This online Database of Good Practices contains descriptions and links to practical initiatives on various topics implemented by the ETUCE member organisations. The aim of the work on good practices is to enhance the effective implementation of ETUCE policies by the ETUCE member organisations on national and regional level. This database is to be used by education trade unions as a source of inspiration and as a practical manual of tools and arguments proven successful within education trade unions and in the education sector.

If you would like to feature your good practice in this database, please fill in the form and send it to Victor.Belaud@csee-etuce.org.

Showing 9 items with your current filters.

Representation in Flemish Education Council, in the commissions ‘diversity and equal educational opportunities’ and ‘pupils guidance’ (pupils special educational needs)

External practice
Belgium
COV
Inclusion in schools/education institutes, Inclusion in trade unions, Inclusion in emergency situations (e.g. COVID 19, environmental disasters, etc.), Inclusion of students with special needs, Inclusion of teachers, academics, and other education personnel with special needs, Inclusion of members with special needs in trade union work, The physical (classroom and school) environment, Xenophobia, racism and prejudices, Cultural and social attitudes, Linguistic barriers, Recognition of qualifications, Targeted support for students from migrant/refugee background and ethnic minority groups, Targeted support for education personnel from migrant/refugee background and ethnic minority groups, Inclusion of members from migrant/refugee background and ethnic minority groups in trade union work, Integration of culturally sensitive content in curricula, Support for education in refugee reception centres, Understanding socio-economic disadvantage, Supporting students from a disadvantaged socio-economic background
Discussion/round table, Cooperation with other stakeholders (e.g. families, social services)
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, Other educational personnel
See full report

Effective support for pupils with special needs in regular schools

External practice
Belgium
COV
Inclusion in schools/education institutes, Inclusion of students with special needs
Legislation/policy/strategy/funding, Social dialogue negotiations on the regional level
Early-childhood/Pre-primary education, Primary education, Secondary education
Teachers/trainers, Other educational personnel
See full report

Sexism at work: create awareness among trade union personnel about the use (and the effect) of gender stereotypes

Internal practice
Belgium
COV
Gender-based violence and harassment, Gender stereotypes
Discussion/round table, Trade union actions (e.g. demonstration, strike), Gender equality/equality structure within trade union, Equality strategy/action plan
Early-childhood/Pre-primary education, Primary education
Teachers/trainers, Other educational personnel, School leaders, Trade Union members, Parents/carers/families, Students/learners, Education employers, Stakeholders
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Sickness before maternity rest

External practice
Belgium
COV
Gender pay and pension gap, Work-life balance, Vertical segregation in the teaching profession, Horizontal segregation in the teaching profession, Gender equality in decision-making positions in education trade union, Gender-based violence and harassment, Gender equality linked to wider societal issues (e.g. ageing, migration, political situation, religion), Gender stereotypes, Gender equality in the wider labour market, Gender-based discrimination
Legislation/policy/strategy/funding
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, Other educational personnel, School leaders
See full report

Publications & mainstreaming (gender, diversity, …)

Internal practice
Belgium
COV
Inclusion in schools/education institutes, Inclusion in trade unions, Inclusion in emergency situations (e.g. COVID 19, environmental disasters, etc.), Gender pay and pension gap, Work-life balance, Vertical segregation in the teaching profession, Horizontal segregation in the teaching profession, Gender equality in decision-making positions in education trade union, Gender-based violence and harassment, Gender equality linked to wider societal issues (e.g. ageing, migration, political situation, religion), Gender stereotypes, Gender equality in the wider labour market, Gender-based discrimination, Homophobic, biphobic and transphobic bullying and harassment, Integration of LGBTI issues in curricula, Raising awareness and understanding on LGBTI issues, Safe and healthy working environment for LGBTI teachers, academics, and other education personnel, Inclusion of LGBTI members in trade union work, Inclusion of students with special needs, Inclusion of teachers, academics, and other education personnel with special needs, Inclusion of members with special needs in trade union work, The physical (classroom and school) environment, Xenophobia, racism and prejudices, Cultural and social attitudes, Linguistic barriers, Recognition of qualifications, Targeted support for students from migrant/refugee background and ethnic minority groups, Targeted support for education personnel from migrant/refugee background and ethnic minority groups, Inclusion of members from migrant/refugee background and ethnic minority groups in trade union work, Integration of culturally sensitive content in curricula, Support for education in refugee reception centres, Understanding socio-economic disadvantage, Supporting students from a disadvantaged socio-economic background
Publication
Early-childhood/Pre-primary education, Primary education
Trade Union members, Stakeholders
See full report

Care credit is taken into account for the pension of educational personnel

External practice
Belgium
COV
Gender pay and pension gap, Work-life balance
Legislation/policy/strategy/funding
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, Other educational personnel, School leaders
See full report

Gender Ambassadors

Internal practice
Gender Ambassadors Invitation
Belgium
ACV-OD / CSC-SP
Gender stereotypes, Gender-based violence and harassment, Work-life balance
Exchanging good practices within trade union/with other actors, Trade union actions (e.g. demonstration, strike)
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
See full report

Website on gender equality, parental rights and women’s rights

Internal practice
An inspiring women after whom this website is named.
Belgium
SLFP-VSOA
Gender equality in the wider labour market, Gender equality linked to wider societal issues (e.g. ageing, migration, political situation, religion), Gender stereotypes
Dissemination of data, Exchanging good practices within trade union/with other actors, Publication, Research/collection of data
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training
See full report
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