Unlike the teachers who must be supported by the data written form of certificates or certificates awards, the process of evaluating competence in the certification lecturer only on the basis of trust.
This was disclosed Certification Committee Chairman Lecturers (PSD) University Eleven March (UNS) Solo Sutarno Djojoatmojo found when is your new stage in the process of certification of the campus, on Wednesday (15/10).
Read More..
Friday, October 31, 2008
FGII's Agenda in November 2008
Oct 31 : pers conference about discrimination in RPP Guru (gov't Act for teacher) in Wisma Kodel, Jakarta
1-2 Nov Workshop union management and financial administration hell bo held DPP FGII and FMGI in Lampung. Read More..
1-2 Nov Workshop union management and financial administration hell bo held DPP FGII and FMGI in Lampung. Read More..
Thursday, October 30, 2008
Government Must Create Standard Welfare for Teacher
MEDAN - MI: The government should create standards of welfare of teachers, as one of the efforts to improve the quality of education in Indonesia, said the Rector of the State University of Medan (Unimed) Shawwal Gultom.
"It would be difficult to improve the quality of education if teachers are not prosperous. Not only equity and expanding access to learning that needs to be improved, but the welfare of teachers is also an important factor in education reform," he said in Medan on Wednesday (29/10). Read More in Media Indonesia Read More..
"It would be difficult to improve the quality of education if teachers are not prosperous. Not only equity and expanding access to learning that needs to be improved, but the welfare of teachers is also an important factor in education reform," he said in Medan on Wednesday (29/10). Read More in Media Indonesia Read More..
Wednesday, October 29, 2008
Private teacher is still discriminated
Today the DPP FGII track reports 41 privateteachers from Padang, which has received a certificate educators but allowance professional never arrived. Edi Susanto pioneer DPD FGII West Sumatra stated that the delay associated with this process impassing. Private teachers who have graduated from educator certification it must complete several requirements impassing following:
1. Copy of certificate to be the last, the original
2. Copy of the Deed (Act IV) legalizing the original (???)
3. The photocopy of the decree stipulating as permanent teachers by the leaders of the Foundation legalized, the original
4. Certificate start early teaching assignments (from the Foundation / Head of School), the original
5. Decree division of tasks to teach at least 24 hours from the Head of School (known by the District Education Office)
6. Copy of certificate is (if it is involved in the certification) legalized LPT / Office of the local
7. Have UNPTK Read More..
1. Copy of certificate to be the last, the original
2. Copy of the Deed (Act IV) legalizing the original (???)
3. The photocopy of the decree stipulating as permanent teachers by the leaders of the Foundation legalized, the original
4. Certificate start early teaching assignments (from the Foundation / Head of School), the original
5. Decree division of tasks to teach at least 24 hours from the Head of School (known by the District Education Office)
6. Copy of certificate is (if it is involved in the certification) legalized LPT / Office of the local
7. Have UNPTK Read More..
Tuesday, October 28, 2008
Teachers vs businessmen????
mayor requested that the teachers take the role of people involved in creating a climate entrepreneurs in Semarang. "This could be a solution to resolve the problem of labour, without the need to increase salaries, because everybody have enteprenaur spirit, capable of producing their own can absorb labour," he said. Read More
Read More..
Poor teachers
Teacher aids in Jakarta have chronic problems and have a uniqueness solitary than Guru Bantu in other areas, said the head of the Office of Education Jakarta Margani claim Mustar To help teachers become civil servants.Read More
Education, North Sumatra University (USU), Zulnaidi MHum, in Medan, on Wednesday (22/10), said, nowadays their remuneration is calculated based on hours of face-to-face in the classroom. Once a face-to-face average paid Rp10.000 to Rp 15,000 depending on the schools where they teach.
In a month on average their highest able to teach only five to six meetings. "So, if multiplied Rp10.000, the highest in a month they will receive honorariums of Rp60.000," he said. Read More Read More..
Education, North Sumatra University (USU), Zulnaidi MHum, in Medan, on Wednesday (22/10), said, nowadays their remuneration is calculated based on hours of face-to-face in the classroom. Once a face-to-face average paid Rp10.000 to Rp 15,000 depending on the schools where they teach.
In a month on average their highest able to teach only five to six meetings. "So, if multiplied Rp10.000, the highest in a month they will receive honorariums of Rp60.000," he said. Read More Read More..
Thursday, October 23, 2008
DIscussion in YTKI, Oct 23rd 2008
Teacher Solidarity for the improvement of education
Discussions held by WALHI, etc. PRP is stronger ideas to improve the understanding of Indonesian workers, including teachers about capitalism and realize the importance of unity in the perspective of institution to encourage rights-based advocacy and gender-fair. DPP FGII invited by the KASBI, they can sit together respectable social movements realize the impact of the crisis facing the global crisis in the capitalist world epicentrum, USA Read More..
Discussions held by WALHI, etc. PRP is stronger ideas to improve the understanding of Indonesian workers, including teachers about capitalism and realize the importance of unity in the perspective of institution to encourage rights-based advocacy and gender-fair. DPP FGII invited by the KASBI, they can sit together respectable social movements realize the impact of the crisis facing the global crisis in the capitalist world epicentrum, USA Read More..
SMKN 15 Bandung that threatened demolished
Teacher Solidarity for the improvement of education
Dr. Asep Tavip, FGII DPP members, together with school committees, teachers and parents SMKN 15 Bandung meet Mr. Jhony Nelson at the National Commission on Human Rights on 21 October 2008. Complaints to the National Commission on Human Rights is related to the legal status SMKN 15 Bandung that threatened demolished and Bandung City Government not slightly.Related News in Detik.com , kompas , Pikiran Rakyat Read More..
Dr. Asep Tavip, FGII DPP members, together with school committees, teachers and parents SMKN 15 Bandung meet Mr. Jhony Nelson at the National Commission on Human Rights on 21 October 2008. Complaints to the National Commission on Human Rights is related to the legal status SMKN 15 Bandung that threatened demolished and Bandung City Government not slightly.Related News in Detik.com , kompas , Pikiran Rakyat Read More..
Tracing appeal against the decision Citizen Lawsuit national examination of the victim lodged in 2006
Teacher Solidarity for the improvement of education
DPP FGII browse the appeal against the decision of PT Jakarta district court decision that strengthens Jakpus subsidiary that won the claim in the suit related to citizen victims of National Examination 2006. Information from the Supreme Court can not be obtained because it requires a letter of introduction from the PN Jakpus.
PN Jakpus obtained the information from that file the proposed appeal and counter appeal, which drafted the memory TeKUN(Victim Advocacy Team National Exam) is presented in more detail the new date of 23 September 2008. According to the staff of the clerk of district court found that PN Jakpus, cross-checked against the parties that filed an appeal requires a long time. PN Jakpus adds that not only may submit a file of the case. Documentation asserts that on 23 September there are 12 files appeal of the case submitted to the Supreme Court. DPP FGII regrets the delay in the delivery of the file because it is related to the possibility that many more children become the victims of National Examination wait because the legal provisions.
In various information in the media indicate that the appeal process related to the political problems can be dituntaskan. There are strong indications that the search of justice in the country is still the law than the political rights of citizens. Read More..
DPP FGII browse the appeal against the decision of PT Jakarta district court decision that strengthens Jakpus subsidiary that won the claim in the suit related to citizen victims of National Examination 2006. Information from the Supreme Court can not be obtained because it requires a letter of introduction from the PN Jakpus.
PN Jakpus obtained the information from that file the proposed appeal and counter appeal, which drafted the memory TeKUN(Victim Advocacy Team National Exam) is presented in more detail the new date of 23 September 2008. According to the staff of the clerk of district court found that PN Jakpus, cross-checked against the parties that filed an appeal requires a long time. PN Jakpus adds that not only may submit a file of the case. Documentation asserts that on 23 September there are 12 files appeal of the case submitted to the Supreme Court. DPP FGII regrets the delay in the delivery of the file because it is related to the possibility that many more children become the victims of National Examination wait because the legal provisions.
In various information in the media indicate that the appeal process related to the political problems can be dituntaskan. There are strong indications that the search of justice in the country is still the law than the political rights of citizens. Read More..
Workshop plan for the protection of workers the teaching profession
Teacher Solidarity for the improvement of education
Chairman of the Teachers Union who is also Chairman of the Jakarta DPD FGII agreed to implement the Protection of Workers Workshop Professional Teachers' Day on Friday, October 24, 2008 hp. 14-17.30 at Wisma Kodel Lt. 11 Jl. H.R. Rasuna Said Kav B4 South Jakarta 12920. Content workshops include:
1. Basic Principles on the Formation of the Professional Organization / Unions FGII
a. Basic Law of the establishment of OP / SP
b. The nature of OP / SP
c. Formation of Philosophy OP / SP
2. Financial resources OP / SP and the importance of funding OP / SP
a. Function OP / SP
b. Sources of Funds OP / SP
3. Mechanisms for the Protection of Workers Professional Teachers
Participants were 50 teachers (PTT managers SGJ) and teachers from 5 pure areas of Jakarta.
Facilitator:
1. DPP Chairman of the General FGII
2. Wasekjen DPP FGII
3. Chairman of the Jakarta DPD FGII Read More..
Chairman of the Teachers Union who is also Chairman of the Jakarta DPD FGII agreed to implement the Protection of Workers Workshop Professional Teachers' Day on Friday, October 24, 2008 hp. 14-17.30 at Wisma Kodel Lt. 11 Jl. H.R. Rasuna Said Kav B4 South Jakarta 12920. Content workshops include:
1. Basic Principles on the Formation of the Professional Organization / Unions FGII
a. Basic Law of the establishment of OP / SP
b. The nature of OP / SP
c. Formation of Philosophy OP / SP
2. Financial resources OP / SP and the importance of funding OP / SP
a. Function OP / SP
b. Sources of Funds OP / SP
3. Mechanisms for the Protection of Workers Professional Teachers
Participants were 50 teachers (PTT managers SGJ) and teachers from 5 pure areas of Jakarta.
Facilitator:
1. DPP Chairman of the General FGII
2. Wasekjen DPP FGII
3. Chairman of the Jakarta DPD FGII Read More..
Tuesday, October 21, 2008
The saddening Low wages of Honorer Teachers in Indonesia still lower than UMP
Teacher Solidarity for the improvement of education
When will it be change? Read More teacher salaries in Tanjung Jabung Barat, Read More teacher salaries in Simalungun, Read More teacher salaries in Kabupaten Bandung, Read More teacher salaries in Bone, Read More teacher salaries in Kepulauan Seribu, Read More teacher salaries in Rokanhilir, Read More teacher salaries in Palembang, Read More teacher salaries in Maluku, Read More teacher salaries in Medan Deli, Read More teacher salaries in Bekasi Read More..
When will it be change? Read More teacher salaries in Tanjung Jabung Barat, Read More teacher salaries in Simalungun, Read More teacher salaries in Kabupaten Bandung, Read More teacher salaries in Bone, Read More teacher salaries in Kepulauan Seribu, Read More teacher salaries in Rokanhilir, Read More teacher salaries in Palembang, Read More teacher salaries in Maluku, Read More teacher salaries in Medan Deli, Read More teacher salaries in Bekasi Read More..
FGII 's reccommendation
Teacher Solidarity for the improvement of education
Discrimination and poor working conditions obtained by a private teacher and honorary / Non-civil servants can be seen from the fact below:
1. Still many teachers are honorarium and the private sector has a salary under the UMP / UMK (Minimum Wages State / district / city);
2. No guarantee of social workers (Jamsostek), which can provide protection, health and safety insurance and old age;
3. There is still a system of contracts and the weak position of teachers in the set or agreements working with the teachers' vulnerable to lay;
4. The existence of discrimination laws Teachers of private teacher and honorary related to salaries, Jamsostek, the functional benefits, improving quality and qualified teachers;
5. The amount of the burden of the working face-to-face per hour (minimum 24-hour face-to-face) that can impact on the low level of the best service for students, the physical and psychological health of teachers working routines since fallen, poor concentration because teachers work more than one school.
(Article 89 and 90 Recommendation Status of Teachers UNESCO-willed ILO to the determination of hours of work teachers should consider the ideal number of students, the time available for teachers to plan and prepare for learning, including adequate time to conduct the assessment, teachers time to participate in the research, I activities and extra-curricular duties of supervision, counseling and guidance to students / students and parents dealing with students / pupils).
6. Still weak protection given to the teachers as mandated by Law Teachers Article 39 is still strong, excessive bureaucracy and teachers to reduce the academic freedom of teachers.
7. The existence of confusion in the maslahat additional RPP Teachers in the dock between the provision of insurance education and health services and other welfare work with the performance of teachers. This confusion will impact on the more difficult it is a private teacher and honorary / Non-civil servants to obtain additional maslahat.
To improve the poor working conditions of teachers during the DPP is the FGII convey attitude:
To improve the working conditions of teachers as part of fulfill right to education for everychild in Indonesia :
1. Demand the salary subsidy equivalent UMP / UMK allowances and social security workers (Jamsostek)) for teachers of the private sector and the honorarium / Non-civil servants who are paid by the state / government;
The amount of subsidy UMP Jamsostek, which is required:
The number of non-civil servants, teachers Ministry = 453,257 people
Subsidy amount of Rp = 6,748,887,223,109
The number of non-civil servants, the Ministry of Education Teachers = 922,308 people Subsidy amount of Rp = 9,097,315,946,331. Details:
GTT = 580934 teachers need subsidy of Rp 5,636,318,118,368
GTTPNS = 3254 teachers need subsidy of Rp 31,686,503,991
GTY = 199,036 teachers need Rp 2,027,518,413,769
Bantu Teachers = 77,072 teachers need Rp 777.275.208.645
Honda teachers I = 13,863 teachers need Rp 142,239,018,328
Teachers Honda II = 48,149 teachers need Rp 482.278.683.230
Total non-civil teachers at Depdiknas and DEPAG 1,375,565 teachers need subsidy UMP + jamsostek = Rp 15,846,203,169,440
2. Demand commitment of state (government, local government / kabupaten government / city and the DPR / DPRD) to provide protection to the mandatory teacher;
3. Clearing work contract system for teachers and private-honorerNon civil servants;
4. Demand for the Parliament to conduct revision of discriminatory articles in the Law Teachers and urged the government remove discriminatory articles in the draft regulations before the Teachers passed.
To improve learning conditions for students:
1. Demand the redemption cost of basic education;
2. Government must provide free books given to each of the students;
3. Demand the improvement of school buildings and facilities of learning. Read More..
Discrimination and poor working conditions obtained by a private teacher and honorary / Non-civil servants can be seen from the fact below:
1. Still many teachers are honorarium and the private sector has a salary under the UMP / UMK (Minimum Wages State / district / city);
2. No guarantee of social workers (Jamsostek), which can provide protection, health and safety insurance and old age;
3. There is still a system of contracts and the weak position of teachers in the set or agreements working with the teachers' vulnerable to lay;
4. The existence of discrimination laws Teachers of private teacher and honorary related to salaries, Jamsostek, the functional benefits, improving quality and qualified teachers;
5. The amount of the burden of the working face-to-face per hour (minimum 24-hour face-to-face) that can impact on the low level of the best service for students, the physical and psychological health of teachers working routines since fallen, poor concentration because teachers work more than one school.
(Article 89 and 90 Recommendation Status of Teachers UNESCO-willed ILO to the determination of hours of work teachers should consider the ideal number of students, the time available for teachers to plan and prepare for learning, including adequate time to conduct the assessment, teachers time to participate in the research, I activities and extra-curricular duties of supervision, counseling and guidance to students / students and parents dealing with students / pupils).
6. Still weak protection given to the teachers as mandated by Law Teachers Article 39 is still strong, excessive bureaucracy and teachers to reduce the academic freedom of teachers.
7. The existence of confusion in the maslahat additional RPP Teachers in the dock between the provision of insurance education and health services and other welfare work with the performance of teachers. This confusion will impact on the more difficult it is a private teacher and honorary / Non-civil servants to obtain additional maslahat.
To improve the poor working conditions of teachers during the DPP is the FGII convey attitude:
To improve the working conditions of teachers as part of fulfill right to education for everychild in Indonesia :
1. Demand the salary subsidy equivalent UMP / UMK allowances and social security workers (Jamsostek)) for teachers of the private sector and the honorarium / Non-civil servants who are paid by the state / government;
The amount of subsidy UMP Jamsostek, which is required:
The number of non-civil servants, teachers Ministry = 453,257 people
Subsidy amount of Rp = 6,748,887,223,109
The number of non-civil servants, the Ministry of Education Teachers = 922,308 people Subsidy amount of Rp = 9,097,315,946,331. Details:
GTT = 580934 teachers need subsidy of Rp 5,636,318,118,368
GTTPNS = 3254 teachers need subsidy of Rp 31,686,503,991
GTY = 199,036 teachers need Rp 2,027,518,413,769
Bantu Teachers = 77,072 teachers need Rp 777.275.208.645
Honda teachers I = 13,863 teachers need Rp 142,239,018,328
Teachers Honda II = 48,149 teachers need Rp 482.278.683.230
Total non-civil teachers at Depdiknas and DEPAG 1,375,565 teachers need subsidy UMP + jamsostek = Rp 15,846,203,169,440
2. Demand commitment of state (government, local government / kabupaten government / city and the DPR / DPRD) to provide protection to the mandatory teacher;
3. Clearing work contract system for teachers and private-honorerNon civil servants;
4. Demand for the Parliament to conduct revision of discriminatory articles in the Law Teachers and urged the government remove discriminatory articles in the draft regulations before the Teachers passed.
To improve learning conditions for students:
1. Demand the redemption cost of basic education;
2. Government must provide free books given to each of the students;
3. Demand the improvement of school buildings and facilities of learning. Read More..
Your Own translate
Teacher Solidarity for the improvement of education
Now it's easier to translate english to Indonesian or Indonesian to English. Even it's been quite help, but be carefull because the translate still worse.Learn More . May be you can try to write down in your favourite language and be a translater that better than google. Read More..
Now it's easier to translate english to Indonesian or Indonesian to English. Even it's been quite help, but be carefull because the translate still worse.Learn More . May be you can try to write down in your favourite language and be a translater that better than google. Read More..
Teacher Union Strike
Teacher Solidarity for the improvement of education
Teacher Union strike still ongoing and considered violiation chidright by Northern Ireland Children's commissioner. Read More. The Federation of Indonesian Independent Teachers committed to strengthen childright protection mainstreaming in education. We have been campaigning about The improvement of work conditions of teacher is The Improvement of learning condition of student. This mean The Childright protection in education required welfare and profesional teacher. It's fit with Child Right Protection Act. Read More..
Teacher Union strike still ongoing and considered violiation chidright by Northern Ireland Children's commissioner. Read More. The Federation of Indonesian Independent Teachers committed to strengthen childright protection mainstreaming in education. We have been campaigning about The improvement of work conditions of teacher is The Improvement of learning condition of student. This mean The Childright protection in education required welfare and profesional teacher. It's fit with Child Right Protection Act. Read More..
Teachers Ignored
Teacher Solidarity for the improvement of education
Monday, Oct 20th, more than 100 teachers from PEGKSSI Yogyakarta, PGKSSI Central Java, FGS West Java, SGJ, FMGI, etc which are FGII'members met Commission X DPR RI in the Nusantara building. Read More in Indonesian at Kompas
Low salaries, No Future Unclear Tuesday, 21 October 2008
....Meanwhile, private teachers urged the government to set rules concerning teachers salaries with the same magnitude at least the minimum wage provinces or cities / districts (UMP / UMK) and social security payments for labour. The Government also asked to improve the working conditions of teachers' honorarium and the private sector by providing subsidies and eliminate the salary system of work contracts.
Insistence hundreds of teachers in private and public schools honorarium that came from various areas in Indonesia was revealed in a meeting with House Commission X in Jakarta, Monday (20/10). The teachers who complain to the House of Representatives joined in the Forum honorary School of Labor Affairs of Indonesia (FTHSNI) and the Indonesian Independent Teachers' Forum (FGII). Read More..
Monday, Oct 20th, more than 100 teachers from PEGKSSI Yogyakarta, PGKSSI Central Java, FGS West Java, SGJ, FMGI, etc which are FGII'members met Commission X DPR RI in the Nusantara building. Read More in Indonesian at Kompas
Low salaries, No Future Unclear Tuesday, 21 October 2008
....Meanwhile, private teachers urged the government to set rules concerning teachers salaries with the same magnitude at least the minimum wage provinces or cities / districts (UMP / UMK) and social security payments for labour. The Government also asked to improve the working conditions of teachers' honorarium and the private sector by providing subsidies and eliminate the salary system of work contracts.
Insistence hundreds of teachers in private and public schools honorarium that came from various areas in Indonesia was revealed in a meeting with House Commission X in Jakarta, Monday (20/10). The teachers who complain to the House of Representatives joined in the Forum honorary School of Labor Affairs of Indonesia (FTHSNI) and the Indonesian Independent Teachers' Forum (FGII). Read More..
WORLD TEACHER DAY 2008 : RELEASE FGII
Teacher Solidarity for the improvement of education
Enhance EDUCATION BUDGET TO FACILITATES
IMPROVING LEARNING CONDITIONS for CHILDREN and
TEACHER'S WORKING CONDITIONS
To improve learning conditions for students:
1. Relieve the cost of education for students up to secondary education;
2. Shall provide free books given to each of the students;
3. Improve school buildings and adequate facilities.
To improve the working conditions of teachers:
1. Providing subsidy UMP / UMK for teachers Non-PNS/Swasta;
2. Provide social security benefits workers (Jamsostek) for teachers Non-PNS/Swasta;
3. To provide legal protection for teachers to eliminate the contract system in all education unit;
4. Provide certainty of acquiring the rights of the teachers' professional allowance and other allowances in the Tax Act 14 of 2005 on Teachers and Lecturers.
Read More in Indonesian Read More..
Enhance EDUCATION BUDGET TO FACILITATES
IMPROVING LEARNING CONDITIONS for CHILDREN and
TEACHER'S WORKING CONDITIONS
To improve learning conditions for students:
1. Relieve the cost of education for students up to secondary education;
2. Shall provide free books given to each of the students;
3. Improve school buildings and adequate facilities.
To improve the working conditions of teachers:
1. Providing subsidy UMP / UMK for teachers Non-PNS/Swasta;
2. Provide social security benefits workers (Jamsostek) for teachers Non-PNS/Swasta;
3. To provide legal protection for teachers to eliminate the contract system in all education unit;
4. Provide certainty of acquiring the rights of the teachers' professional allowance and other allowances in the Tax Act 14 of 2005 on Teachers and Lecturers.
Read More in Indonesian Read More..
Monday, October 20, 2008
School fit for children
Teacher Solidarity for the improvement of education
Everychild need a teacher who care them individually. Please feel free to find more inspiration in line with our concern to give more love for our children. Read More..
Everychild need a teacher who care them individually. Please feel free to find more inspiration in line with our concern to give more love for our children. Read More..
Celebrate World Teachers’ Day – October 5, 2008
The theme for World Teachers’ Day in Canada this year is “Teachers Change Your Life.” Selected by the Canadian Teachers’ Federation, the theme was inspired by author and teacher Joyce Myers, who once said that “teachers can change lives with just the right mix of chalk and challenges.” Learn More
Read More..
Celebrate World Teachers' Day: October 5, 2008
Teacher Solidarity for the improvement of education
The theme for 2008 is “Teachers Matter!” Every day, in millions of classroom around the world, both teaching and learning take place. The gift of literacy is passed from one generation to the next. The shortage of qualified teachers is considered one of the biggest obstacles to achieving literacy. Committed and competent teachers help their students achieve the gift of literacy. Learn More Read More..
The theme for 2008 is “Teachers Matter!” Every day, in millions of classroom around the world, both teaching and learning take place. The gift of literacy is passed from one generation to the next. The shortage of qualified teachers is considered one of the biggest obstacles to achieving literacy. Committed and competent teachers help their students achieve the gift of literacy. Learn More Read More..
On Oct 6 World Teachers Day: All Out to Join International Solidarity Movement-
Teacher Solidarity for the improvement of education
Japanese teachers issued a statement for international solidarity on World Teachers Day for for an international labor rally on November 2,2008 in Tokyo.
On Oct 6 World Teachers Day: All Out to Join International Solidarity Movement-Statement From Japanese Teachers Learn More Read More..
Japanese teachers issued a statement for international solidarity on World Teachers Day for for an international labor rally on November 2,2008 in Tokyo.
On Oct 6 World Teachers Day: All Out to Join International Solidarity Movement-Statement From Japanese Teachers Learn More Read More..
ECIS International Teacher Certificate (ITC)?
Teacher Solidarity for the improvement of education
Who is it for?
The ITC is for experienced, exemplary teachers in internationally minded schools. They will be keen to build on their accomplishments, and have a commitment to learner and learning-centred international education. Successful applicants to join the program need to be or become an individual ECIS member before registering for the ITC . Learn More Read More..
Who is it for?
The ITC is for experienced, exemplary teachers in internationally minded schools. They will be keen to build on their accomplishments, and have a commitment to learner and learning-centred international education. Successful applicants to join the program need to be or become an individual ECIS member before registering for the ITC . Learn More Read More..
International Conference for Sustainable Education November 2008
Teacher Solidarity for the improvement of education
Education That Pays For Itself 2008, the 2nd International Conference on Sustainable Education, will take place 18-20 November 2008 in South Africa. This conference will bring together some of the world’s leading practitioners in financially sustainable education, along with educators, policymakers, business people, philanthropists, social entrepreneurs and NGOs from around the world, in a unique forum for learning, networking, inspiration and action.Learn More Read More..
Education That Pays For Itself 2008, the 2nd International Conference on Sustainable Education, will take place 18-20 November 2008 in South Africa. This conference will bring together some of the world’s leading practitioners in financially sustainable education, along with educators, policymakers, business people, philanthropists, social entrepreneurs and NGOs from around the world, in a unique forum for learning, networking, inspiration and action.Learn More Read More..
Sunday, October 19, 2008
anti-poverty week-QTU
Teacher Solidarity for the improvement of education
Anti-Poverty Week aims to raise awareness about the causes and consequences of poverty around the world and in Australia, and to encourage action to address it.
Involving children and young people through school activities is an essential part of Anti-Poverty Week, and as many schools as possible are encouraged to do something during the Week, however small.
The Week focuses on poverty around the world, especially in the poorest countries but also in wealthier countries such as Australia. Its main aims are to:
* strengthen public understanding of the causes and consequences of poverty and hardship around the world and within Australia;
* encourage research, discussion and action to address these problems, including action by individuals, communities, organisations and governments. Learn More Read More..
Anti-Poverty Week aims to raise awareness about the causes and consequences of poverty around the world and in Australia, and to encourage action to address it.
Involving children and young people through school activities is an essential part of Anti-Poverty Week, and as many schools as possible are encouraged to do something during the Week, however small.
The Week focuses on poverty around the world, especially in the poorest countries but also in wealthier countries such as Australia. Its main aims are to:
* strengthen public understanding of the causes and consequences of poverty and hardship around the world and within Australia;
* encourage research, discussion and action to address these problems, including action by individuals, communities, organisations and governments. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers-XIII
Teacher Solidarity for the improvement of education
XIII Final provision
146. Where teachers enjoy a status which is, in certain respects, more favourable than that provided for in this Recommendation, its terms should not be invoked to diminish the status already granted. Learn More Read More..
XIII Final provision
146. Where teachers enjoy a status which is, in certain respects, more favourable than that provided for in this Recommendation, its terms should not be invoked to diminish the status already granted. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_XII
Teacher Solidarity for the improvement of education
144 text
1. As far as possible, unqualified personnel should be required to work under the close supervision and direction of professionally qualified teachers.
2. As a condition of continued employment such persons should be required to obtain or complete their qualifications.
145 Authorities should recognize that improvements in the social and economic status of teachers, their living and working conditions, their terms of employment and their career prospects are the best means of overcoming any existing shortage of competent and experienced teachers, and of attracting to and retaining in the teaching profession substantial numbers of fully qualified persons. Learn More Read More..
144 text
1. As far as possible, unqualified personnel should be required to work under the close supervision and direction of professionally qualified teachers.
2. As a condition of continued employment such persons should be required to obtain or complete their qualifications.
145 Authorities should recognize that improvements in the social and economic status of teachers, their living and working conditions, their terms of employment and their career prospects are the best means of overcoming any existing shortage of competent and experienced teachers, and of attracting to and retaining in the teaching profession substantial numbers of fully qualified persons. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_XII
Teacher Solidarity for the improvement of education
142 In developing countries, where supply considerations may necessitate short-term intensive emergency preparation programmes for teachers, a fully professional, extensive programme should be available in order to produce corps of professionally prepared teachers competent to guide and direct the educational enterprise.
143 text
1. Students admitted to training in short-term, emergency programmes should be selected in terms of the standards applying to admission to the normal professional programme, or even higher ones, to ensure that they will be capable of subsequently completing the requirements of the full programme.
2. Arrangements and special facilities, including extra study leave on full pay, should enable such students to complete their qualifications in service. Learn More Read More..
142 In developing countries, where supply considerations may necessitate short-term intensive emergency preparation programmes for teachers, a fully professional, extensive programme should be available in order to produce corps of professionally prepared teachers competent to guide and direct the educational enterprise.
143 text
1. Students admitted to training in short-term, emergency programmes should be selected in terms of the standards applying to admission to the normal professional programme, or even higher ones, to ensure that they will be capable of subsequently completing the requirements of the full programme.
2. Arrangements and special facilities, including extra study leave on full pay, should enable such students to complete their qualifications in service. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_XII
Teacher Solidarity for the improvement of education
XII The teacher shortage
141. text
1. It should be a guiding principle that any severe supply problem should be dealt with by measures which are recognized as exceptioal, which do not detract from or endanger in any way professional standards already established or to be established and which minimize educational loss to pupils.
2. Recognizing that certain expedients designed to deal with the shortage of teachers, such as over-large classes and the unreasonable extension of hours of teaching duty are incompatible with the aims and objectives of education and are detrimental to the pupils, the competent authorities as a matter of urgency should take steps to render these expedients unnecessary and to discontinue them. Learn More Read More..
XII The teacher shortage
141. text
1. It should be a guiding principle that any severe supply problem should be dealt with by measures which are recognized as exceptioal, which do not detract from or endanger in any way professional standards already established or to be established and which minimize educational loss to pupils.
2. Recognizing that certain expedients designed to deal with the shortage of teachers, such as over-large classes and the unreasonable extension of hours of teaching duty are incompatible with the aims and objectives of education and are detrimental to the pupils, the competent authorities as a matter of urgency should take steps to render these expedients unnecessary and to discontinue them. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_XI
Teacher Solidarity for the improvement of education
Survivors' benefit
138 The conditions of eligibility for survivors' benefit and the amount of such benefit should be such as to enable survivors to maintain an adequate standard of living and as to secure the welfare and education of surviving dependent children.
Means of providing social security for teachers
139 text
1. The social security protection of teachers should be assured as far as possible through a general scheme applicable to employed persons in the public sector or in the private sector as appropriate.
2. Where no general scheme is in existence for one or more of the contingencies to be covered, special schemes, statutory or non-statutory, should be established.
3. Where the level of benefits under a general scheme is below that provided for in this Recommendation, it should be brought up to the recommended standard by rneans of supplementary schemes.
140 Consideration should be given to the possibility of associating representatives of teachers' organizations with the administration of special and supplementary schemes, including the investment of their funds. Learn More Read More..
Survivors' benefit
138 The conditions of eligibility for survivors' benefit and the amount of such benefit should be such as to enable survivors to maintain an adequate standard of living and as to secure the welfare and education of surviving dependent children.
Means of providing social security for teachers
139 text
1. The social security protection of teachers should be assured as far as possible through a general scheme applicable to employed persons in the public sector or in the private sector as appropriate.
2. Where no general scheme is in existence for one or more of the contingencies to be covered, special schemes, statutory or non-statutory, should be established.
3. Where the level of benefits under a general scheme is below that provided for in this Recommendation, it should be brought up to the recommended standard by rneans of supplementary schemes.
140 Consideration should be given to the possibility of associating representatives of teachers' organizations with the administration of special and supplementary schemes, including the investment of their funds. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_XI
Teacher Solidarity for the improvement of education
Invalidity benefit
135 Invalidity benefit should be payable to teachers who are forced to discontinue teaching because of physical or mental disability. Provision should be made for the granting of pensions where the contingency is not covered by extended sickness benefit or other means.
136 Where disability is only partial in that the teacher is able to teach part time, partial invalidity benefit should be payable.
137 text
1. Invalidity benefit should be so related to final earnings that the teacher may continue to maintain an adequate living standard.
2. Provision should be made for medical care and allied benefits with a view to restoring or, where this is not possible, improving the health of disabled teachers, as well as for rehabilitation services designed to prepare disabled teachers, wherever possible, for the resumption of their previous activity. Learn More Read More..
Invalidity benefit
135 Invalidity benefit should be payable to teachers who are forced to discontinue teaching because of physical or mental disability. Provision should be made for the granting of pensions where the contingency is not covered by extended sickness benefit or other means.
136 Where disability is only partial in that the teacher is able to teach part time, partial invalidity benefit should be payable.
137 text
1. Invalidity benefit should be so related to final earnings that the teacher may continue to maintain an adequate living standard.
2. Provision should be made for medical care and allied benefits with a view to restoring or, where this is not possible, improving the health of disabled teachers, as well as for rehabilitation services designed to prepare disabled teachers, wherever possible, for the resumption of their previous activity. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_XI
Teacher Solidarity for the improvement of education
Employment injury benefit
130 Teachers should be protected against the consequences of injuries suffered not only during teaching at school but also when engaged in school activities away from the school premises or grounds.
131 Certain infectious diseases prevalent among children should be regarded as occupational diseases when contracted by teachers who have been exposed to them by virtue of their contact with pupils. Learn More Read More..
Employment injury benefit
130 Teachers should be protected against the consequences of injuries suffered not only during teaching at school but also when engaged in school activities away from the school premises or grounds.
131 Certain infectious diseases prevalent among children should be regarded as occupational diseases when contracted by teachers who have been exposed to them by virtue of their contact with pupils. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_XI
Teacher Solidarity for the improvement of education
Old-age benefit
132 Pension credits earned by a teacher under any education authority within a country should be portable should the teacher transfer to employment under any other authority within that country.
133 Taking account of national regulations, teachers who, in case of a duly recognized teacher shortage, continue in service after qualifying for a pension should either receive credit in the calculation of the pension for the additional years of service or be able to gain a supplementary pension through an appropriate agency.
134 Old-age benefit should be so related to final earnings that the teacher may continue to maintain an adequate living standard. Learn More Read More..
Old-age benefit
132 Pension credits earned by a teacher under any education authority within a country should be portable should the teacher transfer to employment under any other authority within that country.
133 Taking account of national regulations, teachers who, in case of a duly recognized teacher shortage, continue in service after qualifying for a pension should either receive credit in the calculation of the pension for the additional years of service or be able to gain a supplementary pension through an appropriate agency.
134 Old-age benefit should be so related to final earnings that the teacher may continue to maintain an adequate living standard. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_XI
Teacher Solidarity for the improvement of education
Medical care
128 In regions where there is a scarcity of medical facilities teachers should be paid travelling expenses necessary to obtain appropriate medical care.
Sickness benefit
129 text
1. Sickness benefit should be granted throughout any period of incapacity for work involving suspension of earnings.
2. It should be paid from the first day in each case of suspension of earnings.
3. Where the duration of sickness benefit is limited to a specified period, provisions should be made for extensions in cases in which it is necessary for teachers to be isolated from pupils. Read More..
Medical care
128 In regions where there is a scarcity of medical facilities teachers should be paid travelling expenses necessary to obtain appropriate medical care.
Sickness benefit
129 text
1. Sickness benefit should be granted throughout any period of incapacity for work involving suspension of earnings.
2. It should be paid from the first day in each case of suspension of earnings.
3. Where the duration of sickness benefit is limited to a specified period, provisions should be made for extensions in cases in which it is necessary for teachers to be isolated from pupils. Read More..
1966 CEART Recommendation concerning the Status of Teachers_XI
Teacher Solidarity for the improvement of education
XI Social security
General provisions
125. All teachers, regardless of the type of school in which they serve, should enjoy the same or similar social security protection. Protection should be extended to periods of probation and of training for those who are regularly employed as teachers.
126. text
1. Teachers should be protected by social security measures in respect of all the contingencies included in the International Labour Organisation Social Security (Minimum Standards) Convention, 1952, namely by medical care, sickness benefit, unemployment benefit, old-age benefit, employment injury benefit, family benefit, maternity benefit, invalidity benefit and survivors' benefit.
2. The standards of social security provided for teachers should be at least as favourable as those set out in the relevant instruments of the International Labour Organisation and in particular the Social Security (Minimum Standards) Convention, 1952.
3. Social security benefits for teachers should be granted as a matter of right.
127. The social security protection of teachers should take account of their particular conditions of employment, as indicated in paragraphs 128-140. Learn More Read More..
XI Social security
General provisions
125. All teachers, regardless of the type of school in which they serve, should enjoy the same or similar social security protection. Protection should be extended to periods of probation and of training for those who are regularly employed as teachers.
126. text
1. Teachers should be protected by social security measures in respect of all the contingencies included in the International Labour Organisation Social Security (Minimum Standards) Convention, 1952, namely by medical care, sickness benefit, unemployment benefit, old-age benefit, employment injury benefit, family benefit, maternity benefit, invalidity benefit and survivors' benefit.
2. The standards of social security provided for teachers should be at least as favourable as those set out in the relevant instruments of the International Labour Organisation and in particular the Social Security (Minimum Standards) Convention, 1952.
3. Social security benefits for teachers should be granted as a matter of right.
127. The social security protection of teachers should take account of their particular conditions of employment, as indicated in paragraphs 128-140. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_X
Teacher Solidarity for the improvement of education
121 Teachers' salaries should be calculated on an annual basis.
122 text
1. Advancement within the grade through salary increments granted at regular, preferably annual, intervals should be provided.
2. The progression from the minimum to the maximum of the basic salary scale should not extend over a period longer than ten to fifteen years.
3. Teachers should be granted salary increments for service performed during periods of probationary or temporary appointment.
123 text
1. Salary scales for teachers should be reviewed periodically to take into account such factors as a rise in the cost of living, increased productivity leading to higher standards of living in the country or a general upward movement in wage or salary levels.
2. Where a system of salary adjustments automatically following a cost-of-living index has been adopted, the choice of index should be.determined with the participation of the teachers' organizations and any cost-of-living allowance granted should be regarded as an integral part of earnings taken into account for pension purposes.
124 No merit rating system for purposes of salary determination should be introduced or applied without prior consultation with and acceptance by the teachers' organizations concerned. Learn More Read More..
121 Teachers' salaries should be calculated on an annual basis.
122 text
1. Advancement within the grade through salary increments granted at regular, preferably annual, intervals should be provided.
2. The progression from the minimum to the maximum of the basic salary scale should not extend over a period longer than ten to fifteen years.
3. Teachers should be granted salary increments for service performed during periods of probationary or temporary appointment.
123 text
1. Salary scales for teachers should be reviewed periodically to take into account such factors as a rise in the cost of living, increased productivity leading to higher standards of living in the country or a general upward movement in wage or salary levels.
2. Where a system of salary adjustments automatically following a cost-of-living index has been adopted, the choice of index should be.determined with the participation of the teachers' organizations and any cost-of-living allowance granted should be regarded as an integral part of earnings taken into account for pension purposes.
124 No merit rating system for purposes of salary determination should be introduced or applied without prior consultation with and acceptance by the teachers' organizations concerned. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_X
Teacher Solidarity for the improvement of education
116 Teachers should be paid on the basis of salary scales established in agreement with the teachers' organizations. In no circumstances should qualified teachers during a probationary period or if employed on a temporary basis be paid on a lower salary scale than that laid down for established teachers.
117 The salary structure should be planned so as not to give rise to injustices or anomalies tending to lead to friction between different groups of teachers.
118 Where a maximum number of class contact hours is laid down, a teacher whose regular schedule exceeds the normal maximum should receive additional remuneration on an approved scale.
119 Salary differentials should be based on objective criteria such as levels of qualification, years of experience or degrees of responsibility but the relationship between the lowest and the highest salary should be of a reasonable order.
120 In establishing the placement on a basic salary scale of a teacher of vocational or technical subjects who may have no academic degree, allowance should be made for the value of his practical training and experience. Learn More Read More..
116 Teachers should be paid on the basis of salary scales established in agreement with the teachers' organizations. In no circumstances should qualified teachers during a probationary period or if employed on a temporary basis be paid on a lower salary scale than that laid down for established teachers.
117 The salary structure should be planned so as not to give rise to injustices or anomalies tending to lead to friction between different groups of teachers.
118 Where a maximum number of class contact hours is laid down, a teacher whose regular schedule exceeds the normal maximum should receive additional remuneration on an approved scale.
119 Salary differentials should be based on objective criteria such as levels of qualification, years of experience or degrees of responsibility but the relationship between the lowest and the highest salary should be of a reasonable order.
120 In establishing the placement on a basic salary scale of a teacher of vocational or technical subjects who may have no academic degree, allowance should be made for the value of his practical training and experience. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_X
Teacher Solidarity for the improvement of education
X Teachers' salaries
114. Amongst the various factors which affect the status of teachers, particular importance should be attached to salary, seeing that in present world conditions other factors, such as the standing or regard accorded them and the level of appreciation of the importance of their function, are largely dependent, as in other comparable professions, on the economic position in which they are placed.
115. Teachers' salaries should:
a. reflect the importance to society of the teaching function and hence the importance of teachers as well as the responsibilities of all kinds which fall upon them from the time of their entry into the service;
b. compare favourably with salaries paid in other occupations requiring similar or equivalent qualifications;
c. provide teachers with the means to ensure a reasonable standard of living for themselves and their families as well as to invest in further education or in the pursuit of cultural activities, thus enhancing their professional qualification;
d. take account of the fact that certain posts require higher qualifications and experience and carry greater responsibilities. Learn More Read More..
X Teachers' salaries
114. Amongst the various factors which affect the status of teachers, particular importance should be attached to salary, seeing that in present world conditions other factors, such as the standing or regard accorded them and the level of appreciation of the importance of their function, are largely dependent, as in other comparable professions, on the economic position in which they are placed.
115. Teachers' salaries should:
a. reflect the importance to society of the teaching function and hence the importance of teachers as well as the responsibilities of all kinds which fall upon them from the time of their entry into the service;
b. compare favourably with salaries paid in other occupations requiring similar or equivalent qualifications;
c. provide teachers with the means to ensure a reasonable standard of living for themselves and their families as well as to invest in further education or in the pursuit of cultural activities, thus enhancing their professional qualification;
d. take account of the fact that certain posts require higher qualifications and experience and carry greater responsibilities. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
Special provisions for teachers in rural or remote area
111 text
1. Decent housing, preferably free or at a subsidized rental, should be provided for teachers and their families in areas remote from population centres and recognized as such by the public authorities.
2. In countries where teachers, in addition to their normal teaching duties, are expected to promote and stimulate community activities, development plans and programmes should include provision for appropriate accommodation for teachers.
112 text
1. On appointment or transfer to schools in remote areas, teachers should be paid removal and travel expenses for themselves and their families.
2. Teachers in such areas should, where necessary, be given special travel facilities to enable them to maintain their professional standards.
3. Teachers transferred to remote areas should, as an inducement, be reimbursed their travel expenses from their place of work to their home town once a year when they go on leave.
113 Whenever teachers are exposed to particular hardships, they should be compensated by the payment of special hardship allowances which should be included in earnings taken into account for pension purposes. Learn More Read More..
Special provisions for teachers in rural or remote area
111 text
1. Decent housing, preferably free or at a subsidized rental, should be provided for teachers and their families in areas remote from population centres and recognized as such by the public authorities.
2. In countries where teachers, in addition to their normal teaching duties, are expected to promote and stimulate community activities, development plans and programmes should include provision for appropriate accommodation for teachers.
112 text
1. On appointment or transfer to schools in remote areas, teachers should be paid removal and travel expenses for themselves and their families.
2. Teachers in such areas should, where necessary, be given special travel facilities to enable them to maintain their professional standards.
3. Teachers transferred to remote areas should, as an inducement, be reimbursed their travel expenses from their place of work to their home town once a year when they go on leave.
113 Whenever teachers are exposed to particular hardships, they should be compensated by the payment of special hardship allowances which should be included in earnings taken into account for pension purposes. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
School buildngs
108 School buildings should be safe and attractive in overall design and functional in layout;they should lend themselves to effective teaching, and to use for extra-curricular activities and, especially in rural areas, as a community centre; they should be constructed in accordance with established sanitary standards and with a view to durability, adaptability and easy, economic maintenance.
109 Authorities should ensure that school premises are properly maintained, so as not to threaten in any way the health and safety of pupils and teachers.
110 In the planning of new schools representative teacher opinion should be consulted. In providing new or additional accommodation for an existing school the staff of the school concerned should be consulted. Learn More Read More..
School buildngs
108 School buildings should be safe and attractive in overall design and functional in layout;they should lend themselves to effective teaching, and to use for extra-curricular activities and, especially in rural areas, as a community centre; they should be constructed in accordance with established sanitary standards and with a view to durability, adaptability and easy, economic maintenance.
109 Authorities should ensure that school premises are properly maintained, so as not to threaten in any way the health and safety of pupils and teachers.
110 In the planning of new schools representative teacher opinion should be consulted. In providing new or additional accommodation for an existing school the staff of the school concerned should be consulted. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
Teacher exchange
104 Authorities should recognize the value both to the education service and to teachers themselves of professional and cultural exchanges between countries and of travel abroad on the part of teachers; they should seek to extend such opportunities and take account of the experience acquired abroad by individual teachers.
105 Recruitment for such exchanges should be arranged without any discrimination, and the persons concerned should not be considered as representing any particular political view.
106 Teachers who travel in order to study and work abroad should be given adequate facilities to do so and proper safeguards of their posts and status.
107 Teachers should be encouraged to share teaching experience gained abroad with other members of the profession. Learn More Read More..
Teacher exchange
104 Authorities should recognize the value both to the education service and to teachers themselves of professional and cultural exchanges between countries and of travel abroad on the part of teachers; they should seek to extend such opportunities and take account of the experience acquired abroad by individual teachers.
105 Recruitment for such exchanges should be arranged without any discrimination, and the persons concerned should not be considered as representing any particular political view.
106 Teachers who travel in order to study and work abroad should be given adequate facilities to do so and proper safeguards of their posts and status.
107 Teachers should be encouraged to share teaching experience gained abroad with other members of the profession. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
Sick leave and maternity leave
101 text
1. Teachers should be entitled to sick leave with pay
2. In determining the period during which full or partial pay shall be payable, account should be taken of cases in which it is necessary for teachers to be isolated from pupils for long periods.
102 Effect should be given to the standards laid down by the International Labour Organisation in the field of maternity protection, and in particular the Maternity Protection Convention, 1919, and the. Maternity Protection Convention (Revised), 1952, as well as to the standards referred to in paragraph 126 of this Recommendation.
103 Women teachers with children should be encouraged to remain in the service by such measures as enabling them, at their request, to take additional unpaid leave of up to one year after childbirth without loss of employment, all rights resulting from employment being fully safeguarded. Read More..
Sick leave and maternity leave
101 text
1. Teachers should be entitled to sick leave with pay
2. In determining the period during which full or partial pay shall be payable, account should be taken of cases in which it is necessary for teachers to be isolated from pupils for long periods.
102 Effect should be given to the standards laid down by the International Labour Organisation in the field of maternity protection, and in particular the Maternity Protection Convention, 1919, and the. Maternity Protection Convention (Revised), 1952, as well as to the standards referred to in paragraph 126 of this Recommendation.
103 Women teachers with children should be encouraged to remain in the service by such measures as enabling them, at their request, to take additional unpaid leave of up to one year after childbirth without loss of employment, all rights resulting from employment being fully safeguarded. Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
Special leave
96 Leave of absence granted within the framework of bilateral and multilateral cultural exchanges should be considered as service.
97 Teachers attached to technical assistance projects should be granted leave of absence and their seniority, eligibility for promotion and pension rights in the home country should be safeguarded. In addition special arrangements should be made to cover their extraordinary expenses.
98 Foreign guest teachers should similarly be given leave of absence by their home countries and have their seniority and pension rights safeguarded
99 text
1. Teachers should be granted occasional leave of absence with full pay to enable them to participate in the activities of their organizations.
2. Teachers should have the right to take up office in their organizations; in such case their entitlements should be similar to those of teachers holding public office.
100 Teachers should be granted leave of absence with full pay for adequate personal reasons under arrangements specified in advance of employment. Learn More Read More..
Special leave
96 Leave of absence granted within the framework of bilateral and multilateral cultural exchanges should be considered as service.
97 Teachers attached to technical assistance projects should be granted leave of absence and their seniority, eligibility for promotion and pension rights in the home country should be safeguarded. In addition special arrangements should be made to cover their extraordinary expenses.
98 Foreign guest teachers should similarly be given leave of absence by their home countries and have their seniority and pension rights safeguarded
99 text
1. Teachers should be granted occasional leave of absence with full pay to enable them to participate in the activities of their organizations.
2. Teachers should have the right to take up office in their organizations; in such case their entitlements should be similar to those of teachers holding public office.
100 Teachers should be granted leave of absence with full pay for adequate personal reasons under arrangements specified in advance of employment. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
Annual holidays with pay
94 All teachers should enjoy a right to adequate annual vacation with full pay.
Study leave
95 text
1. Teachers should be granted study leave on full or partial pay at intervals.
2. The period of study leave should be counted for seniority and pension purposes.
3. Teachers in areas which are remote from population centres and are recognized as such by the public authorities should be given study leave more frequently. Learn More Read More..
Annual holidays with pay
94 All teachers should enjoy a right to adequate annual vacation with full pay.
Study leave
95 text
1. Teachers should be granted study leave on full or partial pay at intervals.
2. The period of study leave should be counted for seniority and pension purposes.
3. Teachers in areas which are remote from population centres and are recognized as such by the public authorities should be given study leave more frequently. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
Hours of work
89 The hours teachers are required to work per day and per week should be established in consultation with teachers' organizations.
90 In fixing hours of teaching account should be taken of all factors which are relevant to the teacher's work load, such as:
a. the number of pupils with whom the teacher is required to work per day and per week;
b. the necessity to provide time for adequate planning and preparation of lessons and for evaluation of work;
c. the number of different lessons assigned to be taught each day;
d. the demands upon the time of the teacher imposed by participation in research, in co-curricular and extra-curricular activities, in supervisory duties and in counselling of pupils;
e. the desirability of providing time in which teachers may report to and consult with parents regarding pupil progress.
91 Teachers should be provided time necessary for taking part in in-service training programmes.
92 Participation of teachers in extra-curricular activities should not constitute an excessive burden and should not interfere with the fulfilment of the main duties of the teacher.
93 Teachers assigned special educational responsibilities in addition to classroom instruction should have their normal hours of teaching reduced correspondingly. Learn More Read More..
Hours of work
89 The hours teachers are required to work per day and per week should be established in consultation with teachers' organizations.
90 In fixing hours of teaching account should be taken of all factors which are relevant to the teacher's work load, such as:
a. the number of pupils with whom the teacher is required to work per day and per week;
b. the necessity to provide time for adequate planning and preparation of lessons and for evaluation of work;
c. the number of different lessons assigned to be taught each day;
d. the demands upon the time of the teacher imposed by participation in research, in co-curricular and extra-curricular activities, in supervisory duties and in counselling of pupils;
e. the desirability of providing time in which teachers may report to and consult with parents regarding pupil progress.
91 Teachers should be provided time necessary for taking part in in-service training programmes.
92 Participation of teachers in extra-curricular activities should not constitute an excessive burden and should not interfere with the fulfilment of the main duties of the teacher.
93 Teachers assigned special educational responsibilities in addition to classroom instruction should have their normal hours of teaching reduced correspondingly. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
Teaching aids
88 Text
1. Authorities should provide teachers and pupils with modern aids to teaching. Such aids should not be regarded as a substitute for the teacher but as a means of improving the quality of teaching and extending to a larger number of pupils the benefits of education.
2. Authorities should promote research into the use of such aids and encourage teachers to participate actively in such research. Learn More Read More..
Teaching aids
88 Text
1. Authorities should provide teachers and pupils with modern aids to teaching. Such aids should not be regarded as a substitute for the teacher but as a means of improving the quality of teaching and extending to a larger number of pupils the benefits of education.
2. Authorities should promote research into the use of such aids and encourage teachers to participate actively in such research. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_IX
Teacher Solidarity for the improvement of education
IX Conditions for efective teaching and learning
85. Since the teacher is a valuable specialist, his work should be so organized and assisted as to avoid waste of his time and energy.
Class size
86. Class size should be such as to permit the teacher to give the pupils individual attention. From time to time provision may be made for small group or even individual instruction for such purposes as remedial work, and on occasion for large group instruction employing audio-visual aids.
Ancillary staff
87. With a view to enabling teachers to concentrate on their professional tasks, schools should be provided with ancillary staff to perform non-teaching duties. Learn More Read More..
IX Conditions for efective teaching and learning
85. Since the teacher is a valuable specialist, his work should be so organized and assisted as to avoid waste of his time and energy.
Class size
86. Class size should be such as to permit the teacher to give the pupils individual attention. From time to time provision may be made for small group or even individual instruction for such purposes as remedial work, and on occasion for large group instruction employing audio-visual aids.
Ancillary staff
87. With a view to enabling teachers to concentrate on their professional tasks, schools should be provided with ancillary staff to perform non-teaching duties. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_VIII
Teacher Solidarity for the improvement of education
Rights of teachers
79 The participation of teachers in social and public life should be encouraged in the interests of the teacher's personal development, of the education service and of society as a whole.
80 Teachers should be free to exercise all civic rights generally enjoyed by citizens and should be eligible for public office.
81 Where the requirements of public office are such that the teacher has to relinquish his teaching duties, he should be retained in the profession for seniority and pension purposes and should be able to return to his previous post or to an equivalent post after his term of public office has expired.
82 Both salaries and working conditions for teachers should be determined through the process of negotiation between teachers' organizations and the employers of teachers.
83 Statutory or voluntary machinery should be established whereby the right of teachers to negotiate through their organizations with their employers, either public or private, is assured.
84 Appropriate joint machinery should be set up to deal with the settlement of disputes between the teachers and their employers arising out of terms and conditions of employment. If the means and procedures established for these purposes should be exhausted or if there should be a breakdown in negotiations between the parties, teachers' organizations should have the right to take such other steps as are normally open to other organizations in the defence of their legitimate interests. Learn More Read More..
Rights of teachers
79 The participation of teachers in social and public life should be encouraged in the interests of the teacher's personal development, of the education service and of society as a whole.
80 Teachers should be free to exercise all civic rights generally enjoyed by citizens and should be eligible for public office.
81 Where the requirements of public office are such that the teacher has to relinquish his teaching duties, he should be retained in the profession for seniority and pension purposes and should be able to return to his previous post or to an equivalent post after his term of public office has expired.
82 Both salaries and working conditions for teachers should be determined through the process of negotiation between teachers' organizations and the employers of teachers.
83 Statutory or voluntary machinery should be established whereby the right of teachers to negotiate through their organizations with their employers, either public or private, is assured.
84 Appropriate joint machinery should be set up to deal with the settlement of disputes between the teachers and their employers arising out of terms and conditions of employment. If the means and procedures established for these purposes should be exhausted or if there should be a breakdown in negotiations between the parties, teachers' organizations should have the right to take such other steps as are normally open to other organizations in the defence of their legitimate interests. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_VIII
Teacher Solidarity for the improvement of education
Relations between teachers and the education service as a whole
75 In order that teachers may discharge their responsibilities, authorities should establish and regularly use recognized means of consultation with teachers' organizations on such matters as educational policy, school organization, and new developments in the education service.
76 Authorities and teachers should recognize the importance of the participation of teachers, through their organizations and in other ways, in steps designed to improve the quality of the education service, in educational research, and in the development and dissemination of new improved methods.
77 Authorities should facilitate the establishment and the work of panels designed, within a school or within a broader framework, to promote the co-operation of teachers of the same subject and should take due account of the opinions and suggestions of such panels.
78 Administrative and other staff who are responsible for aspects of the education service should seek to establish good reldtions with teachers and this approach should be equally reciprocated. Learn More Read More..
Relations between teachers and the education service as a whole
75 In order that teachers may discharge their responsibilities, authorities should establish and regularly use recognized means of consultation with teachers' organizations on such matters as educational policy, school organization, and new developments in the education service.
76 Authorities and teachers should recognize the importance of the participation of teachers, through their organizations and in other ways, in steps designed to improve the quality of the education service, in educational research, and in the development and dissemination of new improved methods.
77 Authorities should facilitate the establishment and the work of panels designed, within a school or within a broader framework, to promote the co-operation of teachers of the same subject and should take due account of the opinions and suggestions of such panels.
78 Administrative and other staff who are responsible for aspects of the education service should seek to establish good reldtions with teachers and this approach should be equally reciprocated. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_VIII
Teacher Solidarity for the improvement of education
Responsibilities of teachers
70 Recognizing that the status of their profession depends to a considerable extent upon teachers themselves, all teachers should seek to achieve the highest possible standards in all their professional work.
71 Professional standards relating to teacher performance should be defined and maintained with the participation of the teachers' organizations.
72 Teachers and teachers' organizations should seek to co-operate fully with authorities in the interests of the pupils, of the education service and of society generally.
73 Codes of ethics or of conduct should be established by the teachers' organizations, since such codes greatly contribute to ensuring the prestige of the profession and the exercise of professional duties in accordance with agreed principles.
74 Teachers should be prepared to take their part in extra-curricular activities for the benefit of pupils and adults. Learn More Read More..
Responsibilities of teachers
70 Recognizing that the status of their profession depends to a considerable extent upon teachers themselves, all teachers should seek to achieve the highest possible standards in all their professional work.
71 Professional standards relating to teacher performance should be defined and maintained with the participation of the teachers' organizations.
72 Teachers and teachers' organizations should seek to co-operate fully with authorities in the interests of the pupils, of the education service and of society generally.
73 Codes of ethics or of conduct should be established by the teachers' organizations, since such codes greatly contribute to ensuring the prestige of the profession and the exercise of professional duties in accordance with agreed principles.
74 Teachers should be prepared to take their part in extra-curricular activities for the benefit of pupils and adults. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_VIII
Teacher Solidarity for the improvement of education
VII The rights and responsibilities of teachers
Professional freedom
61. The teaching profession should enjoy academic freedom in the discharge of professional duties. Since teachers are particularly qualified to judge the teaching aids and methods most suitable for their pupils, they should be given the essential role in the choice and the adaptation of teaching material, the selection of textbooks and the application of teaching methods, within the framework of approved programmes, and with the assistance of the educational authorities.
62. Teachers and their organizations should participate in the development of new courses, textbooks and teaching aids.
63. Any systems of inspection or supervision should be designed to encourage and help teachers in the performance of their professional tasks and should be such as not to diminish the freedom, initiative and responsibility of teachers.
64. text
1. Where any kind of direct assessment of the teacher's work is required, such assessment should be objective and should be made known to the teacher.
2. Teachers should have a right to appeal against assessments which they deem to be unjustified.
65. Teachers should be free to make use of such evaluation techniques as they may deem useful for the appraisal of pupils' progress, but should ensure that no unfairness to individual pupils results.
66. The authorities should give due weight to the recommendations of teachers regarding the suitability of individual pupils for courses and further education of different kinds.
67. Every possible effort should be made to promote close co-operation between teachers and parents in the interests of pupils, but teachers should be protected against unfair or unwarranted interference by parents in matters which are essentially the teacher's professional responsibility.
68. text
1. Parents having a complaint against a school or a teacher should be given the opportunity of discussing it in the first instance with the school principal and the teacher concerned. Any complaint subsequently addressed to higher authority should be put in writing and a copy should be supplied to the teacher.
2. Investigations of complaints should be so conducted that the teachers are given a fair opportunity to defend themselves and that no publicity is given to the proceedings.
69. While teachers should exercise the utmost care to avoid accidents to pupils, employers of teachers should safeguard them against the risk of having damages assessed against them in the event of injury to pupils occurring at school or in school activities away from the school premises or grounds. Learn More Read More..
VII The rights and responsibilities of teachers
Professional freedom
61. The teaching profession should enjoy academic freedom in the discharge of professional duties. Since teachers are particularly qualified to judge the teaching aids and methods most suitable for their pupils, they should be given the essential role in the choice and the adaptation of teaching material, the selection of textbooks and the application of teaching methods, within the framework of approved programmes, and with the assistance of the educational authorities.
62. Teachers and their organizations should participate in the development of new courses, textbooks and teaching aids.
63. Any systems of inspection or supervision should be designed to encourage and help teachers in the performance of their professional tasks and should be such as not to diminish the freedom, initiative and responsibility of teachers.
64. text
1. Where any kind of direct assessment of the teacher's work is required, such assessment should be objective and should be made known to the teacher.
2. Teachers should have a right to appeal against assessments which they deem to be unjustified.
65. Teachers should be free to make use of such evaluation techniques as they may deem useful for the appraisal of pupils' progress, but should ensure that no unfairness to individual pupils results.
66. The authorities should give due weight to the recommendations of teachers regarding the suitability of individual pupils for courses and further education of different kinds.
67. Every possible effort should be made to promote close co-operation between teachers and parents in the interests of pupils, but teachers should be protected against unfair or unwarranted interference by parents in matters which are essentially the teacher's professional responsibility.
68. text
1. Parents having a complaint against a school or a teacher should be given the opportunity of discussing it in the first instance with the school principal and the teacher concerned. Any complaint subsequently addressed to higher authority should be put in writing and a copy should be supplied to the teacher.
2. Investigations of complaints should be so conducted that the teachers are given a fair opportunity to defend themselves and that no publicity is given to the proceedings.
69. While teachers should exercise the utmost care to avoid accidents to pupils, employers of teachers should safeguard them against the risk of having damages assessed against them in the event of injury to pupils occurring at school or in school activities away from the school premises or grounds. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_VII
Teacher Solidarity for the improvement of education
Part-time service
59 Authorities and schools should recognize the value of part-time service given, in case of need, by qualified teachers who for some reason cannot give full-time service.
60 Teachers employed regularly on a part-time basis should:
a. receive proportionately the same remuneration and enjoy the same basic conditions of employment as teachers employed on a full-time basis;
b. be granted rights corresponding to those of teachers employed on a full-time basis as regards holidays with pay, sick leave
c. and maternity leave, subject to the same eligibility requirements; and
d. be entitled to adequate and appropriate social security protection, including coverage under employers' pension schemes. Learn More Read More..
Part-time service
59 Authorities and schools should recognize the value of part-time service given, in case of need, by qualified teachers who for some reason cannot give full-time service.
60 Teachers employed regularly on a part-time basis should:
a. receive proportionately the same remuneration and enjoy the same basic conditions of employment as teachers employed on a full-time basis;
b. be granted rights corresponding to those of teachers employed on a full-time basis as regards holidays with pay, sick leave
c. and maternity leave, subject to the same eligibility requirements; and
d. be entitled to adequate and appropriate social security protection, including coverage under employers' pension schemes. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_VII
Teacher Solidarity for the improvement of education
Medical examinations
53 Teachers should be required to undergo periodical medical examinations, which should be provided free.
Women teachers with family responsibilities
54 Marriage should not be considered a bar to the appointment or to the continued employment of women teachers, nor should it affect remuneration or other conditions of work.
55 Employers should be prohibited from terminating contracts of service for reasons of pregnancy and maternity leave.
56 Arrangements such as crèches or nurseries should be considered where desirable to take care of the children of teachers with family responsibilities.
57 Measures should be taken to permit women teachers with family responsibilities to obtain teaching posts in the locality of their homes and to enable married couples, both of whom are teachers, to teach in the same general neighbourhood or in one and the same school.
58 In appropriate circumstances women teachers with family responsibilities who have left the profession before retirement age should be encouraged to return to teaching. Learn More Read More..
Medical examinations
53 Teachers should be required to undergo periodical medical examinations, which should be provided free.
Women teachers with family responsibilities
54 Marriage should not be considered a bar to the appointment or to the continued employment of women teachers, nor should it affect remuneration or other conditions of work.
55 Employers should be prohibited from terminating contracts of service for reasons of pregnancy and maternity leave.
56 Arrangements such as crèches or nurseries should be considered where desirable to take care of the children of teachers with family responsibilities.
57 Measures should be taken to permit women teachers with family responsibilities to obtain teaching posts in the locality of their homes and to enable married couples, both of whom are teachers, to teach in the same general neighbourhood or in one and the same school.
58 In appropriate circumstances women teachers with family responsibilities who have left the profession before retirement age should be encouraged to return to teaching. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_VII
Teacher Solidarity for the improvement of education
Disciplinary procedures related to breaches of professional conduct
47 Disciplinary measures applicable to teachers guilty of breaches of professional conduct should be clearly defined. The proceedings and any resulting action should only be made public if the teacher so requests, except where prohibition from teaching is involved or the protection or well-being of the pupils so requires.
48 The authorities or bodies competent to propose or apply sanctions and penalties should be clearly designated.
49 Teachers' organizations should be consulted when the machinery to deal with disciplinary matters is established.
50 Every teacher should enjoy equitable safeguards at each stage of any disciplinary procedure, and in particular:
a. the right to be informed in writing of the allegations and the grounds for them;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice, adequate time being given to the teacher for the preparation of his defence;
d. the right to be informed in writing of the decisions reached and the reasons for them;
e. the right to appeal to clearly designated competent authorities or bodies.
51 Authorities should recognize that effectiveness of disciplinary safeguards as well as discipline itself would be greatly enhanced if the teachers were judged with the participation of their peers.
52 The provisions of the foregoing paragraphs 47-51 do not in any way affect the procedures normally applicable under national laws or regulations to acts punishable under criminal laws. Read More..
Disciplinary procedures related to breaches of professional conduct
47 Disciplinary measures applicable to teachers guilty of breaches of professional conduct should be clearly defined. The proceedings and any resulting action should only be made public if the teacher so requests, except where prohibition from teaching is involved or the protection or well-being of the pupils so requires.
48 The authorities or bodies competent to propose or apply sanctions and penalties should be clearly designated.
49 Teachers' organizations should be consulted when the machinery to deal with disciplinary matters is established.
50 Every teacher should enjoy equitable safeguards at each stage of any disciplinary procedure, and in particular:
a. the right to be informed in writing of the allegations and the grounds for them;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice, adequate time being given to the teacher for the preparation of his defence;
d. the right to be informed in writing of the decisions reached and the reasons for them;
e. the right to appeal to clearly designated competent authorities or bodies.
51 Authorities should recognize that effectiveness of disciplinary safeguards as well as discipline itself would be greatly enhanced if the teachers were judged with the participation of their peers.
52 The provisions of the foregoing paragraphs 47-51 do not in any way affect the procedures normally applicable under national laws or regulations to acts punishable under criminal laws. Read More..
1966 CEART Recommendation concerning the Status of Teachers-VII
Teacher Solidarity for the improvement of education
Security of tenure
45 Stability of employment and security of tenure in the profession are essential in the interests of education as well as in that of the teacher and should be safeguarded even when changes in the organization of or within a school system are made.
46 Teachers should be adequately protected against arbitrary action affecting their professional standing or career. Learn More Read More..
Security of tenure
45 Stability of employment and security of tenure in the profession are essential in the interests of education as well as in that of the teacher and should be safeguarded even when changes in the organization of or within a school system are made.
46 Teachers should be adequately protected against arbitrary action affecting their professional standing or career. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers_VII
Teacher Solidarity for the improvement of education
Advancement and promotion
40 Teachers should be able, subject to their having the necessary qualifications, to move from one type or level of school to another within the education service.
41 The organization and structure of an education service, including that of individual schools, should provide adequate opportunities for and recognition of additional responsibilities to be exercised by individual teachers, on condition that those responsibilities are not detrimental to the quality or regularity of their teaching work.
42 Consideration should he given to advantages of schools sufficiently large for pupils to have the benefits and staff the opportunities to be derived from a range of responsibilities being carried by different teachers.
43 Posts of responsibility in education, such as that of inspector, educational administrator, director of education or other posts of special responsibility, should be given as far as possible to experienced teachers.
44 Promotion should be based on an objective assessment of the teacher's qualifications for the new post, by reference to strictly professional criteria laid down in consultation with teachers' organizations. Learn More Read More..
Advancement and promotion
40 Teachers should be able, subject to their having the necessary qualifications, to move from one type or level of school to another within the education service.
41 The organization and structure of an education service, including that of individual schools, should provide adequate opportunities for and recognition of additional responsibilities to be exercised by individual teachers, on condition that those responsibilities are not detrimental to the quality or regularity of their teaching work.
42 Consideration should he given to advantages of schools sufficiently large for pupils to have the benefits and staff the opportunities to be derived from a range of responsibilities being carried by different teachers.
43 Posts of responsibility in education, such as that of inspector, educational administrator, director of education or other posts of special responsibility, should be given as far as possible to experienced teachers.
44 Promotion should be based on an objective assessment of the teacher's qualifications for the new post, by reference to strictly professional criteria laid down in consultation with teachers' organizations. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers-VII
Teacher Solidarity for the improvement of education
Employment and career
Entry into the teaching profession
38. In collaboration with teachers' organizations, policy governing recruitment into employment should be clearly defined at the appropriate level and rules should be established laying down the teachers' obligations and rights.
39. A probationary period on entry to teaching should be recognized both by teachers and by employers as the opportunity for the encouragement and helpful initiation of the entrant and for the establishment and maintenance of proper professional standards as well as the teacher's own development of his practical teaching proficiency. The normal duration of probation should be known in advance and the conditions for its satisfactory completion should be strictly related to professional competence. If the teacher is failing to complete his probation satisfactorily, he should be informed of the reasons and should have the right to make representations. Learn More Read More..
Employment and career
Entry into the teaching profession
38. In collaboration with teachers' organizations, policy governing recruitment into employment should be clearly defined at the appropriate level and rules should be established laying down the teachers' obligations and rights.
39. A probationary period on entry to teaching should be recognized both by teachers and by employers as the opportunity for the encouragement and helpful initiation of the entrant and for the establishment and maintenance of proper professional standards as well as the teacher's own development of his practical teaching proficiency. The normal duration of probation should be known in advance and the conditions for its satisfactory completion should be strictly related to professional competence. If the teacher is failing to complete his probation satisfactorily, he should be informed of the reasons and should have the right to make representations. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers-VI
Teacher Solidarity for the improvement of education
VI Further education for teachers
29. Authorities and teachers should recognize the importance of in-service education designed to secure a systematic improvement of the quality and content of education and of teaching techniques.
30. Authorities, in consultation with teachers' organizations, should promote the establishment of a wide system of in-service education, available free to all teachers. Such a system should provide a variety of arrangements and should involve the participation of teacher-preparation institutions, scientific and cultural institutions, and teachers' organizations. Refresher courses should be provided, especially for teachers returning to teaching after a break in service.
31. Courses and other appropriate facilities should be so designed as to enable teachers to improve their qualifications, to alter or enlarge the scope of their work or seek promotion and to keep up to date with their subject and field of education as regards both content and method.
32. Measures should be taken to make books and other material available to teachers to improve their general education and professional qualifications.
33. Teachers should be given both the opportunities and the incentives to participate in courses and facilities and should take full advantage of them.
34. School authorities should make every endeavour to ensure that schools can apply relevant research findings both in the subjects of study and in teaching methods.
35. Authorities should encourage and, as far as possible, assist teachers to travel in their own country and abroad, either in groups or individually, with a view to their further education.
36. It would be desirable that measures taken for the preparation and further education of teachers should be developed and supplemented by financial and technical co-operation on an international or regional basis. Read More..
VI Further education for teachers
29. Authorities and teachers should recognize the importance of in-service education designed to secure a systematic improvement of the quality and content of education and of teaching techniques.
30. Authorities, in consultation with teachers' organizations, should promote the establishment of a wide system of in-service education, available free to all teachers. Such a system should provide a variety of arrangements and should involve the participation of teacher-preparation institutions, scientific and cultural institutions, and teachers' organizations. Refresher courses should be provided, especially for teachers returning to teaching after a break in service.
31. Courses and other appropriate facilities should be so designed as to enable teachers to improve their qualifications, to alter or enlarge the scope of their work or seek promotion and to keep up to date with their subject and field of education as regards both content and method.
32. Measures should be taken to make books and other material available to teachers to improve their general education and professional qualifications.
33. Teachers should be given both the opportunities and the incentives to participate in courses and facilities and should take full advantage of them.
34. School authorities should make every endeavour to ensure that schools can apply relevant research findings both in the subjects of study and in teaching methods.
35. Authorities should encourage and, as far as possible, assist teachers to travel in their own country and abroad, either in groups or individually, with a view to their further education.
36. It would be desirable that measures taken for the preparation and further education of teachers should be developed and supplemented by financial and technical co-operation on an international or regional basis. Read More..
1966 CEART Recommendation concerning the Status of Teachers-V
Teacher Solidarity for the improvement of education
Teacher-preparation institutions
25 The staff of teacher-preparation institutions should be qualified to teach in their own discipline at a level equivalent to that of higher education. The staff teaching pedagogical subjects should have had experience of teaching in schools and wherever possible should have this experience periodically refreshed by secondment to teaching duties in schools.
26 Research and experimentation in education and in the teaching of particular subjects should be promoted through the provision of research facilities in teacher-preparation institutions and research work by their staff and students. All staff concerned with teacher education should be aware of the findings of research in the field with which they are concerned and endeavour to pass on its results to students. Students as well as staff should have the opportunity of expressing their views on the arrangements governing the life, work and discipline of a teacher-preparation institution.
27 Teacher-preparation institutions should form a focus of development in the education service, both keeping schools abreast of the results of research and methodological progress, and reflecting in their own work the experience of schools and teachers.The teacher-preparation institutions should, either severally or jointly, and in collaboration with another institution of higher education or with the competent education authorities, or not, be responsible for certifying that the student has satisfactorily completed the course.
28 School authorities, in co-operation with teacher-preparation institutions, should take appropriate measures to provide the newly trained teachers with an employment in keeping with their preparation, and individual wishes and circumstances. Learn More Read More..
Teacher-preparation institutions
25 The staff of teacher-preparation institutions should be qualified to teach in their own discipline at a level equivalent to that of higher education. The staff teaching pedagogical subjects should have had experience of teaching in schools and wherever possible should have this experience periodically refreshed by secondment to teaching duties in schools.
26 Research and experimentation in education and in the teaching of particular subjects should be promoted through the provision of research facilities in teacher-preparation institutions and research work by their staff and students. All staff concerned with teacher education should be aware of the findings of research in the field with which they are concerned and endeavour to pass on its results to students. Students as well as staff should have the opportunity of expressing their views on the arrangements governing the life, work and discipline of a teacher-preparation institution.
27 Teacher-preparation institutions should form a focus of development in the education service, both keeping schools abreast of the results of research and methodological progress, and reflecting in their own work the experience of schools and teachers.The teacher-preparation institutions should, either severally or jointly, and in collaboration with another institution of higher education or with the competent education authorities, or not, be responsible for certifying that the student has satisfactorily completed the course.
28 School authorities, in co-operation with teacher-preparation institutions, should take appropriate measures to provide the newly trained teachers with an employment in keeping with their preparation, and individual wishes and circumstances. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers-V
Teacher Solidarity for the improvement of education
Teacher-preparation programmes
19 The purpose of a teacher-preparation programme should be to develop in each student his general education and personal culture, his ability to teach and educate others, an awareness of the principles which underlie good human relations, within and across national boundaries, and a sense of responsibility to contribute both by teaching and by example to social, cultural, and economic progress.
20 Fundamentally, a teacher-preparation programme should include:
a. general studies;
b. study of the main elements of philosophy, psychology, sociology as applied to education, the theory and history of education, and of comparative education, experimental pedagogy, school administration and methods of teaching the various subjects;
c. studies related to the student's intended field of teaching;
d. practice in teaching and in conducting extra-curricular activities under the guidance of fully qualified teacher
21 text
1. All teachers should be prepared in general, special and pedagogical subjects in universities, or in institutions on a level comparable to universities, or else in special institutions for the preparation of teachers.
2. The content of teacher-preparation programmes may reasonably vary according to the tasks the teachers are required to perform in different types of schools, such as establishments for handicapped children or technical and vocational schools. In the latter case, the programmes might include some practical experience to be acquired in industry, commerce or agriculture.
22 A teacher-preparation programme may provide for a professional course either concurrently with or subsequent to a course of personal academic or specialized education or skill cultivation.
23 Education for teaching should normally be full time; special arrangements may be made for older entrants to the profession and persons in other exceptional categories to undertake all or part of their course on a part-time basis, on condition that the content of such courses and the standards of attainment are on the same level as those of the full-time courses.
24 Consideration should be given to the desirability of providing for the education of different types of teachers, whether primary, secondary, technical, specialist or vocational teachers, in institutions organically related or geographically adjacent to one another. Learn More Read More..
Teacher-preparation programmes
19 The purpose of a teacher-preparation programme should be to develop in each student his general education and personal culture, his ability to teach and educate others, an awareness of the principles which underlie good human relations, within and across national boundaries, and a sense of responsibility to contribute both by teaching and by example to social, cultural, and economic progress.
20 Fundamentally, a teacher-preparation programme should include:
a. general studies;
b. study of the main elements of philosophy, psychology, sociology as applied to education, the theory and history of education, and of comparative education, experimental pedagogy, school administration and methods of teaching the various subjects;
c. studies related to the student's intended field of teaching;
d. practice in teaching and in conducting extra-curricular activities under the guidance of fully qualified teacher
21 text
1. All teachers should be prepared in general, special and pedagogical subjects in universities, or in institutions on a level comparable to universities, or else in special institutions for the preparation of teachers.
2. The content of teacher-preparation programmes may reasonably vary according to the tasks the teachers are required to perform in different types of schools, such as establishments for handicapped children or technical and vocational schools. In the latter case, the programmes might include some practical experience to be acquired in industry, commerce or agriculture.
22 A teacher-preparation programme may provide for a professional course either concurrently with or subsequent to a course of personal academic or specialized education or skill cultivation.
23 Education for teaching should normally be full time; special arrangements may be made for older entrants to the profession and persons in other exceptional categories to undertake all or part of their course on a part-time basis, on condition that the content of such courses and the standards of attainment are on the same level as those of the full-time courses.
24 Consideration should be given to the desirability of providing for the education of different types of teachers, whether primary, secondary, technical, specialist or vocational teachers, in institutions organically related or geographically adjacent to one another. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers-V
Teacher Solidarity for the improvement of education
V. Preparation for the profession
Selection
11. Policy governing entry into preparation for teaching should rest on the need to provide society with an adequate supply of teachers who possess the necessary moral, intellectual and physical qualities and who have the required professional knowledge and skills.
12. To meet this need, educational authorities should provide adequate inducements to prepare for teaching and sufficient places in appropriate institutions.
13. Completion of an approved course in an appropriate teacher-preparation institution should be required of all persons entering the profession.
14. Admission to teacher preparation should be based on the completion of appropriate secondary education, and the evidence of the possession of personal qualities likely to help the persons concerned to become worthy members of the profession.
15. While the general standards for admission to teacher preparation should be maintained, persons who may lack some of the formal academic requirements for admission, but who possess valuable experience, particularly in technical and vocational fields, may be admitted.
16. Adequate grants or financial assistance should be available to students preparing for teaching to enable them to follow the courses provided and to live decently; as far as possible, the competent authorities should seek to establish a system of free teacher-preparation institutions.
17. Information concerning the opportunities and the grants or financial assistance for teacher preparation should be readily available to students and other persons who may wish to prepare for teaching.
18. text
1. Fair consideration should be given to the value of teacher-preparation programmes completed in other countries as establishing in whole or in part the right to practise teaching.
2. Steps should be taken with a view to achieving international recognition of teaching credentials conferring professional status in terms of standards agreed to internationally. Learn More Read More..
V. Preparation for the profession
Selection
11. Policy governing entry into preparation for teaching should rest on the need to provide society with an adequate supply of teachers who possess the necessary moral, intellectual and physical qualities and who have the required professional knowledge and skills.
12. To meet this need, educational authorities should provide adequate inducements to prepare for teaching and sufficient places in appropriate institutions.
13. Completion of an approved course in an appropriate teacher-preparation institution should be required of all persons entering the profession.
14. Admission to teacher preparation should be based on the completion of appropriate secondary education, and the evidence of the possession of personal qualities likely to help the persons concerned to become worthy members of the profession.
15. While the general standards for admission to teacher preparation should be maintained, persons who may lack some of the formal academic requirements for admission, but who possess valuable experience, particularly in technical and vocational fields, may be admitted.
16. Adequate grants or financial assistance should be available to students preparing for teaching to enable them to follow the courses provided and to live decently; as far as possible, the competent authorities should seek to establish a system of free teacher-preparation institutions.
17. Information concerning the opportunities and the grants or financial assistance for teacher preparation should be readily available to students and other persons who may wish to prepare for teaching.
18. text
1. Fair consideration should be given to the value of teacher-preparation programmes completed in other countries as establishing in whole or in part the right to practise teaching.
2. Steps should be taken with a view to achieving international recognition of teaching credentials conferring professional status in terms of standards agreed to internationally. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers
Teacher Solidarity for the improvement of education
IV. # Educational objectives and policies
10. Appropriate measures should be taken in each country to the extent necessary to formulate comprehensive educational policies consistent with the Guiding Principles, drawing on all available resources, human and otherwise. In so doing, the competent authorities should take account of the consequences for teachers of the following principles and objectives:
a. it is the fundamental right of every child to be provided with the fullest possible educational opportunities; due attention should be paid to children requiring special educational treatment;
b. all facilities should be made available equally to enable every person to enjoy his right to education without discrimination on grounds of sex, race, colour, religion, political opinion, national or social origin, or economic condition;
c. since education is a service of fundamental importance in the general public interest, it should be recognized as a responsibility of the State, which should provide an adequate network of schools, free education in these schools and material assistance to needy pupils; this should not be construed so as to interfere with the liberty of the parents and, when applicable, legal guardians to choose for their children schools other than those established by the State, or so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions which conform to such minimum educational standards as may be laid down or approved by the State;
d. since education is an essential factor in economic growth, educational planning should form an integral part of total economic and social planning undertaken to improve living conditions;
e. since education is a continuous process the various branches of the teaching service should be so co-ordinated as both to improve the quality of education for all pupils and to enhance the status of teachers;
f. there should be free access to a flexible system of schools, properly interrelated, so that nothing restricts the opportunities for each child to progress to any level in any type of education;
g. as an educational objective, no State should be satisfied with mere quantity, but should seek also to improve quality;
h. in education both long-term and short-term planning and programming are necessary; the efficient integration in the community of today's pupils will depend more on future needs than on present requirements;
i. all educational planning should include at each stage early provision for the training, and the further training, of sufficient numbers of fully competent and qualified teachers of the country concerned who are familiar with the life of their people and able to teach in the mother tongue;
j. co-ordinated systematic and continuing research and action in the field of teacher preparation and in-service training are essential, including, at the international level, co-operative projects and the exchange of research findings;
k. there should be close co-operation between the competent authorities, organizations of teachers, of employers and workers, and of parents as well as cultural organizations and institutions of learning and research, for the purpose of defining educational policy and its precise objectives;
l. as the achievement of the aims and objectives of education largely depends on the financial means made available to it, high priority should be given, in all countries, to setting aside, within the national budgets, an adequate proportion of the national income for the development of education. Learn More Read More..
IV. # Educational objectives and policies
10. Appropriate measures should be taken in each country to the extent necessary to formulate comprehensive educational policies consistent with the Guiding Principles, drawing on all available resources, human and otherwise. In so doing, the competent authorities should take account of the consequences for teachers of the following principles and objectives:
a. it is the fundamental right of every child to be provided with the fullest possible educational opportunities; due attention should be paid to children requiring special educational treatment;
b. all facilities should be made available equally to enable every person to enjoy his right to education without discrimination on grounds of sex, race, colour, religion, political opinion, national or social origin, or economic condition;
c. since education is a service of fundamental importance in the general public interest, it should be recognized as a responsibility of the State, which should provide an adequate network of schools, free education in these schools and material assistance to needy pupils; this should not be construed so as to interfere with the liberty of the parents and, when applicable, legal guardians to choose for their children schools other than those established by the State, or so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions which conform to such minimum educational standards as may be laid down or approved by the State;
d. since education is an essential factor in economic growth, educational planning should form an integral part of total economic and social planning undertaken to improve living conditions;
e. since education is a continuous process the various branches of the teaching service should be so co-ordinated as both to improve the quality of education for all pupils and to enhance the status of teachers;
f. there should be free access to a flexible system of schools, properly interrelated, so that nothing restricts the opportunities for each child to progress to any level in any type of education;
g. as an educational objective, no State should be satisfied with mere quantity, but should seek also to improve quality;
h. in education both long-term and short-term planning and programming are necessary; the efficient integration in the community of today's pupils will depend more on future needs than on present requirements;
i. all educational planning should include at each stage early provision for the training, and the further training, of sufficient numbers of fully competent and qualified teachers of the country concerned who are familiar with the life of their people and able to teach in the mother tongue;
j. co-ordinated systematic and continuing research and action in the field of teacher preparation and in-service training are essential, including, at the international level, co-operative projects and the exchange of research findings;
k. there should be close co-operation between the competent authorities, organizations of teachers, of employers and workers, and of parents as well as cultural organizations and institutions of learning and research, for the purpose of defining educational policy and its precise objectives;
l. as the achievement of the aims and objectives of education largely depends on the financial means made available to it, high priority should be given, in all countries, to setting aside, within the national budgets, an adequate proportion of the national income for the development of education. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers
Teacher Solidarity for the improvement of education
III. Guiding principles
3. Education from the earliest school years should be directed to the all-round development of the human personality and to the spiritual, moral, social, cultural and economic progress of the community, as well as to the inculcation of deep respect for human rights and fundamental freedoms; within the framework of these values the utmost importance should be attached to the contribution to be made by education to peace and to understanding, tolerance and friendship among all nations and among racial or religious groups.
4. It should be recognized that advance in education depends largely on the qualifications and ability of the teaching staff in general and on the human, pedagogical and technical qualities of the individual teachers.
5. The status of teachers should be commensurate with the needs of education as assessed in the light of educational aims and objectives; it should be recognized that the proper status of teachers and due public regard for the profession of teaching are of major importance for the full realization of these aims and objectives.
6. Teaching should be regarded as a profession: it is a form of public service which requires of teachers expert knowledge and specialized skills, acquired and maintained through rigorous and continuing study; it calls also for a sense of personal and corporate responsibility for the education and welfare of the pupils in their charge.
7. All aspects of the preparation and employment of teachers should be free from any form of discrimination on grounds of race, colour, sex, religion, political opinion, national or social origin, or economic condition.
8. Working conditions for teachers should be such as will best promote effective learning and enable teachers to concentrate on their professional tasks.
9. Teachers' organizations should be recognized as a force which can contribute greatly to educational advance and which therefore should be associated with the determination of educational policy. Learn More Read More..
III. Guiding principles
3. Education from the earliest school years should be directed to the all-round development of the human personality and to the spiritual, moral, social, cultural and economic progress of the community, as well as to the inculcation of deep respect for human rights and fundamental freedoms; within the framework of these values the utmost importance should be attached to the contribution to be made by education to peace and to understanding, tolerance and friendship among all nations and among racial or religious groups.
4. It should be recognized that advance in education depends largely on the qualifications and ability of the teaching staff in general and on the human, pedagogical and technical qualities of the individual teachers.
5. The status of teachers should be commensurate with the needs of education as assessed in the light of educational aims and objectives; it should be recognized that the proper status of teachers and due public regard for the profession of teaching are of major importance for the full realization of these aims and objectives.
6. Teaching should be regarded as a profession: it is a form of public service which requires of teachers expert knowledge and specialized skills, acquired and maintained through rigorous and continuing study; it calls also for a sense of personal and corporate responsibility for the education and welfare of the pupils in their charge.
7. All aspects of the preparation and employment of teachers should be free from any form of discrimination on grounds of race, colour, sex, religion, political opinion, national or social origin, or economic condition.
8. Working conditions for teachers should be such as will best promote effective learning and enable teachers to concentrate on their professional tasks.
9. Teachers' organizations should be recognized as a force which can contribute greatly to educational advance and which therefore should be associated with the determination of educational policy. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers-Scope
Teacher Solidarity for the improvement of education
II. Scope
2. This Recommendation applies to all teachers in both public and private schools up to the completion of the secondary stage of education whether nursery, kindergarten, primary, intermediate or secondary, including those providing technical, vocational, or art education. Learn More Read More..
II. Scope
2. This Recommendation applies to all teachers in both public and private schools up to the completion of the secondary stage of education whether nursery, kindergarten, primary, intermediate or secondary, including those providing technical, vocational, or art education. Learn More Read More..
1966 CEART Recommendation concerning the Status of Teachers-Definition
Teacher Solidarity for the improvement of education
1. Definitions
1. For the purpose of the Recommendation
1. the word teacher' covers all those persons in schools who are responsible for the education of pupils;
2. the expression status' as used in relation to teachers means both the standing or regard accorded them, as evidenced by the level of appreciation of the importance of their function and of their competence in performing it, and the working conditions, remuneration and other material benefits accorded them relative to other professional groups. Learn More Read More..
1. Definitions
1. For the purpose of the Recommendation
1. the word teacher' covers all those persons in schools who are responsible for the education of pupils;
2. the expression status' as used in relation to teachers means both the standing or regard accorded them, as evidenced by the level of appreciation of the importance of their function and of their competence in performing it, and the working conditions, remuneration and other material benefits accorded them relative to other professional groups. Learn More Read More..
World Teacher Day 2008
Teacher Solidarity for the improvement of education
Low salaries, overcrowded classrooms, low job security, inadequate training – World Teachers’ Day, celebrated annually on 5 October, is the occasion to pay tribute to a profession whose role in the education of young people and adults remains essential. The emphasis this year is on developing teacher policies, the only foundation for ensuring sustainable and high-quality recruitment. Learn More Read More..
Low salaries, overcrowded classrooms, low job security, inadequate training – World Teachers’ Day, celebrated annually on 5 October, is the occasion to pay tribute to a profession whose role in the education of young people and adults remains essential. The emphasis this year is on developing teacher policies, the only foundation for ensuring sustainable and high-quality recruitment. Learn More Read More..
INDONESIA: PUBLIC SECTOR EMPLOYEES SUSPENDED FOR GOING ON STRIKE!
Teacher Solidarity for the improvement of education
PSI is calling on its affiliated organisations to send letters to President Susilo Bambang Yudhoyono of the Republic of Indonesia protesting against the summary dismissal and suspension without pay of members of Serikat Pekerja PT. Angkasa Pura1 trade union, a PSI affiliate. The workers in question have been victimised as a result of their participation in strike action on 7-8 May 2008.
PSI understands that this is the first public sector strike to take place in Indonesia and that workers in other public services and state-owned enterprises are awaiting with interest the final outcome of the union’s actions.Learn More Read More..
PSI is calling on its affiliated organisations to send letters to President Susilo Bambang Yudhoyono of the Republic of Indonesia protesting against the summary dismissal and suspension without pay of members of Serikat Pekerja PT. Angkasa Pura1 trade union, a PSI affiliate. The workers in question have been victimised as a result of their participation in strike action on 7-8 May 2008.
PSI understands that this is the first public sector strike to take place in Indonesia and that workers in other public services and state-owned enterprises are awaiting with interest the final outcome of the union’s actions.Learn More Read More..
Human Rights Education
Teacher Solidarity for the improvement of education
Human rights education is an integral part of the right to education, and is increasingly gaining recognition as a human right in itself. Knowledge of rights and freedoms is considered a fundamental tool to guarantee respect for the rights of all. UNESCO’s work in human rights education is guided by the World Programme for Human Rights Education.
Education should encompass values such as peace, non-discrimination, equality, justice, non-violence, tolerance and respect for human dignity. Quality education based on a human rights approach means that rights are implemented throughout the whole education system and in all learning environments. Learn More Read More..
Human rights education is an integral part of the right to education, and is increasingly gaining recognition as a human right in itself. Knowledge of rights and freedoms is considered a fundamental tool to guarantee respect for the rights of all. UNESCO’s work in human rights education is guided by the World Programme for Human Rights Education.
Education should encompass values such as peace, non-discrimination, equality, justice, non-violence, tolerance and respect for human dignity. Quality education based on a human rights approach means that rights are implemented throughout the whole education system and in all learning environments. Learn More Read More..
EI-Introduction
Teacher Solidarity for the improvement of education
Education International represents nearly 30 million teachers and education workers.
Our 401 member organisations operate in 172 countries and territories, from pre-school to university.
As the world’s largest Global Union Federation, and the only one representing education workers in every corner of the globe, Education International unites all teachers and education workers no matter where they are.
Education International protects the rights of every teacher and education worker, and every student they educate.
We assist the development of democratic organisations for Teachers and other Education Workers and build Solidarity & Mutual Co-operation.
We combat Racism & Discrimination in Education and Society, fostering good Relations between Education workers in all countries.
Education International is the voice for the education sector world-wide.Read More Read More..
Education International represents nearly 30 million teachers and education workers.
Our 401 member organisations operate in 172 countries and territories, from pre-school to university.
As the world’s largest Global Union Federation, and the only one representing education workers in every corner of the globe, Education International unites all teachers and education workers no matter where they are.
Education International protects the rights of every teacher and education worker, and every student they educate.
We assist the development of democratic organisations for Teachers and other Education Workers and build Solidarity & Mutual Co-operation.
We combat Racism & Discrimination in Education and Society, fostering good Relations between Education workers in all countries.
Education International is the voice for the education sector world-wide.Read More Read More..
The Global March movement
Teacher Solidarity for the improvement of education
"The Global March Against Child Labour is a movement to mobilise worldwide efforts to protect and promote the rights of all children, especially the right to receive a free, meaningful education and to be free from economic exploitation and from performing any work that is likely to be harmful to the child's physical, mental, spiritual, moral or social development."
Global March Against Child Labour is a movement born out of hope and the need felt by thousands of people across the globe - the desire to set children free from servitude. Learn More Read More..
"The Global March Against Child Labour is a movement to mobilise worldwide efforts to protect and promote the rights of all children, especially the right to receive a free, meaningful education and to be free from economic exploitation and from performing any work that is likely to be harmful to the child's physical, mental, spiritual, moral or social development."
Global March Against Child Labour is a movement born out of hope and the need felt by thousands of people across the globe - the desire to set children free from servitude. Learn More Read More..
Make New Families Feel Welcome
Teacher Solidarity for the improvement of education
Holding out a helping hand when families first arrive at the school pays off in increased involvement and a stronger parent group later on.
by Patti Ghezzi.Read More Read More..
Holding out a helping hand when families first arrive at the school pays off in increased involvement and a stronger parent group later on.
by Patti Ghezzi.Read More Read More..
2 Hour Power: Learn More
Teacher Solidarity for the improvement of education
The Perfect Solution - Just 2 Hours!
The 2 Hour Power volunteer pledge program is a perfect antidote to both of these fundamental involvement obstacles. The program is designed to encourage parents to pledge just two hours anytime during the school year. Further - using the free tools provided with the program - you can also reach out and find out exactly what skills and interests exist among your parents and match up the right parents with the right activities.
By working just two hours each, hundreds of parents can work together to make a significant contribution...and (shhhh - here's the secret) lots of them will find out that getting involved isn't so bad after all and keep at it. Nice. Learn more Read More..
The Perfect Solution - Just 2 Hours!
The 2 Hour Power volunteer pledge program is a perfect antidote to both of these fundamental involvement obstacles. The program is designed to encourage parents to pledge just two hours anytime during the school year. Further - using the free tools provided with the program - you can also reach out and find out exactly what skills and interests exist among your parents and match up the right parents with the right activities.
By working just two hours each, hundreds of parents can work together to make a significant contribution...and (shhhh - here's the secret) lots of them will find out that getting involved isn't so bad after all and keep at it. Nice. Learn more Read More..
Obama: Education Means 'More to Our Economic Future Than Anything'
Teacher Solidarity for the improvement of education
WASHINGTON, Oct 16, 2008 /PRNewswire-USNewswire via COMTEX/ -- McCain: Freeze public education funding and push failed school voucher schemes
Sen.Barack Obama
said Wednesday that a cornerstone of any long-term economic plan must be an investment in quality public schools. His comments, focusing on early childhood education, professional pay, and college affordability made it strikingly clear that only his administration would prepare American students to compete in a global economy. Read More..
WASHINGTON, Oct 16, 2008 /PRNewswire-USNewswire via COMTEX/ -- McCain: Freeze public education funding and push failed school voucher schemes
Sen.Barack Obama
said Wednesday that a cornerstone of any long-term economic plan must be an investment in quality public schools. His comments, focusing on early childhood education, professional pay, and college affordability made it strikingly clear that only his administration would prepare American students to compete in a global economy. Read More..
Saturday, October 18, 2008
Berkas 117 Guru PTT dan Honorer Tak Ada di BKN
Teacher Solidarity for the improvement of education
... perwakilan guru yang tergabung dalam Serikat Guru Jakarta (SGJ) dan Federasi Guru Independen (FGI) ini juga meminta kepada DPRD DKI Jakarta agar mendesak Pemprov DKI Jakarta segera mencairkan gaji ke-13 dan uang tunjangan sebesar Rp 100 ribu per bulan.
Supriyono, Ketua SGJ mengatakan, nama-nama guru PTT yang sudah didata oleh Bawasda dan BKD DKI Jakarta tidak ada di database BKN (Badan Kepegawaian Nasional). Padahal, database itu merupakan persyaratan untuk nominasi CPNS. ”Syarat untuk menjadi CPNS itu adalah pemberkasan sudah ada di database BKN,” katanya. Read More..
... perwakilan guru yang tergabung dalam Serikat Guru Jakarta (SGJ) dan Federasi Guru Independen (FGI) ini juga meminta kepada DPRD DKI Jakarta agar mendesak Pemprov DKI Jakarta segera mencairkan gaji ke-13 dan uang tunjangan sebesar Rp 100 ribu per bulan.
Supriyono, Ketua SGJ mengatakan, nama-nama guru PTT yang sudah didata oleh Bawasda dan BKD DKI Jakarta tidak ada di database BKN (Badan Kepegawaian Nasional). Padahal, database itu merupakan persyaratan untuk nominasi CPNS. ”Syarat untuk menjadi CPNS itu adalah pemberkasan sudah ada di database BKN,” katanya. Read More..
Berguru Pada FAGI
Teacher Solidarity for the improvement of education
Ketika permasalahan pendidikan kian pelik, FAGI Kota Bandung lahir 3 Maret tahun 2000 sebagai pionir untuk menjadi “Sang Pembebas” dari keterbelengguan guru di Kota Bandung. Organisasi inipun bersifat independen, non partisan dan non profit. Nama FAGI yang asalnya Forum aksi Guru Indonesia berubah menjadi Forum Aspirasi Guru Independen pada 10 Oktober 2004.
Dengan moto Nasib guru tidak akan berubah apabila guru enggan melakukan perubahan, FAGI hadir untuk mengkritisi setiap permasalahan yang hadir khususnya masalah pendidikan. Karena selama Orde Baru, guru-guru dibungkam dan dikekang kebebasan untuk berfikir kritis. Read More..
Ketika permasalahan pendidikan kian pelik, FAGI Kota Bandung lahir 3 Maret tahun 2000 sebagai pionir untuk menjadi “Sang Pembebas” dari keterbelengguan guru di Kota Bandung. Organisasi inipun bersifat independen, non partisan dan non profit. Nama FAGI yang asalnya Forum aksi Guru Indonesia berubah menjadi Forum Aspirasi Guru Independen pada 10 Oktober 2004.
Dengan moto Nasib guru tidak akan berubah apabila guru enggan melakukan perubahan, FAGI hadir untuk mengkritisi setiap permasalahan yang hadir khususnya masalah pendidikan. Karena selama Orde Baru, guru-guru dibungkam dan dikekang kebebasan untuk berfikir kritis. Read More..
SEdFoR Siap Majukan Dunia Pendidikan Sulut
Teacher Solidarity for the improvement of education
Pasca deklarasi di bundaran Hotel Indonesia dalam momentum Hardiknas 2 Mei lalu, SEdFoR (Sulut Education For Reform) Sulut semakin mempertegas eksistensinya untuk pembangunan dunia pendidikan di daerah ini. Terbukti, wadah yang dipayungi organisasi Guru Nasional dengan pusat FGII (The Federation Of Indonesian Teachers) ini mulai mengembangkan sayapnya. Salah satunya dengan memfokuskan terbentuknya pengurus definitif di propinsi dan kabupaten/kota se-Sulut.
Hal ini ditegaskan Sekjen SEdFoR Sulut, F Theodorus Lumi kepada harian ini, Jumat (28/12) kemarin. Menurutnya, pembentukan tersebut dilakukan dengan melibatkan seluruh tenaga-tenaga pendidikan di Sulut baik guru maupun dosen, bahkan rohaniwan beragam agama yang selama ini secara intens memberikan perhatian ke dunia pendidikan. “Proses terbentuknya SEdFoR Sulut melibatkan beberapa doktor dan magister jebolan Unima, Unibraw, UNW Malang, Unesa, Uness, Unpad dan UNJ. Ini menunjukan bahwa komitmen perjuangan dalam SEdFoR ini adalah kualitas dan interes pendidikan di Indonesia, khususnya Sulut,” ungkapnya. Read More..
Pasca deklarasi di bundaran Hotel Indonesia dalam momentum Hardiknas 2 Mei lalu, SEdFoR (Sulut Education For Reform) Sulut semakin mempertegas eksistensinya untuk pembangunan dunia pendidikan di daerah ini. Terbukti, wadah yang dipayungi organisasi Guru Nasional dengan pusat FGII (The Federation Of Indonesian Teachers) ini mulai mengembangkan sayapnya. Salah satunya dengan memfokuskan terbentuknya pengurus definitif di propinsi dan kabupaten/kota se-Sulut.
Hal ini ditegaskan Sekjen SEdFoR Sulut, F Theodorus Lumi kepada harian ini, Jumat (28/12) kemarin. Menurutnya, pembentukan tersebut dilakukan dengan melibatkan seluruh tenaga-tenaga pendidikan di Sulut baik guru maupun dosen, bahkan rohaniwan beragam agama yang selama ini secara intens memberikan perhatian ke dunia pendidikan. “Proses terbentuknya SEdFoR Sulut melibatkan beberapa doktor dan magister jebolan Unima, Unibraw, UNW Malang, Unesa, Uness, Unpad dan UNJ. Ini menunjukan bahwa komitmen perjuangan dalam SEdFoR ini adalah kualitas dan interes pendidikan di Indonesia, khususnya Sulut,” ungkapnya. Read More..
Guru Kesulitan Memenuhi Kuota 24 Jam Mengajar Kesulitan Peroleh Insentif Kesejahteraan Guru
Teacher Solidarity for the improvement of education
Tunjangan fungsional bagi guru swasta serta tunjangan profesi untuk guru yang sudah memiliki sertifikat pendidik mensyaratkan 24 jam mengajar/minggu. Akibatnya, peluang guru swasta untuk bisa mendapatkan tunjangan dari pemerintah sangat kecil.
Edi Susanto, Ketua Federasi Guru Independen Indonesia Kota Padang, mengatakan, guru-guru swasta terpaksa mengajar dua bidang studi atau mengajar di sekolah lain untuk bisa memenuhi ketentuan mengajar 24 jam per minggu. Read More..
Tunjangan fungsional bagi guru swasta serta tunjangan profesi untuk guru yang sudah memiliki sertifikat pendidik mensyaratkan 24 jam mengajar/minggu. Akibatnya, peluang guru swasta untuk bisa mendapatkan tunjangan dari pemerintah sangat kecil.
Edi Susanto, Ketua Federasi Guru Independen Indonesia Kota Padang, mengatakan, guru-guru swasta terpaksa mengajar dua bidang studi atau mengajar di sekolah lain untuk bisa memenuhi ketentuan mengajar 24 jam per minggu. Read More..
Revisi PP 48/2005, untuk Siapa?
Teacher Solidarity for the improvement of education
Muh Zen Adv & Hery Nugroho
PEMERINTAH akan merevisi Peraturan Pemerintah (PP) 48/2005 tentang Pengangkatan Guru Honorer Menjadi Calon Pegawai Negeri Sipil (CPNS) membawa angin segar bagi kalangan guru swasta. Karena sejak diberlakukan PP 48/2005, hak-hak guru untuk bisa menjadi CPNS dipasung oleh PP tersebut. Oleh karenanya guru swasta sudah lama memperjuangkan adanya revisi PP 48/2005.
Menurut Deputi Negera Pendayagunaan Aparatur Negara Bidang SDM, Tasik Kisnanto, revisi dilakukan, agar seluruh guru bantu dapat diangkat menjadi CPNS pada 2009. Ini berarti perjuangan menuntut hak guru swasta pupus lagi. Bahkan untuk periode Oktober 2006, pemerintah berencana hanya merekrut CPNS dari tenaga honorer. Akibatnya, pada periode Oktober nanti guru swasta kehilangan kesempatan untuk menjadi PNS. Read More..
Muh Zen Adv & Hery Nugroho
PEMERINTAH akan merevisi Peraturan Pemerintah (PP) 48/2005 tentang Pengangkatan Guru Honorer Menjadi Calon Pegawai Negeri Sipil (CPNS) membawa angin segar bagi kalangan guru swasta. Karena sejak diberlakukan PP 48/2005, hak-hak guru untuk bisa menjadi CPNS dipasung oleh PP tersebut. Oleh karenanya guru swasta sudah lama memperjuangkan adanya revisi PP 48/2005.
Menurut Deputi Negera Pendayagunaan Aparatur Negara Bidang SDM, Tasik Kisnanto, revisi dilakukan, agar seluruh guru bantu dapat diangkat menjadi CPNS pada 2009. Ini berarti perjuangan menuntut hak guru swasta pupus lagi. Bahkan untuk periode Oktober 2006, pemerintah berencana hanya merekrut CPNS dari tenaga honorer. Akibatnya, pada periode Oktober nanti guru swasta kehilangan kesempatan untuk menjadi PNS. Read More..
DIKNAS TAK KEMBALIKAN ANGGARAN GTT/PTT KE PUSAT ; Diusulkan, Syarat Tunjangan Insentif Ditinjau
Teacher Solidarity for the improvement of education
Adanya aturan baru dalam penerimaan tunjangan insentif yang di dalamnya mensyaratkan calon penerima harus berijazah S1, menjadikan sejumlah Guru Tidak Tetap (GTT) dan Pegawai Tidak Tetap (PTT) was-was.
"Terus terang, kalau GTT/PTT disyaratkan harus berijazah S1 banyak teman-teman kami yang terancam tidak mendapatkan tunjangan. Karena itu saya berharap supaya aturan penerimaan insentif tetap sama seperti tahun sebelumnya," kata Ketua Umum PGKSSI DIY, Maruli Taufiq SE pada dengar pendapat Kepala Dinas Pendidikan DIY, Prof Suwarsih Madya PhD di kantornya Jl Cendana, kemarin. Read More..
Adanya aturan baru dalam penerimaan tunjangan insentif yang di dalamnya mensyaratkan calon penerima harus berijazah S1, menjadikan sejumlah Guru Tidak Tetap (GTT) dan Pegawai Tidak Tetap (PTT) was-was.
"Terus terang, kalau GTT/PTT disyaratkan harus berijazah S1 banyak teman-teman kami yang terancam tidak mendapatkan tunjangan. Karena itu saya berharap supaya aturan penerimaan insentif tetap sama seperti tahun sebelumnya," kata Ketua Umum PGKSSI DIY, Maruli Taufiq SE pada dengar pendapat Kepala Dinas Pendidikan DIY, Prof Suwarsih Madya PhD di kantornya Jl Cendana, kemarin. Read More..
Kapan Orang Miskin Mengenyam Pendidikan Layak
Teacher Solidarity for the improvement of education
Eko Sumarsono Ketua Inisiator Federasi Guru Independen Indonesia (FGII)Provinsi Kepulauan Riau, Aktivis Pemuda Muhammadiyah Kepri. Read More..
Eko Sumarsono Ketua Inisiator Federasi Guru Independen Indonesia (FGII)Provinsi Kepulauan Riau, Aktivis Pemuda Muhammadiyah Kepri. Read More..
Sebanyak 232 Guru di Lombok Timur Tolak Mutasi
Teacher Solidarity for the improvement of education
Kepala Dinas Lombok Timur Drs. H. Qiyamuddin Saman saat dikonfirmasi terkesan enggan mengomentari protes para guru itu. Ia mengakui pihaknya belum melakukan sosialisasi SK Mutasi tersebut. Namun, ia mengatakan sudah melakukan pembicaraan dengan para kepala sekolah yang guru-gurunya kena mutasi.
Sementara itu,Ketua Umum Paguyuban Guru Mahardhika Indonesia (PGMI) Drs Cukup Wibowo sangat menyesalkan mutasi itu. Menurutnya, mutasi yang seketika mencakup ratusan guru itu sangat tidak proporsional.
“Ini menunjukkan birokrasi masih ingin berkuasa pada nasib guru,” ujarnya di Mataram. (kso) Read More..
Kepala Dinas Lombok Timur Drs. H. Qiyamuddin Saman saat dikonfirmasi terkesan enggan mengomentari protes para guru itu. Ia mengakui pihaknya belum melakukan sosialisasi SK Mutasi tersebut. Namun, ia mengatakan sudah melakukan pembicaraan dengan para kepala sekolah yang guru-gurunya kena mutasi.
Sementara itu,Ketua Umum Paguyuban Guru Mahardhika Indonesia (PGMI) Drs Cukup Wibowo sangat menyesalkan mutasi itu. Menurutnya, mutasi yang seketika mencakup ratusan guru itu sangat tidak proporsional.
“Ini menunjukkan birokrasi masih ingin berkuasa pada nasib guru,” ujarnya di Mataram. (kso) Read More..
Anggaran Pendidikan Tak Perlu Dinaikkan
Teacher Solidarity for the improvement of education
Persatuan Guru untuk Reformasi Pendidikan (Pergerakan) Kalbar meminta agar anggaran pendidikan untuk Provinsi Kalbar diturunkan, bukan dinaikkan. Soalnya, Pergerakan tidak yakin bahwa dengan dana yang besar justru menyejahterakan sekolah atau memperbaiki pendidikan Kalbar, akan tetapi, menyejahterakan kantong pribadi oknum-oknum di Dinas Pendidikan Kalbar untuk kocek pribadi.
“Saya tidak yakin dana besar itu akan sampai ke bawah, melihat pola pikir di kepala orang-orang Diknas. Anggarannya diturunkan saja. Karena kami melihat kenyataan yang ada bahwa makin besar anggaran bukan semakin menyejahterakan sekolah tapi untuk kepentingan kocek pribadi,” kata Ketua Umum Pergerakan Kalbar, Abriyandi SPd,/index.asp?Berita=Kota&id=107822 kepada Pontianak Post kemarin. Read More..
Persatuan Guru untuk Reformasi Pendidikan (Pergerakan) Kalbar meminta agar anggaran pendidikan untuk Provinsi Kalbar diturunkan, bukan dinaikkan. Soalnya, Pergerakan tidak yakin bahwa dengan dana yang besar justru menyejahterakan sekolah atau memperbaiki pendidikan Kalbar, akan tetapi, menyejahterakan kantong pribadi oknum-oknum di Dinas Pendidikan Kalbar untuk kocek pribadi.
“Saya tidak yakin dana besar itu akan sampai ke bawah, melihat pola pikir di kepala orang-orang Diknas. Anggarannya diturunkan saja. Karena kami melihat kenyataan yang ada bahwa makin besar anggaran bukan semakin menyejahterakan sekolah tapi untuk kepentingan kocek pribadi,” kata Ketua Umum Pergerakan Kalbar, Abriyandi SPd,/index.asp?Berita=Kota&id=107822 kepada Pontianak Post kemarin. Read More..
Guru Honorer Tagih Janji Wali Kota Cirebon
Teacher Solidarity for the improvement of education
CIREBON - Sedikitnya 600 guru honorer sekolah swasta Kota Cirebon yang tergabung dalam Forum Tenaga Honor Sekolah Swasta (FTHSS) melakukan aksi unjuk rasa di Balai Kota Cirebon.
Mereka menagih janji wali kota yang akan memberikan uang intensif Rp200 ribu per bulan saat kampanye, Kamis (14/8/2008). Read More..
CIREBON - Sedikitnya 600 guru honorer sekolah swasta Kota Cirebon yang tergabung dalam Forum Tenaga Honor Sekolah Swasta (FTHSS) melakukan aksi unjuk rasa di Balai Kota Cirebon.
Mereka menagih janji wali kota yang akan memberikan uang intensif Rp200 ribu per bulan saat kampanye, Kamis (14/8/2008). Read More..
Honor Sukwan Disunat Rp50.000
Teacher Solidarity for the improvement of education
Pemotongan honor guru sukarelawan (sukwan) di Kabupaten Subang kembali terkuak.Rapel honor guru sukwan selama empat bulan dipotong oleh Forum Tenaga Honorer Sekolah (FTHS) sebesar Rp50.000 per orang....
Sekretaris Jenderal Forum Aksi Guru Indonesia (FAGI) Subang Didin Salam Nurdin berjanji menindaklanjuti laporan tersebut. Dia mengancam akan melaporkan pemotongan gaji guru sukwan ke bupati bila dalam satu minggu ini uangnya tidak dikembalikan. ”Dari laporan para sukwan,pemotongan dilakukan sepihak dan tidak dimusyawarahkan terlebih dulu.Kepala sekolah saja tidak berani melakukan pemotongan. Read More..
Pemotongan honor guru sukarelawan (sukwan) di Kabupaten Subang kembali terkuak.Rapel honor guru sukwan selama empat bulan dipotong oleh Forum Tenaga Honorer Sekolah (FTHS) sebesar Rp50.000 per orang....
Sekretaris Jenderal Forum Aksi Guru Indonesia (FAGI) Subang Didin Salam Nurdin berjanji menindaklanjuti laporan tersebut. Dia mengancam akan melaporkan pemotongan gaji guru sukwan ke bupati bila dalam satu minggu ini uangnya tidak dikembalikan. ”Dari laporan para sukwan,pemotongan dilakukan sepihak dan tidak dimusyawarahkan terlebih dulu.Kepala sekolah saja tidak berani melakukan pemotongan. Read More..
salut terhadap FAGI
Teacher Solidarity for the improvement of education
saya seorang guru yang telah mengajar 25 tahun di purwakarta. tahun 2007 akhir saya baru tahu di purwakarta ada organisasi guru selain yang telah ada. yaitu Forum Aspirasi Guru Independen (FAGI). setelah sy amati ternyata perjuangan dan pergerakannnya jelas-jewlas berpihak pada kepentingan guru dan pendidikan. oleh karena itu saya salut dan mendukung eksistensi FAGI di purwakarta. Maju terus kang Dede Supendi sebagai ketua umumnya jangan takut kami ada di belakangmu............FAGI Purwakarta Read More..
saya seorang guru yang telah mengajar 25 tahun di purwakarta. tahun 2007 akhir saya baru tahu di purwakarta ada organisasi guru selain yang telah ada. yaitu Forum Aspirasi Guru Independen (FAGI). setelah sy amati ternyata perjuangan dan pergerakannnya jelas-jewlas berpihak pada kepentingan guru dan pendidikan. oleh karena itu saya salut dan mendukung eksistensi FAGI di purwakarta. Maju terus kang Dede Supendi sebagai ketua umumnya jangan takut kami ada di belakangmu............FAGI Purwakarta Read More..
Guru bersikap dalam pilkada
Teacher Solidarity for the improvement of education
TARKI – Sejumlah guru yang tergabung dalam Forum Guru Garut (Foggar) sepakat tidak akan memilih calon bupati dan wakil bupati yang dianggap tidak mempedulikan nasib guru.
Dadang, Ketua Foggar, mengatakan sikap tegas ini akan disebarkan ke guru-guru lain karena kesejahteraan guru yang dianggap kurang mendapat perhatian pemerintah. “Kita jangan memilih pemimpin atau calon bupati dan wakil bupati yang tidak pro terhadap rakyat,” tegasnya di sela-sela audensi dengan Komisi D DPRD Garut, kemarin.
“Tolong sampaikan kepada rekan-rekan lainnya, jangan memilih calon bupati dan wakil bupati yang tidak peduli terhadap nasib kita,” tambahnya.Selengkapnya...FOGGAR, Radar Garut, 25/06/08 Read More..
TARKI – Sejumlah guru yang tergabung dalam Forum Guru Garut (Foggar) sepakat tidak akan memilih calon bupati dan wakil bupati yang dianggap tidak mempedulikan nasib guru.
Dadang, Ketua Foggar, mengatakan sikap tegas ini akan disebarkan ke guru-guru lain karena kesejahteraan guru yang dianggap kurang mendapat perhatian pemerintah. “Kita jangan memilih pemimpin atau calon bupati dan wakil bupati yang tidak pro terhadap rakyat,” tegasnya di sela-sela audensi dengan Komisi D DPRD Garut, kemarin.
“Tolong sampaikan kepada rekan-rekan lainnya, jangan memilih calon bupati dan wakil bupati yang tidak peduli terhadap nasib kita,” tambahnya.Selengkapnya...FOGGAR, Radar Garut, 25/06/08 Read More..
Teacher Solidarity for the improvement of education
BANDAR LAMPUNG (Lampost): Sekretaris Forum Martabat Guru Indonesia (FMGI) Lampung Gino Vannolie meminta Dinas Pendidikan membuat data base yang valid tentang jumlah dan data guru honor murni di Bandar Lampung.
Dengan data base itu, pemberian insentif kepada guru honor tidak salah sasaran dan tidak terjadi pembayaran dobel guru honor yang mengajar di beberapa sekolah. Guru honor patut bersyukur karena Pemerintah Kota Bandar Lampung sudah menganggarkan Rp1,5 miliar untuk insentif 5.898 guru honor murni di Bandar Lampung. Di sisi lain, Gino menyayangkan Dinas Pendidikan belum memiliki data base guru honor murni.
"Jangan sampai program yang bagus ini menjadi persoalan di kemudian hari hanya karena tidak validnya data guru honor murni yang dimiliki Dinas Pendidikan dengan data di lapangan," kata Gino, di Bandar Lampung, Sabtu (13-9)selengkapnya FMGI,Lampung Post, 15/9/08 Read More..
BANDAR LAMPUNG (Lampost): Sekretaris Forum Martabat Guru Indonesia (FMGI) Lampung Gino Vannolie meminta Dinas Pendidikan membuat data base yang valid tentang jumlah dan data guru honor murni di Bandar Lampung.
Dengan data base itu, pemberian insentif kepada guru honor tidak salah sasaran dan tidak terjadi pembayaran dobel guru honor yang mengajar di beberapa sekolah. Guru honor patut bersyukur karena Pemerintah Kota Bandar Lampung sudah menganggarkan Rp1,5 miliar untuk insentif 5.898 guru honor murni di Bandar Lampung. Di sisi lain, Gino menyayangkan Dinas Pendidikan belum memiliki data base guru honor murni.
"Jangan sampai program yang bagus ini menjadi persoalan di kemudian hari hanya karena tidak validnya data guru honor murni yang dimiliki Dinas Pendidikan dengan data di lapangan," kata Gino, di Bandar Lampung, Sabtu (13-9)selengkapnya FMGI,Lampung Post, 15/9/08 Read More..
Kesejahteraan Guru PNS dengan Swasta Makin Timpang
Teacher Solidarity for the improvement of education
Sebenarnya, Undang-undang Guru dan Dosen sudah menyatakan bahwa setiap penyelenggara satuan pendidikan wajib memberi guru gaji di atas upah minimum. Akan tetapi, sekitar 75-80 persen yayasan/sekolah swasta belum mampu melakukan hal tersebut. "Karena sekolah tak mampu memenuhi gaji guru sesuai UMP, maka seringnya mereka membebankan biaya tersebut ke masyarakat, dalam hal ini adalah orangtua murid," ujar Suparman.
Maka dari itu, tegasnya, pemerintah pusat dan pemerintah daerah harus turun tangan. Bagaimanapun, yayasan telah membantu negara dalam menyelenggarakan fungsi pendidikan. Jadi, harusnya pemerintah turut memberikan intervensi positif pada sekolah swasta. Selengkapnya...Ketua Umum, Prakarsa Rakyat dari Suara Pembaruan, 7/10/08 Read More..
Sebenarnya, Undang-undang Guru dan Dosen sudah menyatakan bahwa setiap penyelenggara satuan pendidikan wajib memberi guru gaji di atas upah minimum. Akan tetapi, sekitar 75-80 persen yayasan/sekolah swasta belum mampu melakukan hal tersebut. "Karena sekolah tak mampu memenuhi gaji guru sesuai UMP, maka seringnya mereka membebankan biaya tersebut ke masyarakat, dalam hal ini adalah orangtua murid," ujar Suparman.
Maka dari itu, tegasnya, pemerintah pusat dan pemerintah daerah harus turun tangan. Bagaimanapun, yayasan telah membantu negara dalam menyelenggarakan fungsi pendidikan. Jadi, harusnya pemerintah turut memberikan intervensi positif pada sekolah swasta. Selengkapnya...Ketua Umum, Prakarsa Rakyat dari Suara Pembaruan, 7/10/08 Read More..
Napak Tilas FGII
Teacher Solidarity for the improvement of education
Silakan klik disini...FGII online, Serambi News, 27/07.2004, www.jakartateachers.com,Suara Merdeka, 13/07/05, Kongres Guru Independen, untuk melihat rintisan FGII Read More..
Silakan klik disini...FGII online, Serambi News, 27/07.2004, www.jakartateachers.com,Suara Merdeka, 13/07/05, Kongres Guru Independen, untuk melihat rintisan FGII Read More..
Tunjangan Daerah Minimal Rp 1 Juta
Teacher Solidarity for the improvement of education
DIPONEGORO, (GM).- Keluarnya PP No. 47/2008 tentang wajib belajar dan PP No. 48/2008 tentang pendanaan pendidikan membuat insentif dari masyarakat bagi guru dihapuskan. Karena itu, Federasi Guru Independen Indonesia (FGII) mengharapkan agar pemerintah daerah meningkatkan tunjangan daerah bagi guru minimal mencapai Rp 1 juta.
Menurut Ketua Umum FGII Jabar, Taufan, guru-guru sepakat bila PP 47 dan 48 Tahun 2008 merupakan bentuk kepedulian pemerintah pada pendidikan. Orangtua murid pun menyambut baik peraturan pemerintah tersebut. Namun, dampak dari PP ini membuat insetif guru yang selama ini didapatkan dari masyarakat dihapuskan.
"Dengan tidak mendapatkannya lagi insentif dari masyarakat, akan terjadi dinamika. Kesejahteraan guru merupakan tanggung jawab pemerintah karena itu kami harapkan adanya peningkatan tunjangan daerah," ujar Taufan saat dihubungi Rabu (3/9). Selengkapnya...DPD Jabar, pendis DepAG RI, Klik-galamedia.com, 04 September 2008 Read More..
DIPONEGORO, (GM).- Keluarnya PP No. 47/2008 tentang wajib belajar dan PP No. 48/2008 tentang pendanaan pendidikan membuat insentif dari masyarakat bagi guru dihapuskan. Karena itu, Federasi Guru Independen Indonesia (FGII) mengharapkan agar pemerintah daerah meningkatkan tunjangan daerah bagi guru minimal mencapai Rp 1 juta.
Menurut Ketua Umum FGII Jabar, Taufan, guru-guru sepakat bila PP 47 dan 48 Tahun 2008 merupakan bentuk kepedulian pemerintah pada pendidikan. Orangtua murid pun menyambut baik peraturan pemerintah tersebut. Namun, dampak dari PP ini membuat insetif guru yang selama ini didapatkan dari masyarakat dihapuskan.
"Dengan tidak mendapatkannya lagi insentif dari masyarakat, akan terjadi dinamika. Kesejahteraan guru merupakan tanggung jawab pemerintah karena itu kami harapkan adanya peningkatan tunjangan daerah," ujar Taufan saat dihubungi Rabu (3/9). Selengkapnya...DPD Jabar, pendis DepAG RI, Klik-galamedia.com, 04 September 2008 Read More..
Kondisi Belajar Peserta Didik Perlu Perbaikan
Teacher Solidarity for the improvement of education
Sukabumi (ANTARA News) - Terkait rencana pemerintah untuk menaikkan anggaran pendidikan sebesar 20 persen dalam APBN nanti, Federasi Guru Independen Indonesia mendesak perbaikan kondisi belajar peserta didik dan guru karena biaya pendidikan saat ini mahal dan kesejahteraan guru kurang memadai.
"Kami menuntut pemerintah untuk memperbaiki kondisi belajar peserta didik dan guru yang saat ini kurang memadai," kata Sekjen DPP FGII, Iwan Hermawan ketika dihubungi dari Sukabumi, Minggu.Selengkapnya...Sekjen, Anatara, 14/9/2008 Read More..
Sukabumi (ANTARA News) - Terkait rencana pemerintah untuk menaikkan anggaran pendidikan sebesar 20 persen dalam APBN nanti, Federasi Guru Independen Indonesia mendesak perbaikan kondisi belajar peserta didik dan guru karena biaya pendidikan saat ini mahal dan kesejahteraan guru kurang memadai.
"Kami menuntut pemerintah untuk memperbaiki kondisi belajar peserta didik dan guru yang saat ini kurang memadai," kata Sekjen DPP FGII, Iwan Hermawan ketika dihubungi dari Sukabumi, Minggu.Selengkapnya...Sekjen, Anatara, 14/9/2008 Read More..
Fokus Guru Dukung Organisasi Profesi
Teacher Solidarity for the improvement of education
MALANG - Usulan anggota komisi X DPR RI Anwar Arifin tentang perlunya organisasi profesi guru di luar PGRI diamini Forum Komunikasi (Fokus) Guru Kota Malang. Ketua Fokus Guru Kota Malang Gogok Rahmad Basuki mengatakan, organisasi independen tersebut sangat penting. Terutama dalam memperjuangkan nasib guru.
Untuk wilayah Malang Raya, kata dia, sebenarnya telah berdiri beberapa organisasi profesi guru selain PGRI. Salah satunya adalah Federasi Guru Independen Indonesia (FGII). Organisasi yang berpusat di Jakarta itu telah diakui pemerintah berdasar SK Ditjen Kesbang dan Politik Depdagri No 106/D.III.3/XII/2007. "Di Malang Raya, FGII juga sudah ada. Beberapa guru dan kepala sekolah menjadi anggotanya," ujar Gogok, kemarin.Selengkapnya...Ketua, Indopos online, 3/4/08 Read More..
MALANG - Usulan anggota komisi X DPR RI Anwar Arifin tentang perlunya organisasi profesi guru di luar PGRI diamini Forum Komunikasi (Fokus) Guru Kota Malang. Ketua Fokus Guru Kota Malang Gogok Rahmad Basuki mengatakan, organisasi independen tersebut sangat penting. Terutama dalam memperjuangkan nasib guru.
Untuk wilayah Malang Raya, kata dia, sebenarnya telah berdiri beberapa organisasi profesi guru selain PGRI. Salah satunya adalah Federasi Guru Independen Indonesia (FGII). Organisasi yang berpusat di Jakarta itu telah diakui pemerintah berdasar SK Ditjen Kesbang dan Politik Depdagri No 106/D.III.3/XII/2007. "Di Malang Raya, FGII juga sudah ada. Beberapa guru dan kepala sekolah menjadi anggotanya," ujar Gogok, kemarin.Selengkapnya...Ketua, Indopos online, 3/4/08 Read More..
Guru Se-Indonesia Tolak Ujian Nasional
Teacher Solidarity for the improvement of education
Makassar, Tribun - Guru Se-Indonesia yang tergabung dalam Federasi Guru Independen Indonesia (FGII) bulat menolak ujian nasional (UN) sebagai standar kelulusan bagi siswa sekolah dasar (SD) sampai sekolah menengah atas (SMA).
Hal tersebut mengemuka dalam Kongres Nasional FGII yang dipusatkan di Asrama Haji Sudiang, Makassar, Minggu (13/7). Kegiatan yang berlangsung hingga Selasa (15/7) ini dibuka Dirjen PMTK Departemen Pendidikan Nasional (Depdiknas) RI Dr Badui. Sekitar 500-an guru dari 33 provinsi di Indonesia mengikuti kongres ketiga ini.Selengkapnya...Kongres III, Tribun Timur Makasar Read More..
Makassar, Tribun - Guru Se-Indonesia yang tergabung dalam Federasi Guru Independen Indonesia (FGII) bulat menolak ujian nasional (UN) sebagai standar kelulusan bagi siswa sekolah dasar (SD) sampai sekolah menengah atas (SMA).
Hal tersebut mengemuka dalam Kongres Nasional FGII yang dipusatkan di Asrama Haji Sudiang, Makassar, Minggu (13/7). Kegiatan yang berlangsung hingga Selasa (15/7) ini dibuka Dirjen PMTK Departemen Pendidikan Nasional (Depdiknas) RI Dr Badui. Sekitar 500-an guru dari 33 provinsi di Indonesia mengikuti kongres ketiga ini.Selengkapnya...Kongres III, Tribun Timur Makasar Read More..
Federasi Guru Tuntut Sekolah Gratis
Teacher Solidarity for the improvement of education
Senin, 21 Juli 2008 18:28
BERI KOMENTAR CETAK BERITA INI KIRIM KE TEMAN
Kapanlagi.com - Federasi Guru Independen Indonesia (FGII) menuntut pemerintah untuk segera melaksanakan sekolah gratis pada tingkat pendidikan dasar (SD dan SMP) sesuai peraturan yang telah ditetapkan oleh pemerintah.
"Kami minta pemerintah untuk segera menggratiskan sekolah di semua pendidikan dasar, sehingga tidak ada lagi warga Indonesia yang putus sekolah karena tidak memiliki biaya," kata Sekjen FGII, Iwan Hermawan di Sukabumi, Senin (21/7). Selengkapnya...Sekjen, Kapanlagi.com,21/07/08 Read More..
Senin, 21 Juli 2008 18:28
BERI KOMENTAR CETAK BERITA INI KIRIM KE TEMAN
Kapanlagi.com - Federasi Guru Independen Indonesia (FGII) menuntut pemerintah untuk segera melaksanakan sekolah gratis pada tingkat pendidikan dasar (SD dan SMP) sesuai peraturan yang telah ditetapkan oleh pemerintah.
"Kami minta pemerintah untuk segera menggratiskan sekolah di semua pendidikan dasar, sehingga tidak ada lagi warga Indonesia yang putus sekolah karena tidak memiliki biaya," kata Sekjen FGII, Iwan Hermawan di Sukabumi, Senin (21/7). Selengkapnya...Sekjen, Kapanlagi.com,21/07/08 Read More..
Anugerah Untukmu Guru
Teacher Solidarity for the improvement of education
Karena itu, dalam rangka peringatan Milad PKS yang berdekatan dengan hari Pendidikan Nasional. Partai yang berbasis dakwah itu memberikan Anugerah PKS Untuk Mu Guru. Anugerah tersebut diberikan kepada mereka yang dinilai memiliki kelebihan dilihat dari tiga aspek.
....
Empat orang dewan juri itu masing-masing, pertama mewakili pakar pendidikan, Anna Suhaenah Suparno (mantan Rektor IKIP Jakarta). Kedua, mewakili ulama, Idrus Abdussomad (Sekretaris Jenderal Ikatan Dai Indonesia). Ketiga, mewakili kalangan organisasi profesi guru, Suparman (Ketua Umum Federasi Guru Independen Indonesia). Dan keempat, mewakili PKS, Fahmy Alaydroes (Ketua Departemen Pendidikan PKS). Selengkapnya...Ketua Umum Jadi Juri Read More..
Karena itu, dalam rangka peringatan Milad PKS yang berdekatan dengan hari Pendidikan Nasional. Partai yang berbasis dakwah itu memberikan Anugerah PKS Untuk Mu Guru. Anugerah tersebut diberikan kepada mereka yang dinilai memiliki kelebihan dilihat dari tiga aspek.
....
Empat orang dewan juri itu masing-masing, pertama mewakili pakar pendidikan, Anna Suhaenah Suparno (mantan Rektor IKIP Jakarta). Kedua, mewakili ulama, Idrus Abdussomad (Sekretaris Jenderal Ikatan Dai Indonesia). Ketiga, mewakili kalangan organisasi profesi guru, Suparman (Ketua Umum Federasi Guru Independen Indonesia). Dan keempat, mewakili PKS, Fahmy Alaydroes (Ketua Departemen Pendidikan PKS). Selengkapnya...Ketua Umum Jadi Juri Read More..
Gaji Guru Masuk APBN: Kekacauan Logika Yang Sarat Politik
Teacher Solidarity for the improvement of education
Tidak hanya PGRI dan ICW, Dewan Pimpinan Pusat (DPP) Federasi Guru Independen Indonesia (FGII) pun kecewa dengan keputusan gaji guru dan dosen masuk dalam perhitungan anggaran pendidikan 20 persen. "FGII mengajak semua elemen masyarakat, baik para konsumen pendidikan maupun yang peduli pendidikan untuk bersama-sama melakukan gugatan hukum atas putusan ini," tegas Sekretaris Jenderal DPP FGII, Iwan Hermawan beberapa waktu lalu. Selengkapnya...Sekjen, YPHA sari Suara Pembaruan, 20/4/2008 Read More..
Tidak hanya PGRI dan ICW, Dewan Pimpinan Pusat (DPP) Federasi Guru Independen Indonesia (FGII) pun kecewa dengan keputusan gaji guru dan dosen masuk dalam perhitungan anggaran pendidikan 20 persen. "FGII mengajak semua elemen masyarakat, baik para konsumen pendidikan maupun yang peduli pendidikan untuk bersama-sama melakukan gugatan hukum atas putusan ini," tegas Sekretaris Jenderal DPP FGII, Iwan Hermawan beberapa waktu lalu. Selengkapnya...Sekjen, YPHA sari Suara Pembaruan, 20/4/2008 Read More..
Dana BOS Tidak Dipotong
Teacher Solidarity for the improvement of education
Jakarta, Kompas - Dalam rencana pemangkasan anggaran pendidikan sebesar Rp 16,75 triliun pada Rancangan APBN 2009, alokasi dana untuk biaya operasional sekolah atau BOS tidak akan dikurangi. Penghematan akan dilakukan dengan mengorbankan program-program yang dinilai tidak terlalu mendesak.Selengkapnya...Hak Atas Pendidikan, Kompas,18/10/2008 Read More..
Jakarta, Kompas - Dalam rencana pemangkasan anggaran pendidikan sebesar Rp 16,75 triliun pada Rancangan APBN 2009, alokasi dana untuk biaya operasional sekolah atau BOS tidak akan dikurangi. Penghematan akan dilakukan dengan mengorbankan program-program yang dinilai tidak terlalu mendesak.Selengkapnya...Hak Atas Pendidikan, Kompas,18/10/2008 Read More..
UN Dilaksanakan April 2009
Teacher Solidarity for the improvement of education
Guru Bahasa Indonesia, Supriyono, mengatakan bahwa berita soal jadwal UN masih simpang siur di lapangan. Sebagian guru ada yang mendengar isu bahwa UN dilaksanakan sekitar Januari atau Februari guna mengantisipasi pelaksanaan Pemilihan Umum 2009.
Menurutnya, ujian nasional membutuhkan persiapan intensif. Pada semester ganjil bulan Juli hingga Desember para guru biasanya membahas materi sesuai dengan kurikulum dengan sedikit persiapan ujian. Persiapan ujian secara lebih intensif melalui pendalaman materi dan simulasi ujian biasanya dimulai pada semester berikutnya, yakni bulan Januari Selengkapnya...Kompas, SGJ, 17/10/2008 Read More..
Guru Bahasa Indonesia, Supriyono, mengatakan bahwa berita soal jadwal UN masih simpang siur di lapangan. Sebagian guru ada yang mendengar isu bahwa UN dilaksanakan sekitar Januari atau Februari guna mengantisipasi pelaksanaan Pemilihan Umum 2009.
Menurutnya, ujian nasional membutuhkan persiapan intensif. Pada semester ganjil bulan Juli hingga Desember para guru biasanya membahas materi sesuai dengan kurikulum dengan sedikit persiapan ujian. Persiapan ujian secara lebih intensif melalui pendalaman materi dan simulasi ujian biasanya dimulai pada semester berikutnya, yakni bulan Januari Selengkapnya...Kompas, SGJ, 17/10/2008 Read More..
minim.guru.swasta.diangkat.yayasan
Teacher Solidarity for the improvement of education
Subiyanto, Ketua Umum Lembaga Persatuan Guru Swasta Balikpapan, mengatakan bahwa pemerintah pusat dan daerah tidak bisa tinggal diam melihat kondisi guru swasta yang kesejahteraannya masih rendah. Jika yayasan tidak bisa memberikan gaji guru yang besarnya minimal upah minimum regional per bulan, kekurangannya seharusnya disubsidi pemerintah pusat dan daerah. Selengkapnya....Kompas-Subyanto,17/10/2008 Read More..
Subiyanto, Ketua Umum Lembaga Persatuan Guru Swasta Balikpapan, mengatakan bahwa pemerintah pusat dan daerah tidak bisa tinggal diam melihat kondisi guru swasta yang kesejahteraannya masih rendah. Jika yayasan tidak bisa memberikan gaji guru yang besarnya minimal upah minimum regional per bulan, kekurangannya seharusnya disubsidi pemerintah pusat dan daerah. Selengkapnya....Kompas-Subyanto,17/10/2008 Read More..
Thursday, October 16, 2008
http://nisn.jardiknas.org/
Kontak Tim Dapodik Pusat
22 Okt 2007 12:04
Kepada seluruh operator. Jika mengalami kendala dalam pengelolaan Dapodik atau membutuhkan informasi lebih lengkap. Silahkan menghubungi Tim Dapodik pusat sebagai berikut: Email dapodik: dapodik@jardiknas.org 1. Cucu Sukmana Telp/Fax. 021-57905871 HP. 081320727978 email: cucu@diknas.go.id YM: cucu_id 2. Supriyanto (Jawa, Bali dan Nusa Tenggara) Telp. 021-91267621 HP.08561759093 email: supri_diknas@yahoo.com YM: supri_diknas 3. Sundoro (Sumatera) Telp. 021-98284625 HP. 08151848074 email: sundoro_dapodik@yahoo.com YM: ciun_funky 4. a. Dudu Durajat (Sulawesi dan Kalimantan) Telp. 021-91260694 HP. 081387833101 email:dudu_durajat@yahoo.com YM: dudu_durajat b. Amalia HP. 081585020660 5. a. Suyana (Maluku dan Papua) Telp. 021-91267626 HP. 085224499313 email:ahn_shu@yahoo.com YM: ahn_shu b. Waluyo HP. 08128954477 6. Administrasi a. Rita Utari HP. 08129999532 email: utaririta@yahoo.com YM : utaririta
Teacher Solidarity for the improvement of education Read More..
22 Okt 2007 12:04
Kepada seluruh operator. Jika mengalami kendala dalam pengelolaan Dapodik atau membutuhkan informasi lebih lengkap. Silahkan menghubungi Tim Dapodik pusat sebagai berikut: Email dapodik: dapodik@jardiknas.org 1. Cucu Sukmana Telp/Fax. 021-57905871 HP. 081320727978 email: cucu@diknas.go.id YM: cucu_id 2. Supriyanto (Jawa, Bali dan Nusa Tenggara) Telp. 021-91267621 HP.08561759093 email: supri_diknas@yahoo.com YM: supri_diknas 3. Sundoro (Sumatera) Telp. 021-98284625 HP. 08151848074 email: sundoro_dapodik@yahoo.com YM: ciun_funky 4. a. Dudu Durajat (Sulawesi dan Kalimantan) Telp. 021-91260694 HP. 081387833101 email:dudu_durajat@yahoo.com YM: dudu_durajat b. Amalia HP. 081585020660 5. a. Suyana (Maluku dan Papua) Telp. 021-91267626 HP. 085224499313 email:ahn_shu@yahoo.com YM: ahn_shu b. Waluyo HP. 08128954477 6. Administrasi a. Rita Utari HP. 08129999532 email: utaririta@yahoo.com YM : utaririta
Teacher Solidarity for the improvement of education Read More..
Upah Minimum Guru Non PNS Sulut
Upah minimum guru non PNS di Manado sekurang-kurangnya UMP plus Jamsostek. Pekerjaan Guru swasta menjalankan fungsi negara untuk mencerdaskan kehidupan bangsa sehingga UMG ini harus disediakan APBN dan APBD.
Berapa upah minimun di Manado....penetapan UMP Sulut tahun 2008 sebesar Rp850 ribu, merupakan angka tertinggi di kawasan Indonesia bagian timur, sehingga akan menciptakan persoalan baru di daerah itu sendiri jika harus dinaikkan hingga Rp1 juta...selengkapnya klik di Demo .... Tuntut Kenaikan UMPDemo Buruh
Teacher Solidarity for the improvement of education Read More..
Berapa upah minimun di Manado....penetapan UMP Sulut tahun 2008 sebesar Rp850 ribu, merupakan angka tertinggi di kawasan Indonesia bagian timur, sehingga akan menciptakan persoalan baru di daerah itu sendiri jika harus dinaikkan hingga Rp1 juta...selengkapnya klik di Demo .... Tuntut Kenaikan UMPDemo Buruh
Teacher Solidarity for the improvement of education Read More..
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