Auswirkungen von EQF und LLL auf Laufbahn und Eingruppierung von Beschäftigten im kommunalen Sektor Koop SON Sch/Pu Impact of EQF (European Qualification

Auswirkungen von EQF und LLL auf Laufbahn und Eingruppierung von Beschäftigten im kommunalen Sektor Koop SON Sch/Pu

Impact of EQF (European Qualification Framework)

and Lifelong learning (LLL)

on the establishment and classification of employees in the municipal sector

Co-operation between higher education institutes and trade unions of South-east Lower Saxony


Bildungsvereinigung Arbeit & Leben Salzgitter

Verdi region South East Lower Saxony

Verdi central national board

CEEP (European Association of Public Economies)Financed by the European Commission; General Directorate Employment, social affaire and equal opportunities (VS/2006/0559)

Project partners


Composition The European context Goals Participating countries Procedure Evaluation Best/Good – practices and examples Conclusions for trade union work


The European context

Kopenhagen 2002

Lissabon 2000Bologna 1999


Bologna 1999 (higher education)Objectives and strategies (implementation before

2010) Create a system of easily understandable and comparable

degrees in higher education (supplementary document to university degree)

A two-level system of higher education (BA/MA) Introduction of a performance scoring system (ECTS-Model) Foster mobility by the elimination of obstacles to it Support European co-operation in the area of quality insurance Strengthen the European dimensions in higher education


Lisbon 2000 (Further training and LLL)

Objectives and strategies (implementation before ... )

To make the EU the most competitive and most dynamic knowledge based economic area of the world

Increase the productivity of and the speed of innovation in the EU by different political measures. Benchmark should be the competitors Japan, and especially the USA.

Main fields are the economic, social and ecological renewal and sustainability.


Memorandum LLL Brussels 2001Content: „to create an area of lifelong learning “

Objectives: Empower people to choose free among learning

environments, jobs, regions and countries in order to use their knowledge and capacities in an optimal way

Welfare, integration, tolerance and democracy in the member states


Kopenhagen 2002 (vocational training)

Objectives and strategies (implementation before ... )

Strengthen the European dimensions of vocational training Improve the transparency of the national systems on the one

hand and of the qualifications in vocational training on the other

Develop common instruments of quality insurance for vocational training

Develop the principles of the validation of informally and non-formally acquired qualifications and knowledge


Objectives of the study Analyse the current status of the implementation of

the EQF-regulations in the project countries Create trancpareny for the implementation of EQF

and LLL in regulations concerning the social partners (secondary objective)

Analyse the best/good-practises against the beackground of their impact on PE

Start a social dialogue between employers and employees at the European and at the national level


Participating countries

Germany Italy Poland

Finland Denmark

France United Kingdom Belgium Checz Rep.

Hungary Austria

Sweden


Procedure Compose a questionnaire (Kooperationsstelle SON,

project partners) Translation of the questionnaire into 4 languages (GE,

EN, FR, IT.) Put questionnaire online (website: koop-son.de) Distribute the online-links to the facilitators via the

European trade union network Direct return through e-mail (as much as possible) Evaluation by the Kooperationsstelle SON Follow-up analyses to deepen the results


Evaluation of the study Part I

Return (according to countries, job categories and genders)

A) Primary qualification:Profile of requirements for the job categories/accesses changes through EQF


Evaluation Part B: Lifelong learning Qualification programmes/changes through EQF Regulations on qualification programmes Access to qualification programmes Demand for qualification programmes Objectives of qualification programmes Content of qualification programmes Assessment of the demand for qualification programmes Implementation of the revealed results Forms of participation at the company level Regulation on the time/duration of qualification programmes Funding of the qualification programmes


Return: 38 questionnaires form 9 countries

15

09

02

08

03

01

Gender: 22 femanle16 male

Nationalities:German 10Italian 09Polish 08Hungarian 03Finnish 02Swedish 01Danish 02Austrian 02French 01

151002090101

A1 Status


A2 changes through EQF?

No changes (24); in Poland in no job category! Changes, e.g.:

- further training in the collective agreements (2)- amended training conditions with (partial) European harmonisation (4)- amended requirements for the job category (2)- further training gained greater value in the school (1)


B1 Sector-specific agreements on qualification

By law

Collective agreement

other

yes

no24

13

14


B2 Regelungen zu Qualifizierungsmaßnahmen

Programmes on lifelong-learning (22)e.g. further training programmes, decrees, offers of the employer, company agreements, mandatory and voluntary further training, professional and inter-professional offers of internal and external providers

Programmes on further training (17) Support the promotion through further training (13)


B3 Other procedures ...

Voluntary, special, individual agreements on further training

Employer’s programmes Expectation: to care for one’s own further

training


B4 Access to qualification programmes

33

5

Equal for all For special target groups

1721

Yes, but ...


B5 Demand for qualification?

275

6

‚conditional to’ (bedingt) means e.g.:

With approval of the supervisor

If funding is available If training is offered by

the employer


B6 Objectives of qualification programmes

Improve workers’ competencies (30) Improve efficiency and effectiveness (25) Increase the qualification level (20) Qualification to retain workers (16) Support the next generation (12)


B7 Content of the qualification programmes

Further training (35x = 92,1 %!) Retain workers (17x) Qualification for other

activities/retraining (14x) Qualification to re-enter (12x) Certification of the programmes

(11x)


B8 Assess the demand for qualification

Through workers’ request (24x) Through employee/supervisor/colleagues’ talks

(20x) through Scanning/ analyses of training

demand(18x)


B9 Implementation of the results

Clarify the demand Talks with workers, team, management/supervisor With the involvement of the workers’ representative

if necessary Decision as a function of the availability of funding

and of urgency


B10 Forms of participation and the participants at the company level

2315 19 19

Participants: Works/administrative council, team, management, workers, management of the department, corporate works/administrative council


B11 Time frame of qualification programmes All versions possible Further training in working hours (27) Further training can be organised outside the

working time, as well (21) Free time or holiday must be guaranteed for further

training (8) Part time workers fall under the same rules

(however, less use is made of further training)


B12 Funding of qualification programmes

Paid by employer

34

4

Possible alternatives: Paid by employee (10)

Employer and employee pay proportionally (8)

Paid by third (15)

Paid with third proportionally (4)


B13 Repayment clauseYes, there is a repayment clause: 13 answerers

No, there is no repayment clause:25 answerers

13

25 Conditions e.g. : Private debts Cost intensive further

training (contractual agreement)


Evaluation of the study Part IIExamples for best/ good-practices (1)

Qualification programme of the city of Wolfsburg in co-operation with the Training centre Wolfsburg


Participation

All employees, also those on holiday and parental leave

Exception: employees with agreements for definite time and part time, trainees and vocational students

Selection of participants through application Other interested parties can also participate.


Selection criteria

According to arrival of applicationsSpecial priorities with the pilot projects

Special target groups, continuity of the training etc.


Costs/time Almost all further training is free of charge and

are organised during the working hours. Exceptions: training in health care (Nordic walking,

Aqua training, Jogging etc.) The annual training vacation or a special

vacation must be granted for further training programmes in the profession.

Part time workers must sometimes use their free time (1 week further training = 1 week working time).


Acceptance The successful participation in a qualification

programme is accepted through a qualification diploma. This can be granted for external further training as well.


Themes Management qualification Business economics Healthcare/healthy living Communication and personality Work techniques Women – fathers – job – carrier Specials Technology supported information processing


Examples for best/good-practices (2)

Consultation centres for the daily care for children in Lower Saxsony/Germany:House of Children Westhagen, Wolfsburg


General remarks

The Bundesland Lower Saxony funds up to 13 consultations centres for children(consultation = investigation & advice ... (Source: DUDEN))

Task:Support the quality improvement and insurance of other care centres for children in practice and in theory in the key areas


Key areas: Health care/healthy living Violence prevention Language skills New and old audio visual media Existing co-operations in the district e.g. daily care

centres for children / elementary school Development monitoring for children e.g. portfolios Partnership of parents


Specific tasks:Consultation with the social educators locallyParticipation at further training programmes,

consultation and networks in the regionPass on the existing praxis and concepts to

other institutions/operatorsPresent the concept to politics/administrators

and the public (internet)Co-operation with the MK


Funding

Max. 10.000 Euros for 1 year 2. year guaranteed (budgetary situation) 3. consultation year (major demand for the

key areas)


Children’s house Westhagen: ca. 80 children in the after-school care Operator: City Wolfsburg 11 persons Consultation centre for children’s care since May

2007. Key areas: youth consultation, school and social work, professional monitoring for children/youngstersCo-operation with the „Rainbow school“


Key areas in the content

The „Learning organisation“: individual strength and competencies are used

Team defines the themes; the responsible person who will qualify himself/herself in this area

Topical: violence prevention, animal supported pedagogics, constructing a dialogue, social training and parental training


Qualifications Parental training (3 colleagues) Case studies among colleagues ( 2 colleagues) Social training (2 colleagues, concept

development with the „Rainbow school”) Violence prevention (2 colleagues) One colleague has „among others" studied social

pedagogics, another one studied mediation good computer skills (several colleagues)


PR work

Articles for the magazine „ Kita aktuell“ Power-point presentations


Criticism Supported by the City of Wolfsburg from the

framework funds (official trips, participation at workshops and discussion fora etc.)

But: no specific further training concept for employees in daily care centres for children

No demand for different competences of the staff

No remuneration of staff


Thank you for your attention!


More on best/ good-practices: Workers’ representative in the development of the

further training programme involved = further training consultant

Further training in public services in the areas: health care/healthy living, information technology (editing home pages), improve language skills (in cities with vivid tourism) ...

Access to qualification programmes, possibility for qualification during working hours, partly with cost coverage


Key areas for lifelong concept development

Reveal and anticipate the demand for competencies and qualifications

Acceptance and validation of competencies and qualifications

Information, support and orientation guidance Mobilising the resources

(EGB, UNICE/UEAPME, CEEP; „Action frame for the life long development of competencies and qualifications “; 14. March 2002)


Good/ best-practises Strategy

Lifelong learningas a comprehensive social, economic and education political strategy embracing all training areas


Good/ best-practises Criteria (1)

Funding Time Access to training Content Acceptance/validation Analyse the qualifications and the demand for

qualification


Good/ best-practise Criteria (2)

Coordination and co-operation with the operators of education/ of operators among themselves

Consultation on training/orientation Training/Qualification of the consultants Legal regulations Regulations in the collective agreement Gender mainstreaming


Good/ best-practisesother examples (1)

Austria:Consultation on trainingwww.arbeiterkammer.at/www-5701.htmlAsses the demandQualification barometer www.ams.or.at/qualifikationsbarometerin co-operation with the further training institutions http://www.frequenz.net (German equivalent)

http://www.arbeiterkammer.at/www-5701.html

http://www.ams.or.at/qualifikationsbarometer

http://www.frequenz.net/


Good/ best-practises other examples (2) Finland:

„Local Jobs 2010“ www.keva.fi/YN_Body.asp?cid=3&menu1_id=143&lang=en

UK/Austria:"Investor in people“ www.investorsinpeople.at/

http://www.keva.fi/YN_Body.asp?cid=3&menu1_id=143&lang=en

http://www.keva.fi/YN_Body.asp?cid=3&menu1_id=143&lang=en

http://www.investorsinpeople.at/


Good/ best-practises other examples (3)

France: Act on„Lifelong vocational training “„loi relative à la formation professionelle tout au long de la vie„ since May 2004 to regulate among others the following: - funding of vocational further training - individual right for training „droit individuel à la formation“ - a further training plan „plan des formation“

Documents

Auswirkungen von EQF und LLL auf Laufbahn und Eingruppierung von Beschäftigten im kommunalen Sektor Koop SON Sch/Pu Impact of EQF (European Qualification