European Trade Union Committee for Education

Building on the findings of the joint ETUCE – EFEE project “European Sectoral Social Partners in Education promoting effective integration of migrants and refugees in education” (2017-2019), the project ‘In and Through Education: Education Trade Unions support the inclusion of refugees and migrants’ aims to further build the capacity of the education trade unions on providing specific support to their affiliates regarding the inclusion of refugees and migrants in the education system, and linking it to the attractiveness of the teaching profession. The project also seeks to address the specificities of the refugees from Ukraine.

• Introduction
• Research
• Roundtables
• MOOC for education trade unions on the inclusion of refugees and migrants
• Closing Conference
• InclEdu4AllNeeds study visit: Inclusion of persons with special needs in German education

On 5 September 2024, a study visit to Solingen, Germany, was organised in the framework of joint ETUCE-EFEE project “European Sectoral Social Partners in Education promoting inclusion of persons with special needs in education,” with the support of ETUCE member organisation in Germany, VBE. This initiative, co-funded by the European Commission, aims to identify and promote successful joint approaches by social partners to ensure the full inclusion of persons with special needs in education systems and policies, as well as to evaluate current policies and practices, resulting in a concrete set of proposals and recommendations for national member organisations, employers in education, education authorities, and governments.  

During the study visit, project coordinators from the ETUCE and EFEE secretariats, together with project researchers, visited an inclusive primary school, Grundschule Böckerhof, engaging with teachers, including special needs teachers, the school leader, and trade union representatives to gather valuable insights into the experience of organising an inclusive school where students with special needs are fully integrated into mainstream education. The crucial importance of including students with special needs in mainstream education to shift society’s mindset about special needs was underlined during the discussion. However, the school management and trade union representatives pointed out the existing lack of resources, both in terms of school infrastructure (e.g. extra classrooms for students with special needs, specialists to work with them, hearing aids, adaptations of school buildings, technical equipment, etc.) and special needs teachers (there are only 2 special needs teachers for 13 classes).

A significant part of the study visit included a focus group discussion among German social partners in education, collecting the views of education personnel and institutional leadership, as well as social partners, on the state of inclusion of persons with special needs in the German education system. Insightful discussions among German education trade union representatives, school leaders, and local education authorities took place during the second part of the visit, addressing the relevant professional needs and working conditions of school leaders and other education personnel regarding the inclusion of persons with special needs in education, and the role of social partners.

Focus group participants highlighted that the concept of inclusion needs more practical implementation, including better support for persons with special needs and their families in everyday life. Trade union representatives reported that they have a good social dialogue at the local level, where, for example, they discuss education personnel’s mental health issues linked to the high workload. The local school council also provides integration discussions to support education personnel with special needs, allowing them to find flexible schedules.

The lack of necessary professional skills and the overall shortage of teachers have been identified as priority topics in social dialogue in the German education system. Specialist counselling at schools (at the city authorities level, psychologists, speech specialists, and other specialists are available for all schools in the city district when needed) was highlighted as a good joint practice of education social partners.

The next project study visit will be organised in February 2025 in Bucharest, Romania. The outcomes of these study visits will feed into the research report and specific country cases.