1. 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-REHS September-November 2005 Prepared by Agnieszka GHINARARU

2. 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)

3. 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

4. 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

5. 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?

6. 3. STRATEGY (steps) 1. 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 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 challenges Just a beginning Revising of TU policies, including educational ones

7. 4. Educational structures 2 main types of the educational structures: Inside Outside 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

8. Typical target groups: TU trainers, TU experts TU leaders Workers reps TU members Women Youth

9. 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

10. 5. TU TRAINERS All organizations have team of trainers – differences: 1 st group: 8/19 organizations – full time trainers 2 nd group: 3/19 organizations – part time trainers 3 rd group: 8/19 organizations – external trainers/experts Core groups trained be foreigners Difficulties with keeping them in the organization (active)

11. 6. PRODUCTS WRITTEN MATERIALS TRAINING COURSES WEBSITES OTHER

12. 7. 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”

13. 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

14. 8. Impact of TU education on TU activates 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

15. 9. Relations between TU educational structure and other elements of the organization All have mentioned good contacts Relations mostly based on current needs Less structured – rather informal

16. 10. FUNDING 1 st group: educational fund & paid educational staff (NSZZ “Solidarnosc”; CMKOS; BNS; Podkrepa; CITUB; MOSZ) 2 nd group: paid educational staff but ad hoc funding of activities (Cartel Alfa; LPSK; CNSLR-Fratia; SSM; Nezavisnost) 3 rd 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) 4 th group: No educational fund nor paid educational staff – TU education based on ad hoc actions (CITUM; CSRM; CSDR; KVPU; “Solidarums”)

17. 11. Impact of external assistance The impact of international projects (assistance/cooperation) The impact of international projects (assistance/cooperation) The impact of bilateral cooperation The impact of bilateral cooperation General assessment of the external assistance: General assessment of the external assistance: Strong points Weak points Suggestions for future cooperation Suggestions for future cooperation

18. The 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

19. 12. External relations Who’s responsible for external relations in the field of education? Education Department (9) Education Dept. and International Dept. (3) International Department (4) Who’s responsible for educational projects? Education Department (in most cases) Both Education and International Departments Only 5/19 organizations have a project officer.