In Hungary, the public education system is going through a constant and radical change since 1989. On the one hand, this is due to reoccurring “world-changing” ideas of several governments aiming to enhance the quality of education, and on the other hand, due to international surveys (mostly PISA) that necessitate measures. At the same time, little time and energy are spent on the consolidation of teachers’ working conditions and the establishment of a social dialogue between the government and teachers’ representatives.

Even though every Estonian government constantly declares education and teachers to be a priority, it hasn’t been proved by actions. Before the last parliament elections all the parties promised that by 2019, teachers’ minimum salary will make 120% of the national average salary (in 2016, national average salary was 1119 Euros). The new government that was established on 23 November 2016, has promised the same. In reality, the teachers’ minimum salaries have started receding from the national average since 2016.

The Trade Union of Education of Montenegro (TUEM) represents the interests of 90% of employees in the education sector and is the only representative trade union of education in Montenegro. Representatives of TUEM are also members of the National Council for Education, various boards, commissions and working groups responsible for law-drafting in the field of education.

For a long time now, the Czech and Moravian Trade Union of Workers in Education (CMOS PS) has been putting a lot of efforts to have teachers’ salaries increased to at least 130 per cent of the average pay in the country (around 1309 Euros per month).

In the last few decades, Bulgaria has witnessed many reforms in the education sector, but only in the beginning of 2016 did the Bulgarian Parliament adopt a new law on the early childhood and secondary education. It entered into force on 1 August 2016 and introduced a number of changes in the early childhood and secondary education concerning state educational standards, learning process, education management, teacher training and professional development, horizontal and vertical career opportunities for education workers, key competences of teachers and students, and other issues. Currently, the elaboration and validation of the educational frameworks proposed by the law, including state educational standards, continue.

On Thursday 17th November 2016, the Civil Liberties Committee MEPs voted a non-legislative resolution on fundamental rights in the EU, which was passed by the Parliament in December. The resolution was drafted by József Nagy (EPP, SK), and addresses fundamental rights challenges in the EU in 2015, focusing on issues related to migration, children protection and the online environment. Commenting on the resolution, Mr. Nagy declared: “We call on the EU and its member states to provide more help to those in need, show more understanding towards minorities and ensure that institutions work fairly”.