UNESCO TTISSA’s Methodological Guide for the Analysis of Teacher Issues describes a number of good practices in terms of teacher participation in policy and decision making: “the Namibian National Teachers’ Union (NANTU) engages in regular negotiations for teachers’ service conditions. These negotiations lead to regular three-year agreements, the implementation of which is then discussed. Additionally, NANTU and the Ministry of Education have established a Technical Committee which meets monthly for information sharing and discussion. NANTU also participates in other bodies that cover issues of standard-setting, qualifications and conditions of service.
Similarly, in Mauritius, regular tripartite meetings (involving the government, private sector employers and teachers’ unions) are held to discuss increases of cost of living allowances.
In South Africa, teachers’ organizations have agreed with the Ministry of Education on a labour relations framework which includes the standard areas of negotiation as well as pedagogical issues. The Education Labour Relations Council (ELRC) has been established as a permanent body for discussion of education sector labour issues, including within a framework of overall public sector consultation and negotiations”.
The Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel has noted this kind of framework as a good practice in the key area of policy dialogue. (UNESCO, January 2010)
