OpenLobby.EU
Explore

Českomoravský odborový svaz pracovníků školství

ČMOS PŠ

Trade union rights, education, working and professional conditions of workers in the sector of education.

Lobbying Activity

Response to Erasmus+ 2021-2027 interim evaluation and Erasmus+ 2014-2020 final evaluation

12 Sept 2022

ČMOS PŠ welcomes the increased financial support of Erasmus+ on initial and continuous professional development of teachers. At the same time, we remark that applicants for the grant should have the certainty that the final certificate of Jean Monnet training and of the trainings within the Teachers Academies initiative is recognised within national systems of continuous professional development (CPD). ČMOS PŠ underlines that this is crucial, especially in countries countries where CPD is mandatory or necessary for salary and career progression. In addition, even less information is provided on how the Teacher Academies will work for teachers. ČMOS PŠ underlines the need to recognise the mobility period as an integrant part of teachers’ continuous professional development. ČMOS PŠ supports the opinion of ETUCE expressed in the attached document.
Read full response

Response to Enabling factors for digital education

12 Sept 2022

ČMOS PŠ agrees with the ETUCE documents regarding this topic attached below.
Read full response

Response to European universities - deeper and sustainable transnational cooperation in higher education

16 Nov 2021

ČMOS PŠ would like to support the view of ETUCE expressed in the document attached below. ČMOS PŠ welcomes that the COM recognises the national competence on higher education, academic freedom and institutional autonomy of the higher education institutions (HEIs) as these fundamental values were stipulated in the Rome Communiqué. However, concerning seeking “deeper transnational cooperation” among universities by “pooling resources, knowledge, infrastructure, education and R&I strategies”, as mentioned in the COM paper, we are concerned that this approach would reduce institutional autonomy and academic freedom by harmonising higher education. We urge the COM to recognise that harmonisation of higher education is not in line with Art 165 of the EU Treaty and it would not make European universities more inclusive, strong and effective, the objectives that the new initiative is aiming at. This approach would motivate HEIs to share the workplace and working hours of academics which will force them to work on temporary and short-term contracts. This can further increase precariousness in the sector affecting the working conditions and health and safety of the staff that have detrimental impact on quality of teaching and research. Thus, the COM’s initiative should deal with ensuring the well-being of academics in relation to ensuring high quality teaching and research by asking Member States (MSs) to guarantee permanent contract, fair working conditions and decent salary of the higher education and research staff. The COM should remind the MSs about effective social dialogue with trade unions in the higher education and research sectors. Collegial governance, high quality working conditions as well as initial training and continuous professional development are crucial to ensure quality research, teaching and effective educational outcomes for students, and respect for these is enshrined in the Rome Communiqué. We ask to respect that higher education is a human right and public good. Sustainable public investment for HEIs need to be guaranteed. Quality higher education should not be seen as commodity. Higher education systems need to be based on the values of diversity and inclusiveness. We welcome that that initiative aims at helping HEIs to improve inclusiveness of and equal access to higher education. This is particularly important in line with the implementation of Annex II of the Rome Communique on Principles and Guidelines to Strengthen Social Dimension which says that “Public authorities should support and provide adequate means to higher education institutions to improve initial and continuing professional training for academic and administrative staff to enable them to work professionally and equitably with a diverse student body and staff.” Thus, we ask that the COM’s initiative should also focus on effective support to academics. Higher education is key in promoting common European values, fostering social integration and a sense of belonging to the community, enhancing intercultural understanding and preventing radicalisation. This holistic view of education must be protected to allow students to acquire social skills and not only short-term labour market relevant knowledge. The new initiative should encourage ministries and HEIs to take effective actions to ensure the right to access quality and inclusive higher education for all in line with the implementation of the European Pillar of Social Rights. We ask the COM to strictly monitor high quality education and inclusivity of the European University Alliances.
Read full response

Response to European Strategy for Universities

16 Nov 2021

CMOS PŠ would like to support the view of ETUCE which is attached below. ČMOS PŠ welcomes that the COM recognises the national competence on higher education, academic freedom and institutional autonomy of the higher education institutions (HEIs) as these fundamental values were stipulated in the Rome Communiqué. However, concerning seeking “deeper transnational cooperation” among universities by “pooling resources, knowledge, infrastructure, education and R&I strategies”, as mentioned in the COM paper, we are concerned that this approach would reduce institutional autonomy and academic freedom by harmonising higher education. We urge the COM to recognise that harmonisation of higher education is not in line with Art 165 of the EU Treaty and it would not make European universities more inclusive, strong and effective, the objectives the new initiative is aiming at. This approach would motivate HEIs to share the workplace and working hours of the academics which will force them to work on temporary contracts and short-term contracts. This can further increase precariousness in the sector affecting the working conditions and health and safety of the staff which have detrimental impact on quality of teaching and research. Thus, the COM’s initiative should deal with ensuring the well-being of academics in relation to ensuring high quality teaching and research by asking Member States (MSs) to guarantee permanent contract, fair working conditions and decent salary of the higher education and research staff. The COM should remind the MSs about effective social dialogue with trade unions in the higher education and research sectors. Collegial governance, high quality working conditions as well as initial training and continuous professional development are crucial to ensure quality research, teaching and effective educational outcomes for students, and respect for these is enshrined in the Rome Communiqué. We ask to respect that higher education is a human right and public good. Sustainable public investment to HEIs need to be guaranteed. Quality higher education should not be seen as commodity. Higher education systems need to be based on the values of diversity and inclusiveness. We welcome that that initiative aims at helping HEIs to improve inclusiveness of and equal access to higher education. This is particularly important in line with the implementation of Annex II of the Rome Communique on Principles and Guidelines to Strengthen Social Dimension which says that “Public authorities should support and provide adequate means to higher education institutions to improve initial and continuing professional training for academic and administrative staff to enable them to work professionally and equitably with a diverse student body and staff.” Thus, we ask that the COM’s initiative to focus also on effective support to academics. Higher education is key in promoting common European values, fostering social integration and a sense of belonging to the community, enhancing intercultural understanding and preventing radicalisation. This holistic view of education must be protected to allow students to acquire social skills and not only short-term labour market relevant knowledge. The new initiative should encourage ministries and HEIs to take effective actions to ensure the right to access quality and inclusive higher education for all in line with the implementation of the European Pillar of Social Rights. We ask the COM to strictly monitor high quality education and inclusivity of the European University Alliances. Our report to the BFUG on impact of COVID on staff is attached.
Read full response

Response to Requirements for Artificial Intelligence

22 Jul 2021

ČMOS PŠ welcomes the publication of regulation regarding AI as it sets the ground for the first comprehensive EU regulation on Artificial Intelligence to ensure a controlled development of AI tools in education to address the risks connected to their use by teachers, academic, other education personnel and students. While ČMOS PŠ recognises the potential of digital technologies and Artificial Intelligence tools to bring about improvements in education, it also underlines the numerous ethical concerns related to their trustworthiness, data privacy, accountability, transparency and their impact on equality and inclusion in education. ČMOS PŠ underlines that further research at national and European level is needed to assess and address the risks connected to the use of Artificial Intelligence in education with constant and meaningful consultation with educational social partners. ČMOS PŠ shares the ETUCE opinion regarding the regulation of Atificial Intelligence which is expressed in the attached documents: ETUCE position on the Regulation on Artificial intelligence (June 2021), ETUCE Resolution - Artificial intelligence in the Education Sector (July 2021)
Read full response

Response to Micro-credentials

19 Mar 2021

ČMOS PŠ reply to to European Commission's Public Consultation on Micro-credetials - broadening learning opportunities for lifelong learning and employability. ČMOS PŠ supports the common position by "ETUC and ETUCE on micro-credentials in VET and tertiary education in July 2020" and "ETUCE reply to European Commission's Public Consultation on Micro-credetials - broadening learning opportunitiies for lifelong learning and emplyability from 8 March 2021". Micro-credentials can be useful in addition to full qualifications but they should not be confused with partial or full qualifications. We would like to underline that national education and training systems and national regulations and requirements to be fully qualified as a teacher must be respected. Courses leading to micro-credentials can be considered as continuous professional development but not replacement of the initial education of the teachers.
Read full response