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Analytical framework for teachers’ trade unions

This framework aims to strengthen teachers' trade unions by providing a structured approach to analysis, measurement, and evaluation. It emphasizes the importance of results-based management, collaboration with civil society organizations, and democratic structures. Through indicators and strategic discussions, it facilitates informed decision-making and continuous improvement. An example from GTU, The Gambia, showcases the practical application of the framework, leading to comprehensive analysis, identification of strengths and weaknesses, and lessons for future development.

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Analytical framework for teachers’ trade unions

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  1. Analytical framework for teachers’ trade unions - an analytical tool for analysis and measurement of organisational development

  2. Background New demands and trends: • More comprehensive programme descriptions needed • More structured methods required • Results-based management Our specific needs in DC-work: • Trade-union sensitive approach • Results-based management • Evaluation and experience-based learning

  3. Programme goal:To contribute to the development of strong, independent, democratic, and sustainable teachers’ trade unions, working effectively to defend and promote their members’ interests and contributing towards achieving quality education for all. Sub-goal 4: Cooperate with teachers’ trade unions, andother civil societyorganisations Sub-goal 1: Organisational capacity to defend and provide servicesto itsmembers Sub-goal 2: Democratic and representative structures andprocedures Sub-goal 3: Recognized and influential actor in society andpolitics • Indicators • .1 Cooperation with other teacher’ trade unions • .2 Cooperation with other trade unions • .3 Alliances with other organisations in civil society • Indicators • .1Collective bargaining • .2 Political influence (social dialogue) • .3 Public opinion • Indicators • .1 Membership andfinances • .2 Administration and membership data • .3 Training of elected representatives and members • .4 Service to members and defending interests and rights at the work place • Indicators • .1 Democratic structure and procedure • .2 Representation of members (gender equality) • .3 Internal communication The AnalyticalFramework

  4. Usingtheframework as an analyticaltool • Structured baseline • Results measurement • Strategic discussions among partners in DC-work • Framework for evaluating DC-initiatives • Experience-based learning • Presenting our DC-work within the framework of trade unionism

  5. The analyticalframework in use– an example from GTU,The Gambia

  6. Basics • Aim: study long-term results of Lärarförbundet – GTU cooperation • Conducted in July 2010 • One of several range of uses

  7. Howdidwe go about? • GTU introduced to the aim in advance • GTU prepared a programme based on our requests • The questions listed in the analytical framework guided our fact finding • An EI regional coordinator (Mr Fatoma) participated

  8. Finding the facts • Written material from GTU • Meeting with NEC and WEC • Interviews with local and regional representatives at schools • Study visits in the regions and at the GTU credit union

  9. Analyzing the facts • Continous documentation • Follow up with NEC • Draft circulated with GTU and EI

  10. Whatwas the outcome? • Comprehensive and concise analysis of GTU per July 2010 • Common and structured deliberation on strenghts and weaknesses • Experience-based learning to strengthen future trade union development • Substantiated sucesses for GTU and the results of our cooperation • Baseline for future cooperation

  11. Question for discussion • How may an analytical framework be useful in your DC-work? • Please share your experiences and thoughts.

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