This Thursday, on 5 July 2018, the whole plenary of the European Parliament will vote on a new copyright directive. After the JURI Committee voting of the Copyright proposal on 21st June, ETUCE is, however, concerned that the current draft Directive will weaken exceptions, create more barriers and disproportionally undermine citizen’s user rights in favour of the interest of commercially driven actors. Education trade unions, teachers, academics and researchers have continuously warned about the negative impact of the suggested reforms.

ETUCE members from France, Italy, Germany, UK, Cyprus, and Belgium, actively contributed to the discussions on gender segregation in education and teaching profession at the learning seminar ‘Finding the way out from segregation in education, training and employment: Fostering gender equality and the role of social partners’, organised on 3 July in Brussels by social partners and European Institute for Gender Equality (EIGE).

The NASUWT, one of ETUCE’s member organisations in the UK, have conducted a study on the mental and physical health of teachers. The research found that 30% of teachers say they have turned to medication in the last 12 months to deal with the physical and mental toll their job is taking on them. 40% have seen a doctor or medical professional, while 15% say they have undergone counselling. The issue appears to be worsening, with 78% of teachers reporting that they have experienced an increase in work-related stress over the past 12 months (2017-2018).

On 2 July 2018, ten unions of the platform also represented by FENPROF and FNE, ETUCE member organisations in Portugal, sent a letter to the Minister of Education of Portugal asking for the continuation of the negotiations. The Portuguese Ministry of Education had interrupted in early June 2018 the negotiations with the education trade unions regarding a defreeze of the teaching career progression concerning the compensation for nine years, four months and two days.

In 2011, the EU called on Member States to advance Roma inclusion. Even though some improvements, to date, Member States still fall short on most of the targets, in particular, in education. Only 5 in 10 young Roma children attend early childhood education. Based on the new FRA report (May 2018): A persisting concern: anti- Gypsyism as a barrier to Roma inclusion, the infographic stresses that Member States need to:

In most European countries, reading, writing and literature have the highest number of lessons allocated in schools’ curricula, especially in primary education, followed by mathematics, which however is more represented in primary than in general secondary education. These are the conclusions of a recently published Eurydice Report on Recommended Annual Instruction Time in Full-time Compulsory Education in Europe 2017/18.