SUPPLY TEACHERS IN THE EU: INITIATING THE DEBATE

Supply workers provided by agencies are a feature of modern Western economies. This type of contract affects many branches of work, e.g. teaching, nursing, secretarial work. lorry driving, labouring. The focus here is on teaching, which in some regions could not function without the contribution of supply teachers. Yet their importance or even existence is not acknowledged in the educational press, in professional bodies and unions or by local, national or supra-national government. A serious debate is required because many supply teachers actually work in 19th century conditions. This memorandum simply delineates some of the main features of the complex problem. What are the main problems?

WHAT ARE THE MAIN PROBLEMS?
  • There is no guarantee of work and regular income. In fact there is no guarantee that the teacher will be taken on by the school he/she is sent to. Time, money and energy are wasted without redress.
  • There is considerable confusion concerning the basic definitions of employment terms which leads to blurred responsibilty and accountability. For example, whilst the agency is the de jure employer, the client (the school) acts as the de facto employer. Mostly this relationship works, but in situations of conflict, crime or immorality it clearly breaks down.
  • Supply teachers do not enjoy pension rights, holiday pay and sick leave, whilst their rights in case of accidents or criminal cases are not clear.
  • Although they can join unions, they appear to be very marginal to the principal interests of unions.
  • Many supply teachers come from outside Europe and, because their teaching qualifications are not fully recognized, they are paid at lower rates –sometimes substantially lower rates; this is bad for them, but it also leads to ethnic conflicts and resentments.
  • Supply teachers can be dismissed without any liability, notice or reason either temporarily or permanently.
  • There are no standard professional rights for supply teachers relating to work in dangerous or compromising situations or teaching controversial or objectionable materials.
  • There is in fact no standardization between regions. Matters seem to be dealt with on an ad hoc short term basis.


WHAT IS THE WAY FORWARD?
  • It is important to assemble comparative data about the situation of supply teachers in the EU.
  • This database can then be used as a starting point to harmonize and improve the position of supply teachers within the EU so that all are treated with due respect as professionals, as EU citizens and as human beings.
  • It is important to clarify EU employment guidelines on this issue and ensure that they are respected throughout the region.

FINAL THOUGHT

These problems with regard to supply teachers will become more pressing with the accession to the EU of Eastern European countries. These countries contain many linguistically-gifted educated young people, who will seek to take up teaching positions in the more affluent Western European countries. It is important that they are protected from exploitation, abuse and unacceptable wages.


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