Trade union use of ICT in support of learning

This report summarises six case studies of trade union use of information and communication technologies (ICT) in support of learning. There are five national case studies from CISL (Italy), DGB Bildungswerk (Germany), FNV (Netherlands), LO (Sweden) and the TUC (UK) and one transnational case study, ETUCO.

These cases illustrate some of the diverse ways in which trade unions are approaching the use of ICT* to support formal and informal learning; vocational and trade union training; blended (mixed face to face and computer mediated distance) learning, organisational and self-paced learning; and national and transnational learning.

From this diversity, eight themes or clusters of issues can be identified in the case studies:

1. recognition that the acquisition of basic ICT skills is an essential first step towards empowering trade union members to access a broader range of both trade union training and vocational learning opportunities;

2. there is a range of pedagogies being applied in the context of ICT, though this generally appears to combine elements of face to face and online learning often in ways that enhance rather than replace conventional learning;

3. e-learning* is becoming closely involved in organisational innovation in trade unions, and particularly in networked organisational structures;

4. some new roles are evolving in relation to learning and technology, which itself creates a new demand for training in a range of pedagogic, organisational and technical skills;

5. despite these new roles, the role of the tutor remains central and many educators require training in new pedagogies and technologies for learning;

6. the need to prepare and support participants in all forms of e-learning which may require both new technical and study skills;

7. the choice of technologies being used by trade unions in support of learning is pragmatic, and has centred on facilitating text-based communications through conferencing or email. There remains a great potential for exploration of new technologies to support alternative modes of work and learning;

8. financial sustainability of e-learning is an issue for some, particularly where developments have been project based and reliant on external funding, or where new forms of learning intervention might benefit from a more openended support from specialist educators. In the latter case, there is currently a misfit between the support needed and financial organisation of trade union education.

Challenges and Recommendations

Four groups of challenges are identified:

• Training: new methods of learning demand training for tutors, learners and those taking on new roles. This involves increased awareness of the wide range of e-learning methodologies which have been developed. Transnational elearning will become increasingly important and both tutors and learners need to develop the necessary skills;

• Learning, technology and organisational change: learning and technology are increasingly involved in new combinations with organisational change in trade unions. This has wide ranging implications for models of learning and training; appropriate technologies; sustainability of training and the relationship of education departments to other elements of trade union organisation;

• Technologies: the use of new technologies has stabilised. New technologies, broader spread of existing technologies and some of the emerging roles of learning and education have led to new possibilities for applying technologies. Fresh evaluations of the potential of novel technologies in new contexts, informed primarily by organisational pedgagic concerns, needs to be reprioritised;

• Sustainability: in order to sustain innovative types of learning which blur some traditional boundaries, methods need to be developed which can evaluate and demonstrate the value of novel types of educational intervention to stakeholders.

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Report (700 words) issued 5 Apr 2005

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