Tools: Developing an institutional framework for social dialogue
Institutional framework for social dialogue in Norway |
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Norway facilitates social dialogue in the TVET sector by various means and on several different levels. Under the national law, the social partners have representatives, usually consituting the majority, in all important advisory bodies at national and county level for upper secondary TVET (including apprenticeship). The key bodies are listed below:
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Norwegian Directorate for Education and Training (2014) Apprenticeship-type schemes and structured work-based learning programmes, https://cumulus.cedefop.europa.eu/files/vetelib/2015/ReferNet_NO_2014_WBL.pdf |
Social dialogue platform in Germany |
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In Germany, a social dialogue platform supports the development of collaboration between the key partners in quality apprenticeship. The Board of the Federal Institute for Vocational Education and Training (BIBB) is the German government’s statutory advisory body in fundamental matters relating to vocational education and training. Representatives of employers’ and workers’ organizations, Germany’s federal states and the federal government work together on the Board, with each group having an equal share of the votes. One of the key responsibilities of the Board is to approve the draft vocational training regulations. The Board is supported by a standing committee, two subcommittees, working groups and the BIBB. Other important social dialogue formats in Germany are located at the meso and micro level. |
Source: www.bibb.de/en/463.php. |
Apprenticeship Steering and Technical Committees in Zanzibar |
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In Zanzibar, Tanzania, a Steering Committee and a Technical Commitee direct the development and management of apprenticeship programmes. The two commitees work closely together, with a clear division of roles and responsibilities between the stakeholders. The Steering Committee acts as a strategic, advisory body in the development and implementation of apprenticeship programmes, cooperating with high-level government officials to ensure that the programme is properly aligned with the country’s priorities, while the Technical Committee’s responsibilities include performing technical-level activities and advising the Steering Committee on any issues relating to apprenticeship programme implementation. |
Source: https://www.skillsforemployment.org/KSP/en/Details/?dn=EDMSP1_254634. |
Developing social dialogue skills through role play: A training exercise |
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The International Training Centre of the ILO (ITC ILO) and the ILO have developed a tool to build the social dialogue skills of government and social partners. This is a role playing exercise in which participants work on a fictitious apprenticeship example, playing the role of either the Government or an employers’ or workers’ organization (but which cannot be the participants’ current role). This role playing exercise can be used during training programmes or in strategy development and planning meetings. |
Source: https://www.skillsforemployment.org/KSP/en/Details/?dn=EDMSP1_254635. |