1998 – 2002
1. Introduction
1. When the WCT in 1998 adopted its action programme for the next four years based on the theme of the 7th WCT Congress “The role of teachers in education in the 21st century”, one really doubted that the change to the new millennium would bring fundamental changes, but no one at that time could foresee the scope. The change to the new millennium brought about feverish activity within International Governmental Organisations, involving evaluation and readjustment of existing programmes, even the implementation of new programmes especially in education. The new millennium is the millennium of knowledge, the millennium of the predominance of the virtual over the material, the millennium of globalisation, which we hope will be reassessed and thought through again to suit man, the millennium of increasingly striking paradoxes, of the growing dualism, both internal and external, in short, the millennium of a hundred and one challenges, and also the millennium of education. For no matter what some say, education is not an instrument, a means that enables one to resolve some problems in certain contexts. No, in the society of knowledge, education is one of the key elements for the solution to all problems, to all challenges as the role of education testifies in the eradication of poverty, the fight against child labour, the development of the culture of peace, the implementation of sustainable development, the preparation for citizenry participation and the responsibility of each person, the creation of a more equitable world, health, and in many other areas. In effect, the debate on the finality of education is the fundamental debate of today.
2. Meanwhile, the impact of another component of society is also more strongly manifested to the point of becoming an unavoidable element in the debate: it is about civil society which is slowly but surely asserting itself, as another pillar of democratic functioning of our globalised society. The idea of a globalisation with a human face is gradually taking shape in mentalities and minds. Non-governmental organisations are increasingly opening the debate on globalisation with enterprises and the political world, and the success of the successive Forums of Porto Allegre are the obvious illustration of the place and importance of civil society in the world debate.
3. These two decisive developments characterised the WCT’s action and are the backdrop to this activity report. They force local action to open its horizons onto the world and international action to take roots in grassroots trade unionism. At the same time, all the activities widen the scope of vision and action of the WCT on societal reality in which education in the 21st century is developing. The convergence of these two actions allow WCT trade action to move to the centre at the level of education and ended up in the theme which has brought us together today: “Teachers, education professional, social inclusion actor”. A theme, which is the obvious proof of the advancement of the WCT in the line traced at Kuala Lumpur.
2. Methodology
4. The current activities report focuses on three priority areas.
It seeks to indicate the relevance and effectiveness of actions carried out by the WCT during the period indicated, with reference to the programme of action adopted by the 7th WCT Congress in Kuala Lumpur in 1998.
It seeks to show how the WCT developed in accordance to external and internal impetus
Finally, it seeks to take stock, place the WCT in the international trade union horizon of education and by so doing, present the perspective for the future.
This last point is only the tip of the iceberg since it will be the object of the programme of action.
This methodology seeks to demonstrate that the action of WCT falls within a continuum, open to external and internal stimuli, which allow a constant adjustment of action and lead to more pertinence and more reactivity.
5. The action programme adopted by the 7th WCT Congress in 1998 centres on four main areas:
WCT: its structure and operation,
WCT and WCL,
WCT and International Organisations,
WCT and International Organisations of education personnel.
These same areas will be the main outline followed by this report of activities.
6. It is worth recalling however, that even before tackling these different areas, the programme of action adopted by the 7th WCT Congress fixed the social and societal context of WCT action which is defined in three principles: (1) developing interaction and synergies between local, national, regional and international trade union action, (2) incorporating professional trade union action into inter-professional trade union action, (3) give local action greater importance. These three main principles in their interaction and their reciprocity form the referential framework for all the activities undertaken by the WCT during these past four years.
3. The WCT: its structure and operation
7. At the level of structure and operation of the WCT five points will be highlighted in this report: statutory activities of the WCT, development of the WCT secretariat, circulation of information, training activities and WCT missions.
3.1 Statutory activities
8. From 1998 to 2001, the WCT has held four meetings of its Confederal Board. The portions on regional relations will be the object of the regional reports. The decision of the Confederal board on applications for affiliation are in the annex.
Between the Confederal Board meetings, various Executive Committee meetings took place.
9. Kuala Lumpur – 1998
The meeting was held immediately after the 7th World Congress. It did an evaluation of the Congress and defined the practical strategies and measures to implement the programme of action. On the whole, the evaluation of the Congress was positive, but room must be given for more debates.
With regard to the identification of immediate actions and tasks, these were shared among the members.
Concerning IGOs, in addition to current actions, the World Conference on higher education (Paris, 1998) and the World Conference on professional education (Seoul, 1999) received attention.
10. Bouznika (Morocco) – 1999
The meeting was organised just before the PAFETTU Congress.
The Confederal Board is in favour of a first orientation on the theme for the next Congress: “Observing the link between working conditions of teachers, quality education and social inclusion”.
The Confederal Board nominated four members responsible at the international level of Advisory Boards: Basic Education (Musa Shezi), Secondary Education (Helmut Skala), Higher Education (Gérard Gunaratne) Adult Education (Claudio Corries). Their mission is to follow up on the policy initiatives of the Advisory Board.
Within the framework of its policy and functional relations with the WCL and Trade action, the WCT is developing a policy of openness to transversal initiatives towards other ITFs (preparation for a joint seminar in the Mediterranean) and participates in debates between DOAWTU and Trade action.
With regard to actions within IGOs, a report has been made on the participation of the WCT in the International conference on higher education (Paris – 1998), the OECD Conference in Washington on the transition between training and active life of the youth. A report has also been made on preparation for participation of WCT delegates in the World Conference on vocational education in Seoul.
The Confederal Board has decided to respond positively to an invitation of International Education (IE) to begin talks with the view to examining the possibilities for closer co-operation.
11. Geneva (Switzerland) – 2000
The Geneva meeting evaluated the talks with IE and has decided to send a message specifying the framework within which the WCT is ready to continue talks.
At the level of funding, the General Secretary gave a preview of the payment of dues, including three principles, visibility (minimum ceiling of paid-up members), shared solidarity (dues indicating the human development index), minimum functioning ceiling (guarantee to regional organisations of the minimum resources necessary for functioning). The note will be submitted to participants for examination.
The Confederal Board elected Claudio Corries as first Vice President.
At the WCL level, the Confederal Board agreed with the note on Trade action, in addition to the adoption of policies on current actions.
Regarding management of information circulation, the WCT site has been accessible since October 1999.
The Confederal Board agreed with the theme of the Congress: “Teachers: education professionals, social inclusion actors” and with the organisation of a World conference of women in education within the Congress.
Concerning relations with IGOs, it is worth mentioning the participation in the numerous actions within the framework of the new millennium: World Forum on Education in Dakar, the Millennium Forum (United Nations NGO), the Millennium assembly (United Nations), Geneva 2000 or Copenhagen 5 (United Nations), 2000, year of Culture of Peace (UNESCO), etc… Other important activities like the report to the CEART Commission, introduction of a new document to ECOSOC of the United Nations,…
The Confederal Board has been informed of the decision of EZA to accept WCT’s application for affiliation.
12. Olanesti (Romania) – 2001
As part of the development of contacts with the International Organisation of Education and Science Workers, the Confederal Board has agreed to pursue contacts within the framework of the protocol of co-operation between the two organisations.
The Confederal Board has decided to pursue efforts for the qualitative and geographic development of regional organisations.
The Confederal Board approves of WCT actions within the WCL and encourages its proactive participation within the World Trade Action Committee and the Trade Action Commission. It approves of the positions defended by the WCT and gives its mandate in this direction for the next WCL Congress.
The Confederal Board approves of the actions within the IGOs and gives mandate for actions to be carried on in this direction.
The Confederal Board approves of the report on the preparation for the 8th Congress and gives mandate to carry on in this direction.
The Confederal Board approves the report on talks with Education International. It insists on the need to strive to maintain identity of principles and operation.
3.2 Development of the Secretariat
13. The WCT is fully involved in the development of its structures and operation according to the precept defined by the programme of action of the 7th Congress by affirming its operational autonomy at two essential and strategic levels. On one hand, within the framework of bilateral agreements, it has developed its general secretariat at Brussels and on the other hand, it has injected new impetus at the level of regional development.
14. Several new interesting affiliations (see annex), at the policy level, have not been compensated by an equivalent increase in available resources. The possible economies of scale are not sufficient to compensate for the increase in work.
3.3 Circulation of information
15. In accordance with the decision of the Congress and in order to respond to the increasing demand for circulation of information, the WCT has developed an internet web site, first of all within the WCL site, and its own web site since 1999. Regular updating, makes the site pleasant to consult since it arouses the interest of visitors, and is serious work which requires considerable investment in human and financial resources.
16. In accordance with the decision of the 8th Congress, the regular publication (at least annually) of WCT-Info has been ensured. The publication of a press review was abandoned to concentrate the human resources available on more essential tasks. It can not be denied that great efforts must be made in this area. Training activities.
3.4 Advisory Councils
17. The Confederal Board has decided to combine or co-ordinate the policy responsibility of a board with the management of contents and the computing technique of the discussion forum. Looking at the results, this decision still seems difficult to achieve. The series of failures in launching these advisory councils no doubt require a new thought-out approach.
3.5 Missions and training activities
18. The WCT has undertaken various missions, which fall either within the support given to regional or national initiatives of the WCT. The missions within the mandate of international bodies are brought up again elsewhere.
19. 1998
· Namibia (PAFETTU), November: participation in the TUN Congress and a visit to schools, meeting with trade unionists.
· South Africa (PAFETTU), November: two day visit en route to Namibia: meeting with education officials, meeting with the Executive Bureau of NAPTOSA, visit to schools.
· Belgium (European region), December: participation in COV Congress.
20. 1999
· Spain (European region), March: meeting with the leaders of FSIE within the framework of negotiations on affiliation.
· Indonesia (ACT), April: training seminar organised by the WCT on structuring of trade union action.
· Philippines (ACT), April: meeting with BATU and FFW within the framework of regional and national developments.
· Bouznika (Morocco) (PAFETTU), April: participation in the PAFETTU Congress and in the pan African training seminar.
· Armenia – Georgia (European region), September: mission on consolidation of relations in view of possible affiliations.
· Costa Rica (FLATEC), September: participation in the training seminar for Central America and the Caribbean.
· Argentina (FLATEC), October: official opening of the Teaching Institute for Latin America (TILA) and visits to the SADOP organisations, meeting with education officials, a day’s visit to Uruguay.
· Moscow (European region), October: meeting with education organisations of NTU Promyana within the framework of the development of the European region action in Bulgaria.
· South Africa (PAFETTU), December: participation in the Executive Board meeting of PAFETTU.
21. 2000
N.B. Within the framework of the World Forum in Dakar, the WCT participated in various regional preparatory meetings (Europe and Latin America, Asia, Latin America and the Caribbean, E9 countries, Africa, etc…)
· · Geneva (Trade Action), April: participation in a seminar for WCL Trade Action, training and information on the ILO.
· · Ukraine (European region), April: preparatory mission for the European region Committee meeting.
· · Poland (European region), May: meeting of the Central and Eastern European organisations.
· · Romania (European region), May: participation in the Alma mater Congress
· · Ukraine (European region), May: European region committee meeting
· Belarus (European region), June: working visit to Brussels by a delegation from Belarus.
· South Africa (PAFETTU), June: inauguration of new premises, meeting with NAPTOSA officials.
· Spain (European region), July: negotiations within the framework of relations with CSI-CSIF.
· Cameroon (PAFETTU), August: participation in the Executive committee meeting.
· Geneva (Secretariat), September: presentation of the WCT report to the CEART Commission.
· Poland (European region), September: negotiation of relations between ZNP and the WCT.
· Paraguay (FLATEC), October: within the framework of the WCL Confederal Board meeting, contacts with the inter-trade action organisation and teachers.
· Venezuela (FLATEC), October: participation in an executive committee meeting of FLATEC and a FLATEC training seminar.
· Paris (UNESCO), November: participation in the seminar on culture of peace
· Pakistan, (ACT), November: WCT seminar on the role of education in the fight against child labour.
· Brussels (ACT), December: meeting with an ACFTU delegation form China.
22. 2001
· Portugal (Trade action), January: seminar on trade union action in the Mediterranean.
· India (ACT), January: WCT seminar on the role of education in the fight against child labour.
· Sri Lanka ACT), January: WCT seminar on the role of education in the fight against child labour.
· Philippines (ACT), February: seminar on trade action.
· Romania (European region), February: mission to the CSDR (member federation of the WCL) and exploratory meeting with the aim of developing co-operation with the teachers’ organisation.
· Poland (European region), March: participation in the European session of the WCL and working meeting with ZNP officials.
· Brussels (European region), April: working visit by a delegation (25 participants) from the STESU of Ukraine on the theme structuring trade union action.
· Bulgaria (European region), April: preparation for the Congress on the merger of two NTU Promyana organisation and exploratory visit to Albania in preparation for the WCT Congress.
· Brussels (United Nations), May: participation in the meeting of the least advanced countries. Presentation during the session on education
· Poland (European region), May: meeting of the Central and Eastern European organisations.
· Poland (European region), June: preparatory meeting for the November 2001 European region seminar.
· Moscow (European region), September: participation in an OITES meeting.
· Romania, (European region), October: Trans national seminar on Trans-national social dialogue.
· Warsaw (European region), November: European region seminar on NICT, tools for integration in teaching and European region committee.
23. 2002
· Bulgaria (European region), January: Congress preparatory mission
· Togo (PAFETTU), February: participation in the seminar on trade action.
· Ukraine (European region), February: participation in the anniversary Congress.
· Poland (European region), March: mission for optimising relations with ZNP.
· Thailand (ACT), May: participation in the ACT Congress seminar.
· Tadjikistan (ACT), June: WCT Trans-national seminar on international trade union action.
· Moscow (European region), June: OITES seminar.
3.6 WCT International trade union action
24. With regard to structuring international action, the WCT has made real advances in the development and/or consolidation of its regional organisations as well as in relations with certain International Governmental Organisations. This is why, without seeking to prejudice reports of regional organisations, we can today affirm that due to the establishment of the Latin American and Caribbean Teaching Institute (LACTI) in Latin America, among others, the quality of relations between WCT/PAFETTU and DOAWTU in Africa on the one hand, and on the other, developments in Asia and particularly Central Asia, developments in the European region and the protocol for co-operation between the WCT and the International Organisation of Workers in Education and Science, we can today affirm that the regional organisations of the WCT are stronger and more functional than they were four years ago. In this context, the Declaration of the Confederal board of April 2000 (see annex) is unequivocal on this subject. The existence of the WCT depends on the development and functioning of its regional organisations.
25. Within the framework of contacts with the International Organisation of Workers in Education and Science (IOWES), regrouping trade union organisations in education in countries of the CIS, the WCT has signed a development and co-operation protocol (see annex) which consolidates the relations with member organisations and opens perspectives for the WCT in this part of the world.
3.7 The WCT, partner in civil society
26. Though structural and systematic co-operation with the WCL is, and remains the preferred way to achieve the social expansion of WCT action desired by the principles stipulated in the programme of action, it is not the only organisation with which the WCT develops synergies.
27. First of all, there are all the NGOs of the NGO communities in relationships with UNESCO, ECOSOC, the Council of Europe, and the Consultative Trade Union Committee (CTUC) of the OECD. These organisations are in the view of the WCT the privileged actors in civil society.
28. At the level of UNESCO, it ensured two successive mandates at the Liaison Committee and participated in Collective bargaining deliberations on higher education, education for all and equal opportunities. Furthermore it participated in deliberations of the Joint programmes commissions on sustainable development, communication, Human rights, poverty science and ethics, and the activities of UNESCO.
29. In 1998, the WCT became a member of the UNESCO-NGO liaison committee. It held this mandate till December 2001. WCT played an important role in the harmonious development of relations between UNESCO and NGOs and participated actively in the various International conferences on NGOs in 1998, 1999 and 2001. The WCT was also present on each occasion at the various General conferences of UNESCO and also intervened each time in the general debate and the commissions, particularly and definitely on the commission on education.
30. Culture of Peace
As a reminder, the United Nations General Assembly declared the year 2000 “Year of Culture of Peace”. The WCT signed the partnership charter on the UNESCO “Culture of Peace” campaign. A document and the manifesto were sent to member organisations and the WCT invited them several times to sign and to get the Manifesto signed. A total of more than 75 million signatures were collected!
UNESCO took the leadership in the realisation of the programme of action adopted. This means that education will occupy a central place in the coming decade. The WCT participated in the organisation and realisation of an NGO seminar on Culture of Peace. This event allowed a discussion about the conceptual dimension and the definition of a plan of action for NGOs.
31. Joint Planning Committees and Collective Consultations
The WCT participated or followed up on the deliberations of the various Joint Planning Committees, that is the working committees set up by the NGOs within the framework of the UNESCO programme and in collaboration with the UNESCO departments concerned. The WCT also participated in three Collective Consultations: Education for all, which organised the NGO conference before the Dakar Forum (see further below) and which is involved in the follow-up to Dakar. The Collective consultation on higher education, held among others, a working meeting for partners in higher education in June 2000, mainly dedicated to the discussion on the joint UNESCO – World Bank document on higher education in developing countries: “Higher Education in Developing countries: peril and promise” and a meeting of the actual Consultation in November 2000. Three themes were dealt with: the impact of ITC on the functioning and mission of higher education, the commercialisation of the virtual university and links with the socio-economic world. The collective consultation is also involved in the preparation of the Paris 5 Conference in 2003.
32. The WCT is deeply involved in the preparation of NGO contribution and particularly of education in the preparation for the next RIO 10 Conference (2002). In the areas of sustainable development, education plays an essential role. The difficulty is that the United Nations is really late in the preparations for the conference so that it is difficult to define the strategies to follow. The WCT remains present and vigilant. The same goes for the preparation for the Conference on Information in 2003. In this regard, the WCT has already participated in two preparatory meetings.
33. At the level of ECOSOC of the United Nations, besides the general deliberations of ECOSOC, it follows those of the Education Commission and the Commission on sustainable development.
34. At the level of OECD, it follows the deliberations of the Working group of the Consultative Trade union Committee (CTUC) on education, training and employment policy. To this end, it was part of the trade union delegation, which met the Ministers of Education on the occasion of the Ministerial meeting in 2001.
35. At the level of the Council of Europe, it participates in the general assemblies and the deliberations of the NGO groups on Education and Culture, Human Rights and Social Charter and social cohesion.
36. The WCT also participated in the World March against child labour and the Global Campaign for education.
37. The WCT also participated in the Porto Alegre Forums. On the occasion of the second World Social Forum, which was held in Porto Alegre (Brazil), from 1st to 5th February 2001, the WCT was involved and participated in the panel discussion on education, and particularly on education for all. They organised it jointly, within the framework of education for all. The themes dealt with were on the development and participation of civil society in education for all since the 2000 World Social Forum, through themes like citizenship, participation and governance.
4. The WCT within the WCL
38. For the WCT, the WCL is the high road to achieve its desire to place its trade action on a larger social scale and to make its action a true tool for social integration. As member of the WCL, the WCT has a full (and alternate) mandate within the Confederal Board, the World Trade Action Committee and the Trade Action Committee. Besides, it collaborates closely with departments of the WCT.
4.1 The WCT within the statutory structures of the WCL
39. Confederal Board – 1999: Washington (United States of America)
The 203rd session was honoured by the presence of the Director general of the ILO, Mr Juan Somavia, and the Director general of the IMF, Michel Camdessus. During the discussions, fruitful points were developed on the role of trade unions, the ILO and the IMF within the framework of social sustainable development.
During the session, training on awareness of gender based discriminatory behaviour was organised for members of the Confederal Board.
The Confederal Board also expressed its gratitude to Willy Peirens following his retirement.
40. Confederal Board – 2000: Asuncion (Paraguay)
The 204th session reviewed the activities of the WCL during the past period, in execution of the 1997 – 2001 plan of action: the development of social trade union action in the continents, trade action, world action in favour of female workers, action in the area of labour standards and Human rights, action in the area of young people and migrants, trade union action training, action in information, activities at international organisations, and relations and co-operation among trade unions.
41. The Confederal Board gave a report on the preparations for the next WCL Congress. In this regard, it held an in-depth debate on the policy document “The workers’ movement in the 21st century”, which analysed the impact of the globalisation phenomenon on society and the world.
42. At the end of these deliberations, it published the “Asuncion Declaration” (see annex), in which the WCL renews its commitment to the poorest people, and declares its solidarity with Paraguayan people and workers, in particular with the member organisations of the WCL. The Declaration contains several accords, particularly on the strengthening of trade action, the reaffirmation of policies and actions developed within the framework of the programme on human rights and standards, the adoptions of guidelines and principles which must govern the: Codes of Conduct: at the levels of the agreements concluded between companies and trade unions representing workers. It reaffirms its willingness for better unity of action with the ICFTU, the ETUC as well as with other international, regional and national workers’ organisations.
43. Congress – 2001: Bucharest (Romania)
A large WCT delegation (16 delegates) participated in the WCL Congress on the theme “Building a World in Solidarity”.
The Workers’ Movements must respond to the challenges posed by the context of change by strengthening solidarity within the labour world. The responses must come from within the trade union structures. The stake is fundamental: unionism, given a hard time by developments in employment and by new relations of strengths among actors who tend to put it out of play, must adapt itself or else loose all influence.
44. The debates resulted among others, in the policy resolution which must serve as a guideline for drawing up the programme of action, which will be submitted to the next Confederal Board meeting (April 2002).
The Congress will also approve the changes in trade action structuring establishing a co-ordination for trade action under the responsibility of a co-ordinator/deputy General Secretary.
45. The World Trade Action Committee has decided to propose to Congress a WCT representative for the Trade action mandate to the World Commission on Women. The Congress has endorsed the proposal.
46. Confederal Board 2002 – Brussels (Belgium)
With reference to the decision of Congress, the Confederal Board has, among other decisions, approved the programme of action developing the following points: circulation of information, women’s commission, the role of unionism, Human rights and international labour standards.
4.2 The WCT, actor within Trade Action
47. The WCT participated in a pro-active manner, not only in Trade Action commission activities, but also in WCL activities. Meanwhile, the WCL has also undergone developments, which have been translated into structural changes within the WCL adopted by the last Congress in Bucharest in October 2001 (see above). The WCT participated actively in the discussion on these changes. It emphasised the prime role of the WCL as a trade union organisation, before being a social movement and in lines with this logic, the importance of trade action within the WCL. It also recalled the importance of training and education in WCL action. The WCT indicated the consequences of changes at the level of trade action, namely, the shift from the implementation role to task co-ordination, leaving the implementation under the responsibility of International Trade Federations (ITFs). Today, new structures have been established. The Deputy general secretary, co-ordinator of trade action has assumed his functions. The WCT is fully involved in the new structures and will show itself as in the past, as a partner, and one of the reliable and active affiliated organisations. We believe in effect, that the changes introduced by the WCL Congress will offer more opportunities for development to regional organisations of the WCT. In fact a more than sufficient or sufficient reason to sustain the new momentum of the WCL. But, the WCT also wants to emphasise that this development obliges ITFs to invest more in human resources and administrative support.
4.3 The WCT: departments and training of the WCL
48. Meanwhile, the WCT also regularly develops co-operations with WCT departments. At the standards department, co-operation is essentially on the participation of the WCT in information campaigns and sensitisation of the WCL, for example, on the ratification of ILO Convention 182 and on the situation of workers in the world. Furthermore, the WCT regularly calls on the department to deal with legal files and for the preparation of training activities on standards. This same kind of co-operation is developed with the Women’s department of the WCL.
49. The WCT also participated in trade action training seminars of the WCL. In 1999, on the theme “New trade union strategies as a response to changes in the labour market”, in 2001 on “Labour without borders” and in 2002 on “The role of social dialogue systems in transnational organisations and in the commercialisation of public services”. Not to mention the regular participation of officials of education organisations in inter trade action seminars.
50. The WCT also participates in meetings of the ILO and WCL Committee of experts and thus co-ordinates as much as possible, its actions within the ILO with those of the WCL.
5 The WCT and International Government Organisations
5.1. Development of relations with IGO
51. Within the framework of official relations with international governmental organisations, the WCT has consolidated and strengthened its position. During the past period the WCT successfully presented documents to UNESCO and the Council of Europe with the view to confirming its status as an organisation in official relations with these organisations.
Besides, within the Council of Europe, it successfully presented a document for application as an NGO entitled to present a collective complaint within the framework of the European Social Charter of Europe and also participated in the designing of the commemorative plaque for the 50th anniversary of the European Declaration of Human Rights in 2000.
52. At ILO level, it contributed to carry out a follow-up research on a publication on the recruitment of teachers.
53. At UNESCO level, the WCT has served two terms on the Liaison committee, which certainly strengthened its position within UNESCO and the NGO community. It participated as rapporteur at a workshop for the organisation of the NGO conference on culture of peace in 2000, and was general rapporteur of the NGO international conference of UNESCO in 1998 and organised and presented a workshop during the 2001 NGO international conference.
54. The WCT also presented a document to ECOSOC of the United Nations with the view to improving its status, a document to which we are still awaiting a response.
55. A WCT delegation was part of the small trade union delegation, which met OECD Ministers of Education within the framework of the ministerial conference in March 2001.
56. In directing its action towards some activities, conferences and events of various international governmental organisations since the 7th Congress of Kuala Lumpur, we accorded special importance to UNESCO, ILO, the United Nations (ECOSOC), OECD and the Council of Europe.
5.2 World Day of Teachers
57. Each year on 10th October the WCT organises activities with its member organisations on the occasion of the World Day of Teachers. Several organisations, national and regional, draw up activities based on the declaration published by the WCT on this occasion and also on the joint ILO, UNESCO, UNICEF and UNDP declaration.
5.3 International Labour Office
5.3.1 International Labour Conferences
58. The WCT participated in the 87th (1999), the 88th (2000) and the 89th (2001) International Labour Conferences and took part in the general debate on the Director General’s report. It used these occasions to emphasis before an international forum of political leaders the importance of education in society, the essential role that teachers are called upon to play in education. It also denounced the lack of resources or inadequate resources allocated to education, the deterioration of working conditions of teachers in several countries and pleaded that the international commitments, such as the conventions and recommendations of ILO be respected.
5.3.2 Active WCT – ILO relations: Training activities
59. Within the framework of active relations between the WCT and the ILO, the WCT has developed various training activities.
5.3.2.1 WCL Trade Action seminar
60. The WCT participated actively in a training seminar on trade action organised in the ILO building in February 2000. It had as an objective to inform International Trade Federations (ITF), including the WCT of the activities and possibilities of action with the ILO on the one hand, and on the other, to inform the ILO of activities and policies of WCL ITFs. Some of the points dealt with were: the ILO and employment, social dialogue and sectoral activities, economic and social security in the 21st century, ILO nominative action, etc…
5.3.2.2.Training seminar for WCT officials
61. In April 2002, the WCT organised a training seminar with the assistance of ILO, for its officials with the view to maximising interaction with the ILO. After a general presentation on ILO and ACTRAV, the seminar tackled the programme focusing on economic security, the role and activities of ILO regional offices, international standards and fundamental rights, the women’s programme and equal opportunities. Papers and debates were also prepared for the next joint meeting “Education personnel and life-long learning in the new millennium” as well as for the next international labour conference on the theme: “Enhancing human resources: vocational guidelines and training”.
5.3.2.3 Preparation of a training kit on equal opportunities
62. The WCT participated in June 2001 in the deliberations of an ILO working group to prepare a trade union training kit on equal opportunities.
5.3.2.4 Training activities in the regions
63. The WCT drew up with the support of the ILO, and particularly ACTRAV, training activities in the different continents.
Latin America
64. With the support of the ILO, two seminars were organised, one in Chile and the other in Costa Rica, on the importance and impact of vocational training on workers.
Asia
65. With the assistance and collaboration of the ILO and IPEC, the WCT organised three seminars in Asia (Pakistan, November 2000; Sri Lanka, January 2001 and India, January 2001) on the role of teachers and education in the fight against child labour. A delegation from Bangladesh participated in the seminar in India.
Africa
66. With assistance from ILO, a national training seminar on education and child labour was held in Benin in 2000. In December 2001, a sub-regional seminar for Southern Africa was held in South Africa on equal opportunities for men/women in the education sector.
Europe
67. The ILO was represented during the European region seminar in Kiev (Ukraine) in 2000, by its national representative, who spoke on the role of the ILO and on the possibilities for actions at national level. Likewise during the European region seminar in Warsaw, Bil Ratteree of the ILO made a very remarkable presentation on the impact of new education technologies on the working conditions of education personnel.
5.3.3 ILO Joint Commission (2000)
68. From 10th to 14th April, the WCL was invited to a joint meeting on “Training in the 21st century: development of roles of teaching personnel”. Representatives from all its regional organisations (ACT, FLATEC, PAFETTU and the European region), were present and the WCT participated in drawing up the conclusions. Two aspects in particular gained attention: training of teachers and participation.
69. WCT action
A high level delegation representing all the regional branches of the WCT participated in the deliberations of the joint commission and took part in the discussions. The WCT also participated in drawing up the conclusions of the commission. It emphasised the importance of basic and continual training of teachers, conditions of work, remuneration and participation of teachers.
5.3.4 CEART
70. The WCT submitted its reports to the CEART Commission: Commission of experts on the evaluation of the application of the joint 1996 UNESCO/ILO recommendation on the condition of teachers, which meets every three years and whose mandate was extended to the evaluation of the application of the recommendation on the status of teachers of higher learning (1997). In 2000, for the first time, the WCT and other international trade union organisations were invited to present their reports and to discuss them during a session. In the reports as well as the session, the WCT denounced the degradation of the condition of teaching personnel due to the lack of respect of recommendations. It also denounced the trend towards greater precariousness and a decline in participation.
71. WCT action
· WCT action within the framework of CEART is therefore articulated as follows.
In January 2000 all the organisations were invited to submit an evaluation report on the application of recommendations in their country/region.
· On the basis of this data, the WCT drew up its report at the international level, which was submitted to the Commission and commented on during the session. The WCT also took part in the debate on the report of the CEART Commission and the standards commission during the International Labour Conference (ILC) in 2001. Then a complete file reviewing recommendations, WCT reports, CEART report and WCT interventions at the session and at the ILC Standards commission, was sent to member organisations to inform and sensitise them.
· The WCT in its reports (1966 and 1977 Recommendation) emphasised the strong tendency for uncertainty in the situation of teachers and the increase in stress related to the teaching profession. Precariousness of employment and remuneration. It also emphasised the absence of participation or low participation in the new management methods of educational systems. It underlined the importance of combining the growing demand for professionalism with the obligation of ensuring basic and continuous training possibilities and preparing teachers for the changing educational needs of society, and the need to apply at least the 1966 and 1977 Recommendations and the obligation of ensuring teachers of decent working and living conditions.
· The WCT participated in the first follow-up meeting of the CEART report on higher education on academic freedom (Paris, 2001).
5.3.5 Child Labour
72. The WCT with assistance from the ILO, in close collaboration with ACTRAV and IPEC, organised a series of seminars on the role of education in the fight against child labour, in Pakistan, Sri Lanka and India with the participation of representatives from Bangladesh. On this occasion, the WCT published a reference document for all the seminars on the role of education in the fight against child labour. Other papers were on Convention 182 and others on the situation in countries in the regions concerned. The seminars also resulted in the preparation of sensitisation material in the local languages, which could serve as a teaching tool in schools and local communities.
5.4 UNESCO
5.4.1 Adult Education (Hamburg 1998)
73. Adult education, which includes formal and continuous education as well as non-formal and one-off training, is more than a right, it is the key to development and social justice for the 21st century. It must be the outcome of responsible citizenship, full and proactive participation in society. It is a powerful concept encouraging sustainable development and ecology, the promotion of democracy, justice, gender equality, scientific social and economic development, and the building of a world where conflicts are replaced by dialogue and the culture of peace. Adult education can contribute to the formation of identity and the definition of a direction in life. Life-long learning involves rethinking the content in order to take into account the different factors like age, gender equality, the handicapped, languages, culture and economic realities.
74. This approach defined by the Hamburg conference just before our Congress was of course the basis of the resolution on adult education retained by the 7th Congress.
75. WCT action
With reference to the Dakar (1994) and Caracas (1990) Congresses and the resolution of the Kuala Lumpur (1998) Congress, the WCT has continued to emphasis the holistic approach to adult education which goes beyond an instrumentalist approach to employability. The WCT underlined the need to differentiate between the second chance and literacy approach in life-long education.
The WCT also continued to emphasise the need to train teachers to face the new challenges and new expectations which take into consideration the necessary adjustments in the existing educational systems and the effects on the working conditions of the people concerned.
5.4.2 Professional education (Seoul 1999)
76. UNESCO organised the Second International Congress on technical education in Seoul (Korea) in April 1999. The objectives were “To create a forum for discussion on the reformation of national policies on technical and professional education, addressing the challenges of labour and socio-economic developments at the beginning of the 21st century”.
77. These short-term and key objectives recur prominently in all the deliberations of the conference, even though in the final Declaration, the need to develop a human form of globalisation is widely discussed. In these same conclusions, the new paradigms for sustainable development, social cohesion, international citizenship and the culture of peace, within which technical and professional education must fall are also explicitly mentioned.
78. WCT action
· By its participation in its follow-up activities of this conference, the WCT supports the conceptual framework repeated in the final declaration, remains vigilant according to the statement of objectives and predominance at the conference of representatives from the economic world.
· The WCL underlines the importance of education, especially technical and profession education in the informal economic sector. The WCT is of the view that the actors, often marginalised in this sector, also have training needs which must be satisfied. Education, combined with a policy of active creation of employment, is the necessary condition to get out of this state of marginalisation.
· The WCT emphasises particularly the role of teachers, on one hand in this new conceptual approach, but without forgetting on the other hand, the need to face current daily realities. The participation of women in vocational education, the development of constructive partnership between the school, the industrial world and government as well as the articulation between the tendency towards generalisation of secondary education on one hand and on the other hand, satisfying specific needs of qualification are WCT’s priority actions.
· The WCT emphasises the need to rethink the training of teachers according to new challenges. Teachers of technical and professional education are torn between the need to adapt vocational training to changing demands on the labour market, on the one hand, and on the other, the need to ensure general training as much as possible.
5.4.3 Higher learning (Paris 1999)
79. The World Conference on Higher Learning falls within the recent developments, which characterised its structure, place and mission within society. This is how the phenomena of horizontal and vertical increase and diversification have changed the field of higher learning. Meanwhile, the growing demand for profit making in industry is threatening fundamental research. In all the sectors of education, the impact of the introduction of information and communication technologies is felt more in higher learning. Practical developments in e-learning, virtual university, excessive privatisation,.. are however perhaps opportunities, but certainly basic challenges that higher learning must face today. Meanwhile, the place and role of higher learning in developing countries also requires an in-depth reflection so that current developments contribute to reducing the North – South gap instead of widening it.
80. The conference adopted a new vision on higher learning. In a society based on knowledge, and in which demands for skills continue to increase, higher learning is confronted by formidable challenges and must proceed to make fundamental changes. Our society has a value crisis, and higher learning must go beyond purely economic considerations and integrate more profound dimensions of morality and spirituality.
81. The main missions are based on this vision: training of high level experts, but responsible useful citizens, contribution to development of universally accepted values, ethics and multicultural society and finally contribution to the development of education at all levels.
82. To achieve this vision and these missions free access to higher education must be guaranteed, positive discrimination must be put in place for certain social groups, research must be innovative through its inter and cross disciplinary nature, inscribed in the long-term and be socially pertinent and within the framework of life-long education, the dimension of professional training must be accentuated.
83. Other subjects like funding, management of quality, mobility of teachers and students, exchange of knowledge, networking and international research projects were obviously part of the debates.
84. The issue of solidarity between institutions of higher learning is essential to the development of the international dimension and the creation of a truly multicultural society. Brain drain must be recognised and fought by long-term co-operation contracts, within the institutions, and also among institutions and partnerships based on seeking the common good.
85. WCT action
· In the preparatory phase to the conference, WCT specifically focused its action on the management of human resources and on the role and working conditions of personnel in higher learning.
· During this conference the WCT participated in the NGO action, so that their contribution would be taken into consideration in the conclusions of the conference. Today, it falls within the follow-up to the conference on higher learning by its participation in the deliberations of the Joint consultation on higher learning and its participation in the working group on academic freedom established by the International Labour Conference in 2001, following the report of the CEART Commission. But we will come back to that later.
· The WCT emphasised with others, the importance of the Recommendation on the status of teaching personnel in higher learning of 1996 and the absolute need to include it in the discussions and conclusions of the conference, especially these points relating to conditions of work and management of personnel.
· With regard to higher learning, the management of human resources and therefore the role of personnel were definitely put on the agenda. In this workshop trade union organisations including the WCT played a role by recalling the importance of training teachers also for the university. Within the framework of new methods of management in higher education, the WCT denounced the growing precariousness and increase in stress of staff members and emphasised the need to respect the 1997 Recommendation. The WCT also emphasised the role of higher education as a boost to regional development and its role as a driving force within the educational system.
· Within the UNESCO, the WCT ensures the follow-up to the Conference through its participation in deliberations of the Joint consultation on higher learning.
5.4.4. World Education Forum (Dakar 2000)
5.4.4.1. World Education Forum
86. One can plainly say that the World Education Forum in Dakar in 2000 is the crucial reference event for education at the beginning of this millennium and the WCT concentrated its attention and redoubled its efforts in it.
87. The strong points of the conclusion of the World Forum in Dakar are: the revised definition of the concept of basic education within the context of life-long education, implementation of national plans for the end of 2002, 50% increase in the participation of girls in education by the year 2005 and solemn commitment to allocate adequate funding for all quality national action plans. This is how the 6 Dakar objectives were stated:
(i) develop and improve in all aspects the protection and education of early childhood, especially for the most vulnerable and deprived children;
(ii) make sure that by the year 2015 all children, especially girls, children in difficulty and those of ethnic minorities, have the possibility of access to compulsory and free quality primary education and stay to the end;
(iii) respond to the educational needs of all young people and all adults by ensuring equal access to adequate programmes with the objective of acquiring knowledge as well as skills necessary for everyday life;
(iv) improve by 50% the level of adult literacy, especially for women, by the year 2015, and ensure all adults have equal access to basic educational programmes and permanent education;
(v) eliminate gender disparities in primary and secondary education by 2005 and institute equality in this area by 2015, by particularly ensuring equal access for girls and without restriction to quality basic education with the same chances for success;
(vi) improve in all its aspects the quality of education with a concern for excellence so as to obtain for all recognised and quantifiable training results, especially in the area of reading, writing and mathematics and skills indispensable for everyday life.
5.4.4.2 The follow-up process on Dakar
88. The strength of the World Forum in Dakar and the essential difference from Jomtien is the follow-up measure put in place after Dakar. An important measure, not only by its complexity, but by the involvement of all the important actors in education: UNESCO, UNICEF, World Bank, European Commission,… and of course civil society. Though the Dakar Forum has in fact produced the framework for action towards education for all, one can frankly say that the follow-up process put in place is the driving force for action.
The high-level group
89. The high-level group meets once a year and brings together a small group of government officials, donors, United Nations agencies and NGOs. This group is charged with evaluating the follow-up and taking decision in order to adjust the guidelines for action. The WCT is present as an observer.
World initiative
90. The World initiative is an initiative regrouping donors with the dual objective of committing sufficient resources and putting them to good use. The WCT participated in the NGO consultation in February 2001 and was general rapporteur of the consultation.
The technical working group
91. The technical working group meets once a year and is charged with the preparation and the technical tasks relating to the follow-up on Dakar. It is responsible among other things for the preparation of the annual evaluation report. The WCT is present as observer.
The joint consultation
92. The joint education consultation for all also meets once a year and regroups about one hundred NGOs active in the area of education, particularly education for all. The WCT is a member.
The G8 Taskforce for Education For All
93. Finally, the G8 during its meeting in Genoa in 2001 decided to establish a taskforce for education for all. In February 2002 it organised with UNESCO, a consultation of NGOs on the role of the G8 in the realisation of the Dakar objectives.
94. WCT action
· The WCT participated in most of the six regional conferences which took place to analyse the results from countries and draw up recommendations for the World Forum on Education.
· It was essentially at the instance of the NGOs present in Dakar that the Forum accepted the deadline of 2002 for the submission of national programmes of action, apart from the deadline of 2015 for the final objectives.
· In its contribution to the Forum, the WCT emphasised three points: quality of teaching, a concept which could be confused with the concept of efficacy or efficiency but in terms of finalities, objectives of society and not exclusively in terms of results or economic usefulness. On the role of teachers, there is the need for quality in their training and working conditions and their participation in an educational system integrated in local communities. Finally on education funding so that education remains the final responsibility of the State, and from there, the absolute need to increase aid to development, in all its forms, including debt relief.
· The role of the WCT in the follow-up on Dakar requires and will continue to require a lot of investment in human and financial resources. For the WCT action to be as effective as possible it should not be limited to participation only at the international level, but also develop through co-ordinations and synergies between actions at the national, regional and international level.
5.4.5 The 46th International Conference on Education (Geneva 5-8 September 2001)
95. Education for all to learn to live together: training content and strategies – problems and solutions.
96. After the opening session, a plenary session introduced the theme: “A world, a future: education and the challenge of globalisation”. The conference then centred essentially around two areas of discussion, each comprising three workshops. The first area of discussion: “Quality education for all: living together, democracy and social cohesion”, including the following workshops: education for citizenship: educational and social training, social exclusion and violence: education for social cohesion, common values, cultural and educational diversity: learning what and how? The second area of discussion was on “Quality education for all: knowledge, technology and the future of the school” with these workshops: strategies for teaching and training in languages for understanding and communication, Scientific progress and teaching of science: basic knowledge, interdisciplinary and ethics problems, Reducing the gap between the rich and the poor in information: new technologies and the future of the school. Finally in the plenary session of the Conference there was also a discussion on “Quality education for all to live together in the 21st century: intensifying international political dialogue on structures, contents, methods and resources for teaching, mobilising stakeholders and partnerships”.
97. As we have already mentioned earlier on, a special session on the involvement of civil society in action in favour of education for all, was presided over by the Director general of UNESCO.
98. WCT in its interventions focused essentially on the preparatory reflection of the WCT Congress precisely on teachers as actors of social inclusion.
99. Once again we emphasised that teachers are the key actors in the implementation of the objectives of Education for all. Without their expertise and their commitment, it would not be possible to achieve quality education for all children and to arrive at a better co-operation between formal and informal education.
100. By referring elsewhere to the 5th October 2001 Declaration on the occasion of the World Day of Teachers, we emphasised the key role of teachers in the educational process and therefore on the need to listen to their views on education and ensure good working conditions. Once again we denounced the degradation of the status and the condition of teachers.
5.5 United Nations
5.5.1 Contacts and meetings
101. In addition to structural contacts with the NGO unit of the United Nations in New York, the WCT maintains constant contact with the Documentation centre of the United Nations in Brussels. Besides, the meeting of the Confederal Board of the WCL in Washington in October 1999 was the occasion for the WCT to have promising contacts with the World Bank, UNICEF, ECOSOC, UNDP, IMF and officials of the NGO section of the United Nations.
5.5.2 Millennium Forum
102. In preparation for the Millennium Assembly in September 2000, the WCT participated in the “UN NGO Millennium Forum (New York), from 22nd to 26th May. The adaptation of UN structures to challenges of today as well as the updating of UN policies were part of the discussion with particular emphasis on greater involvement of NGOs in decision-making. This presence was enhanced to consolidate WCT relations with the Economic and Social Commission and the United Nations and with UNICEF in particular within the framework of the Children’s Summit in 2001 and for the Global Agenda Campaign.
5.5.3 Copenhagen 5 (Geneva 2000)
103. From 26th to 30th June, the WCT participated in the extraordinary General Assembly of the United Nations in Geneva “Copenhagen 5: Geneva 2000” on social development so as to underline the role of education in the fight against poverty, sustainable development and the building of a more equitable society.
5.5.4 Conference on the least-advanced countries (2001)
104. During the Third United Nations Conference on the Least-Developed Countries, the WCT focused its action on sessions relating to education, particularly the session on education for all. It was an occasion to recall the essential role of teachers in every strategy for quality education for all and that the quality and working conditions of teachers influence quality education.
5.5.5 Children’s Summit (UNICEF – 2002)
105. The WCT was also represented in the deliberations of the two preparatory commissions to the United Nations Special Session on the Child scheduled for September 2001, but postponed to a latter date in view of events.
At the time of submitting this present report for translation, the Children’s Summit is yet to be held, but the WCT will be represented.
5.6 OECD
106. During the past four years, the OECD, besides its usual publications “View in Education”, has also focused on various problems relating to education.
5.6.1 Conference on “Preparing the youth of the 21st century: the transition from education to the labour market”
107. This conference sought to update the policies and strategies of professional integration of the youth since the last conference in 1977. It took stock of the activities undertaken during the last decade and considered the prospects for the future. The WCT among other things emphasised the need for training.
5.6.2 Conference on “Training for tomorrow” Rotterdam 3 November 2000
108. The conference on training for tomorrow focused on five different aspects for future training: (1) “the status quo”, (2) “the school as a key social centre”, (3) “the school as a focal leaning organisation”, (4) “the market model” and (5) “the technological and networking society”. The conference clearly showed its bias for the third aspect: “the school: “focal learning organisation”.
109. To achieve this, there is the need for ambitious and strong organisations (schools), schools that are democratic agents for social cohesion, schools well equipped with resources to face the responsibilities of a public which is still more demanding, develop networks and partnerships, develop teaching methods putting the accent on “learning to learn”, developing professionalism in teachers, NICT as instruments of training and development.
5.6.3 Early Childhood Education (Stockholm, 14-15 June 2001)
110. This conference was the result of the work of the Education Commission of the OECD launched in 1998. The objectives were: the results of an in-depth study in 12 countries were presented in a comparative report distributed at the conference. The objective of the conference was threefold: international debate on the results of the comparative report, identifying the main questions and evaluating the proposed solutions, envisaging the perspectives for early childhood education in OECD countries.
5.6.4 Individual accounts on training (Dusseldorf, 15 March 2001)
111. A workshop organised by the Hans Boeckler Foundation on “Individual accounts on Training” was held in Dusseldorf at the proposal of TUAC members. This workshop which brought together experts from Germany, the Nordic countries, Austria, Great Britain and other European countries examined how to fund training or lifelong education. The workshop examined two case studies of application of individual account on training in Sweden and Great Britain. The discussion on trade union strategies to be developed for these applications was very revealing.
5.6.5 Youth and employment (2000)
112. On 2 and 3 May 2000, the WCT participated in the deliberations of the OECD – TUAC working group on education, training and employment policies.
113. During these two days in Paris, a report was made on the recent activities and events of the OECD and the TUAC in education and training (Conference on youth employment, London, 8-9 February 2000; Forum for Education Ministers of the OECD; Meeting of G8 Education ministers in Tokyo in April 2000; national reports). With regards to the London and Tokyo conferences, the TUAC representatives present noticed the weakness of draft policies, which were discussed. Kurt Larsen, the principal administrator, made a presentation on the implementation of Information, and Communication Technologies in education. It appears that more and more countries are becoming aware of the need for a dynamic policy in this sector.
5.6.6 Ministerial Meeting (2001)
112. Since the last Confederal Board (April 2000), the WCT has participated actively in various OECD meetings with particular attention to the Ministerial meeting (April 2001). This meeting prepared by two meetings of the Education working group of the Consultative Trade Union Committee (CTUC) focused on the theme “Investing in skills for all”. The aspects particularly dealt with were lifelong training, the gap between the have and the have-nots and the skills required by the information society. Through its interventions during the CTUC declaration on the theme of the Ministerial meeting, the WCT emphasised on one hand the socialising role of education in contrast to a fundamentally economic and functional approach, the need to bridge the numeric gap, and on the other hand the dangers inherent in the tendency to commercialise education.
6 The WCT and international organisations of education personnel (in particular IE)
112. In its Kuala Lumpur programme of action, the WCT has already said and I quote: “The WCT while keenly defending its identity, does not only declare its openness to other international organisations, but commits itself, where possible to processes of close collaboration, based on willingness and partnership, respecting the identity of each partner”.
113. With reference to this decision of the Kuala Lumpur Congress, the Confederal Board of the WCT responded favourably to the invitation of the Education International (EI) received in 1999, to begin talks in order to study the possibilities for closer co-operation.
114. The strategy proposed at that time was to have exploratory meetings at the level of the respective General secretaries, which would end in talks at the level of the respective Officers of EI and members of the Confederal Board of the WCT. Various meetings were held which helped to specify the points of view and also the points of divergence. In April 2000, the Confederal Board of the WCT confirmed the decision of WCT officials and declared that they were ready to have dialogue on partners and their identity, an open dialogue, without exclusive and preconceived ideas at the end of the conversation.
115. On 22 January 2001, the WCT representatives expressed their agreement to go along with: “The willingness to follow an integrated structure according to a schedule taking into account the frequency of WCT Congresses (WCT: the next one in 2002 and the following one in 2006, EI: the next one in 2001 and the following in 2004). They also agreed to present a resolution on this before Congress and to ask the bodies to approve it.”
116. During contacts in October 2001 and January 2002, officials of the two international bodies finalised a work schedule comprising the drawing up of a document of comparative analysis of structures and principles of the two organisations. These documents are part of the WCT report to the present Congress.
7 Conclusions
112. This report of WCT activities during the last four years sufficiently show that the WCT is resolutely committed to following the path of the 7th WCT Congress in Kuala Lumpur. Not all the objectives have certainly been achieved. Some objectives set in Kuala Lumpur must therefore be considered in the long-term and cannot be achieved in the time lapse of four years. This is particularly the case for points developed in the introduction of the programme of action, which will be extensively reviewed in the programme of action proposed at this 8th Congress.
113. There are certainly areas where the WCT is closer to its fixed objectives than others. For example with regard to the functioning of the WCT, the development of the secretariat, the circulation of information, the establishment of advisory councils and the development of financial resources, the WCT is still far from attainment.
114. If we want to achieve the objectives set by Kuala Lumpur and put the WCT resolutely in a viable perspective in the future, it is up to the 8th Congress to take important decisions on the payment of dues, and also especially to honour its commitments.
115. On the contrary, the WCT has clearly expanded its field of action, increased the quality of its action and improved its position in relationships and partnership with International Governmental Organisations like UNESCO, ILO… Its participation in numerous IGOs activities prove this. We have also strengthened our position through the affiliation of several new member organisations. Each new member is an enrichment, not always financial, but each member brings a new enlightenment to the debate on education, opens our outlook to new horizons in the world of education and also obliges us, to some extent to focus our action on the essential: educating the youth, in other words, to make them responsible men and women for their future and for the future of other men and women in the world. Men and women capable of fitting into the society of knowledge, because they have the opportunity to meet teachers, education professionals, actors of social inclusion.
Annex I
List of new affiliations.
It is furthermore worth mentioning that since 1st January 2000, the Dutch organisations PCO and KOV have merged to become the “Onderwijsbond CNV OCNV”.
Annex II
WCT Declaration (2000)
Annex III
WCT and OITES Protocol agreement.
INDEX
Activities Report of the WCT
1. Introduction
2. Methodology
3. The WCT: its structure and operation
3.1 Statutory activities
3.2 Development of the Secretariat
3.3 Circulation of information
3.4 Advisory Councils
3.5 Missions and training activities
3.6 WCT International trade union action
3.7 The WCT, partner in civil society
4. The WCT within the WCL
4.1 The WCT within the statutory structures of the WCL
4.2 The WCT, actor within Trade Action
4.3 The WCT: departments and training of the WCL
5 The WCT and International Government Organisations
5.1. Development of relations with IGO
5.2 World Day of Teachers
5.3 International Labour Office
5.4 UNESCO
5.5 United Nations
5.6 OECD
6 The WCT and international organisations of education personnel (in particular IE)
7 Conclusions
Annex I
Annex II
Annex III
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