views of IFFTU member organisations in the country concerned. In the period under review the Executive Committee accepted the following organisations as affiliates: ☐ ☐ Confederación de Educadores Argentinos( CEA), Argentina,( as of 1 January 1990) Confederation du Travail" PODKREPA" Syndicat de Enseignants( PODKREPA), Bulgaria( as of 1 January 1990) Colegio de Profesores de Chile A.G. CPC, Chile,( as of 1 January 1990) 6 ■ SISM- CISL( SISM), Italy,( as of 1 January 1990) ni 978( iii) memevom noinu Federación de Educatoriana de Trabajadores de la Educación y la Cultura ( FETEC) Ecuador,( as of 1 January 1990) as betqed noisinsp10 Pre- University Education Trade Union of Romania( SIPR), Romania,( as of 1 January 1990) ☐ ■ Federation des Syndicats Libres de l'Enseignement( FSLE), Romania,( as of 1 bate January 1990) 1990) 010, On Seco ☐ Philippine Federation of Teachers' Organisations( PFTO), Philippines,( as of 1 ever January 1991) School Teachers Federation Papua New Guinea Teachers Association( PNGTA), Papua New Guinea,( as of 1 January 1991) The Cons Higher Education of Croatia Independent Trade Union of Workers in Secondary Education of Croatia ( ITUWSEC), Croatia,( as of 1 January 1991) ■ Independent Trade Union of Science and bhoy( ITUSHEC), Croatia,( as of 1 January 1991) seinspio 92ort leqxs of bebiceb ■ The Independent Union of Croatian Elementary Schools Employees( IUCESE), The Croatia,( as of 1 January 1991) Lithuanian Union of Teachers( LUT), Lithuania,( as of 1 January 1991) Czech Moravian Trade Union of Workers in Education( CMOS), Czechoslovakia, ( as of 1 January 1991) ■ Odborovy Svaz Pracovniku Vedy a Vyzkumu( OSPVV), Czechoslovakia,( as of 1 January 1991) ☐ par Po inst AIDS,( 2) the S Science de Slovaquie( SESS), the Prom Sindicat de l'Enseignement et de la the Czechoslovakia,( as of 1 January 1991) raining,( 6) Huma Federation of the Trade Unions of the Estonian Universities( UNIVERSITAS), Estonia,( as of 1 January 1991) National Science Section( NSZZ" Solidarnosc"), Poland,( as of 1 January 1991) The Danish Union of Teachers( DLF), Denmark,( as of 1 January 1991) Bond van Leraren( BL), Surinam,( as of 1 January 1991) Zimbabwe Teachers' Union( ZITU), Zimbabwe,( as of 1 January 1991) National Union of Secondary School Teachers of Ivory Coast( SYNESCI), Ivory Coast,( as of 1 January 1991) National Union of Public Primary Education of Ivory Coast( SNEPPCI), Ivory mat Coast,( as of 1 January 1991) num ☐ ember union up ion of the Con ress quence Nepal Teachers Association( NTA), Nepal,( as of 1 January 1991). Cook Island Teachers Institute( CITI), Cook Islands,( as of 1 January 1991) Friendly Islands Teachers' Association( FITA), Tonga,( as of 1 January 1991) Western Samoa Teachers' Association( WSTA), Western Samoa,( as of 1 to January 1991) indu 3. ASSOCIATED MEMBERSHIP the intergo on at 3.1 Provisional establishment of Associated Membership The XV World Congress amended the constitution to create a new IFFTU membership status, that of Associated Member. This decision was taken to accommodate unions which:( i) are affiliated to other international organisations whose aims are viewed as in conflict with those of IFFTU;( ii) are prohibited by law from convening national congresses or from affiliating to the international trade 7 union movement;( iii) are in exile. Associated Members do not have voting rights. Furthermore, their membership is considered to be temporary in nature. Organisations can be accepted as Associated Members when Full Membership can be expected in due course.ins noinU inU ebeiT T noi b3 ysianevinu ( oeer visunsl 3.2 Associated Membership applications accepted by the Executive Committee The Executive Committee accepted the following organisation as an Associated Member of IFFTU: 5 co Equipes Enseignantes du Rwanda EER( as of 1 January 1990) 4. EXPULSIONSub 0002 ni 215> 10W to noin eer visunsl รม กร し ebsit thebnisgebn! site( UTI) At its meeting in Budapest on 5 and 6 June 1990, the IFFTU Executive Committee decided to expel those organisations which had failed to:( i) attend the XV World Congress;( ii) make any dues payments since 1984; and( iii) respond to any IFFTU communication since 1988. These organisations were: ( TUJ) 19 ■ GVAsociación de Profesionales de la Educación Superior de Colombia( APESC), Colombia ☐ Sindicato de Empleados Públicos de la Educación Rural( SINEPUDERH), Honduras American Federation of School Administrators( AFSA), USA bjsolbni Gamb Tea Kales The 0895 sbeit I to lzorbes ( re visunal r to as), sinota to noinU dained ent ( JS) 11e nsv boo@ T evdedmi ( reer sunal r to as) Jaso mitoidutoonders Visunat t to as) Jaso Freb KATRIN Migunelations review the Executive Committee organisations as affiliates: IHREM AD022A. o or notturitehoo bebnams 28910 A VX enT ederem, petsilitts 916( i): roirw and Coog hebawelv mmodos ria geodw arit of gnissilitte moil 10 2988engna lanolis ninevnoo mail 8 CHAPTER III IFFTU GOVERNING BODIES ni wan exist bluorle UTAI tecatom pniriaildstee 1. XV WORLD CONGRESS as OSS F super bos revo members of the Committee: bas rituo2 ni bebrisqxe ed bluorla ytivitos 91998 916 siano deber 1.1 Introduction IFFTU'S XV World Congress was held from 29 May to 2 June 1989 in Toronto, Canada. More than 250 representatives from 81 countries attended the international event, which was hosted by the Ontario Secondary School Teachers Federation to nousn ( OSSTF). The Congress agenda included discussions on the Activity Report 1985-1989, Financial Statements and Budgets, Amendments to the Constitution, as well as the election of the Executive Board and the Auditing Committee. The Congress also debated and adopted a number of resolutions. ed bluode anoin The IFFTU's Magazine" Workers in Education" provided a report on the debates on several of the issues dealt with by the Congress. The resolutions adopted were published and distributed among all member organisations. These resolutions concerned the two main Congress themes:" The role of educational workers and their unions in changing societies" and" The relation of education to development", as well as other issues, such as( 1) Education against AIDS,( 2) the Struggle against Apartheid,( 3) Trade Union Rights throughout the World,( 4) Society, Education and the New Technologies,( 5) Trade Union Education and Training,( 6) Human Rights. and Trade Unions in Latin America,( 7) The Promotion of the Role of Women,( 8) East- West Relations,( 9) the Fight against Poverty,( 10) the Promotion of Public Education,( 11) Trade Union Rights in the United Kingdom, and( 12) Trade Union Rights in Fiji.( Appendix II) lot as bani The main changes in the IFFTU Constitution upon which the World Congress decided were: the introduction of an" Associated Membership"; the revision of the number of Congress votes allotted to member unions; the alteration of the sequence of IFFTU World Congresses; the responsibility of the General Secretary in personnel matters. Member organisations received the updated version of the Constitution in the period under review. The Congress adopted budgets for the years 1990 to 1993 inclusive, including a proposal to increase the IFFTU dues rates by approximately 5% per annum in order to compensate for expected average inflation rates and price increases in the industrial nations. The budgets will enable IFFTU to improve certain membership services, to strengthen regional and other committees, to increase its presence at the intergovernmental levels and to employ additional staff. Committee discu and activities in 1.2. Policies determined by the XV World Congress After discussion and adoption of the Report of Activities for the period 1985-89 the World Congress concluded that: .28er ni ni soner ni bled 09 VIX@Ar ☐ IFFTU should take new initiatives in the North- South dialogue aiming at Funt establishing more just international economic policies as a means of fighting poverty and inequality; xpecte 1 due course. ☐ 223 activity should be expanded in South and Central America where the effects of the debt crisis are severe; ☐ the process of democratisation in Central and Eastern Europe should be actively hoirs pursued and supported, and the IFFTU should continue to participate in the determination of ICFTU policies regarding East- West relations; ☐ IFFTU's commitment to the struggle for human and trade union rights in all nations should be reaffirmed and the IFFTU should step up legal actions against governments that continuously violate teachers' basic freedoms; ■ on exchanges among member unions should be increased and IFFTU's presence at the intergovernmental level should be strengthened; no besgobs anoitulose ad.2801pn particular attention should be given to the position of women in society, in education, in the trade union movement and in the IFFTU structure; IFFTU's Women's Committee should designate a representative to the Executive Board; b3( f) es doua asus ( S) 201 bo.as low as the IFFTU should work towards the creation of a new international trade secretariat for the education sector in cooperation with the World Confederation of Organisations of the Teaching Profession( WCOTP). bild nobom edt( 0 1.3. Per capita dues rates x be ( e) an na 63 The per capita dues rates for all organisations for the period 1989-1993 were determined as follows: 1989-1.15 Dutch Guilders; 1990- 1.21 Dutch Guilders; 1991 1.27 Dutch Guilders; 1992- 1.33 Dutch Guilders; 1993- 1.40 Dutch Guilders. 616 edmem of be To un 1.4. Executive Committee and Auditing Committee The XV World Congress elected as officers to the IFFTU Executive Committee: nu boneq ent ■ Erich Frister, GEW, Germany, Honourary President' ■ Shalom Levin, ITU, Israel² ategbud berqobs aaegno erT nl of is 03 vletsmixo1ggs vd Albert Shanker, AFT, USA, President vs betosaxe of elsan ■ Alberto Diaz Heredia, FETRA- ENSENANZA, Venezuela, Vice- President ■ Lawrence Sia, STU, Singapore, Vice- President Tenoipet nerienene of entzubni ivies Hista bbs volqme of bas alevel letnemmsvognetni ed 1 201pno Erich Frister was designated Honourary President of IFFTU for life by the XIII World Congress, held in Panama in 1981. 2 sri bebulonos Shalom Levin was designated Honourary Member of the IFFTU Executive Committee for life by the XIV World Congress, held in France in 1985. 10 ■ Yannick Simbron, FEN, France, Vice- President³ brimsizA anoigen anim nimen ■ Fred van Leeuwen, ABOP, Netherlands, General Secretary habe erit beaeibbs dremmevognetni erit ni sonsohaq ati The following were elected as full members of the Committee: danoitele a'UTHRI James Forster, OSSTF, Canada ■ Giuseppe Mandorli, SINASCEL, Italy ■ Dennis Vormawor, TEWU, Ghana Nagateru Tokuyama, JTU, Japan ■ Dieter Wunder, GEW, Germany Alain Mouchoux, FEN, France Oumar Tall, SNEEL, Senegal hoa@ sbeiTlenoitemelen( UTR) nex3 erit, 910mi9rhu.anoitsinspo neque noqu bebiceb bns qida odmom ers sentimol avisupex on vd realsa 916 abd she wish n The following were elected as members of the Auditing Committee: ed of bebeen elon erit bns 21916 bseria Armin Müller, GEW, Germany no Rob van Leeuwen, ABOP, Netherlands; Bib A moo svitusex? 100 16107a8e to begivalentenbonit ■ Doris St. Amand, OSSTF, Canada.ste 08 new amset gritsitogen ow: ad yd caef@jedmordee no pnitoomm astimpimo 2. EXECUTIVE COMMITTEE reinummoo to list erit or be .seer pur, Malaysia: erit qu cloor oals gettimmo svitupex T In the period between the XV World Congress of 1989 and the XVI World Congress of 1993 the IFFTU Executive Committee met five times in regular session to sal ezer moit 201siliths wen on 3 June 1989 in Toronto, Canada; s htA duo ■ on 5 and 6 June 1990 in Budapest, Hungary; ■ on 28 and 29 May 1991 in Amsterdam, Netherlands; erloser tot erosione on 22, 23 and 24 April 1992 in Dakar, Senegal; and will meet ■ on 21 January 1993 in Stockholm, Sweden. # on 26-28 Octo ortugal: auonav no 38 anoiazim.no The Committee also met twice in special session specifically to discuss the negotiations with the WCOTP on the creation of a new ITS for the education sector. : msbistamA ni e sup supbser UTAR ■ on 27 January 1992 in Frankfurt, Germany; ■ on 6 September 1992 in Geneva, Switzerland; 5.3 Latin American oeer ysM BI no reer уBM S no During its first meeting in Toronto on June 3 1989, the Executive Committee designated Fred Smithies as IFFTU's treasurer. At its second, third and fourth meetings the Committee discussed and adopted activity reports and working programmes presented by the General Secretary, examined and approved the financial statements, and adopted budgets. Priority areas in working programmes were designated on the basis of decisions taken by the XV World Congress. The Committee discussed IFFTU policies and activities in depth at its annual meetings 6. SECRE 3 Yannick Simbron stepped down as General Secretary of FEN in June 1991. His successor, Guy LeNeouannic, was invited to take part in meetings of the Executive Committee in the capacity of observer. 11 concerning the regions Asia and the Pacific, Africa, the Americas and Europe. It also addressed the Federation's response to international developments and trends and its performance in the intergovernmental bodies. Regular attention was paid to IFFTU's relationship with the International Confederation of Free Trade Unions ( ICFTU), the International Trade Secretariats( ITS), and other international teachers' organisations. Furthermore, the Executive Committee considered applications for membership and decided upon suspensions. All activities resulting from decisions taken by the Executive Committee are described in this report. pursued and ed, and A major issue of concern for IFFTU Executive Committee meetings was the mandate of the XV World Congress to seek discussions with the WCOTP on the creation of a new ITS for the education sector. The Committee worked closely with the IFFTU negotiating team to develop approaches to the array of very complicated issues that needed to be resolved. Major issues included membership criteria, structure of the Executive committee, location of the new organization's headquarters and the role of sectoral committees. A draft constitution for the new ITS, the Education International, Draft By- laws and a series of Transitional Arrangements agreed upon by the two negotiating teams were accepted by IFFTU's Extraordinary Executive Committee meeting on September 6, 1992. cation, trade union movement The Executive Committee also took up the issues related to the fall of communist governments in Central and Eastern Europe and the Soviet Union and the resulting rise of free teacher unions. The IFFTU Executive Committee welcomed a number of new affiliates from these newly democratic nations. The Committee responded to democratic progress in South Africa and Africa as a whole. Labour education projects for teacher unions in the developing world remained a top priority for IFFTU. Per capita dues rates tte, msbietamA A ni er ysM es brs 8S no@ On various occasions members of the Executive Committee represented the IFFTU on missions, at international conferences, and at regional events. Dutch Guilders: 1992 Gul -1.4 3. AUDITING COMMITTEE noi8898 Isiɔega ni asa Isiɔega ni soiwt tem oals settimmo ant teenotsoube srit not 2Ti wens to noitse erit no ЯTOOW arts vanoitsitogen The auditing committee met four times at the IFFTU headquarters in Amsterdam: XV World Congr on 18 May 1990; : bnsl hwa nl seer atqe2 à no a on 2 May 1991; Ger many, Honourary President ■ on 10 April 1992; and teser& anul no omoioT ni oniteem ranit asi prihua ■ on 8 January 1993. ari A.101026911 2 UTARI es airtime bei betonglesb She Roundbet brs beezuseib settimmo erir apnissem The Committee examined the accounts of the previous financial year and submitted reports to the Executive Committee. O bhoW VX er 4. WOMEN'S COMMITTEE tqobs bns, etnemetsta to aiasd erit no betsngizeb enew itos bne esipilog UTARI beaauɔaib estrimmo In the period between the XV World Congress of 1989 and the XVI World Congress shened as mwob as nwob beqqet nondmie reet anul ni to M37 to the XIV ress, help in France in 12 HEG novoado of 1993 the IFFTU Women's Committee met four times: art beniojanov on 28 May 1989, Toronto, Canada; on 5-7 May 1990, Amsterdam, Netherlands; ■ on 13-14 May 1991, Amsterdam, Netherlands; ■ on 7-9 April 1992, Amsterdam, Netherlands; political developm 5. REGIONAL COMMITTEES re smote leunsm3= xuolliuo supinoM# req ya BriBuabmevernet must, obvious ollapse of unist IFFTU's Constitution provides for the existence of regional committees. These committees, dealing with the specific interests of IFFTU member unions in the respective regions, advise the IFFTU Executive Committee and the Secretariat on regional activities. There are three regional committees: One for the Asian and Pacific region, one for the European region and one for Latin America. ones. The doctrine pro 5.1. Asian- Pacific Committee In the period under review IFFTU's Asian- Pacific Regional Committee( ARC) met twice: new dangers dangers to ■ on 5-7 November 1990 in Kuala Lumpur, Malaysia; ■ on 11 March 1992 in Bangkok, Thailand The 1990 meeting re- elected Lawrence Sia as Chairman. Human Rights. 5.2. European Committee IFFTU's Committee for Europe( ICE/ CSE) met annually: purpose spe tation on 27-29 October 1989 in Amsterdam, Netherlands; on 26-28 October 1990 in Lisbon, Portugal; on 1-3 November 1991 in Berlin, Germany; ■ on 30 October 1 November 1992 in Birmingham, UK. the - unist reg in Central and The latter meeting re- elected Alain Mouchoux as President. continents. ous A 5.3 Latin American Committee iled, at least not than fixed periodic versal Declaration of verned, whereby the ted representatives. sed labour, for which as the latter aspect rope not yet attention that struggle. Europe and the The Latin American Committee did not meet during the reporting period. The President of the Committee is Alberto Diaz Heredia. new democratic politic 5.4 African Committee The African Committee met in Abidjan, Ivory Coast in November 1991. The President is Oumar Tall. famine. On 6. SECRETARIAT In the reporting period, two IFFTU staff members left the organization: USSR, the Peter Mitchell; and Onelia Cardettini 13 Five persons joined the Secretariat: Emanuel Fatoma ■ Monique Fouilloux Larry Spechternationa ■ Wouter van der Schaaf and derintos Fuse ernational developments and trends and ( esc ■ Edwin Pijman. Executiv are resulting from de MOO JAMOI ions On January 1, 1993 the staff is composed of: entertaigen ■ Deputy General Secretary: Elie Jouen; ■ Assistants to the General Secretary: Jan Erdtsieck; Lilliam Mora Blanco, ■ Gurnam Singh and Larry Specht; ■ Field Officer: Emanuel Fatoma; ■ Program Officer: Wouter Van der Schaaf; ■ Education Officer: Monique Fouilloux; ■ Computer Network Supervisor: Risto Helffer; Executive Secretary, Marianne Hanekroot; and ■ Clerical Assistant: Edwin Pijman. Comm sia Central Eastern Exbopli Extraor linary Executive sisu ni oeer edmevom-2 no the fall of communist Labour ur ed unions. The IFFTU Executive Co from thesemedalione progress in South Africa and Africa as for teacher unions in the developing world remain ccasions omed cyllsunns tem( 2) ou not gettimmo Executive Committee represented the ' UTRA at internationabantemarinesidoro es- rs no w AUDITING COMMITTEE laguno, nodal ni oeer iedot50 8S- 8s no@ ynemenihe ni reer nedmisvoM 8- no XU, marignimi ni seer edmevolt- edojo0 0Ɛ no= The suditing committee met four times at the IFFTU headquarters in Amsterdam: mebize19 as xuoniouoM nislA betaale- s1 gniteen heitel ed # on 18 May 1990; * on 2 May 1991; estimmo napitemA nits.J E. din Beherend gnhub team ton bib settimmo nsohemA nits.J enT .sibener said onedlA al eettimmo ads to thebize19 January 1993, The Committee examined the accounts the previous SteenhedovolenCoastovinsjbidA ni tem settimmo naohtA erT llsTsmuo ai nebisen 4. WOMEN'S COMMITTEE 14 TAIRATE a bris erotiMete@ inittebis silenO# CHAPTER IV GLOBAL DEVELOPMENTS mahutavba vistilim or nose rasizeb bensqm overlysm bas atoiling Paedtot 1. INTERNATIONAL POLITICAL DEVELOPMENTS Vino erit of sigmsxe nA Med or aseibbs aid nl now lub odit ni gnisluzen oeer S rauguA no apot из If the fall of the Berlin Wall on 19 October 1989 symbolizes the most important political development since the end of World War II, it must, obviously, also be the most significant event in the period under review. The collapse of the communist regimes and the bankruptcy of their closed economies have had far reaching effects- not only in Central and Eastern Europe, but also in other regions and at the world level. Although one may conclude that with the disappearance of the totalitarian systems, important obstacles were removed to the achievement of peace, freedom and democracy, it has also generated new challenges and uncovered other obstacles to the implementation of these ideals. Old doctrines have been replaced by new ones. The doctrine proclaiming the free market economy as the panacea, the universal remedy to all sufferings of mankind; the numerous religious and cultural doctrines palliating or even promoting discrimination and intolerance; these and other doctrines, filling the ideological vacuum left after the death of marxist- leninism, pose new dangers to the safety and well being of all people, of the many millions represented by the trade union movement. Communism may have disappeared, democracy has not yet prevailed, at least not if one holds the view that this political system entails much more than fixed periodic free elections. It is based on the values laid down in the Universal Declaration of Human Rights. Its authority is rooted in the consent of the governed, whereby the will of the people is not only expressed, indirectly, through elected representatives, but also through independent social groupings, including organised labour, for which purpose special consultation mechanisms are established. As far as the latter aspect is concerned, the struggle for democracy in Central and Eastern Europe has not yet ended. As will be outlined elsewhere in this report, IFFTU has given much attention to the contributions of democratic and independentteachers unions' to that struggle. The fall of the communist regimes in Central and Eastern Europe and the disintegration of the Soviet Union also undermined one party states on other continents. In various African nations, for example, the official trade union movement began distancing itself from its close links with the Party- StateGovernment which were forged with the independence of these countries in the 1960s. Furthermore, independent trade union organisations re- emerged, alongside new democratic political parties. Political changes were initiated, either on the basis of a consensus or through violence. The most horrifying human tragedy on the African continent in the past decade is undoubtedly the civil war hitting Somalia, where in July 1992 half of the population were threatened with death because of famine. One of the most positive developments was the release of Nelson Mandela from prison and the new initiative for majority rule in South Africa. Although one cannot link all global political developments since 1990 to the dissolution of the USSR, the fact that certain national governments or parties in regional conflicts are Malawi the 15 ford no longer protected by a superpower, has created new opportunities for solutions to these conflicts and may have dampened desires to resort to military adventurism. ma An example to the contrary, however, concerned the invasion of Kuwait by Iraqi forces on August 2, 1990, resulting in the Gulf war. In his address to the FEN Congress on 4 February 1991, the IFFTU General Secretary noted among other things that" In the past months every possible effort has been made to find a diplomatic solution to the conflict. We must conclude that all these efforts have failed due to Iraq's refusal to leave Kuwait. Everybody is against war, but this war is not one in the classical sense of the word; this war is the implementation of a decision of the United Nations. International law is at stake. After the international community has succeeded in restoring international law and order, let us hope that it will give more serious attention to the implementation of other United Nations resolutions than it has done in the past." gnim eriT eeno In the aftermath of the war the Iraqi army launched a violent campaign against the Kurdish people who had revolted against the Hussein regime. This campaign roused the indignation of the entire world community. The terrible toll paid by the Kurds also evoked discussions on the responsibilities and jurisdiction of the United Nations. In these discussions, IFFTU defended the view that genocide and violations of human rights in general do justify interventions by the United Nations. The principle of" non- interferencein domestic affairs" should not be applicable in situations where crimes are committed against humanity. These crimes should be combatted with every means at the disposal of the international community: with diplomatic and economic measures, and if necessary and as a last resort, with military means. qooq edit to lliw This view is gradually becoming widely accepted in the international community. Before 1989 the United Nations never interfered in the domestic affairs of a country; it only took action when there was a conflict between countries provided that the parties were not connected with one of the superpowers. In the period under review, however, the United Nations did interfere in Iraq to help the Kurds even if it was too late, in Cambodia, in Somalia, and also in Cyprus, the Sinai and in Angola; the UN even started to organise elections in sovereign republics, such as El Salvador. It is difficult to overestimate the importance of this development which may have far reaching effects on world peace. In the long run, when the world has become familiar with a multilateral body mandated to force nations to end conflicts and establish democratic systems, future generations may witness similar roles for the specialised branches of the United Nations, such as the World Health Organisation, the International Labour Organisation and other branches forcing nations to meet internationally recognised health standards, labour standards, environmental standards.itir new livio easigen berbele quot vloeibni, bezas qxe eausɔed diseb rijiw be - A w noi qoq erit to Mard seer vlul ni enedw It should be noted that the changing role of the UN may increase the need for some changes in the structure of the United Nations. If the UN becomes an instrument to establish and to maintain a new world order, able to overrule and correct national governments, to interfere in domestic affairs, it must also be made more representative of the nations belonging to it. Whilst two- thirds of the world 16 population lives in the South, UN actions today are decided upon by a few nations in the North. stil to aaol biedrisqA or to noitenimile ed ab QA 2. HUMAN AND TRADE UNION RIGHTS qu beyi evirsizigel onu bne wrola need asd qmi In spite of the political and democratic changes in the past four years, many Governments needed to be reminded continuously of international human and trade union rights standards and of their obligation to respect them. In a large number of countries, economic, political and religious doctrines remained obstacles to the full application of these standards. Teachers and teachers' organizations were often among the first victims of violations. Particularly in non- democratic countries where governments sometimes use the education system as a means to strengthen and to protect their position and to impose their ideologies on future generations, teachers professional freedoms and basic human and trade union rights were grossly violated. But also in democratic nations, trade union rights were seldom fully recognized. Workers in the public sector, including teachers, in countries which were hit hard by the debt crisis and forced by the international financial institutions to reduce their public expenditures, lost in some instances their collective bargaining rights, their right to strike or even the right to belong to a union at all. But the most flagrant violations took place in countries with totalitarian regimes, irrespective of their ideological orientation. Whilst in the activity report presented to IFFTU's XV World Congress some optimism had been expressed about democratic developments in the People's Republic of China, two days after that Congress, on 4 June 1989, the Chinese authorities violently suppressed peaceful efforts to bring about freedom and democracy. IFFTU strongly condemned the barbarous actions against students and workers taking part in peaceful protests in Beijing. It urged an immediate stop to the repression against the Chinese population, and the punishment of those responsible for the massacre in Beijing, as well as the implementation by the Chinese government of fundamental political reforms, meeting the demands of the Chinese people for political democracy, including recognition of international standards covering freedom of expression, freedom of association and basic trade union rights. In other countries under undemocratic rule, single trade union structures imposed by law continued to serve as instruments of the state. In Asia, this was the case in the repressive one- party regimes in Afghanistan, Iraq, the Democratic People's Republic of Korea, Laos, Syria, Vietnam and Yemen. Furthermore, unions were forbidden by law in Saudi Arabia, Oman, and Quatar, were not tolerated in Bhutan, and did not exist in the United Arab Emirates. No clear evidence exists of the development of free trade unionism in the Central Asian republics of the former Soviet Union. Europe, the en the USA, Canad In Africa, increasing numbers of single party dictatorships gave away to pluralist political systems. However, in a number of countries, the situation remained problematic with the old political leaderships attempting to slow and prevent change, including action to weaken the emergence of genuine free trade unions. This has particularly been the case in Burundi, Cameroon, the Ivory Coast, Madagascar, Malawi and Togo, where the authorities and/ or the armed forces have repeatedly 17 resorted to the use of force against those calling for democratic change, which on some occasions has resulted in considerable loss of life. South Africa: Despite important legislative reforms, progress towards the elimination of the Apartheid system, which continues to deny the basic human rights of the majority of the population, has been slow and uncertain. Similarly, the government has not lived up to its commitments to remove serious legislative restrictions on trade union freedoms. In Sudan, which stands out as one of the countries in Africa which has remained unaffected by the process of democratization, the repressive fundamentalist regime dissolved all trade unions immediately after taking power in a Coup d'Etat at the end of June 1989, confiscated their assets, banned strikers and imprisoned large numbers of trade unionists, many of whom were subjected to brutal torture in clandestine" ghost houses", including the ex- President of the Secondary Teachers Union who was reported to have died on 23 January 1991. nam Latin America was perhaps the most dangerous region of the world in which to exercise trade union freedoms. The widespread, violent, and too frequently lethal repression against trade unionists, and the prevailing conditions of impunity which meant that only a fraction of those responsible for the repression where ever brought to justice, was a further reminder that guarantees of respect of basic rights require more than the formalities of democratic elections. In Colombia, hundreds of teachers' trade unionists, members of FECODE, received death threats and many were killed. In El Salvador, Guatemala and Honduras trade unionists also figured among the victims of extra- judicial killings. In Peru 3180 political killings and 300 unsolved disappearanceswere reported. Gross rights abuses were committed against members of the teachers' union SUTEP. Violent measures against strikers included the killing of 14 SUTEP members, the disappearance of 20 more and some 2,000 cases of short- term detentions. In Europe, the disintegration of the Soviet Union and the Yugoslav Federation led to the outbreak of military conflicts and civil war. Many brutal human rights outrages were committed in the course of conflicts that made normal trade union activity impossible in the affected regions. In Kosovo, an autonomous province of Serbia, the rights of ethnic Albanians were seriously violated. In Turkey, teachers were hindered in establishing a trade union. In the countries of Central and Eastern Europe serious controversies emerged regarding the distribution of the financial and property assets of the former state- controlled trade union monopolies between their successors and the independent trade unions established during and after the struggle against the communist regimes. In the period under review this became a major issue in Bulgaria, Hungary, Poland and Romania in particular, with trade unions arguing that the absence of a just solution is likely to be a significant hindrance to the ability of trade unions to carry out their activities in conditions of full freedom and equality. Whenever and wherever rights of teachers and their organisations were violated, IFFTU made every possible effort to publicly denounce these violations, to help the victims and to take legal action against the responsible authorities, particularly were it concerned rights laid down in the: eved Jus erit eriw.opoT opoT bne 18 ☐ ILO Convention# 87 concerning Freedom of Association and Protection of the Right to Organise; 836 infor ■ 86 ILO Convention# 98 concerning the Application of the Principles of the Right to Organise and to Bargain Collectively; bns anoiten grigolevab 4. EDUCATE ■ DILO Convention# 111 concerning Discrimination in Respect of Employment and bper Occupation; ( 29) ■ ILO Convention# 151 concerning the Protection of the Right to Organise and eben Procedures for Determining Conditions of Employment in the Public Service; QE ■ UNESCO/ ILO Recommendation on the Status of Teachers. Various formal complaints were lodged with the International Labour Organisation, most of the time in association with the International Confederation of Free Trade Unions( ICFTU) and the International Trade Secretariats. 3. SOCIO- ECONOMIC DEVELOPMENTS - eritbesing go - Working and living standards, the employment situation, and the quality of health and education services largely depend upon the national economic situation; while the economic situation of all nations is for an important part determined by external factors, such as interest rates, currency fluctuations, trade relations and other international factors. In fact, the growing interdependenceof the world economy has gradually narrowed the political margins within which governments of whatever political color could freely develop and implement social and economic policies. In the past decades a gradual shift could be observed of the center of policy- making from the national to the international levels. At international economic summits, during informal consultations and, of course, in the governing bodies of the International Monetary Fund and other financial institutions trends were set, agreements were made and decisions were taken, all of which had far reaching effects on the position of our members and of workers in general. Many of these agreements and decisions were passed without any trade union involvement. They were often the product of deliberations of a select group of powerful governments and bankers who seldom had other interests in mind than their own. to to In the period under review the threat of a conflict between superpowers, a clash of ideologies resulting in a nuclear disaster, disappeared. According to some analysts, however, the cold war, the clash of ideologies, is likely to be replaced by another one: a clash of economic powers. The achievement of an internal, single market in Europe, the establishment of a free trade agreement between the USA, Canada and Mexico, and the emergence of powerful economic blocs in the Asian and Pacific region have brought the risk of global economic warfare closer than ever. Recent trade battles between the USA and Japan, between the European Community and North America, and between Japan and the European Community, that have come with all the racial, ethnic and cultural prejudices that mark the traditional conflicts between nations, may be the forerunners of a full scale economic world war, which 019 - will cause more casualties in terms of unemployment, poverty, and inequality- than we are willing or able to believe today. One thing is sure: there will be no winners. A global trade war, in which markets are turned into fortresses, will hit all economies. Obviously, its consequences will be devastating for the weak ones, in particular the developing nations and post communist countries. byed trac un commitments to remove serious gist. Although this conclusion would justify the rejection by the international trade union movement of all protectionist measures that limit the free transfer of capital and commodities, national trade union organisations sometimes favoured such measures in the belief that they would safeguard specific industrial sectors and, subsequently, guarantee employment of their members in those sectors. A challenge to the trade union moment in the coming decades is going to be balancing the task of protecting members' jobs with a principled and practical commitment to free trade. One way to reduce the contradictions between these two goals is to ensure that no nation can obtain an unfair trading advantage by suppressing worker rights and thereby forcing down wages and costs. The international trade union moment and national unions working through such institutions as the ILO will continue to push for the extension of trade union rights worldwide. This is a matter of principle and of self- interest, always an effective combination. Although no teacher's job depends directly on the national balance of trade, IFFTU has long recognized the importance of trade issues. The security and conditions of work of public employees will not long remain high when other workers, tax payers who provide the funds for public service, are unemployed. Teachers in the industrialized nations have been affected by the relatively difficult economic times during the past years. Ballooning deficits in many nations have put a downward pressure on education budgets, and conservative politiciansand political theorists have received support for their various schemes of de- centralization and privatization that all too often have been masked attempts to undermine the principle of public education. The economic catastrophes in the developing nations and in Central and Eastern Europe have clearly had a much more severe effect. Regrettably, the understanding is often lacking among government leaders, that the way out of economic difficulties is not to cripple education, the main engine for increasing productivity. One of the most disturbing social trends during the reporting period is that of the rise of xenophobia and racism. The problem seems to be of particular virulence in many of the developed nations and in several Central and Eastern European nations. Race and national hatred manifests itself in many ways most dramatically in the neo- nazi attacks in Germany and the brutal ethnic war in ex- Yugoslavia, but the poison has spread much further. In terms of political strength, the far rights is on the rise in a number of European nations, and a number of other ethnic wars are simmering in the countries that were once part of the Soviet Union. A conflagration as violent as that of Bosnia- Herzogovina could break out in any of a half- dozen spots. IFFTU has not quietly kept itself to purely educational issues. Using such arenas as the ICFTU, UNESCO, and the ILO, IFFTU leaders have spoken out on the key economic and social issues affecting all workers. IFFTU has argued that the fate of 20 teachers is tied to that of all workers whether the issue be trade or economic restructuring or any of the other myriad social and economic problems. IFFTU has recognized the special threat of racism and xenophobia as a matter for concern for teachers as citizens and as educators. 4. EDUCATIONAL TRENDS пост During the period since IFFTU's last Congress, economic decline and other problems in many developing nations meant that teachers faced deteriorating wages in relation to the rest of society and deteriorating conditions, both substandard schools and a lack of adequate equipment and materials. Education systems in Central and Eastern Europe and the Soviet Union faced the daunting task of reforming educational systems geared to the old command economies. Education reform was also a concern in many of the industrialized nations as teacher unions and education authorities sought ways to adapt schools to changing economic and social conditions. Also, various conservative or" neo- liberal" attempts to weaken government authority over education and the influence of teacher trade unions were presented under the mask of reform. Illiteracy, while on the retreat, still is a serious problem in many nations, and the world's educators face the challenge both of eliminating basic illiteracy and raising the literacy level of many so that they are enabled to adequately participate in the modern economy. IFFTU and its affiliates have developed an array of responses to these problems and developments based on the commitment to the right of teachers and their unions to a voice in both education policy and in the determining of wages and conditions. Article 26 of the Universal Declaration of Human Rights is a useful yardstick to measure educational progress: 1. 2. 19V Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available, and higher education shall be equally accessible to all on the basis of merit. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. 3. parents have a prior right to chose the kind of education that shall be given to their children. Although the goals of Article 26 are shared by many of the world's educators, their achievement is still problematic in many nations. ajlubs 91619) Free, compulsory education for all remains a distant dream in far too many countries. Severe economic problems in the developing world brought about by such factors as the collapse of commodity prices, worldwide recession, natural disaster, political instability, indebtedness and constraints imposed by lending agencies, all drained scarce resources from the education sector. Also, political instability and civil war in many of these regions and the prevalence of military dictatorships and the influence of the military over even ostensibly civilian governments has meant that expenditures on the armed forces have often risen at the cost of social expenditures, 21 particularly education. Generally in developing countries, education and the military are the two most significant items in national budgets, and, far too often, the influence of soldiers on national politics exceeds that of teachers. uences The developing nations face more hurdles to the improvement of education than just the purely economic. Precisely those societies that need to channel more of their educated citizens into the education system are those where the educated person is a relatively rare commodity. Many developing nations have more children per working age adult than is the case in the industrialized world. Also, generally, a far lower percentage, of the working age population has the necessary training. It is therefore a much more significant commitment of resources for a developing nation when it decides to employ more teachers either to increase the number of students enroled or to reduce class size. UNESCO in its" World Education Report 1991", notes that some nations, particularly in sub- Saharan Africa, face the dual problems of an unusually large cohort of school age children and also larger than usual numbers of economically dependent older adults. On the other hand, recent trends in Latin America have shown a shrinking cohort of school age children. Even though nearly all nations in Africa, Asia and Latin America saw an increase in the percentage of children engaged in formal education and a parallel development of adult education during the reporting period, economic and demographic limits on the recruitment of teachers has meant the severe straining of resources. According to UNESCO, only 1/8 of world expenditures on education occur in Africa, Asia and Latin America, even though 3/4 of the world's students are going to school in those regions. voiloq minim Certainly the literacy rate is one of the most basic indicators of the success or failure of a nations's education system. Overall in the world, literacy is on the increase. UNESCO estimates that the literacy rate will be up to 75% by the end of the century. The generally positive trend does not mean that illiteracy is not and will not remain a severe problem. According to the UN, less than half of the adults in the Least Developed Nations can read. The roots of the problem are both economic and social, and the preeminent social problem contributing to illiteracy is discrimination against girls and women. As might be expected, poorer nations generally have lower literacy rates than richer ones, but there are considerable variations among poor nations, meaning that policies can make a difference even when resources are meagre. A commitment to allowing girls equal access to education is one of the most significant policy decisions a country can make in the fight against illiteracy. Educators face a further struggle beyond that for basic literacy, the struggle to broaden functional literacy- the ability to read at a level that allows one to participate in modern economic, social and political life. Although the number of literate adults is growing in most nations and the level of their literacy is rising, the demands made by economic and technological change often outpace improvements. The UNESCO report recognizes that teachers are the key to meeting educational challenges in the developing and developed nations: b Arguments which stress the importance of human resources in other sectors of the economy and society apply with equal force to education itself: the quality of education generally, and learning 22 outcomes in particular, doubtfully can be improved without the willing co- operation and assistance of good teachers. The issue is not just teacher quality in some formal sense of training or diploma; it is also one of motivation and commitment. Without the latter, there can be little interest even in monitoring pupil learning, let alone in helping to improve it. While most would recognize the truth of these words, the reality for teachers has been otherwise. Salary levels have fallen and conditions worsened for teachers in many nations, particularly developing nations. UNESCO reports that wages, calculated in U.S. dollars, have fallen 33% in Africa and 11% in Latin America in the past ten years. UNESCO further notes that teacher wages in these regions have also fallen relative to other workers. Furthermore, many of these same countries have seen a significant increase in the number of pupils without an equivalent growth in the number of teachers or expansion of facilities, resulting in a significant increase in stress. Teacher unions must ensure that the legitimate interests of teachers are not ignored in the formulation of educational policy. As the UNESCO quote makes clear, this is not just in the interest to teachers but of education itself. Education reform is perhaps the most significant concern of educators in the nations of Central and Eastern Europe and also in the industrialized nations. Although the education problems, as well as the economic and social conditions, in the former communist nations and the western democracies are different, the education systems in this disparate collection of nations are all facing the challenge of adapting their schools to face changing realities. Under the old communist regimes, schools prepared their students for participation in a fairly static economy and bureaucracy. Now, with the achievement of democracy and free markets, teachers and education authorities must adapt their curricula so that students can participate in a society where stasis has been replaced by rapid economic and political change. A further important challenge facing these educators, and especially their unions, is that of instilling respect for democratic values and countering the xenophobic tendencies that have sometimes arisen. In the democracies, education systems are also challenged to adapt to changing economic and social realities. Where their colleagues in the former communist world must prepare their students for the rigors of participating in a developing capitalist system, teachers in the West must prepare their students for a late- capitalist economy where constant, technology- drivenchange can make skills obsolete almost as soon as they are mastered. Social changes also present daunting challenges. Teachers must deal with the changing reality of the family where increasingly both parents work, where many are divorced and many of the old educational and even social roles of the family must now be undertaken by the teacher. The resulting problems of drug abuse and juvenile delinquency increasingly impinge on the traditional role of the teacher. And, as in the ex- communist nations, teachers must face the threat of the growth of racism and xenophobia among young people. Teacher organizations and other educators around the world are developing answers to these challenges. Unfortunately, reactionary elements, particularly in the developed nations, are also interested in using the cause of educational reform. Their interest in proposing such remedies as increased support for private, for profit noienetxe 23 schools and a decrease of the influence of government and unions, is not always that of the improvement of education. A range of" neo- liberal" schemes have been put forth with the supposed goal of making education more responsive to the changing needs of the work place. Most of these schemes, whatever their rhetoric, would destroy free, compulsory education that has been the cornerstone of democratic development and the achievement of social justice and replace that cornerstone with some form of fragmented private system that would enhance social and economic inequalities. IFFTU has taken advantage of a wide range of fora to promote its views and the views of the affiliates on the best approaches to the current educational challenges. IFFTU has steadfastly adhered to its dual commitment to safeguarding the trade union and professional interests of its members. Further, the international has maintained the position that improvements in education will only be achieved with the active involvement of teachers and their organisations. IFFTU used the opportunity of UNESCO's 1990 conference" Education for All", in Jomtien, Thailand, to present a detailed analysis of the current condition of education worldwide and proposals for improvement. IFFTU drafted a 35 page report on behalf of all four education internationals. The report approaches the complex topic of Education for All both from the trade union perspective and the professional perspective. The report begins by providing a very solid definition of a complete basic education: 638 VHIST ■ The ability to correctly express one's opinions, both verbally and in writing, dj dziw woM ■ Sufficient ability in calculating and a basic knowledge of mathematics; be taum seitbortus Basic knowledge of national and world geography; ■ Basic knowledge of national and world history; ube easm phlasteche so mandan ■ Basic knowledge of natural sciences; civic education; does not mean thei ■ Sufficient knowledge of at least one foreign language meaning ability to understand, speak and read it; ■ development of talents for drawing, handicraft, music and other creative and artistic subjects. This definition provides a useful adjunct to Article 26 of the UN Declaration of Human Rights. It is an ideal that cannot be reached in many nations for years, but it gives a good definition of the kind of education that the world's teachers would like to be able to provide for their students. In addition to this model, IFFTU spokespersons have proposed that the term of basic education should be ten years with a 220 day school year, another long- term goal for many nations. IFFTU has devoted a great deal of attention to the effect of the international debt burden on the education systems for many developing nations. The IFFTU report for Jomtien proposed that: the creditors of indebted developing countries should consider step- by- step remission of( the whole er or at least the great part of) the debt on the condition that parallel sums are used in a verifiable way for the improvement and extension of basic education. This process should be integrated in the IMF policy regarding the rescheduling of the repayment of loans. ■ Development aid should be focused with the greatest priority on the improvement and extension 24 of basic education. Teachers' unions and parent organisations should be included in financial resource allocation planning, and should have the right to control the use of the money. ■ Military budgets should be substantially reduced. IFFTU has often noted that improvements in education have a positive effect on economic growth. IFFTU has attempted to make this point both to international lending agencies and to national governments. Sometimes the point is accepted. A paper prepared for an IFFTU Latin American conference recently quoted favourably a World Bank report on this issue."... As stated in a World Bank working paper(# 407) from 1980:' Development and performance of a country's socioeconomic system is fundamentally constrained in the long run unless the primary school enrolment rate is over 80% and 80% adult literacy is achieved.' More simply stated, education pays off..." IFFTU has a particularly important role in promoting the interests of teachers in the deliberations of international bodies. The two most important institutions for this purpose are the ILO and UNESCO. In 1966, the ILO and UNESCO drafted a Recommendation on the Status of Teachers. IFFTU's longterm goal is to see this Recommendation completed by the adoption of separate Conventions of both organisations, a UNESCO Convention on the professional rights and responsibilities of teachers and an ILO convention on the trade union rights of teachers. IFFTU believes that these two Conventions could be important tools for the betterment of the conditions of teachers both in the industrialized an developing nations. IFFTU has taken up a host of other teacher issues during the reporting period. The need for equal rights for women both as students and as educators has been stressed by the organisation itself and by the Women's Committee. IFFTU has also spoken to the debate over the changing role of teachers that is current in many, particularly developed, nations. IFFTU spokespersonshave come up with innovative proposals on ways to raise the professional level of teaching and at the same time to restructure schools and classrooms to better accommodate the limitations of resources that are a reality in even the wealthier nations. Also, IFFTU has published material and organized seminars on the growing threat of xenophobia and racism. Finally, and perhaps most importantly, IFFTU has served as a forum for the world's teachers, bringing together education unionists from the developed and lesser developed countries as well as the ex- communist countries to exchange views on professional and union matters. T subs ari vd nexsebnu zeitiv Ne to 107snib1000 erit ed bluoria UTROI arb jer je tuo 2. INTERNATIONALAREsiosas Isnosmerni brs atsilitte 2.1. Introduction UTHO the International Fed saegno bhoW VX 8. Pr edGEM, and Technical 25 CHAPTER V INTERNATIONAL TRADE UNION MOVEMENT 1. ICFTU s of the work place. Most of these sch es, wi 1.1 Introduction oric, The International Confederation of Free Trade Unions is the voice of the world's democratic trade unions. The ICFTU has a steadily growing membership that is over 100 million, and most democratic trade union centres in the world are affiliated. With the collapse of communist governments in Eastern And Central Europe and the subsequent growth of free trade unions, the ICFTU has gained new members and has been faced with the challenge of aiding those new unions. IFFTU is committed to close cooperation with the ICFTU and with following its general policies. The IFFTU/ ICFTU relationship is determined by the Milan Agreement, signed by the IFFTU and other international trade secretariats in 1951. The Agreement was amended in 1969 and in 1990. Although the Milan Agreement mandates representation of the ITSS on the ICFTU Executive Board, they are considered independent organisations outside the ICFTU structure. Ques 1.2 Governing Bodies During the reporting period, the General Secretary of the IFFTU served as a Substitute member of the ICFTU Executive Committee and a member of the Education Policy Committee as an ITS representative. As of January 1991, the General Secretary became a full member of the Executive Committee under the terms of the 1990 revision of the Milan Agreement. Also, during this period, the IFFTU President and the Vice President for the Asian Region continued as Executive Board members representing their respective national trade union centres. The General Secretary has used the opportunity of the twice yearly Executive meetings to keep the ICFTU abreast of negotiations with the WCOTP on the creation of a new ITS for the education sector. The ICFTU Executive invited the WCOTP to send an observer to its March 1992 Congress in Caracas. nimea besinspo bos Isherm The IFFTU has played a leading role in the ICFTU's Education Committee and has been an active participant in the Women's Committee and the Coordinating Committee on Central and Eastern Europe. The Committee on Central and Eastern Europe was first convened in February 1990 and has since met on a yearly basis. It has laid the groundwork for the ICFTU's major assistance program to unions in the area and has served as a useful forum for affiliates and for the ITSs to compare and discuss labour education and other projects. The IFFTU has maintained from the outset that the ICFTU should be the coordinator of all activities undertaken by its affiliates and international associates in Central and Eastern Europe. 1.3 XV World Congress The ICFTU held its 15th World Congress March 17-23, 1992 in Caracas. The IFFTU was represented at the event by the General Secretary, Deputy General Secretary, Vice- President for Latin America, President of the Women's Committee and by members of the Secretariat. Conference themes were," Free Trade Unions for a New 26 Democratic World Order Order the Role of the ICFTU" and" Environment and Development- the Trade Union Agenda". Debate and resolutions centred on these two broad areas. Resolutions were adopted on Equality, Education, Youth, Development, Employment and Poverty, Peace, Security and Disarmament, Human and Trade Union Rights, the United Nations, the International Labour Organization, Racism and Xenophobia, Child Labour, Workers in the Informal Sector, AIDS, the Peace Process in the Middle East, Cental and Eastern Europe, South Africa, China, Fiji, Cuba and Haiti.T321) U) bnom In the discussion of the Activity Report, the IFFTU General Secretary stressed " That the ICFTU's basic policies to promote democracy and free trade unionism should not change. We may adjust our strategies, but we will not stray from the path set out in 1949. As the success of any union organization, including the ICFTU, is determined by its size, its representivity, we may be tempted to throw our doors wide open, to admit everybody, in order to be able to announce to the 16th World Congress that we represent 150 million or 200 million members. But it is not just the size that determines our strength. More important is that all ICFTU member organizations are united in a firm belief in the organization's basic principles and objectives, that they are democratic and that they are independent from any government, political party or ideological grouping. This, more than anything else has determined the strength of the ICFTU and will determine its strength and effectiveness in the years to come. A strict application of membership standards is therefore imperative. So let us be cautious..." оват The General Secretary also pleaded for more attention to the education sector pointing out its importance to both economic and political development. T The 15th World Congress elected Enzo Friso, Deputy General Secretary, as the successor to John Vanderveken, who had held the post of General Secretary for a decade. On the occasion of the World Congress, the IFFTU organised a social event for all Congress delegates and observers from the education sector. 1.4 Bilateral Cooperation In other areas of cooperation, the IFFTU and ICFTU have worked closely together in ILO matters. The ICFTU continued to provide all necessary information and assistance to IFFTU with regard to the trade union rights of teachers and ILO sectoral activities. And, finally, ICFTU support has made it possible for IFFTU to undertake an extensive series of labour education projects with trade unions in the developing nations. 2. INTERNATIONAL TRADE SECRETARIATS 618 erit.gniteom 28 m e8et enul hiert gobs bns spir to gi 2.1 Introductions gnibnsm There are 16 International Trade Secretariats associated with the ICFTU. In order of size these are: the International Metalworkers' Federation( IMF), the International Transport Workers' Federation( ITF), the Public Service International( PSI), the International Federation of Chemical, Energy and General Workers' Unions( ICEF), the International Federation of Commercial, Clerical, Professional and Technical 27 Employees( FIET), the International Federation of Free Teachers' Unions( IFFTU), the Postal, Telegraph and Telephone International( PTTI), the International Union of Food, and Allied Workers' Associations( IUF), the International Federation of Plantation, Agricultural and Allied Workers( IFPAAW), the International Federation. of Building and Wood Workers( IFBWW), the International Textile, Garment and Leather Workers' Federation( ITGLFW), the International Graphical Federation( IGF), Miners' International Federation( MIF), International Federation of Journalists( IFJ), International Secretariat of Entertainment Trade Unions( ISETU) and the Universal Alliance of Diamond Workers( UADW). he If the IFFTU and the WCOTP succeed in creating a new International Trade Secretariat for the Education sector, the Education International, it will then become the largest ITS associated with the ICFTU. 2.2 ITS General Conferences batuitasinago 18 During the reporting period, ITS General Secretaries met twice yearly to exchange information and to discuss trade union developments in the various regions. troufte.nl betinu ens anoitesinegio At the January 1990 ITS General Conference, IFFTU proposed that the Milan. Agreement, which determines the relationship between the ITSS and the ICFTU, be amended. IFFTU proposed that the annual election of four titular and four substitute ITS representatives to the ICFTU Executive Board should be abandoned- not only because these elections cause unproductive tensions among the ITSS, but also because an ITS cannot be expected to represent the views of other ITSS. IFFTU argued that, considering the increasing importance ITSS attach to their relationship with the ICFTU, all should be given the right to attend Executive Board meetings. The ITS General Conference adopted this view and the Milan agreement was subsequently amended. World developments demanded ever closer cooperation among the ITSS. Developments in Central and Eastern Europe were closely followed during the reporting period. The September 1990 Conference was devoted solely to this topic. At that meeting, IFFTU was invited to prepare a document on ITS membership in Central and Eastern Europe. The ITSS have kept one another closely informed about their activities in the region. The ITSS also consulted closely on their work in the developing nations. Another area of concern was that of the European Social Charter and its implications for teacher unions in the Community. The ITSS used the opportunity afforded by the General Conferences to express their concern over the deterioration of trade union and human rights in many areas of the world and to discuss solidarity campaigns on behalf of beleaguered unionists. At their June 1989 meeting, the General Secretaries discussed the situation in the People's Republic of China and adopted a statement demanding an immediate stop to the repression against the Chinese population. The statement read in part: we demand an immediate stop to the repression against the Chinese population, and the punishment of those responsible for the massacre in Beijing; the immediate release of all political prisoners; the implementation by the Chinese government of fundamental political reforms, meeting the demands of the Chinese people for 28 political democracy, including recognition of international standards covering freedom of expression, freedom of association and basic trade union rights; the suspension by intergovernmental organisations of international conferences taking place in china in the near future; the imposition of comprehensive economic sanctions by China's trading partners as long as the repression continues; the reconsideration by the government of the United Kingdom and by the government of Portugal of the agreements regarding the reversion to China of Hong Kong( 1997) and Macau( 1999)... The January 1991 Conference condemned the arrest of Turkish trade unionists who had taken part in a protest march in Ankara. The January 1992 Conference addressed the tragic situation in ex- Yugoslavia condemning the Serbian government for attempts to drive the Albanian population from Kosovo. 2.3 Bilateral Cooperation IFFTU has constantly promoted closer cooperation with the other two internationals representing public employees, PSI and PTTI, in order to bring the special needs and interests of these workers to the attention of national governments and international organizations and to promote more effective assistance to public worker trade unions in the developing nations. To better defend the interests of public service employees at the level of the International Labour Organisation, IFFTU, PSI and PTTI in close cooperation with the international public employees' organisations associated with the WCL- continued to coordinate their activities in view of the implementation of the conclusions adopted by the First and Second Joint Meetings on the Conditions of Teachers( 1981 and 1991), the Joint Meeting on the Settlement of Labour Disputes in the Public Sector( 1986), and by the Fourth Session of the Joint Committee on the Public Service( 1988). UTARI to aviso eido art 3. TRADE UNION ADVISORY COMMITTEE IFFTU is associated with the Trade Union Advisory Committee( TUAC) to the Organisation for Economic Co- operation and Development( OECD) in Paris. The TUAC represents the major trade unions in the 24 member states of the OECD. The TUAC develops views on and proposed alternatives to the social and economic policies designed by the OECD and by the governments of the industrialised countries. The other advisory committee to OECD is the employers' Business and Industry Advisory Committee( BIAC). Especially in the sector of education, both committees were able to co- operate and even adopted common statements concerning further desirable and necessary developments in education. IFFTU takes part in the various meetings of the TUAC Working Group on Education and Training as well as in the TUAC delegations to OECD conferences and meetings.( See also Chapter VI- 4) te bátsille to onibris erit bn 62 bns los janisgs moitsoube noirsoube amrigin, namun yostasilli to ameldond erit bezzete UTRI.nemow bna shig gnuoy to trolibros art bns birthsqs 2.3 Consultation Mechanism During the period under rev tations between officials of the 29 CHAPTER VI INTERGOVERNMENTAL ORGANISATIONS 1. INTRODUCTION IFFTU has consistently worked toward strengthening and expanding its links with intergovernmental organisations. The reasons are two- fold:( i) to formulate and promote a framework of world- wide standards for education with the understanding, participation and support of the rest of the trade union movement; and( ii) to improve the status of teaching as a profession in particular and of trade unionism in general. In this way, IFFTU incorporates both the professional concerns and the trade union needs of its affiliates in both its short- term and long- term work. Furthermore, cooperation with intergovernmental organisations enables the IFFTU to bring its views before the representatives of governments in the hope that cooperative efforts will enhance the functioning of free trade unionism for the benefit of all concerned. 2. UNESCO 2.1 Objectives Ini In the period under review, IFFTU has continued its policy and work with respect to UNESCO along the lines of the decisions of the XV World Congress. With the other three internationals, IFFTU succeeded in establishing a regular series of consultations with the Director and officials of the UNESCO Educational Sector. Twelve consultations have taken place in UNESCO headquarters in Paris. The" Recommendation on the Status of Teachers" adopted in 1966 by the ILO and UNESCO was one of the subjects of the consultations. The objective of IFFTU is to complement the Recommendation by developing two conventions:( i) an ILO Convention dealing with the rights, terms and working conditions of teachers, their right to establish free trade unions and collective bargaining etc. and( ii) a UNESCO Convention on Education Policy. Unfortunately, no real progress has been made in this direction. Notwithstanding its limited financial possibilities( a considerable number of member states don't pay dues and the present director general Federico Major has not succeeded in bringing back the USA, the UK and Singapore), UNESCO has intensified its activities to combat illiteracy. Efforts to promote equality of opportunity in education for women and young girls, peace and human rights education and education against discrimination were continued. 2.2 Conferences General Secre the IFFTU participated in a series of conferences, organised by the UNESCO Educational Sector and the Standing Committee of UNESCO affiliated NGO's, dedicated to the problems of illiteracy, human rights education, education against racism and apartheid and the conditions of young girls and women. IFFTU stressed the 30 for necessity of adequate financial resources at the national level in order to implement these ideals. The most important conference in the reporting period has been undoubtedly the Jomtien Conference on Education For All( 5-9 March 1990) in Thailand. The four internationals presented an extensive paper for this conference. This paper, entitled " Quality Education For All", deals with the minimal conditions that should be fulfilled, to make education for all possible. In the paper, the internationals pointed out that," Trade unions, including those in the education sector, are often considered as merely promoting the financial and legal interests of the profession and their membership constituency. It is rarely recognized that within these unions' rank and file there is a tremendous wealth of expertise which could be of use in small scale projects." The IFFTU delegation was led by the General Secretary. IFFTU representatives succeeded in inserting a key phrase in the final" World Declaration on Education For All" calling for the involvement of educational trade unions in the making of educational policy on the national as well as the international level. IBE. in itation the education IFFTU was represented at the biennial General Conferences of UNESCO in Paris in 1989 and 1991. IFFTU participated actively in the International Conference on Education( ICE) of the UNESCO, organised by the International Bureau of Education ( IBE), September 1990 in Geneva. This conference was a follow up of the Jomtien Conference. IFFTU also participated in the last ICE, in September 1992. IFFTU participated in all the conferences of the Standing Committee of NGO's in the UNESCO, as well as in the conferences of this Committee dedicated to literacy, adult education and higher education. During this period the co- operation with representatives of WCOTP was intensified. w sanoqa .2190m THA arit to The IFFTU took part in the International Consultative Forum on Education held in Paris from 4 to 6 December 1991 on the initiative of UNESCO, UNICEF, the World Bank and the United Nations Development Programme. It is worth noting the enormous resistance to the invitation of the international education federations and the numerous interventions which were required before they were admitted to this forum. This forum enabled participants to discuss current developments in education and to examine the various actions undertaken by each country since Jomtien towards the objective of education for all, as well as to examine and analyze the support provided by the intergovernmental organisations and financial institutions since Jomtien. On this occasion, the IFFTU welcomed the presentation by the representative of the World Bank, confirming the increasing importance that organization places on education. The World Bank representative of this body reaffirmed the institution's commitment to the improvement of education in the developing countries. 2.3 Consultation Mechanism During the period under review, regular consultations between officials of the 31 Educational Sector of UNESCO took place. Besides the subjects mentioned under 2.2, an important item was the place and function of the ILO/ UNESCO Recommendation on the Status of Teachers of 1966. IFFTU has not been satisfied with its representation in the International Consultative Forum on Education For All. This Forum is meant to stimulate and follow critically the implementation of the Jomtien recommendations. This could be a most important institution. Currently, the results of Jomtien are limited to a number of small scale initiatives. In the Forum, 9 seats were reserved for NGO's. Only one seat was given to the four internationals together. An agreement was achieved whereby the one seat was split up in four parts: every international was represented by one representative on one of the four sessions of the first meeting of the Forum in Paris( 4-6 December 1991). At this moment, it is not clear how the regular consultations between the four internationals and the Education Sector will be continued, due to the difficult situation of the FISE connected with the profound changes in the regimes of the former USSR and its allies and the development towards greater unity between the WCOTP and the IFFTU. to Isinnold 28W UTRRI 2.4 Recommendation on the Status of Teachers joineq UTARI.reer bns eser The Committee of Experts on the Application of the Recommendation on the Status of Teachers( CEART) is composed of members chosen by the ILO and the UNESCO. It is also known as the Joint Committee. The international educational trade unions have no influence whatsoever on the composition of the CEART. Its sessions are strictly private: only officials of the ILO and the UNESCO and the members of the CEART are present. The four internationals were requested to co- operate in preparing a document analyzing the activities of their members in making the Recommendation better known and applied. The IFFTU secretariat immediately sent the letter of the secretariat of the CEART to its members. The response was minimal. An invitation to meet with CEART members was withdrawn. After this disappointing event, the four internationals were invited to co- operate with the UNESCO and the ILO in three case- studiesto be undertaken in a number of countries. The case- studies were designed to deal with:( 1) the lack of qualified teachers and the use of unqualified teaching personnel,( 2) the training of tutors/ trainers/ teachers of prospective teachers and( 3) the continuing training of teachers. A modest subvention($ 35.000) for the four internationals and the unions in the concerned countries was available. The countries were to be selected partly by the CEART and partly by the four internationals. In the end it turned out that the suggestions of the four internationals were neglected for the greater part. по ins erT.nott srt to ev to evits no 10 2.5 Illiteracy In spite of the declaration of the year 1990 as International Year of Literacy by the UNESCO and notwithstanding promises by the World Bank and the United Nations Development Plan( UNDP), only funding for limited initiatives on local and regional levels and for publications was available. In absolute figures, literacy may be increasing slowly, given the rapid growth in world population. The IFFTU will continue its pressure in the framework of UNESCO to convince national 32 governments of the necessity of a high priority for education in the national budget. The IFFTU will also continue to promote the involvement of its members in the struggle against illiteracy by taking action at the national level. UT ' bnsmob vd nwob bis! 2.6 The International Bureau of Education( IBE) In April 1990, an IFFTU representative participated in an experts meeting of the IBE to discuss the draft recommendation for the UNESCO International Conference on Education. IFFTU representatives were present at this conference and at the subsequent ICE conference in 1992. Without consulting the four internationals the IBE Council took as a theme for 1994" Educational Reforms: appraisal and perspectives with special emphasis on the 1974 Recommendation on International Education". These cond The money, energy and expertise of the IBE mainly is spent on the organisation of the biennial ICE's. IFFTU has proposed that these conferences should be held only every six years rather than every other year. IFFTU has further proposed that the IBE, in consultation with the education internationals, organise a series of small conferences of experts to discuss clearly defined educational issues. tat/ be 3. INTERNATIONAL LABOUR ORGANISATION to 3.1 Objectives te to to no up Among the major goals of IFFTU's work in relation to the ILO were:( i) the protection. of teachers' trade union rights;( ii) the improvement of terms and conditions of employment of teachers;( iii) the establishment of an ILO Convention for the education sector; and( iv) the expansion of ILO sectoral activities in support of public service workers and teachers. 3.2 Conferences IFFTU representatives took part in four ILO annual International Labour Conferences during the reporting period. The results of these meetings are summarized below: 76th Session, June 1989:" Economic Recovery and Employment" was the main theme of the annual report that the ILO Director General submitted to the Conference. In an address to the Assembly, the IFFTU representative pointed to the devastating effects that the debt crisis continues to have on the education systems and the conditions of teachers in developing nations. IFFTU defended the view that Third World nations should share in the benefits of the economic recovery occurring in the industrialised world. ucational policies of the An IFFTU representative addressed the Conference Committee on the Application. of Conventions and Recommendations. The occasion was a discussion of the report of the fifth session of the Joint ILO/ UNESCO Committee of Experts on the Application of the Recommendation Concerning the Status of Teachers. IFFTU expressed the opinion that although the Recommendation seems to be a useful instrument, it does not adequately protect and promote teachers' terms and conditions of employment. Central and Eastern Europ 77th Session, June 1990: The main theme of the Conference was" the Environment 33 and the World of Labour". The IFFTU representatives stressed" that a campaign must be waged to inform and raise the awareness of manual and intellectual workers of the need to include the problem of defending the environment as a new priority demand". IFFTU also pointed out that the social effects of the adjustment policies laid down by the IMF were becoming unbearable for an increasing number of workers. 78th Session, June 1991: The Director General's report concerned employment in the informal sector. It was estimated that upwards of 300 million people are employed in this sector. Two resolutions were adopted: one on structural adjustment, professional relations and economic and social development; and another on ILO action on behalf of female workers. This moment w the regular con ween the four 79th Session, June 1992: The theme of the Conference was" Democratisation and the ILO". The IFFTU representative spoke of the need to increase the level of education and to raise standards of living in order to consolidate the democratic ideal. The representative recalled that the last joint meeting on the labour conditions of workers in education had underlined the importance of the negative effects of structural adjustment in many countries on education, teachers, social relations and human rights. The representative requested that the first permanent technical commission of workers in education to be held in 1995 place on its agenda the question of the effects of structural adjustment. pleas 3.3 Joint commission on teachers' working conditions The second meeting of the joint commission on teachers' working conditions was held in Geneva from 20 to 28 November 1991. known and applied. During the ten years which have elapsed since the first meeting in 1981, the working conditions and salaries of teachers have deteriorated virtually all over the world. In this connection the IFFTU drew attention to the excellent ILO preparatory report, which served as a basis for the discussion. As in 1981, the IFFTU took part in this meeting and contributed substantially to the heated and often very lively debate which followed. Sandra Feldman( Vice- President of AFT) was elected as president and Elie Jouen( IFFTU Deputy General Secretary) was elected as secretary on behalf of the workers. The meeting was organised in two main sections: A plenary debate on the following themes: uggest UTERI the evitsansaenge UT RI A mmoɔof bлsanoitnevno to arit to noissa rit erit to Bands to movealla A Education and teachers: general remarks o Educational reform and structural adjustment Employment of teachers and career structure Equal opportunities and treatment for men and women Professional relations Work load and remuneration Teachers' conditions in the future IFFTU will 34 The second part consisted of the preparation of conclusions by two working groups. During the closing session the joint commission adopted the conclusions and four resolutions: bedailde DAUT enT.eqo vol to visneiq DAUT enT.n M AUT enT.noige fart i anoin ■ A resolution on teachers' trade union rights all over the world AFC■ VorA resolution on the 25th anniversary of the 1966 recommendation on the 2pw condition of workers in education A resolution on future ILO activities relating to workers in education A resolution on the effects of structural adjustment policies on the working conditions of teachers. These conclusions and resolutions( which were unanimously approved, it should be noted), were adopted by the ILO Governing Body, which also decided to set up a permanent technical committee for teaching personnel. This committee will meet every five years. The next meeting will be held at the end of 1995. broch s a solid 3.4 Labour Education bab 01 to no erit In the period under review, the ILO Labour Education Department continued to provide study grants through IFFTU to enable trade unionists from Third World countries to follow training programmes at Labour Education Centres in Australia and Israel. During a week- long meeting of the Panel of Consultants on Workers' education held in Geneva September 1991, intensive discussions were held on three main topics related to the workers' education programmes to be implemented by and with assistance from the ILO. The panel focused on the role of workers' education in the promotion of trade union rights; the new challenges faced by trade unions in connection with social and economic changes; the impact of structural adjustment policies and the current trends in employment structures; and the introduction of new technologies. AIDS 4. ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT 4.1. Introduction ce All consultations and activities with respect to the OECD took place in the framework of the Trade Union Advisory Committee to the OECD( TUAC). Through these activities, IFFTU contributes to the development of socio- economic and educational policies of the OECD and its member states. IFFTU has noted renewed attention in the industrial economies to education as an instrument in promoting economic growth and adult education as a means to reduce unemployment. bnsanedloset 4.2 Conferences no be IFFTU has participated in a number of joint conferences or meetings of trade union and business experts. Of particular note is the Conference on Higher Education and Employment( June 1992) and the Conference on Education and the Economy in Central and Eastern Europe( July 1992). IFFTU played a very influential role in both events. 35 The plenary meetings of TUAC in December 1989, May and November 1990, May and December 1991 and May 1992 were attended by IFFTU representatives. These meetings were for the most important part focused on the developments in Central and Eastern Europe. The TUAC has established contacts with the new free trade unions in that region. The TUAC plenary of November, 1990 included a meeting of a TUAC delegation with the OECD Education Committee at Ministerial Level. erts no noitsbnemme Baer edit to visaisvinns dres edino noiuloas по по Conference on Higher Education and Employment: This conference, which was attended by around one hundred participants from all the member states of the OECD, was held in Paris from 15 to 17 June 1992. It marked the conclusion of three years of work by the OECD Committee on Education and by the member states on the question of the relations between Higher Education and Employment. The discussions centred on three objectives: ■ the examination and analysis of the main report and the national contributions the identification and analysis of the principle political questions to emerge from Ideal the experiences of the various countries ☐ the examination of the themes to be tackled in the future. outsoub As a member of the TUAC delegation, the IFFTU played a significant part in the discussions and debates, recalling in a speech during the opening session that " Higher Education today is the object and expression of a strong social and cultural demand, thereby constituting one of the catalysts of economic development, of course, but also of social and cultural development. It is therefore imperative today to reconcile quality and quantity, to ally general cultural with professionalisation, and to combine equality with diversity". erit ni notube'10> ow to slow joot len show On this occasion the IFFTU also recalled its dedication to respecting the academic freedom and working conditions of teachers, based on the OECD report" The teacher today", which drew the correct conclusion that quality teaching entails quality remuneration. The IFFTU played a major part in the OECD Ministerial Conference on Education and Economy in Central and Eastern Europe. This conference, attended by experts from the university world, the social partners and political figures, was intended to discuss the various problems encountered by the countries of Central and Eastern Europe and the possible setting up of advisory and relief activities with OECD support. The IFFTU took advantage of its presence at the conference as a member of the TUAC delegation to draw attention to the fears of workers in education and the numerous obstacles they have faced since the upheavals which began in 1989. The IFFTU speech touched on such delicate issues as the sources of funding, the impact of education on institutional changes, the training and retraining of teachers, and decentralisation and democracy, recalling that one should not forget those workers in education responsible for the day- to- day management of education. The success of the development of the educational systems and their effectiveness in the countries concerned will depend to a large extent on those workers, IFFTU stressed. atreve 36 IFFTU representatives took part in one other OECD conference during the reporting period, the Joint Swedish/ OECD International Conference on Teacher Policies for the 1990s, held in Stockholm September 1990. delegation presented a statemen 4.3 Teachers' working conditions The IFFTU secretariat has actively participated in discussions with the OECDWorking Party on the Conditions of Teaching. The discussions dealt with( 1) the recruiting and maintaining of an effective teaching force,( 2) the status and conditions of teachers,( 3) new tasks, challenges and expectations of teachers and ( 4) teaching and the quality of schooling. The IFFTU secretariat presented a comprehensive document to the Working Party based, among other data, on information received from member organisations. At the end of 1988 the Working Group was supposed to be ready with its work. But it took till 1990 before the final publication came out. The brochure of 120 pages was entitled" The Teacher Today- Tasks, Conditions, Policies-". The vital role of the teacher is stressed and also the necessity to pay teachers salaries which are competitive. For teachers' unions the brochure is a solid and auspicious publications that can be of use in collective bargaining with governments. 5. WORLD HEALTH ORGANISATION UTRI The IFFTU has continued to maintain working relations with the WHO during the period under review. In particular, it was the IFFTU which took the initiative of holding a world teachers' consultation on AIDS prevention. IFFTU played a major role during the event held in Paris in April 1990." Education is not a medicine against AIDS. But we may be able to make it an effective preventative measure, a means to stop or reduce the rapid spread of the HIV virus and a means to also reduce some of its social ill effects", were the words of the IFFTU representative during the opening session of this consultation. Speaking on behalf of the four international teachers' organisations, the IFFTU recalled that teachers and their representative organisationsshould play a part in the elaboration and implementation of every kind of policy relating to anti- AIDS education. He pleaded for the presence of all the teachers' organisations in all the national AIDS committees. He asked his listeners," not to forget that whatever conclusions we reach this week concerning educational methods to be developed... we must not lose sight of what the world should consider a first priority to find a vaccine and a cure by creating the most favorable conditions possible for successful scientific research, and when a medicine is found to make it available to all who need it, regardless of their ability to pay." UTI.TUTRO - - - nis To en agni bluew interne To with pol at bus at no eosiq griblat em TOOW bris UTA or to gnites zenit ed 37 CHAPTER VII OTHER INTERNATIONAL ORGANISATIONS May 1. WCOTP unions in impo TUAC has establis TUAC plenary of 1.1. General remarks IFFTU's invitation to WCOTP to jointly establish a new International Trade Secretariat for the Education Sector within the ICFTU family generated heated debates in the international teachers' movement. Not all who took part in these debates, however, demonstrated a full understanding of the invitation. It was often referred to as a proposal to merge the two international organisations. This is not accurate. IFFTU's suggestion was clearly intended to create a new ICFTU- linked International Trade Secretariat. In March 1990, the WCOTP Executive Board decided to positively respond to IFFTU's invitation, that is, to enter into discussions which might lead to the establishment of an International Trade Secretariat composed of IFFTU and WCOTP member organisations. It should be noted that WCOTP did not unreservedly choose to become a member of the ICFTU family. It stressed that unity of the teaching profession would remain one of its main objectives. IFFTU expressed the view that the unity of the teaching profession, which is also an IFFTU aspiration, could only be achieved in the framework of the international trade union movement and that it would be unthinkable that the three international teachers' organisations associated with different international trade union families would untie their links to form one international teacher organisation outside these families. IFFTU enabled WCOTP representatives to meet with the General Secretary of the ICFTU in order to obtain information about ICFTU general policies and the nature of the ICFTU- ITS relationships( March, 1990, Brussels, Belgium). 1.2. WCOTP Assembly The WCOTP Assembly of Delegates meeting on August 6-10, 1990, in Costa Rica, adopted a resolution on Teachers' Unity, mandating the WCOTP Executive Board to continue working towards the unification of the four Teachers' Internationals and, as a step towards that goal, to enter into negotiations with IFFTU with a view to a possible merger. In the discussion of this resolution some member organisations- the Scandinavian teachers' unions, the NUT( UK), the NEA( USA) and others- expressed strong support for the idea of establishing a new ITS jointly with IFFTU; others, including some Latin American organisations, SNES( France) and SPGL ( Portugal), opposed the idea of being associated with ICFTU. The IFFTU General Secretary also attended the Assembly. In his fraternal greetings he once again stressed that the nature of the challenges posed to teachers' trade unions would require the strengthening of the international free teachers' trade union movement. He also extended fraternal greetings on behalf of the General Secretary of the ICFTU to the Assembly. he developm 1.3. Consultations and negotiations The first meeting of the IFFTU and WCOTP teams, taking place on 15 and 16 38 January 1991 in Ferney- Voltaire, France, can be best characterised as an exchange of views on basic principles and objectives. The WCOTP delegation presented the text of a resolution adopted by its Assembly of Delegates in 1990. The IFFTU delegation presented a statement on" principles on which a new organisation should be based": 687 ( a) Basic Principles and Aims Its association with the International Confederation of Free Trade Unions and the International Trade Secretariats, in accordance with the Milan Agreement, must constitute the trade union basis of the new international organisation. ib evewon anoijspeleb It should be given the following tasks: em tail rts be to help establish freedom and democracy, social justice and equality in all countries; to promote the application in all countries of the United Nations Universal Declaration on Human Rights; of the International Labour Standards laid down in conventions and recommendations of the International Labour Organisation; and of other international agreements pertaining to the rights and interests of workers in general and of teachers and other educational, scientific and cultural services employees in particular; to promote the moral, professional and material interests of all who are employed in the educational, scientific and cultural sectors; to pursue the establishment and protection of open and democratic educational systems, academic institutions and cultural enterprises aimed at the democratic, social, cultural and economic development of society and at the preparation of every individual citizen for an active and responsible participation in society by developing each individual's personality, creativity, academic and vocational capacity. 000 All member organisations must subscribe to these principles and aims. ( b) A Democratic Structure The new international organisation must be given a democratic structure, enabling all its members to take part in the election of the organisation's leaders and in the determination of its policies and activities. Bodies must be created for policy development and decision- making( Congress, Executive Board, Regional Committees) and for the implementation of those decisions( Secretariat). on The democratic nature of the organisation will also depend upon the structure and character of the national unions affiliated to it. Consequently, only organisations governed by democratically elected leaders and representing ideas and policies decided upon by their memberships can be admitted as members of the new international organisation. ( c) Trade Union Independence The international organisation must be independent of any political party, government and ideological or religious grouping. It may, however, establish gnites relationships with international political organisations and interest groups, form alliances, etc. op The independence of the organisation will also depend upon the independence of the national unions affiliated to it. Consequently, only organisations that are independent of any political party, government and ideological or religious grouping can be admitted as members of the new international organisation. To further guarantee this independence, leadership positions should be considered incompatible with political and governmental positions held at the national level at the same time. ' second 39 ( d) Combining of Unions in the Educational, Scientific and Cultural Sectors Deer visunsl Considering that the educational, scientific and cultural sectors are interlinked, sometimes overlap and that their employees have common interests and often similar employers, the new organisation should endeavour to organise all democratic and independent unions in these sectors." 201 holtsgeleb " beard ed. The WCOTP delegation expressed the need to be better informed about the general objectives of International Trade Secretariats, about the nature of their relationship with the ICFTU and about the aims and policies of the ICFTU. It was decided to invite the ICFTU to take part in the second IFFTU- WCOTP meeting to provide the required information. Jeba No conclusions were adopted at this first meeting. The delegations, however, did issue a joint statement which was distributed to all IFFTU and WCOTP member organisations. i mw The second meeting held in Toronto on 24 and 25 April 1991, addressed three main points: the concept of an International Trade Secretariat associated with the International Confederation of Free trade Unions( ICFTU); the meaning of teachers' and educational workers' unity; and the concept of inclusivity. The discussion of the first item was greatly assisted by information provided by a representative of the ICFTU, Mr. Eddy Horrii, responsible for ICFTU relations with ITS's. It was agreed that teachers' unity is not a goal in itself, but a means to meet more effectively the major changes and challenges confronting education and our members in all regions of the world today. Teachers should try to meet these challenges, which confront both our fellow employees and the parents of the children we teach, in cooperation with other workers' groups. The concept of inclusivity, which referred specifically to the inclusion of all existing members of both International organisations, was thoroughly examined. Both delegations recognised the importance of this issue and considered areas of possible complexity and its implementation. A timetable of future meetings was agreed, up to March 1992. Preliminary consideration was also given to decision making processes beyond that date, linked with the constitutional obligations of the two organisations. The third meeting of the two international teachers' organisations took place in London on 23 and 24 September 1991. It made further progress in discussions on the formation of a new international organisation. This followed meetings of the Executive Committees of both WCOTP and IFFTU in May, at which mandates were given to the respective teams to proceed. Building particularly on the discussion of principles at the second meeting in Toronto in April 1991, the third meeting concentrated on detailed consideration of the constitutional and structural issues raised by the development of a new organisation. It began to give consideration to the process of transition to such a new body. The meeting had before it draft constitutional texts prepared for the first time by IFFTU and WCOTP. The General Secretaries of the two organisations were empowered to prepare a single draft which would indicate those areas where the delegations had achieved broad agreement, and would highlight alternative proposals for those areas which require further discussion. he IFFTU and 16 ma, taking taking place on on 15 a 40 The fourth meeting took place in Washington on 3-4 December 1991. The General Secretaries of the two organisations had produced composite texts of drafts presented by the two internationals to the London meeting. Aims, principles and membership of the new organisation were fully explored. Tentative agreements were reached on twenty- three clauses in these areas. A lot of time was devoted to a discussion of membership criteria. The groups also discussed transitional provisions and arrangements with regard to membership as well as the role of the constituent congress. Furthermore, consideration was given to the need for a moratorium on the acceptance of new members by IFFTU and WCOTP. A small working group was established to work out details and make recommendations to the next meeting. BBW The fifth meeting, held in Diedenbergen, Germany, on 28, 29 and 30 January 1992, I was preceded by an Extraordinary meeting of the IFFTU Executive Committee. The negotiating teams agreed to recommend that both internationals should simultaneously hold a World Congress and a World Assembly of Delegates in the second half of January 1993, to be followed immediately by the Constituent World Congress of the new International Trade Secretariat for the education sector. The recommendation would be put before the WCOTP Executive Committee in March, while the IFFTU Executive had already mandated its team to reach such an agreement. Both teams agreed that an important breakthrough had been achieved, and that the prospect of unity on terms which would respect the fundamental concerns of both partners was within reach. The agreement implied that the WCOTP Assembly of Delegates, which was scheduled for August 1992, would be postponed for five months, and that IFFTU World Congress, scheduled for May 1993, would be brought forward. The highest governing bodies of IFFTU and WCOTP would be invited to discuss and to ratify an agreement on the constitution of a new world. organisation, on transitional and other arrangements- including the composition of an interim Executive Board and, subsequently, on the dissolution of both Internationals. Tentative agreement was also reached on the basic principles of the new international, while considerable progress was made toward a firm agreement on membership criteria to be applied to future member organisations as well as to organisations currently affiliated to the IFFTU and/ or WCOTP. In principle, all organisations that are members of IFFTU and/ or WCOTP on 1 January 1992 would be invited to become charter members of the new organisation by subscribing to its constitution. In order to avoid possible complications and to facilitate the creation of the new International Trade Secretariat, it was concluded that both internationals would refrain from admitting new member organisations during 1992, pending the foundation of the new organisation in early 1993. At their sixth meeting, held in Reston, Va., USA, on 24-25 February 1992, the negotiating teams completed their discussion of the draft constitution of the new international organisation. Tentative agreement was reached on the size and structure of an interim Executive Board, the location of the organisation's headquarters and the venue of the Constituent Congress. The teams decided to submit the results of their work in a" intermediate package agreement" to their respective Executive Committees. Furthermore, it was decided that two more meetings be held to conclude the work- one in San José, Costa Rica in May and a second one in Paris in July. The comprehensive agreement would be presented to 41 Extraordinary meetings of the two Executive Committees to be held simultaneously in Geneva in September. At the seventh meeting taking place in San Jose, Costa Rica on 26 and 27 May the negotiation teams decided upon a name for the new organisation: the Education International. Discussions were started on the By- laws of the new organisation, based on a draft prepared by the two General Secretaries and a small working group of experts. The composition and function of the Committee of Experts on Membership, which will examine the application of membership criteria and make recommendations to the Executive Board, was discussed thoroughly. Much attention was given to procedures to be followed by the Executive Board of the Education International when dealing with the Committee's findings and recommendations. A motion of dissolution was discussed and agreed upon. This motion, to be presented to the World Congress of IFFTU and to the Assembly of Delegates of WCOTP, would call for the dissolution of both international organisations on 31 December 1993 and for the transfer on 27 January 1993 of all assets and liabilities of IFFTU and WCOTP to the Education International, including obligations towards the staffs of IFFTU and WCOTP. Furthermore, it was decided that early September 1992 the Executive Committees of IFFTU and WCOTP would establish" social plans" for employees who do not wish or who are unable to work for the Education International. In their eighth meeting, held on 22, 23 and 24 July in Paris, the teams reached an agreement on the By- laws. Particular attention was again paid to procedures regarding the Committee of Experts, and to the role of Sectoral Committees. They also discussed elements of social plans, as well as possible staff structures. 10 The ninth and last meeting of the negotiation teams took place on 7 September 1992 in Geneva. At this meeting the final text of a comprehensive package agreement was completed. A joint meeting of the IFFTU and WCOTP Executive Committees on 8 September adopted and ratified this text. The Presidents and General Secretaries were mandated to reach agreement on a few matters that had not yet been resolved, including the membership fees of the Education International and the composition of the Committee of Experts. 1901 The IFFTU negotiation team was composed of Albert Shanker, President; Fred van Leeuwen, General Secretary; Fred Smithies, Treasurer; Elie Jouen, Deputy General Secretary; Dieter Wunder, Member Executive Committee; Alberto Díaz Heredia, Vice President; Dennis Vormawor, Member Executive Committee; and Yannick Simbron, Vice President, who was succeeded by Guy Le Neouannic, General Secretary FEN, in September 1991. до ns to ju The WCOTP delegation was composed of Mary Hatwood Futrell, President; Robert Harris, General Secretary, Greg O'Keefe, Vice- President; Juan Ambrosio Sabio, VicePresident; Gerry Quigley, Member Executive Committee, Chairman European Conference; Shoju Ohba, Member Executive Committee, and Thomas Bediako, Regional Representative, Africa. ea 42 2. WCT S cobeast pnivaidos no squi VisgnuH ROD od ni anoinu vadmam nanoqmi sadol ti bib yino col.zeisluontib IFFTU continued to cooperate with the World Confederation of Teachers( WCT) in UNESCO, ILO, TUAC, in the European Trade Union Committee for Education( See Chapter X) and in the Working Group of Educators to Combat Racism, Anti- semitism and Apartheid. The latter Working Group met several times in the period under review: in Paris on 20 June 1989 and in Amsterdam on 9 February 1990. With respect to the struggle against racism, anti- semitism and apartheid, mention should be made of an international conference on this subject organised by the National Education Association( NEA), GEW( FRG) and ITU( Israel) in Washington D.C. on 1618 March 1990. IFFTU attended this Conference. It should be noted that the WCT has affirmed that, in view of its identity and its association with the World Confederation of Labour( WCL), it does not aspire to be part of a unified teachers' international combining the memberships of all international teachers' organisations. a no 3. FISE 321 en hebnu boneq ert A Alarmed by IFFTU's proposal to establish a new ITS, FISE launched the idea of creating a new international teachers' organisation composed of FISE, IFFTU, WCOTP and WCT in early 1990. It was not the proposal itself but the way in which it was presented that strained the relationship between FISE and the other Teachers' Internationals. In order to obtain support for its idea, FISE sent forms to organisations affiliated to IFFTU, WCOTP and WCT by means of which these organisations could say" yes" or" no" to the proposed unification. IFFTU formally objected to this method, claiming that FISE had introduced an unprecedented action without any consultation and neglecting democratic procedures which IFFTU( as well as WCOTP and WCT) follow to develop its views and policies:" an international referendum of all our respective national members". In a Circular Letter to its member organisations IFFTU noted the following: " Given the developments in Eastern Europe over the past several months IFFTU would have hoped that the growth towards democracy would have influenced the FISE to choose democratic measures to reach their stated goals.. Perhaps the precarious state of many official unions, all of which up until now have been members of FISE, has led to this particularly rash and even desperate approach to " international cooperation". Accepted norms and practices of democratic organisations such as our own would require at a minimum a prior consultation between elected and appointed representatives of our respective Internationals on such an important subject." more Signifi While informing its members that FISE's proposal would be discussed by IFFTU's Executive Board meeting, member organisations were urged not to reply in any way to the letter which they had received from FISE. Obviously, the developments in Eastern Europe have greatly affected FISE. In spite of the fact that the organisation publicly congratulated the peoples of Central and 43 Eastern Europe on achieving freedom and democracy, FISE encountered great difficulties. Not only did it loose important member unions in the GDR, Hungary, Czechoslovakia and Romania- which represent an estimated total membership of over one million-, it was also unable to maintain its Head Office in Berlin, as the teachers' union of the GDR ceased to exist. Early 1991 FISE moved its headquarters to Paris. The World Confederation of Trade Unions( WFTU) faced similar problems in Prague, Czechoslovakia, where it had its office on the premises of the dissolved Revolutionary Trade Union Movement( ROM). All assets of this official state union confederation were seized in March 1990 by the newly established independent trade union centre KOS. iven to proc In 1992 FISE took another initiative to regroup teachers' organisations at the international level. It started preparing a semi- permanent international education. forum to which it invited several national teachers' organisations. The next World Congress of FISE will take place in 1993. 4. WCOTP/ WCT/ FISE TU and WCO Fu was ded In the period under review IFFTU continued to cooperate with the other three Teachers' Internationals at the level of UNESCO. In the previous chapter mention has been made of several consultative meetings with the Education Department of UNESCO and the World Consultation of Teachers' Organisations on Education for AIDS Prevention. From a technical and organisational point of view this cooperation. was rather effective. FISE's initiative to contact member national organisations of IFFTU, WCOTP and WCT, however, made the latter Internationals decide to drastically reduce the role of FISE in the International Consultation on AIDS Prevention. nimi 5. AMNESTY INTERNATIONAL IFFTU continued its relationship with Amnesty International. On more than one occasion IFFTU was able to undertake actions based on valuable information provided by A.I. evo eq Gen bits omab zoor or 381 6. INTERNATIONAL FEDERATION OF WORKERS' EDUCATION ASSOCIATIONS IFFTU continued its relationship with IFWEA. However, due to manpower problems, no IFWEA meetings were attended. Vice in S ' UTRI yd Gen by Guy Le N baib ed bluow leagon a'32 erit anodmom ari nimotni 200 Gre Exe Committee, Cha slureign vloitduq noitseinsgo ad red tast edito 44 CHAPTER VIII LABOUR EDUCATION melqmi ni avsleb.reer bns oeer al of been erit brs UTHOI er: mont ghibnut wen gnivise ni yaleb s of bel atejong 298080 TO 190mun s mot 1. GENERAL REMARKS O 116 JH0 to Istot s bnute navig a to vtilideni edit most gnigna 1910s srit to there to dosl s of 2002601 eso 2 The labour education programmes of the trade union movement in general and the IFFTU in particular comprise a wide range of activities all directed at strengthening the position of the unions in the developing countries through an extensive programme of cooperation. Over the years, an increasing number of IFFTU affiliates have been involved in these programmes. The programmes are directed at the leadership level of the affiliates as well as the rank- and- file membership. Central themes and topics were the role of the teacher trade union in national development and strengthening the position of the union in national life. has In these efforts the IFFTU cooperated with a number of donor organisations such as the ICFTU/ FNV, the FES, ILO, Afro- Asian Labour Institute( AALI), LO- Norway and a number of IFFTU affiliates in Europe and North- America. columns be est 2. RESOURCES Committ IFFTU's labour education programmes are mainly financed through public funds made available by some industrialised countries to national trade union centres and institutes. These funds are earmarked for trade union programmes in developing countries. This system enables the trade union movement to have a structural approach in strengthening teacher trade unions. - - In the period under review, IFFTU received public funds from the national trade union movements in the Netherlands, the Federal Republic of Germany, the United States of America and Norway. Most of the Dutch funds made available by the Netherlands' Confederation of Trade Unions( FNV) were received through the ICFTU. The German funds came from the Friedrich Ebert Stiftung( FES). The American funds made available by the AFL- CIO were received through the American Federation of Teachers, while the Norwegian funds were received directly from the Norwegian Trade Union Confederation LO. IFFTU also received subsidies from the ILO, UNESCO, WHO and the Afro- Asian Labour Institute of the Histadrut. pictu ture of the situation - IFFTU tries to develop a comprehensive and integrated approach to its donors, taking into consideration variations in the character and content of the programmes funded. The FES enables IFFTU to focus on regional seminars, the ICFTU/ FNV emphasizes national programmes of relatively small scale but implemented in cooperation with a great number of recipient organisations, while the cooperation with LO- Norway focuses on a more limited number of programmes but larger in size. Significant support was received from various affiliates in enabling IFFTU to implement programmes. It should be taken into consideration as well that various affiliates operated on a bilateral basis and in this way contributed to the implementation of the overall programme of IFFTU. A positive development in this area was the affiliation of Danish DLF to IFFTU bringing its many years of experience in labour education. 45 In 1990 and 1991, delays in implementing projects and in accounting for completed projects led to a delay in receiving new funding from the ICFTU and the need to refund a total of DFL 200,000. These difficulties resulted from a number of causes ranging from the inability of a given recipient to carry out a project for internal or other reasons to a lack of staff at the Secretariat. Within IFFTU, a fundamental discussion was held on the preparation, implementation and evaluation of the labour education programmes. It was decided that the implementation of the programme was to be done on a strict and tight working plan, on an annual basis. Moreover, frequent reporting to ICFTU was intended as well as an improved coherence between various programmes. Strong emphasis was put on submitting the proposals in time in order to ensure that the decision- taking process was completed in the first quarter of the budget year. In 1992 IFFTU was able to deal with the arrears. The implementation of programmes of previous years was completed and the implementation of the 1992 project is intended to be completed by the spring of 1993. In the second half of 1992, cooperation began between those in charge of labour education programmes within the WCOTP and the IFFTU. Specific mention must be made of the intensified efforts to increase the participation of women in the regular projects as well as the organising of seminars and courses for women teacher trade unionists. This development was helped by the establishment of regional women's committees which can play a key role in the greater involvement of women on the national level. It must be noted as well that analysis indicates that various factors contribute to the relatively low participation of women. Strategies were discussed to overcome this situation. A positive experience was the introduction of the condition that at least 50% of all participants at the AALI seminar were to be women, a goal that was attained and widely accepted. It is to be further discussed whether setting these and other criteria can be applied more widely than presently is the case. igewic 9091 oals UTARI.OJ noitabatno noinU absiT nsigowi erit to stutteri quods InsizA- onA srts bns HWU OJ er mont IONAL FEDERATION OF WORKERS' EDUCATION ASSOCIATIONS sonob ati orrisons betegetni brisevianerishqmoo s qolaveb or 891 UTAR H imes lanoigen no 2000t of UTA asldane 239 or HT riw noitshegood betnemelami jud elsa ilema vlevisler to semmision isnoten уEWM- O] ritiw noisegod erit sliriw, anoitsainsgo theiqibe to edmun seng s 810 insotingiz.esie ni 19gisl tud aammagong to edmun besimil enom s no react namelomi at UTARI gnildsno ni atsilitte auonsv mont bevisse asw noqque assilitts auonsv Jeri: flew 26 noifstebianos otni nesred bluorla il cammsigonq ert to noite nemelqmi erit or betudhtnoɔ yew aid ni bos alaad 1819) elid e no bersiego ed noitsiliis eds asw sens sint ni nemqoleveb svitizoq A UTARAI to emms gong listevo noitsoube quodal nisone eqxs to a1sey ynum adi gnignid UTAHI of Frained to or 46 CHAPTER IX EQUALITY OF WOMEN iv. to aining ei sister of sids 1. OBJECTIVES ITA During the period under review, the IFFTU has particularly stepped up its activities on behalf of women. It has worked for equal opportunity, equal rights, the development of labour education for women, and for the participation of a larger number of women in the activities and responsibilities of the affiliated organisations. The IFFTU Women's Committee set up by the Executive Committee in 1987 has met every year. These meetings made it possible to keep up to date with the situation of women in the educational sector throughout the world. This committee has also put a number of proposals to the Executive Committee, inviting it to develop activities on behalf of women( especially by the intensification of the labour education seminars), proposing modifications to the statutes to enable full participation on the Executive Committee by a woman, and requesting that regular columns be established in all of the organisation's publications to cover women's activities, experiences and initiatives. It has also called upon the Executive Committee to urge the member organisations of the IFFTU to set up the appropriate structures and to improve women's chances of attaining positions of responsibility as far as possible. air pohu 93 At its meeting in April 1992, the Women's Committee debated the place and role of women in the future Education International. It fully approved of the proposal to set up a Committee for the Promotion of Women in an advisory capacity to the Executive Committee. It also issued a number of proposals on the composition and functioning of this planned committee. and to those unions In addition, women's regional committees have been set up in Africa and Asia. 2. ICFTU AND ETUCE for A The IFFTU took part in the meetings of the ICFTU Women's Committee held in Brussels and Caracas. At these meetings it was possible to gain an up- to- date picture of the situation of women throughout the world, focusing on the situation of women in Central and Eastern Europe. The IFFTU also took part in the 5th ICFTU International Women's Conference held in Ottawa( Canada) in April 1991.catures. First, th Within the ETUCE, the IFFTU took part in the working group on equal opportunity. It was particularly involved in the organisation and running of the symposium" Equal opportunity in education: opening doors", held in Brussels from 27 to 29 September 1992. This symposium tackled six themes: stereotypes and role models; the participation of women in teachers' trade unions; career prospects in education; the value and appreciation of teachers' work; the evolution of community legislation; and teacher training and equal opportunity. During these discussions, the IFFTU was 47 able to reiterate its points of view and to take part in drawing up the draft conclusions. und a total 3. INTERGOVERNMENTAL ORGANISATIONS 200,000. These dif tariat! to In accordance with the Nairobi Conference, the IFFTU has continued to participate in all the activities undertaken by UNESCO for the observance and promotion of equal opportunity in the educational sector. During the annual conferences of the ILO and the joint commission on teachers' working conditions, the IFFTU made lively interventions on the situation of women and the numerous obstacles they face, as well as on the persistence, or even growth, of inequality, particularly with regard to the chances of job promotion and the achievement of a career. The IFFTU has continued to draw the attention of the international institutions to these persistent forms of discrimination and to the constant need to alert governments by calling. upon them to proceed to the ratification and implementation of the ILO conventions and resolutions without delay. dt no 4. PARTICIPATION IN TRADE UNION ACTIVITIES lle ni bed Heildsted Throughout the period under review, the IFFTU has intensified the special labour education programmes for women in the developing countries, in order to put up a permanent resistance to acts of discrimination and to show the importance of increased participation by women in positions of responsibility. During this period, numerous organisations have informed IFFTU of the setting up of women's commissions or committees, as well as of their efforts to promote equal opportunity in education and in the running of the trade union organisations. be than presently BOUTB QMA UTKI nt blari settimmo a nemoW UTROI edit to agnites erit ni haq xloor UTARI T stab- of- qu ne nisg of aldiazoq asw ti zgniteem ezerit A( asosis) bns classung noiteutia art no gniaucot, bhow art zuoriguorit nemow to noirsutia edit to sutiq UTAO riz odz ni neq Xoot oals UTARI enTeqan me bos sine ni nemow to reer liqA ni( sbane) swetto ni bler sonsten a'nemoWisnoitsmejni erit १० vinunoqqo laupe no quoig onbhow erts ni neqloot UTARI erit BUT iniW [ sup]" muisoqmys ert to gninnu branoitsinsgio ad ni baviovni vhslung aswi redmetge es of VS mont alozzuna ni blert." anoob gnineqo: noitsoube nivtinunoqqo srit alebom elox bris aeqytaseta: zemerit xia bellos; muizoomya aint seer erineitsoube ni ateqanq 10816 tanoinu obserose ni nemow to noiseqioinsq noirsleipel vtinummoo to nobulove eri phow' arlose to noitsieggs bos suley asw UTRRI or enolasuosib ezerty onhua.vrinunoqqolsupe bns gninientos be 48 CHAPTER X REGIONS 1. INTRODUCTION ort no lev of IFFTU recognises five regions: Africa, Asia and the Pacific, Europe, Latin America and North America. As explained in the previous chapter, an important part of IFFTU's activities in Africa, Asia and the Pacific and Latin America was concentrated on labour education programmes for national teachers' organisations. As for Africa and Latin America, extra attention was given to the effects of the debt crisis on the education systems and the situation of teachers in these continents. The austerity policies of most European governments and the attempts of some governments to take anti- union measures have been the focal points of IFFTU activities in Europe. The preparation of the teaching profession for the European internal market has also received much attention, while the International has continued its efforts to reinforce IFFTU's European Committee( ICE) and the European Trade Union Committee for Education( ETUCE). IFFTU has also devoted considerable attention and resources to assisting the new democratic unions growing up in the wake of the collapse of communism in Eastern and Central Europe. Although no specific activities were undertaken for North American member unions, IFFTU has increased its work for unions in the industrial economies in general, explicitly involving member organisations in North America, Japan and Europe. 2. AFRICA 2.1. Introduction IFFTU has continued its activities in Africa, giving priority to the fight against apartheid and providing assistance to the most vulnerable trade union organisations and to those unions which have campaigned for and taken part in the democratic changes. The freeing of Nelson Mandela after 27 years in prison was a major political event for Africa as well as for the rest of the world, because of the implications of his liberation for the political and social future of South Africa and for peace in the subregion. The IFFTU expressed its satisfaction at the way this situation was developing. The situation in Africa since the last world congress is marked by two main features. First, the deterioration in the economic and social situation in very many African countries, has significant political repercussions. The ravages of famine and civil war were especially devastating in Angola, Ethiopia, Liberia, Mozambique, Senegal, Somalia and the Sudan. The cuts in public servants' salaries recommended by the IMF, the drop in educational subsidies, especially for higher education, and the lack of job prospects for young school- leavers, all contribute to the emergence of a tense social climate which may lead to outbreaks of violence. edTsheglA 49 Second, the upsurge of democratic values in the world, particularly in Central and Eastern Europe, has collided headlong with the one- party systems and transmissionbelt unionism which still characterise most of the countries in Africa. In view of the increasing economic difficulties faced by this continent and the considerable interest in democratic values on the part of young people, it is not out of the question that revolutionary movements may spring up in several African countries in the near future, unfortunately accompanied by violence. In accordance with the resolution adopted at the Toronto Congress and the most recent decisions of the Executive Committee, the Secretariat was able to set up a regional committee of women teachers for French- speaking Africa, at the conclusion of an international seminar held in Dakar( Senegal) from 28 November to 1 December 1990. This initiative was made financially possible by the Ebert Foundation. The setting up of the regional committee of women teachers for Englishspeaking Africa took place at the conclusion of an international seminar held in Harare( Zimbabwe) at the end of September 1991. 012 batoveb Several other international initiatives have been implemented in the continent since the Toronto Congress: bas m 3 ni a seminar for labour education officers for French- speaking Africa in Abidjan ( Ivory Coast); ☐ a seminar for labour education officers for English- speaking Africa in Dar Es mur Salaam( Tanzania); tting ☐ a seminar on the labour movement and democracy for French- speaking Africa in Bamako( Mali). gnivig asd UTRR! 2.2 Labour Education 01 ng bos bi A sustained labour education programme has been pursued by the IFFTU on this continent since the last world congress. Numerous seminars have been organised with the financial support of the donor organisations( FNV/ Netherlands, FES/ Germany, AFT/ United States and LO/ Norway). BM no erT HT to anoiteallqmi erit to ea soed, bhow edit to tae not as low as 26 60 National labour education programmes, sometimes including special women's programmes, have been implemented in Benin, Gabon, Gambia, Ghana, Ivory coast, Liberia, Mali, Mauritius, Rwanda, Senegal, Sierra Leone, South Africa, Tanzania, Togo, Tunisia, Zambia and Zimbabwe. 1801utset nism ow bhow 2.3 Selected countries oitsurie leloce bns oimonope art ni eteb erit Jani In Algeria, the constitutional changes of February 1989 have put an end to the political monopoly of the National Liberation Front( FLN) formed during the war of independence. The local elections held in June 1990 with the participation of opposition parties were marked by the victory of the FIS, an Islamic opposition party. The first round of the legislative elections confirmed the very strong influence of the FIS, which declared itself in favour of the setting up of an Islamic Republic of Algeria. The army intervened before the second round could be held. It forced President Chadli to resign. He was immediately replaced by a Provisional Committee whose first decision was to call off the second electoral round, arrest the FIS 50 officials and impose a state of emergency. At the onset of this period, the general union of Algerian Workers( UGTA), the only trade union confederation, was criticised by the workers, but in the current situation of trade union pluralism in Algeria, the UGTA has won widespread support following its protests and proposals in respect to the government's economic policies. 19 labour.edu IFFTU participated in a joint mission with the ICFTU to Benin in January 1992. The group met with leaders of the three trade union organisations: the Civil Service Unions' Collective( CSAP), the Confederation of Autonomous Unions( CSA), and the National Confederation of Workers' Unions of Benin( UNSTB). The mission issued a report to the ICFTU on the labour and trade union situation in Benin. Democratic changes in the Central African Republic( CAR) and Mauritania have only been partially carried out. In CAR, the changes led to the recognition of the Confederation of Trade Unions of Central Africa( USTC) in May 1990 and to the various unions representing teachers in different levels of education. As for Mauritania, allegations of the use of torture on political prisoners were made against the military government of President Taya at the beginning of 1991. The union of workers of Mauritania( UTM) took advantage of the opportunity to address an open letter to the President calling for democracy in Mauritania. Free elections were held in Namibia in November 1989 under United Nations supervision, producing a clear victory for the South West Peoples Organisation ( SWAPO). The IFFTU Secretariat visited Namibia in December 1989 as part of a larger mission which also included Zimbabwe and Botswana. A second IFFTU visit occurred in December 1991. IFFTU discussed the situation in the educational sector in Namibia with the Secretary General of the Namibian National Union of Teachers ( NANTU). Discussions were also held on the possibility of cooperation in the labour education field. Thailand. T In South Africa, the IFFTU has continued to develop relations with the new federation, the South African Democratic Teachers' Union( SADTU). For the first time in IFFTU history, a delegation paid an official visit to South Africa at the invitation of the SADTU. This visit took place in August 1991. The IFFTU was also represented at the First Ordinary Congress of the SADTU in October 1991. SADTU was launched in October 1990 after a lengthy process of merger talks which involved a great number of newly emerging organisations as well as established unions. The launching of SADTU meant a major breakthrough in the teachers' trade union sector, which had been sharply divided along racial lines. IFFTU initiated a campaign of solidarity to press the South African government to recognize SADTU as an official negotiating partner. The campaign was successful and the government recognised SADTU in 1992. 3. ASIA- PACIFIC 3.1. Introduction The process of democratic changes all over the world appears to have left the AsianPacific region untouched. A large number of authoritarian regimes still violate basic 51 trade union freedoms. Unions are forbidden in several Arab states, including Saudi Arabia and Quatar. They do not exist in Bhutan and the Maldives. In Burma the military government continues to repress all opposition to its dictatorial rule targeting in particular trade unions who have played a significant role in the 1988-1990 prodemocracy movement. Fiji's government has failed to honour its commitment to reactivate its tripartite forum which had operated as an effective body for the examination of industrial relations matters in the pre- coup period. In Indonesia, the industrial relations system is designed to promote the government- sponsored national philosophy of Pancasila. which stresses consensus, national unity and social justice. Trade unions in the West Bank and Gaza Strip continue to face repression. Palestinian trade unionists have been subjected to administrative detention and their movements are restricted. At least 100 people were reported to have been detained in Iran where unions are banned, after a demonstration in a working class district of South Teheran on July 29, 1991. Twenty were executed. The free and independenttrade union movement strongly condemned the ruthless murder by the People's Army in China of thousands. of Chinese citizens who took part in peaceful demonstrations to promote democratic reforms at the Tiananmen Square in Beijing, June, 1989. sin 3.2. Regional Conferences of A new sub- regional body of the ICFTU- APRO called the South Pacific and Oceania Council of Trade Unions( SPOCTU) was inaugurated in Suva, Fiji on July 28, 1990 in recognition of the importance of the South Pacific and the special needs of trade unions within the region. Teachers' organisations are very active in SPOCTU, their leaders representing their national trade union centres which participate in SPOCTU activities. The office of SPOCTU is located in Brisbane, Australia with the ICFTUAPRO Pacific Trade Union Education Project. Since its launching in Fiji, SPOCTU has met in New Zealand, Australia and the Solomon Islands. On March 4-6, 1992, the Japan Teachers Union hosted an International Education Forum in Tokyo on the Protection of the Rights of the Child, Peace and the Global Environment. It was jointly organised with IFFTU and WCOTP and with the cooperation of the Japanese Trade Union centre( Rengo). Among those who attended were 150 delegates and observers from 27 Asian- Pacific countries. An Action Programme and a set of Recommendations were adopted with the view of focusing attention on some of the most important issues facing teachers as nationbuilders. 2 to gnirlan gniranual onTenolnu vib yiqada need bed doinwotosa noinu ebs 26 averlose On the subject of Protection of the Rights of the Child the conference concluded in part that:"... In cases where children cannot go to elementary schools or drop out from them, necessary legislation, if it is lacking, should be introduced and implemented to provide elementary school education for all children. Similar action should be taken to protect children from child labour and other forms of child abuse that infringe their rights, in order to ensure that the objectives of the UN Convention on the Rights of the Child be fully realized..." round " 52 On the Protection of Peace,"... Peace is not only the absence of armed conflicts, but it also implies respect for human rights. Freedom, democracy and social justice constitute basic conditions for the achievement of peace... " 1 A Planning and Evaluation seminar was conducted in Bangkok, Thailand on March 11-20, 1992 for those responsible for labour education programmes for IFFTU affiliates in the Asian- Pacific region. The 35 participants included 7 women. Dialogues with ILO and UNESCO representatives were also held to enable affiliates to make maximum use of services provided by two of the most important United Nation agencies with whom IFFTU works. Asia and the Pacific occupy almost one half of the earth's area. To facilitate the smooth functioning of their activities in the region, teachers have set up three subregional groupings of their organisations. The sub- regionsare South Asia, South- East Asia and the South Pacific. In South Asia, there is the South Asia Association for Regional Cooperation Teachers Organisations( SAARCTO), comprising organisations in India, Bangladesh, Pakistan, Nepal and Sri Lanka. In South East Asia teachers have created the ASEAN( Association of South- East Nations) Convention of Teachers for their organisations in Malaysia, Thailand, Singapore, Brunei, Indonesia and the Philippines. The South Pacific has its own grouping called the Council of the Pacific Teachers Organisations( CPTO), grouping teachers organisations in Papua New Guinea, Solomon Islands, Vanuatu, Fiji, New Caledonia, Nauru, Kiribati, Tuvalu, Tonga, Cook Islands, Western Samoa, Australia and New Zealand. The SAARCTO was established in 1991 and has held three meetings. The ACT first met in 1979 in Bangkok, Thailand and rotates its venue each year. Besides being self- reliant it attracts a very large number of teachers who pay their own board and lodging and travel. In 1990 more than 700 attended the convention in Chiangmai, Thailand. Teacher organisations in the CPTO have been meeting biennially, the last meeting being in Port Moresby, capital of Papua New Guinea, on July 22-23, 1992. 23, 1991 res The Asian- Pacific Regional affiliates of IFFTU have been endeavouring to be gradually self- reliant. To this end, IFFTU was asked to pay only half their delegates travel expenses for the Regional Conference in Hong Kong in 1985. For the next Regional conference in Pattaya in 1987, more than 100 delegates and observers paid their own travel to this venue. The 1990 Regional conference in Kuala Lumpur, Malaysia attracted 270 delegates and observers from all over the region who paid their own travel, IFFTU only providing hotel and meal costs. Kraprayroo who had not The theme for the 1990 Regional Conference was," Towards Excellence in the 21st Century". The conference resolved to uphold the Universal Declaration of Human Rights, to work towards achieving the ratification of the Convention on the Rights of the Child, to promote, expand and sustain life- long education, broaden the scope of teacher trade unionism and encourage greater organisation in the Asian- Pacific Region. The delegates also endorsed the ideas and ideals contained in the Education for All and the Framework of Action statements adopted at the Jomtien Conference in Thailand in March 1990, pledging full support to measures to eradicate illiteracy. 53 The first regional conference for woman teacher leaders held in Singapore on October 31 November 3, 1990 was attended by 95 delegates and observers from all over Asia and the Pacific. Among the participants were the President of IFFTU Women's Committee, and representatives of ILO and UNESCO. They discussed issues affecting women who form more than half the teacher force, and their role in unions for education workers. It was generally felt that woman should compete for managerial positions in teachers unions and be more active in union activities. The conference resolved that education of girls must take into account the dual role that more and more woman have to play in successfully managing career and in having a family, and, that in this regard, one aspect that must be looked into is the moving away from gender stereo- typing to a greater free curriculum of our schools. The participants felt that curriculum for boys and girls must be such that each is trained to be supportive of and to complement the other. Teacher organisations were asked to take the lead in building networks with the objectives of encouraging women to come forward and participate in the main stream of national life e.g.. economic activities, and which will provide the necessary support for women to facilitate such participation. The conference concluded that women must be willing to take up the challenge of new technology and equip themselves with the necessary skills to participate effectively in the age of information in the 21st century. 3.3. Labour education Labour education programmes have formed an integral part of IFFTU's assistance to needy affiliates to help them upgrade services to their members. Among those who received assistance were unions from Pakistan, India, Bangladesh, Nepal, Sri Lanka, Thailand, Malaysia( including Sabah and Sarawak), Philippines, Hong Kong, Papua New Guinea, Fiji, Western Samoa, Solomon Islands, Cook islands and Tonga. Several unions are progressively paying part of the expenses for labour education. gnied gnizeem tion pan Teachers 3.4. Selected countries In a letter dated June 7, 1989 addressed to the government of China, IFFTU recalled its visit to China in October 1988, during which it was able to observe the significant role the Chinese universities were playing in the democratization process and expressed its anguish and dismay at the shocking and cruel steps taken to stop and reverse the process. ICFTU immediately filed a complaint against China at the ILO, which concluded in March, 1992 that Beijing was violating the international convention on freedom of association and was resorting to forced labour as a punishment for independent trade union activities. The ILO has called in vain on the Chinese authorities to allow free trade unions, release their activists and adjust legislation and practice in line with internationally recognised standards. Continued repression and adoption of a new labour code in April 1992, which denies workers' rights to form free trade unions, prompted the ICFTU to lodge a new complaint with the ILO on June 2, 1992. Under mounting pressure, the People's Republic of China appears to have somewhat improved its deplorable human rights record. Beijing no longer says that international concern for Chinese human rights amounts to meddling in China's internal affairs. Meanwhile 54 relations between China and Taiwan appear to be improving. Since 1987 millions of Taiwan residents have visited their relatives or do business with China. In 1991, indirect trade between them reached$ 5 billion. A year later, 80 intellectuals from both countries met in Hong Kong for a symposium on reunification. Though there were predictable differences of opinion, it was the start of a dialogue. In 1997, when Hong Kong is unified with mainland China and Beijing, it will show whether or not the reunification of Taiwan with China is feasible. artnom bns aritmom Trade unions in South Korea have been having a difficult time since the second world war. Organising has only been permitted for a brief period in the 1940's and 1960-61. However a new spirit of unionism emerged in 1987 when workers took advantage of some democratic concessions forced upon the Chun Doo Hwan military dictatorship to stage massive strikes and form over one thousand unions mainly based in enterprises. That upsurge was mainly by blue colour workers, but teachers also formed a National Teachers Conference which began working towards a union. princ The Korean Teachers and Education Workers Union( Chunkyojo) was established on May 28, 1989 amidst tremendous difficulties, firstly because it is organising in the public sector where unions are illegal, and also because it is a national union when only single enterprise unions are allowed. Teachers in Korea have traditionally been conservative and enjoy a high status in society. Education is highly valued and teachers have commanded great respect. A campaign by teachers to gain full trade union rights in the face of strong opposition by government is unpopular and has resulted in the dismissal of 1,496 teachers and imprisonment of 148. On april 13, 1992, IFFTU and WCOTP lodged a complaint with the ILO against the Republic of Korea for the violation of freedom of association and for its policy of systematic repression. ai 19716! to as no eno Although there have been military coups during the past 60 years in the struggle for democracy in Thailand, the coup of February 23, 1991 resulted in the withdrawal of trade union rights which workers in the private sector had been enjoying for some time. The president of the ICFTU- affiliated Labour Congress of Thailand, Thanong Podhian, an out- spoken critic of the coup and martial law, disappeared in mysterious circumstances. He is still missing. erit ni scorts to mens ni erit to The March 22, 1992 general elections failed to return any single party to power and the pro- military coalition appointed Army Commander- in- Chief. General Suchinda Kraprayroon, who had not stood for election, as Prime Minister triggering prodemocracy demonstrations resulting in the senseless killing by the army of at least 52 people. The violence was stopped only with the intervention of the King who appointed a popular economist, Anand Panyarachun, as acting Prime Minister forcing General Suchinda to resign. Civilian rule has been restored after a new general election on September 13, 1992. Thai voters discarded pro- military candidates and cast their lot with pro- democracy parties at the general elections. old; mother quiar w In the Philippines, the Public School Teachers Association( PPSTA) was hobbled by alleged mismanagement, ill- advised investments and high administrative expenses. 55 Taking cognizance of the deplorable condition, the late President Ferdinand E. Marcos on May 16, 1979 issued Letter of Instruction 860 placing the PPSTA under control and management of the Department of Education, Culture and Sports. An interest- free loan of 45 million pesos was granted to help overcome the financial difficulties. The control was terminated by the Government on January 15, 1992 returning the management of PPSTA to an elected Board who had served only six months of their two- year term in 1979. This Board is now serving its remaining 18 months and elections to a new Board are due by June 30, 1993. The Philippine constitution, adopted in 1987, allows public service employees to unionise. The PPSTA Board wrote to the Department of Labour seeking to organise the PPSTA into a union but have been told that it has to re- structure the Association to comply with labour laws. PPSTA, with the assistance of IFFTU, has held four seminars on" PPSTA towards Unionism" throughout the country inviting grass- root leaders from its chapters to give their views. The membership is unanimous in its decision to unionise. The IFFTU has made important inroads in the South Pacific. In the past three years, unions from the Cook Islands, Papua New Guinea, Tonga and Western Samoa have joined our affiliates from Fiji to make up a strong regional block. These affiliates exert a significant influence in the Council of Pacific Teachers Organisations( CPTO). bne boulev virgin bne svits smmoc 4. LATIN AMERICA 4.1 Introduction Two main trends can be detected today in the region: the deterioration of the economic situation in these countries, together with its social consequences, on the one hand, and the retreat of the dictatorships and the rise in the number of democratic regimes, on the other hand, even though the authority of the latter is often called into question by extremist, paramilitary groups responsible for serious attacks on human and trade union rights. With the exception of Chile, the deterioration in the economic situation is a general phenomenon. The application of the IMF structural adjustment programmes in particular has resulted in an appreciable drop in public spending on education as well as an impoverishment of the conditions of workers in general, and of those in the educational sector in particular. It has also created obstacles to trade union activities, since the economic situation makes reforms increasingly impracticable. booie ton bsr.orlw.nc An IFFTU mission visited Nicaragua in January 1991 to assess the new political and trade union situation. Contacts were extended with the Mexican national union of workers in education( SNTE), which is currently developing a new international policy. The IFFTU was invited to two international conferences organised by SNTE in Mexico City: one in July 1990 on the questions of reforms in educational policies, and one in May 1991 on the relations between trade unionism and democracy. 4.2 Regional conferences Since the Toronto Congress, the IFFTU has held the following regional conferences: 56 Santiago( Chile), 17- 19 October 1990, on" Teachers' trade unions and the democratic Male transition"; Caracas( Venezuela), 18- 19 January 1991, on the IFFTU's top priority activities in Latin America; Mexico City, 22- 24 July 1991 on" Trade unionism and political parties in Latin America"; Caracas( Venezuela), 5- 10 November 1991 on the main topic" The profile of the trade union Octofficer in the year 2000"; ham Montevideo( Uruguay), 12-15 May 1992 on:" Education and development"; Panama, 8- 13 June 1992, for women in Central America and the Caribbean. Delegates to these conferences reached wide- ranging conclusions on the needs of education and teachers in the region and the future role of teacher unions. Among the conclusions reached on the evolving role of the union, were the following:" The IFFTU must rapidly define a new profile of the trade union officer in Latin America, because the current model has become outdated as a result of the changes which are taking place at the technical level... The trade union movement must affirm its independenceand operate in accordance with democratic principles...( MexicoCity)." 4.3 Selected countries 340803 In Guatemala, gross violations of trade union rights continued to occur. The leader of the Association of Guatemalan Teachers and the National Teachers' Assembly, Pedro Us Soc and his wife, Floridalma Ixtahualán, were cited by name in a death threat issued by the" Unidad Anticomunista". Both belong to the Quiché indigenous group and represented the teachers as delegates at the Continental Campaign of the 500 years of Indigenous, Black and Popular Resistance. Following the murder of their colleague, Manual Estardo Pena, a history professor, on 10 February 1992, the couple have taken the threats seriously and have gone into hiding. IFFTU has made an appeal to the president of the Republic to guarantee their safety as well as they safety of other members of the teachers' unions. In Panama, the chaotic situation under an iron dictatorship, the dramatic economic crisis resulting from government embezzlement, bad administration, the freezing of funds and the mockery of the National Constitution drove the country into a serious political, economic and social conflict. The period after 20 December 1989, when Noriega was ousted by the US military, was marked by widespread looting of businesses and factories as well as public institutions. In the period under review, IFFTU's member union, the Magisterio Panameno Unido, has taken an active part in the reconstruction of the country, emphasising the need for improvement of the efficiency of the legal apparatus and for a recovery of democracy and freedom of expression. IFFTU has provided assistance to MPU for help to union members who were victims of the skirmishes on and after 20 December 1989. In Peru, terrorist actions by Sendero Luminoso have once again cost many lives in the period under review. Repeated threats against Maria Elena Moyana, 31 years old, mother of two boys aged 11 and 12, leader of the popular women's movement of Peru, Deputy Mayor of one of the largest districts of Lima, culminated in her murder on 15 February 1992. Maria Elena Moyana was involved in the 57 implementation of UNICEF programmes to promote basic education in Peru. The IFFTU has expressed its deep concern at this murder and other violent actions by Sendero Luminoso in a letter to the President of the Republic. It can only be hoped that the capture of the leader of Sendero Luminoso will lead to a decline in the level of violence. 5. NORTH AMERICA 8.smsns9 Regular visits were made to the United States. In 1990, the National Education Association( NEA) invited IFFTU to attend its annual convention for the first time. This development is a result of closer relations between IFFTU and the WCOTP, to which the NEA is affiliated, as the goal of creating a new ITS for the education sector comes closer to being realized. Canada was the site of the second IFFTUWCOTP meeting to discuss the creation of the new education ITS. Additionally, North American unions took an active part in IFFTU's programs for unions in the fiweon industrialized nations. 6. EUROPE im the South Pacif 6.1. General Comments The period under consideration has been marked by the democratic changes in Central and Eastern Europe, by the disintegration of the Soviet Union and Yugoslavia, by the unification of Germany and by the end of the cold war, formally ratified by the Conference on European Security and Disarmament held in Paris in November 1990. These events, which have major consequencesfor the trade union movement in these countries as well as for the international trade union movement, signified the beginning of a new era in European history. The dissolution of the Warsaw Pact and the affiliation of Poland, Hungary and Czecho- Slovakia to the Council of Europe were also events of great importance. The relief over the collapse of the dictatorships, however, was dampened by concern over armed conflicts between some of the countries that formerly constituted the Soviet Union and Yugoslavia. Also, the deplorable state of the post communist economies, the polluted environment, the social unrest and ethnic tensions, posed dangers to necessary further democratic development. icular has A second very important development concerned the preparations by the members of the European Community for a single European Market to be realised in 1993. These preparations culminated in the adoption by the leaders of EC governments of the Treaty of Maastricht in December 1991. In this Treaty recognition was given to the social dimension of the EC, thus providing a basis for the protection of workers' rights and living conditions. This development requires once again stressing the importance of strengthening of the European trade union movement. As for the European Trade Union Committee for Education( ETUCE), a body constituted by IFFTU, WCOTP and WCT, a permanent Secretariat was established and a beginning was made to bring about other changes that will make the organisation more bla effective. IFFTU's Committee for Europe( ICE) also stepped up its activities. en 58 6.2. Regional meetings IFFTU's Committee for Europe met seven times during the period under review: on 27-28 October 1989 in Amsterdam, on 30 November 1989 in Luxembourg, on 2628 October 1990 in Lisbon, on 17 December 1990 in Luxembourg, on 1-3 November 1991 in Berlin, on 18 December 1991 in Luxembourg, and on 30 October- 1 November 1992 in Birmingham. Hans buboni IT BOUT3 Twenty- two unions sent representatives to the 1989 ICE Assembly in Amsterdam. Delegates gave reports of the current trade union and education situations in their countries. Much attention was paid to the delegates from Hungary and Poland, who were attending the ICE Assembly for the first time. They briefed the delegates on recent political developments in their respective countries. It was decided that ICE should promote bilateral contacts and cooperation between IFFTU members in Western Europe and the democratic teachers' unions in Central and Eastern Europe. The West European unions should also be actively involved in labour education programmes organised by and in support of the latter organisations. The Assembly also addressed the trade union situation in Turkey and adopted a statement, which was sent to the Turkish Prime Minister Mr. Turgut Ozal, noting: " that in spite of public declarations to work towards the restoration of democracy made by yourself and other members of your Government, teachers and other public employees do not have the right to take part in the determination of their terms and working conditions nor even to To ever organise themselves in independent trade union organisations." We draw your attention to the fact that these restrictions constitute infringements of international labour conventions, including the ILO Conventions# 87 and# 98; that these restrictions are in conflict with the UNESCO/ ILO Recommendation on the Status of Teachers( 1966) and, furthermore, are in conflict with standards of human and trade union rights as established by various European institutions, including the Council of Europe. Stru At the 1990 ICE Assembly in Lisbon all member unions from Central and Eastern Europe, as well as unions that had applied for affiliation, were in attendance. A large part of the meeting was devoted to the situation in Central and Eastern Europe. Representatives gave concise reports of trade union and educational developments in their respective countries. The Assembly discussed three themes: the utilisation of ILO instruments by European teachers' unions; the mobility of teachers after 1992; and the privatization and decentralisation of education. 1907 The 1991 ICE Assembly in Berlin was attended by thirty- one affiliates from twentytwo different countries. In addition to organizational and administrative business, the assembly delegates considered a wide range of issues. Reports from national unions included a dramatic presentation by IFFTU's Croatian affiliate on the desperate situation arising from the ongoing civil war. Other discussions concerned the need to deal more effectively with the problems of racism and ethnic minorities. The IFFTU General Secretary reported on the discussions with the WCOTP on the creation of a new international trade secretariat for the education sector. In the ensuing discussion, various ICE unions made points which they wished the IFFTU 59 Negotiating Group to bear in mind. The delegates also discussed papers presented by Alain Mouchoux and Dieter Wunder on the subject of" Nationalism, Racism and Anti- Semitism". The 1992 ICE Assembly in Birmingham discussed at length the proposals for the establishment of a new international trade secretariat for the education sector and its implications for ICE and ETUCE. The General Secretary introduced a package agreement reached between the IFFTU and WCOTP Executive Committees. Most delegates expressed their satisfaction over the agreement. Some, however, were concerned that in a new and larger organisation the achievement of IFFTU'S philosophy and objectives to promote free teachers' trade unionism could not be guaranteed. The Assembly also addressed the effects of the Treaty of Maastricht on the education sector. All ICE Assemblies addressed the policy and activities of the European Trade Union Committee for Education, as well as the preparation of the Committee's Annual Assembly and IFFTU's representation on the ETUCE Executive Board. The Assemblies also composed the IFFTU delegation on the ETUCE Executive Board: abiswor show ob bildug to atiqa 6.3. ETUCE Considering the effects that the establishment of a European Single Market may have on education and the position of teachers, the activities of IFFTU and of IFFTU's Committee for Europe have been focused on the strengthening of the European Trade Union Committee for Education( ETUCE) and on the improvement of the organisation's effectiveness. In the period under consideration a working group of representatives of the three Internationals that constitute the ETUCE completed a first revision of the ETUCE Constitution. The changes included the replacement of the positions of Internal and External Secretary by the position of General Secretary and the bi- annual rotation of the positions of President, General by c Secretary and Treasurer. The Committee maintained relationships with the EC institutions and with the European Trade Union Confederation( ETUC). It organised several symposiums on specific topics such as:" The European Dimension of Education and Training" ( 1990), on Higher Education( 1991) The ETUCE Assembly was held annually in Luxembourg: on 30 November and 1 December 1989, on 17 and 18 December 1990 and on 18 and 19 December 1991. Working programmes were adopted seeking active participation in the further development of the education and social policies of the European Commission. Discussions centred on the Social Dimension of the EC; the Education Article contained in the Treaty of Maastricht; the free movement of teachers; technological changes; quality improvement through cooperation, foreign language teaching and exchange programmes; higher education; and equal opportunities. The 1991 Assembly also addressed the future role and functioning of ETUCE. A working group appointed by the Executive Board recommended, among other things, 60 that ETUCE should have a full- time General Secretary. Various statements and resolutions were adopted, one of which( proposed by NASUWT, United Kingdom) condemned the British Government's veto of the Social Chapter of the Maastricht Treaty on 10 December 1991. Furthermore, resolutions were adopted" for Peace in Yugoslavia", on" Equal Opportunities", against" the dismissal of the Rector of the Humboldt University in Berlin" and against" Racism". In the latter resolution it was noted that: noo at" Racism and xenophobia are gaining strength in Europe. The ETUCE strongly condemns any form of racism, xenophobia and discrimination in general. It calls upon all affiliated unions and their members to be and remain vigilant and to actively resist intolerance at all levels. The ETUCE is aware of the important role of the educational sector and urges all its members to 26 make every possible effort, with all the professional and trade union means at their disposal, to turn the tide and work toward a truly multi- cultural society, based on mutual respect and a tolerance." bin 6.4. Activities in Central and Eastern Europe BW In the period under review much if not most of IFFTU's work in Europe has been directly or indirectly related to the establishment and reconstruction of a free teachers' trade union movement in Central and Eastern Europe. In its meeting in Budapest in May 1990 the IFFTU Executive Committee decided upon a comprehensive assistance programme for newly established democratic and independent teachers' organisations, setting priorities for IFFTU action: o Provision of assistance to Central and East European teachers' unions in the field of information, trade union training programmes and international exchanges; the promotion of the participation of these organisations in IFFTU activities. sbs • Promotion of activities by national member organisations in support of the democratic and independentteachers' organisationsin Central and Eastern Europe. Activities should first of all aim at the sharing of information about the structure and functioning of trade union organisations in Western countries, labour laws, education laws, school systems, education policies, teachers' terms and employment conditions, professional issues etc., and include assistance in the field nor of labour education. Member organisations should be encouraged to put the to Central and East European unions in question on their mailing lists, to make regular visits to these organisations, to invite them to their national congresses and to organise study tours. D eme us bas elo erit of nevin gw nons Organisation at regular intervals of coordinatory meetings on Central and Eastern Europe. These meetings should be open to affiliated organisations that are organising bilateral programmes in the countries of the region as well as to those interested in developments in the region and eager to obtain up to date information. ilidia IFFTU was among the first International Trade Secretariats to establish contacts with and organise conferences in Central and Eastern Europe. It should be noted, however, that the rapid growth of IFFTU in Europe during the period under review 61 was not just the result of these activities but also and more in particular of its the clear defense of independent and democratic trade unionism. 6.5. East- West Conferences tuloze hureer s dr benmabhoo of no vise T In the reporting period IFFTU organised three conferences in Central and Eastern Europe with the purpose to promote a dialogue between member organisations in the post communist countries and those in the Western democracies. The first conference took place in Warsaw on 9-12 October 1990, the second one in Prague on 21-23 May 1991 and the third one in Sofia on 6-8 October 1992. Statements and resolutions adopted by these conferences are given in Annex III es to pr The First East- West Teachers' Union Conference took place in Warsaw( October 1990) and was hosted by the Education Section of NSZZ Solidarnosc. It was attended by 61 representatives of all the major independent and democratic teachers' unions in Central and Eastern Europe and IFFTU members from the industrialised nations. The theme of the conference was:" Democracy, Education and Trade Unionism". A statement was adopted in which the unions from the Western democracies" expressed both their interest and encouragement as well as sincere willingness to help in this process in so far as they are requested to do so and in so yom noinu far as their means permit." Furthermore, it was concluded that: TU's WAS tun Me! gegeba " political democracy is the only system of government which permits and ensures the promotion of trade unionism and human rights, as well as the development and maintenance of a system of education which grants equality of access for all, which is capable of providing quality academic knowledge, which encourages full community participation and which develops a full understanding of democratic principles and encourages involvement in the processes of government." Inte Sec The Conference, also attended by the International Labour Organisation, reaffirmed basic principles of free teachers trade unionism, stating, among other things, that: " the existence and legal recognition, as well as the guarantee of the liberty of action of trade unions, are essential elements for the conduct of a democratic society. Trade unions should have all legal rights adopted in all internationally recognised instruments, including but not limited to the right to organise, the right to collective bargaining and the right to strike. Trade unions of education s personnel should themselves play an active role in the process of the democratisation of education." Much attention was given to the role and structure of education systems. The question as to whether the state should assume full responsibility for education or should transfer this responsibility to private groups was subject of heated debates. The conference came to the conclusion 390 " that education should be a priority concern of all governments, including with respect to financial investments, as it has a fundamental role in the process of democratisation. Education should be the responsibility of the State but should be subject to all policies and laws established through and by the democratic process. ni 62 to ritwong bigs erit st Educational systems should be democratic in nature, both in principle and in practice, thus permitting the access and involvement of all groups within the educational community who have an interest in the functioning of the education process. Thi Idug Equal and full opportunity of education at all levels in a democratic society is a basic right of all and should be legally recognised as such. Furthermore, education should promote tolerance and pluralism and foster creativity, innovation and critical thinking, and should serve in the interest of the formation of responsible persons, citizens and workers who can successfully function in a Wdemocratic society. bas To IC A sound initial and in- service training for teachers is the essential condition for the success of the transformation of the education systems in the countries of Eastern and Central Europe. This should be accompanied by a reevaluation of the social status of teachers and an appropriate augmentation of their salaries and improvements in their working conditions and social benefits." It was decided that IFFTU and its affiliated organisations in the western nations would pursue and develop bilateral programmes on a national basis with the newly emerging democratic unions of education personnel in Eastern and Central Europe. In cooperation with the Czech Moravian member union CMOS, IFFTU organised its Second East- West Teachers' Unions Conference in Prague( May 1991) on " Teachers' terms and employment conditions" and" Privatisation and regionalisation of education". The discussion on the first theme was based on a comparative study of teachers' salaries and employment conditions in a selected number of countries. The conference noted the fact that a successful education system, which must be based on well- qualified teachers who are recruited and motivated by pay levels comparable to those enjoyed by graduate workers in private sector employment, is necessary for economic prosperity. It was recognized that macro- economic factors are a significant determinant of what any nation can afford in connection with teachers' pay and working conditions. The Conference called for: " the definition of clear standards for teachers' pay based on acceptable and generally applicable comparisons; the adoption of educationally beneficial class size limits together with specified working hours for teachers which recognise constructively the tasks imposed on teachers; the establishing of some international mechanism to secure and up- date accurate information on teachers' pay and working conditions, and collective bargaining systems, together with some means of making reliable, comparative analyses; a further consideration of such issues as differentials internal to teachers' pay levels, the proper specification of teachers' duties and responsibilities, teacher appraisal and any system of performance- related pay." 08 seer edota 2 no one The discussion on the second conference theme, introduced by an expert of the Organisation for Economic Cooperation and Development( OECD), clearly demonstrated that the member organisations in the Western democracies are less inclined to support private education programmes and systems than teachers' unions in the post communist countries are, who sometimes favour a limited role of the state. The participants, however, did agree on the following principles: Commit ⚫ Education is a right which must be guaranteed to all by the state; eer y in spite กร el XT- 21 nO faom.phildmegas and still p the ganisa 63 In a democratic, tolerant and pluralist society freedom of choice must be recognised, in the respect of children's rights. 8800010 In all countries a public education service of quality must be available to all; mitteeyom o u bo sup Education must be considered a priority in relation to which the state must make available the 10 appropriate resources. To this end, trade unions should make every effort to exert pressure on their governments; place arsa 9-12 October 1990 Teachers, parents, pupils and students should be actively involved in the educational process and should have the opportunity to be associated with decision making processes in schools and en universities. to bluoria The conference also addressed the situation in Yugoslavia and the Baltic countries. It adopted a resolution on the right to self- determination. It condemned noisded " the use of force by the federal authorities of the Yugoslav army and security police, supported by the national communist government of Serbia's Sloban Milosevic, which force has been used in both croatia and Slovenia, both before and after referendums that resulted in overwhelming support for autonomous and independent state; the use of violence against Albanians in the Kosovo province;" as well as the continuing use of violence by the Soviet government and armed force 8 no 0986 " to intimidate and threaten the peoples of the Baltic republics, which have democratically expressed their will to be independent states." Education and ethnic minorities was the main topic addressed by the Third EastWest Conference taking place in Sofia( October 1992). Some eighty participants met during these three days. The conference adopted three declarations: two on labour issues, and a third on the situation in Kosovo and in Bosnia Hercegovina. All of the participants expressed their hope that the new international organisation will hold similar meetings in the future, which are extremely useful for joint reflection. aldsollags siensg bns eldsidedos no beesd 6.6. East- West Coordinating Committee This Committee was established in 1990 to bring together IFFTU affiliates from Eastern and Central Europe and their counterparts in Western Europe and North America in order to take stock of the needs of member organisations in Central and Eastern Europe, to coordinate bilateral programmes and to prepare multilateral activities. The Committee met on 15 April 1991, on 4 February 1992 in Amsterdam and on 5 October 1992 in Sofia. nd 6.7. Other meetings Mention should be made of two other initiatives which brought together teachers' unions from the post communist countries and Western Europe. On 4-6 December 1991 the French member union FEN organised a European colloquium on Education and the Environment. On 15-17 January 1992 a Baltic Conference was convened in Tallinn, Estonia, assembling most teachers' organisations around the Baltic Sea. It was the first 64 multilateral event after the separation of the Baltic States from the former Soviet Union. A proposal of the Finish teachers' union OAJ- one of the organisers of this conference to establish a Baltic Council was not approved. The majority of the represented union leaders preferred to cooperate either through the existing international bodies or on bilateral basis. - 6.8. Selected countries Within the framework of ICFTU activities in the region, the IFFTU organised several missions to almost all the countries in Central and Eastern Europe in order to establish contact with the new trade union organisations which have been legalised again or have been set up for the first time. To begin with Poland, the return to the legalisation of Solidarnosc has led this organisation to play a leading political role in the parliamentary elections. Very many militants of Solidarnosc took up political or ministerial positions, thereby necessitating the election of new leaders with little trade union experience. This was the case in the educational sector. Contacts were established with the newly elected leadership of the Teachers' Section of Solidarnosc and the Science Section of Solidarnosc. Although in January 1989 the former leadership of the Teachers' Section had applied for affiliation to IFFTU, leading to the acceptance of the Section's membership in June 1989, in the autumn of 1989 representatives of Solidarnosc' Central Committee informed IFFTU that the structure of Solidarnosc did not provide for the affiliation of sectoral groups to international organisations. This view was confirmed by leaders elected by the first official( legal) meeting of the Solidarnosc Teachers' Section in December 1989. Furthermore, IFFTU was told that final decisions would be taken with respect to the organisation's structure and, consequently, to the role of the industrial sectors within that structure at the Solidarnosc Congress in April 1990. Since the IFFTU was unable to nullify the affiliation, it reached an agreement with the Teachers' Section regarding the membership question. This agreement included a commitment of the Teachers' Section to IFFTU, the participation of the Teachers' Section in IFFTU activities, the co- financing by IFFTU of a teachers' union newspaper, and the sponsoring by IFFTU of an East- West teachers' trade union conference to be hosted by Solidarnosc. The organisation participated in the Annual Assembly of IFFTU's Committee for Europe, the International Consultation on AIDS Prevention and the meeting of the IFFTU's Women's Committee. The Science section of Solidarnosc became a member of IFFTU in 1990. bns ebni In Hungary, the IFFTU continued supporting its member unions TDDSZ( Scientific Workers' Union) and PDSZ( Teachers' Union). In October 1989 PDSZ organised its first National Congress, which was attended by IFFTU and by various IFFTU member unions. Both TDDSZ and PDSZ were enabled by IFFTU to take part in meetings such as the Annual Assemblies of IFFTU's Committee for Europe, the International Consultation on AIDS Prevention and the meetings of IFFTU's Women's Committee. Furthermore, several IFFTU member unions invited TDDSZ and PDSZ to attend their national conferences. merit exist of m In spite of the significant role that both organisations have played and still play in the 65 democratisation process, the former official unions still organise most of the working force. In the education sector too, the vast majority of teachers belong to the former official teachers' union. So far the political changes in Hungary have not yet led to a redistribution of trade union assets, as a result of which the newly established organisations are confronted with great financial problems. PDSZ has received support from IFFTU member unions including assistance to prepare for trade union .8.8 elections held in the autumn of 1992. ni ze UT A new teachers' organisation was created in the CIS called" International Educational Workers' Union", comprising former official teachers' unions. The teachers' union of Russia decided to become an observer rather than a member of this new body for the time being. Although an IFFTU mission to the CIS was anticipated, budgetary constraints have prevented a visit to date. 200 In Czecho- Slovakia, all official unions as well as the official trade union centres have been dissolved and replaced by new organisations. These organisations have seized the assets of the official union movement. While the former teachers' organisation. combined all education sectors in one national organisation, the teachers' trade union movement has been divided into three large groups, the largest of which is a union organizing teachers in Bohemia and Moravia: the Czech- Moravian Union of Workers in Education( CMOS) with 360,000 members. The other organisations are: the Slovak Trade Union of Workers in Education and Science( SOSSV) and the( CzechMoravian) Trade Union of Workers in Science and Research( OSVV). IFFTU met the presidents of the newly established trade unions when those leaders had only been in office a few weeks. These unions, emphasizing the need for information on the functioning of independenttrade unions in Western countries, on labour relations and on open and democratic school systems, applied for affiliation to IFFTU and were accepted by the Executive Committee. and th 22 IFFTU as well as some of its members organized several programs in cooperation with the unions in Czeco- slovakia. The organizations were also enabled to attend IFFTU meetings in Europe. In Romania, IFFTU established contacts with two national teachers' organisations, the Federation of Free Teachers' Unions( FSLE) and the Union of Pre- university Education( SIPR), both created in January 1990. The latter organisation was associated with the trade union centre" Fratia". Both organisations claimed to be independent and democratic unions and expressed a keen interest in establishing relations with IFFTU. 10 5809. 21 T) 5209 bns nl During its meeting in Budapest in 1990, the Executive Committee of the IFFTU accepted these unions as provisional members. The SIPR left FRATIA in 1991. Another teachers' organisation created within Fratia requested IFFTU membership in 1992. Due to the agreement between IFFTU and the WCOTP to not admit new members in that year, the application was not considered by IFFTU's Executive Committee. IFFTU provided some modest financial support to both unions and enabled them to take part in several IFFTU meetings. Sen. It irst. 66 In Bulgaria, contacts were established with a teachers' union within the democratic trade union movement" Prodkrepa", which subsequently became a member of IFFTU. The union, created on 2 December 1989, was a demonstration of the wish of many Bulgarian teachers to organise themselves in an independent and democratic organisation. The group has already organised a short strike and a demonstration in front of the Education Ministry on 4 April 1990. It pressed for new education laws in order to" depoliticise" education, and it objected to the fact that 95% of the school leaders have been selected because of their communist party membership rather than their professional qualities. 18 Although the organisation is growing, the majority of teachers still belong to the former official unions. IFFTU provided some financial support to Podkrepa and enabled the union to participate in IFFTU meetings. IFFTU strongly condemned Soviet military actions in the Baltic Countries before those countries finally achieved independence. All member organisations were requested to make similar appeals to the Soviet authorities and to protest against the increasing repression against independence movements in Lithuania, Latvia and Estonia. In the period under review the Lithuanian Teachers' Union, a member of IFFTU until the organisation was outlawed by the Stalin regime in 1937 and many of its members sent to prison camps, re- established itself and applied for re- affiliation to IFFTU. Also the Union of University Teachers of Estonia applied for affiliation. bildu griob need as jarlw ylbilduq nuonab Violence occurred in Yugoslavia in the period under review. IFFTU strongly denounced threats made by the Yugoslav People's Army to intervene in Slovenia and Croatia, claiming that such intervention would be a gross violation of fundamental and internationally recognised rights and would arouse the indignation of the entire international community. IFFTU also protested against violent actions by Serbian police forces against Albanian students and teachers in various cities and villages in the Serbian province of Kosovo in early 1991. These actions were related to efforts by the authorities to discourage Albanians from attending classes in their native. language. In letters to the President of the Federal Republic and to Mr. Slobodan M Milosevic, President of the Republic of Serbia, IFFTU stressed " that all ethnic groups, including the Albanian people, have the right to education in their native language and culture. Efforts to deprive them of this right constitute infringements of various international conventions and recommendations adopted by the United Nations and associated intergovernmental bodies". hom wen 000 IFFTU, in a joint statement with the WCOTP also condemned Serb sponsored violence and the practice of" ethnic cleansing" in Bosnia- Herzegovina. Also, at the proposal of IFFTU, the Conference of General Secretaries of the ITSs adopted in 1992 the following resolution: of tinutoqgo erit nevig asw UTR " NOTE: that the Serbian government continues to apply repressive measures against the Albanian. people in Kosovo, including the closing down of schools, libraries and other services which promote arlaseT the social and cultural interests of the Albanian population. 010 61 SS no as air yd be STRONGLY CONDEMN: the dismissal of several thousands of workers, including 27,000 teachers, 67 on the grounds of their ethnic origin; and the complete denial of trade union rights. EXPRESS: their indignation at the fact that more than 500,000 children are deprived of education as a result of the closing down of schools. INSIST: on the fact that the Serbian authorities must observe international human and trade union rights, that they must immediately stop the reprisals against the Albanian peoples by removing all the repressive measures, and that they must take the dismissed workers back into employment and reopen the educational, social and cultural institutions.ed ever 21eb to 293 SUPPORT: the complaint lodged with the ILO by the ICFTU concerning the violation of Convention No. 111 of the ILO. eachers' URGE: the ILO and UNESCO to take immediate appropriate measures." anticipated, budget beldens In Croatia, three independent unions( primary school teachers, secondary school teachers and university teachers) affiliated to IFFTU. In October 1991, IFFTU and its Italian affiliates, the SINASCAL and the SISM, organised a meeting in Trieste with these unions in order to examine the situation with regard to the armed aggression to which this Republic had been subjected at the hands of the' Federal Army'. This meeting enabled the IFFTU to gain an impression of the dramatic conditions in which the Croatians were living, particularly the children. IFFTU has given these affiliates the opportunity of taking part in IFFTU meetings and in the delegation of the international to the UNESCO General Conference in Paris, enabling them to denounce publicly what has been done to the peoples of this Republic. Also in Albania, IFFTU established contacts with a new free teachers' trade union ( SPASH). It was founded in November 1991 and has 27,000 members. It is affiliated nationally to the union of independent trade unions of Albania, which cooperates with the ICFTU. Parliamentary elections, held during March 1992, enabled democratic opposition parties to assume positions in the government. In economic and social terms, the situation is extremely serious. Without international aid, food shortages would be even more common. The SPASh has submitted a formal request for affiliation to the IFFTU and has asked to be included in the M activities of our international in Central and Eastern Europe. estat wo nation or In the period under review the unification of Germany has posed tremendous challenges to IFFTU's member organisation GEW. The dissolution of the official teachers' union and union of scientific workers in the DDR led to an influx of more than 150,000 new members. GEW adapted its Constitution to the new situation in a special Congress held in Münster on November 10, 1990. On March 8 and 9, 1991 the organisation held its first congress with all new" Länder" represented. Among the major problems to be solved are the massive lay- offs of teachers in the DDR and the poor terms and employment conditions of those who have kept their jobs. IFFTU was given the opportunity to address both congresses. In the period under review IFFTU has provided support to the Association of Retired Teachers EGIT- DER of Turkey. It attended a conference on trade union rights organised by this association on 22- 24 September 1989 in Ankara. The Conference, with 700 participants, was the first large trade union manifestation of 68 the teaching profession since the military coup in 1980, aimed at convincing the national authorities of the necessity of transforming the association EGIT- DER into a trade union organisation open to all teachers. However, the authorities continued to infringe international labour standards by withholding their permission for the organisation of the founding Congress of EGITIM- IS on 1 and 2 December 1990 in Ankara. IFFTU sent a letter of protest to the President of Turkey and member organisations were urged to protest against this violation of the Freedom of Association. veb to ta srit of 211 wans to noise In the United Kingdom, teachers in England and Wales continued to be denied the right to collective bargaining. In spite of the conclusions drawn by the International Labour Organisation that these rights must be restored, the authorities refused to fully comply with the international standards. IFFTU opposed an initiative taken by British education authorities to employ German, Dutch and Danish primary school teachers in order to overcome teachers' shortages. Considering that these shortages were the result of failing education policies, low pay levels and poor conditions of service, IFFTU called upon its European member unions to advise teachers not to seek employment in the United Kingdom. Pakistan Singaporg South Kores Sri Lanka Thailand Tonge Western Senio 69 ewisd 5,150 5.250 60,000 9,000 960 2,000 27 14,000 bikers NATOW 8.000 220.000 65,000 7,500 ETA 265.000 chers ACUGET 6,000 13.000 lations of The TAT 42.000 and PSTAT 3.700 set 3.700 CHAPTER XI PUBLICATIONS A- TID noitsiooses et gain ensu lo pala naiss aiselong pridosez ent zeithoritus Isnoitsn IFFTU produces two regular publications, International Action and Workers in Education. IA is a monthly bulletin that covers the activity of IFFTU and its affiliates and related events of interest to teacher unionists. IA allows IFFTU to provide timely information to affiliates on policies and activities. It was particularly useful in keeping the affiliates abreast of developments in the negotiations between IFFTU and the WCOTP on the creation of a new ITS for the education sector. Workers in Education is a quarterly magazine that examines trade union and education issues from a more theoretical perspective. Past issues of WIE have examined such institutions as the International Confederation of Free Trade Unions, the International Labour Organizations and UNESCO. WIE also takes an in- depth look at regional trends in the developing and developed world. WIE has published articles on a wide range of issues including: the rise of racism and xenophobia in Western Europe, child labour, women's rights, economic trends affecting teachers and unionists, apartheid in South Africa, AIDS, teacher union response to the Gulf War, and the debate between proponents of church and non- sectarian education. denc ESCO General Par them to Republic. Also in Alb ( SPASH). was founded November has 27,000 nationally ates with nion of independent trade unioris ICFTU. Parliamentary elections, held during bers: It is nia, which enabled democratic opposition part economic and so rch 1992 overnment. In international sid, food The formal requ affillation to Included in the activities of ou internat Central and Eastern Europe. In the period under re challenges to IFFTU's teachers' union and 150,000 new unification of Germany has posed endous anisation GEW.. The dissolution of the official workers in the DDR led to an influx of more SEW adapted its Constitution to the new situation in a special Congress held in Münster on November 10, 1990. On March 8 and 9 1991 the organisation held its first congress with all new" Länder" represented. Among the major proble DDR and the terr anti jobs. IFFTU was given the opportu in the the massive lay- offs conditions of those both congresses. In the period under IFFTU has Teachers EGIT- DER of Turkey. It organised by this sociation 2 Conference, with 700 participar ided support to the Assoc Retired a conference on trade union rights 24 September 1989 in Ankara. The large trade union manifestation of 70 APPENDIX I: List of Affiliated Organisations ASIA& PACIFIC COUNTRY ORGANISATION MEMBERSHIP UTD Bangladesh Bangaladesh Teachers Asscociation BTA Cook Islands Cook Island Teachers Institute CITI 86,000 120,642 Fiji ■ Fiji Teachers Union FTU 4,250 060 25 Fijian Teachers' Association FTA 2,800 Hong Kong Hong Kong Teachers Association HKTA 8,000 India All India Federation of Teachers Organisations AIFTO 1,600,000 Indonesia Persutuan Guru Republik Indonesia PGRI 1,700,000 Japan Malaysia Japan Teachers' Union NIKKYOSO 600,000 National Union of the Teaching Profession NUTP 42,000 Sarawak Teachers' Union STU 5,150 Sabah Bumiputra Teachers Unions SBTU 5,250 Nepal Nepal Teachers Association NTA 60,000 Pakistan All Government School Teachers Association AGSTA 9,000 Sind Polytechnic Teachers Association SPTA Pakistan Lady Teachers Association PLTA , 950 2,000 Pap. New Guinea Philippines ■ Pakistan Teachers Organisations Council PTOC Papua New Guinea Teachers Association PNGTA National Alliance of Teachers and Office Workers NATOW 270,000 14,000 6,000 Singapore South Korea Sri Lanka Philippine Public School Teachers Association PPSTA Philippine Federation of Teachers' Organisations PFTO ■ Singapore Teachers Union STU Korean Federation of Teachers' Associations KFTA 220,000 65,000 7,500 265,000 All Ceylon Union of Government English Teachers ACUGET 5,000 Ceylon Tamil Teachers Union CTTU 13,000 Thailand Federation of Elementary Education Associations of Thailand FEETAT 42,000 Private School Teachers Association of Thailand PSTAT 3,700 Tonga Western Samoa Western Samoa Teachers' Association WSTA Friendly Islands Teachers' Association FITA , 888 3,700 71 14 CHAPTER XI PUBLICATION AFRICA IMENSA COUNTRY ORGANISATION MEMBERSHIP two Gambia Gambia Teachers Union GTU Ghana Teachers and Educational Workers Union TEWU 2,200 39,000 Ghana National Association of Teachers GNAT 140,000 Ivory Coast Kenya National Union of Secondary School Teachers of Ivory Coast SYNESCI National Union of Public Primary Education of Ivory Coast SNEPPCI Kenya Union of Domestic, Hotels, Educational Institution, Hospitals and Allied Workers KUDHEIHA Ed 11,000 25,000 5,110 Mauritius ■ Government Teachers Union Nigeria Non- academic Staff Union of Educational Institutions NASU Senegal Syndicat Professionelle du Senegal SYPROS Syndicat National de Enseignement Elementaire SNEEL Sierra Leone Sierra Leone Teachers Union SLTU UT 4,500 275,000 3,000 8,000 18,534 Tchad Togo ■ Syndicat des Enseignants laics du Togo SELT Syndicat des Ensignants du Tchad SET Syndicat National des Enseignants du deuxieme degré du Togo SYNED- TO 8,600 3,000 able 15,000 Syndicat des Enseignants Protestants du Togo SEPT 2,000 Tunesia Syndicat National de l'Enseignement Primaire SNEP OOTY Nanu 30,000 Uganda Uganda Teachers' Association UTA 45,000 Uganda Teachers' Union UTU 15,000 Zambia Zambia National Union of Teachers ZNUT 39,000 Zimbabwe Zimbabwe Teachers' Union ZITU 13,000 003. Zimbabwe Educational Scientific Social and Cultural Workers Union ZESSCWU 6,000 000.80s 000,2 TOUDA 000.Er emmavo to ninu noi UTTO nointe T limeT nolys# 000.CA TAT3 brallant to snobalope A brelich? 00T, C 007.E TATO bell to molts possAmrose food revir ATH noises A' serfceTobrali ibnsh ATW notebooA and some metas 72 spnoT nom mesme SOUTH AMERICA 15.000 COUNTRY ORGANISATION MEMBERSHIP 10.020 Antigua Argentina Antigua Union of Teachers' AUT , 500 ■ Confederacion Argentina de Maestros y Profesores CAMYP ■ Confederacion de Educadores Argentinos CEA 11,673 120,000 Belize Chile Costa Rica Belize National Teachers Union BNTU Collegio de Profesores de Chile A.G. CPC 1,108 120,000 Asociacion Nacional De Educadores ANDE 32,000 Asociacion Sindical de Profesores y Funcionarios Universitarios ASPROFU 2,000 Ecuador Federacion de Educatoriana de Trabajadores de la Educacion y la Cultura 5,000 FETEC El Salvador Sindicato Gremial de Maestros de El Salvador SIMES 2,500 Guatemala Colegio de Maestros de Guatemala CMG 5,000 Honduras Colegio de Profesores de la Educacion Media de Honduras COPEMH 10,000 Primer Colegio Profesional Hondureno de Maestros PRICPHMA 12,000 Panama Magisterio Panameno Unido MPU 3,500 Rep. Dominicana ■ Federacion Nacional de Tabajadores de la Educacion FENATRAE 2,600 La Federacion y la Corriente Profesional" Saloma Urena" FSPSU 2,000 Suriname ■ Surinaamse Openbare Onderwijsbond SOB 2,271 Bond van Leraren BL 3,000 Uruguay 000.0 Federacion Democratica de Maestros y Funcionarios de la Educacion Primaria FEDMYFEP 3,500 bom Visnult Union de Funcionarios Docentes y Administrativos de la Universidad del Trabajo del Uruguay UTU 3,000 Venezuela Colegio de Peritos y Tecnicos Industriales de Venezuela CPITV Fetra- Ensenanza FETRA 3,000 17,000 000.00 NORTH AMERICA COUNTRY ORGANISATION MEMBERSHIP Canada Ontario Secondary School Teachers' Federation OSSTF 40,000 USA American Federation of Teachers AFT 700,000 000. 005.OT 000.08 008, 1042 73 baslo lapuno COUNTRY ADIR EUROPE ORGANISATION MEMBERSHIP Belgium Algemene Centrale der Openbare Diensten ACOD 3,000 Centrale Generale Services Publics CGSP 9,550 Bulgaria ■ Confederation du Travail" PODREPA" Syndicat de Enseignants PODKREPA 3,500 Germany ■ Gewerkschaft Erziehung und Wissenschaft GEW 330.000 Croatia Independent Trade Union of Workers in Secondary Education of Croatia ITUWSEC 16,000 ■ Independent Trade Union of Science and Higher Education of Croatia ITUSHEC 8,200 The Independent Union of Croatian Elementary Schools Employees IUCESE 20,000 Cyprus Czechoslovakia Cyprus Turkish Secondary Education Teachers Union CTSETU ■ Czech Moravian Trade Union of Workers in Education CMOS 1.076 360,000 Odborovy Svaz Pracovniku Vedy a Vyzkumu OSPVV 20,000 Sindicat de l'Enseignement et de la Science de Slovaquie SESS 80,000 Denmark The Dalnish Union of Teachers DLF 65,155 Espana ■ Federacion de Trabajadores de la Educacion FETE/ UGT 5,000 ■ Federacion de la Enzenanza ELA/ STV 1,000 Estonia ■ Federation of the Trade Unions of the Esonian Universities UNIVERSITAS 7,934 France Federation National de l'Education et de la Culture FNEC- FO 2,500 Federation de l'Education Nationale FEN 350,000 Hungary Democratic Trade Union of Scientific Workers TDDSZ 5,000 Democratic Teachers Union of Hungary PDSZ 3,100 000 Ireland Teachers Union of Ireland TUI 7,000 Israel Israel Teachers Union ITU 70,000 Italia Sindicato Nazionale Scuola Elementare SINASCEL 138,500 SISM- CISL ADAMA HTROM 90,000 Lithuania Lithuanian Union of Teachers LUT 5,000 Luxembourg Syndicat Education et Sciences SEW- OGBL , 898 Malta Malta Union of Teachers MUT 2,550 Nederland Algemene Bond van Onderwijs Personeel ABOP 44,618 Norge Skolenes Landsforbundet SL 3,500 Oesterreich ■ Gewerkschaft Oeffentlicher Dienst GOD 17,000 Poland National Science Section NSZZ" Solidarnosc" 70,200 NSZZ" Solidarnosc" Teachers Section 80,000 Portugal Sindicato dos Profesores nas Comunicadas Lusiadas SPCL , 500 74 Romania Switzerland Sindicato dos Profesores da Zona Norte SPZN Sindicato dos Profesores da Zona Centro SPZC ■ Sindicato Democratico dos Profesores SINDEP ■ Sindicato dos Profesores da Zona Sul SDPSUL Pre- University Education Trade Union of Romania SIPR ■ Federation des Syndicats Libres de l'Enseignement FSLE ■ Schweizericher Verband des Personals Oeffentlicher Dienste VPOD United Kingdom oda National Association of Schoolmasters/ Union of Women Teachers NASUWT COUNTRY ASSOCIATED MEMBER ORGANISATION Niger ■ Syndicat National des Enseignants du Niger SNEN Rwanda Equipes Enseignantes du Rwanda EER TOTAL MEMBERSHIP (* Membership figures provided by affiliated organisations.) 2.9. 2.10: not 2.1 201A lano on ort llo to COSATU 2.14. disposal for the # 75 15,000 23,753 10,020 4,000 60,000 85,000 3,886 120,000 MEMBERSHIP 7,000 5,200 biance 9,006,066* NECE 03 ortt eiritemye bra betallitta er stival.. nobsoubs 000, г APPENDIX II: Resolutions IFFTU XV World Congress, Toronto, Canada, 29/5- 2/6/1989 ( 1. Resolution Education Against AIDS) 0598 1.1. records, on the basis of information provided by the World Health Organisation( WHO), that the official total of AIDS cases in 142 countries stood at 124,114 on 1 November 1988, and that the number of carriers of the disease was estimated at between 50 and 100 times the number of AIDS victims, 1.2. also records, on the basis of the same sources, that within five year following infection, between 10% and 30% of those infected actually develop AIDS, and that statistics now reveal an increasing number of carriers who are developing or are likely to develop AIDS, 3.5 1.3. further records that those who develop AIDS die within a period of one to two years and that there is no proven cure for this disease at the moment, mobonb 1.4. supports the ICFTU resolution on AIDS in the workplace to be put before the 76th session of the International Labour Conference( June 1989). 8.200 1.5. congratulates the WHO, UNESCO and ILO for the efforts they have made in promoting campaigns to disseminate information and raise awareness on the preventive methods to avoid contracting this disease, 1.6 welcomes the national initiatives taken by a number of governments in close collaboration with the media, nongovernmental organisations( NGOs) and teachers unions with the aim of influencing attitudes and behaviour in a positive way by means of educational campaigns against AIDS, 1.7. congratulates the secretariat of the IFFTU for having taken the initiative, in cooperation with the WHO, UNESCO and the Friederich Ebert Foundation, to call the first regional conference of teachers' unions on education against AIDS in Lusaka ( Zambia) last December. 1.8. considers that, in view of the serious danger posed by the rapid development of the AIDS virus, it is urgent to undertake a general mobilisation for the purpose of informing and educating the entire population about the nature of the disease, the ways in which it is transmitted and the methods of prevention, 1.9. recommends that an appropriate form of education against AIDS be introduced as soon as possible in programmes of general education at all levels, as a component of the programme for health and sex education; this education should assign top priority to concentrating on the prevention and on the social and psychological consequences of this disease, 1.10. considers that in view of the exceptional seriousness of the situation, as well as the increase in the number of carriers and of AIDS victims, urgent measures must be taken to increase information for all young people, 1.11. requests that a minimum of material and training be provided for teachers for the development of these educational programmes, and that they be granted facilities for utilising the services of specialists in this field on a regular basis, 1.12. confirms that teachers and their representative trade union organisations are essential persons and organisations for the dissemination of information and education, and that they should be included in the planning, implementation and evaluation of all AIDS prevention programmes. In this respect, they should be members of the national AIDS prevention committees in their respective countries, 138.500 1.13. stresses that educational programmes against AIDS must take into account the social and cultural values of all the groups concerned, encourage discussions on all the problems raised by this issue and in particular promote non- discrimination against AIDS victims and carriers, including teachers and young people affected. 1.14. demands an adjustment of national labour legislation, based on the principles already put forward by the ILO, to prevent AIDS tests from being used as conditions of employment, for the recognition of AIDS as a disease like any other, and in order that workers affected should enjoy every guarantee, especially with respect to sick leave, promotion, job definition and return to work. 44. 1.15 inform as widely as possible the WHO, UNESCO, ILO and the national and international trade union organisations of the content of the present resolution. 1.16. request the IFFTU member and sympathising organisations inform their respective governments of this resolution and struggle against all forms of discrimination, 70.200 1.17. invite the affiliated and sympathising organisations to hold talks with the Ministers of Education and Health in their countries with a view to organising or intensifying educational programmes against AIDS within the framework of the public educational service, and to obtain their representations in national AIDS prevention committees, 500 76 1.18. intensify information for trade union officials and members by means of press articles, discussions during trade union training seminars and meetings with specialists on AIDS, 1.19. publish, in collaboration with the WHO and UNESCO, a guide for teaches to enable them to grasp the medical side of the problem and to give them the necessary educational training for providing information and education suitable for pupils and students, 1.20 organise, in conjunction with the WHO and the other international organisations in the educational sector, a large- scale international consultation of teachers trade unions for education against AIDS. ( 2. Resolution struggle against apartheid) 2.1. considering that apartheid is institutionalised by the South African Constitution and is a political, economic, social and cultural system based on a racist ideology which constitutes a permanent crime against humanity, 2.2 considering that those who collaborate with the apartheid regime thereby help to perpetuate this regime and are fully responsible for the consequences of their attitude before history, 2.3. considering the resolution adopted by the IFFTU Lusaka conference which lays down the future activities of our international organisation in this field, 2.4. vehemently expresses its total condemnation of apartheid and supports the right of the oppressed peoples of South Africa to struggle for the total destruction of apartheid and for the right of peoples to self- determination and to live in liberty and dignity, 2.5. attests its solidarity with the progressive trade unions of all workers in general and with those of the educational sector in particular for the courageous fight that they are waging against apartheid in a highly repressive situation, 2.6. underlines the important role of education and training in the emancipation of young people, their insertion in active life and their participation in the democratisation of the society of South Africa/ Azania, 2.7. supports all the democratic and progressive forces of South Africa/ Azania which are struggling for a realistic democratic change to the present Pretoria regime with the aim of establishing a single State of South Africa/ Azania, based on the democratic principle of one person one vote, and liberated of racism, oppression and exploitation, 2.8. considers that the existence of a powerful and independent trade union movement in South Africa/ Azania is vital for the development of trade union rights and the elimination of apartheid, and welcomes the efforts made by the workers of South Africa/ Azania to step up trade union cooperation. 2.9. condemns the occupation of schools by the police and armed forces and the compulsory appointment of white directors in black schools which exacerbate difficulties in the field of education, 2.10. condemns the imprisonment of political opponents and the arbitrary detention of trade unionists and children and calls for their immediate release, as well as the unconditional lifting of the restrictions particularly affecting WECTU, DETU, NECC, SAYCO and NEUSA and many teachers and pupils throughout the country, and especially in Western Cape, 2.11. opposes any initiative by the Authorities aimed at the prohibition of the establishment of a new teachers' trade union or unified trade union, 2.12. strongly condemns the continual harassment, acts of detention and prohibitions to which the trade union members of COSATU and NACTU are subjected, 2.13. condemns the exceptional measures which have led to the prohibition of several democratic and progressive organisations, particularly in the educational sector, 2.14. calls upon all workers in education in South Africa/ Azania to unite and form a single trade union organisation, 2.15. expresses its solidarity with all organisations, trade unions and groups which are struggling with the means at their disposal for the total abolition of apartheid, 2.16. summons the entire international trade union movement to demonstrate its active solidarity once more, and, as soon as it is called upon to do so, to assist all trade union organisations which are campaigning for the well- being of the workers of South Africa/ Azania and for the establishment of a democratic society, 2.17. condemns all forms of discrimination to which non- White young people and students are subjected and demands access for them all to quality education and training, 77 2.18 supports all campaigns to boycott South African products, particularly that one initiated by the ICFTU, in order to step up economic pressure on the Pretoria regime, and invites the IFFTU member and sympathising organisations to pursue the same campaign among their members, of aortoast not oblige 0023 bns OHW al diw noiremodelloo ni deildua et. 2.19 requests the IFFTU member and sympathising organisations to influence national public opinion and the government of their country in favour of the abolition of apartheid and for a change of the political system in South Africa/ Azania. 2.20. organise each year an apartheid day in which various activities will be organised with a view to making the young people of other countries aware of the harm caused by such a regime, 2.21. invite IFFTU member and sympathising organisations to take the initiatives necessary for twinning between refugee classes in the Front Line States, on the one hand, and classes in the developing and industrialised countries, on the other hand, 2.22. urge writers and publishers of text books to present the problem of apartheid explicitly and accurately and to produce audio- visual material to help in educating young people about apartheid, 2.23. assist progressive teachers organisations to publish alternative school syllabi, 2.24. endorse the allocation of grants for study abroad to non- White students from South Africa/ Azania, 2.25. intensify assistance to progressive organisations of South African/ Azanian teachers when they call for it, especially for the provision of trade union training for their officials, 2.26. continue to support anti- apartheid activists who have been unjustly arrested and their families. ( 3. Resolution Trade Union Rights throughout the World) 3.1. considering that trade unionists continue to be the victims of repression in various parts of the world because of their unceasing activities for human rights and social justice: mass arrests, forced exile, harassment, torture,' disappearance', assassination, etc..., 3.2. considering the exceptional measures adopted against the trade union movement in many countries: occupation of trade union premises, confiscation of trade union property, suspension of trade union activities, dissolution of trade union organisations, nat 8.S 3.3. considering that it is still impossible for the majority of manual and intellectual workers in the world to organise freely into trade unions, 3.4. reaffirms its deep conviction that respect for trade union rights is an essential condition of social justice, balanced economic development and the realisation of an enduring peace, 3.5. recalls that its entire actions on behalf of the defence and promotion of trade union rights are conducted in cooperation with the International Confederation of Free Trade Unions( ICFTU) and the various International Trade Secretariats( ITS) on the basis of the 1966 Milan Agreement, 3.6 emphasises that trade union rights are an essential part of human rights and fundamental liberties, and that the principles on which freedom of association and the protection of trade union rights are based are enshrined in the Universal Declaration of Human Rights, the International Treaties on civil, political, social, cultural and economic rights, and the statutes of the International Labour Organisation( ILO), 3.7. reaffirms the fundamental principle according to which all workers without distinction have the right to the full enjoyment of trade union rights and liberties, independently of their status or the nature of their work, 3.8. expresses its grave concern over the fact that even in the countries with a long tradition of democracy, violations of trade union rights are becoming increasingly common, lia noqu elle 3.9. considers that respect for trade union rights on the part of governments and employers cannot be limited to acceptance of the existence of trade unions, as the full exercise of trade union rights implies the recognition and practice of the right to collective bargaining, particularly in the public sector, 3.10. emphasises once again the leading role played by the ILO in the promotion and defence of trade union rights, 3.11. requests the immediate release of all trade union activists in detention, 78 3.12. calls upon the international community to condemn those countries in which the right of workers to form trade union organisations of their choice, free from all external interference, to become members of the same and to elect their officers freely, is not respected, 3.13. demands the right of all trade unions to formulate their own statutes and regulations, to organise their own management, to draw up their programmes and to affiliate to the international trade union organisations of their choice, bab lenoi 3.14. opposes any government measures which attempt to use the general economic situation as an excuse for the abolition or restriction of the trade union rights already acquired, 3.15. demands the suppression of all national laws limiting the rights of workers in general, and those in the public sector in particular, ens 3.16. requests the international community to guarantee the right of all trade unionists to security, to protection against arbitrary arrest and detention, to freedom of expression, including the right to participate as citizens in political activities, 3.17. call upon all IFFTU member and sympathising organisations to request their respective governments to ratify and implement fully the international labour standards on freedom of association, collective bargaining and non- discrimination in employment, 3.18. intensify the relations with trade unions, whether recognised or not, which are fighting for the development of free trade unionism and to assist them, if called upon to do so, to increase their capacity for recruitment and activity, 3.19. conduct a survey on the possibilities for genuine negotiation of their terms of employment and work that are open to trade unions in the educational sector, 3.20. organise solidarity with all trade unions and activists who are the victims of assaults on trade union liberties and rights. 3.21. take a more active part in the peace process in the Middle East by initiating overtures and actions with all the parties concerned, particularly the teachers' unions, with a view to contributing to the establishment of a just peace based on UNO resolutions 242 and 338 on the Palestinian question and the conflict in the Middle East. ( 4. Resolution Society, Education and the New Technologies) 4.1. considering the introduction of the new information and communication technologies leading to major transformations in the socio- economic field and in the organisation of the social structures of contemporary society, 4.2. considering that these transformations entail challenges and new responsibilities for the trade union movement, as regards the preparation of young people for this new society and the maintenance of a well- balanced system of social justice, equality and liberty, which is a feature of every democratic society, 4.3. considering that these new technologies may create new social inequalities among people, as well as inequality between the industrialised countries and the developing countries and thereby render large- scale economic, social and cultural disparities more acute, 6.6 4.4. considering that the objectives of the public educational service are more than ever the development of personality and creativity, as well as the intellectual, cultural and professional skills of every individual, in order to strengthen or promote economic growth, social progress and democracy, 4.5. emphasises that the new technologies, like all scientific discoveries, are only valuable in terms of the use that is made of them, and that they may contribute to improve living and working conditions provided that a certain number of guarantees are established, 4.6. affirms, from this point of view, that the trade union movement has an important role to play and that by exercising its traditional role of an alternative power structure it should ensure that the introduction of the new technologies provides every kind of social and democratic guarantee, 4.7. affirms that the introduction of the new technologies in education must not lead to any reduction in the funds allocated to public spending nor to a reduction in the number of teachers employed, but that, on the contrary, the training of personnel to utilise these new technologies and the equipping of school premises imply the corresponding investments, 4.8. demands public control of the introduction of the new technologies in education in order to guarantee their balanced utilisation, 4.9. emphasises that the new technologies in education should be used to promote economic growth and to improve the insertion of young people into the labour market, as well as to develop their capacity for logical and critical thought so that they can participate in society in a responsible fashion, 79 4.10. affirms that computers are only additional teaching aids made available to teachers who must learn how to use them, but whose economic, social and cultural role must also be grasped by workers in education and their pupils, 4.11. demands initial and permanent training for workers in education to enable them to utilise this new technology and to provide suitable lessons for their pupils, egiedoodeda 4.12. calls upon the trade unions of workers in education to assume their positions at all levels of educational decisionmaking to prevent the content of education in particular from being determined in terms of private interests by groups which are external to the public sector, 4.13. calls the attention of the trade unions of workers in education to the need to inform their members as well as parentteacher associations about the major technological changes which affect our societies and educational systems at the present time, .01.6 4.14. collect and circulate regularly among the member and sympathising trade unions the available information, particularly that deriving from UNESCO, ILO and OECD, on the development of new technologies in education, TE 4.15. evaluate the risks entailed by the short- term and medium- term use of computers by pupils and teachers, determine the measures which need to be taken to avoid them, and publish the conclusions of this survey, 4.16. continue its cooperation on various issues with the ITS and ICFTU to further the study of the measures required to eliminate the differences created between the industrialised countries and the developing countries by the introduction of the new technologies, 4.17. take the necessary steps for a survey intended for general circulation on the new technological equipment in the possession of the trade unions affiliated to the IFFTU in order to improve the quality of their functioning and communication with their members, 4.18. study the possibility of holding a new conference of the trade unions from the industrialised countries between now and the next IFFTU World Congress to discuss issues arising from the new technologies in the light of recent developments, 4.19. make the trade unions in the developing countries aware of these questions by organising numerous labour education seminars. ( 5. Resolution Trade Union Education and Training) 5.1. considering that all efforts must be made in the field of trade union education and training to increase the effectiveness of the trade unions in order to face up to the challenges of the future, 5.2. considering that education and training should also attempt to strengthen the democratic structures of organisations, to encourage the active participation of the members and to allow the development of strong trade unions, free of all political, religious and ideological pressure, 5.3. considering that specific womens' programmes should be organised by women themselves in order to strengthen their work in the trade unions, 5.4. considering that respect for trade union liberty and the right to free collective bargaining, as laid down in Conventions 87,98 and 158 of the ILO, is the most reliable way of ensuring genuine development and improvement in the conditions of workers in general and of those in the educational sector in particular, 5.5. recording that genuine international solidarity is developed through means of the free trade union movement to assist the emergence of ever stronger, more active and more responsible trade unions, 5.6. congratulates the Executive Committee and the Secretariat on the impressive number and quality of the labour education programmes which have been conducted since the last World Congress, 5.7. thanks all the donor organisations which, while respecting the priorities of our international and the national trade unions, contribute to the practical organisation of all these activities, 5.8. recalls that these programmes should be organised for trade unions and other organisations which recognise the principle of free trade unionism, which are genuinely representative at the level of our profession at the moment or are likely to be so in the near future, and which do not have sufficient resources of their own to implement such programmes, 5.9. requests that regular evaluations be held upon the completion of these programmes to assess the benefits to course participants and the trade union organisation, 80 noirit ofdienoquen verti 5.10. reaffirms that the medium- term objective of the joint cooperation programmes implemented by our international is to give national trade union organisations the opportunity to become independent economically and to organise their own education and training programmes from their own resources, 5.11. recalls that the ILO standards on educational leave give all workers the right to benefit from facilities in work time to follow trade union education and training courses, 5.12. continue the trade union education and training programmes on the basis of the principles listed above, particularly in the developing countries, sloab.E.3 5.13. develop interprofessional programmes, particularly with the other ITS from the public sector, to improve the coherence of general training programmes and to combat corporatism, which is the opposite of trade unionism, 5.14. call upon member organisations in the industrialised countries to join our International in the search for additional financial resources to expand and diversify the training programmes which could be put into effect, 10 5.15. study the possibility of organising training programmes for young trade union officials in the industrialised countries. ( 6. Resolution Socio- Economic progress and Human and Trade Union Rights in Latin America) 6.1. considering with satisfaction the fact that, despite enormous difficulties, at the present time the vast majority of the countries of South America, with the exception of Chile and Panama, have managed to emerge from extremely long periods of dictatorship, the Execu 6.2. considering the efforts made by the international community to reach peace in Central America, and the highly positive aspect of the decisions of the Congress of Central America, the Frankfurt plan and the Esquipulas II agreement aopted by the presidents of the countries of the region in an attempt to find a peaceful solution to the regional conflicts, 6.3. considering that the democratic trade union movement is an important actor in the process of democratisation of the whole of society; that the challenges facing all the countries of the Latin American continent oblige the democratic trade union organisations to join forces and that it is necessary for formal democracy to be accompanied by social justice to guarantee peace and democratic freedoms, 6.4. expresses its deep concern and its genuine dismay at the persistence of serious violations of human and trade union rights; at the acts of criminal gangs, extreme left- wing and extreme right- wing groups which enjoy army protection, and at the thousands of' disappeared' whose fate has never been revealed, clearly bearing witness to a mass of practices that are contrary to labour legislation and other laws, 6.5. emphasises that despite the restoration of democracy in several Latin American countries, restrictive economic policies are still being applied which increase social injustice; that anti- union practices are still going on; that the interests of privileged, decadent and reactionary minorities are being maintained, standing in the way of social and economic progress, while laws are still in force or are still being enacted which protect members of the armed forces accused of crimes against humanity, 6.6. records with concern that the economic difficulties of the countries of this sub- continent, the accumulation of the foreign debt, which intensifies the process of running down industry, the fall in investments and the drop in wages and jobs, as well as the restrictive policies imposed by the IMF, affect the development of these countries and contribute to the diminution of public services, particularly in the health and education sectors, 6.7. opposes the facilities and secret agreements from which the many cultivators, large- scale and small- scale dealers in drugs benefit, whose activities hinder the development of a healthy economy which could generate employment and social welfare, 6.8. denounces as one of the features of the violation of human and trade union rights in this region the foreign interventionism which can be seen in a variety of forms, especially in the financial system, the concentration of capital, the arms race and the persistence of tensions between the super- powers, to the disadvantage of peoples who are seeking selfdetermination, 6.9. condemns all the dictatorial regimes which flourish in Latin America based on the doctrine of national security and which treat the armed forces as a privileged and omnipresent class, introducing methods of warfare within their own country, dispossessing civil society and applying restrictive economic measures which impose an absolutely inhuman social cost on the poorest sectors, 6.10. condemns all the military actions which reveal the persistence of colonialism and neo- colonialism, which infringe national sovereignty, ignoring the wishes of the vast majority of workers in education who constantly search for solutions to conflict by means of dialogue, the guarantee of peace, 81 6.11. opposes all government initiatives which see the dismantling and denationalisation of public services as the solution to the economic problems of the countries of the region, without concerning themselves with the social consequences of such policies, nds initial and per 6.12. reaffirms that the restoration of any kind of stable and durable peace in any country, and especially in Latin America, entails the partial or total abolition of the debt, the tackling of the causes of profound social injustice, genuine agrarian reform, the disappearance of the concentration of wealth in the hands of small groups, the disappearance of misery, of illiteracy, of the lack of decent accommodation and high levels of unemployment, 6.13. declares with strong conviction that democracy is essential to bring about socio- economic justice and calls upon the trade unions of workers in education in the region, in collaboration with the national trade union centres, to adopt the initiatives necessary for consciousness- raising among young people and the population at large, 6.14. calls upon all IFFTU member and sympathising trade unions to step up all forms of solidarity in cooperation with our International to support Latin American workers in education and their trade union organisations who are struggling for the restoration or reinforcement of liberties and democracy, progress and social justice, 100 gruo .21.2 6.15. intensify relations with the trade union organisations of workers in education in Latin America which support free trade unionism and are genuinely representative, in order to strengthen the struggle for political, economic and social progress, wit de adincinge repadlabrese d 6.16. denounce before the appropriate bodies and give adequate publicity to all assaults on human and trade union rights whose victims are workers in education and trade unionists, o 6.17. support exchanges between Latin American trade unions and those in the industrialised countries who are IFFTU affiliates, in order to increase awareness of the difficulties of the sub- continent and to facilitate the organisation of more practical solidarity efforts. ( 7. Resolution the Promotion of the Role of Women) 7.1. considering that even though progress has been achieved in a large number of countries, it is only too common for women to be illiterate and they are still confronted with considerable economic, social, legislative and cultural discrimination, the maintenance of discriminatory legislation and practices, and the persistence of cultural stereotypes and sexist attitudes, 7.2. considering that the present economic situation is responsible for a particularly significant level of unemployment, especially for women and above all for the lowest age group of women, which is a sign of a certain inequality compared with their male colleagues, 7.3. recalls once again that the principles of equal access for women to all training and jobs, an identical wage for the same work and the same opportunities for access to positions of responsibility that men have, are far from being applied regularly, 7.4. emphasises that in the present situation of rapid technological development, where it is essential for all workers to follow an initial quality education and permanent applied training, women benefit less from such training than men, which is a serious handicap for their integration and/ or reinsertion in the labour market, ditive abi 7.5. congratulates the Executive Committee and the Secretariat on the initiatives taken in this field, and particularly for the efforts undertaken to increase the participation of women in labour education seminars, 7.6. recalls that the solution to the problems of women involves the creation of conditions allowing them to enjoy equality of rights and opportunities with respect to work, the elimination of discrimination based on civil status or gender in all areas, and by a change of attitudes and ways of thinking with regard to the roles of men and women, 7.7. requests, in connection with the Annual Literacy Year proclaimed for 1990, the demonstration and practical realisation of a genuine political willingness to combat this problem which affects very many women and which is the primary obstacle to their emancipation in our societies, bne spe 7.8. reaffirms its willingness to see equal access for girls and boys to education, the generalisation of co- education, which implies that they follow the same teaching curricula, especially in the scientific and technical fields, 7.9. calls again for the elimination from text books of out- dated notions of the division of labour and gender roles which discriminate against women, 7.10. calls for an awareness on the part of all teachers to the problems resulting from the persistence of inequalities between men and women, encouraging them to promote policies and attitudes which are capable of changing the ideas of their pupils, 7.11. calls for the development of all kinds of information campaigns and sex education at all levels of the education system, as well as for the guarantee of the right to contraception and the legalisation of abortion, 82 ienoltan 7.12. calls for the right and opportunity for women to plan their families, for the protection of their maternal rights, especially as far as gaining access to and remaining in education are concerned, and for an adequate allowance to cover the loss of salary during pre- natal and post- natal leave, 7.13. demands that appropriate bodies be set up at all levels of the trade union movement to analyse the problems faced by working women, to suggest solutions and to encourage their participation in trade union activities and duties, 7.14. encourages IFFTU member and sympathising unions to offer maximum opportunities to women to enable them to benefit from labour education in order to obtain responsible positions, 7.15. requests affiliated organisations to promote the role of women in the trade union structures and delegations and to organise meetings, seminars and working groups on issues affecting women, 7.16. approves the decision of the IFFTU Executive Committee to set up a Women's Committee whose primary task will be to study the specific problems faced by women as women, as teachers and as trade unionists; and to make proposals to the statutory bodies of the organisation for activities designed to deal with the problems signalled, 7.17. organise meetings of this Committee on a regular basis and to provide it with material resources, within the framework of the IFFTU budget, to carry out its objectives, 7.18. concentrate the activities of this Committee in three priority areas: 1) equality in work, 2) equality at the trade union level; 3) family- related problems, 7.19. call upon the Executive Committee to welcome a representative from the Women's Committee from now on to participate in its meetings as an observer, and to prepare an amendment to the IFFTU constitution as soon as possible to allow this representative to participate fully in the work of the Executive Committee at a later stage, 7.20. call upon the IFFTU member and sympathising organisations to set up the appropriate bodies( commissions, committees, working groups), if they do not already exist, on women's issues so that they can be studied nationally and that their activities can contribute to those of the International Women's Committee, 7.21. continue the work of labour education on behalf of women, undertaken in cooperation with numerous trade unions from the developing countries and to do the same for women in the industrialised countries, 7.22. organise small- scale literacy projects for women in connection with International Literacy Year in 1990. ( 8. Resolution East/ West Relations) 8.1. believes peace to be advantageous to the development of education, to the realisation of full employment, and to the abolition of poverty but that, on the contrary, unfulfilled aspirations with respect to economic development and social justice can cause conflicts which can lead to violence and war between nations, 8.2. considers that if living in peace implies the absence of war, then living in peace also implies the right to free elections, freedom of opinion and expression, freedom of association and assembly, freedom of migration within one's own country and abroad, and freedom from oppression, 8.3. concludes that peace must be based upon due regard for the rights of peoples to self- determination and to a democratically elected government, to territorial integrity and the sovereignty of all nations, as well as respect for all international conventions dealing with the peaceful settlement of conflicts, 8.4. deems that even though nations must be prepared to defend their principles, their ways of life and their liberty, security demands do not, in any way, justify national efforts to assure military superiority, an attempt at which can only lead to a new escalation in the arms race, 8.5. notes with satisfaction the improvement in the climate of international relations manifested in the 1986 Stockholm Conference concerning measures appropriate to reestablishing confidence and security in Europe and the agreement on the elimination of medium and long range land- based nuclear missiles as well as the opening of discussions on the reduction of the number of short range missiles between the United States and the Soviet Union. 8.6. underscores that with regard to political freedoms and respect for human rights that in Hungary, Poland and the Soviet Union steps toward change have been taken, steps that will surely have to be amplified considerably in order to become significant, but that, on the other hand, the situation remains the same, and even more difficult, in the German Democratic Republic, Bulgaria, Czechoslovakia, and particularly Rumania, 8.7. observes with respect to trade union rights, over and above the declarations of intention by political leaders, that Hungary and Poland are actually the only two nations in Eastern Europe where new and promising developments have occurred, 83 8.8. emphasises that the improvement in the climate of international relations, and the tenuous changes regarding political liberties and human and trade union rights in some countries of Eastern Europe have, in Western Europe and in many other countries, provoked curiosity and hope from some, a sentiment of doubt and even distrust among others, 8.9. considers that a return of a climate of confidence among nations, organisations and populations, all having different political, economic, social and cultural values, can only occur if no single faction looks to impose its principles on another by force and if democracy, which allows the freedom of choice to all, is fully respected, WID 8.10. remarks that those principles which make the trade union the transmission belt of the Party still remain officially in tact in the Eastern European nations and in other nations holding those same beliefs, and that these principles are in opposition to free trade unionism and the to the Statutes and Conventions of the International Labour Organisation( ILO), 8.11. hails warmly those political and trade union activists in countries still clinging to communism who must struggle in particularly difficult conditions in order to win acceptance of democratic ideals, especially the freedom to organise and the right to an open and democratically oriented education, 8.12. recalls its opposition to trade union monopolies, unless such is democratically decided upon by the workers themselves, as well as its attachment to respect for the right of all workers to belong to the trade union organisations of their choice, 8.13. stresses that progress in raising the level of confidence and international understanding is also brought about by dialogue, exchange, and even disagreement between organisations which do not, by definition, agree upon certain fundamental concepts, 8.14. increase awareness of affiliated and sympathising organisations concerning the necessity and the conditions required to effect an improvement in EAST/ WEST relations, to raise the level of confidence of education personnel in their unions, and to encourage better understanding among all peoples, particularly among the young, 8.15. cooperate closely on the basis of dialogue with trade unions or workers groups in the fields of education, research and culture within the Eastern European nations in particular, who are struggling for a trade unionism which is independent of all exterior influences, 8.16. undertake, in association with the ICFTU, trade union initiatives capable of contributing to the emergence of democracy, freedom of expression and association, and a trade unionism which is independent of state interference, 8.17. consult its affiliates in Eastern Europe prior to taking any important decision on East/ West relations by IFFTU or the ICFTU. ( 9. Resolution the Fight Against Poverty) 9.1. records that neither the market economies nor the state economies have abolished poverty, and that, on the contrary, it continues to grow while our world promotes expansion, investment, research and the production of an ever increasing are it is essential for all number of goods, 9.2. records that, on the basis of information from the World Bank, both the number of people who live in slums and shanty towns and that of people without access to drinking water and sanitary facilities are increasing regularly, 9.3. records that the difference in the average per capita product between the developing countries and the industrialised countries is widening in a dramatic fashion if we compare the annual average growth rate of 0.4% for the poorest countries since 1965 with the corresponding rate of 2.7% for the industrialised countries, 9.4. records that, in 1975 dollars, the world product of 1900 rose to 580 thousand million dollars, i.e. 360 dollars per head; that in 1975 it rose to 6 billion, i.e. 1,500 dollars per head; and that in 1985, in current dollars, it rose to 15 billion, i.e. 3,000 dollars per head, 9.5. considers that never has such wealth been produced in the world, but that never have so many men and women suffered misery, underdevelopment and poverty, including those in the industrialised countries, 9.6. emphasises that this situation is an affront to human dignity, social progress and peace and that it must pose a serious challenge to the entire trade union movement, 9.7. refuses both the notion that inequality is inevitable in any society and that it is a dynamic economic and social factor, and the claim that a society which tries to eliminate inequalities inevitably loses its potential for creativity and liberty, 9.8. recognises that market economies are a powerful machine for the creation of wealth, as is shown by the accumulation of riches throughout the world in the last five centuries, but that they are also a powerful machine for the creation of poverty by dislocating and destroying weak systems of production, which leads to the crisis of companies, sectors, regions or entire countries, with its familiar sequel of factory closures, redundancies and unemployment, 84 9.9. emphasises that the state- controlled societies which are bent on constructing a different type of society to replace capitalist society have by no means eliminated poverty, which is still there and is even increasing in certain countries as a result of economic inefficiency, traditions of inequality inherited from the past, the lack of economic, social and cultural liberties linked to the system in operation, and the permanent reference to the countries with a market economy to highlight backward features and deficiencies, eq privoy la 9.10. records that for a half- century national economies and societies have been growing more and more interlocked through information, transport, commercial and financial circles which impose on some their domination, their price systems, their decisions to purchase( or not), to sell( or not), to invest( or not), to exploit resources( or not); while in varying degrees the rest submit or sometimes try to put up a resistance, 9.11. emphasises that those peoples who have most successfully resisted the rise of poverty are those in the countries where there is both a free, representative and dynamic trade union movement which acts on behalf of the moral and material interests of all workers and a system of political democracy, one of whose justifications is the assurance of a fair distribution of the benefits of growth, enouegildo 9.12. affirms that the primary duty of the democratic societies is to satisfy natural human needs, particularly physical needs ( food, accommodation, protection against sickness, etc.), 9.13. recognises that the permanent creation of new non- basic needs by the societies with a market economy by means of all- pervasive publicity leads to dissatisfaction, frustration and a certain form of poverty which is resented by the lowest strata of the population, 9.14. emphasises that the state- controlled societies, which are unable to offer higher values or simply more attractive prospects, have also let themselves be taken over by this drive to satisfy artificially created needs, and that this example has been followed by the rich and middle classes in the developing countries, 9.15. recalls that all production is transformation which produces waste, pollution, destruction of essential resources such as drinking water, air to breathe, arable ground, the environment, the ozone layer, and in a special way alters the fundamental balance which has made the emergence and persistence of life on earth possible up to now, 9.16. recalls that all this waste material and destruction devastate free natural resources for the satisfaction of needs, for example, and necessitate the organised and thus expensive production of substitutes, such as drinking water today and fresh air in individual packing in the future, 9.17. affirms that poverty could be reduced by making a concerted effort to cut unnecessary state consumption, particularly military consumption, industrial consumption and that of the possessors of massive private resources, by putting an end to the destruction of what is provided free of charge by the planet and satisfying our natural needs, 9.18. promote the publication of articles and documents to make workers in education and young people aware of the causes and consequences of the difficult social and material situation experienced by only too many men and women in both the developing countries and the industrialised countries, 9.19. organise an interdisciplinary regional conference in Africa in the field of the public services on the contribution which the trade union movement can make to the fight against poverty, 9.20. study the measures taken, particularly in the Scandinavian countries, to halt the growth of poverty. ( 10. Resolution the Promotion of the Public Educational Service) 10.1. considering the evident tendencies in numerous democratic societies for the state to relinquish its responsibilities with regard to the promotion and organisation of the public educational service, especially for the period after compulsory education, on the basis of recommendations by national and international financial and economic institutions, 10.2. considering the development of commercial schools and institutions run by enterprises, especially in the fields of professional training for young people and adults, because of the alleged or genuine shortcomings of the public service, 10.3 considering too the development of school institutions at all levels by religious and sectarian groups which are financed by public funds, 10.4. considering that in practically all the non- democratic countries, the public educational service is used to perpetuate values, ideologies and controversial regimes by a strict control, especially of curricula, educational methods and the recruitment of workers in education, and that this control is carried out both by force and by socio- economic pressure, 10.5. declares solemnly that all States have the responsibility to promote a public system of education, preparing all young people to play an active and responsible part in society, especially by developing their personality, their creativity, their critical spirit and their general and professional training, 85 10.6. reaffirms that in democratic societies education and training should also have the objectives of improving the functioning of institutions; and in non- democratic societies, of creating the cultural conditions for the introduction of democracy, edil 10.7. emphasises that a genuine public educational service must take into account the entire needs of society and welcome all young people without discrimination, totally respecting the political, religious and ideological views of their families, 10.8. declares that the efficient and democratic functioning of public educational systems implies corresponding investment by the state, regular consultative mechanisms with the social partners, procedures allowing the trade union organisations of workers in education to intervene in policy- making, and facilities to encourage active parent- teacher associations, 10.9. recalls that public educational services must guarantee the professional freedoms of personnel who contribute to improving the quality of education, 10.10. mobilise the entire free trade union movement and all progressive forces to compel governments to respect their obligations with respect to the promotion of public educational services, 10.11. support all personnel and their organisations who are campaigning to democratise educational systems. ( 11. Resolution Human and Trade Union Rights in Fiji) 11.1. reaffirms its commitment to the upholding of the Universal declaration of Human Rights which guarantees equal political, social economic and civil rights transcending across racial, cultural and political barriers. 11.2. views with concern the impact of the military coup in 1987 which has destabilized and abrogated the democratic institutions resulting in serious curtailment of fundamental and trade union rights. 11.3. notes with alarm the trend of political development being spearheaded by an interim government consisting of army officers and Ministers from the Alliance Party government which was defeated in the 1987 elections. It has formulated a draft constitution with provisions which: ■ restrict democratic and fundamental rights bestow political power to a group of feudalistic chiefs ■ deny political and civil service office on ethnic considerations divide the communities on racial basis grant political supremacy to one racial community over another militarize the government by providing for political power to the head of the armed forces grants unfettered powers to an unelected president 11.4. expresses concern at the nature of the draft Constitution which in essence is based on tendencies of apartheid 11.5. further notes the continuing erosion of educational standards and denial of education, and employment opportunities on ethnic basis 11.6. appreciates the initiative taken by the Executive of the IFFTU in condemning the Coup and making representation for the restoration of a democratic political system and assisting in the provision of international solidarity to defend the trade union rights 11.7. calls upon the Congress to: express concern at the continuing undemocratic political trends in Fiji in which racism has become the major issue ■ mount pressure on the governments of the region through the affiliates to closely monitor the political developments in Fiji and sanction the activities of the government through economic and political means ■ urge the two teacher unions to collaborate closely in addressing educational and social issues 11.8. decides to reaffirm its solidarity with the trade union movement in Fiji and continue opposing undemocratic political development designed to impose a political framework akin to apartheid. ( 12. Resolution Negotiating rights in England and Wales) 12.1. condemns the government of the United Kingdom: about uq yd for the denial of Negotiating Rights to teachers in England and Wales through the Teachers' Pay and Conditions Act 1987; and for having failed to date to respond positively to the clear judgement of the ILO Committee of Experts on the Application of Conventions and Recommendations as delivered in Observation 1988. 12.2. notes and applauds the fact that the ILO Committee clearly rejected the UK Government's contention that it was satisfying article 7 of Convention 151 and did not, therefore, have to comply with Convention 98. 86 neg thiqu 12.3. calls upon the UK Government to take immediate steps to comply with the ILO judgement which called upon the United Kingdom Government" to make the necessary legislative amendments to give effect to the fundamental principle of the voluntary negotiation of collective agreements, as contained in Convention No 98" ( Theme Resolution 1. Workers in Education and their unions in changing societies) 1.1. considering the growth of various criticisms of the public services in general, and of the public education service in particular, concerning both the quality of the services provided and their suitability for modern competitive societies in which the market, according to these critics, should act as a regulatory mechanism, nwob bist 1.2. considering the awareness and willingness in business circles to invest in activities which are customarily taken care of by the public sector because they believe them to be possible sources of profits at the present time, 1.3. considering the fact that certain religions and philosophical groups are still unwilling to entrust the State, even the democratic State, with the responsibility of organising education for all young people on all systems of belief, 1.4. considering the unprecedented development of the media, especially television, which provide a mass of increasingly important knowledge and information, thereby depriving the educational institution of its monopoly to dispense knowledge, orfw 1.5. considering the rise of individualistic values which deeply affect the behaviour of young people and workers and which have a real impact on the social structures of our societies, including the trade union movement, 1.6. considering that in all public and private economic sectors there is a very strong tendency today to increase the productivity of investments, and that attempts are being made to introduce this tendency into the education and training sectors through increased competition and efficiency, 1.7. recalls its adherence to the idea of a public service, particularly in the education and training sector, even if this implies bringing its functioning up to date and decentralising its decision- making structures, and if the workers in the public sector should benefit from an improvement in their moral and material position, 1.8. confirms that the removal of those public services from the state sector which have provided their services virtually free of charge until now would make it even more difficult for working class families to give their children a sufficient level of education and training to enable them to find a place in society in the best conditions, noi 1.9. emphasises that for the common good the public authorities are invested with a particular responsibility at several levels, such as education, training and social security, and that they cannot be detached from these sectors without a radical change in the structures and rules of operation of society as seen by the free and responsible trade union movement, to no 1.10. recalls that the removal of the public services from the state sector reduces relations of solidarity among the citizen body, encourages the rise of individualistic values by integrating the notions of solvency and profit, and brings about a fundamental change in social relations by directing them from a situation of" to each according to his needs" to a new practice of" to each according to his means". 1.11. notes the emergence of a failure to attract members on the part of the teaching profession in several industrialised countries, as witnessed by the low numbers of prospective young teachers and the increasing numbers of those leaving the profession, a failure to attract members which is particularly due to the worsening of working conditions, the social status of the teacher and salary levels which has been going on with hardly any exceptions for several years, 1.12. opposes both the dramatic moral and material situation of workers in education in many of the developing countries, partly due to the catastrophic economic situation of their country, to the enormous burden of servicing the foreign debt and to a lack of political willingness on the part of the public authorities which continue to spend large sums of credit on arms purchases and expenditure for prestige purposes; and that of the workers in the majority of the industrialised countries, which is still a genuine problem, 1.13. recalls that already several years ago, as a member of the international free trade union movement, our International declared itself in favour of a significant reduction in the burden of servicing the debt for the developing countries, mainly to be achieved through structural reforms, the exposure of those responsible for the flight and diversion of capital loans, and the abolition of the debt for the poorest countries, 1.14. notes the anxiety of families concerning the future of their children in the troubled and uncertain economic situation of today, and the sometimes exaggerated confidence- which increasingly assumes the form of a relentless pressure on workers in education- which they place in systems of education and training to enable their children to find a place on the labour market under the most favourable conditions, 1.15. notes with alarm that parental pressure is reinforced by the pressure of public opinion and the media which is often seen by workers in education as aggressive and as a questioning of the efficiency of their work, 87 8 bon 1.16. records with satisfaction that where public liberties are recognised, the organisations of workers in education have in most cases been transformed into trade unions which have progressively become affiliated to the trade union centres, relinquishing the status of a professional association which they had often assumed from their establishment, 1.17. emphasises with concern that the trade unions, particularly those in the education sector, are still the object of direct or indirect interventions by political parties, religious and philosophical movements, and even governments, which seek to make use of the trade unions and to influence their aims and strategies, 1.18. resolutely declares that it is not sufficient for public authorities to tolerate trade unionism among workers in education, but that they should also maintain regular social contact with the trade unions, including collective bargaining as laid down in ILO Convention N° 98, 1.19. stresses that the reduction in membership of the trade unions of workers in education is far from being a general problem and is less serious than the media claim; it is due to a demographic fall in the industrialised countries and to the consequences of their indebtedness for the developing countries, rather than to any disillusionment about the value of trade unionism on the part of the workers, 1.20. recommends the affiliated and sympathising organisations take into account the new attitudes of workers in education who are increasingly calling for clear- cut responses to their specific problems, and organise social facilities for the trade union movement( cooperatives, insurance schemes, banks, etc.) in order to provide quality services which may raise the standard of living of their members, 1.21. solemnly declares that workers in education as a whole must regain importance, dignity, trust and consideration if they are to feel that they have been entrusted with a mission of public interest to bring up to date systems of education and training which are not yet adapted to the needs of our young people and societies, 1.22. considers that it will not be possible to improve their status unless workers in education are seen as agents of economic, social and cultural development, recognised as such by all the members of society, 1.23. urges the intensification of cooperation between schools, institutions of higher education and permanent training, on the one hand, and the trade unions which operate at these levels, on the other, 1.24. invite all affiliated and sympathising organisations to continue to reflect, within their own national situation and in cooperation with the other trade union organisations, on the proposals and strategies to be implemented so that education and training will be recognised as an intangible investment that is essential during the period of great changes through which our societies are passing, 1.25. increase information on all of these issues for member and sympathising organisations through the publication of articles containing analysis, research or interviews in our International's magazine, 1.26. continue reflection, at a less centralised level, by putting this theme on the agenda at the forthcoming IFFTU regional conferences and labour education seminars and in publishing the conclusions adopted, 1.27. use all the international conference forums( UNESCO, ILO, OECD, Council of Europe, etc.) to make these international institutions and the governments of the Member Countries aware of the measures that need to be implemented to enable educational systems and workers to play their part to the fullest in societies which are undergoing drastic change, 1.28. study the impact of education on the development of the new technologies. ( Theme Resolution 2. the Relation of Education to Development) ST.F 2.1. noting the existence of a profound and prolonged educational crisis in many Third World countries, which entails disastrous consequences for the well- being and working conditions of teachers and other workers in education and a severe deterioration in the quality of educational services, as well as restricting the accessibility of education, especially for working class and peasant children in vast regions of the world, 2.2. emphasising the importance for genuine economic and social development of universal public education that is open to all, aware of the urgent need for a literate and educated population to cope with the new technologies which have appeared and with the changes which have taken place in the nature of work, and recognising that the gulf which separates North and South will not be bridged without a significant improvement in the accessibility and quality of education, To 2.3. noting that serious economic difficulties caused by servicing the foreign debt are the main cause of the inability of the State authorities to improve public education in very many African, Latin American and Asian countries, 2.4. declaring that this critical situation in education, with repercussions for hundreds of thousands of teachers belonging to trade unions affiliated to IFFTU, calls more than ever for a direct and active attempt to find solutions in order to reform and rejuvenate teaching, 88 2.5. launch programmes of action with a view to informing affiliated organisations about the educational reform projects which have been implemented in both the industrialised and the developing countries, UTH 2.6. encourage affiliated organisations to participate in planning and carrying out national teaching development projects, and to search for innovative strategies with a view to attracting the attention of all members of society to the disastrous consequences of indebtedness for the development of education and to the need to reduce them, T.T 2.7. request the creation of a working group within the IFFTU to help apply the resolutions adopted by the present Congress and to coordinate the activities of our International at the levels of the OECD, UNESCO and ILO. vinens meq dsed ad taum tud benignos vilatos savan motes to paib nifest stan fogynem tart eaton Loqonu3 latina brentond to ancien erit ligiv dziw bebnetab ons betalnin themevog to assi to eesoon erit ni bons to anotagildg larobaini uyo b etitonod art argoba sonetto ed.bnim ni enoit yhsolo bluore generira lle en Janno notube to soinu abait. art to bri lence Soinu obs of trigh to note to T to joubnao of betimil son sud ribuloni bube to anoin ube fsionenit ex risiw gibulbal emmevog listo tholiqa ad blubile no tosidua ed ad log la ot bra escos or moq eurit co aquorg vilepel ed bluorte be fle to nab orlw andhow bna nosila mosq oldianogos to noitemol sys to nousoube to vinumogao u bns laup3.or ad to noisermonis ad to sassous en vot notinos laitones ad ai arrossz at oninian soive no semina aqua en bra mezea mi lennot lizini bruca Arr ube connine ori svodo besare salloning arts avaldos bra somong noinibroos avispettons eness of no al and na to semmangos to noticias conies of bio ni 200 bo lo enoinu obtevoor eme you ges to prinevno de brawa? bna mera to enjoinu ploom srit to trea # 89 super.cr ledolg ons to APPENDIX III: Final Summary of Conclusions, IFFTU East/ West Conference, Warsaw, Poland 9-12 October 1990. 1. The first IFFTU East/ West Conference of democratic unions of education personnel in Warsaw, Poland from 9- 12 October 1990, held in cooperation with the National Education Section of Solidarnosc and based on the major themes of" Democracy, Education and Trade Unionism", has undertaken a serious debate and discussion concerning these themes while recognising the obviously difficult process of transition from communism to democracy in the various countries of Eastern and Central Europe. The unions of the Western nations here represented have expressed both their interest and encouragement as well as sincere willingness to help in this process insofar as they are requested to do so and insofar as their means permit. 2. The conference participants clearly welcome those positive political developments which have already taken place, but note that many political, social and economic difficulties of varying degrees are yet being encountered in most, if not all, of the nations of Eastern and Central Europe. 3. The conference participants recognise and affirm that democracy is never totally acquired but must be both permanently reinforced and defended with vigilance. 4. The Conference further unanimously considers that political democracy is the only system of government which permits and ensures the promotion of trade unionism and human rights, as well as the development and maintenance of a system of education which grants equality of access for all, which is capable of providing quality academic knowledge, which encourages full community participation and which develops a full understanding of democratic principles and encourages involvement in the processes of government. 5. Furthermore, the Conference recognises the need to present an accurate teaching of history of the countries of Eastern and Central Europe now in the process of democratisation. With these considerations in mind, the Conference adopts the following conclusions: 6. Trade unions of education personnel, as all others, should clearly support and carry out their traditional obligations of representing and defending the moral and material rights of their members( e.g. salaries, working conditions, social benefits, training). Teachers' unions are encouraged to become part of the general free trade union movement in their respective countries in order to avoid their isolation from other workers in other industrial sectors. 7. That the existence and legal recognition, as well as the guarantee of the liberty of action of trade unions, are essential elements for the conduct of a democratic society. Trade unions should have all legal rights adopted in all internationally recognised instruments, including but not limited to the right to organise, the right to collective bargaining and the right to strike. Trade unions of education personnel should themselves play an active role in the process of the democratisation of education. 8. That education should be a priority concern of all governments, including with respect to financial investments, as it has a fundamental role in the process of democratisation. Education should be the responsibility of the State but should be subject to all policies and laws established through and by the democratic process. 9. Educational systems should be democratic in nature, both in principle and in practice, thus permitting the access and involvement of all groups within the educational community who have an interest in the functioning of the education process. 10. Equal and full opportunity of education at all levels in a democratic society is a basic right of all and should be legally recognised as such. Furthermore, education should promote tolerance and pluralism and foster creativity, innovation and critical thinking, and should serve in the interest of the formation of responsible persons, citizens and workers who can successfully function in a democratic society. 11. A sound initial and in- service training fo teachers is the essential condition for the success of the transformation of the education systems in the countries of Eastern and Central Europe. This should be accompanied by a reevaluation of the social status of teachers and an appropriate augmentation of their salaries and improvements in their working conditions and social benefits. In order to promote and achieve the principles stated above the Conference: 12. Invites the IFFTU and its affiliated organisations in the western nations to pursue and develop bilateral programmes on a national basis with the newly emerging democratic unions of education personnel in Eastern and Central Europe. and 13. Requests that the IFFTU Secretariat organise the necessary consultations in order to assure and effective coordination of the global implementation of these programmes. 14. Expresses its desire for the IFFTU Secretariat to assume the responsibility for the organisation of programmes of an international character, with a particular view toward the convening of regular East/ West conferences in order to reinforce the development of the newly emerging democratic unions of Eastern and Central Europe. 90 15. Endorses the decision of the IFFTU Secretariat to organise in Czechoslovakia in the spring of 1991, in conjunction with the unions in that country, a second IFFTU East/ West Conference. 2. The opini ts were Different set to anousutig sitiosge bools partly the aldersqmoo alevel yaq yd On bases and ad by bnameb oniniast lanoizestoq bna noit Warsaw, th ube lenoneq to aloval rigirl eriz.d UTHRI mozel simone- 010am singcoes of been br Tanoitiboo gabhow bos veq' eter 3. In vitoubong mole 5. Tes hidiacard blindstoothbabes mob nimadostdochounhada ho opp To promot ference equarioitan motow emot ni noirslugo to 10sqm svitagen 1. lov 2. Exprouse eaingoo noitequado na tinmysq aa leipon abran to son ong the eg bnt side soos no bead veq' sterioser to abobnare al to noisinilebari.s leioitened edoset nobeac Bris vlovitou dando grihow be ysq'etados no nomembni succesib- qubna woda o meinademenoitanti oma to pridates st. no evideremos oldala po writega) meraya giningad evidoolloo bina enoitibnos averiones to moitasillaqe segong staloval van' sterious or lamezni clienti e seusal rious to notatobianco tortul.b yaq bezales to meteva ima bna lacings torical( esilidianoques bris sebub short bra soupeellos hoqque of antelite mares Wet bra UTARI 16 the ed to snemgolovob ter Domob calves to enoiribnico herbo bra veq' eeriset yaw onjunega ni sisitogen or aroin arloes to striphera enciiboobne alevel yaq oldsiqasos to fluauq ni, nolos sind nibuloni, noitos act or right evertoned to unifaldata dr.d toolves to to noitevitom bos consnetnim odriiw instalanoo et loirlw no soube not as obivan or anoiten is not bean art o -girl ebivdiq of ison 1 e enoirivong inhetam narito dous riivagoaned -llow to sedmum exaupaba na vinunoquo lentosoube Vilaup 91 Second IFFTU East- West Conference, Prague, 21-23 May, 1991, Resolution on the matter of teachers' pay and conditions of service ed? Aware of the specific situations of teachers in Central and Eastern Europe, this IFFTU Conference, dealing with the matter of teachers' pay and conditions of service Notes: a. the fact that a successful education system, which must be based on well- qualified teachers who are recruited and motivated by pay levels comparable to those enjoyed by graduate workers in private sector employment, is necessary for economic prosperity; b. the high levels of personal education and professional training demanded of teachers; ntly c. the need to recognize macro- economic factors as significant determinant of what any nation can afford in connection with teachers' pay and working conditions. This creates a close relationship between education and economies. As a result, IFFTU unions understand that macro- economic factors are an important element in what a nation can spend on education, but the unions assert there is a complementary truth. This is that what a nation invests in education is a major determinant of economic productivity and growth; d. the importance of having a clear policy on the share of the gross national product which should be invested in education; e. the significance of such considerations as demographic developments, changes in school systems and curriculum reform, and the influence of changing demands and expectations held by society in respect of teachers; And taking into account: a. the negative impact of de- regulation in some western nations, especially in relation to actual pay levels, tenure and class size; b. the relevance of tax demands, social security payments, and occupational pension arrangements; Calls for: a. the definition of clear standards for teachers' pay based on acceptable and generally applicable comparisons; b. the adoption of educationally beneficial class size limits together with specified working hours for teachers which recognise constructively the tasks imposed on teachers; c. the establishing of some international mechanism to secure and up- date accurate information on teachers' pay and working conditions, and collective bargaining systems, together with some means of making reliable, comparative analyses; tung d. further consideration of such issues as differentials internal to teachers' pay levels, the proper specification of teachers' duties and responsibilities, teacher appraisal and any system of performance- related pay; Equal and e. continuation and further development of the efforts of IFFTU and its Western affiliates to support colleagues and their democratic unions in Central and Eastern Europe; And insists on: a. the rights of Teachers' Unions to negotiate in a genuine way teachers' pay and other conditions of service; the b. the establishing of teachers' right to take action, including strike action, in pursuit of acceptable pay levels and conditions of service; c. the need for all nations to provide resources for education which are consistent with the maintenance and motivation of an adequate number of well- qualified teachers, together with such other material provisions as are necessary to provide highquality, educational opportunity for all students. 13. Requ of implem 14. Ex 92 for the Bostern and Central Europe. effective coordination of an inforce Third( FFTU Resolution on decentralisation and privatisation of education systems d 1. This conference was the occasion of a serious debate on the sensitive theme of" decentralisation and privatisation of education systems". 2. The participants were able to have an extensive exchange of views which permitted the expression of a variety of opinions. Different opinions have been expressed on the opportunity to establish private schools partly or fully funded by the state. ent yd sorot to BAMBOO 3. The conference unanimously held that the economic, social and cultural development of a country is linked to the development of a high quality system of education accessible to all. ducation their id elmed On these bases and on the basis of the conclusions adopted by the First IFFTU East- West Conference in Warsaw, the conference adopted the following conclusions: sonsloly to sau príunimo edr@ MMQ00 1. Education is a right which must be guaranteed to all by the state; 4. STRESSES art to be in the 2. In a democratic, tolerant and pluralist society freedom of choice must be recognised, in the respect of children's rights. 3. In all countries a public education service of quality must be available to all; 5. CONSIDE 4. Education must be considered a priority in relation to which the state must make available the appropriate resources. To this end, trade unions should make every effort to exert pressure on their governments; 5. Teachers, parents, pupils and students should be actively involved in the educational process and should have the opportunity to be associated with decision making processes in schools and universities. To promote the principles set out above the conference STREE 1. Invites IFFTU and its western unions to continue with, and to develop further, bilateral programmes with the democratic teachers' unions in Central and Eastern Europe; 2. Expresses the wish that IFFTU should organise other East- West conference to develop cooperation among the trade unions and to encourage the development of democratic unions in Central and Eastern Europe. CONSE impleme particular language teaching and a" positive" approach to the, teaching of history, educations jority 10. RECALLS that there who The Conference, ont so the of pr 11. INVITES the IFFYU affiliated organisations and those whic engage the actions required to Improve Intoretanic understanding wind to promote young people's training programmes, within the framework of a der 12. CALLS UP to contribu the IFFTU, the future Education to peace be nition # 93 necessary for economic and so laval 8 Resolution on the right to self- determination in Yugoslavia and the Baltic Countries In keeping with the strong tradition of the International Federation of Free Teachers Unions in support of internationally recognized human rights including the right to national self- determination, the Second IFFTU East- West Conference, assembled in Prague from 21-23 May 1991. T S ■ STATES its support for the right to self- determination and full national freedom, as expressed through democratic means; CONDEMNS the use of force by the federal authorities of the Yugoslav army and security police, supported by the national communist government of Serbia's Sloban Milosevic, which force has been used in both Croatia and Slovenia, both before and after referendums that resulted in overwhelming support for autonomous and independent states; ☐ ■ CONDEMNS the use of violence against Albanians in the Kosovo province; and CONDEMNS the continuing use of violence by the Soviet government and armed force to intimidate and threaten the peoples of the Baltic republics, which have democratically expressed their will to be independent states; EXPRESSES its strong support for the Croatian independent trade union of higher education, the Croatian independent trade union of workers in secondary education, and the Croatian independent trade union of workers in elementary education, each members of the IFFTU, and expresses support for these unions' efforts, taken together with other independent unions, to promote democracy and a peaceful resolution of disputes in multi- ethnic states; ■ REITERATES its strong support for the Lithuanian, Latvian and Estonian teachers unions and their independent labour _ movements as they seek to fulfil the democratically expressed will of their peoples for independence and democracy. And b. the eben er gnoma noite Calle for: e. the definition of b. the com tonally hers: conditions, and collective bargaining dutin and Ann b. the establishing of teach of are night Including c. the need for all nation Movide 94 Dablam nois ed of vinuto evodu tuo les colqining arth atomos T Westor affiliates to sup Son O ni anoinu ateriat suone as br ecognise Bachers' pay and working ation ochers! thair and conditione motivation of provide high Third IFFTU East- West Conference, Sofia, Bulgaria, 6- 8 October 1992, ale vzbrs noirsoube ni show: S MEHT THEME 1: Declaration on education and ethnic minorities, 10W- 190W UTAT See! vedoto0 8 0 8 most( shaplu) 1. The Third IFFTU West- West Conference, convoked by the International Federation of Free Trade Unions( IFFTU) in Sofia ( Bulgaria) from 6 to 8 October 1992, Jan to noobs sri sot bidabruot bilos to show to aroitiboo riw erosges lanciosatong 2. RECALLING the Universal Declaration of Human Rights, adopted by the United Nations on 10 December 1948, proclaiming the right of every individual to enjoy basic liberties; 3. RECALLING the standpoint adopted by the IFFTU at previous congresses on the right of all young people to enjoy an education which respects their identity and is aimed to achieve their personal development and their economic and social integration; The Conference: 8. DECLARES noilgeoxs Serbian 4. STRESSES that the resurgence of ethnic conflicts which can be noted in several countries, particularly in the countries of Eastern and Central Europe, is due to classic factors, such as the consequences of history and geography, the persistence of religious and cultural intolerance, and the hegemonic ambitions of certain politico- economic forces; sch 5. CONSIDERS that, in addition to these classic factors, there are additional factors such as the persistence of underdevelopment, the development of information and means of communication, the economic difficulties of the Western world, and the acceleration of changes in the modes of production and life- styles; mams 6. TAKES INTO ACCOUNT the fact that present- day and future societies display an increasingly intercultural character whose limits will have to be set in order to maintain the political and social stability of the host countries, and that this interculturality must be managed as far as possible in the interest of all; banian 7. STRESSES that the labour movement in general, and the educational sector of the labour movement in particular, can and must make their contribution to the reduction and, if possible, to the regulation of ethnic conflicts, in campaigning for the recognition of the universal basic rights of minorities as long as they do not conflict with the principles of the democratic nation states; 8. REAFFIRMS the necessity for the state educational service to develop democratic practices which initiate young people into the basic principles of democracy: humanism, liberty, equality and fraternity; 9. CONSIDERS that the implementation of multicultural education, which requires closer definition but which privileges in particular language teaching and a" positive" approach to the teaching of history, appears to be the solution to the educational problems of children who do not belong to the majority cultural groups; 10. RECALLS that there is a very close connection between the regulation of explicit or potential ethnic conflicts and socioeconomic development as the source of prosperity, social justice and happiness; The Conference, 3DARUCOMB OT. 11. INVITES the IFFTU affiliated organisations and those which sympathise with them to engage in the actions required to improve interethnic understanding and to promote young people's training programmes, within the framework of a democratically run state educational service, which are conducive to tolerance, cooperation and respect for all communities; 12. CALLS UPON the IFFTU, the future Education International, to engage in the necessary actions at the international level to contribute to peace between communities, which is a necessary condition for economic and social progress. # 95 THEME 2: Workers in education and their employers V- real UTF bein 1. The Third IFFTU West- West Conference, convoked by the International Federation of Free Trade Unions( IFFTU) in Sofia ( Bulgaria) from 6 to 8 October 1992, 2. CONSIDERING that the joint 1966 ILO/ UNESCO Recommendation on the conditions of workers in education, which links professional aspects with conditions of work of teachers, forms a solid foundation for the adoption of national policies with regard to teachers; 3. RECOGNISING that the right to organise, to bargain collectively and to strike is one of the basic human rights recognised by the ILO conventions which apply to all workers, including workers in education; 4. CONSIDERING that these rights are still non- existent or only exist to a very limited degree in a certain number of countries; 5. CONSIDERING that, with the exception of certain countries, the right to strike is denied or is subjected to a large number of restrictions; 6. NOTING with concern that, despite the progress which has been made, violation and restrictions of the right to collective bargaining are on the increase; Adopts the following declaration, 7. INVITES the IFFTU and all its affiliated organisations to use every legal means at their disposal to urge every government to ratify and implement the international labour conventions and to apply all of the measures contained in them to all workers in education; 8. REAFFIRMS the right of all workers in education, whatever their status may be, to enjoy the same rights as other workers; 9. STRESSES that full respect for the rights of teachers encourages them to assume all their responsibilities in the exercise of their profession, and ensures their active participation in educational decision- making; 10. ENDORSES the conclusions and resolutions adopted at the second bilateral ILO meeting on teachers' conditions of work ( November 1991), in particular the call for a study of the condition of teachers in higher education and the trade union situation in this sector; doig lenotte 11. EXPRESSES its support for the actions of the affiliated organisations in Central and Eastern Europe in their efforts to secure the ratification of the ILO conventions and to promote the reform of their educational systems. 03.0 ulos dososqge" ayirisoq" a bne giroast In order to promote these principles, the conference calls upon the IFFTU: ob ortw 12. TO SUPPORT its affiliates and to intervene in the ILO Committee on Freedom of Association on every occasion that trade union rights, particularly the right to collective bargaining, are disregarded; 13. TO ENCOURAGE the exchange of information and experiences in these fields among all its affiliates. T of beni per en How or bos Viesscon erit ni agagna ofianoitemen 96 UTRI 7 29TIVMI. mi evorini uyllaoiresorneb pose of studiono or Resolution on the situation in former Yugoslavia 1. The Third IFFTU West- West Conference in Sofia( Bulgaria) from 6 to 8 October 1992, 2. VIGOROUSLY CONDEMNS the violation of basic human and trade union rights in Bosna- Hercegovina and in Kosovo, as well as the dismissal of thousands of workers, including 27,000 teachers, on the basis of their ethnic origin in Kosovo. 3. EXPRESSES its deep concern at the brutalities, attacks and crimes perpetrated against civilian populations. 4. CONSIDERS that the tragic interethnic conflict in Bosna is the consequence of Serbian aggression and its imperialist ambitions. 5. NOTES that the government of Serbia continues to adopt repressive measures against the Albanian population in Kosovo, including the forced closure of schools and all educational, cultural and scientific institutions in Kosovo. 6. DECLARES the imposition of emergency regulations on the university of Prishtina, and the Serbian laws imposing the dismissal of Albanian teaching staff, to be illegal. 7. EXPRESSES its indignation at the deprivation of education suffered by some 500,000 children as a result of the closure of the schools. 8. CALLS for the repeat of the new academic year for all children of Albanian origin, from primary to higher education, on the basis of the situation which preceded the emergency measures. WE 9. INSISTS that the Serbian authorities respect international standards on human and trade union rights, that they stop the reprisals against the population of Albanian origin by removing all repressive measures, including the reinstatement of all workers who have been dismissed, and by reopening the educational, scientific and cultural institutions for the population of Albanian origin. THE CATION 10. SUPPORTS the holding of an international tribunal by the United Nations to try those responsible for crimes against the civilian populations. 11. INSISTS that the ILO and UNESCO take appropriate action immediately. 12. URGES the European Community and the Security Council of the United Nations to consider every solution, including the use of multilateral force, to put an end to the conflict in Bosna- Hercegovina and to prevent the war from spreading to Kosovo. 97 THEM nesion and thair pl 10. 003 bised to nobala ni motautia ari ne okuloss UORODIV S anolidme legallad of Mara unidoset nainadiA to laesimaib nigno nsnediA to meblirio lls 10) say oimobson ated organiemiona, of teachers enco dopted telugoq aloorios erit to neinediA to blor als 2TRO992.or vio gnibuloni aroo of anditel besin art to lionuod ysinummo nego on 23 AUST in or 12. TO union its aliates and the 13. TO EN RAGE the that grads CONGRESS DOCUMENT 6 IFFTU WORLD CONGRESS 22-25 JANUARY 1993. STOCKHOLM, SWEDEN AGENDA 8 STUDY GROUP:" EDUCATIONAL AND TRADE UNION PRIORITIES FOR THE NEW EDUCATION INTERNATIONAL" CONGRESS DOCUMENT 6 TABLE OF CONTE XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 8 STUDY GROUP:" EDUCATIONAL AND TRADE UNION PRIORITIES FOR THE NEW EDUCATION INTERNATIONAL" d The new Educ promote state education tional must help its affiliated organisations to 2 A growing trend can be not profession of teache people, at a time of the high a unemployment: There is still a very marked ed rel young people b Too many trade ion demand C Teachers even unde d The living and worki red for too long art of demands th action, ove the IVX CROW UTRAI seer YRAUMAU ES- SS BLOCKHOгW 2MEDEM IOM 8 АЗИЗДА : QUORD ИОМИ ЗАЯТ СИА ЗАИGITAQUYura ЗАЙОТ MOITAOUCB шаи ант яо я bb " ЈАНОТТАИЯЭТИГ а тиами CONGRESS DOCUMENT 6 XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 8 STUDY GROUP:" EDUCATIONAL AND TRADE UNION PRIORITIES FOR THE NEW EDUCATION INTERNATIONAL" d The ne A 1 TABLE OF CONTENTS Which Educational Priorities for the New International? m Criticisms of the quality of the public services in general, and of state education in particular, are becoming increasingly prevalent 980 a ber What forms do the classic criticisms take? to beswoo8 b These criticisms originate from all kinds of groups C d y anoir Numerous activities have been undertaken by the trade unions spaminiert esinebom of it bluoda zhoinu abs ed The new Education International must help its affiliated organisations to promote state education vslq oais raum 2 a b C d A growing trend can be noted in the decreasing attractiveness of the profession of teacher among young people, even at a time of high young people, even at a t unemployment: ngeo There is still a very marked reluctance to become teachers on the part of young people bentibom need earl anoinu obs lateve to gninoitonu) ismetni Too many trade union demands remain unanswered for too long emoped ev hoinu ebat Jainummo an Teachers' unions have continued to back up their demands with action, even under difficult conditions been a rod ebnismeb maim eb The initiatives of the Education International may help to improve the living and working conditions of workers in education 1 3 a In the light of youth unemployment, the public systems are often accused of not preparing them properly for the world of work by employers and by certain political and trade union forces These accusations certainly exist, and they are made from various quarters 8 АЗИЗДА b 223A These accusations are considered essentially incorrect by the trade unions 00 " JA ТАИЯЗТИН C Educational curricula must be changed to introduce technical and technological subjects d Training young people professionally while taking the future reality of the labour market into consideration arbol zeithoh lenoirspub doldW A B Which Trade Union Priorities for the New International? 1 a b C Many criticisms have been made of the trade unions. They have been accused of being conservative forces which stand in the way of change Generally speaking, our member organisations confirm the existence of these accusations anoinu absit erit u need ev The trade unions should try to modernise their image or noitseinspo bersiliths ati qle qled taum Isnoite ub3 wen edT The Education International must also play a part in the search for a better trade union image 2 a b C In a certain way, free trade unionism represented an alternative model to the' transmission belt' trade unionism of the Communist regimes. The international situation today is entirely new and pregnant with to consequences set emoced of eonetoule bsahem viev s lite el etedT The internal functioning of several trade unions has been modified ne quoad of beunitn phol oot not belewanenu nismen abnemeb noinu ebat ynem ooT The Communist trade unions have often disappeared or have become much more discrete eT pittib abnu neve Restoring trade union dynamism demands both a respect for traditional values and principles and the taking into account of new sensibilities noiteɔube ni ate how to enoitibno prihow bns privil 2 3 The arrogance of certain governments and numerous employers toward the trade union movement must be vigorously denounced a This arrogance is far from being a marginal phenomenon b C d Anti- union actions are still carried out in defiance of all the ILO conventions bris, bred eno er no It will be desirable for the new International to adopt stronger initiatives and to do so more frequently The new International will also have to devote itself to social problems: xamina Criticisms are also voiced regarding problems of security of both pupils and teachers his erit) 908A adquonamaibun ezent to sonataixe erit ezingoo 19wet wor- 818 Am we " The extre eup P) WSD erit bris 006 a16ey wet s siew vert ned parties, the press, the employers' organisations.( DLE is notsoube fenisgs believel ameionto en sitt 1067 en 289178 292000ae Is avez ( UTIS) noinueneribesT swdsdmis erit 2A 810082 pilduq orbo ni gnuot cals apitecube dileed ni vileiosges aspiviez pilduq ad to viileup s Guatemala). " The unions and the work fon al aloonbz 50 leipoa of bi6891 Both e tak emselves formulate critic metava lenolsoubs and to amabuo seven soll esetz WD named ar ( Swiss The criticisms are thus of van wo The mos Workers in education have criticisms of serid ari to jud.b to 290lv art to yfileup ads to and the thre future the noiteoitilsup ing uzni ne bre As several replie BCCOU reasons for 3 W imaxs TUMS Fund( IMF) of th A Which Educational Priorities for the New International? Modern society is undergoing profound changes in the political, economic, social and cultural fields. These changes regularly modify the framework in which young people develop as recipients of the educational system and as agents on the labour market. There is a discrepancy between the content and quality of the services offered to young people by the state educational sector, on the one hand, and the training which young people require to secure a position on the labour market, on the other. In view of this discrepancy, it can be stated that: atu 1 De chant @tom oa ob ot bas ducatechnical and Criticisms of the quality of the public services in general, and of state education in particular, are becoming increasingly prevalent: bour market into o A very large majority of the organisations affiliated to the IFFTU which replied to the questionnaire recognise the existence of these criticisms, though the ABOP( the Netherlands) and the GEW( Germany) consider that these criticisms are now fewer than they were a few years ago. conserve which stand in the of Several responses stress the fact that the criticisms levelled against education are also found in other public sectors. As the Zimbabwe Teachers' Union( ZITU) indicates:" The quality of the public services, especially in health, education, transport, energy, postal services and telecommunications, often leaves a lot to be desired.' Educa also a search fo Some replies reveal criticisms of the educational system of an ideological kind. In this connection, the German GEW stresses:" The main criticism of the schools is not of the quality of the services offered, but of the position taken with regard to social problems, such as the place of the extreme Right among young people. " a) What forms do the classic criticisms take? nsequenc The responses vary, depending on the level of development of the country concerned. Internal ctioni " The most common criticism refers to the courses. Pupils do not take any examinations until the 7th year of primary education"( Zambia National Union of Teachers, ZNUT). Restoring tra de un lynamism demand resp al " Education has been subjected to an impressive series of criticisms during the past five years, especially with regard to the low level of the pupils and the inadequacies of the teachers"( NAS- UWT, Great Britain). " Too much interdisciplinary and group education, and an insufficient qualification of the teachers in specific subjects"( DLF, Denmark). " The curricula in use require revision, because they no longer correspond to the scientific and technical progress which is going on in the modern world"( CTSETU, Cyprus). 4 " The number of educational institutions is quite inadequate to meet the needs of the country. This situation leads to heavy criticisms by the people"( PTOC, Pakistan). So the forms of the criticisms vary. They concern both the structure of the state educational systems, their curricula and their adaptation to the modern world, in BOUDS which technique and technology are playing an increasingly important role. 10V9 9280 900 From this perspective, our Japanese colleagues in the NIKKYOSO have a strong criticism to make of the competitive nature of the educational system. As they point out:" The entrance examinations for higher secondary educational institutions are so competitive that many pupils follow private courses to prepare for these examinations in addition to their normal school hours". bne sleɔz vielse s to Other resp Criticisms are also voiced regarding problems of security of both pupils and teachers within schools. This tendency is more characteristic of the industrialised countries. b) These criticisms originate from all kinds of groups find the hu resources or the the set " The extreme right- wing parties, the press, the employers' organisations..."( DLF, Denmark). affiliated 28269181 229ng to poluzal insu " The employers' sector expresses strong criticisms of the state institutions"( CMG, Guatemala). " The unions and the workers themselves formulate criticisms which are taken over by the press"( KUDHEIHA, Kenya). m our " Both the unions and the employers complain about the quality of education" ( Swiss civil servants' union). of 18 how bos w.bos The criticisms are thus of varying kinds and are voiced by all kinds of groups. Sometimes ideological considerations are uppermost, while employers very often express their concern about the need for young people to be better prepared for the world of work. The most striking feature, however, and one which may be a new phenomenon, is the fact that an increasing number of public criticisms is levelled by teachers' trade unions and trade union federations. Workers in education have traditionally always had reservations about expressing criticisms of this kind, for in making them public they often felt that they were undermining the state educational service to which they belong. It now appears that they are much more inclined to express such criticisms in public, in view of the serious deterioration of the public service in the developing countries in particular, and the threat to its future in both the developing and the industrialised countries. This re As several replies to the questionnaire have emphasised, it is necessary to take into account the fact that the criticisms by the International Monetary Fund( IMF) of the inefficient management of the public services in many countries and the need to cut back on public spending in general, including the educational sector, are among the reasons for the accelerated deterioration of the state educational system. The reply 5 8 by the Belgian ACOD is interesting in this respect:" The liberal and extreme right- wing parties in Belgium regard the public services as unproductive and inadequate. They consider that a 10% reduction in staff is called for in education. In addition, there is the negative criticism of the public sector pensions by the IMF..." The criticisms concern not only educational curricula and the structure of the educational systems, but also educational personnel- size, material situation, and in one case even retirement. c) Numerous activities have been undertaken by the trade unions TO STUSSIT ento exism of ກ່າວ " In general our organisation supports the modernisation of the educational system, and on several occasions we have initiated significant changes: the implementation of a salary scale, and the determination of equivalences between diplomas and qualifications"( EESTI, Estonia). thubes to am jov oals 918 amai " No significant reaction by my union or our trade union federation because of the dictatorial regime which we have had for the last 25 years"( Protestant teachers' union of Togo, SEPT). " Several types of action have been undertaken for this campaign, such as: also found in ther public ic sec ☐ As Zin ars ar frequent issuing of press releases health, educ ucation. production of research documents on financing policies and educational sired structures distribution of documents with advice to union members on various issues, which naturally entailed additional expenses, but which made it possible to this car maintain teachers' morale at an extremely difficult time"( NAS- UWT, Great of the Britain). but of the position taken with regard to pro service " In order to make our voice heard, we make use of negotiations, demonstrations, and work stoppages in exceptional cases"( S- VOPD, Switzerland). 010 to bnix ghivisy to sun? 918 tho erT In the vast majority of cases the teachers' trade union organisations conduct consciousness- raisingcampaigns directed at public opinion and parents, relying more on discussion and persuasion than on confrontation. All the same, several unions affiliated to the IFFTU have sometimes organised spectacular actions since our Toronto Congress, such as demonstrations( France, Spain, Argentina, etc.) for the defence of the state educational service. gniee jode anoitsV19291 avawis yllsno oitiber ever noitsoube ni 819> how It may be interesting for Congress to reflect on the means of action available to unions today and above all to their impact on public opinion. benilom som noum 916 Ver d) The new Education International must help its affiliated organisations to promote state education: igoleve en nod ualit on All the responses to the questionnaire stress the need for the new Education responses to t International( El) to play a dynamic role in the defence and promotion of the civil services in general, and of the public educational service in particular. The need is particularly great on the part of the unions in the developing countries, who give the impression of being somewhat demoralised at the deterioration of the state 6 educational service, which is very often connected with the catastrophic financial situation in many of these countries. Several responses took the form of urgent appeals: " The IMF and the hould make educati ( nisq2, sonivo19 supas eup268, VT2- AJ3) " Our union needs support in this campaign to prevent the privatisation of our state schools"( PRICPHMA, Honduras). Wiw doi bns qu2" sutia nenettib ni gnishow " The war has meant the complete destruction of the educational system in the occupied territories. Once peace has been restored, the El should be able to help the Croatian unions to reconstruct their educational institutions"( independentunion of researchers and higher education employees of Croatia, IURHEEC, Croatia). Other responses likewise stress the need for the new Education International( El) to provide regular information on new regional and international trends in the educational sector. A significant number of national organisations expressed deep concern at the lack of information on these issues. The new Education International ( El) will certainly have to adopt a certain number of initiatives in this respect and to find the human and financial resources for the setting up of a data bank on educational issues( structures, budget, staff levels, working hours, etc.). There is no doubt that a service of this kind would be greatly appreciated by the organisations affiliated to the El. The setting up of an education data bank is certainly an ambitious project which will take some time before it can be put into effect. In the meantime, several organisations would like to receive written documentation on a regular basis. " The El should provide our union with reviews of educational training to enable our union officers to organise the members in the professional field and to hold study days on education"( Protestant teachers' union of Togo, SEPT). " The El should facilitate the exchange of educational and professional experiences between the member organisations of different countries in the North and South" ( Senegal teachers' union, SYPROS). noi While expressing the wish for exchanges to be organised by the new Education. International between unions in the developing countries and unions in the industrialised countries in the field of education, the latter would also like cooperation and exchange to be organised between the unions of the industrialised countries themselves. The German GEW emphasises that it is often difficult to obtain comparative research on the organisation of education in the different industrialised countries. It is obvious that the possession of such research enables the unions to use it in their negotiations with the educational authorities. 6 28 ne This request has been formulated in a similar way by other trade unions: jonsv " The El should follow developments in the educational sector in order to be able to exchange them among the member organisations. The El should offer these organisations information, with back- up documentation, on the initiatives taken by the other unions to exert a positive influence on educational trends"( DLF, tion, w 7 Denmark). " Education for migrants and minorities, as well as educational curricula within a situation of growing intolerance, should become priorities at the international level" ( ABOP, the Netherlands). " Supplying information and material which will facilitate exchanges with colleagues working in different situations..."( ELA- STV, Basque Province, Spain). noi 34 1ew sNT" The problem of financing education is an acute one in many countries. It is extremely important, as the German GEW stresses, to carry out the necessary research in order to demonstrate scientifically the connection between quantity ( budgets, staff levels, working hours, etc.) and the quality of the education provided. The GEW adds:" The El should find institutions and researchers capable of carrying out such analyses". sluge no no With regard to the role that the new Education International( El) could play vis- à- vis the government authorities in various countries, it should be realised that the unions in the developing countries are asking for a more regular and more active El presence. The replies sometimes give the impression that the unions in these countries, faced with serious difficulties in meeting, and a fortiori of bargaining with the authorities in their countries, are transferring to the International a responsibility which should in principle be theirs. This is illustrated by the following responses: w sfsb non soube no lo qu guisa AT " The Education International should support the actions of its members by intervening physically and promptly to propose arbitration. It could organise tripartite conferences to remind the various parties of their duty to respect international agreements"( Chad teachers' union). ybuta bi no 01 21 " To work with the GTU to affect the decisions already taken by the authorities and the World Bank on cuts in public spending on education"( Gambia bns bleit lanoizzato a nadmsm medi s 5059 oinu bluore union). " To constrain the government to respect the ratified conventions and the 1966 ILO/ UNESCO recommendation on the conditions of workers in education"( Sierra Leone teachers' union). " To support the recommendations of our trade union by writing to the national authorities to make them aware of the need to implement these recommendations" ( Hong Kong Teachers' Association). inspio ad of 16010 emed 8190000 จาก มอง In the industrialised countries, on the other hand, as was pointed out above, the role of the new Education International( El) is seen more in terms of a structure for providing documentation of a comparative kind on the situation in the different countries than as a structure to intervene with the government authorities of the various countries. Congress will have to reply on this point and to define to what extent the El can intervene adequately in different countries at the invitation of the affiliated organisations. 13 As for the role which the new Education International( El) will be expected to play with regard to the international financial institutions, such as the International 8 Monetary Fund( IMF) and the World Bank, the trade unions in the developing countries in particular anticipate very strong interventions by the El. The appeals formulated in the response to the questionnaire are significant in this respect. derpayment and to normalise working " The IMF and the World Bank should make educational development one of the conditions of the aid that they give to the country"( Pakistan teachers' organisations council). " The El and the international labour movement should be able to exert efficient be able to control of the use of the funds received for education from the international financial institutions"( Guatemala teachers' federation). Justxe betin etimil s of " The El should act to make the international financial institutions aware that increased support for education and training on their part would accelerate the development of our country"( Senegal teachers' union). of fail ajority of unions to find an app " The El should engage in representations to the IMF and the World Bank to stress the urgent need for supplementary funds for education in the Third World"( Zambia national union of teachers). Thi ong te Ho once to nolfizog we should All of these demands reveal the important role played by the international financial organisations and the view of them held by the trade unions in developing countries. There is no doubt that the El will have to play a more active part at this level. In the structure that is envisaged for the El secretariat, the Executive Director for international relations and a small team will be exclusively responsible for relations with the intergovernmental organisations, including the IMF and the World Bank. This new structure should facilitate the increased presence that very many affiliates would like to see. Nor can there be any doubt that, as the trade secretariat of the International Confederation of Free Trade Unions( ICFTU), the El must be able to play a part on these questions of international financial policy. The ICFTU has regular contact with the IMF and the World Bank, including top level meetings. The El will be required to look for ways of being present at these meetings. ulliaib 1971 on cla oa sizes 2 A growing trend can be noted in the decreasing attractiveness of the Tutlub profession of teacher among young people, even at a time of high In for unemployment: enjoy. The l In reading the responses to the questionnaire on this point, it is necessary to add a few provisos to a statement of this kind. Several affiliated organisations consider that it is incorrect, or that it no longer applies in view of the situation on the labour market. a) There is still a very marked reluctance to become teachers on the part of young people 10 nd the quality the ed As can be seen from the replies below, several unions deny this point of view: ritiw iseb basis of need of abrismab br 8 ebsit zeldene noirw 9 " The problem does not exist"( NIKKYOSO, Japan).# bns( AMI) bru visten M elseqqs en Ber halusinsq ni zeinuos neviefni " Untrue"( Danish teachers' union). ence. vel " Even if this was true in the recent past, it must be recognised that, at the present time, the Minister of National Education is being plied with thousands of applications"( Senegal teachers' union, SYPROS). situat Ba However, a considerable majority of the replies does confirm this point of view, both in the industrialised and in the developing countries: extremely " Yes, but to a limited extent. There is an increasing variety of jobs with better salaries available to young people"( Friendly Islands Teachers' Association). " This is the case, mainly because of the low starting salaries"( democratic teacher's union of Portugal). blunde " The statement is true because of the low salaries and the low prestige of the position of the teacher, etc...."( Honduras first professionalassociation of teachers). sometimes give the impress that the unions in these " It is true. It is caused by the low salaries and difficult working conditions. Young people are coming more and more to regard teaching as the last career resort" ( Zambia national union of teachers). is not bege " It is undoubtedly the case, mainly because of the responsibility of the position and because of the ever increasing burdens imposed on teachers( drugs, AIDS, vandalism, health education, anti- racism, etc."( Belgian ACOD). less or exil blüow These replies, and all those for which there is no room here, indicate the material and moral deterioration of the position of the teacher, and in the last resort the lack of attractiveness of the profession. As our Zambian colleagues point out, there is an increasing tendency for people to become teachers if they have failed in a different professional branch. More and more young people who have experienced failure, disillusionment and sometimes depression become teachers under these conditions. The position of teachers is an excellent index of what a society has to offer its young members and of what perspectives it has on economic, social and cultural development. olamenu b) Too many trade union demands remain unanswered for too long ns The entire social history of the late 19th and 20th centuries has been marked by the struggle for recognition of trade unions. There are still many countries where this recognition has not yet been secured, particularly for civil servants and especially for workers in education. Nevertheless, it can be stated that teachers' unions are generally recognised or tolerated nowadays. affiliated organisations. This recognition or toleration does not imply that the organisation has been accepted as a full social partner, nor that it has obtained a place in the bargaining process which enables trade union demands to be taken into account and dealt with.tional 10 The accumulation of unanswered trade union demands is largely due to the failure of collective bargaining, as can be seen from the following cases: " To combat underpayment and to normalise working conditions at every level of education"( federation of universities of Estonia). " Wage increases and pensions equivalent to those in the private sector"( DLF, Denmark). noititeqmo etslumita " Wage increases and the implementation of democratic practices in the administration of education"( NATOW, Philippines). All the replies underline the need to increase the salaries of workers in education. This demand runs through them all like a leit- motiv. In fact, it represents a deterioration in the material conditions of teachers. It also constitutes an admission of failure by the majority of trade unions to find an appropriate solution to this problem, due to the low level of integration of the teachers' unions in social life and of the policies of cuts in public spending. A, Honduras) 116 of bio n пв 200 26 nl 6 9809q es ja evins of This material deterioration is practically universal. However, once again we should recall the dramatic situation of teachers in several African countries( Benin, Niger, Chad, etc.), who do not receive the meagre salary due to them on a regular basis because of the lack of funds in the Ministries of Finance. Trade union demands are not confined to the problem of salaries. The responses to the questionnaire touch on other kinds of demands: can pro done by " A reduction in working hours to allow a more peaceful private life and to provide professional freedom in teaching and research"( NIKKYOSO, Japan). " To increase the number of social workers in schools to cope with the increased problems faced by pupils and students which teachers have to deal with at the moment"( Hong Kong Teachers' Association) EW would like the new Internat " To improve working conditions by cutting down on class sizes and by providing elementary teaching materials, such as chalk, paper, etc."( Gambia teachers'union). " In former East Germany, teachers want the guarantee of employment and recognition of their qualifications that their colleagues in former West Germany enjoy. The latter, however, protest against the increase of violence in schools and against the difficulties created by problem children"( GEW, Germany). 1916 Security, a reduction in working hours, the availability of teaching materials, stress arising from problem children, are behind other demands put forward by teachers in both the industrialised and the developing countries. Congress will probably be interested in discussing the connection between the situation created by the failure to settle these union demands and the quality of the education provided. This connection is obvious to the compiler of the present report, but it will be the duty of Congress to define it more precisely. noits soub3sat to how to anoitibnoo paihow.bns B 11 The response provided by the NAS- UWT of Great Britain is particularly interesting because it is unique. The main problem for British teachers is connected with the application of the national programme, and in particular the programme tied to assessment. The numerous examinations which the teachers have to hold pose a genuine threat to pupils, in so far as they are in danger of spending more time on preparing for and passing examinations than on really learning. The situation is further aggravated by the desire of the government education authorities to stimulate competition between pupils. ablamajori ajority does view, both This statement by the NAS- UWT is extremely important, because it may prejudice more systematic educational policies in which the assessment of the results obtained by the pupils could be a factor used to determine the efficiency of the public education service and of its teachers, who might suddenly find themselves paid on the basis of the results obtained by their pupils. dpuo anun basm c) bns et Teachers' unions have continued to back up their demands with action, even under difficult conditions eris to meldong bec the In order to arrive at as precise a picture as possible, this section is devoted to an examination of the responses to the questionnaire while taking into considerationthe difference between those countries where the right to strike or to demonstrate is denied to civil servants, and those where genuine trade union liberty exists. The idea that civil servants, including teachers, are" servants of the State" and cannot therefore be accorded full trade union rights is still very strong on the Asiatic continent in particular and in certain industrialised countries. To confine ourselves to two examples with which the IFFTU was confronted at the time of compiling the present report, we can mention the case of the Chad teachers' union( SET) and that of the Gabon union of teacher's in national education( SEENA), which have both been subjected to very harsh trade union repression. In Chad, the SET Congress planned for last October was banned and the union offices were occupied by the army. In Gabon, the trade union officers were appointed to positions in remote areas of the country to isolate these militants and in this way to disrupt the functioning of this young trade union. te mwob pr tub yd ons On the basis of the replies received, we have the impression that the trade union member organisations prefer to carry out their actions to back up demands by influencing public opinion, the political parties and the press rather than by organising demonstrations in the streets or strike action. The latter is not ruled out in theory, except in those countries where trade union rights are curtailed, but it is used as a last resort. o mel late 19th c. 10 pittib ed a It is true that, in a democratic country with a free press, trade unions have an arena to publicise their demands which should not be underestimated. Press opinion may help a government to adopt a favourable decision on some demand or other, since its susceptibility to public opinion, at least for electoral reasons, makes a government always eager to improve its image. This could probably furnish the material for an interesting debate during the Congress. d) 182910 The initiatives of the Education International may help to improve the living and working conditions of workers in education: 12 In the case of the industrialised countries, the affiliated trade unions consider that the Education International should be able to provide information and documentation services on the structure and planning of education in relation to the problems of employment. This is what the French FEN calls:" Offering comparative data on different educational systems". There is a feeling that the trade unions in these countries are sufficiently strong and organised to deal with their own problems, even if international support is welcome in exceptional circumstances( demonstration and/ or strike). For all the trade unions in the developing countries, on the other hand, the demand for assistance from the Education International is much stronger. These trade unions sometimes give the impression that they would like to see the International assume the role that they are themselves unable to perform, because trade union rights are curtailed in their country or because they have not managed to establish a favourable balance of forces allowing them the organisation of a regular social dialogue. nist of spivicalsnousoube bilduq erit to youb ert " The El should play a complementary role by visiting, for example, our government during its visits to our country"( PRICHMA, Honduras). the vtub " The El should support our organisation more by making direct contact with our government on the major problems"( Uganda teachers' union). BA Other replies of a similar kind were received. Our friends in the developing countries can rest assured that we will do the best we can in this respect, but they must also realise that the international organisation cannot replace action undertaken by themselves. There is a lot that can be done, and more can probably be done by the International, but the problems of teachers in Uganda, India or Uruguay cannot be settled from Amsterdam, Morges and tomorrow from Brussels. An interesting idea was raised by the federation of universities of Estonia, which invites the new International to publish basic articles in the national press of the countries where the problems are pressing. The response by the GEW to this section of the questionnaire is very interesting: " The GEW would like the new International to endeavour to raise the level of salaries and training in the countries which are experiencing difficulties to the level of internationally recognised situations". Such a recommendation invites the new International to give priority to its activities on behalf of its most vulnerable colleagues, viz. those in the developing countries. Perhaps Congress will welcome the opportunity to discuss this point of view? or regional action 3 F In the light of youth unemployment, the public systems are often accused of not preparing them properly for the world of work by asloilo employers and by certain political and trade union forces: beruanos 29 There is no. a) These accusations certainly exist, and they are made from various quarters: With the exception of Germany, Estonia and Hong Kong, all of the replies confirm that this accusation is virtually universal. 13 8 " Not without reason, the professional associations and employers complain that young people are thrown onto the labour market without sufficient practical training"( SEW- OGBL, Luxembourg). " In our country, this criticism is expressed by certain sectors of the press, several right- wing political parties and by the Minister himself"( ACOD, Belgium). " Schools in Chad are not properly adapted. This accusation is justified by the fact that Chad is 80% agricultural, while the schools basically prepare young people for general culture diplomas"( SET, Chad). The discrepancy between educational curricula and the needs of the labour market is not a new issue. The publications of the Organisation for Economic Cooperation and Development( OECD) have been, and still are, a source of debate on the relation between education, training and work in the industrialised countries. It is certainly the duty of the public educational service to train" Workers", but it also has the duty of training" People" and" Citizens". Within this triple function, no single component should be allowed to overshadow the others. le, this se 01 nhub to an In fact, the accusations levelled against the public education service in this respect originate from individuals or groups who reduce education to a utilitarian and immediate system of youth training. This productivist conception should be rejected. On the other hand, any situation of educating and training young people which ignores the scientific, technological and technical dimension must be rejected too. It is all a question of balance. Jerit T.asviezm 160 610mm ons.enob ed nap red sol b) These accusations are considered essentially incorrect by the trade unions: The point of view of the NAS- UWT of Great Britain illustrates the general opinion of the trade unions perfectly:" Despite the concerted attacks by the government and its supporters in the press, they have not often been regarded as hitting home. They represent a complex situation, but they are also based on the fact that public opinion today displays more interest in educational issues than in the past". The Belgian ACOD adduces a number of arguments and also underlines the incorrectness of such accusations:" These criticisms are unjustified, because they ignore the new educational projects which have been implemented to respond more appropriately to the diversified needs of the labour market; nor do they take into account the recycling efforts made by teachers themselves". is The ZNUT( Zambia) agrees that the accusations are not justified and do not apply to workers in education, but it adds the following point:" Our trade union has not been consulted on the determination and implementation of educational policies". This point of view recurs in several of the replies to the questionnaire. Since Some affiliated organisations do consider these accusations to be justified, like those in Eastern and Central Europe, but they are often in special situations. The Slovakian union of workers in education and science, for example, states:" We are in favour of a reorganisation of the technical schools, for they must take account of the And 14 needs of the employers. We are in favour of increased flexibility in the kinds of university courses available in view of the needs of the economy". Though it is certainly not new, it is certainly a highly interesting topic for debate which is due for reopening in view of the problems which young people face on the labour market, and above all because of the new national situations, particularly in Eastern and Central Europe. growth in es of fre Many responses make it clear that, in general in those countries which are open to social dialogue, trade unions try to engage in consultation or negotiation with the government or regional authorities on the content and structure of the public systems. Consultation and negotiation exist, but all the responses stress that the results are not impressive and that the unions only rarely manage to get a hearing for their views. c) verEducational curricula must be changed to introduce technical and the technological subjects: ent elidw 91010 elgoed pugy oninis T The responses from both the developing and the industrialised countries emphasise the need to include a technical and technological component in all curricula. Many of them complain that education is too general. For example: " Our organisation considers that the informal sector is a rich source of employment for young people. The construction of dams on the river Senegal provides the possibility of new jobs in the agricultural sector. It is still necessary for young people to be prepared for them"( SYPROS, Senegal). " Reforms must be implemented at the level of higher polytechnic education to get young people to realise that their professional future does not always lie in a classic university education"( SINDEP, Portugal). " All reforms soon run up against their limits once resources run out. The sole and most important reform would be to introduce an adequate, integrated and funded system of education and training for young people from the age of 16 years"( NASUWT, Great Britain). Congress will certainly have to take this demand into account and examine under what conditions it should be taken up by the new International. There are obstacles, and not just financial ones. It will be necessary to identify them in order to overcome them better. Perhaps it will be worth considering the implementation of a worldwide or regional action campaign by looking for ways of cooperating with governments and with the world of industry and commerce. If we are unable to take action in this field and to regain the initiative there, it is almost certain that private enterprise and agencies will extend the influence that they already have in this sector. There is no need to propagate and promote educational policies which lead from the extreme of a monopoly general education to another extreme in which technical and technological education become the new panacea. Highly relevant suggestions have been made on this subject. " We would welcome a change in curricula, but above a change in teaching 15 methods. It is extremely important, more than ever before, to promote key qualifications which facilitate professional recycling"( GEW, Germany). virigir sv si, wen son yinishe Arguing along the same lines, the French FEN states:" It is necessary to develop multidisciplinary training and to improve the relations between the school and the enterprise". ( A We are reminded of the indispensable balance between general education and technologicaleducation by a formula sent by an organisation with a low membership figure, but which is perfectly representative of the general opinion of the IFFTU:" It is necessary to develop a certain work ethic, the democratic form of behaviour required to become a good citizen, and a sense of responsibility, by means of both curricula, extra- curricular activities and activities after leaving school". du d) Training young people professionally while taking the future reality of the of trai labour market into consideration: iple function, no single component vebedi ritod mot asanoq abulon of been e We are undergoing profound changes in the nature and content of work, and not only in the industrialised countries. Many countries have made, are making or will presently make the transition from a situation dominated by work requiring a large expenditure of physical force and a certain level of dexterity to a situation in which the classic workers have been replaced by robots and computers. This profound change, which is far from having reached completion, marginalises numerous workers, both those without any qualification and those who are too old to adapt to the new methods of production. Three problems can be pinpointed which lie behind the difficulties facing young people. First, the number of jobs available in industry and commerce is tending to stabilise at a global level, and in certain professional branches, such as car manufacture and mining, it is dropping considerably. The professional openings which existed for young people with an average qualification in the 1960s and 1970s no longer exist. ( nistha tse TWU Second, the demands of young people today are often higher than those of previous generations. Young people today are less willing to accept work that is poorly paid, repetitive and boring. This attitude on the part of young people is a response to the steady deterioration in the content of work which has been going on for ten or fifteen years. anemmevop ritiw vog ritiw grits19qood to avow or griblool yd ngisqms noitos isnoips 10 Third, there is a growing disparity between the qualifications required by employers and the qualifications obtained by young people within the framework of the education they have received. This discrepancy is the cause of many difficulties for young people who find themselves excluded from the labour market in a significant number of cases. It would be wise for Congress to reflect on the causes of this discrepancy and on the means to reduce it as far as possible. txe B Which Trade Union Priorities for the New International? 16 1 Many criticisms have been made of the trade unions. They have been accused of being conservative forces which stand in the way of change: These accusations are not new, but they have grown in recent years with the growth in the values of free enterprise as propagated by neo- liberalism. The market has been considered as an agent capable of regulating every problem, whether it be economic, financial or social. ersis a) na Generally speaking, our member organisations confirm the existence of these in othe accusations: important to st mation on the e results eved b her unions! " These criticisms are levelled against the trade unions by certain members of the government, by the employers and by those sectors of the press which are under the thumb of the employers"( SYPROS, Senegal). maltreat onal " It is well known that the capitalists have always been opposed to trade unions. In recent years, however, both the employers and the government have the feeling that the free trade union movement is not as strong and active as it claims. In this situation, opposition to the trade unions is gaining strength"( PTCO, Pakistan). " A very vigorous ideological attack is being concerted by the employers and politicians to present the trade unions as organisations whose defence of corporatism stands in the way of progress, as representatives of the past which no longer have a place in a society of self- sufficiency and competition"( ELA/ STV, Spain). Even if the latter accusation may appear extreme, it is made by a certain number of radical right- wing groups. It must be taken very seriously because it is based on the theory which seeks to gain recognition of the idea that, in the modern industrialised countries, trade unionism had its heyday in the form of strong solidarity among workers at the time of industrial development. Today, it is claimed, with the arrival of post- industrial society in which technology and competition play an extremely important role, the relations between workers tend to grow weak and to pass from solidarity to individualism. everdryeri Within the space of some twenty years, and at an accelerated rate during the last twelve or so, we have passed from a situation in which production could be accommodated relatively easily on a relatively limited market, within the borders of the nation and the neighbouring countries, to a situation in which the market has become worldwide and in which enterprises, and sometimes even nation states, participate in a veritable economic war which demands that they become more and more competitive if they are to hold on to or expand their share of the market. Enterprises increase their competitiveness by their productive effort, but they can also do so by reducing their fixed expenses, and in particular salaries. Within this crazy logic, the constant search for ways of reducing fixed costs runs up against the regular hostility of the trade unions. They also find themselves faced with an awkward dilemma, for a loss of competitiveness entails the loss of a share 17 of the market, and eventually a loss of jobs. M The idea of competitiveness tends to crop up more and more at the level of the civil services. Certain sectors of public opinion often assume that a service provided by a civil service costs more than the provision of the same service by a private service. Even if it were worth verifying such an assessment, it is still true that public opinion is really subject to ideological distortion which is out to win acceptance of the idea that privatisation always offers better services at reduced costs. 开店 We shall certainly have to return to this topic in the discussion of this study theme. b) The trade unions should try to modernise their image The negative or conservative image of the trade unions which is propagated by those forces representing the employers and the political Right and extreme Right must be combatted on all fronts. This is confirmed by numerous responses to this questionnaire. For example: srit 1sdi nwo llsw " It is absolutely necessary to improve our image. One way of doing so is for trade unions to participate more widely in school life and its educational orientation by means of working groups or commissions concerned with topics which are not directly concerned with the professional interests of staff but which relate to general educational policy. It might also be possible to improve our image with the regular publication of articles and points of view"( ACOD, Belgium). " In theory, trade unions, like enterprises, can benefit from a positive image. Our union is well aware of this. That is why we have regular and intensive contact with the media by sending them press releases, giving interviews to the newspapers, radio and television companies, and by sending our publications to the media, authorities and other trade unions. The main responsibility of several members of the secretariat of our union is to help the General Secretary and the Executive Committee to maintain a positive image"( DLF, Denmark). ni to smir ல how One way of promoting a faithful image of the trade union is to maintain relations with the media as our Danish colleagues have done. It is a delicate and difficult job. It requires persuasion and permanent human investment. Most of our member organisations have often retreated or given up in the face of difficulty. They have probably made a mistake. w ni noiteutia s ever ew 108 10 aviswt Another way of promoting a positive image of the trade union is undoubtedly the work of explanation intended to show that most of the demands made by teachers are in the long run a way of improving the chances of success of their pupils. edh 789 There are probably other ways of improving the positive image of the unions. Congress will no doubt be keen to identify them and to gauge their degree of effectiveness. c) 03 The Education International must also play a part in the search for a better Bost trade union image: 18 First of all, it will have to play an active part to promote a positive image of itself. Some efforts have been made in the past. It will probably be necessary to go further and to envisage an Education International( El) communications policy with the major international media on the main issues relating to education, the problems of young people, development policies in the Third World, trade union rights, etc. The Education International( El) must also be able to play a positive role as a helper, supporter and assistant to the affiliated organisations which want, for example, to implement a communications policy with the media. It will be necessary to develop a specific training programme. As the German GEW emphasises," the El should help the national trade unions to become better acquainted with the debates going on in other countries by organising seminars and possibly conferences. It is extremely important to spread information on the positive results achieved by other unions". we.oug The NAS- UWT of Great Britain argues along the same lines that:" There is an urgent need to organise a regular international response to help unions which have been maltreated by government or by the multinational companies. This assistance could take the form of international information campaigns on the anti- union practices of one government or another. Such governments are often sensitive regarding their image abroad and this sensitivity should be used to the full". The El should take other initiatives as well. Once again, the delegates to the world congress are invited to put their proposals. 2 In a certain way, free trade unionism represented an alternative model to the' transmission belt' trade unionism of the Communist regimes. The international situation today is entirely new and pregnant with consequences: - sidentametni od, axins erit ni asionebriar tainummo These two conceptions of trade unionism have often clashed violently, and so have their respective international trade union federations. The' transmission belt' trade union which depended on a single party- the Communist party was intended as a social instrument in the hands of that party. Its ideological dependence on the party, which played the leading role, was well known. Free trade unionism, on the other hand, was intended as an original creation which was independent of governments, political parties and religious or philosophical persuasions. Both of these trade union models have been tried in practice, and history will recall that dependenttrade unionism was a failure, whether it was linked to a Communist party or to a nationalist dictatorial party. a) The internal functioning of several trade unions has been modified: 813 The example of Eastern and Central Europe is the perfect illustration of the failure of dependent trade unionism. It has also just died out on the African continent with the arrival of democracy and political plurality. This is confirmed by the following reports. nonemonenq " The failure of the Communist system has facilitated the legalisation of our trade union"( Solidarnosc Education, Poland). m noinu absit outsoomsb 19 " With these profound changes, we have been able to set up the first free trade union and to cooperate with the international free trade union movement" ( independent union of research workers and of the university of Croatia). btryi " Before 1989, the trade union leaders were coopted by the militants of the single party. In 1989 many workers who did not belong to the party joined the trade union movement as a result of the grass- roots democratic opening. Today all elections and decisions are in accordance with the wishes of the majority of trade union members"( SET, Chad). mm aques The membership of numerous affiliated organisations includes Communist sympathizers, and the tendencies of the organisation are sometimes a direct or indirect reflection of this ideology. We should also give full attention to the scrutiny of the internal changes which have taken place on this occasion. " The Communist members left our trade union to set up their own"( NIKKYOSO, Japan). to edi no ar motr sm " This new situation made it possible to clarify internal debates, to bring out into the open the profound cleavages on the conception of trade unionism, and finally to undertake the reorganisation of our federation which is now under way"( FEN, France). " Since 1990, with the reunification of Germany, our trade union has become active in the Länder of what used to be East Germany"( GEW, Germany). It can therefore be observed that, in those countries with a single party, whether Communist or not, new trade unions have made their appearance or the old trade union structures have been made democratic. For those organisations which had Communist tendencies in their ranks, the international failure of Communism has often allowed a clarification of internal debates and a reorganisation of the union structures. as bebreni b) sw- yheq tainumin yhsq signia s no doidw noinu The Communist trade unions have often disappeared or have become much more discrete: obniuasion This situation can be found above all in Eastern and Central Europe, with a few notable exceptions such as Poland and several of the former USSR republics. In other countries, particularly Spain, France and Portugal, the Communist trade unions still exist, and in some cases they still have a certain following, by concentrating the trade union debate solely on professional issues from a corporatist angle. chers This attitude corresponds perfectly to the principles of Marxism- Leninism, which have always urged their political and trade union activists to" submerge in the mass" during difficult periods, and to wait for better times before resuming the ideological struggle. Two replies to the questionnaire are indicative of this phenomenon. nog for ter " The Communist teachers' unions are now less aggressive and more open to the democratic trade union movement"( SINDEP, Portugal). noinu 20 " These trade unions have always existed in our country. They are linked to the Communist party, even if they declare themselves to be autonomous. Some of them have already tried to join the IFFTU, and they will try again in the future, using every means to enter the new Education International"( SYPROS, Senegal). From the mo c) Restoring trade union dynamism demands both a respect for traditional values and principles and the taking into account of new sensibilities: Everyone is perfectly aware of the need to modernise our trade unionism. There is general agreement on this point, but the question is: how? In order to tackle this collective reflection, we thought it appropriate to determine jointly what where the traditional values and principles on which a modern trade unionism should continue to be based, on the one hand, and to try to define what principles and new values we ought to incorporate, on the other, in order to mobilise the members again and to direct our trade union activities. oposals, ra Several affiliated organisations indicated that they have already begun reflection of this kind within their own organisation. The following two tendencies can be deduced from their replies. The first tendency considers that the traditional values and principles of trade unionism still apply, such as independence from all political parties, the guarantee of the living and working conditions of its members, the strengthening of solidarity and the attempt to find ways of improving levels of qualification"( DLF, Denmark). Our Danish friends add:" these basic values have not changed for decades, but the changes within our society force us to adopt a new approach to the problems". Our affiliates in Luxembourg, the Basque Province and Honduras( COPEMH) share this point of view. In fact, all these organisations consider that the trade unions need to adapt the expression of the traditional values and principles to the modern context rather than adopting new ones. 18 916 ( d d provide The second tendency resembles the first in that it considers that the traditional values and principles of trade unionism still have a part to play, but that new values must be taken into consideration as well. " Such as offering a higher level of services to its members, actions on behalf of sexual and racial equality, and taking into consideration the problems of defence and the environment"( ABOP, the Netherlands). " Such as the equality and integration of women in society, or the attitude of the trade union movement to the employment problem"( NATOW, Philippines). Finally, this second tendency proposes a more dynamic reaction to what may be called certain social problems. It is obvious that a teachers' union cannot act on its own to solve these problems. The need for joint action therefore appears vital, whether with other trade unions or with specific associations, such as women's association, environmental associations, etc. Congress will have to reflect on this issue in order to formulate some guidelines for the future action of the new Education International. 21 3 302 The arrogance of certain governments and numerous employers toward the trade union movement must be vigorously denounced: 208972) noutsouba wen erit 1910s of 206 a) for This arrogance is far from being a marginal phenomenon: of the Onizu Ingle nined the trade It affects both the trade unions in the industrialised countries and those in the developing countries, and assumes a wide variety of forms. For example, the government of Zimbabwe refuses to recognise the rights of the two trade unions affiliated to the IFFTU in this country: the ZESSCWU and the ZITA. Its justifications for its refusal are pure fantasy: " The government has refused to recognise our trade union while claiming to respect freedom of association. Our members have not been able to obtain the benefit of the deduction of contributions at the source, because the computer of the Ministry of Finance does not have sufficient free internal memory to solve this problem" ( ZITA, Zimbabwe). Is eve2 net owt niv.ollot edit " Our government has not implemented the agreements made with the trade unions"( Solidarnosc, Poland). This is absurd coming from a government appointed by a trade union leader who has become President of the country. einsg lite mainoinu The example of Great Britain is unfortunately too well known: the neo- liberal government has tried to abolish collecting bargaining. Associations of all kinds are springing up there which exert influence on the government and are well funded from anonymous sources. In Senegal, despite the democratic tradition of the government, it has tried to revise the Labour Code in a restrictive way in negotiations with puppet unions. b) Anti- union actions are still carried out in defiance of all the ILO conventions: of the union There are many examples. To mention only a few, there is the case of Chad which has been clearly described by our affiliate, the Chad teachers' union( SET). The Chad government requires prior authorisation for a union to operate, and prohibits the union from having a regional structure. 6 adgid e gnhetto as dou?" Another case is brought to our attention by our affiliate organisation COPEMH in Honduras." The government and the employers do not respect the laws on labour relations. They violate the principle of freedom of association, intervene in the internal affairs of the unions, attempt to impose parallel trade union leadership, and even go so far as to militarise the key industrial sites". COPEMH backs up these accusations with specific examples: the government intervention to set up parallel set u leadership for the Honduras higher professional association of teachers ( COLPROUSUMAH), the Honduras association of peasants, etc. Many other examples can be quoted. For example: vne, noit ariw огав " The government infiltrates the national press and distorts the majority of trade union activities to make them unpopular"( SLTU, Sierra Leone). 22 10 noiros 91utut erit " The unfettered introduction of the market economy limits the rights of trade unions in education as well as in the private sector"( Solidarnosc Education, Poland). ne ritiw o 2 oinu abs1 no Its driw Isnoitametni edit to belites ed nso meldong yieve is eaoqque of grow ad bluow " From the moment when we hold meetings on questions involving a conflict with the government, it bans our meetings"( UTU, Uganda).rt yd nexsebnu anoitos " Government interference in several of our union affairs must be denounced" ( GNAT, Ghana). C tiative It will be desirable for the new International to adopt stronger initiatives and bns to do so more frequently: The Stu branch union I CYA movement. We.arg Numerous responses invite the new International to play a more active role in the defence of trade union rights and in the promotion of collective bargaining. These responses are often accompanied by specific proposals, ranging from very extreme to very modest ones. The more extreme proposals include the following:" The point of view of international organisations, like the UNO, the Organisation of American States ( OAS), and the ILO is extremely important. The limitation or suppression of aid to countries which oppose human and trade union rights should be demanded by the international trade union movement"( CMG, Guatemala). tradition cation 016 The more realistic proposals include:" The El should secure a greater freedom of operation for the local ILO agencies in the field of both conflicts and jurisdictions" ( SET, Chad). The Zimbabwe ZESSCWU states:" All governments must be made aware of the setting up of the new International, and it would be very important for every El national mission to include a discussion with the government officials". the Among many other proposals, several suggest that the El should provide aid in the form of labour education: rea once " The El should assist us against the new attacks to which we are exposed from the government and the employers"( CTSETU, Cyprus). leading to a the " The El should help us to train trade union officers in the new methods of bargaining in order to resist the new strategies of the employers in the organisation and administration of education"( GTU, Gambia). situatio " The El should set up and fund a research centre for comparative analysis in the field of education in order to make good the inadequacy of the trade unions in certain countries. This inadequacy is, of course, used by the government" ( independent union of research workers and of the university of Croatia). ni bezu ad bl ai fl The Danish DLF is realistic in admitting that:" our joint experience leads us to consider that solidarity can be utilised on behalf of colleagues who are in difficulty. It is an important psychological factor, but it should not be overestimated". of triguo anoinu ebait ert 1er W3D nemme art thiga emsa erit nl 23 8 The new International, like the IFFTU today, will have to exercise extreme vigilance on all these questions and assist the trade unions and colleagues who are confronted with attacks on trade union rights or with anti- union practices. All the same, it would be wrong to suppose that every problem can be settled at the international level. In public, the El will only be able to provide back- up support for national actions undertaken by the trade unions of the country concerned. in the industrialised cou les affects both those in the The economic difficulties encountered by many countries, particularly the developing countries, create social tensions which frequently result in anti- union behaviour on the part of the government and employers. There is reason to suppose that this tendency will continue to grow. The trade union movement must therefore organise itself correspondingly. The Congress is invited to reflect on this problem and to outline some future actions for the new international. ble to obtain tain the d) The new International will also have to devote itself to social problems: Whether as a result of a failure to understand the question in the questionnaire properly or whether because it was not clearly formulated, the responses are divided and are not always clear. While a significant number recommend very specific action on social problems, a by no means negligible proportion consider that these issues do not lie within the direct competence of the teachers' unions. bos( 2A01 bebriamsb ed bluoda aidpi no obs br From the responses which stress the necessity for the teachers' union to mobilise around social issues, we cite the following. nov vell fun " The trade union movement should take into account all the problems encountered not noir by workers and their families"( CMG, Guatemala). " The trade union movement should take more interest in questions relating to the environment, cultural life and leisure"( FEN, France). carried out i " Membership of a trade union federation implies that a teachers' union can intervene on social problems. A refusal to take an interest in these problems by the union is tantamount to behaving as a corporatist organisation, which would be out of place in the new International"( SEW/ OGBL, Luxembourg). bns Jen Our Swiss affiliate, the Swiss civil servants' union, goes even further in stating: " Our members want us to go beyond traditional trade union politics and to tackle political issues, particularly through popular initiatives, etc." On the other hand, several responses confine the normal activity of their union to the defence of working conditions, sometimes because of priorities, sometimes because of a lack of human and/ or financial resources. " The financial and human resources available in the labour movement are limited. It is important to use them in the most appropriate way. They should be used in connection with the main problems facing the national and international trade union movement"( NAS- UWT, Great Britain). In the same spirit, the German GEW wonders whether the trade unions ought to 24 limit their activities to traditional trade union issues. We propose that the Congress should also ask itself the same questions to see how the trade union movement should view problems of this kind. CONCLUSIONS: This report is as accurate a presentation as possible of the tendencies which can be detected among the replies received by 15 November 1992. Other replies were received too late to be included in the present report, and they will therefore have to be completed at the Congress. The setting up of the Education International will be a major event for our professional branch and for the international trade union movement. We are not yet aware of its full import. This event obliges us to ask ourselves about the priorities which should be adopted by this new International. Society today is undergoing profound changes which affect our educational systems and our trade unionism. These changes have already profoundly affected the way we live and the conditions of trade union struggle. They will lead to the breakdown of certain situations and balances of forces which are considered unchangeable, whether out of habit or from intellectual laziness. Our Congress will first of all have to reaffirm certain principles which are traditionally accepted by the IFFTU: defence of the public education service, improvement of the quality of education, the status of teachers, trade union freedom and solidarity, cooperation with the trade union movement in general and with the less fortunate unions. However, Congress will also have to reflect on the specific priorities which we are to assume. Even if the Education International is actually a large international trade union organisation, we must realise that it will not be able to tackle all the problems at once and at the same time. Finally, Congress will have to reflect on the strategies to be implemented, taking into account such important factors as the persistence of neo- liberal economic currents, which tend to reduce the influence of the State and to favour policies of privatisation. It will also have to take into account the rise of individualisation and the reorganisation of the majority of economies, leading to a modification of the content of jobs, with its inevitable effects on education and training programmes. It is therefore necessary for all of us to join in tackling this new global situation with a willingness to strengthen the public education service and to strengthen the trade union weapon. This is the important reflection in which you are invited to share. 25 8 57 with attacks on trade union rights or with antbox would be wrong to suppose that every problem can be sett ed at the international revel, in public, the will only be able to provide back- up support for nation actions undertaken by the trade Quntry concerned. the tene grea logi enatened glints itself correspondingly. The Congress is invited to ct on this problem and t outlines9AR FORMS eisens ad the leniteretsub edit to qu gnitea eriT 918 Wanemavom noinu ebatlanosmerni erit not ons donand isnoisestog Juoda vanavarat to sweater Isno smetal wen cirit yd berqobs ed bluora dairiw seisinong art Whether as a result of a of a failure to ure to understand the question in the questionnaire propene torenpiti Nat From the to webolseid erb of beel eldsepnsdonu betabianos ezni mont no rided to juo ress the necessity for the teachers' union to mobilis TUO hepomiting or ever is to ranit lliw 2201pno tuo edivise noitespubs bilduq edit to soneteb: UTRI edit yd betqeoos yllsnoitibet around Theu of vewoH eqooyinsbiloa bns mobsent pinu etsnumot asel erit ritiv bns syllsujos ei Isnoitsmel erit te bns sono ta amaldonq edit is ablost of amaldong edit lis ablost of olds ed son lliw ri 16rt eailse " Me into panetal ea to sejolloq wovsi of bris edi bns nonseilsubivibni to ezin fotonings or to noitsoitiboms of pnibasl opladewib nose to ythojam Our members politic us to go beyond traditional 999 through popular initiatives, etc isdolg wen zid grillos mij or au fo is not vissasen 910teeds al l 38 8P 198 9101919 0118 01 289nonilliw s ritiw noiteutia beir union.to mes because " The financial human rces available in the labour m ment are limited. It is important to use them in the most appropriate way. They should be used in connection the main problems facing the nation movement"( NAS- UWT, Great Britain). nternational trade union In the same spirit, the German GE GEW won wonders whether the trade unions ought to as CONGRESS DOCUMENT 7 XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 10 RESOLUTION PROPOSED BY A.B.O.P. AND 1.T.U. PEACE, TRADE UNION RIGHTS AND EDUCATION IN THE MIDDLE EAST, ISRAEL, THE WEST BANK AND GAZA Becalling IFFTU's long- standing commitment to a just and peaceful settlement of the conflicts in the Middle East and its support for the resolutions of CONGRESS DOCUMENT 7 Denounces th XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 10 RESOLUTION PROPOSED BY A.B.O.P. AND I.T.U. huma and tr and independe the Middle East. Affirms and to and economic Calls upon the IFFTU and El to work nion rights, notably the right to trade unions are violated in the fundamental obstacles to building peace pment in the region. vely promote human and trade union rights in the region, including through sending missions to the region, support for relevant ILO cooperation Expresses its concerns that: and exchange of information and rights organisations. Supports Encourages some security regulations enfo in the West Bank and Gaza Strip obstruct the full practice of trade union rights. exerted against nian teachers who are ready a) by to es efforts to note through education mutual understanding.contacts with the goal to put aside intransigent attitudes. and trade unionists in both Israel and the Arab world who foster compromise attitudes and dialogue, and supports in affiliate in Israel, ITU the teachers the West Bank Strip in the trade union ties in order to advance the region. 8 IVX WUTARI ceer YЯAUMAL S- SS DEW orw' aw NOOT2 с DOCOWEL N CONGRESS DOCUMENT 7 XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 10 RESOLUTION PROPOSED BY A.B.O.P. AND I.T.U. PEACE, TRADE UNION RIGHTS AND EDUCATION IN THE MIDDLE EAST, ISRAEL, THE WEST BANK AND GAZA Recalling Expresses COM DOCU IFFTU's long- standing commitment to a just and peaceful settlement of the conflicts in the Middle East and its support for the resolutions of the UN Security Council. its firm conviction that the international Community must finally grasp the opportunity to secure a just and comprehensive settlement in the Middle East based on agreements regarding security and disarmament the economic and social development of the region and guarantees for the full observance of internationally recognized trade union and other rights. Denounces the fact that basic human and trade union rights, notably the right to organize in the free and independent trade unions are violated in the most countries of the Middle East. Affirms Calls upon that these violations stand as fundamental obstacles to building peace and to social and economic development in the region. the IFFTU and El to work actively to promote human and trade union rights in the region, including through sending missions to the region, support for relevant ILO activities and exchange of information and cooperation with international human rights organisations. its concerns that: Expresses a) b) Supports some security regulations enforced in the West Bank and Gaza Strip obstruct the full practice of trade union rights. pressure is exerted against Palestinian teachers who are ready to establish contacts with Israeli teachers. efforts to promote through education mutual understanding, contacts with the goal to put aside intransigent attitudes. Encourages educators and trade unionists in both Israel and the Arab world who promise to foster compromise attitudes and dialogue, and supports in particular its affiliate in Israel, ITU and the teachers in the West Bank and the Gaza Strip in their efforts to establish ties in order to advance education and trade union activities in the region. 223 IVX 03 QUROW UTARI ceer YRAUMAL S- SS MBQBW2MJOH> OOT? or AQVEDA .U.T.I OMA.9.0.8.A Y8 0320909 MOTU TU00 BAR TRAIN SE MI MOITAOUGE OMA THEIR MOM ASAD OMA XMAS nemettez luteoseq bns zauj s or them immoo pnibnsta- gnol a'UTRAI to anoituloze erit not noqque ati bns jas sibbiM erit ni aroitnoo art to lionu vrhu MU en qasıg vilanit taum vtinummosnoitsmerni ed int noisolvnoo imitati edi ni nemelite evianedeiqmoo bas teus eques of vinutoqqo erit insmamsaib bna ythupea gribiegen mens no beaed res albbiM 3 notasets sup bns noige edit to nemqoleveb leipos bns bimonos d herijo bns noinu obst besingoper vllanoitsmetni to sonsvisado llut erit Latrigin ART 30A39 23W HT phillspe 2022019x3 tost erir aqanuns of is ot trigh er: yldston, arigi näinu ebe bns namun biaed ja erit ni bersloiv 18 anoin et nebneqebni bns sent edz ni esinsgo Je63 albbiM edit to zeitnuo taom eɔseq gnibliud of zelostado letnemsbout as breta anoiteloiv szert ted .noige erit ni nemqolaveb oimonos bns isipos of be noinu ebst brs nsmun efomong of ylevites show of 13 brs UTARI erit noigen ertz of anolazim qnibnse riquors gnibuloni noigen erit ni atright bns nobarotni to spnsrioxe bns zsitivitos Ol inevelen not hoqque ending inspro no nomerlaaoismeant chiiw noises0000 a righ รา 90000 amiltA noqu elle 2922919x ( 6 ( d : 16rit ameɔnoo eti 6x60 bne> ins@ taoW erit ni besonotne anoitsluge thuɔes smoa atrign noinu ebst to spitosiq llut eris tountado qht2 yb691 918 orlandose) nsinitzels ranisge behexe al uzaq eq .aerloset ileal ritiw atostno naildste of 300, gnibnsta obnu isutum noitsoube riguorit stomong or anotte .esbutis magiensini eblas juq of isop sitt ritiw orivy bhow ds1A eris bris lesial ditod ni atainoinu obs1 bns 2101soube ni anoqque bns, sugolsib bns asbutits salmonqmoo 101201 or salmonq xins8 jeeW arts ni averfosez arts bns UTI lesial ni atsilitts alelusineq sonsvbs of 1ebio ni asit deildates of anotte niedr ni qh2 x ed ins .noige eris ni zsitivitos noinu absit bns noitsoube anogqua CONGRESS DOCUMENT S XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA- 13 MOTION OF DISSOLUTION The[ 16TH WORLD CONGRESS OF THE INTERNATIONAL FEDERATION OF FREE TEACHERS UNIONS/ 34TH ASSEMBLY OF DELEGATES OF THE WORLD CONFEDERATION OF ORGANISATIONS OF THE TEACHING PROFESSION] assembled in Stockholm, Sweden, on 21-25 January 1993; XVI OF TEA ADYED RE IFFTU WORLD CONGRESS ANDE 19 22-25 JANUARY 1993, STOCKHOLM, SWEDEN SE CONGRESS AGENDA 13 DOCUMENT 8 MOTION OF DISSOLUTION ATING and other with ICFTU which all existing the right as Stockholm 25 Ja form part arrangements regarding to be NOTING the sive agreement, in ership;. NOTING AND WELCOMING the comprehensive agreement between IFFTU and WCOTP approved by the 18th( FFTU World Congress and the 34th WCOTP Assembly of Delegates: RESOLVES: ( 1) that the[ WORLD CONFEDERATION OF ORGANIZATIONS OF THE TEACHING PROFESSION] [ INTERNATIONAL FEDERATION OF FREE TEACHERS' UNIONS] be dissolved effective 31 December 1993: ( 2) to discharge all financial obligations, specifically duration of existing leases, loasing contracts, accordance with UFFTO), until such time obligations; equipment tal of office space for the tion of existing anities payable in. adopted by the Executive Committe the[ Education International) [ WCOTP] the said ( VX ceer YЯAUMAL BS- SS LOCKHOгW' 2MEDEM MOITUJO ЕТАСИЗДА BIG RO MOITOM DOCOWELL 8 CO СОИСНЕГО CONGRESS DOCUMENT 8 XVI IFFTU WORLD CONGRESS 22-25 JANUARY 1993, STOCKHOLM, SWEDEN AGENDA 13 MOTION OF DISSOLUTION Tuesday 26 January 1993 The[ 16TH WORLD CONGRESS OF THE INTERNATIONAL FEDERATION OF FREE TEACHERS' UNIONS/ 34TH ASSEMBLY OF DELEGATES OF THE WORLD CONFEDERATION OF ORGANISATIONS OF THE TEACHING PROFESSION] assembled in Stockholm, Sweden, on 21-25 January 1993; bund RECALLING RESOLUTIONS IN FAVOUR OF THE INTERNATIONAL UNITY OF TEACHERS ADOPTED AT THE WCOTP ASSEMBLY OF DELEGATES IN 1976, 1986 AND 1990; RECALLING THE ADOPTION BY THE IFFTU WORLD CONGRESS IN 1989 OF THE GENERAL SECRETARY'S ACTIVITY REPORT CALLING FOR ESTABLISHMENT BY IFFTU AND WCOTP OF A NEW INTERNATIONAL TRADE SECRETARIAT( ITS) FOR EDUCATION WORKERS; ANTICIPATING IN PARTICULAR that the comprehensive agreement between IFFTU and WCOTP will lead to the creation of a new international organisation of teachers and other education employees[ to be named the Education International] associated with ICFTU which all existing member organisations of IFFTU and WCOTP will have the right to join as Charter Members at a constituent congress to be held in Stockholm, 26 January 1993; and NOTING the transitional arrangements which form part of the comprehensive agreement, in particular the transitional arrangements regarding membership; NOTING AND WELCOMING the comprehensive agreement between IFFTU and WCOTP approved by the 16th IFFTU World Congress and the 34th WCOTP Assembly of Delegates; RESOLVES: 14.30| Address by the Prime Mi ter of Sweden 15.30 Ad onal ( 1) that the[ WORLD CONFEDERATION OF ORGANIZATIONS OF THE TEACHING PROFESSION] [ INTERNATIONAL FEDERATION OF FREE TEACHERS' UNIONS] be dissolved effective 31 December 1993; ( 2) to discharge all financial obligations, specifically rental of office space for the duration of existing leases, leasing of equipment for the duration of existing contracts, and payment of salaries, social charges and indemnities payable in accordance with the social plan adopted by the Executive Committee of[ WCOTP] [ IFFTU], until such time as the[ Education International] assumes the said obligations; ( 3) to transfer the said obligations, staff pension plans and insurance policies to the [ Education International] as soon as possible after the Constituent World Congress, and in any case no later than 31st December, 1993. ( 4) to transfer all remaining assets to the[ Education International], as soon as possible after the Constituent World Congress, and in any case no later than 31st December, 1993. MOITUJ022 O MOTOM 10 8 THEM MONTARE ANTARTI BHT 30 223 RW Har] enT RO MOTARD CROW SHTOTARO YA TAƐ\ иоIMU no nebsw2 mlorbloor2 ni beldmezes[ MO1223 DAIHAT TO STARIMADRO : ɛeer suns as- rs HOT ROYTIMU JAИOITAVASTI BHT 30 AUD : eeг А aser ater 2 30 YUMBA STOW 3HT TA 03T900A ЦАЯЗИ JAR BHT 30 eseг M QUROW UTRALSHT HO STOOD OMA UTERI Y8 TM3MH2L8ATE FOR DELLA 2яXROW MOITAQUE RO( TI) TAIRATE UTRRI E MOITOA 3HT D TROR YTIVITOA 2YRATRO BOARD SANOITAMAT И 32 WE A UT3 neownadinernoerge vieneder moo edit BY RA เบ ว ก ส AR MI OWANTACIOITHA sedloset to noitsainsgolenoitsmetni wens to noise art of beel lliw 9TOOW bns betsiposas[ lanottamerni nobeouba erit bemen ed ot] 29evolqmenoitsoube terito bre ever lliw STOOW bris UTARI to anoitsainsgoedmem gnitaixells doidw UTRI ni bleri ed of 2861pп00 tneutitando a is a sdmeM 1918 as niol of tigh art doldw atnemegnans isnoitians erit DMITOи bлs; Ɛeer sunet as, mlorbloo12 lenoitians er sluɔitieq ni themeeps evleners1qmoo eri to neq mot qidatedmem gribisgen etnemegns bos UTARI nosited themsengs evieneriemoo sdr MIMO CHA DITOW TOOW drAE er bris 8201gno bhoW UTARI dat er yd bevoiqqs STOOW ; 291sgeled to yldmeazA : [ 223 TO MAXIMADO MAR Britter( T) Icevirostite bevlozaib od от ВЗЯТ ПО ИОГТАЯЗОВЧ ЦАЙОТАИЯЭТИ : ɛeer edme Isine erir 101 90sqz soitto to letne vllspitioeqe, anoitsgildo Isionsnit Ils egerlozib of( S) eníteixe to noitstub erit not inemqlupe to gniesel ceasel gnitaixe to noitsub ni eldsysq zeitinmebni bns segiado isipos, asinsles to insmysq bns atosi [ TOOW] to eattimmo evitusex3 erit yd betqoba nsiq isipoa erit ritiwansbo bise erit asmuzes[ Isnoitsmetni noitsouba] erit es emis doua linu[ UTARI] ; anoitspildo EDUCATION INTERNATIONAL 9.00- 9.30 9.30 10.15 CONSTITUENT CONGRESS Stockholm, Sweden PROGRAMME Tuesday 26 January 1993 Call to Order Introduction of the Executive Committee Official Greetings: . Lärerförbundet . Lärarnas Riksförbund o Opening Addresses: 0 Mary Futrell 10.15-10.45 10.45 11.30 • Fred van Leeuwen Coffee break Addresses: • Albert Shanker • Robert Harris 11.30 11.45 Approval of the Credentials Committee Report Ratification of the Resolution to create the Education International 12.00 12.30 Official signing Ceremony of the Documents creating the Education International( A delegate from each organisation will be invited to sign the Agreement to form the Education International and thereby to become a Charter Member. 12.30 14.00| Lunch - 14.00 14.30| Address by the Prime Minister of Sweden - 14.30 15.30 Adresses by representatives of international organisations: • Director General of UNESCO o Deputy Director General of ILO - General Secretary of the ICFTU 15.30- 16.00 Closing Ceremony and Adjournment 0 Wednesday 27 January 1993 9.00 16.00 First meeting of the Interim Executive Board of the Education International ЗАЙОТАПЯСТЬ МОНТАРНАВСe policies to the ( 3) to transfer the said obligations, sta? [ Education International] as soon as possible after the Constituent World Congress, and in any c303UTIF, 1993. ( 4) to transfer all remaining abweise International), as soon as possible after the Constituent World Congress, and in any case no later than 31st December, 1993. 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