Involvement Of Social Partners Research Articles

Features of preparing life safety students for organizing and conducting events in the field of safety with the involvement of social partners

Features of preparing life safety students for organizing and conducting events in the field of safety with the involvement of social partners

‘With or without you’: associations between noteworthy events and cognitive complaints across 100 days

Objectives Daily noteworthy events have implications for physical and mental health, but less is known about the role daily events have for self-reported cognition and whether the involvement of close social partners differentiates these associations. The current study examined how daily positive and negative noteworthy events relate to subjective memory and attentional difficulties and whether close social partners moderated associations. Method We used data from a 100-day microlongitudinal web-based study of 104 older adults (Nobservations=7,051; Mage =63.13 years, SDage =7.81, 88.46% Female). Participants reported on exposure to and valence of noteworthy events, involvement of close social partners, and subjective cognitive complaints at the end of each day. Results Logistic multilevel models revealed that days with a negative event were associated with increased odds of forgetting something and trouble concentrating whereas days with positive events were associated with decreased odds of trouble concentrating. Close social partner involvement did not moderate within-person associations. Conclusion Our results suggest that day-to-day events are correlates of cognitive complaints regardless of close social partner involvement in the events. Research should clarify the role of daily positive and negative events in personalized interventions and determine whether this person-centered approach to self-reported cognitive health helps inform diagnostic practices.

EU social dialogue revitalisation: Between rhetoric, new rights, political commitments and historical caution

The Council Recommendation on strengthening social dialogue is a positive recognition of the key role of social dialogue in the EU's social market economy. At the same time, episodes of institutional disfavour of the social partners’ co-determination role and resistance to robust sectoral collective bargaining warrant a cautious assessment. This article looks at the current state of EU social dialogue, examining its primary dimensions: the involvement of social partners in policymaking and the scope of collective bargaining. It assesses the Council Recommendation, along with other measures adopted during the Von der Leyen presidency, to ascertain their collective contribution in realigning EU social dialogue with the principles of the EU Treaties. Overall, the analysis reveals a nuanced picture, with both positive and challenging aspects. While collective bargaining has been given a new (albeit partial) boost, the same cannot be said for the social partners’ participation in EU policymaking. Notably, the Council Recommendation reaffirmed the Court of Justice's decision in the EPSU case, solidifying the Commission's discretionary authority to decide on the legislative implementation of framework agreements, to the detriment of the social partners’ regulatory agency. Finally, the article proposes a blueprint for further advancing the EU's aspiration for social dialogue, seeking to reconciling it with the social objectives that, constitutionally, the Union aspires to achieve.

Center for historical education as a condition for the spiritual and moral development of the student’s personality

The article discusses the creation and mechanisms of approbation of the center for historical education in the system of basic education at the site of an educational organization. The strategic objectives of the center are the formation of a resource space for the preservation of historical memory and the development of educational activities of students. The peculiarities of the center’s formation are highlighted: the organization of extracurricular activities and the development of additional general education programs, the preparation of educational events on a given topic, and the approbation of a system of cultural events. A distinctive feature of the center is its positioning as part of the ecosystem of an educational organization. A conceptual diagram of the structure of the center and its functional parts is presented. The presented model can be used as a theoretical and methodological basis for designing educational events, as well as for developing models of historical education centers. The materials make it possible to further evaluate the choice of ways of spiritual and moral development of students through the implementation of functional learning outcomes, as well as through productive and practice-oriented forms of learning. A separate area of the center can be considered the involvement of social partners and media in the ecosystem of the educational organization to expand educational tasks.

Some aspects of improving the legal regulation of labour relations: Thirty years of experience in the Baltic States

AbstractIn the context of globalisation processes, technological changes, and business mobility, Lithuania, Latvia, and Estonia are facing the necessity to modify their approach towards the legal regulation of employment relations. Labour laws of the Baltics States, namely concerning new forms of work, work–life balance, and social dialogue, were systematised, rectified, and clarified by analysing texts that consist of primary and secondary sources. The research conducted in the article showed that the move from strict regulation to more flexible arrangements between employer and employee in these states is an ongoing process, which has been delayed for more than 10 years, because during that period the old Soviet laws inherited from the past (with appropriate amendments) were in force. Therefore, the search for new forms of work is slow, the regulation of working time remains rather strict and inflexible, and the involvement of social partners in the processes of collective bargaining remains very formal and segmented. This legal research of transformation of legal regulation of labour relations in the Baltic States might be used to forecast future developments of such legal regulation, as well as to enrich the imagination and increase the set of alternatives to be considered when drafting possible future rules.

The evolution of vocational education and training in Hungary and Poland 1989–2035

Abstract The article uses a multi-faceted approach to present the major challenges to vocational education and training (VET) that Hungary and Poland have been facing during the transformation of their economic systems in 1989 and integration into the EU in 2004. The evolution of VET is examined according to historical traditions, its declining prestige, the introduction of dual training, governance, and the involvement of social partners. We also look at recent changes in the two countries as a result of the COVID-19 pandemic and discuss the current situation in the light of VET scenarios recently developed by Cedefop.

Industrial relations and unemployment benefit schemes in the Visegrad countries during the COVID-19 pandemic

The COVID-19 pandemic and the ensuing economic and technological adjustment increased the risk of unemployment, underemployment and skills mismatch across Europe. These increased risks highlighted the importance of national unemployment benefit schemes for income security. This article examines the role of industrial relations in shaping unemployment benefit regimes in the Visegrad countries during the COVID-19 pandemic. We adopted an actor-oriented approach based on desk research and 12 semi-structured interviews with the representatives of trade unions and employers in all the Visegrad countries. Our research showed that the capacities of the trade unions and employers' associations to shape the unemployment benefit regimes were rather limited. State control over social policy remained very strong and shaped the dynamics of industrial relations, without inclusive involvement of social partners. National governments sought to implement measures to protect employment (mainly wage subsidies), rather than to reform existing unemployment support regimes.

ҐЕНДЕРНО ЧУТЛИВЕ ОСВІТНЄ СЕРЕДОВИЩЕ В ЗАКЛАДАХ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ: ДОСВІД РОЗВИНУТИХ КРАЇН ТА МОЖЛИВОСТІ ДЛЯ УКРАЇНИ

The educational environment in the system of vocational education and training (VET), as a component of the global education system, should be gender-sensitive without any manifestations of gender bias and discrimination. The article identifies that such factors as national, regional or local management of VET institutions, labor market requirements, involvement of social partners, etc. reduce gender imbalance and contribute to the formation of a gender-sensitive educational environment. A review of best practices in education systems in Australia, the USA, Finland, Germany and Ireland showed that government projects are underway to create a gender-sensitive educational environment in VET institutions. The online platforms of these projects contain toolkits, examples of good practices, tips, useful links, examples of gender-neutral curricula, best teaching methods, teaching aids, elements of gender-sensitive speech, portfolio of professions, etc. In Ukraine, gender equality issues are also given some attention in VET institutions. Management and employees are aware of the importance of gender equality for the development of VET institutions and work continues to overcome stereotypes in career guidance work. However, there is currently no institutional framework or mechanisms for gender equality in domestic VET. In addition, there is no designated person for gender policy. According to the research results, primary steps for the development of a gender-sensitive educational environment in Ukrainian VET institutions are proposed, namely: the development of organizational frameworks and mechanisms for ensuring gender equality; regular training of teaching staff in the promotion of gender equality and the elimination of stereotypes in vocational guidance work; ensuring universal access to classrooms, workshops and laboratories, sports halls, locker rooms and other facilities of the VET institutions for free access by all without segregation, etc. The main direction of further research is the creation of methodological bases for the formation of an inclusive and gender-sensitive educational environment in VET institutions.

It takes change to remain the same: The transformation of Swedish government policy making in economic crises and the involvement of social partners

The government responses to the corona crisis across the world has actualized an old debate regarding the role of the state and government policy making in economic crises. This debate should, the authors of this article argue, be understood in the context of how government policy making has been transformed in advanced capitalist economies in the past five decades and recent theoretical developments regarding the role of actors and institutions involved in the production and dissemination of ideas in such transformations. Drawing on an extensive review of policy making and changes in policy making doctrines, this article examines the role of government public investigations in the transformation of the Swedish government policy making in relation to economic crises where the state supports policy making through social partners.

Improving the Involvement of Social Partners in Tackling Undeclared Work: A Learning Resource

On 19th April 2021, the Western Balkan Network Tackling Undeclared Work held an online seminar that brought together representatives from enforcement authorities and social partners. The intention was to discuss and share understanding of the major challenges they face in pursuing greater cooperation and provide tips for other Western Balkan economies on how these challenges might be addressed. It was also an opportunity to explore the scope for greater cooperation and to share learning on the type of initiatives that social partners can pursue to protect legitimate businesses and workers by transforming undeclared work into declared work. Around 40 participants from the Ministries of Labour, Labour Inspectorates, Tax Authorities and social partners (representatives of trade unions and employers’ associations) across the Western Balkans exchanged views and contributed to peer learning by answering the key discussion topics: identifying major challenges in developing greater cooperation; ways to improve the cooperation between social partners and authorities; and naming practical steps that could be undertaken to improve cooperation. The aim of this learning resource is to summarise the discussion at the seminar. To do so, section 2 reports the discussion on the scope for greater cooperation between enforcement authorities and social partners, section 3 reports the discussion on the types of initiatives in which social partners could become more involved and section 4 the next steps that can be taken.

Evaluating the Involvement of Social Partners in Tackling Undeclared Work in the Western Balkans

Although enforcement authorities play a key role in tackling undeclared work, social partners also have an interest in preventing undeclared work. Employer federations wish to tackle the unfair competition that results from other businesses operating in the undeclared economy and trade unions wish to protect declared workers and tackle unscrupulous employers who use undeclared employment. The aim of this study is to evaluate the current involvement of social partners in tackling undeclared work in the Western Balkans. To achieve this, a survey was undertaken of social partners in the six Western Balkan economies to evaluate: (i) their objectives in relation to tackling undeclared work; (ii) the current level of social partner cooperation with government authorities and (iii) the current range of initiatives pursued by social partners to tackle the undeclared economy. This study reports the findings.

Improving Social Partner Involvement in Tackling Undeclared Work: A Toolkit

Improving Social Partner Involvement in Tackling Undeclared Work: A Toolkit

Trabajadores inmersos en procesos de subcontratación transnacional: ¿qué protección desde el plano internacional?

La proyección a nivel internacional de las estrategias empresariales de subcontratación plantea numerosos y destacados retos en términos de protección de los trabajadores. La proliferación de cadenas mundiales de suministro cuyos últimos eslabones se hallan en Estados en vía de desarrollo exige respuestas de carácter internacional que colmen las carencias de normativas internas, laborales y sociales, aun embrionarias. Respuestas a modo de normas internacionales o herramientas de softlaw —señaladamente, de la OIT— o de instrumentos privados —códigos de conducta o de buenas prácticas— o con implicación de interlocutores sociales —acuerdos marco internacionales—. Habida cuenta de las limitaciones intrínsecas de los derechos internos —cuyo ámbito de aplicación se circunscribe al territorio del Estado correspondiente—, se procede a la ponderación de la eficacia de dichos instrumentos internacionales —heterónomos y autónomos— a efectos de reconocimiento y garantía de derechos laborales básicos a los trabajadores que se hallan en la periferia del proceso productivo, a menudo en Estados carentes de sistemas reguladores y de control mínimamente solventes.

Впровадження інновацій як запорука розвитку трудового потенціалу

The article is devoted to the introduction of innovations in the development of labour potential of enterprises as a factor in improving the economic potential of the country. The possibility of using effective innovations used in the practice of the world's leading countries (including Germany, Great Britain, France, the United States and Japan) in the field of professional development of personnel is mentioned. Mechanisms for improving the efficiency of the system of professional development of staff are proposed. Attention is focused on the involvement of social partners in the organization and control over the quality of vocational training. In order to study effective forms and methods of professional development of staff and the introduction of social innovations in this area, developed and tested in other countries, it is necessary to take into account elements of foreign experience. This is especially justified and extremely relevant today in connection with the active processes of statehood of Ukraine and administrative reform. Contradictions between the needs of modernization of national enterprises and the lack of professional, highly qualified workers, specialists representing the newest activities (there are hundreds of them in the world every year), deteriorating quality of training - all this inevitably has a negative impact on social and labour relations. The main economic interests of the social partners in the field of labour, above all, prevents the desired income. Ukraine will quickly lose the existing advantages in personnel training in the absence of a system of continuous training of employees. The consequence of this situation is the transformation of Ukraine into a «supplier» of cheap labour for European countries and other developed countries. In Ukraine the development of vocational training is an important condition for both the provision of production with highly qualified personnel and increasing its efficiency. However, it has certain shortcomings and requires a change of approach both on the part of the state and on the part of employers, which determines the prospects for further research.

Establishment of the All-day School in Lithuania: An Institutional Analysis

The traditional model of general education organization, which focuses only on the provision of human capital as a guarantor of welfare, cannot effectively achieve this goal without removing other barriers to the child’s development (OECD 2016). The acquisition of human capital also significantly depends on a person’s social and cultural capital. In addition to its traditional functions, a school can also provide social and cultural capital by providing a space for the interaction of various social networks, promotion of new ideas and cultural diversity, and the involvement of social partners in school activities (Healy 2001). An all-day school is one of the tools to provide children with social and cultural capital. Despite the existing disparities between a pupil’s achievement and the low level of their social and cultural capital (Shleider 2018), all-day schools are not widespread.According to John Elster (2000), the actions of an organization are determined firstly by opportunities and then by interests. Opportunities are determined by economic, institutional, and psychological constraints. The aim of this study is to analyze the institutional limitations of establishing an all-day school. Elinor Ostrom (2009) argues that the whole set of institutions that determine the situation of action (in our case, the establishment or non-establishment of an all-day school) can be divided into 7 groups: boundaries, positions, choices, aggregation, information, potential outcomes, and payoff institutions. The institutional limitations of all-day school establishment were analyzed in the study using a qualitative content analysis of documents on the principle of axial coding, distinguishing subcategories and categories. The results of the study showed that institutional constraints do not limit access to an all-day school, but there is a high concentration of power, lack of accountability for service quality, and parental costs that may limit access to services for children from lower-income families with the greatest social and economic disadvantages.

Social partner involvement in collective skill formation governance. A comparison of Austria, Denmark, Germany, the Netherlands and Switzerland

Dual vocational education and training (VET) with social partner involvement in its governance can typically be found in collective skill formation systems. This article reviews the diversity of collective skill formation systems with a particular focus on their systemic governance. In particular, we look at the actors involved as well as how the systemic governance is organised in terms of corporatist decision-making bodies. The article shows that there are important cross-national differences. First, the social partners do not always participate in the decision-making at the political-strategic level. Second, social partner involvement is not always on equal terms (parity), with trade unions in some cases being less strongly involved. Third, differences in VET governance are particularly pronounced at the technical-operational level. Empirically, the article focuses on the five prototypical collective skill formation systems Austria, Denmark, Germany, the Netherlands and Switzerland.

Impact of the Concept of Good Governance on the Functioning of Public Administration in Poland—an Outline

The concept of “good governance,” reflected in legislation, modifies the nature of the activity of public authorities. It is currently being promoted by international institutions, including the European Union, particularly with regard to its cohesion policy, which should be based on the principles of openness, participation, accountability, effectiveness and cohesion. Therefore, the existing mechanisms of cross-sectoral cooperation are being modified and new organisational and legal forms are emerging. They meet the requirements of openness, partnership and dialogue of public administration with social partners, thus increasing the effectiveness of bodies of public administration. As a result of consultation, as well as through the direct involvement of social partners in the implementation of tasks, the public are more trusting and the actions of public authorities are gaining more legitimacy.

Corporate codes of conduct: Are three generations sufficient to ensure the effective enforcement of labour rights?

In the 1970s, the number of reports concerning unethical or illegal activities of multinational corporations increased and led to discussions within international organisations. In 1976, the OECD was first to adopt its Guidelines for Multinational Enterprises. The ILO adopted its Tripartite Declaration of Principles concerning Multinational Enterprises and Social Policy in 1977, and UN issued the Global Compact in 2000. Subsequently, many codes of conduct have been established to provide a stable framework in which MNEs conduct their business. The purpose of this paper is to assess, through the prism of three generations of codes, if self-regulation is sufficient to ensure the effective enforcement of labour rights. I fill the gap in existing research by providing a comprehensive explanation for the shortcomings of this instrument. Research indicates that there is a lack of involvement of social partners in the decision-making process leading to the adoption of codes of conduct. Once adopted, they impose lower standards than the public regulatory frameworks. They are more selective in their choice of labour rights. There are also many difficulties in implementing, monitoring and enforcing a corporate code of conduct. These tools mainly address marketing aims and respond to the unfavourable publicity produced by the media about the inconsistency of certain corporate policies with international labour standards. I conclude by discussing how codes of conduct could be transformed to more eƒectively address workers’ rights.

‘Diversion or safety net?’ Institutions and public opinion on vocational education and training

Vocational education and training (VET) has been described in the sociological literature as a mixed blessing. On one hand, vocational qualifications facilitate the school-to-work transitions of youth (safety net function of VET); on the other hand, placement into vocational tracks dissuades students from attending higher education (diversion function of VET). In this study, I analyse whether VET is perceived to function as a safety net and/or a diversion route by the public at large. VET systems greatly vary across countries with regard to their perceived prestige, the involvement of social partners in the provision of training and the certification of occupational skills. Thus, I focus on whether perceptions of VET vary systematically across countries. Using Eurobarometer data from 2011, I show that in countries with occupationally oriented VET systems, which provide work-based training in the form of apprenticeships, both the safety net and diversion functions are recognized as distinctive aspects of VET. Although public perceptions of the safety net function do not vary across education groups, the analyses show that highly educated individuals are less likely than the other education groups to suggest vocational education as an option, even when they do recognize its role as a safety net. This study contributes to our understanding of the micro-level mechanisms that underlie the formation of educational preferences across social groups.

MODEL OF FORMATION OF READINESS OF THE FUTURE TEACHER OF PHYSICAL CULTURE FOR THE ORGANIZATION OF EXTRACURRICULAR STUDENTS’ ACTIVITY

In this article the experience of building a model of the future teacher's fitness for the organization of extracurricular activities of schoolchildren is considered. The relevance of this article is due to the fact that it addresses issues related to the synchronization of FSES general and higher education. The model is represented by five blocks: goal setting, methodology, content, technology, evaluation and result. The projected vocational training is based on the system-activity, competence, personalityoriented, practical-oriented, contextual approaches. The content of this model is the components of the readiness of the future teacher of physical culture to organize extracurricular activities of schoolchildren: motivation and values, knowledge, skills, experience. The implementation of the presented model is based on the integrated use of the potential of the student's independent work, as well as practices. At the technological level, the model contains a rationale for the use of interactive practices-oriented technologies. The peculiarity of this model is the involvement of social partners: methodological services at the municipal level and the level of general education organizations. The result of the projected model is readiness, understood by the author as an integral personal characteristic of the future teacher, contributing to the productive development and upbringing of the students' personality through the achievement of planned results in the extracurricular activities of the sports and recreation area.