Experience of European trade unions in the policy of development of inclusive education

Abstract

The article examines the supportive actions of European educational trade union organizations for the comprehensive implementation of inclusive education. The main types of problems and ways to solve them in educational organizations that are in the focus of the trade union organization are considered. Since the beginning of the XXI century, especially during the crisis, education has been a major political priority at the national and pan-European level. The European sectoral social dialogue in the field of education is very important, because this industry allows bringing together European employers and employees in the field of education to discuss emerging issues. At the same time, social dialogue is considered as an institutional framework that unites social partners in negotiations on labor relations in the implementation of inclusive education. Specific examples reflecting the diversity of society are given in order to determine the need for the formation of a general inclusive education. It is very important to ensure equality and participation in education in various European societies. The need to take diversity into account in education is attracting increasing political attention at the European level. With regard to diversity and inclusivity, the need to change the mentality of Governments and the entire community is determined; the need to achieve a more complete reflection of the diversity of teachers, students and the whole society; the need to develop a unified definition of the concepts of diversity, equality and inclusivity for all countries. The authors fundamentally consider the approaches of the European Committee of Trade Unions of Education (ETUCE) to the development of inclusive education and the main elements and conditions for its support and implementation. The emphasis is on the analysis of the activities of trade unions in solving the problems of inclusive education