Standard 16: Conditions of Work

In situations of crisis or displacement, systems for compensating teachers and other education personnel may be disrupted. Payroll systems may break down or become ineffective, teachers displaced within their home country may be unable to get their wages, and refugee teachers and schools may not be formally recognized by the host country education authorities and thus will be ineligible for payment. It is important for education stakeholders to work together to develop an appropriate, equitable, and sustainable system for identifying and compensating teachers.

Primary responsibility for employing and compensating teachers and other education personnel lies with education authorities. If education authorities are unable to fulfill this role, other stakeholders may take it on temporarily. They can do it directly or by supporting national or sub-national education authorities. If teachers are employed by a range of stakeholders, such as communities, UN agencies, donors, NGOs, and other agencies, they will need to work together to establish a fair level of compensation that is in line with national policies and frameworks, is sustainable, and based on an exit strategy. This will pave the way for future sustainable compensation policies and practices.

Compensation can be monetary (salaries and stipends or incentives) or non-monetary (in-kind payment such as food, shelter, health care, and transportation). Whatever form it takes, compensation should enable teachers and other education personnel to focus on teaching without taking on additional employment and reflect their qualifications, experience, and responsibilities. This will help avoid conflicts of interest, such as teachers privately charging students fees for teaching and tutoring. Teacher compensation during an emergency should be based on demand, the cost of living, and wages paid to similar professionals, such as those in health care, in the private sector, or working across borders (for more guidance see, Minimum Economic Recovery Standards, Employment Standards).

Stipends and incentives are a form of payment usually associated with training or on-the-job learning prior to full qualification, for example teaching assistants or unqualified teachers. They are often lower than permanent salary levels for similar work by qualified individuals and are complemented by other benefits, such as training, food, and accommodation allowances.

Teachers and other education personnel should be compensated regularly and should not have to travel any great distance to collect their pay. In some cases, CVA may be used to support education services by providing teacher incentives. If CVA is being used in this way, stakeholders should be aware of the risks involved in implementing cash-based assistance and take steps to mitigate them. Dispute mechanisms should be in place to address grievances that arise if contractual obligations are ignored, or if compensation is withheld or frequently delayed (for more guidance, see INEE Guidance Notes on Teacher Compensation).

In some contexts, refugees may face legal restrictions to work, and thus it may be necessary to advocate and collaborate with policy-makers to address these restrictions. Education stakeholders should work together to establish a clear pathway for career progression that acknowledges teachers' professional growth and promotes their job satisfaction and retention. This may require collaboration with teacher unions, education authorities, and other stakeholders to ensure that refugee teachers' rights are upheld and their contributions are recognized.

The conditions of work for teachers and other education personnel are also important. The ILO defines this as a broad issue that includes compensation, manageable class size, professional education and development, and supervision and support. It also addresses teachers’ involvement in the reform of education policies and programs; the provision of basic facilities in classrooms; adequate equipment, learning materials, and supplies; and the maintenance of school buildings. Conditions of work for teachers must include access to safe and appropriate sanitation and hygiene facilities and access to safe drinking water. Teachers from vulnerable groups may need specific WASH, transportation, and protection support. Education stakeholders should coordinate with the relevant sectors to provide this holistic support.

There should be no discrimination in compensation or working conditions. Measures should be in place to prevent harassment or discrimination, and mechanisms must be in place to report any abuse. It is important that teachers know how to use these mechanisms and are safe when doing so. Education stakeholders should collaborate to ensure that conditions of work are harmonized between the different actors that employ teachers and that they reflect the practices of the education authorities (for more guidance, see INEE Guidance Note on Gender)

In most contexts, a contract gives teachers and other education personnel a legally binding document that provides some employment security and helps to professionalize their role in the schools and in the community. Contracts should include a job description and list teachers’ key roles and responsibilities, conditions of employment, attendance requirements, working hours, contract length, the code of conduct, support and management systems, and dispute resolution systems. Teacher safety should always be an important consideration in a contract, which also should establish what compensation teachers will receive, both monetary and non-monetary, and include salary review mechanisms. If teachers and other education personnel have to change their location, those who employ them should consider offering extra compensation, such as accommodation and transportation costs. If it is not possible to issue a contract in a given operating context, employers can explore what written documentation they can provide in place of a contract, such as a letter of commitment.

Two UNESCO/ILO recommendations related to teaching and education express the rights of teachers and other education personnel to the freedom of association, to organize, and to negotiate their terms and conditions of employment. The ILO refers to any type of negotiation, consultation, or exchange of information between government representatives, employers, and workers as social dialogue. Teachers and other education personnel, like all other public workers, should be involved in any such social dialogue, in keeping with national traditions and context.

A code of conduct sets clear standards of behavior for teachers and other education personnel. The standards set out in a code should apply to the learning environment and to education-related events and activities. There should be clear consequences for people who do not adhere to them. It is important that teachers and other education personnel receive training in the code of conduct. This should take place before a contract is signed to ensure that the potential employee understands and agrees to follow the code. The code should be reviewed every year to make sure it is still pertinent. A code of conduct includes a commitment to do the following:

• Respect, protect, and fulfill the education rights of learners
• Maintain high standards of conduct and ethical behavior
• Remove barriers to education and create a non-discriminatory environment for all learners
• Maintain a safe, protective, and inclusive environment free from sexual, gender-based and other forms of violence, harassment, exploitation, intimidation, violence, and discrimination
• Promote the physical and psychosocial wellbeing of learners and all education personnel
• Reflect and support learners’ diversity in teaching approaches and classroom interactions
• Avoid teaching or encouraging knowledge or actions that contradict human rights or non-discrimination principles
• Participate in professional development
• Safeguard children and young people and report any concerns in this regard (for more guidance, see Minimum Standards for Child Protection, Standard 23)
• Work collaboratively with other teachers and education personnel
• Establish and maintain professional relationships with learners’ parents and caregivers
• Maintain regular attendance and punctuality

An example of a code of conduct is given in the Teachers in Crisis Contexts Training for Primary School Teachers.