building trade union support for workplace learning throughout europe

Building tradeunion supportfor workplace learning

throughout Europe

2 | Building trade union support for workplace learning throughout Europe

Project coordinatorUnionlearn, Trades Union Congress (TUC), United Kingdom

Project partnersDGB Bildungswerk, Germany European Trade Union Confederation (ETUC)FNV Formaat, NetherlandsКонфедерация на независимите синдикати в България (KNSB), BulgariaLandsorganisationen (LO-S), SwedenUnione Italiana del Lavoro (UIL), ItalyZwiązek Nauczycielstwa Polskiego (ZNP), Poland

This booklet was produced with financial support from the European Union.

The content does not reflect the official opinion of the European Union. Responsibilityfor the information and views expressed therein lies entirely with the author(s).

IL SINDACATO DEI CITTADINI

Building trade union support for workplace learning throughout Europe | 3

Page

4 Foreword - European Trade Union Confederation5 Foreword - Unionlearn, Trades Union Congress6 Introduction to the project7 What is the basis for trade union support for workplace learning?

Workplace learning underpinned by legal provisionWorkplace learning underpinned by legal provision on the basis of national framework agreementsWorkplace learning underpinned by a national inter-sectoral framework agreementWorkplace learning underpinned by sectoral agreementsWorkplace learning underpinned by company agreements

13 Who carries out the work of supporting workplace learning?14 What support do these trade unionists have to carry out their duties?17 What tasks do these trade unionists carry out to support workplace learning? 20 What types of training for workers do unions generally support?23 What type of workplace learners do the unions mainly support?25 Is there a process of recognising or accrediting workplace learning?27 Does supporting workplace learning help to reinforce trade unions?28 What more could be done at the national level to improve trade union support for workplace learning?30 What could the European trade union movement do to improve support for workplace learning?

Contents

The European Trade Union Confederation(ETUC) exists to speak with a single voice, onbehalf of the common interests of workers, atthe European level. Founded in 1973, it nowrepresents 85 national trade unionorganisations in 36 European countries, plus 10 Europe-wide industry-based federations.

At our 12th Congress in 2011 we made acommitment to place more and better jobs at the top of our European agenda, and ourStrategy and Action Plan underlines “the needto devote more resources to improvingworkplace skills in accordance with the needsof our time and to recognise and implementthe right for all to have access to qualityeducation and lifelong training”.

We strongly believe that vocational educationand training is key to combating the economiccrisis and unemployment. However, given thechallenges posed by the economic situation,further efforts are needed to combatunemployment and early school leaving and toreduce the skills mismatch. It is also importantthat European workers get the best out of theEU tools put in place so that they can move upthe skills ladder.

Our Lifelong Learning Working Group, made upof trade union experts in education and trainingcoming from all EU Member States, provides aforum for information exchange andconsultation and a network for defining andimplementing a European trade union strategyfor education and training.

Recommendations for future trade unionwork at the European level» Engage in Social Dialogue with employers’

representatives so as to reinforce thecontribution that trade unions can make tothe general enhancement of workers’ skillsthroughout Europe.

» Lobby the European Commission to producea Communication which establishes certainminimum rights for trade union support forworkplace learning.

» Ensure that trade unions are involved as fullpartners at all levels of the governancestructures of the European Social Fund in allMember States.

» Ensure that part of the resources of theEuropean Social Fund is earmarked tosupport workplace learning and produce abooklet advising trade unions on how theycan access ESF funds for workplace learning.

» Activate the ETUC Lifelong Learning workinggroup to provide support for workplacelearning.

» Set up further projects to highlight the rolethat trade unionists play in supportingworkplace learning, with an emphasis onexchange of experience and theestablishment of online networks.

European Trade Union Confederation Luca Visentini, Confederal Secretary



The Trades Union Congress (TUC) is the voice ofBritain at work. With 53 affiliated unionsrepresenting six million working people fromall walks of life, we campaign for a fair deal atwork and for social justice at home and abroad.

Unionlearn is the learning and skillsdepartment of the Trades Union Congress. It works to assist unions in the delivery oflearning opportunities for their members, aswell as managing the £15m Union LearningFund (ULF). Over the past 12 years, more than28,000 union learning representatives (ULRs)have been trained and 230,000 people aregiven training and learning opportunitiesthrough their union every year.

Unionlearn is also responsible for providingeducation and training opportunities forworkplace representatives and professionals viaTUC Education. Each year more than 50,000trade union members enrol in trade unioneducation courses organised by the TUC.

Union learning is growing fast. Almost everyunion in the United Kingdom is now involved,supported by unionlearn, helping hundreds ofthousands of learners at all levels, from basicnumeracy and literacy to degree levelqualifications.

In a recent survey of 400 employers, covering a total of six million workers, 87 per cent saidthat they wanted to continue to support unionlearning, with two thirds saying that itbenefited the organisation and 81 per centsaying it benefited the individual.

Recommendations for future trade unionwork at the national level» Continue to investigate ways in which trade

unions support workplace learning.» Engage in projects to improve trade union

support for workplace learning.» Continue to raise awareness of the

importance of workplace learning and of therole that trade unions are playing to support it.

» Campaign to provide funding for workplacelearning and also for trade unions so thatthey can continue to support workplacelearning.

» Campaign to ensure that workers haveaccess to workplace learning.

» Train trade union representatives so that theyhave the knowledge and skills to supportworkplace learning.

Unionlearn, Trades Union CongressTom Wilson, Director

Unionlearn launched this project Building TradeUnion Support for Workplace Learning throughoutEurope in 2012. Its overall objective is to increasethe capacity of trade unions at the Europeanand national levels so that they are in a betterposition to:

» encourage, advise and guide workers inmaking informed choices as regards the take-up of education and trainingopportunities

» engage with employers, by collectivebargaining or by social dialogue, in a processto improve workplace learning and toenhance workers’ skills.

One of the specific objectives of the projecthas been to make a EU-wide study of ways inwhich trade unions help workers to take upeducation and training opportunities, with anemphasis on existing examples of goodpractice in the form of case studies. A surveyquestionnaire was distributed to all 85affiliated national organisations of the ETUC,and the responses from 19 different countriesform the basis of this booklet.1

The most obvious and important message is that trade unions play an important role insupporting workplace learning in its differentforms. They act as intermediaries betweenworkers and employers. They provideinformation to workers about learningopportunities. They carry out analyses of thelearning needs of the workplace. They negotiatepaid time off for workplace learning. Theynegotiate training strategies with employers.

They negotiate funding for workplace learningwith employers in around half of the countriessurveyed. They help workers to access fundingfrom public authorities. They organise trainingcourses for workers, help workers to accessfunding for learning from employers and act asintermediaries between workers and trainingproviders. In short they are central to the successof workplace learning throughout Europe.

The partners would like to thank all the TUCcolleagues for driving the project forward. Theywould also like to thank their colleague JeffBridgford from the Department of Educationand Professional Studies, King’s College London,for his expertise in preparing and analysing thesurvey and in writing this booklet.

Tom Wilson – unionlearn TUCUlrich Nordhaus – DGB BildungswerkLuca Visentini – ETUCKarin Mulder – FNV FormaatYuliya Simeonova – KNSBBo Carselid – LO-SMilena Micheletti – UILDorota Obidniak – ZNP

1 Austria, Bulgaria, Cyprus, Czech Republic, Denmark, Finland, France, Germany,Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Portugal,Sweden and the United Kingdom.


Introduction to the project


Trade union support for workplace learning hasbeen established in most European countries,on the basis of legal or contractualarrangements.

In many countries, for example Austria,Bulgaria, Germany, Italy, Lithuania, Sweden andthe United Kingdom, trade union support forworkplace learning is underpinned specificallyby legal provision and covers a variety ofdifferent activities: promoting continuingvocational education and training (CVET),establishing and managing training facilitiesand programmes, implementing CVET,managing funding agencies, providingguidance and analysing needs.

Workplace learning underpinned by legal provisionIn Austria, Germany and the Netherlands, forexample, trade unions support workplacelearning, via legislation regarding workscouncils which provides for trade unionrepresentation.

In Austria the law provides the works councilwith extensive rights in terms of continuingvocational education and training (CVET),notably the right to information on plannedinitial and continuing training programmes and participation in the planning andimplementation of in-company continuingtraining and retraining measures, as can beseen in Table 1.

Table 1

Works Council involvement in Continuing VocationalEducation and Training in Austria (excerpts –Article 94 of the Arbeitsverfassungsgesetz)

The company shall notify the works council of planned measures forcompany training and retraining at the earliest possible time.

The works council shall have the right to submit proposals on matters ofcompany training and retraining and to request training measures. Thecompany is obliged to consult with the works council on these proposalsand measures.

The works council shall have the right to participate in the planning andimplementation of the company training and retraining programme. Thetype and extent of this participation will be determined by companyagreement.

The works council shall have the right to participate in negotiationsbetween the company and the Departments for Labour MarketAdministration concerning training and retraining…

The works council shall have the right to participate in the management of the company's own training institutions. The type and extent ofparticipation will be regulated by company agreement…

The foundation, construction and closure of the company’s traininginstitutions may be regulated by company agreement.

What is the basis for trade union supportfor workplace learning?


Michael Raschke Industriegewerkschaft Bergbau, Chemie,Energie (IG BCE), Germany

Hello. My name is Michael Raschke. I work at Monier RoofingComponents in Berlin, where I am the chairperson of theworks council. The company produces high-quality roofcomponents, and this requires sophisticated machinery andspecialised knowledge and skills.

Work processes are changing all the time, and so is the demand for all the workers in theplant to improve their skills. In the works council we had been thinking about what to dofor some time, but we did not have the time nor the knowledge and skills to develop thetraining concepts ourselves. So we invited a vocational training consultant from my union,(IG BCE,) to the works council, and on the basis of the collective agreement ‘working lifeand demography’ in the chemical sector, we carried out a training needs analysis whichrevealed a demand for knowledge management skills.

We presented our analysis to the plant manager. On the basis of a clear commitment from her and support from our trade union, we were able to develop and carry out aninteresting mentoring programme.

We signed a company agreement on qualifications. We set up interviews and surveys onthe subject of training. As for knowledge management, we prepared a project KeaA (skillsdevelopment in the workplace) with Kompera GmbH and the IG BCE. This includedtraining for mentors, documentation on work processes and production equipment, aswell as leadership training and the preparation of training materials.

This training initiative has been of great benefit to the company and the individualworkers, as can be seen from their career development. It has been running for two years now, thanks to the dedication of the works council, the resolute action taken by the plant manager and especially the support of our union, IG BCE.

CASE STUDY 1


In the Netherlands the works council has ageneral responsibility for vocational educationand training, and Article 27 of the Works CouncilAct stipulates that the agreement of the workscouncil shall be required for all proposals onregulations relating to staff training.

In Germany the works council has the right tobe consulted on matters relating to CVET, forexample the establishment and equipment ofin-house training facilities, the introduction ofvocational training programmes in thecompany and participation in externalvocational training programmes. It alsoparticipates in decision-making relating to the implementation of vocational trainingprogrammes in the company. It has a role toplay in ensuring that workers are given anopportunity to participate in trainingprogrammes inside or outside the companyand may also propose workers or groups ofworkers for participation in such training.

In Italy the emphasis is on the involvement oftrade unions in planning for training. Law No.388/2000, Article 118 (as modified by law No.289/2002 Article 48) determines the level offunding for training initiatives for workers incompany or territorial training programmeswhich have been agreed by social partnerswithin the context of Joint InterprofessionalFunds for the Support of Continuing VocationalTraining. It is this law which provides the basisfor trade unions to define a common trainingstrategy with employers. Currently in Italy thereare 20 of these funds, 11 of which are managedby 23 employers’ associations and the three

major trade union confederations(Confederazione Generale Italiana del Lavoro,Confederazione Italiana Sindacati Lavoratoriand Unione Italiana del Lavoro), covering a totalof 527,001 businesses and 6,763,165 workers.

In Bulgaria the emphasis is on trade unioninvolvement in training provision, and theEmployment Promotion Act enables socialpartners to initiate, organise and implementtraining activities, if they have a training centrewhich is recognised under the law onVocational Education and Training.

In the United Kingdom, trade unions play a keyrole, via union learning representatives (ULRs), inhelping workers into training opportunities. ULRsare workplace union representatives withstatutory rights established by the EmploymentAct 2002. This Act sets out the five key functionsfor which it grants statutory rights to reasonablepaid time off, as follows:

» analysing learning or training needs» providing information and advice about

learning or training matters» arranging and supporting learning and

training» consulting the employer about carrying

out such activities» preparing to carry out these activities.

Workplace learning underpinned by legalprovision on the basis of nationalframework agreementsIn some countries, France and Portugal, forexample, legal provision has been establishedon the basis of an agreement signed betweennational employers’ organisations and tradeunion organisations.

On this basis the Portuguese Labour Code(7/2009) reiterates that vocational training is an individual right for workers and a duty foremployers. Workers are legally entitled to aminimum of 35 CVET hours per year, and if thistraining is not provided by the employer theycan use these hours as a credit for trainingoutside the company. The employer is requiredto establish annual or multi-annual trainingplans which are the subject for consultationwith works councils.

In France a national interprofessionalagreement was unanimously signed byemployers’ organisations and trade unions inOctober 2009, and the French law on LifelongGuidance and Training was voted in shortlyafterwards. It proposes a coordinated nationalstrategy which is defined and implemented bya broad constituency, the State, the regions,employers and trade unions, and carried out by a National Council for Lifelong VocationalTraining with trade union representation (Article1). It introduces a number of innovations – theportability of an individual training right forworkers, the possibility for workers to attendtraining courses outside working hours and anew fund, Fonds paritaire de sécurisation des

parcours professionnels, on the basis of anagreement between employers’ organisationsand trade unions, for the training of workersand job seekers in the private sector. It alsoestablishes regional contracts for thedevelopment of vocational training, whichallow for the consultation of the social partnersat the regional level.

The law also stipulates that organisationsbound by a sectoral agreement shall meet atleast every three years to negotiate thepriorities, objectives and means for trainingworkers. This negotiation is guided by principlessuch as equal access to training for all workersregardless of professional status and size ofcompany, the portability of the individual rightto training, validation of acquired experience,access to qualifications, the implementation ofthe guidance and training passport, thedevelopment of mentoring and, in particular,the ways in which it can be used by workersover the age of 55 (Article 14).

Workplace learning underpinned by a national inter-sectoral frameworkagreementIn Norway the prime basis for trade unionsupport for workplace learning is a national inter-sectoral framework agreement. It was signed bythe most important trade union confederation(Landsorganisasjonen i Norge) and theemployers’ organisation (NæringslivetsHovedorganisasjon) for the period 2010–2013. Itmakes provision for ‘educational shop stewards’,who are to be consulted before any vocationaltraining measures are implemented (Article 5.5).



It also makes provision for leave of absence foreducational purposes (Article 10.11). In addition it states that each company must present itsobjectives for future development as a basis formapping appropriate qualifications. Incooperation with the workers, it will be thecompany that is responsible for mapping andinitiating the necessary measures. Mapping mustnormally be updated once a year. Wherever thereis a gap between existing qualifications at thecompany and its future needs, this should becovered by appropriate training measures orother means (Article 16.3).

In February 2013 the three Italian trade unionconfederations – CGIL, CISL and UIL – signed a specific agreement with Confindustria, theemployers’ confederation, on training foreconomic growth and youth employment. Ithighlighted the importance of vocationalguidance, technical and professional education,and the recognition of non-formal and informallearning and apprenticeships.

Workplace learning underpinned bysectoral agreementsIn other countries, Germany for example, thereare agreements on qualifications in a variety ofdifferent sectors – metalworking and electricalindustry, chemical, public sector, and textiles. In the metalworking and electrical industry aregional agreement on CVET was signed in theBaden-Württemberg region in 2001, and it hasserved as a model for agreements in otherGerman regions. In this context workplacelearning is defined as qualification measureswhich serve to enable workers to:

Table 2

Training in the Lebensarbeitszeit und Demografieagreement in the German chemical industry (Article 6.III – excerpts)

Training planning and training measures

In order to provide for the development of vocational qualifications it isnecessary to determine existing skills and future training needs in terms of the qualification requirements for each activity. On this basis, trainingobjectives and adequate training programmes can be established.

Planning for vocational qualifications is based on occupationalrequirements and the need to maintain and develop workers’ skills. In theprocess of planning for vocational qualifications and developing trainingobjectives and programmes it is necessary to take into consideration theinterests of the workers, including special groups of workers such as olderworkers, shift workers and workers on parental leave.

At the company level an agreed procedure, which involves staff and groupdiscussions, should be established for qualification planning.

The training programmes can be offered by employers at company level onthe basis of company and individual needs, qualifications objectives andeligibility criteria for the programmes. Employers and workers will establishan appropriate qualifications agreement.

The qualifications agreement will determine the costs to be covered by theemployer and the workers. The two parties are required to establish theprinciples for the fair distribution of costs, taking account of the benefits tothe company and to the individual.

If there is no collective agreement on qualifications programmes, theworkers on an individual basis may request time off for a qualificationsprogramme outside the company, if they take this time from a training timeaccount or a working time account. The definition of the period for time offwill take requirements of the company into consideration.

» understand the constant development ofspecialised, methodological and socialknowledge in the context of their own field of work (maintenance qualification)

» meet the new requirements in their own field of work (adaptation qualification)

» assume other equally skilled or higher skilled tasks.

The agreements give works councilrepresentatives more rights and dutiesregarding company-level training and containprovision, inter alia, for planning CVET, time off for training and the implementation oftraining measures.

In the chemical sector, for example anagreement ‘Lebensarbeitszeit und Demografie’ which was signed in April 2008 by the national employers’ organisation(Bundesarbeitgeberverband Chemie) and thetrade union (IG Bergbau, Chemie, Energie),contains initiatives to support skills developmentthroughout working life and to provide trainingguidance, as can be seen in Table 2.

There are sectoral agreements in othercountries, for example, Bulgaria, France and the Netherlands.

Workplace learning underpinned bycompany agreementsSome countries – Finland, France, GermanyItaly, Netherlands, Norway and Portugal forexample, have company-based agreements. In Germany, for example, a recent study hasidentified examples of workplace learning in a total of 504 company agreements, covering46 different sectors of the economy.2

More specifically, an interesting example from theNetherlands provides an indication of theimportance of these company agreements. ING,the multinational banking and financial servicescorporation, signed an agreement with four tradeunion organisations (FNV Bondgenoten, De Unie,Beroepsorganisatie Banken Verzekeringen andCNV Dienstenbond). Article 8, entitledemployability, highlights the need to maintainand develop knowledge and skills, and thecompany agreed to set up an ING Task Force,made up of representatives of management and unions to drive the process forward. Theagreement provides for vocational education and training, specific funding in addition to thenormal training budget, coaching and guidanceand opportunities for certification.

2 Busse, G. and Heidemann, W., Betriebliche Weiterbildung, 3.Auswertung. Frankfurtam Main: Bund-Verlag. 2012.



In most countries trade union representativescarry out the work of supporting workplacelearning, closely followed by regional and/ornational officers, and trade union trainers. Incountries where works councils play a centralrole in workplace industrial relations, workscouncillors are particularly active.

They are either elected by trade union membersor appointed by their trade unions, or wherethis is appropriate appointed by works councils.

In some countries, particularly Norway and theUnited Kingdom, educational shop stewards orunion learning representatives play a centralrole on behalf of trade unions in supportingworkplace learning.

Who carries out the work of supportingworkplace learning?

Helen KingUnion of Shop, Distributive andAllied Workers (Usdaw), United Kingdom

My name is Helen. I’ve been working for Tesco since 1994. I became ashop steward in 2004, then a health and safety representative and then a union learning representative (ULR) for my store in Martlesham, nearIpswich, in 2007.

In a typical week, I can attend shop stewards’ meetings to talk about howto move learning forward in the workplace; talking to people in storesabout what I’m doing and running learning surveys to see what coursespeople want; looking for libraries or learning centres we can work with;arranging courses from training providers for different stores; and talkingto people about running learning campaigns. In fact we run six or sevencampaigns in Usdaw’s Eastern Region every year.

Running these campaigns in stores raises morale, raises the profile ofUsdaw and shows that we’re diversifying. We recruit new members, newactivists, new learning representatives, and we can work with them afterthe campaign is finished to try and organise their workplace in a moreefficient and effective way. Members may tend to see Usdaw as justgrievances and disciplinary cases, but learning gives them something else from the union.

It’s different with management as well – you get a lot more buy-in –because as a mobile ULR, I’m going in to stores to do learning, which issomething positive, something that benefits their staff and benefits thestore. I don’t get problems from any managers, they’re fully on board, and that’s what makes the difference.

Making people feel better about themselves was what drew me tobecome a union learning representative. It’s about encouraging people to do something different, gain self-esteem and raise their morale.

CASE STUDY 2


What support do these trade unionistshave to carry out their duties?

They have a considerable level of support. In nearly all countries they receive informationabout training opportunities (either forthemselves or for their members) from theirown trade unions. They are entitled to time offto carry out their duties, generally in terms ofthe time off that is provided for shopstewards/union representatives or workscouncil representatives.

They may receive training from their own tradeunions or from their own trade union trainingcentres. In the United Kingdom unionlearn hastrained over 28,000 union learningrepresentatives over the last twelve years. InItaly the Joint Interprofessional Fund for theSupport of Continuing Vocational Training alsofinances activities that contribute to thepromotion, development and management ofthe Funds themselves, to the provision oftechnical assistance for those responsible fortraining projects, to the preparation of trainingneeds analyses of companies and workers andto the identification of tools for control andmonitoring of the financing of the activities.


Iliana Mincheva Конфедерация на независимитесиндикати в България (KNSB) – Bulgaria

Hi, my name is Iliana Mincheva. I work as an officer in theHuman Resources Department of the Regional Directorate ofForestry in the city of Kardzhali. Last year I got married, and wehave a young baby.

My formal education enabled me to obtain a job in the first place. However, I also neededto improve my knowledge and skills in economics, social policy and management,employment and social security. So I enrolled on a course in Industrial Relationsorganised by the Regional Council of the Bulgarian Confederation of Independent TradeUnions in Kardzhali.

It was no accident that I chose this particular course. I wanted to study without having touse up all my leave. A trade union officer invited me to take part in five short theoreticaltraining modules on Industrial Relations, with an opportunity to follow this up in theworkplace over a 10-week period – in all 960 hours training. I confirmed my participation.I was able to develop the skills I needed and improve my understanding of a wide rangeof industrial relations issues.

The course was well organised, the training materials were well prepared, as were thetutorials. Upon completion of the course, I felt a lot stronger in my position within thedepartment and the organisation, and I am sure that the knowledge and skills that Iacquired and improved will help me a lot in my future career. Moreover, this training isformally recognised. I now have the right to take examinations, both in theoretical andpractical work, for a Vocational Qualification (Level 3) for the profession of IndustrialRelations Management Associate, which is awarded by the KNSB VET Centre andaccredited by the Bulgarian National Agency for Vocational Education and Training.

CASE STUDY 3


Natacha Soua Fédération des Employés et Cadres, ForceOuvrière (FEC-FO), France

Hello, I am Natacha, I am 24 years old. Up until two years ago, Iwas in a very difficult situation. I had no qualifications and noprofessional experience and no job. I was able to join Zara, theclothing company, thanks to a training programme for disadvantaged young peoplewhich had been set up specifically by the company and the most representative tradeunion in the company, Force Ouvrière.

At the job centre my adviser knew that I was interested in clothes and fashion and he toldme about this special project. The fact that I could apply without having any qualificationswas a great relief. Another surprise was that, as soon as I started my training, I earned myfirst pay – the minimum wage plus six per cent, as laid down in the company agreement.

The initial training period lasted five weeks, and I really appreciated the support that Ireceived from both the managers and the trade union representatives who were able toaccompany me and guide me all the way. The first two weeks were great, out of the cityand far away from the problems of my everyday life. We had discussions with workersabout their professional experiences. We were able to forget our difficulties and build upour own self-confidence a little. These two weeks were like the beginning of my new life.What is more, the company also helped me to find a new place to live.

Now I work as an assistant, in the children’s department, in two different Zara shops. I amworking full-time, with a permanent employment contract, which is pretty unusual in thisline of work.

I have had a great chance to do a job I have always wanted to do. The next thing for me - I would like to learn to read and write.

CASE STUDY 4


They carry out many and varied tasks tosupport workplace learning. Their mostprevalent activity is unsurprisingly to act as intermediaries between workers andemployers. In France they accompany workersin discussions about continuing vocationaleducation and training and inform them abouttheir rights and responsibilities.

The next most prevalent activity is to provideinformation to workers about learningopportunities (via leaflets, brochures, workscouncil minutes, union magazines, unionwebsites, direct mailshots and face-to-facemeetings), to motivate workers to participate in training and to engage in awareness-raisingactivities about learning. In Sweden, forexample, trade union representatives informworkers about their rights and responsibilities,often at an introduction day for newlyemployed workers, and this would includeinformation about vocational education andtraining. In the United Kingdom union learningrepresentatives are given specific training to beable to carry out these types of activities.

In around two thirds of the countries surveyedthey also carry out analyses of the learningneeds of the workplace. In Finlandqualifications committees define and recognisetraining and collect information about skillsneeds. In France this work is not donespecifically at company level, but at sectorallevel in the context of sectoral observatoriesestablished within the context of the nationalinterprofessional agreement.

They negotiate paid time off for workplacelearning. Indeed in the United Kingdomnegotiation at the workplace level is more likelyto be about time off for training rather thanfunding. Requests for non job-specific trainingoften result in a type of co-investment, withworkers doing half the training in companytime and half in their own leisure time.

They negotiate training strategies withemployers. In the United Kingdom, although on a limited scale (one in 10 union-recognisedworkplaces), union learning representativesnegotiate training strategies in thosecompanies that have a joint union/employerlearning committee and a joint learningagreement. In France, however, the emphasis ison consultation, not negotiation, and this takesplace at higher levels.

Less prevalent is the monitoring of thesetraining strategies. However, in Franceevaluation is obligatory, in articulation withother forms of negotiation and consultation, for example, for strategic workforce planning. In Germany these training strategies aremonitored at the company level by trade unionrepresentatives in cooperation with thepersonnel department and the works council.In Norway, these training strategies can bemonitored at the workplace level, if they formpart of a collective agreement.

They negotiate funding for workplace learningwith employers in around half of the countriessurveyed. In Germany the context would be the

What tasks do these trade unionists carryout to support workplace learning?

agreements on training signed at the sectoraland/or regional level, for example in thechemical, textiles and metalworking industries.In France the negotiation of funding would takeplace within the context of Organisme ParitaireCollecteur Agréé (OPCA), an accredited bipartitetraining fund organisation. In other countries,Lithuania for example, this would be limited,due to the financial weakness of the employersand the resistance of local companies toinvesting in training.

In half of the countries surveyed they helpworkers to access funding from publicauthorities. In Germany this would focus onsuch initiatives as the training programmes setup by the Federal Agency for Labour. In Bulgariaand Portugal, for example, they provideinformation about training voucher schemesand national employment promotion projects.In Norway this would be done throughinformation about the availability of fundingfrom VOX, the National Agency for LifelongLearning, for setting up company-basedtraining in basic skills (literacy/reading andwriting, numeracy/everyday mathematics,digital competence/ICT skills and oralcommunication). In Sweden, although they donot directly negotiate funding with employers,they provide information about trainingopportunities in Folk High Schools and AdultEducation Association centres.

In just over half the countries surveyed theyorganise training courses for workers, helpworkers to access funding for learning fromemployers and act as intermediaries betweenworkers and training providers. In somecountries, Bulgaria for example, they may offerinformation about the reliability of differenttraining providers and advice about differenttraining courses. In the United Kingdom theynegotiate programmes of study and fee levelswith training providers.

Elsewhere, for example in the Netherlands, theFNV unions (FNV Bondgenoten, ABVA, KABOFNV, Kiem en Sport) provide careers guidance inthe form of ‘careers desks’. These desks, whichare normally staffed by specialised and trainedtrade union members, provide information oncareer development for workers or job seekersat all levels and constitute a base for organisingspecific training activities on career planning –applying for jobs and improving personaldevelopment and skills.



Valentina Olimpi Unione Italiana Lavoratori TurismoCommercio e Servizi, Italy

Ciao, my name is Valentina Olimpi. I am responsible forpersonnel management in DA.NI.SAN, an SME whichemployees 100 people in four supermarkets in the Lazioregion.

In Italy it is possible for a company to enrol in an Interprofessional Fund and so allocate0.30 per cent of the contributions that it should pay to the Italian National Social SecurityInstitute (INPS) for training purposes.

On this basis the Unione Italiana Lavoratori Turismo Commercio e Servizi presented aproject which was carried out by the Regional Agency for Education and VocationalTraining in Lazio, with funding from For.Te., one of the Interprofessional Funds.

Trainers from the Regional Agency carried out a skills analysis of all the workers and thenset up a series of training activities that concentrated on three specific themes - foodhygiene, health and safety and customer satisfaction. In the first instance the emphasiswas on the legislative decree 81/08 on food hygiene and how to monitor it. The secondarea of work focused on risk assessment, providing information on legal requirements andemployers’ obligations, particularly as regards the handling of equipment used every dayin our supermarkets, such as knives and slicers. Thirdly we dealt with customer satisfaction,something that had never been discussed previously in our company – understandingcustomers’ needs, managing stress in difficult situations, establishing a successfulcommercial relationship and retaining customer loyalty.

I have a very positive opinion of this in-company training, both as a learner and a personnelmanager. It provides an important opportunity for the growth of the company and for thedevelopment of human resources through continuous learning and the acquisition of avariety of skills. It has also led to a significant improvement in working relationshipsbetween colleagues and given them a chance to feel ‘an integral part’ of our company.

CASE STUDY 5


What types of training for workers do unions generally support?

Unions support a variety of different types oftraining. Unsurprisingly the most widespread isbasic trade union training, followed closely by job-related skills, information and communicationtechnologies and apprenticeships.

In less than half of the countries surveyed theysupport basic literacy skills and basic numeracyand foreign language skills. In approximately athird of the countries surveyed trade unionsprovide support for training at highereducation level.

The least support is for personal interesttraining, which is only provided in fourcountries surveyed – the Czech Republic,Germany, Lithuania and the United Kingdom.

In some countries there is no direct trade unionsupport at workplace level for any of thesetypes of training (Italy and Luxembourg).However in others (Germany and the UnitedKingdom) there is support for all of them.


Liliana DabrowskaZwiązek Nauczycielstwa Polskiego (ZNP), Poland

Hello, my name is Liliana. I’ve been working in the educational sector for many yearsnow, and I’m currently employed by Związek Nauczycielstwa Polskiego (ZNP), the tradeunion that represents teachers and other allied staff. I started my career in ZNP in 1984in the administration of the union, as a secretary. Whilst workingwith different teams within the union, I performed a variety oftasks and I acquired a number of new skills on the job. I alsowent on computer courses, but then so did my other colleagues,so my training was not particularly exceptional. At oneparticular moment however, it became clear that administrativeposts, such as mine, were going to be cut, and as I had notcompleted higher education, I didn’t have a chance ofbecoming a core employee.

Then the head of the trade union section at my workplaceadvised me to begin studies at the Faculty of PedagogicalSciences in order to raise my professional status, increase my chances of gettingpromotion and most importantly of remaining in a job. On the basis of her assistance,my employer agreed to cover part of the fees for my MA studies. Moreover I thenbecame entitled to 26 days’ paid educational leave and in addition leave of absence towrite my Master’s thesis. After graduating I was able to become a core employee andput into practice the knowledge and skills that I acquired during my studies. It gives mea lot of satisfaction and reassurance to know that the decision I took to continue myeducation was the right one. What’s more, I received a 25 per cent increase in salarythanks to the development of my professional skills. My experience shows that furthereducation saved me from losing my job, and it also allowed me to develop my career.

CASE STUDY 6


Björn FredbladSvenska Metallindustriarbetareförbundet, Sweden

Hi, my name is Björn Fredblad and I’m 35 years old. I’m married with two sons, 9 and 11,and we live in Ingarö some 20 kilometers east of Stockholm.

I did nine years of schooling, which is the minimum required inSweden, and then I got a job in a porcelain factory. This was 20years ago, and I’m still here working as a process technician, butnow the factory is owned by Villeroy & Boch. Today we producesanitary ware, mainly lavatory pans. My job is to mix theingredients for the slip and glaze. I’m also a trade unionmember and representative.

The workforce is getting smaller. Over the last ten years lots ofpeople have left. Today there are 180 of us, and another 45must leave within a year.

In the summer of 2012 an officer from my trade union asked if I was interested indeveloping my skills. I said yes. After some discussions the employer and the unionsagreed, and thanks to this I’ve now completed courses in ICT and economics. I neverhad a chance to learn ICT at school, so this is useful, and I need economics tounderstand budgets and balance sheets.

I hope I don’t need to find another job, but, if I do, these courses will be useful. I nowhave some certificates which I could show to a new employer. The courses have alsogiven me self-confidence when it comes to learning, and that has encouraged me tolearn other things.

My union selected the course providers and discussed with them and the employerwhat courses I needed. The union financed the courses with help from external funds.The employer covered my salary when I attended the course. Hopefully this willcontinue, and I’ll have other opportunities to develop my skills in the future.

CASE STUDY 7

There is generally a high level of support for allworkplace learners:

» those with recognised qualifications» those with no recognised qualifications» those with permanent contracts» those with short-term contracts» men and women» young people » older workers » immigrants.

In some countries unions support all types ofworkplace learners – Austria, Bulgaria, Finland,Germany, Italy, Lithuania, Malta, Norway,Portugal, Sweden and the United Kingdom. InFrance, however, the priorities are defined bythe 2009 National Interprofessional Agreement,with sectoral specificities decided by thesectoral social partners – that is to say, workersmost at risk of losing their jobs, workers withqualifications at Level 5 or lower (ie those whohave a basic vocational qualification), workerswho have had no training over the last fiveyears, workers who have been frequently in andout of work, workers on part-time contracts,and workers in SMEs and micro companies.

There is clear evidence from a number ofcountries that trade unions have been able torespond to the specific needs of the immigrantcommunities.


Khawla Naji HassanFagforbundet, Norway

My name is Khawla Naji Hassan, I have livedhere in Norway for the last 12 years, butoriginally I come from the Kurdish areas in Iraq. I am 35 years old now andhave five children.

I never had the opportunity to go to school in Iraq. My father taught mehow to read and write. I can read the Quran in Arabic, but I have neverlearned to read my own mother tongue – Kurdish.

When I came to Norway, I had to deal with a new language and a newalphabet. In the beginning, it was exhausting, but I understand a little bitmore every day. I have had many different jobs: in a kindergarten, in ashop, as assistant in a school and for the last few years, I’ve been workingas a cleaner in the town hall.

It was the union learning representative (ULR) at my workplace whocontacted me and asked if I was interested in going to school in theevenings, together with some of my colleagues.

We did courses in computing, mathematics and Norwegian. On thecourse, we were nine foreign women – only the ULR was Norwegian. Ilearnt a lot, and we also had a good time together every time we met!

None of this would have been possible without the support and helpfrom our ULR who gave us advice about the possibilities that exist foreducation and qualifications at work.

Now I just want to learn more about everything! The next thing I want todo is to qualify as a skilled cleaner. The most important thing for me is notthe money, but to prove for myself and others that I am able to do newthings. I’m looking forward to getting started!

CASE STUDY 8

What type of workplace learners do theunions mainly support?


In 12 of the countries there is a process ofrecognising or accrediting this type of learning– Bulgaria, the Czech Republic, Finland, France,Germany, Ireland, Latvia, Lithuania, Netherlands,Norway, Portugal and the United Kingdom. Thisis often the case where there is a well-developed system for the validation ofnon-formal and informal learning.

Is there a process of recognising oraccrediting workplace learning?


José Antonio de Jesus ArsenioSINDETELCO, Portugal

Hello, I am José Antonio de Jesus Arsenio. I am 51 and I haveworked in the communications sector of CTT Correios de Portugal since 1981.In 1998 I became an officer in SINDETELCO, the trade union for the media andtelecommunications sector, and I am presently the Deputy Secretary General. I havealways considered vocational education and training as an important trade union issue. I have supported the need for improving workers’ skills through the Portuguese HumanPotential Operational Programme, and I have been closely connected with the Centro deFormação Sindical e Aperfeiçoamento Profissional, the training centre of ourconfederation, the União Geral de Trabalhadores.

When the centre for the recognition of non-formal and informal learning was created, welaunched a number of campaigns for the recognition of our trade union members’ skills.These centres enable workers to get qualifications, motivate them to enhance their skillsand to engage in learning throughout their working lives and contribute to the generalimprovement in educational levels in companies in Portugal.

Then I thought that perhaps I could also take advantage of this opportunity for myself.Perhaps I could obtain a qualification on the basis of the skills that I had developed overthe years. So I signed up. First of all my skills were assessed. Then my ‘life story’ portfoliowas drawn up, and I had a chance to study different topics along with some researchwork for the areas that still required improvement.

In the end I obtained my qualification – a secondary education diploma equivalent to 12years of schooling. I’m not doing it for career advancement, but it is a great achievementfor me on a personal level, and perhaps I will go on to higher education at some later date.

CASE STUDY 9


Ronald van der FlierFNV Bondgenoten, the Netherlands

Hello, I am Ronald. I am a member of FNV Bondgenoten, the largest trade union in theNetherlands, which has about 470.000 members in the retail, services, industrial,metalworking, agricultural, technical, and transport sectors of the economy. It alsorecruits temporary agency workers.

I work for Lidl, the international supermarket chain. The works council in the companyhas traditionally been very weak and very much under the influence of the ChiefExecutive Officer. Only staff members were allowed to participate in the works councildeliberations, and they were wary of speaking out, for fear of losing their jobs. A group of us from FNV Bondgenoten refused to accept this situation. But we were unsure aboutwhat to do and how to go about it.

As members of the works council we are allowed to take five days’ time off to participatein education activities, and so I enrolled on the course ‘Winnen met Leren’ (Winning withLearning). The purpose of this training is to gain a better understanding of FNVBondgenoten, to acquire the skills to put forward and defend the union’s policies and tobuild up our confidence so that we are able to act more independently on behalf of theunion in the works council.

On the basis of this training we were confident enough to put ourselves forward and havea real influence, and trade unionists now participate actively in works council meetings.The culture of fear is broken, and we are able to show that speaking out does not meandismissal. And last but not least, we were able to share our successful experiences withcolleagues from Walmart in Chile in an international trade union project.

All in all the training provided by FNV Bondgenoten has been of real benefit for ordinarytrade unionists in our company.

CASE STUDY 10


Generally speaking supporting workplacelearning reinforces trade unions in theworkplace, as can be seen from Table 3. In threequarters of the countries surveyed this workhelps to retain existing union members, torecruit new members, and to enable them tobecome more active in their union. The mainargument is that this is a practical subject ofdirect interest to workers and one where tradeunions can make a real impact.

In addition, in two thirds of the countries therespondents thought that this work encouragessocial partnership (better relationships betweenemployers and unions) in the workplace, andthat this type of work supports collectivebargaining on learning issues.

There is evidence to show that in generalcollective bargaining is under intense pressureand employers are unwilling to engage innegotiations. However in six of the countriessurveyed respondents thought that collectivebargaining on learning issues was in fact on theincrease, in eight others there was no change,and in only three was there evidence to showthat it was actually declining.

Table 3

Learning and organising in North West England

The Communication Workers Union (CWU) has recognised the potentialbenefits of linking learning and organising – so much so that this objectivenow forms a key part of the education and training department’s nationalwork plan. The arrival of Manual Data Entry Centres (MDECs) in the RoyalMail has brought about a new intake of staff working on temporarycontracts. Many are working for the Royal Mail for the very first time andhave no experience of unions. Most are low paid, with relatively poorconditions. Around 57 per cent of the workers are from ethnic minoritybackgrounds, and a significant number are migrant workers. Learning isdirectly helping to build the union at Stockport MDEC, where the CWU hasalready recruited 360 out of 500 contract staff. Not only have so many newmembers come on board, but there are currently four union learningrepresentatives (ULRs) and more are waiting to be trained.

‘What we’ve been accustomed to in the past is walking into a deliveryoffice or mail centre where 99.9 per cent of the people are already in atrade union, with experienced representatives in place. This was not thecase at Royal Mail’s new MDEC in Stockport. There were no trade unionmembers, and we had to start from nothing. Looking at the workforce andthe difficult environment, we knew we would need a different approach torecruitment. So we actively used learning to recruit members. Many of theworkers had few qualifications, and providing them with learningopportunities was the only way to put them in a better position to bargainfor better pay and conditions.’ Andy Sorton, CWU Branch Secretary.

Does supporting workplace learning helpto reinforce trade unions?

Raising awarenessA number of trade union organisations, such as Österreichischer Gewerkschaftsbund (ÖGB),Austria, insist upon the need in general terms toraise awareness of the importance of educationand learning, and more specifically upon theneed to organise awareness-raising campaignson the benefits of workplace learning for allstakeholders (Конфедерация на независимитесиндикати в България – KNSB, Bulgaria).

Developing a learning cultureMany trade union organisations emphasisethe importance of developing a learningculture, (União Geral de Trabalhadores – UGT,Portugal). In Germany there is a lack ofsystematic training provided by the State, thesocial partners and the companies – federallaw, collective agreements and companyagreements. The difficulties of transposingsectoral agreements to the company leveldemonstrate that there is a clear need todevelop a learning culture with personnelmanagers (DGB Bildungswerk, Germany). Thislearning culture needs to be extended to theregional authorities, as in France they will beincreasingly called upon to participate in theprocess (Force Ouvrière – FO, France).

There is a need to encourage employers,training institutions and citizens to invest inqualification measures, to include theseobjectives in strategic documents at nationaland European level and to share, collect,analyse and multiply examples of good practice(KNSB, Bulgaria). Equally in other countries,Portugal for example, there is a need to developan educational policy for adult education (UGT,Portugal).

Improving social dialogue Flowing from the notion of a shared learningculture, many trade union organisations proposeimproved involvement of social partners inpolicy development, implementation andassessment, and the adoption andimplementation of a model of ‘sharedresponsibility’ for workplace learning (KNSB,Bulgaria) or ‘a real partnership on the basis of thelegitimacy of each partner’ (FO, France). Sometrade union organisations propose a moreconcrete form of social dialogue. The British TUCfor example is in favour of giving unions inunion-recognised workplaces the statutory rightto negotiate on training in addition to pay andconditions, and KNSB calls for the negotiation ofclauses in collective agreements relating toworkplace learning.


What more could be done at the nationallevel to improve trade union support forworkplace learning?


Increasing fundingIncreasing funding is a key issue for many tradeunion organisations: Českomoravskákonfederace odborových svazů – CMKOS, Czech Republic; Lietuvos Profesiniu SajunguKonfederacija – LPSK, Lithuania; GeneralWorkers’ Union – GWU, Malta;Landsorganisasjonen i Norge – LO-N, Norway;and Latvijas Brivo Arodbiedrìbu Savieníba –LBAS, Latvia. More specifically the LPSK calls fora transparent division of responsibilities infunding based on the interests and long-termbenefits of all stakeholders. This of coursepresents real challenges in those countrieswhere there is no tradition and experience offunding or co-funding vocational educationand training from private sources. To improvethe situation throughout Europe there aremore specific proposals:

» restoring the funding for the Institutes ofAdvanced Labour Studies to enable them tocontinue to train trade union activists (FO,France);

» supporting social partners’ initiatives for thedevelopment and introduction of financialinstruments for workplace learning (KNSB,Bulgaria);

» increasing the level of the percentagedevoted to training within the compulsoryinsurance scheme against involuntaryunemployment which is paid by employers,and thus provide more funding for VET(Unione Italiana del Lavoro – UIL, Italy).

Improving accessAccess to workplace training is a significantissue. UGT Portugal is in favour of developing a whole new system of training which wouldprovide workers in all sectors with anopportunity to be easily substituted at theworkplace and to participate in trainingactivities. The British TUC is in favour of newlegislation which would require employers toprovide paid time off to train workers.

Improving guidanceFor many workers access to reliable and helpfuladvice and guidance is an important issue. TheÖGB, Austria, is in favour of the preparation ofinformation for participation in the existingprovision of training guidance. FO, France,supports the proposal to provide workers withthe right to lifelong training guidance.

KNSB is in favour of a system of mentors forworkplace learning of employed and youngpeople, and the British TUC proposes enhancedsupport for the recruitment of more unionlearning representatives in the workplace andmore support from employers so that unionlearning representatives can carry out theiractivities more effectively.

Recommendations for future trade unionwork at the European level» Engage in Social Dialogue with employers’

representatives so as to reinforce thecontribution that trade unions can make tothe general enhancement of workers’ skillsthroughout Europe.

» Lobby the European Commission to producea Communication which establishes certainminimum rights for trade union support forworkplace learning.

» Ensure that trade unions are involved as full partners at all levels of the governancestructures of the European Social Fund in allMember States.

» Ensure that part of the resources of theEuropean Social Fund is earmarked tosupport workplace learning and produce abooklet advising trade unions on how theycan access ESF funds for workplace learning.

» Activate the ETUC Lifelong Learning workinggroup to provide support for workplacelearning.

» Set up further projects to highlight the rolethat trade unionists play in supportingworkplace learning, with an emphasis onexchange of experience and theestablishment of online networks.


What could the European trade unionmovement do to improve support forworkplace learning?


Recommendations for future trade unionwork at the national level» Continue to investigate ways in which trade

unions support workplace learning.» Engage in projects to improve trade union

support for workplace learning.» Continue to raise awareness of the

importance of workplace learning and of therole that trade unions are playing to support it.

» Campaign to provide funding for workplacelearning and also for trade unions so thatthey can continue to support workplacelearning.

» Campaign to ensure that workers haveaccess to workplace learning.

» Train trade union representatives so that theyhave the knowledge and skills to supportworkplace learning.

unionlearnTrades Union CongressCongress HouseGreat Russell StreetLondon, WC1B 3LS

June 2013

Design: www.design-mill.co.ukPrint: Precision PrintingIllustrations: Gillian Blease

building trade union support for workplace learning throughout europe

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