The European Commission has published two reports from Eurydice on the organisation of school time and the academic year in Europe. With national data from 38 European countries*, the reports show considerable variations in the length of the school and university year, as well as different holiday periods. The figures offer a useful snapshot, although it is important to remember that education personnel spend significant time working outside of official teaching hours.

A carefully built inclusive learning environment is the basis of education which meets the needs and interests of all learners and education personnel regardless of their background. As the student population and wider society grow increasingly diverse, a variety of challenges emerge for schools, teachers, school leaders, other education personnel and employers in education. A new ETUCE-EFEE-ESHA joint statement on Inclusive Schools Within the Context of Diverse Societies outlines five key elements.

Migrant women in the EU still face a wide range of challenges both in education and employment. Discrimination linked to their migratory status, ethnic background and gender means that their full integration into European society is not always easy. A newly published report from the European Union Agency for Fundamental Rights (FRA), which focuses on migrant women, offers interesting new information about this issue.

Young people are demanding meaningful political action on environmental issues, with protests around the globe. How should education trade unions engage with the climate crisis?

This year’s OECD report shows that tertiary education offers individuals a real advantage on the labour market. It also explores some of the factors behind teacher shortages, revealing that gender inequality and pay discrepancies within the education sector are a big part of the problem.

A firm grounding in digital skills is vital for students and their teachers. A new report from Eurydice recognises the importance of support measures for the initial training and continued development of teacher-specific digital competences. This has long been a key feature of ETUCE’s demands for teachers’ optimal professional development.