ETUCE History Project

1 Egalement disponible en français sous le titre : “La voix des enseignants européens : 30 ans d‟action du CSEE pour les enseignants européens et l‟éducation” Published by the Trade Union Committee for Education – Brussels 2007 Reproduction of all or part of this publication is permitted without authorisation. However, accreditation to ETUCE must be made and copies must be sent to the ETUCE secretariat. 2 Content Chapter Author page Preface Martin Rømer p. 7 By way of introduction p. 11 CHRONOLOGICAL OVERVIEW 1. A complex pre-history p. 15 L. Van Beneden 2. 1974-1984 : Years of crisis – years of hope p. 28 L. Van Beneden 3. 1984-1990 : New challenges and new prospects p. 57 L. Van Beneden 4. 1991-1999 : Enlarging and reinforcing p. 71 A. Mouchoux 5. 2000-2005 : Maturing in the face of new challenges p. 96 J.–M. Maillard THEMATIC CHAPTERS 6. Uniting in diversity p.110 L. Van Beneden 3 7. Relations with the European Union and the Council of Europe p.123 L. Pépin & A. Mouchoux 8. The ETUCE and social dialogue: from values to institutions (1975 - 2005) p.138 A. Mouchoux & D. Poissonneau 9. ETUCE Statutes p.146 A. Mouchoux 10. Finance: the lifeblood of union work p.159 G. Vansweevelt 11. Teachers’ working conditions in a unifying Europe p.170 C. van Overbeek 12. Equality in education and society p.193 E. Jenaro, M. Osmundsen, M.-L. Rintanen & S. Tiissala 13. Higher education: representing the most ‘international’ sector p.217 P. Bennett 4 14. Vocational education and training: key areas of ETUCE activity p.230 L. Van Beneden 15. Teacher education: bedrock of European education p.247 P. Bennett 16. ETUCE and the development of new technologies in education p.261 H. Bähr & U. Fredriksson 17. The quality of education and training p.267 A. Falktoft , A. Mouchoux & L. Van Beneden 18. Lifelong learning in the EU p.278 A. Falktoft BETWEEN YESTERDAY AND TOMORROW p.282 ANNEXES 1. The authors p.287 2. List of abbreviations p.294 3. List of reference documents p.300 4. Members of the Executive Board p.304 5 LIST OF BOXES Box 1 : The founding date of the ETUCE p. 24 Box 2 : East/West p. 66 Box 3 : The relations with the ETUC p. 78 Box 4 : LEONARDO DA VINCI p. 81 Box 5 : SOCRATES p. 82 Box 6 : The Manifesto p. 86 Box 7 : Working methods p. 88 Box 8 : Parent-student cooperation p. 92 Box 9 : Open Method of Coordination p. 99 Box 10 : PISA Studies p. 99 Box 11 : Stress and teachers p.185 Box 12 : Health and safety in schools p.188 Box 13 : Violence in schools p.190 Box 14 : Intercultural education p.209 Box 15 : Education for the disabled p.213 Box 16 : ERASMUS p.220 Box 17 : Synthesis „Teachers training‟ p.251 Box 18 : Modern languages p.257 6 Foreword FOREWORD Martin Rømer Nearly two years ago the ETUCE Secretariat was given the task of creating a record of the history of ETUCE from its inception until today. I am proud that we can present this book you now have in your hand. It is a fact that teachers and education staff in many countries have been among the first to organise themselves into trade unions. Many teacher organisations in Europe were founded more than 100 years ago. In this context, it may not seem important to celebrate or even write the history of ETUCE over only 30 years. Nonetheless, it is important to realise that at the European level teachers were early organisers. They were not pioneers, as world organisations for teachers and education staff already existed, but what was remarkable was that they realised at an early stage the relevance of the emerging European Union for the development of public education as well as for the teaching profession. ETUCE developments have naturally been influenced by the permanent evolution of the EU but also and above all by an increasing involvement from its Member Organisations which number and confidence in the organisation, its role and rationale kept on growing. ETUCE was created as the teachers‟ social partner at the European level and as a defender of teachers‟ interests and spokesperson to the European Commission. This original purpose of ETUCE remains the same today. Over the years ETUCE developed European expertise that often came into competition with other much less representative organisations or associations claiming they 7 Foreword represented teachers and /or educational matters. The status of being heard at the level of the Commission did not come easily. It was a tough fight and many times internal dissensions and discussions made it difficult to respond effectively. One could say that it was never boring to witness and to take part in the development of ETUCE. The history of ETUCE and its struggle during the last 30 years is both colourful and worth telling. The story may also explain how ETUCE became what it is now and shed light on some of the important developments and experiences that still count. This book does not intend to tell “the whole truth and nothing but the truth.” It is not an academic study. It is the history of ETUCE as seen by many different eyes, and representing the viewpoints of persons who have been in charge of its developments at various stages then and now. Of course it has not been possible to give a full account of all ETUCE related activities. ETUCE was created as a single structure for the three Internationals at that time to respond to developments in the European Union. The same differences and problems that existed within the European Union also existed within the ETUCE itself. These differences often broke out in internal discussions, especially about how to manage the work of the ETUCE. These discussions intensified after the creation of Education International. This discussion continues today and hopefully the huge experiences from the past will give an understanding of the political context in which ETUCE was created and developed. ETUCE has constantly developed and adapted its structures and working methods to the changing realities. In many ways ETUCE has developed European Union expertise which is crucial for member organisations and their influence on the European Union policies. Since its origin, ETUCE leaders were convinced of the need to create and develop an effective trade union tool to improve education in Europe. 8 Foreword It has been a huge job to find, compile, study and select the material for this book. The period covered starts at the first very start of ETUCE until just before the General Assembly 2006. Many people have been involved and we owe them thanks for their work. Especially I would like to thank Louis Van Beneden for taking up the very difficult job as chair for the working group. Thanks to all colleagues who participated and to the secretariat for the support. Brussels, 1 October 2007 Martin Rømer General Secretary 9 Foreword 10 Introduction BY WAY OF INTRODUCTION The book before you is not the product of an academic study, but rather the fruits of the collective work of a number of individuals who have had the privilege of witnessing the history of the European Trade Union Committee for Education (ETUCE) unfolding. On the occasion of the ETUCE‟s thirtieth anniversary, its leaders decided to create a work intended for its member organisations and any other interested readers, charting all that the ETUCE has experienced and undertaken in order to achieve the objectives which, since its inception, have been the driving force behind its ideas and direction. A wise decision indeed, for did not the ancient Chinese teach us that the palest ink is better than the strongest memory? History is a surer guide for the future than the best of intentions. How was this book written? The ETUCE invited former leaders to bear witness to their experiences and thoughts on the 30 years of commitment to the cause of teachers from the European Community and European Free Trade Association countries. Those who wished to contribute certainly did so on the basis of their own experiences and memories, but they also used the ETUCE archives (reports, positions, publications, etc.). They have been working together since September 2005 and have drawn inspiration from each other in an attempt to find a necessary balance in their arguments. This book is, therefore, the fruit of collective labour achieved through regular meetings of a working group who provided collective authorship. It is not simply the product of research, or a dry or formal interpretation of the organisation‟s official texts and positions, but rather an account of a history lived out by its authors, intended to be as objective as possible with the help of formally agreed decisions and reports. In order to enrich their texts, the authors invited other past leaders to react to the initial drafts of the chapters. Wherever possible their reactions 11 Introduction were taken into account and the names of those who reacted are listed at the end of each chapter. It goes without saying, however, that the authors are ultimately solely responsible for the content of the texts as published. The attentive reader will find some inevitable repetitions in the texts, some of them in fact necessary in order that the context of a given chapter can be understood without reference to the others. The references will guide any reader who wishes to find the basic texts in order to obtain additional information and context for the arguments. It was a major challenge to write this kind of book on the history of the ETUCE, with a commitment to covering the maximum number of subjects which have occupied the organisation over the last three decades and charting the internal and external developments for its member organisations and for external readers.

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