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Workforce Remodelling Agreement

The Landesverband der Schulleiter has already withdrawn from the contract. While these three phases introduce legislative changes that schools must comply with, the government is also addressing broader issues related to work-life balance. The broader transformation agenda encourages schools to implement a process of change involving all teachers and non-teaching staff. In a series of 5 levels, workload issues can be identified and addressed. More information, resources and examples of best practices can be found on the redesign site. An important part of the agreement`s strategy has been to significantly increase the number of support staff. Schools have begun to recruit more teaching assistants (TAs), to implement some existing TAs in new roles of TA SUPERS, to recruit coverage managers for class management in the absence of teachers, and to recruit new staff for existing and new roles to perform “non-pedagogical” tasks. Schools took over new administrators, finance officials, bursars, principals, reprint staff and exam officers. In fact, the trend has continued. In 2005, nearly 1,300,000 auxiliaries worked in schools; Today, there are about 1,600,000. Today, the support staff is made up of half of the school`s staff. Class teachers and school leaders warned yesterday that Vonderatos` agreement on school staff reform could fail.

But the dispute threatened to divide the union after leaders accused leaders of ignoring their decision to suspend participation in the agreement at last year`s conference, when many schools failed to implement the agreement for support staff. Hutchings, M. , Seeds, K., Coleman, N., Harding, C. , Mansaray, A., Maylor, U. – Minty, S., Pickering, Pickering, E. (2009) Aspects of school staff reorganization: strategies used and effects on workload and standard: Report [report to DCSF request] , London: DCSF If so, policy makers need to know the basis of evidence. Thus, Hutchings et al. (2009) found no evidence that the way schools reorganized their staff in response to the national agreement had an impact on the achievement. The national agreement was put in place two years ago to further support teachers by transferring many routine tasks to school assistants who, in turn, should be rewarded for their additional duties.

The National Agreement and the Redevelopment Program A national agreement between the government, employers and school unions was signed on 15 January 2003.

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