Lifelong Learning and the Role of the Social Partners

1. Lifelong Learning andthe Role of the Social Partners Akiko Sakamoto Skills and Training Policy Specialist, ILO

2. Lifelong learning: Concepts • all types of learning • takes place throughout one’s life • goals: • improved employability • active citizenship • social inclusion • personal development • driven by both economic and social concerns

3. Implications for education and training system • Equal, if not greater, emphasis on continuous and non-formal skills development • Increased importance of learning at work • Quality initial learning, as initial learning creates foundation for learning in subsequent stages (importance of basic/foundation skills) • Recognition of all types of learning including informally acquired skills and knowledge

4. What does lifelong learning imply? (cont.) • Expansion of learning opportunities to all, notably those with no/limited skills and education • Requires innovative and diverse approach to the delivery of education and training (e.g. self-directed, distance learning, flexible, modular- based short training, credit accumulation) • Different ways of thinking, commitment and synergies required for developing the skills development system

5. Increased importance of social partners • Workplace as a main place for learning • Enterprises are at the forefront of technology, innovation, and competitions • Social partners witness changing skills demands • Skilling the workforce is of mutual interest for both employers and trade unions (to offset declining membership and also as part of their work of promoting job security)

6. What can social partners do? • Employers (at the enterprise level) • Provision of education leave (e.g. France, UK, Germany, Italy) • Delivery of employer-sponsored training • Financial assistance to employee training • Sector-based agreement to peg wages to levels of qualifications in given occupation • Appointment of learning facilitators in the workplace (UK, S. Africa) • Give greater autonomy and labour relations that promote sharing skills and knowledge, and career progressions

7. What can employers do? (cont.) • System level employers’ involvement: • Active participation in developing skills standards, curricula and undertaking certification • Offer work placements for trainees • Direct management of vocational training institutions (e.g. SENAI -Brazil, ICIC -Mexico, INACAP -Chile, INFOCAL –Bolivia) • Involvement in governing board of training institutions • Substantial participation in policy making regarding training

8. What can workers’ organizations do? • At the enterprise level • Ensure equal access to training opportunities • Ensure certification is impartial and transparent (prevent misuse) • Active agents in enterprise promoting learning • Organize and offer training services (e.g. basic skills training, learning centres, UK)

9. What can workers’ organizations do? (cont.) • System level workers’ involvement: • Inclusion of skills dev. in collective agreements • Active participation of trade union reps. in tripartite bodies and policy making regarding skills development • Direct management of vocational training institutions (e.g. Construction Training Foundation, Argentina) • Involvement in governing board of training institutions • Research (Inter-union Dept. of Statistics --Brazil, Argentina)

10. Current situation and challenges • Sizeable increase in employee participation in training (increase from 26% to 41% in Belgium, 24% to 41% in Netherlands, 25% to 26% in Italy in 1993-1999) • …Also investment in training by employers still depends on size of company, business strategy, products • Sizable success but still challenges for trade unions • Union reps not able to dedicate full time effort and required to work outside of normal hours

11. Current situation and challenges 2 • but where government and employers support exists, then trade unions can have substantial impact (e.g. union learning funds, UK)

12. Issues for India • % of workforce in formal economy very small (7%) • low coverage by trade unions and employers’ organizations/business associations • what does that imply for role of government vis-à-vis social partners in lifelong learning? • role of cluster associations (workers or employers) • formal enterprises providing training of informal suppliers (as competitiveness strategy)

13. Thank you