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.

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Showing 14 items with your current filters.

"Diversity and integration - strategic plan"

Internal practice
Norway
UEN
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
Legislation/policy/strategy/funding, Initial and continuous professional development of teachers, academics and other education personnel, Publication, Training/Discussion/Roundtable for trade union members, Specific arrangements to facilitate participation in trade union’s work and decision-making process
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, Trade Union members, Students/learners, Stakeholders
See full report

Diversity in the union and within the education personnel

Internal practice
Norway
UEN
Inclusion in schools/education institutes, Inclusion in trade unions, Gender pay and pension gap, Gender equality in decision-making positions in education trade union, Gender-based violence and harassment, Gender equality in the wider labour market, Integration of LGBTI issues in curricula, Raising awareness and understanding on LGBTI issues, Inclusion of students with special needs, The physical (classroom and school) environment, 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
Legislation/policy/strategy/funding, Initial and continuous professional development of teachers, academics and other education personnel, Publication, Research/collection of data, Trade union actions (e.g. demonstration, strike), Gender equality/equality structure within trade union
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, Trade Union members
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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
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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
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Black Teachers’ Consultation Conference

Internal practice
United Kingdom
NASUWT
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
Legislation/policy/strategy/funding, Programme (e.g. nation-wide), Initial and continuous professional development of teachers, academics and other education personnel, Digital tools (e.g. e-learning platform, MOOC, website), Curriculum, 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, Exchanging good practices within trade union/with other actors, Equality strategy/action plan
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training
Teachers/trainers, Other educational personnel, School leaders, Trade Union members, Stakeholders
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YO SOY SERVICIOS PÚBLICOS

External practice
Spain
Fesp-UGT
Inclusion in schools/education institutes, Inclusion in trade unions, Inclusion in emergency situations (e.g. COVID 19, environmental disasters, etc.), 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
Teachers/trainers, Other educational personnel, School leaders, Trade Union members, Education employers, Stakeholders
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AULA INTERCULTURAL

External practice
Spain
Fesp-UGT
Inclusion in schools/education institutes, Inclusion in trade unions, Homophobic, biphobic and transphobic bullying and harassment, Inclusion of students with special needs, 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
Campaign, Project, Publication, Digital tools (e.g. e-learning platform, MOOC, website), Curriculum, Teaching materials and strategies, Exchanging good practices within trade union/with other actors
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, Students/learners, Stakeholders
See full report

ECO IN for inclusive schools

External practice
Lithuania
LESTU
Inclusion in schools/education institutes, Integration of LGBTI issues in curricula, Inclusion of students 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
Project
Early-childhood/Pre-primary education, Primary education, Secondary education
Teachers/trainers, Other educational personnel, School leaders, Trade Union members, Parents/carers/families, Students/learners, Education employers, Stakeholders
See full report

Creating a dedicated National Equality Officer post within the Union

Internal practice
United Kingdom
EIS
Gender pay and pension gap, Work-life balance, Gender-based violence and harassment, Gender stereotypes, 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, Xenophobia, racism and prejudices, Cultural and social attitudes, 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
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Trade Union members
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EIS Anti-racist Strategy

Internal practice
United Kingdom
EIS
Xenophobia, racism and prejudices, Cultural and social attitudes, Targeted support for students from migrant/refugee background and ethnic minority groups, Inclusion of members from migrant/refugee background and ethnic minority groups in trade union work
Campaign, Project, Programme (e.g. nation-wide), Initial and continuous professional development of teachers, academics and other education personnel, Training/Discussion/Roundtable for trade union members, Equality strategy/action plan
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, Other educational personnel, School leaders, Trade Union members
See full report

Education during a pandemic

Internal practice
Poland
ZNP
Inclusion in emergency situations (e.g. COVID 19, environmental disasters, etc.), Inclusion of students with special needs, Inclusion of members from migrant/refugee background and ethnic minority groups in trade union work, Support for education in refugee reception centres, Supporting students from a disadvantaged socio-economic background
Initial and continuous professional development of teachers, academics and other education personnel, Publication, Digital tools (e.g. e-learning platform, MOOC, website), Support (material and/or financial) to facilitate access to quality education, Dissemination of data, Cooperation with other stakeholders (e.g. families, social services), Social dialogue negotiations on the institutional level, Social dialogue negotiations on the regional level, Social dialogue negotiations on the national level, Trade union actions (e.g. demonstration, strike), Equality strategy/action plan, Lobbying education authorities
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, School leaders, Trade Union members, Parents/carers/families, Education employers, Stakeholders
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

Inclusion of migrants and refugees in the education system

Internal practice
Albania
SPASH
Inclusion in trade unions, Inclusion in emergency situations (e.g. COVID 19, environmental disasters, etc.), 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, Homophobic, biphobic and transphobic bullying and harassment, Safe and healthy working environment for LGBTI teachers, academics, and other education personnel, 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, 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, Understanding socio-economic disadvantage, Supporting students from a disadvantaged socio-economic background
Campaign, Training/Discussion/Roundtable for trade union members
Primary education, Secondary education
Teachers/trainers, Education employers
See full report

Equal opportunities on the labour market

External practice
Spain
FE-USO
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, 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
Legislation/policy/strategy/funding, Project, Curriculum, Cooperation with other stakeholders (e.g. families, social services), Evaluation and assessment, Social dialogue negotiations on the national level, Trade union actions (e.g. demonstration, strike), Equality strategy/action plan, Lobbying education authorities
Early-childhood/Pre-primary education, Primary education, Secondary education, Vocational education and training, Higher education
Teachers/trainers, Other educational personnel, School leaders, Trade Union members, Parents/carers/families, Students/learners, Education employers, Stakeholders
See full report
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