Banking social partners conclude joint declaration on lifelong learning

A joint declaration on lifelong learning was concluded by the EU-level social partners in the banking sector in December 2002. The document focuses on four key issues: defining skills; recognising and validating skills; principles, rights and responsibilities; and the need to ensure equal opportunities when formulating training policies.

The EU-level social partners in the banking sector - for the employers, the banking committee for European social affairs of the European Banking Federation (FBE), the European Savings Banks Group (ESBG) and the European Association of Cooperative Banks (GEBC), and for the employees UNI-Europa Finance (Banks), the banking trade union section of the European regional organisation of Union Network International- announced on 3 December 2002 that they had concluded a joint declaration on lifelong learning. Both employer and trade union representatives state that lifelong learning is needed in their sector (which employs some 2 million people in Europe) as a key means of improving the skills and competences of its workforce.

The social partners in this sector first started looking at this issue in earnest in June 2001, when they agreed at a social dialogue plenary meeting to include the topic of lifelong learning in their work programme for 2002. Consequently, a working group was established to discuss the issue. Meetings took place regularly, culminating in the conclusion of a joint declaration.

Content of the joint declaration

In the introduction to the joint declaration, the social partners welcome the EU-level intersectoral framework accord on a framework of actions for the lifelong development of competencies and qualifications which was concluded in February 2002 (EU0204210F) by: the European Trade Union Confederation (ETUC), along with representatives of liaison committee for managerial and professional staff, which brings together the ETUC-affiliated Council of European Professional and Managerial Staff (EUROCADRES) and the independent European Confederation of Executives and Managerial Staff (CEC); the Union of Industrial and Employers' Confederations of Europe (UNICE), in cooperation with the European Association of Craft and Small and Medium-sized Enterprises (UEAPME); and the European Centre of Enterprises with Public Participation and of Enterprises of General Economic Interest (CEEP).

In the banking sector, the social partners collected data from 18 European countries on the definitions, legislative framework and practice on lifelong learning in their sector. From this data, four main themes emerged as 'determinants for a lifelong learning culture', as follows:

• defining professional, vocational and entry-level skills;

• recognising and validating competences and skills;

• providing information and support on principles, rights and responsibilities; and

• employment and retraining through mobilising resources.

Defining professional, vocational and entry-level skills

The banking social partners state that entry requirements for junior financial services jobs vary enormously, both by job and by country. In general, however, bank staff need much wider-ranging knowledge than was a case a decade age. This is due to the fact that the range of products and services which banks can offer is now much wider, following the deregulation of the sector.

In the context of this increasingly complex sector, therefore, access to lifelong learning for all should be promoted. Further, the social partners believe that the development of vocational or professional qualifications is a priority for the European banking sector, in particular for young people, employees who lack the required skills when new working methods are introduced and to enable employees to manage their careers and to adapt to the introduction of new working methods or new technologies.

Recognising and validating competences and skills

The social partners regard the recognition and validation of competences as essential. This will enable employees to be aware of and develop their competences throughout their working life. It will also give companies the tools to identify and manage the competences they have.

The social partners state that regularly reviewed training plans for all employees have 'value'. These plans should contain employees’ own views about their training needs, in addition to the short- or long-term outcome of specific training activities. In this context, the joint declaration praises the activities of the Dutch banking sector, which has introduced personal education plans for all employees, and the Swedish insurance company Skandia’s 'competence savings' scheme. It praises Skandia as a 'good practice' example of how a financial institution can profit from building a lifelong learning culture, with the motto of 'if you think competence is expensive - try incompetence'.

The joint declaration also highlights the Italian bank Enbicredito as an example of good practice on how retraining is being used to retain bank employees. Enbicredito monitors vocational training needs in the Italian finance sector and offers guidance to employees in terms of educational and relocation packages.

Providing information and support on principles, rights and responsibilities

The joint declaration states that banks should be helped to become 'learning organisations'. To this end, the social partners in the banking sector should consider the following principles, rights and responsibilities:

• all those involved in the sector, including public authorities at European and national level, employers and employees, share the responsibility of working together on the issue of lifelong learning and helping individuals to take responsibility for their own training;

• employees have a responsibility and a duty to be part of the lifelong learning process;

• the social partners should conduct social dialogue at 'appropriate levels' and, where appropriate, implement agreements on education and training in the workplace;

• employers have a responsibility to provide for the development of the competences of their workforce;

• every employee has the right to be trained to carry out their job;

• learning activities which are required in order to carry out a job should take place during working time and be paid for by the employer;

• opportunities for educational leave may arise within the context of lifelong learning; and

• the social partners at all levels should consider how investment on learning and development should be recorded and reported.

The social partners also state that, as opportunities for lifelong learning may arise both inside and outside the workplace, this may involve employees using their own time or employers providing time off. Specific arrangements should be discussed by the social partners at the appropriate level.

Employment and training through mobilising resources

The joint declaration states that regular training and lifelong learning opportunities 'should be routinely and systematically made available' to all employees, regardless of their position or type of employment contract. It should not be assumed that certain groups of employees, such as women or older workers, would not be interested in development.

Consequently, the social partners state that they recognise the need to promote equal opportunities in relation to lifelong learning. Further, care should be taken to ensure that workers on 'atypical' employment contracts, such as part-time workers or evening and shift workers, are not excluded from training opportunities. Therefore, companies and training providers need to be sensitive to the particular circumstances of part-time staff and the need to arrange the timing and location of training to suit their particular working patterns.

Commentary

The banking sector joint declaration has been very positively received. Steen Rasmussen, chair of FBE’s banking committee for European social affairs, stated that:'This joint declaration gives a very positive signal for the future of our social dialogue.' Sandy Boyle, president of UNI-Europa Finance (Banks), said that: 'The agreed principles constitute a good balance of employers’ and employees’ joint responsibilities in the development of lifelong learning in the banking sector.' Finally, Fay Devonic, head of the sectoral social dialogue unit at the European Commission, stated that: 'By adopting these joint principles, the social partners in the banking sector have demonstrated their willingness to achieve a fruitful social dialogue.'

This is certainly an important accord for this sector, which is undergoing rapid transformation as a result of deregulation and, in some countries, privatisation. This, coupled with the fact that the ongoing introduction of new technologies requires a constant upgrading of skills, will, it is hoped, ensure that employees keep their skills up to date and are able to adapt to the changing nature of their jobs. (Andrea Broughton, IRS)