EVALUATION OF TRADE UNION EDUCATION IN CEE-NIS

An assessment of the situation on the basis of a survey organized by the ICFTU and ETUI-REHSSeptember-November 2005Prepared by Agnieszka GHINARARU

COVERAGE: 19 ORGANISATIONS & 13 COUNTRIES

“Solidarumas” (Lithuania) LPSK (Lithuania) NSZZ “Solidarnosc” (Poland) CMKOS (Czech Rep.) KOZ SR (Slovak Rep.) MOSZ (Hungary) UATUC (Croatia) CITUM (Serbia &

Montenegro) Nezavisnost (Serbia &

Montenegro) SSM (Macedonia)

CITUB (Bulgaria) Podkrepa (Bulgaria) BNS (Romania) Cartel Alfa (Romania) CNSLR FRATIA (Romania) CSDR (Romania) CSRM (Moldova) KVPU (Ukraine) FNPR (Russia)

1. TU POLICY ON TU EDUCATION

All organizations have policy on TU education In 17/19 cases it is covered in Congress documents

(general) In many unions also in other documents of the

organization (more detailed) Educational departments are responsible for its

implementation Education departments are also involved in drafting

policy/strategy

Is it really working?

Not clear answers Full implementation of the policy/strategy –

certain conditions are needed:- education fund is created – providing the

necessary resources to organise the activities according to the defined policy

- well organized, educated training teams exist, and function properly

- activities exist on a regular basis, with clearly identifiable and evaluable objectives

2. Objectives of TU education

How the objectives are defined and by whom?

Education Departments Advisory/consultative body on TU education General objectives are developed by Executive

Body and the detailed by trainers

The evaluation Who evaluates? Tools? How often?

3. STRATEGY (steps)

11. TU Education impulse from outside:. TU Education impulse from outside: Passive receivers Developing of educational structure with foreign help Problems with needs analysis Lots of trainings for different target groups

2. Developing and functioning of the educational structures2. Developing and functioning of the educational structures Differences appeared: a/. Some organizations takes responsibility for further development

of educational structures (ensuring financial resources) b/. Others are developing their educational structures and activities

still mostly basing on external assistance (human and financial)

3. To adapt TU Education to new challenges3. To adapt TU Education to new challenges Just a beginning Revising of TU policies, including educational ones

4. Educational structures4. Educational structures

2 main types of the educational structures:2 main types of the educational structures: Inside Outside

Typical tasks:Typical tasks: Needs analysis Drafting of policy/strategy documents Implementation Writing of programs, materials, etc. Organizing and running of educational activities Evaluation and reporting International cooperation

Typical target groups: Typical target groups:

TU trainers, TU experts TU leaders Workers reps TU members Women Youth

Main priorities:

collective bargaining, collective agreements, social dialogue; Trade union and fundamental workers rights, labour

legislation; Principles of trade unionism (basic TU training), TU policy; Market economy, globalization, privatisation; organizing and recruitment; motivation of TU members; Trade Union management, strengthening the TU;

modernizing the TU movement; Health and safety at work; European issues – including European Workers’ Councils, Gender equality; Young trade unionism Communication

5. TU TRAINERS5. TU TRAINERS

All organizations have team of trainers – differences:All organizations have team of trainers – differences:

1st group: 8/19 organizations – full time trainers 2nd group: 3/19 organizations – part time trainers 3rd group: 8/19 organizations – external

trainers/experts

Core groups trained be foreignersCore groups trained be foreigners

Difficulties with keeping them in the organization Difficulties with keeping them in the organization (active)(active)

6. PRODUCTS 6. PRODUCTS

WRITTEN MATERIALS TRAINING COURSES WEBSITES OTHER

7. ASSESMENT7. ASSESMENT

MAIN OBSTACLES: Mentality Small structures – no funds Lack of trainers in all structures Paid educational leave – problems Transition period (social & economic situation) Structure of organization & distribution of membership fee Lack of awareness Coordination of the educational activities Participants expecting “a fish” instead of “a fishing rope”

Main successes:Main successes:

Solid educational structure Diversified and flexible educational offer Changes in mentality of TU activists Gender mainstreaming – on the priority list Multi media educational tools Educational materials Well developed relations on the European level in the field of TU

education “Summer School”: for TU leaders Sufficient, annual educational budget TU leaders are convinced to the educational strategy Integration of the civic education lessons developed by TU to

schools

8. Impact of TU education on TU activates8. Impact of TU education on TU activates

The effects/results of educational activities:The effects/results of educational activities: Budget for organizing & recruitment is growing in regions Changes in attitude/mentality More and better collective agreements Educational materials are better and more concrete TU activists/leaders are better performing their tasks TU reps are more active in the National Social Dialogue

Commission Women’s structure was set up Changes in labor law were possible Rising awareness and interest in TU education Pool of good negotiators Women are aware of their rights and their mentality has changed

9. Relations between TU educational structure 9. Relations between TU educational structure and other elements of the organizationand other elements of the organization

All have mentioned good contacts

Relations mostly based on current needs

Less structured – rather informal

10. FUNDING10. FUNDING

11stst group: group: educational fund & paid educational staff (NSZZ “Solidarnosc”; CMKOS; BNS; Podkrepa; CITUB; MOSZ)

22ndnd group: group: paid educational staff but ad hoc funding of activities (Cartel Alfa; LPSK; CNSLR-Fratia; SSM; Nezavisnost)

33rdrd group: group: no educational fund on confederal level (branch/territorial structures pay for

education of their reps) Paid educational staff (in the centers; institutes, etc) (KOZ SR; UATUC; FNPR)

4th group: No educational fund nor paid educational staff – TU education based on ad

hoc actions (CITUM; CSRM; CSDR; KVPU; “Solidarums”)

11. Impact of external assistance11. Impact of external assistance

The impact of international projects The impact of international projects (assistance/cooperation)(assistance/cooperation)

The impact of bilateral cooperationThe impact of bilateral cooperation General assessment of the external General assessment of the external

assistance:assistance:

Strong pointsStrong points

Weak pointsWeak points Suggestions for future cooperationSuggestions for future cooperation

The impact of international cooperationThe impact of international cooperation

International assistance contributed to the development of TU education in the following areas: Training of trainers’ teams (most of them, at the

beginning were trained by external experts) Building up educational structures, preparing

education material and defining educational programmes and curricula

Helping the TU movement to understand the contribution that TU education could give to the consolidation of their organisations (particularly in the “new” unions)

Contributing to the international recognition of the CEEC-NIS partners, and to their integration, in time, in the international and European TU family

12. External relations12. External relations

Who’s responsible for external relations in the field of Who’s responsible for external relations in the field of education?education?

Education Department (9) Education Dept. and International Dept. (3) International Department (4)

Who’s responsible for educational projects?Who’s responsible for educational projects? Education Department (in most cases) Both Education and International Departments

Only 5/19 organizations have a project officer.