making industrial relations workfor decent work: training manual

Making Industrial Relations workfor Decent Work A training manual for e�ective workers representation

CONTENTS

1. INTRODUCTION..................................................................................................................2

2. CONCEPTUALISATION AND SETTING THE FRAME......................................................5

3. THE FIRST AND FOLLOWING SESSIONS........................................................................9

4. THE PARTICIPANTS..........................................................................................................13

5. THE LEARNING PROCESS FACILITATOR......................................................................14

6. LIST OF SUPPORTING MATERIALS................................................................................17

7. AVAILABLE MEDIA............................................................................................................20

8. RESOURCES AND FURTHER READING.........................................................................21

Decent Work & Quality Jobs in Europe – Organising Learning Processes for Trade Unionists | 2

1. INTRODUCTION

Context Europe is experiencing the worst financial crisis since World War II. Differences in overall economic performance are reflected in the labour market, where the key indicator ranges from nearly full employment in The Netherlands or Germany to massive unemployment in Spain and Greece. In addition, the intensification of competition in European labour markets has triggered companies to undertake strategies of cost-reduction, which translated in most cases into pressure on working conditions and wages. To summarise, there is a decline in the quality of employment available. An increasing number of people are working in precarious working conditions, with in-work poverty, part-time or short-term contracts, in the informal economy, or as undocumented migrants from third countries. Therefore, there is enormous casualisation of employment: Fixed term contracts, part-time contracts, on-call contracts, zero-hour contracts, contracts for workers hired through temporary employment agencies, freelance contracts, etc., have become an established feature of European labour markets. Outsourcing, subcontracting and flexibility contribute to a division between those workers on protected (first) labour markets and those at the fringe or on “second labour markets”. For the “second labour markets”, workers often have limited individual and collective labour rights and lower social protection and security as existing safeguards fail to sufficiently address these new forms of work and employment. In 2010, 23.4% of the population in the EU27, equal to 115 million people, were at risk of poverty or social exclusion. These people were at least in one of the following three conditions: living in households with very low work intensity, severely materially deprived or at-risk-of-poverty. Furthermore, according to Eurostat figures in January 2012, the EU27 unemployment rate reached 10.1% and has grown even more since then.

1 The Europe 2020 Strategy has among its key targets

the reduction of the number of persons at risk of poverty or social exclusion as well as increased labour market participation. Industrial relations and social dialogue play a key role in ensuring both of them and therefore should be promoted and developed.

Training Manual: Objectives and target groups This training manual provides access to study material on decent work and quality jobs in Europe and on the role social dialogue plays to guarantee and promote them, including access to resources on EU policy developments. It is a tool to promote the non-formal learning of trade unionists across Europe on a range of precarious working conditions and the role that social dialogue and collective agreements can play to address related challenges of indecent working conditions, unequal treatment, marginalisation, exclusion or discrimination on the labour market and in society. What is decent work and quality jobs? The concept of decent work is one which is predominantly applied to developing countries and not to Europe. It is centred on people, a key element in building fair, equitable and inclusive societies. This strategy is based on four key objectives:

Equal access to employment for all, without discrimination, including equal treatment, equal opportunities and a living wage;

The respect of fundamental principles and rights at work and international labour standards including the right of workers to organise and to represent their interests collectively through trade unions;

Social protection (protection from the reduction or loss of income) and social security;

Social dialogue including the right to be represented at different levels and tripartism.

1 Eurostat (2012): EU unemployment rate,

http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&language=en&pcode=teilm020&tableSelection=1&plugin=1


In Europe we generally talk about “quality work and employment”, a different term for essentially the same idea: everywhere in the world, workers need a job which gives them enough salary to provide for them and their families, a job which gives them holidays and decent working hours, a job in which people can join a union to represent their rights, and a job in which they are protected by individual and collective labour law. In 2007 the European Council stressed the importance of “good work”, meaning fair wages, safety and health protection at work, workers’ rights to assert their interests, family-friendly organisation of work and a sufficient number of jobs. This training manual is aimed at trade unionists who want to improve their knowledge on decent work and quality jobs in Europe in order to use it to more effectively address precarious working conditions in the framework of social dialogue, first and in a practical manner at the level of individual enterprises, and in view of taking part in building a better, a more inclusive and participative society.

Informal learning through case studies The training manual has been designed for processes of informal learning, i.e. lifelong processes in which people learn from everyday experience organised outside formal schooling. The following case studies highlights different aspects of indecent working conditions in Europe:

Denmark Part-time work, fixed-term work and temporary agency work are not considered precarious per se. In order to fit into the “precarious” category these jobs need to be: 1) involuntary, 2) have too few working hours in order to secure eligibility for different social schemes or 3) on a contract that is for such a short period that it affects employees’ eligibility to social benefits and employment security. Young workers usually do fall into one of the categories above, but the main “precariousness” among youth is connected to health and safety issues. The Research Programme for the Working Environment states that every third work-related accident occurs among young workers.

Estonia Young people between 15 and 24 years of age work in the tertiary sector (two thirds of employed youth) and secondary sector (one third). The amount of young people in the primary sector has considerably decreased over the last decade. While in 2000, 5.8 per cent of employed young people worked in the primary sector, in 2010 this figure fell to only 2.3 per cent. Several reasons may explain such a trend, such as a diminishing need for labour and internal migration patterns, with youngsters moving to towns. Young people mainly fill positions in the processing industry, commerce, accommodation and catering, and construction work. Areas that require specific skills and knowledge – finance and insurance, research, water supply and sewerage, waste management, mining, energy production – involve fewer young people.

Italy (Case 1) A labour market in which the differences are so great that it can be defined as a “dual” market. On the one hand, there is a progressively diminishing share of “standard” workers who are fully protected by the national collective agreements and by a consolidated system of industrial relations. On the other hand, a fast growing group of workers who, thanks to more lenient legislation and to a substantial acceptance of such flexible tools in everyday practice, have much more limited protection, if at all, as in the case of freelance professionals, or project workers;

Italy (Case 2) There are different forms of discrimination in the labour market, that can occur during the various macro-phases of the work cycle: access, conditions and type of workplace, termination of employment. As for the first macro-phase, besides various legal constraints, there is still strong reticence about “allowing” immigrants to access jobs for which there is a


high supply of Italian nationals or prestigious and highly skilled jobs. The majority of foreigners, even those with a high level of human capital, enter in the low-wage labour market.

Lithuania What is unacceptable for young people is the extremely low minimum wage of 800 Litas (232 Euros) which has remained unchanged since January 2008. The discussion on increasing minimum wages from 800 Litas to 900/1,000 Litas (by January 2012) was raised by trade union representatives at the National Tripartite Council many times in 2010-2011. A preliminary agreement to raise the minimum wage was reached and hearings took place in the national Parliament. However, the worsening economic situation and the promise to repay the pensioners previously penalised by public cuts resulted in the government to offering an increase to only 850 Litas by July of 2012 or later.

Romania Private or public, domestic or foreign recruitment agencies are becoming in Romania agents of precarious employment, with a huge impact on migrant and domestic workers’ working conditions. Many Romanians speak about sub-standard working conditions, substandard housing, restricted activities and rights, low level/lack of social protection, separation from society at large in restricted housing areas, unpaid/very low salaries, long working hours, 6-7 working days a week, lack of holidays etc.

The Netherlands In 2009 more than half a million people lived in households run by the ‘working poor’. Despite employment being the family’s primary source of income in the past year, they earn less than the minimum needed to meet what the institute calls “all necessary and highly desirable expenses” (€930 for a one-person household; €1,750 for a two-parent family with two children in 2009). Further, over half of the 7-8 per cent of the Dutch population that is poor, do effectively work in the formal economy.

The training manual has been produced in the framework of the SOLIDAR project “Decent Work for All: A Key for Effective Industrial Relations” and updated following SOLIDAR project “Making Industrial Relations work for Decent Work”. It aims to produce recommendations on how to improve working conditions around Europe in sectors with higher incidences of precarious working conditions (i.e. cleaning, health and long-term care) and more vulnerable groups (i.e. youth, migrants) through coordinated efforts by governments, employers and trade unions in the framework of social dialogue. It also looks into the role of social partners in fighting precarious labour and promoting decent work and quality employment. A webpage with all material produced and further resources has been set up: http://solidar.org/Social-Inclusion-Decent-Work.html

http://solidar.org/Social-Inclusion-Decent-Work.html


2. CONCEPTUALISATION AND SETTING THE FRAME 2.1 BASIC VALUES The basic outlook of ABF, the Swedish Workers’ Education Association (WEA), is the unique and equal value of every individual. The goal is to strengthen and extend democracy in all areas of social life. Our ambition is to bring about a society and a world in which human values come before market values. Our vision is a society and a world which are free of all forms of oppression and injustice and which affirm the equal right of everyone to be different. Our basic task concerns the emancipation of all people – both individually and collectively. Adult liberal education is for us an idea about a free quest for knowledge that can give people the courage and knowledge to assume power and responsibility both in their daily lives and in society as a whole. ABF believes in the potential of radical adult liberal education to question and to be a democratic force for change. We are convinced that we can influence the future and that another world is possible (source: Peter Wärner 2010: Workers’ Educational Association approach to sustainable democratic development and education. Acknowledging adult liberal education (workers’ education, popular education), ABF: Stockholm, 06.03.2010) Through free and voluntary educational activity, founded on the principles of equal opportunities, solidarity and democracy, ABF seeks:

To promote and take an active part in the transformation of society in line with the basic values of the labour movement

To educate the members of its affiliated organisations for assignments in the work and activities of associations, working life and society

To create conditions for participation and freedom of choice in education and cultural life for everyone.

VIEW ON DEMOCRACY

Our view of democracy is based on the unique and equal value of every individual. We view democracy as a process and a direction of movement, not as a finished system or a given condition. Our ambition is for the ideals of democracy to be representative of the whole of society and the relationships between people. We are convinced that society develops best when people are given an opportunity to cooperate as free and equal individuals, with no-one superior or subordinate to them, with no class or gender differences, and without discrimination on the grounds of ethical origin, disability, age or sexual orientation. For this reason, WEA seeks to abolish all unequal relationships which limit people’s opportunities of achieving, as the former Swedish Prime Minister Hjalmar Branting (1860-1925) put it, “the best of their innermost aspirations”. WEA regards a living democracy, with widespread involvement and active citizenship, as a knowledge-rich and learning society. Dialogue and cooperation are the lifeblood of democracy. Democracy is spelt WE! WEA’s activities are aimed at stimulating extensive involvement in society and popular movements. Swedish Workers’ Education Associations are the proud bearers of a radical tradition of adult liberal education and popular movements, whose principal message is “not only for, but also through the people”. Popular movements that seek to change society must all the time base their activities on knowledgeable and active members. What gives democratic organisations their strength is

independent, critically thinking and actively involved individuals.

VIEW ON PEOPLE AND SOCIETY Our view of people takes for granted that each individual is an asset, with the ability and the determination to develop his or her potential, to have a say and to take responsibility. Everyone has the right to a rich and worthy life and be able to grow on the basis of their own needs and circumstances.


Society and popular movements develop best when individuals who are independent and take on responsibility collaborate, treat one another with respect and see dissimilarities as an asset. The individual grows in his or her meeting with others; people develop and create together. This is why WEA seeks to strengthen the individual in the collective and the collective in the individual. Our striving for adult liberal education is about everyone’s freedom and equality, development and joint responsibility:

As independent individuals characterised by solidarity

As active citizens in society and the world

As employees in a democratic working life that encourages learning

As committed members of learning popular movements

As consumers and producers who show concern for people and the environment on behalf of sustainable social development.

VIEW ON EDUCATION AND KNOWLEDGE Our view of education and knowledge is basically to do with the right of everyone to educate themselves and develop in a way that is not decided by others or determined in advance. Education and knowledge are created in the meeting between divergent forms of experience, between the known and the unknown. We regard the individual as a social creature for whom meetings and interaction with others are necessary in order to develop and learn new things. Lifelong learning is about being able to realise the potential that we carry within ourselves. WEA has a broad view of knowledge. Our tradition of adult liberal education is based on respect for learning based on observation and experiences. We seek to place on an equal footing people’s everyday knowledge and other forms of knowledge. WEA seeks to combine learning by doing with organised learning in seminars, courses, group processes and other learning experiences and to increase the number of good learning environments in people’s daily lives. That is why WEA aims to develop education and training which support people’s ability to learn new things, to deal with new situations, to see connections, to collaborate, to assess information and to create new knowledge. Our educational aspirations are the basis of our free and voluntary adult liberal education activities and of our involvement in all other forms of adult education.

2.2 TIME Often all focus is on the content of the learning process rather than taking in account the time aspect and the importance it plays for the outcome of the learning experience. When you organise learning processes with adults there are a few thing that play an important role:

Participatory – meaning that you as a participant are regarded as an asset for the learning process

Inclusiveness – in the sense that you feel you are needed

Communication – knowing that dialogue is a major method when it comes to learning

Collaboration – in order to solve problems and exercises together

Referring to best practise – by using your experiences All these aspects have reference to time. Without enough time to elaborate on the topic the outcome will decline in importance for the participants which put plainly, means that they will learn less and comprehend even less. E.g. if you have a seminar on a few hours you will have to have enough time for the participants to discuss questions on what has been presented together in small groups of three to four people. It is important for to participants to have time to relate what they have been informed of to their own experiences and knowledge and to discuss it with equals. In short this is how learning takes place in a human being. The following training manual is based on longer learning processes e.g. on 10 sessions with two hours on each session. But what is being presented has great value for all who are


tutors/facilitators of learning process facilitators/teachers or going to lead a learning process. What is presented derives from best practice and recognised science.

2.3 PEDAGOGY AND ANDRAGOGY Talking about methods and material to facilitate the non-formal learning of trade unionists, one must pay attention to the differences between pedagogy and andragogy, i.e. learning strategies focused on adults, as described by Malcolm Knowles (Knowles 1984:12; source: Smith, M. K. 1996/1999: Andragogy, in: The encyclopaedia of informal education, www.infed.org). “For Knowles, andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised. A fifth was added later. 1. Self-concept: As a person matures his self concept moves from one of being a dependent

personality toward one of being a self-directed human being 2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes

an increasing resource for learning. 3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to

the developmental tasks of his social roles. 4. Orientation to learning. As a person matures his time perspective changes from one of postponed

application of knowledge to immediacy of application and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.

5. Motivation to learn: As a person matures the motivation to learn is internal.” Furthermore there are other major differences that are very important and one is the notion of free and voluntary participation and another is negotiated curriculum (what the participants are going to learn) which constitutes the content of the learning process and as well the goal. How your learning/education theory will be formed is basically and closely connected to your strands of corner stone values such as those presented here.

2.4 HOW TO USE THIS TRAINING GUIDE? In chapters 6 to 8 of this guide there are a number of references such as case studies, booklet, policy briefings and other media you can use to adapt in various aspects of organising a learning process. So when it comes to process the "planning section" use one of the suggested materials to make your learning experience more real. You can also use the different materials to break down the content into questions, exercises or analysis on close by topics. When you look at the demands on the facilitator you transfer the appropriate notions (bullet points) into how to use the study materials, how to act and in which manor the learning process should be conducted. So wherever the training guide describes how you can go about doing your job as a facilitator use the above mentioned materials to make you learning more real and prepare yourself for the upcoming learning process.

2.5 BEFORE THE FIRST SESSION All learning begins with what is known and proceeds towards the unknown. The conclusion of this is that learning process starts in the participant’s experiences.

When you learn you always try to associate your learning with a logical context and compare with what you have learnt before, what you know. You look for structures to incorporate in your learning process. Because of this we talk about learning based on experience, and in its practical sense this means that all tasks in a learning process must derive from and be based on what the participants have experienced and learnt throughout his or her life. The result, knowledge, becomes incorporated as a part of you almost in a physical sense.

http://www.infed.org/


Based on these practical learning experiences we draw our conclusions and formulate our theories, not the other way around.

Remember to compliment participants rather than to belittle their learning achievements. If you compliment the participant it strengthens your learning but criticism only leads to negative learning of what was anticipated or that the learning experience itself becomes negative.

The first session with the group is the eye of a needle for all learning process facilitators to pass through not only once but many times during his or her time as a learning process facilitator. The tension you can experience at the first session should be looked upon as something good that keeps you “on your toes” rather than something that makes you nervous or stressed. The tension helps you to focus on the task. So basically it is a positive thing. The more “first sessions” you have experienced the greater knowledge you gain that helps you to organise “first sessions” with groups. This experience or knowledge is essential in order to have a firm basis for the working process in the learning process.

It is recommended that the learning process facilitator acquires some information on the participants’ backgrounds such as former studies, job experiences.

As a learning process facilitator you should also have the opportunity to get familiar with the group room, equipment, opportunities to have coffee break, parking facilities etc.

When it comes to planning the first session it is important to be able to visualise the first session without having to write down every detail of it but just the major features of what is going to happen. This however doesn’t mean that the entity of the learning process as well as the goal in the learning process isn’t made clear and obvious to participants. The strands in the learning process must be obvious to everybody.

One of the most important things to remember is that every learning process is different from each other. The best preparation is to develop alternative strategies to deal with different situations that can occur.


3. THE FIRST AND FOLLOWING SESSIONS 3.1 WHAT IS GOING TO HAPPEN DURING THE FIRST SESSION? Of course all learning processes are unique. But there are several basic facts that you have to consider. The following specifications are not a guideline how to lead the first session or what you should do but rather a description on what generally occurs. The overall context for the first session is composed of the following elements:

Introduction and presentation of the participants, yourself and the organisation

Common goals/planning/timetable

Methods and different learning processes

The practical details; how can the organisation’s and others resources be utilised Last but not least don’t forget to begin studying the subject.

3.2 PRESENTATION EXERCISE There are a number of presentation exercises you can choose from and a lot of books where you can find different exercises. As to internet resources find below an English and Swedish website on presentation exercises http://www.mhhe.com/socscience/english/tc/pt/oral/exercises.htm (English) http://www.resurs.folkbildning.net/page/3890/presentationsovningar.htm (Swedish) or more web-based information on s simple evaluation methods http://www.go2itech.org/HTML/TT06/toolkit/evaluation/forms.html (English) A very traditional presentation would be the one where the learning process facilitator welcomes the participants. Presents him or her and introduces the overall goal and purpose, context and learning methods. Then the participants are given opportunities to present themselves and their expectations and demands. An alternative presentation is to let the participants interview each other and then introduce their partner. The learning process facilitator could help out by suggesting that the interviews include the participant’s expectations, ideas on how to go about the learning process and methods. Or the interviews could simply focus on what the participants are curious about. Most important is that everybody actually does say something – it doesn’t have to be much but something – during the presentation. It will help the learning process to get a more relaxed, friendly, warm and positive learning atmosphere.

3.3 COMMON GOALS/PLANNING/TIMETABLE When you discuss the learning process’ planning it is important that you have an overall view on what you are going to do. This entity view is the “road map” that leads to the goal. It enables you to keep focus on what you actually have decided to do, and helps you to stay close to the main theme without too many digressions or sidetracks. Before the learning process have a look at the study material. You need a discussion on the common goal for your learning process. The group needs to agree on the major features and formulates a mutual goal. The goal constitutes the framework of what you want to achieve and all methods you are going to use should fit into that framework. The goal is also the basis for evaluation. One way of planning is for the learning process facilitator to suggest alternative means, ideas and ways how to organise the work in the learning process. After a discussion the participants make the decision. From time to time the study group reviews the plan and adjusts it if necessary.

http://www.mhhe.com/socscience/english/tc/pt/oral/exercises.htm

http://www.resurs.folkbildning.net/page/3890/presentationsovningar.htm

http://www.go2itech.org/HTML/TT06/toolkit/evaluation/forms.html


If you for some reason or another can’t use printed books it is vital to have a selection process among different sources of information in order to choose the information that matches your goals. See also Chapter 6. “List of supporting materials” and in particular Section 6.4 “Negotiated Curriculum - Working Plan”. A simple way of having a negotiated curriculum and also one way of finding out how to work and what is important in the learning process is to use a simplified version of Participant Defined Evaluation, the PDE Method. You do as follows:

1. First each participant forms three notions that should characterise the learning process 2. Everybody presents their most important notion (the rest are kept in reserve in case

somebody already has presented your word) and these are written down on the black/white board or a sheet of paper.

3. Now the group talks about what the notions mean and what they stand for. During this discussion you clarify the notions you think are important and will have an impact on the plan of the learning process.

4. Once more you do steps 1 to 3 and focus on what they want to learn of the subject 5. The result of this exercise becomes the framework of the learning process plan and the

goal of the studies It is equally important to devote some time to talk about different ways for people to learn. People have many preferences how to learn in connection with different subjects. There are a number of titles of these subjects available in bookshops. Another item connected with methods is the participant’s attitude towards studying between sessions. Some tasks in a learning process may not be easily done during the session time. You might need information that is not at hand at that very time. So you have to put in some work between sessions. But on the other hand you must be aware that maybe not all participants can work between sessions for all sorts of reasons. Looking at experiences from learning process activities e.g. in Sweden and Germany allow us to conclude that what participants appreciate the most are the collective methods, with an informal atmosphere, and lack of grades or merits. With regard to the training of learning process facilitators it is imperative to address these issues so they can be dealt with in the context of the learning process. It is also equally important for the learning process facilitator to address these Swedish experiences with the participants, and decide how they should be incorporated into the learning process.

3.4 PRACTICAL DETAILS – GROUND RULES Some practical aspects must be decided upon at the first session. Examples of these are breaks, smoking, absence, if the time schedule is acceptable, how you sit in the room, to let others finish what they are saying before you start talking etc. The facilitator shouldn’t forget this. Ground rules should be developed and adapted for every unique context. Appropriate ground rules may depend partially on age, region, and other contextual factors. The following list of common ground rules from equity, diversity, and social justice related classes and workshops should serve only as a starting point for your process of creating a similar list suitable to your own situation:

1. Listen actively -- respect others when they are talking. 2. Speak from your own experience instead of generalising ("I" instead of "they”, "we" and "you"). 3. Do not be afraid to respectfully challenge one another by asking questions, but refrain from

personal attacks – focus on ideas. 4. Participate to the fullest of your ability – community growth depends on the inclusion of every

individual voice. 5. Instead of invalidating somebody else's story with your own spin on her or his experience,

share your own story and experience. 6. The goal is not to agree – it is to gain a deeper understanding. 7. Be conscious of body language and nonverbal responses – they can be as disrespectful as

words.


3.5 FOLLOWING SESSIONS The development of the learning process work and the more precise details will be entirely decided upon by the group. Still it could be worthwhile for the learning process facilitator to think about basic structures for the following sessions. A general structure can be described as follows:

Introduction

Information

Discussion and learning processes

Conclusion

3.6 INTRODUCTION It is very important to link the following sessions, with the previous ones. Looking back at what happened at earlier sessions can do this. You should also find out if something special has happened to the participants since last session, and whether the participants have done their homework, or if you have to make changes. The introduction can be summarised in three concepts:

Retrospect – what happened during the last session?

Evaluation – what we did and how in connection with the goal?

Planning - to decide the next steps of the learning process

3.7 INFORMATION Essential information for the session can come out of:

The study literature

An invited expert

A study visit

A participants might have prepared a paper on something to give an account of

News papers

Magazines or essays

Internet information etc. Remember when you make a study visit or have invited an expert to be really well prepared and that the activity fits naturally into the programme.

3.8 RESOURCES ON DECENT WORK AND QUALITY JOBS IN EUROPE The list of references below is a starting point to focus learning processes and training for trade unionists dealing with decent work and the role social dialogue can play to address related trends towards an increasing number of women and men working under precarious and indecent working conditions in Europe. For a more comprehensive list of resources please see Chapters 6 and 8. Webpage of SOLIDAR project “Decent Work – A Key for Effective Industrial Relations” http://solidar.org/Decent-Work-for-all-A-Key-to.html It gives you access to material produced in the framework of the project, including case studies, policy briefings, newsletters, news updates, a photo exhibition, a photo library, this training manual. It also comprises a comprehensive list of links to other publications and institutions doing policy work or research on the issues of decent work and quality jobs. Webpage of SOLIDAR project “Making Industrial Relations work for Decent Work” http://solidar.org/Making-Industrial-Relations-Work.html

http://solidar.org/Decent-Work-for-all-A-Key-to.html

http://solidar.org/Making-Industrial-Relations-Work.html


The list below gives a non-comprehensive overview institutions covered:

European institutions: European Commission, European Parliament, European Foundation for the improvement of living and working conditions

Supranational organisations: International Labour Organisation, International Organisation for Migration

Research institutes and think tanks: European Trade Union Institute, European Institute for Construction Labour Research, European Policy Centre, Observatoire Social Européen, Friedrich-Ebert-Foundation, Hans-Böckler-Foundation

Civil Society Organisations: European Anti-Poverty Network, European Network Against Racism, European Youth Forum and Platform for International Cooperation on Undocumented Migrants

3.9 DISCUSSION AND LEARNING PROCESSES Every group has its own unique way of working and that should be respected and developed. A development of working methods is to integrate several learning techniques, different kinds of presentations and illustrative methods. You combine intellectual and practical experience and for instance use creative ways of expression. You can express yourself through role-play, collage, exhibitions and so on. Another tool that is very useful is the computer, which you can utilise for reports, presentations, searches for information, documentation etc. The strands for learning processes can be described as follows:

1. The starting point for the learning process should be clear and obvious. 2. Clarify and explain different issues or problems that arise during the learning process. 3. New issues or problems must be evaluated and related to the starting point and goal. 4. Stimulate the participants to bring forward own ideas and views. 5. Make sure that all issues or problems are looked upon from many angles and thoroughly

explained. Bring forward supplementary facts or information. Have discussions about the new information and point out how it can be used in real life.

6. Summarize different views on the topic. Was anything forgotten? Clarify different views and standpoints.

7. If needed, suggest alternative solutions for the group to decide upon. NOTE: Make sure that everybody has opportunity to be active during sessions and see to that nobody dominates. Everybody’s opinion is valuable.

3.10 COMPLETION OF THE SESSION During the completion of the session you have a short discussion or evaluation on:

How the participants have regarded the session

If they feel that the work should be organised in another manor

If you went through some parts to quickly

Whether you haven’t had enough time to work on the problems etc.

Also spend some time to summarize issues connected to the subject. Before you complete the session, decide what or if homework is suitable for next week.

3.11 NEGOTIATED CURRICULUM – WORKING PLAN If a group in a learning process doesn't have any printed material, e.g. books, which doesn't include methodological instructions, curriculum, you have to have a Working Plan. The Working Plan should be in writing and have a specific structure in order for the learning process to be transparent and be of high quality. The common basis for the Working Plan is the mutual interest of the participants to achieve a certain goal and to plan the studies. In order to boost inclusion it's important that all participants are included in making their Working Plan.

http://www.eapn.eu/

http://www.enar-eu.org/

http://www.enar-eu.org/

http://www.youthforum.org/


The Working Plan should include all strands that will show what they will be studying, working methods and make it obvious to bystanders what the group have been doing. It should also be prepared in advance. Sometimes though it's not possible that all strands are at hand in the beginning of the learning process and in those cases the participant can add more along the way in order to make the Working Plan complete. The following should be included in the Working Plan:

1. Name of the Working Plan 2. Goal; the participants should be able to achieve their goal on the time they have at their

disposal and even more important agree upon how they interpret the outcome of the goal. 3. Material you need for the learning process; here you write down all kinds of books, articles,

papers, web sites etc. you plan to use. 4. Description for each and every session; here you write down for how long the session going to

be, what is to be done, how to work (methods), how to use study materials in short what is going to happen during the session. Don't forget to mix theoretical and practical learning methods so that all participant’s feel they can contribute to the success of their work.

Evaluation: Describe how you are going to evaluate the learning process. The Working Plan, if it's complete, is a very good starting point to evaluate the process. There is however a Swedish model developed and used by ABF to make a quality evaluation called Quality Indicators that also can be used (not yet available in English).


4. THE PARTICIPANTS The learning process starts with varied experiences of participants as a foundation. These experiences also form the basis from which the methods derive. Having said this we must remember to be aware of what people in general want with their studies. When you summarise the strands of demands expressed by participants, increased skills and knowledge are at top of the list. The way participants acquire their skills and knowledge improves self-esteem and confidence that is clearly shown in surveys. Another important benefit for the participants is increased ability to work with others and solve problems collectively: a collective learning method. Another important factor to people, when choosing a learning process, is that it also emphasises on social processes in the group. This helps the participants to acquire increased understanding for other peoples’ living conditions and lives. When people participate in different learning processes their learning styles differ and in groups people assume different roles. Some talk a lot and others are more silent. If you want everybody to be equally able to take part in the learning process work, you have to create an atmosphere that emphasises everybody’s equal value. People also have various ways of learning, i.e. learning types. Sometimes you are the one who is asking questions, sometimes you contemplate, sometimes you want to apply learning experiences to real life etc. There are lots of books on the subject. Look up books in a library or information on the internet and discuss with other facilitators how you should act.

SUMMARY

Increased knowledge and skills. This means that I have learnt how to use my new knowledge to influence and change my own and others’ situation in a democratic spirit, besides increasing my skills and knowledge.

Increased confidence and self-esteem that enables me to take initiatives and also to realise my advantages and disadvantages and strengths and weaknesses

Increased ability to work creatively, which means that I have learnt to express myself and make use of my experiences in several additional ways not only in writing and talking but also learnt a number of new techniques for instance in theatre, video, exhibitions.

Increased ability to communicate. Besides the increased ability to read and write I now dare to speak at meetings and I clearly put forward my views in writing to authorities, associations or newspapers.

Increased ability to solve problems in a group. I have learnt to rely on and make use of others’ abilities, knowledge, skills and experiences.

Increased ability to apply an entity view and critical attitude. This means that I don't automatically accept what others say or do unless I can relate this to my own experiences, skills or knowledge and to the goal of the studies.

Increased ability to take part in work for changes. When you increase your knowledge, experiences, perspectives and skills it enables you to be influential, take part in the development of the society and take responsibility of your own as well as others´ development

Better understanding of other people.


5. THE LEARNING PROCESS FACILITATOR 5.1 THREE ARCHETYPES The work as a learning process facilitator is one of the most important tasks in the organisation but it also has one of the most vulnerable positions. Therefore it is essential that the organisation has a common view on workers’ education (or popular education, liberal education, informal education, non-formal education), pedagogy and methodology and it is the learning process facilitators who are the ambassadors of the organisation. It is in the learning process workers’ education interacts closely with people. You have to create such circumstances that they enable the learning process facilitators to develop their ability to lead learning process. They must be able to explain to the participants the differences and similarities between workers’ education and adult education in general. They are also in the front line of the organisation and how they fulfil their task will reflect upon the organisation. So there are a number of expectations for the learning process facilitators to live up to if they are to accomplish the ideals and concept of workers’ education in the learning process. In general you distinguish between three types of facilitators and what effect they have on the learning process.

Type of facilitators Authoritarian or facilitator oriented

Democratic or group oriented

“Laissez-faire” or a passive facilitator

Characteristics Too many inter-ferences Too many demands

Group oriented interferences in coherence with group interests Demands oriented on development

No interferences what so ever No demands what so ever

Psychological atmos-phere in the group

Causes tension and pressure on participants per-formance

Creates security and a feeling of freedom

Creates an unsafe atmosphere insecurity

Effect on social life in the group

Brings about a pecking order

Brings about equality and fellowship

Brings about a situation like “survival of the fittest”

Effect on the individual A need to assert oneself and becomes intolerant to others

Experiences to be as good as the next, co-determine and tolerant

A need to assert oneself and becomes intolerant to others

Regarding the different facilitator type’s impact on group’s productivity it is the authoritarian that is the most efficient one closely followed by the democratic and the passive one scores the poorest. But if you on the other hand consider quality as an important factor it is the democratic facilitator who comes out as number one.

5.2 EXPECTATIONS ON THE LEARNING PROCESS FACILITATOR EXPRESSED BY THE PARTICIPANTS In surveys conducted in Sweden they have looked into expectations on learning process facilitators and to what extent they live up to them. Questions have been asked on pedagogy, methodology, skills in their subject and group dynamics. More than 90% of the participants regard the learning process facilitators to be:

Well skilled in their subject

Fulfil their pedagogic and methodological assignments

Possess social competence required to lead groups


The learning process facilitator is one in the group but is assigned special undertakings such as leading and organising. The facilitator should be characterised by a democratic way of working that contributes to equality and solidarity. The learning process should also be characterised by common decision-making. The process leading to decisions is the one where everybody participates in discussions and in the overall work. The atmosphere you create will be one of safety and tolerance and a profound feeling of freedom where everybody can express oneself and is as good as the other. In a learning process like this you also will achieve high quality in the process as well as the results. In our organisations the learning process facilitators put the participants’ development in focus in the learning process. So, the starting point is the participants’ experiences, skills and knowledge. This means that it is the participants who are in charge of the learning process guided by their demands and preferences. And in this sense the learning process becomes practical democratic training. Therefore Sweden’s late Prime Minister Olof Palme used to say that Sweden is a “study circle democracy” in a sense that before any major decisions in the Parliament were taken people discussed and learned about what was going to be decided and the members of the Parliament could be advised how to vote. If you organise the learning process in this democratic manner it is important to stimulate the dialogue between the participants. It happens too often that the dialogue only exists between the learning process facilitator and one of the participants at a time. This is not enough if you are going to work as a group, collectively, and the responsibility for the learning process lies in the hands of the participants. The participants must be encouraged to solve problems or issues together. Still in today’s school the learning process is focused on what the teacher knows rather than what the pupils actually need or demand. In workers’ education it is the other way around. It is the needs and demands of the participants that guide the content of the learning process. This way of working promotes:

The team spirit

A feeling of togetherness, a feeling of being us

The create safety in the learning process

A climate of willingness to help each other. The learning process facilitators’ methods should be based on giving positive encouragement that promotes stronger self-esteem. If you feel safe, needed and appreciated it allows you to be more curious, which is one of the mayor driving forces in the learning process. Curiosity also is the foundation that generates questions that allows you to seek information. In the learning process you are never permitted to lose sight over why you are doing things and what they are supposed to lead to. We call this having an entity view of the learning process, from the beginning to the end. Without knowing how you are going to utilise what you learn, you can’t really know how to adapt the knowledge to good practice. Because you don’t see in which context the things you have learnt should be used. In other words what you learnt becomes fragmented and you can’t organise it to a coherent entity. That means you learn things without knowing how to utilise the knowledge and therefore it becomes more or less without value. In the learning process you often encounter situations where some kind of decision is needed in order for the work to advance. Sometimes it is obvious to the group when these situations appear. But when it’s not, it is the learning process facilitator’s duty to show that the group has arrived at a crossroad and they need to make a decision.


SUMMARY The following bullet list summary describes your role as a learning process facilitator.

You put the participants’ development in focus. It is the needs and demands of the participants that guide you through the learning process. Stimulating and developing the participants’ experiences and knowledge obtain this.

You emphasise the importance of dialogue between the participants. To strengthen the collective working methods you clearly show that it is not always necessary to ask the facilitator but you can just as well make out the answer together with a fellow participant.

You develop the team spirit. Team spirit is developed when people are safe, realise they can solve different issues together; you help each other and have the same overall goals.

You strengthen the participants’ self-esteem. You create a secure atmosphere in the group, encourage people rather than to speak in derogatory terms about them. This enables people to work together without any fear. Consequently people feel how their self-esteem improves.

You apply an entity view on learning process. You must make it possible for people to see the overall picture as well as different aspects of it. This helps the participants to utilise what they learn in real life.

You constantly develop or train your skills in pedagogy and methods. This requires an organisation behind you that can offer all training you need to develop your skills. On the other hand you always have to be on the lookout for new ideas, methods and learning techniques. They should be analysed to see if they are applicable in the learning process.

Methods, you use, should emphasize that the learning process enhances work for change. You always make sure that the thing you are working with can be related to the participants’ real life. The outcome should be applicable when working for change and development in society.

When it comes to decisions you clarify different views and standpoints. During the time spent in a learning process you are bound to find yourself in situations where you have to decide on how to proceed. When this happens it can be evident to everybody. But if not everybody is aware of the necessity to make a decision it is the learning process facilitators’ business to alert the group and if alternatives are not at hand describe them for the participants to decide upon.

You stimulate the participants’ curiosity. By introducing new information, showing new ways of working and help them to formulate questions you stimulate peoples’ curiosity.

You are skilled in your subject. It is natural that you know the subject very well the group is studying and can make analysis in connection to nearby subjects.

You are a representative of the basic values the organisation stands for. A learning process facilitator in our organisation must be aware of what is going on in society, comprise the idea that education is a tool to enhance democracy, a tool to develop the organisation and also improves the member’s knowledge and skills.


6. LIST OF SUPPORTING MATERIALS 6.1 CASE STUDIES You can access the case studies made in the SOLIDAR project “Making Industrial Relations work for Decent Work” here: http://solidar.org/Making-Industrial-Relations-Work.html

Denmark: Being young and precarious in Denmark Youth unemployment is a high priority in Denmark. Social partners’ main focus is on getting young people out of unemployment and into the education system, particularly for those young people without formal education or skills. However, young people remain unaware of their rights and duties, mainly because of the lack of youth representation in trade unions.

Estonia: Young workers and the quest for decent work Social partners are considering young people as a risk group in the labour market. Yet young peoplesters do not feel represented by them. Industrial relations’ practices focus mainly on increasing the quality of vocational training rather than the quality of jobs as such, and try to prepare young people for working life in other ways, for instance with lectures about Labour Law.

Lithuania: Youth unemployment and the decent work deficit Despite some of the programmes created, the situation of youth employment remains difficult. The government’s (flexicurity) strategy is to motivate young people to look for jobs without providing them the necessary infrastructures. Job offers are only available in part time, temporary and agency related jobs or via internships. As a consequence youngsters people end up with a curriculum vitae that looks like a chain of flexi-contracts, creating uncertainties and difficulties for young people and young families to plan their life. Youth job centers providing counseling and information are limited to only big cities, and can help very little often suggesting only low quality employment.

Italy (1): Making industrial relations work for the working poor – ISCOS Piemonte The study maps out the ‘at risk categories’ involved in non-decent work and in low-income settings. The problem is an Italian labour market in which the differences are so great that it can be defined as a “dual” market. As a consequence, trade unions have difficulties in establishing contacts with the two groups of non-standard hired workers and non-hired workers, whose members are physically more difficult to reach, to organise and to represent.

Italy (2): Combating Discrimination against migrant workers The most common forms of discrimination for migrant workers concern: recognition of qualifications and job level; compliance with contracts and working conditions; termination of employment contracts; training and safety; career development. What social partners need to improve in order to guarantee less discrimination and more decent working conditions among migrant workers are their 'europeanisation' and their transnational cooperation.

The Netherlands: Protecting low wage workers In the Netherlands, trade unions and employers organisations alike have signalled increasing social problems due to a so-called triangular labour relations: the employee works for one employer, but performs her or his tasks on the work floor of a third company. The employers are dependent on the client companies for jobs, yet employees remain legally tied only to their direct employer. The sectors that fall victim to these new market dynamics are mainly low paid/skilled as in the case of cleaning and domestic care, where workers additionally tend to work part time and on flexible contracts, which makes them even more vulnerable.

Romania: Recruitment agencies and their impact on working conditions The pilot study tries to draw attention to the situation in Romania (and abroad) created by the private or public, domestic or foreign recruitment agencies as a cause of precarious and indecent working conditions. This is done through the eyes of Romanian workers emigrating



abroad and of foreign workers immigrating toin Romania. Most importantly, the pilot study analyses the erosion of clear responsibility-taking created by recruitment and temporary work agencies assigning their workers to user undertakings or natural lessees.

6.2 BOOKLET You can access the booklet on decent work and quality jobs elaborated under the SOLIDAR project “Making Industrial Relations work for Decent Work” here: http://solidar.org/IMG/pdf/booklet_dwir_ii_web.pdf

“Reframing industrial relations – young people, migrants and low-wage workers”: brings together evidence of the indecent employment conditions workers face in different EU countries in the three different groups – young people, migrant and low-wage workers. In order to guarantee the full implementation of employment legislation, ensure a legal control mechanism for the promotion of labour rights and guarantee the representation of workers at all levels, concrete recommendations are put forward to EU decision makers, social partners and national governments.

6.3 POLICY BRIEFINGS You can access the policy briefings elaborated under the SOLIDAR project “Making Industrial Relations work for Decent Work” here: http://solidar.org/Making-Industrial-Relations-Work.html The three SOLIDAR briefings focus on the conditions of the three groups of workers analysed in the project: young adults, migrants and those in low-wage services, and on industrial relations’ practices to improve their situation. In English language, they cover a range of different issues at the EU level, gathering also information from the pilot studies produced by project partners for seven countries of the EU. They all look at the EU context of the group analysed, the role of social dialogue and industrial relations in addressing related challenges, recommendations to different stakeholders, and good practice examples with national cases:

Young people and the search for decent work

The quest for decent work for migrant workers

Effective industrial relations for low-wage workers

http://solidar.org/IMG/pdf/booklet_dwir_ii_web.pdf



7. RESOURCES 7.1 PHOTO EXHIBITION The photo exhibition developed under the project “Decent Work for All: A Key for Effective Industrial Relations” illustrates typical patterns of people experiencing precarious working conditions through 10 pictures. The purpose is to provide to a broader public information material: http://solidar.org/IMG/pdf/dwirexpo.pdf

7.2 VIDEOS Five interviews have been produced and uploaded on the project website: http://solidar.org/Making-Industrial-Relations-Work.html

Italy (1) and Romania on migrant workers

Italy (2) on low wage workers

Denmark and Estonia on young adults All videos are in original language with English subtitles. The interviews ask workers on industrial relations/social dialogue representation as well as her/his working conditions.

http://solidar.org/IMG/pdf/dwirexpo.pdf



8. RESOURCES AND FURTHER READING

8.1 ENGLISH

RESOURCES ON SOLIDAR PROJECT WEBSITE Webpage of SOLIDAR project “Decent Work – A Key for Effective Industrial Relations” http://solidar.org/Decent-Work-for-all-A-Key-to.html Webpage of SOLIDAR project “Making Industrial relations work for Decent Work” http://solidar.org/Making-Industrial-Relations-Work.html with: SOLIDAR Publications, reports, briefing papers, and documents from European Institutions, International Organisations, Civil Society Organisations, Research Centres and Think Tanks. Webpage “Social Inclusion/Decent Work” http://solidar.org/Social-Inclusion-Decent-Work.html

LEARNING – DEMOCRACY AND EDUCATION

Auvine, Brian, et al. (1978). A Manual for Group Facilitators. Rutledge, Missouri:

Bens, Ingrid. (1997). Facilitating with Ease. Version 1.1. Sarasota, Florida: Participative Dynamics.

Bourdieu, P. and Passeron, J.-C. (1990) Reproduction in Education, Society and Culture (2nd

edn.), London: Sage.

Bourdieu, P. and Wacquant, L.J.D. (1992) An Invitation to Reflexive Sociology, Cambridge: Polity Press

CEDEFOP (European Centre for the Development of Vocational Training) (2001) Memorandum on Lifelong Learning Consultation Process: a review of member State and EEA Country Reports, http://www.cedefop.gr/download/current_act/ ban_lll_summary_1101_EN.doc. accessed March 2002

Doyle, Michael and David Straus. (1976). How to Make Meetings Work. New York: The Berkeley Publishing Group.

Campbell, Sarah vL. and McCormack, Susan, A Guide for Training Public Dialogue Facilitators, 2008, Everyday Democracy

Dewey, J. (1966) Democracy and Education: an introduction to the philosophy of education New York, Free Press first published 1916

Fisher, Roger, William Ury, and Bruce Patton. (1991). Getting to Yes. Negotiating Agreement Without Giving In. 2nd ed. New York: Penguin Books.

Freire, P. (1972) Cultural Action for Freedom Harmondsworth: Penguin

Freire, P. (1972) Pedagogy of the Oppressed Harmondsworth: Penguin

Goodman, Andy. (2006). Why Bad Presentations Happen to Good Causes. Santa Monica, California: Cause Communications.

Illich, I. (1973) Deschooling Society Harmondsworth, Penguin

Kelsey, Dee and Pam Plumb. (1997). Great Meetings! How to Facilitate Like a Pro. Portland, Maine: Hanson Park Press.

Knowles, M. S. (1970, 1980) The Modern Practice of Adult Education. Andragogy versus pedagogy, Englewood Cliffs: Prentice Hall/Cambridge.

Kolb, D. A. (1984) Experiential Learning: Experience as a Source of Learning and Development Englewood Cliffs N.J., Prentice-Hall

Knowles, M. S. (1973; 1990) The Adult Learner. A neglected species (4e), Houston: Gulf Publishing

Napier, Rodney and Gershenfeld, Matti. (1983). Making Groups Work: A Guide for Group Leaders. Boston: Houghton Mifflin Co.

Nussbaum, Martha C, Cultivating Humanity, A classical defense of reform in liberal education. Harvard University Press, 1997.

http://solidar.org/Decent-Work-for-all-A-Key-to.html


http://solidar.org/Social-Inclusion-Decent-Work.html


Schwarz, Roger M. (1994). The Skilled Facilitator: Practical Wisdom for Developing Effective Groups. San Francisco: Jossey-Bass Publishers.

Sibbet, David. (2005). Graphic Facilitation: Transforming Group Process with the Power of Visual Listening. San Francisco: The Grove Consultants International.

Simmons, Annette. (1999). A Safe Place for Dangerous Truths, Using Dialogue to Overcome Fear & Distrust at Work. New York: AMA Publications.

Sköld , Mauritz, Participant Defined Evaluation, ABF 1991.

Stone, Douglas, Bruce Patton, and Sheila Heen. (1999). Difficult Conversations: How to Discuss What Matters Most. New York: Viking Penguin.

The Informal Education website, www.infed.org

Toiviainen, H. & Engeström, Y. (2009). Expansive learning in and for work. In Harry Daniels, Hugh Lauder and Jill Porter (eds), Knowledge, Values and Education Policy: A critical perspective. New York: Routledge, 95-109

Vineyard, Sue. (1995). The Great Trainer’s Guide: How to Train (almost) Anyone to Do (almost) Anything! Downers Grove, Illinois: Heritage Arts Publishing.

Yarbrough, Elaine, Ph.D., and Paul Friedman, Ph.D. (1985). Training Strategies from Start to Finish. Englewood Cliffs, New Jersey: Prentice-Hall.

8.2 SWEDISH

LEARNING

Alsheimer, Leif , Bildningsresan, Prisma 2004. Författaren arbetar på handelshögskolan i Jönköping, där han integrerar skönlitteratur i juridisk utbildning. Detta ger studenterna tankeredskap till hjälp att förstå samhällsutvecklingen, se sammanhang och sin egen plats i tillvaron.

Antologi, Vuxenantologin. En grundbok om vuxnas lärande, Atlas Akademi 2006.

Arvidsson, Johan, Livsnära process, Linköpings universitet 1991.

CFL, Flexibelt lärande på nätet, handledning för cirkelledare. Det går att beställa materialet som pdf-fil på CFLs hemsida www.cfl.se/publikationer

Egidius, Henry, Pedagogik för 2000-talet, Natur och Kultur 2002. Du möter många av den moderna pedagogikens förgrundsgestalter. Boken presenterar även nya pedagogiska arbetssätt. Idag riktas fokus på lärande, och inte längre på ”undervisning och inlärning”.

Folkbildningsrådet 2003. Folkbildning.net, antologi. Särtryck ur boken kan hämtas som pdf-filer från folkbildningsrådets hemsida www.folkbildning.se

Gudmundsson, Christer, Lärorummet, Brain Books 1997.

Gougoulakis, Petros, Bildning och lärande – om folkbildningens pedagogik, ABF 2006.

Gougoulakis, Petros, Livslångt lärande…. på svenska! HLS Förlag, 2001.

Gustavsson, Bernt, Vad är kunskap? Skolverket 2003. En diskussion om praktisk och teoretisk kunskap, som tar sitt avstamp hos den grekiska antikens filosofer.

Liedman, Sven-Erik , Ett oändligt äventyr, Bonnier 2001, pocket 2002.

Nilsson, Tommy , Flexibla studiecirklar för alla, Folkbildningsförbundet 2004.

Persson, Ingvar , Lärande – Makt – Demokrati, LO 2000

Ringom, Björn , Mindmapping, Larsson förlag.

Widqvist, Cajsa och ABF, Handbok för cirkelledare och uppsökare om läs- och skrivsvårigheter, Förlaget Trädet/Bilda 2004.

LEADERSHIP AND STUDY CIRCLES

Andersson, Eva, Cirkelledarskapet, rapport, Folkbildningsrådet 2001.

Brännlund, Lasse, Konflikthantering – Handbok för realister, Natur och kultur.

Dysthe/Hertzberg/Hoel, Skriva för att lära, Studentlitteratur 2002.

Folkbildningsrådet, Digitala studiematerial, Folkbildningsrådet. See www.folkbildning.se

Fredriksson, Ann och Marianne, De elva sammansvurna, Wahlström & Widstrand 1995. Boken följer konfliktsituationer på en fiktiv arbetsplats. Om hur vi tilldelas olika roller, om hur vi bemöter varandra, om mobbning. Till varje kapitel finns det kommentarer och diskussionsfrågor. Arbetarskyddsstyrelsen har gjord en video som dramatiserat scenerna.

http://www.infed.org/

http://www.cfl.se/publikationer

http://www.folkbildning.se/

http://www.folkbildning.se/


Gustavsson, Rolf, VuxenDialog, Sensus 2002.

Hedenquist, Jan-Anders, Handbok till kvalitetsindikatorer, ABF 2002.

Hellman, Lotta, Vägledaren, Bilda förlag.

Hemberg, Göran, m.fl., Frihet, Jämlikhet, Medborgarskap – Handbok i demokratins teori och praktik, Ordfront 2002.

Maltén, Arne, Kommunikation och konflikthantering, Studentlitteratur.

Nasenius, Catharina, Vardagens dramatik, Brevskolan/Bilda.

Nygren Eklöf, Linda / L Kågström, Ledarskap en hjärtesak, SSU 1995.

Öhman, Hans, Inspirerande samtal, Benedictum 2003.

Sköld, Mauritz, Deltagarinflytande i studiecirklar, ABF.

Sköld, Mauritz, Deltagarformulerad utvärdering, ABF 1991.

Wilhelmsson/Döös, Dialogkompetens, Arbetslivsinstitutet 2002.

ADULT LIBERAL EDUCATION IN SWEDEN AND ABF

Antologi, Folkbildning i vår tid, en antologi om makt och demokrati, Atlas 2002. Uppsatserna diskuterar vad folk och bildning är idag. Frågor ställs också om hur folkbildningen och folkrörelserna ska kunna samverka med nya sociala rörelser.

Bildning – några synpunkter, Ellen Key, Bildningsförlaget 1992.

Engman, Kerstin, Kvinnor i bildningens tjänst, Brevskolan (Bilda) 1995. Bildningsförlagets småskrifter (se vidare www.kackelstugan.com)

Folkbildningsrådet, Fakta om folkbildning, kostnadsfritt häfte från Folkbildningsrådet.

Gustavsson, Bernt, Bildningens väg, Wahlström och Widstrand 1991.

Johansson, Inge, Bildning och klasskamp, ABF 2003. En spännande och omfattande dokumentation av den svenska arbetarrörelsens bildningshistoria. Om arbetarbildningens förhistoria, idéer och utveckling.

Larsson, Hans, Om bildning och självstudier, Bildningsförlaget 1993.

Larsson, Staffan, Studiecirkeldemokratin, ur Civilsamhället SOU 1999:84, antologi från Demokratiutredningen.

Larsson, Staffan, m.fl., Folkbildning – samtidig eller tidlös, Mimerantologi, Linköpings universitet 2005. Här finns bl.a. Staffan Larsons artikel om studieförbund och folkhögskolor – Förnyelse som tradition.

Olsson, Oscar, Studiecirkeln, Bildningsförlaget 1994.

Utredning, En uthållig demokrati, SOU 2000:01, Demokratiutredningens slutbetänkande.

Vestlund, Gösta, Folkuppfostran-Folkupplysning-folkbildning, Gösta Vestlund, Brevskolan (Bilda) 1996.


ABOUT THE PROJECT

“Making Industrial Relations work for Decent Work” is a one-year project which aims to intensify the

cooperation and mutual learning of relevant actors - employers, unions, NGOs, think thanks and

workers - to identify the role of as well as the tools and models for effective industrial relations, with the

ultimate aim to combat precarious employment and realise decent working conditions and quality jobs

for all.

This handbook, coordinated and updated by SOLIDAR, was produced by SOLIDAR member

Arbetarnas Bildningsförbund in Sweden: www.abf.se.

All “Making Industrial Relations work for Decent Work” materials are available on www.solidar.org

SOLIDAR is a European network of 59 NGOs active in over 90 countries working to advance social

justice in Europe and worldwide. SOLIDAR voices the concerns of its member organisations to the EU

and international institutions across the policy sectors social affairs, international cooperation and

lifelong learning.

Authors: Peter Wärner, ABF Sweden; contributions by Maurice Claassens, Mathias Maucher, Mauro

Striano, Adeline Otto and Francesco Zoia Bolzonello, SOLIDAR

Responsible Editor: Conny Reuter

Project Coordinators: Adeline Otto and Francesco Zoia Bolzonello

© SOLIDAR

July 2012

http://www.abf.se/

http://www.solidar.org/

making industrial relations workfor decent work: training manual

Documents

parttime contracts

work poverty

shortterm contracts

freelance contracts

hour contracts

risk of poverty

fixed term contracts

collective labour rights