EMPLOYABILITY AND SECURITY IN A FLEXIBLE GLOBAL LABOUR MARKET The role of trade unions in learning, training and qualifications Unions face the challenge of lifelong learning Trade unions must decide what role they will play now and in the future in the debate on vocational qualifications and lifelong learning. Choices and decisions made now by the trade union movement could be crucial to making these issues an accepted area of union concern. Trade unions should question existing systems, and the extent of state involvement, including legislation. Perhaps, suggested one delegate, the discussion has centred too much on the differences between the British and German systems of education and training and has failed to focus on real problems such as the way women are treated and how some new jobs impact on existing work structures. ‘Unions are and should be partners in vocational training. We need to encourage people to take up training. At present there are few or no rights associated with this area and there is no way of forcing companies to provide in-house training. We see many problems and few solutions,’ commented one delegate. In Germany, said another delegate, the situation is as bleak as in Britain.‘It is time for us in Germany to say good-bye to the fiction that the dual system is alive and kicking. It really only works in crafts, and many people argue that it is not the right system for the new economy. In future we cannot guarantee in-company training. Women are already disadvantaged by the current system. In future we should be open to new ways and allow people to take more control of the process.’ Winfried Heidemann, head of qualifications department at the Hans Böckler Foundation, brought the discussion back to the company level. He talked about his interest in how British learner representatives are making a real difference at the workplace, assisting employees in choosing training programmes, helping with training-related problems, and subtly shifting the centre of power away from the company and government intervention towards individuals.‘We have neglected this type of response in Germany for many years.’ Mr Heidemann believes that the campaign in Britain to seek legal status for learner representatives should be extended to Germany and also to the rest of Europe. ‘Something like this programme could become a second pillar of trade union influence. The learner representative has the potential to become as influential within a company as the health and safety representatives’. 36 © Anglo-German Foundation for the Study of Industrial Society