Guidelines for teacher trade unions to improve VET An ETUCE VET policy paper Agnes Roman, ETUCE Sesimbra 9 March, 2012

Purpose: 1. To update the previous ETUCE policies on VET (2003) 2. To close up to the European Union VET policy: - Copenhagen Process (2002) - Bruges Communiqué to enhance cooperation to develop VET during (2010)

Aims For the European Union: Over the next decade, the aim of the EU is to build up modernised and attractive VET systems, which can be the first choice for students. For the teacher trade unions: Involvement of teacher trade unions in the design, implementation, development, and improvement of the EU - and national VET policy - is imperative and still requires further progress.

The 3 chapters of the policy paper I. TRADE UNIONS’ PERCEPTION TOWARDS VET II. THE ROLE OF THE VET TEACHERS III. RECOMMENDATIONS

I. TRADE UNIONS’ PERCEPTION TOWARDS VET 1. Approach to VET:  VET should be available to all.  VET still does not enjoy the same status as general education in some countries.  Aim of VET: moving from schools to employment, moving from compulsory education to further education.  Highly developed VET -> higher employment rate -> coping better with the economic crisis.  High quality VET system depends on a, Professional theoretical education; b, Professional practical training; c, General education.

I. TRADE UNIONS’ PERCEPTION TOWARDS VET Recommendations: The European teacher trade unions should  raise awareness for the higher status of the VET sector,  campaign for recognition of the higher status of teachers, especially of VET teachers in society and among politicians

I. TRADE UNIONS’ PERCEPTION TOWARDS VET 2-3. Lifelong learning in VET and Quality Changes in working life -> VET should prepare students to acquire the key competences, and to be aware of the need for continuous up-skilling and reskilling during a lifetime. Foreign language competencies have to be a top priority Governments must ensure that VET is widely accessible by proper funding and regulating the VET system. It is essential that trade unions be involved in the design and implementation of EU and national quality assurance and transparency frameworks and tools

I. TRADE UNIONS’ PERCEPTION TOWARDS VET Recommendations: The European teachers trade unions should  urge governments to facilitate the improvement of VET schools to be lifelong learning environments for young and adult students, teachers, trainers and school leaders. take steps to lower the student:teacher ratios in VET classes to secure the health and safety of students, raise the quality of teaching and contribute to a better working environment for teachers.

I. TRADE UNIONS’ PERCEPTION TOWARDS VET 4. Funding and supply  Education needs long-term development; it is not an immediate remedy for the economic crisis. Thus, finance policy and education policy should be kept separated.  Maintaining high investment in VET in all of subjects and vocations  Funding must be sufficient to recruit and retain the best VET teachers to all sectors and branches. The salaries offered have to be rewarding.  VET is more expensive than general education : it requires additional and qualified staff such as technicians and instructors, the best equipment, the best initial pedagogic training and regular professional updating for VET teachers.

I. TRADE UNIONS’ PERCEPTION TOWARDS VET Recommendations: The European teachers trade unions should  urge governments to assist and keep high standard in VET and to maintain high investment in VET schools/institutions, equipment and infrastructure.  play an essential role in the formation of funding strategies for VET and make sure that trade unions are consulted.  monitor the increase of private sector initiatives in VET  initiate and maintain tripartite social dialogue in VET

I. TRADE UNIONS’ PERCEPTION TOWARDS VET 5. Links to the labour market and trades  design of VET programmes in Europe is influenced by short term economic needs and focusing forecasting around future skills needs.  apprenticeships: for more productivity or for learning?  IVET should have proper and good links with the employers and companies to ensure that young people have experience of good working conditions

I. TRADE UNIONS’ PERCEPTION TOWARDS VET Recommendations: The European teachers trade unions should  be active participants in the design of the training provisions, especially in the creation of curricula.  raise the issue of the negative outcomes of forecasting and trade liberalisation at European and national levels.

I. TRADE UNIONS’ PERCEPTION TOWARDS VET 6. Guidance and counselling Double aim: to serve as personal life guidance for the students and to help with their future employability. The culture of guidance and counselling should be an integrated part of the education systems. Guidance and counselling must serve the interest of young people free of charge.

I. TRADE UNIONS’ PERCEPTION TOWARDS VET Recommendations: The European teachers trade unions should  campaign for appropriate and free lifelong learning guidance and counselling to be established and improved in all VET school/institutions.  encourage the development of reliable quality assurance of the provision of guidance.  take steps in order to the guidance and counselling attract more people to VET and to provide relevant information about learning, training and working opportunities in the European Union and in whole Europe

I. TRADE UNIONS’ PERCEPTION TOWARDS VET 7. Equality issues VET has an essential role to combat social exclusion and marginalisation VET programmes must respect the needs of the minority communities and ageing workers Sex discrimination is common in employment. It is present in terms of stereotyping around certain occupations as well as in persistent pay differentials in many countries. High quality careers advice, information, and guidance are important to demonstrate the range of opportunities for women in employment.

I. TRADE UNIONS’ PERCEPTION TOWARDS VET Recommendations The European teachers trade unions should  take a strong position in the design of VET courses to ensure that socio-economically disadvantaged groups, both men and women are able to access VET programmes that lead to a full range of employment opportunities and careers.  be involved in the development of flexible training arrangements (e-learning, evening courses, training during working hours, etc.) not only, but especially for socially and economically disadvantaged groups, women and discriminated groups of all ages

II.II. THE ROLE OF THE VET TEACHERS Future European VET teachers should be global, mobile, and be qualified to operate diverse cultures. Problems: aging populations, insufficient esteem for the teaching profession and often a lack of suitable assistance from the media and the society. Teachers in VET have to be highly skilled in their craft/skills Well-trained teachers must be provided with rewarding salaries As the pace of technological change quickens and workplace practice constantly changes, VET teachers need access to continuous up-skilling throughout their careers

II.II. THE ROLE OF THE VET TEACHERS VET institutions to finance and organize further training for VET teachers Teacher education, skills and competences of teacher educators should also be improved. The demands from society on teachers are often too heavy. Better working conditions and a better balance between work and family life must be ensured for teachers. Teachers should be offered by sabbatical leave to avoid burnout and to up-date their skills. Cooperative working practices and collegiality between classroom teachers has to be developed

II.II. THE ROLE OF THE VET TEACHERS Recommendations: provide relevant information to teachers, future teachers and VET students (as future workers) on their working rights and of the importance of the membership in trade unions demand appropriate working conditions and rewarding pay of VET teachers and trainers seek better career opportunities for VET teachers and trainers. pay special attention to the recruitment of teachers for VET promote participation of students, teachers and trainers in transnational mobility programmes

Seminar working groups 1. Equality in VET Questions: Do you recommend any changes in the text of the Draft ETUCE Policy paper concerning this issue? What can be the first steps which trade unions can take to implement the policy paper in order to improve equality in VET?

Seminar working groups 2. Social dialogue and funding in VET Questions: Do you recommend any changes in the text of the Draft ETUCE Policy paper concerning this issue? What can be the first steps which trade unions can take to implement the policy paper in order to improve social dialogue and funding in VET?

Seminar working groups 3. Recruitment and professional development of VET teachers Questions: Do you recommend any changes in the text of the Draft ETUCE Policy paper concerning this issue? What can be the first steps which trade unions can take to implement the policy paper in order to improve recruitment and professional development of VET teachers?

Seminar working groups 1. Equality in VET, Dan, main room 2. Social dialogue and funding in VET, Tatiana, Sesimbra 1 3. Recruitment and professional development of VET teachers – Marjorie, Sesimbra 2

Recommended changes on the policy paper can be sent to: THANK YOU FOR YOUR ATTENTION