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 3 items with your current filters.

Forsa Survey: Inclusion 2020

External practice
Germany
VBE
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
Publication, Research/collection of data, Evaluation and assessment
Primary education, Secondary education, Vocational education and training
See full report

Inclusion during emergency situation (COVID-19. Support students with disadvantaged socio-economic background)

Internal practice
Hungary
SEH
Inclusion in emergency situations (e.g. COVID 19, environmental disasters, etc.), Inclusion of students with special needs, Supporting students from a disadvantaged socio-economic background
Legislation/policy/strategy/funding, Training/Discussion/Roundtable for trade union members, Evaluation and assessment, Social dialogue negotiations on the national level, Equality strategy/action plan, Lobbying education authorities
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training
Teachers/trainers, Trade Union members, Parents/carers/families, Education employers
See full report

Teachers mobilise for the rights of refugees

External practice
Poland
ZNP
Inclusion in schools/education institutes, Inclusion of members with special needs in trade union work
Legislation/policy/strategy/funding, Project, Programme (e.g. nation-wide), Initial and continuous professional development of teachers, academics and other education personnel, Publication, Digital tools (e.g. e-learning platform, MOOC, website), Teaching materials and strategies, Support (material and/or financial) to facilitate access to quality education, Discussion/round table, Training/Discussion/Roundtable for trade union members, Research/collection of data, Dissemination of data, Cooperation with other stakeholders (e.g. families, social services), Evaluation and assessment, Social dialogue negotiations on the regional level, Social dialogue negotiations on the national level, Specific arrangements to facilitate participation in trade union’s work and decision-making process, Exchanging good practices within trade union/with other actors, Lobbying education authorities
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training
Teachers/trainers, Other educational personnel, School leaders, Trade Union members, Stakeholders
See full report
Share this page