EMPLOYABILITY AND SECURITY IN A FLEXIBLE GLOBAL LABOUR MARKET Britain’s main failing, he argued, is the absence of a coherent and uniform initial training structure on which to build.‘Learner representatives are great, but we are still a long way from making training issues an accepted part of negotiations. Training is seen an issue for employers to decide in line with company objectives. We need to move away from the “traditional” union areas of negotiation – pay and holidays – and make training just as important. We need to fight against opposition to legislation seeking to make learner representatives a legal requirement. Trade unions need to be part of the strategic decision-making processes and not allow management alone decide the fate of employees.’ Differences and similarities ‘So far we seem to be focusing more on the differences between our two countries and systems than on the common ground,’ said Wolfgang Lutterbach, head of the international department at DBG.‘We should focus on how we can jointly confront issues at a European level. Employment issues have become increasingly important to European leaders. Many EU summits – Cardiff, Luxembourg, Cologne – have focused on employment policy, and on issues relating to the knowledge-based society, lifelong learning and investment in human capital. Like the EU leaders, trade unions must seek solutions and minimum standards at a European level, utilising existing European organisations, such as the ETUC[the European Trade Union Congress] and Unice[the European employers’ organisation]. The framework exists, and we should use it to put vocational qualifications on the European agenda.’ Thomas Habenicht, of the professional training department of IG Metall, agreed that certain initiatives deserved support across the EU, particularly important topics such as the future of vocational training and education.‘In the last century and before, unions focused on saving people’s lives. Today education and training are equally important – workers need skills in order to survive.’ Mr Habenicht believes the unions should take seriously projects, such as learner representatives, that offer individualised support.‘One example in Germany is the“job navigator”’. We examine the company and beyond it to determine training and investment requirements in a knowledge-based society and how trade unions can create a reasonable framework to promote training, particularly for disadvantaged people. We have succeeded in making training standards part of a collective agreement in southern Germany. Perhaps such agreements can be the framework through which we can support and encourage individuals in training and education.’ Claudia Menne of the international department of Transnet-GdED(the German railway union) agreed.‘I believe that trade unions must define their role within a national framework. There are clearly European, rather than just national, jobs that workers need to be prepared for. This concept of European training could be extended.’ 38 © Anglo-German Foundation for the Study of Industrial Society