The Ukrainian education system is undergoing a transformation aiming to adapt it to the European and global education processes and to build a system which eventually ensures that graduates can compete not only in Ukraine but also in the European and international labour markets.

According to the TALLIS results conducted by the OECD in 2013, Russian teachers are the most burdened with administrative work in comparison to colleagues in the 36 countries that participated in the survey: out of 46 working hours per week, they spend more than 4 hours on preparing lesson plans and reports, while the average time for such activity in the surveyed countries is 3 hours.

Social support of the union members has been one of the key directions in the work of the Central Committee of Trade Union of Education and Science workers of the Kyrgyz Republic (TUESWK) for many years. One of the priorities of the TUESWK Central Committee is to improve the status of teachers in society by increasing teachers’ salaries. The Central Committee lobbies for these issues in the Jogorku Kenesh, the Government of the Kyrgyz Republic, which organises regular meetings and negotiations with the Education Committee of the Jogorku Kenesh of the Kyrgyz Republic and the Ministry of Education and Science of the Kyrgyz Republic.

Kazakhstan introduced a new Labour Code, which came into force on 1 January 2016, replacing the Labour Code of 2007. The new Code introduced a more flexible regulation of the procedures for recruitment, dismissal, working conditions and salaries: these conditions are now to be arranged more individually, between employer and employee. The Ministry of Health and Social Development which initiated the new legislation, explained that the legal regulation of labour relations in modern Kazakhstan requires more flexibility and dynamism, as well as a more important role for collective bargaining.

Changes in the Georgian legislation had made amendments and reviews necessary of the 1998 Sectoral Agreement between the Ministry of Education and Science of Georgia (MoES) and the Educators’ and Scientists’ Free Trade Union of Georgia (ESFTUG). In 2006 ESFTUG officially appealed to the Ministry to draft a new version of the agreement, the Ministry ignored the appeal and refused to negotiate.

In the last ten years, the number of children enrolled in nursery schools in Slovenia increased by almost 50 %, from 58,127 children in 2006 -2007 to 85,407 children in 2015-2016. In the school year 2015-2016, 10,901 education staff were employed in nursery schools, including 5,174 teachers and 5,727 teacher assistants. For many years, the Education, Science and Culture Trade Union of Slovenia (ESTUS), ETUCE’s member organisation in Slovenia, has consistently pointed out and appealed to the Slovenian government and the Ministry of Education, Science and Sport that the situation of teacher assistants has been deteriorating.