A/HRC/44/39 cooperation between Governments and trade unions during the crisis, as reported, for example, in Mauritius, 44 the Special Rapporteur remains concerned that in many cases teachers’ associations and trade unions have not been adequately consulted and involved in decision-making. This has been the case for decisions as important as the closure and the reopening of educational institutions. The Special Rapporteur received reports of trade unions being informed through the press of school closures (for example, in France), 45 of the selection and use of distance education platforms and content, tools and methodologies, of the validation or non-validation of partially accomplished studies, of the rescheduling of the school calendar and of changes to conditions of work. 60. In some countries, such as the Niger, the government authorities have reportedly still not engaged with teachers’ unions about the COVID-19 crisis. In others, the level and quality of social dialogue is poor, impeding cooperation and joint efforts to face the health crisis. The problem is particularly acute in countries where communication lines between governmental authorities and trade unions were already poor and relationships tense before the crisis, as is reported in Gabon and Haiti. 61. In many parts of the world, teachers’ unions have organized to support government action or compensate for government inaction. 46 For instance, unions have organized training on new distance teaching methods, disseminated information on sanitary measures and protocols and exchanged information on experiences. Many have lobbied Governments to ensure respect for the rights of their members, 47 including their right to work in healthy conditions, and to minimize the impact of the crisis on learners. 62. The Special Rapporteur recognizes that Governments have had to take difficult decisions within a short time, with many scientific uncertainties surrounding the pandemic. Decisions to close schools were taken so fast that, in many parts of the world, education systems have had no time to make plans and adjust their working methods to ensure some continuity of education. As mentioned previously, however, capacity-building for a crisis must precede that crisis. In the education system, this includes establishing good relationships and mutual trust between the Government, teachers, including their associations and trade unions, parents and communities, at the national and local levels. 2. Right to safe and healthy working conditions 63. The Special Rapporteur is also concerned about the sanitary conditions in which teachers and other education workers have been working during the crisis, in particular those who have continued to take care of the children of frontline workers such as health workers. With the ongoing or planned reopening, this issue is particularly acute, especially in countries where health systems are fragile. The concern is worldwide, however. 64. The Special Rapporteur shares the concern expressed by other United Nations special procedures, that some frontline workers have not been given adequate protection during peak periods of contagion in various countries and economic sectors, and concurs with the recommendation that all States and businesses should ensure that preventive and precautionary measures are in place to protect every worker.48 This also affects education workers, including those in private educational institutions. Particular attention should be paid to the position of education workers who may be at particular risk in the COVID-19 context due to, for instance, their age, health status or ethnicity. 65. The Special Rapporteur welcomes the efforts made by many Governments to minimize the risks to teachers by introducing physical distancing measures, reducing the number of children in classrooms and providing protections such as masks. Sometimes, such measures were taken as a result of conditions imposed by trade unions for the reopening of schools. 44 45 46 47 48 14 Submission from the Government Teachers Union of Mauritius. Submission from the Syndicat national des enseignements de second degré (France). Education International, “COVID-19 and education”, pp. 18–19. Ibid., p. 20. OHCHR, “‘Every worker is essential and must be protected from COVID-19, no matter what’ – UN rights experts” (18 May 2020).