Local teachers face significant challenges, as they have limited control over their schedules and salaries, which can fluctuate throughout the year based on the specific needs of their schools. Despite their dedication to education, they still encounter the same financial responsibilities as all workers, including paying rent, managing bills, and supporting their families, which adds to their stress. This ongoing uncertainty creates difficulties for many teachers, making it hard for them to maintain a stable work-life balance.
Author : Elissa Strouzas Santi
Have you noticed the posters distributed at school? Have you taken the time to read their content? Have you wondered why some of our teachers decided to protest and strike?
On Tuesday, February 4, gatherings formed in front of all Brussels European Schools under the name “Breakfast Club.” They decided to take immediate action against what they consider to be unequal working conditions in European schools. These protests and strikes aim to defend respect for European values and the rights of local teachers.
A Persistent Problem in European Schools
For several years, these problems have been reported to the central office, but they remain ignored or unresolved. Indeed, despite numerous attempts to improve the working conditions of local teachers, no sustainable solution has been implemented. In a letter sent to parents by the APEEE of Bxl II to support these teachers, it is reminded that:
“For many years, European schools have relied on locally recruited teachers (LRTs). Without them, European schools could not have delivered quality education and met the expectations of parents and students.”
Detached teachers benefit from longer and more advantageous contracts, allowing them to teach for a period of up to ten years. In contrast, local teachers, who make up the main workforce in our schools, are often recruited for their flexibility, but this flexibility leads to financial insecurity and precarious contracts. Some of them even work full-time, or more than their detached colleagues, for significantly lower pay. Yet, this difference in treatment is not based on a difference in qualification.
Teachers’ Demands for Better Working Conditions
These teachers are not asking for privileges, but simply for the respect of their rights and an improvement in their working conditions. Although European schools promote EU values, they do not guarantee certain rights enshrined in the European Charter of Fundamental Rights, such as trade union freedom and the right to collective bargaining. This makes them vulnerable to dismissal or replacement, especially with the arrival of new detached teachers.
Local teachers have little control over their schedules and salaries, which can vary throughout the year depending on the school’s needs. Yet, like all workers, they must pay rent, bills, and support their families. This constant uncertainty is difficult for many. Moreover, due to the precarious nature of their contracts, it sometimes happens that their assignment is suspended during the school year, thus creating a delay in the progress of courses, which directly penalizes the students.
Actions for Concrete Change
Following the CULT Committee report of the European Parliament, which highlights contractual inequalities and the precariousness of local teachers’ working conditions, these teachers have planned a series of actions to demand concrete changes. Their goal is to make their voices heard by the central office of European schools and to obtain legal and professional union representation to guarantee better working conditions.
In this context, mobilizations have been scheduled, including a strike on Wednesday, March 19, including a march to the OSG, in order to raise awareness of the challenges faced by these teachers. As the Board of Governors is set to examine this issue in April, these actions aim to open a dialogue with the Administration of European Schools. The debate remains open on the future of working conditions in these institutions, and it is crucial that this dialogue takes into account the implications for both teachers and students, whose educational paths may be affected by this situation.
Cover image by: Lisa Fryer
Edited by: David Schreiber
