1. The ILO/UNESCO Recommendations

2. Framework for Teachers’ Professionalization Global EFA: MDGS: Framework UNESCO/ILO Recommendations PA – Level Ministry Level Code of Conduct StandardsAdmission Criteria Performance Appraisal Career Progression Licensing Scheme

3. The Recommendations concerning the Status of Teaching Personnel Two normative instruments: 1966 ILO/UNESCO Recommendation concerning the Status of Teaching Personnel 1997 UNESCO Recommendation concerning the Status of Higher Education Teaching Personnel

4. What they are and are not o Unique international recommendations of good practices concerning teachers o Adopted: Ø in 1966 by a special intergovernmental conference convened by UNESCO and the ILO Ø in 1997 by UNESCO in cooperation with ILO o Non-binding instruments: they cannot be ratified; they are not legally binding on governments

5. What do they contain? The 1966 Recommendation: more than 146 provisions in 13 sections, including:  educational objectives & policies - consultation  teacher education - initial and further  employment and career  rights and responsibilities - negotiations  effective teaching and learning conditions  teachers’ salaries  social security

6. The scope of the Recommendations  Professionalism  Co-operation in policy issues  Teacher-training  Terms and conditions of employment  Professional freedom  Responsibilities  Rights  Hours of work  Salaries  Security of employment  Negotiation of terms and conditions of employment  Terms and conditions of employment of women, disabled, and part-time higher education teaching personnel  Teacher shortages  Institutional autonomy and accountability  Appraisal

7. - The Recommendations are not legally binding instruments - Process is important in developing and applying reforms: consultation, negotiation and participation in decision making : Social dialogue for ownership and success - At the heart of both Recommendations is the critical conceptual balance between rights and responsibilities

8. 8 Application - the Joint Committee (CEART)  The Joint ILO/UNESCO Committee of Experts was set up in 1968 to monitor and promote the 1966 Recommendation  The CEART now also has responsibility for the 1997 Recommendation - reviewed for the first time in 2000  Composed of 12 independent experts - makes a report once every 3 years

9. 9 How can the CEART help teachers? p CEART Reports focus attention on particular themes: in recent years - deterioration in teaching conditions & status, shortages, teachers’ participation in decisions via social dialogue, changes in teacher education, HIV/AIDs, ICT p Reports reviewed by ILO Governing Body and Conference & UNESCO Executive Board - sent to all ILO and UNESCO member States with requests for action to improve conditions

10. 10 CEART and teachers - 2 r CEART sessions now have direct input to reports by intergovernmental & teachers’ organizations r Allegations on non-application of Recommendations’ provisions submitted by international or national teachers’ unions - focus international attention on problems; examples : ü Bangladesh: conditions in private schools ü Ethiopia: general deterioration conditions; social dialogue ü Japan: merit pay and teachers’ assessment ü Senegal: volunteer programme/untrained teachers

11.  TENTH SESSION UPDATE  CEART Committee  Triennial Meetings  Report  Executive Board endorsement  Working Group on Allegations  Follow up of CEART Recommendations Monitoring of the Recommendations: The Committee of Experts on the Application of the Recommendations concerning Teachers (CEART)

12. 12 Greater use of the Recommendations 4 CEART recommendations have led to series of regional and national policy seminars with teachers, govt. & private school employers - can be organized on request of one or more parties 4 Recommendations could be used by government decision- makers, private schools and teachers’ unions as a checklist of good practices to measure national law & practice vs. international norms

13. 13 Greater use of the Recommendations - 2 4 Recommendations could be taught in curricula of teachers’ training colleges & programmes - sensitize teachers to good practices, rights and responsibilities 4 Recommendations can be used as a promotional tool at special events - World Teachers’ Day & national forums to promote high teachers’ status 4 Distribute Recommendations to parents, community, journalists & image makers to focus attention on good teaching/learning practices

14. 14 Conclusion 1966 and 1997 Recommendations are not binding or enforceable legally… …but they provide the most comprehensive set of guidelines for national policies, law & practice concerning teachers… …they need to be more widely understood and used by public & private education management, teachers & their unions.

15. The full text of the ILO/UNESCO Recommendation concerning the Status of Teachers (1966): http://portal.unesco.org/education/en/ev.php- URL_ID=5366&URL_DO=DO_TOPIC&URL_SECTION=201.html The full text of the UNESCO Recommendation concerning the Status of Higher Education Teaching Personnel (1997): http://portal.unesco.org/education/en/ev.php- URL_ID=6669&URL_DO=DO_TOPIC&URL_SECTION=201.html