A/HRC/44/39 66. In too many cases, however, workers remain unprotected or without sufficient guarantees about future reopenings. In countries like the Niger, where classrooms contain 40–60 students and 4 children sit at the same table, the return to school in safe sanitary conditions appears to be problematic, raising concerns about the health not only of education workers but also of learners. In wealthier countries, such as the United Kingdom of Great Britain and Northern Ireland, serious concerns have been expressed about schools reopening without adequate measures in place to mitigate the risks posed to learners, teachers and the wider community.49 67. In schools where no access to water and sanitation is available, the matter is of particular concern. The Special Rapporteur will address that issue in her next thematic report to the General Assembly, which will focus on the interrelations between the right to education and the right to water and sanitation. 3. Employment situation and remuneration 68. According to various reports, the employment situation and remuneration of teachers and other personnel has deteriorated in many countries. Particularly affected are teachers in the private sector and teachers with precarious contracts. Issues regarding the termination of contracts, salary cuts and delays, and the requirement that education workers take unpaid leave have been reported to the Special Rapporteur, who in this context underscores the need to adopt a gender perspective, as many education workers are women. 69. Education International has indicated that the category of affected workers most frequently mentioned by trade unions is that composed of education workers in private institutions. Other highly affected categories include the following (from the most to the least frequently mentioned): higher education personnel and researchers; supply/substitution teachers; early childhood education workers; and immigrant teachers (mentioned by just one respondent). Many respondents reported that teachers hired on temporary contracts have been particularly affected by the closure of schools. With schools closed, those paid by the hour are out of work, those on temporary contracts have not had their contracts renewed and those out of work are finding it difficult to find new work.50 70. The situation in private schools is of particular concern at all levels, from earlychildhood education to higher education. The economic model behind such institutions, which are heavily reliant on the payment of fees, and the precarious employment conditions of education workers in these institutions, make them more vulnerable to dismissal and pay cuts. Problems of these kinds were reported in Cyprus, Morocco, Nepal, Spain and Sri Lanka,51 as well as in the Democratic Republic of the Congo. While some Governments have made efforts to provide social safety nets to these workers, for example in Italy and Morocco, the situation reveals how crucial it is that private school workers be protected in accordance with international standards and on an equal basis with those working in public schools, in particular when the schools they work in receive public funding.52 71. The issue has become very controversial in some countries (for example, in Morocco), where some private schools have requested that fees be paid in full, including for the third trimester of the year, when children did not attend school, justifying their request by citing investments made to guarantee distance education and teachers’ salaries. While some schools have reduced their fees, in particular for the most vulnerable families, others have not. Yet other schools have reportedly pressured families by threatening not to enroll their children for the next school year in case of non-payment of fees.53 72. The Special Rapporteur notes with concern that some private schools have closed, as have many other private enterprises throughout the world, and that many of them are facing economic difficulties and expect to face more as enrollments drop for the next school year 49 50 51 52 53 United Kingdom, Independent Scientific Advisory Group for Emergencies, “When should a school reopen? Final report” (28 May 2020). Education International, “COVID-19 and education”, pp. 13–15. Ibid., p. 16. See principles 55 (e) and 67 of the Abidjan principles. See www.bladi.net/maroc-ecoles-privees-parents,69523.html and www.marochebdo.press.ma/ecoles-privees-payer-frais-scolarite (in French). 15