Supporting the Needs of Older and
Vulnerable Employees (SNOVE)
Final Evaluation
Content
Page 2: Introduction
Page Project 3: Description and Purpose of Project
Page : Evaluation & Analysis of Original Materials
Page 5: Work Package 1
Page 6: Work Package 2
Page 7: Work Package 3
Page 8: Work Package 4
Page 9: Work Package 5
Page 11: Work Package 6
Page 12: Work Package 7
Page 15: Work Package 8
Page 17: Work Package 9
Page 19: Work Package 10
Page Evaluation of Complimentary Materials and Innovations
Page 31: Conclusion
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Introduction
The primary purpose of this evaluation is to establish if the project has met its
key aims and objectives of making a transnational transfer of educational
innovation as required by the Leonardo Da Vinci TOI Programme.
This Final Evaluation will cover all key aspects of the SNOVE project including;
suitability for transfer of the original materials, research, transfer methodology,
effectiveness of transfer, project management, cooperation and
coordination between Partners, dissemination, and development of
complimentary innovations.
Key points are drawn through Evaluation of the original GFTU materials and
Project Work Packages with an emphasis on Packages 8, 9 & 10, concerning
the transfer, adaptation and accreditation of the innovation to the
vocational education and training (VET) system in each country/system with
a partner effecting full transfer. New materials and innovations generated as
a result of the project will also be examined to establish if they add value to
and reinforce project aims.
The report concludes with a clarification of key evaluation points and
concluding remarks.
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Project Description and Purpose
SNOVE was a transnational Transfer of Innovation project funded by the
European Union Directorate of Education and Culture through the Leonardo
Da Vinci Programme. The Project had five participating organisations (Core
Partners) in five EU countries. The Partners are listed below;
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Bulgaria: Balkan Institute of Labour and Social Studies (BILSP), Partner 4
Finland: The Workers Academy (TA), Partner 1
France: Toulouse Business School (TBS), Partner 2
Netherlands: United Nations Staff Union – International Criminal Tribunal
for the former Yugoslavia (UN – ICTY), Partner 3
United kingdom: General Federation of Trade Unions (GFTU), Lead
Partner
The Applicant Organisation was the GFTU which had legal responsibility for
management of the Project and the successful delivery of Project outcomes.
The Project was conceived as a means to effect international transfer of
educational materials which can assist older and vulnerable employees
dealing with problems in the modern employment market during a period of
economic downturn including; precarious/vulnerable employment,
redundancy/unemployment and financial instability. The purpose of the
materials is to provide a means which will enable members of the target
group to develop competencies in job search techniques, assess their
vocational skills and academic qualifications, build their confidence, and to
plan for financial security in retirement.
The aim of the project was to draw upon the experience and expertise of the
GFTU which provides an innovative programme of training relevant to the
needs of vulnerable employees and adapt for transfer a package of such
training which can be delivered on a transnational basis by trade unions,
academic institutions and employer’s organisations.
Three of the Project Partners, BILSP, TA, TBS, were chosen for their expertise in
delivering fully accredited educational programmes for working people and
employers. These organisations also have a solid track record of innovative
research in the field of employment relations policy and practice relevant to
the stated aims of the Project.
Partner three, UN-ICTY, is the union for members of staff at the International
Criminal Tribunal for the former Yugoslavia. The Project is of particular
relevance to this organisation because all of its members are engaged in
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precarious employment and will face redundancy as the Tribunal is wound
down over the next three years.
The key outcome is the adaptation and transfer of the GFTU materials to be
delivered in a variety of context and within the Vocational Employment
Training (VET) system of each country/system in which Project partners are
based. Partners should have worked with a range of employers and workers
organisations to enable them to embed the materials into their training and
education programmes.
Project Methodology
The SNOVE had a two year time-line from commencement to completion. To
ensure effective project management key tasks were broken down into ten
Work Packages. Each work package was allocated to core Partners which
had primary responsibility for the successful delivery of the Package
allocated to them. As lead Partner the GFTU had responsibility to ensure all
Work Packages were completed satisfactorily and to assist all Partners in
meeting their obligations in regard to their allocated Packages.
All Work Packages had allocated time frames for completion with some key
packages concerning overall project management, quality assurance and
evaluation continuing throughout the lifetime of the Project. It should also be
noted that there was considerable overlap of key themes and issues e.g.
research and development, evaluation, VET accreditation, and piloting,
between the Work Packages.
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Description and evaluation of original materials
Introduction
The GFTU Dealing with Life Changes and Introduction to Pensions materials
have been successfully delivered to members of affiliated unions within the
UK for the nine years prior to the commencement of the SNOVE project. The
materials are delivered over a two day period, usually to students attending
residential weekend courses, although this is not a requirement and the
materials can and have been delivered in a variety of formats and venues
including workplace training facilities.
The delivery method of both sets of materials accords with the standard
pedagogy used in the UK trade union and adult education system. It is
student centred with an emphasis on praxis combined with tutor
presentations and guidance, and student led group learning. This requires a
combination of individual work with collective pooling, and/or group
research tasks in small peer groups to discus relevant topics and agree key
findings and learning outcomes. These are reported back to the wider
learning group in tutor guided plenary sessions during which key learning
outcomes are emphasised and any misunderstandings corrected. However
due to the technical nature of the pensions materials there is a much greater
use of tutor presentation and question and answer sessions (Q&A) than is
normal for most courses delivered by the GFTU.
Both courses are accredited within the UK VET system through the Open
College Network (OCN 4 Learning). Learners can achieve two OCN credits
at level 2 or 3 depending on evidence of achievement generated in
classroom activities and workbooks which are assessed by the tutor
according to the criteria set out by the awarding body. However the key
purpose of the materials is to help the target group by imparting vital
information to assist them in planning for life changes and understanding their
pension arrangements. In this respect accreditation gives added value to
the learning experience and is not the primary purpose of the materials.
Dealing with Life Changes
Unlike most GFTU educational materials these materials are for all members of
affiliated unions and not just reps and activists; particularly those facing
redundancy or in precarious patterns of employment. Course aims and
specific learning outcomes are clearly stated in the workbook. These are
summarised below.
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On completion of the course learners should;
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Gain a thorough understanding of where to find employment
opportunities and related information
Understand how finishing employment is a life changing experience
impacting upon health, self esteem, etc
Understand the importance of effective planning
Review current skills and personal profile for transferable skills analysis
Develop ideas and solutions to assist in re-entering the employment
market
Prepare a personal action plan
Be better equipped to pass on information and skills on how to find
employment to other union members
Prepare a detailed personal and skills profile to match against existing
employment opportunities
Plan and prepare for an interview
Identify best practice in the employment application process
The course itself is divided into ten specific activities including an introductory
activity. This activity includes a reflective element in which participants are
asked to consider why they have chosen this course.
The other activities cover the following topics;
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Identifying employment opportunities
Understanding the advantages and disadvantages of key job search
techniques
Considering appropriate future employment opportunities (what kind
of job do I want)
Understanding job advertisements
Understanding job specifications
Using positive language and profile writing
Application forms; best practice
CV content; best practice
Preparing for interviews
Each activity requires the learning group to carry out individual and
collective tasks e.g.; complete questionnaires & application forms, analyse
information, practice interview questions, etc. Detailed accompanying
information is contained within the learning pack to assists the learner in
completing the relevant activities. Participants are guided by the tutor to key
pieces of information relevant to each topic before commencement of the
activity.
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The Dealing with Life Changes materials are primarily a ‘how to’ guidance on
how to improve employability in a precarious employment market by
improving job search, application, and interview techniques.
Introduction to Pensions
This course is also aimed at the general membership of affiliated unions with a
focus on the needs of members approaching retirement. Course aims and
learning outcomes are clearly stated in the workbook. These are summarised
below.
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To help learners understand how the UK pensions system works
To help learners understand their own scheme: the benefits it provides
and how the scheme is run
To explain what information is available from different sources, and
how to interpret it
To help learners think about how they can improve their own income in
retirement
The course is divided into six specific sections covering key topics including an
introductory activity. This activity includes a reflective element in which
participants are asked to consider their own pension arrangements.
The other sections are;
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Thinking about your retirement – it’s never too soon!
What you might get from the State pension
Non-state pensions
Options for increasing your income in retirement
Course evaluation and action planning
Each section comprises tutor presentations with Q&A and some individual
tasks, with collective pooling and discussion where appropriate. Tasks
include, analysing relevant information, calculating qualifying social security
payment periods, calculating expected pension incomes against current
costs of living, and an action planning activity.
The learning pack contains very detailed information about the UK pensions
system including; a glossary of terms, types of pensions, value of pensions,
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qualifications for entitlements, and payment methods. The Pack also has a
comprehensive list of additional sources of information with full contact
details.
Evaluation Comments
The GFTU materials are well designed and cover all of the main issues relating
to the topics which are relevant to the target groups within the UK context.
Differentiation in terms of the varied educational ability of learner groups is
factored in by a mixture of delivery methods including; lecture, research,
Q&A, and individual and practical activities. Adapted written materials and
additional tutor support is provided to participants with sense (sight or
hearing) impairment or/and learning disability. The materials themselves are
designed to be a practical aid to participants which can, and should, be
referred back to after the course to reinforce learning and for reference
purposes.
Both sets of materials have been designed to be suitable for all levels of
employees from unskilled to post-graduate professionals. This reflects the
membership of GFTU affiliated unions, which ranges across the UK workforce
skills base from unskilled bakery workers, semi-skilled steelworks operatives,
pottery craftspeople, broadcast engineers, probation (parole) officers, and
educational psychologists.
The pedagogic methods used in the delivery of the materials are suitable for
both the target groups and academic level for which they were designed.
The courses have the correct balance of presentations, Q&A, tutor support,
and individual and group work as appropriate to ensure effective
transmission of the key information contained in the materials.
Both courses have been well received by participants in the UK and
feedback through evaluation forms completed by learners and interview has
been overwhelmingly positive.
Whilst it can reasonably judged that the materials have been a success in the
context of the UK VET system, were they suitable for transfer to the national
adult and vocational educational systems of SNOVE partners? To achieve
this Leonardo Da Vinci guidelines state that the Project should successfully
address the following questions in order to affect a successful transfer.
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Is the innovation current; i.e. not out of date?
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Is transfer feasible; i.e. can it be adapted to the employment market,
legislative framework, training system, language and culture of the host
country/system?
Is this a genuine transfer of innovation; i.e. have the original materials
been fully transferred, with appropriate adaptations, as opposed to the
creation of completely new ones?
Will this be a benefit; i.e. can it help a wide range of employees and/or
are there specific group within the labour market, e.g. immigrants, for
whom the materials are specifically suitable?
The success, or otherwise, of the Project is therefore dependent upon the
possibility of the above questions been properly addressed by the materials
without having to completely rewrite them. Even if this is the case, key
adaptations have to be made to ensure success. These adaptations include
translations (where necessary) and replacing information about the pensions,
employment, and benefits systems from the UK context to that in each
Partner country, where the framework of such systems can be very different.
As a result it is likely that some adaptation to the pedagogic methods will be
necessary to factor in these differences between systems and (in some
cases) learning groups. Adaptation to Pedagogy/delivery methods could
include; rewriting or replacing presentations and replacing or adapting some
activities in order to make the materials relevant to the national context.
However, producing completely new materials serving the same purpose as
the original materials cannot be classed as a transfer of innovation.
Sections 8, 9, & 10 of this evaluation concerning the transfer of the innovation
to partner countries/systems will consider if this has been successfully
achieved based upon the criteria outlined above.
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Package 1: Management of the Consortium including Financial
and Activity Monitoring Arrangements
Package Leader: GFTU
Description
This Work Package was central to the delivery of the project providing
financial and primary project management throughout its lifetime. Primary
functions included; co-ordination of project activity between consortium
members, financial management, liaison with external evaluators and the UK
funding agency, and convening steering group meetings and teleconferences. In addition the WP included the organisation of developmental
workshops which were held in each partner country carrying out a full
transfer of materials. This aspect was facilitated by each relevant Project
partner and embedded the transfer process.
The other activities/functions in this WP included;
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Provision of a single co-ordinating point for project activity
Production of financial reports
Sustaining dissemination and exploitation activity
Production of interim and final Evaluation reports
Coordination and testing of Work Packages
Ensuring effective communications between Project Partners
Development of the web component of the Project
In addition the GFTU updated the original materials and resources to reflect
learning outcomes required by the European Qualifications Framework (EQF)
and the criteria for an LDV transfer of innovation.
Evaluation Comments
This element of the Project has been managed in a generally efficient and
effective manner which ensured good coordination between consortium
members, effective financial management and activity monitoring
arrangements of work packages. However some issues and problems
concerning communications and web development were raised by the UK
National Funding Agency (UKNA) after their interim inspection of the Project
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and the GFTU were advised to improve communications and monitoring
arrangements.
On the basis of this advice and feedback from Partners the GFTU
implemented the following measures,
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External evaluator to attend all future steering group meetings
Provision of tele- conferences between steering groups with
participation by the external evaluator
Monthly progress reports to be submitted on a pro-forma by Project
partners
Establishment of a central collection point for information in the form of
a dropbox account administered by Toulouse Business School
Additional support provided to Partner with responsibility for developing
website (UN-ICTY)
These measures were implemented almost immediately after the interim
inspection.
From an external evaluation perspective attendance of the external
evaluator at all steering groups and the provision of interim tele-conferences
were particularly useful measures. This enabled an external perspective at
meetings and gave project Partners greater access to the external evaluator.
The Tele-conferences were particularly useful as forums to discuss issues, share
information and innovations, seek collective advice, and set out agendas for
steering group meetings. Ensuring issues of greatest concern to Partners
could be prioritised in subsequent steering groups.
The use of monthly progress reports did help to give some clarity to Partner
activity and had some utility for the Project management team in terms of
tracking progress. Some Partners were more diligent in sending reports than
others but this issue did not impact upon the effective management of the
project in any noticeable way.
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Work Package 2: Research and Needs Analysis
Package Leader: GFTU
Description
The purpose of this WP to was to conduct analysis of the scope for transfer of
the materials in the context of the labour market, adult educational/training
and VET systems in each member country. Analysis and research was
conducted by each partner under the coordination of the GFTU.
Project Partners were assisted in this process by the attendance of key
personnel as participant observers at three taught sessions of GFTU material
delivery in the UK. In addition a host development workshop was included in
the Project Launch event held in November 2011.
Evaluation Comments
Effective use of research, participant observation, and literature review
conducted by key partners established the possibility of product transfer in
three Partner countries/systems.
However within the first year of the project the French partner established the
need to refocus the target group and ran into considerable difficulties in
transferring the original materials without considerable rewriting to the point
where the ‘adapted’ materials would effectively be an original document.
These issues led to a request from the Partner to the Funding Agency for a
reorientation of their project activities from making a direct transfer to
producing an extensive workplace mapping exercise and literature review.
The request was granted (see Evaluation of Work Package 7).
In addition the Finnish Partner (TA) encountered similar difficulties as the
Project progressed. It was felt that there would be little scope for a transfer of
the Pensions materials because of the major differences between the two
systems and despite initial optimism that transferring the Dealing with Life
Changes materials through adaptation would be straight forward it became
apparent this would be problematical. TA carried out extensive research
within the Finnish employment system and trailed the materials in sample
sessions with a number of social partner organisations. These activities
suggested a full transfer could be more difficult than originally envisaged
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however a way forward was eventually found which would enable a transfer
through targeting groups which could benefit (see Evaluation of Work
Package 8)
The use of a development workshop and participant observation of original
materials delivery sessions has been particularly good practice enabling core
partners to gain first hand practical knowledge of the original materials and
pedagogy, and to gauge learner feedback.
Work Package 3: Preparation/Adaptation and Transfer of
Educational Activities and Products
Package Leader: Workers Academy
Description
This WP had two distinct phases; phase one (October 2011 - January 2012),
analysis of scope of transfer, phase two; (January 2012 – July 2012) testing
and piloting of materials by all partners with selected participants. The later
informed the adaptation of materials and transfer process.
GFTU materials were reviewed to generate research evidence of value to the
research process, e.g. learner evaluation feedback.
The other activities/functions in this WP were;
1. Setting up of a framework of Accreditation with the support of the UK
accrediting agency OCN Credit4Learning
2. Partners sought assistance from national VET agencies to gain VET
accreditation of materials
3. Partners funded and managed VET accreditation where applicable
4. Partners funded and managed process of translating materials from
English into the language of partners countries where applicable
The GFTU assisted partners in completing activities 1, 2, and 3.
Evaluation Comments
VET accreditation for the adapted materials was secured in Bulgaria and
Finland and appropriate translations made. The Bulgarian Partner did
encounter initial difficulty in gaining accreditation but this was overcome
through an agreement with national VET accreditation agency NAVEAT
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which enables related training to be classed as life skills modules. Materials
for the Dutch partner were delivered on a trial basis in English and French as
these are the two languages used in UN agencies. Further and significant
adaptations and changes by UN-ICTY are described in the evaluation of
Work Package 9.
Work Package 4: Piloting and Testing the Products
Package Leader: Toulouse Business School
Description
This WP primarily concerned the piloting and testing of teaching materials for
transfer including a seminar session in the UK. In addition evaluation
feedback was provided to enable Partners to further adapt and refine the
transferred product. Feedback gauged responses around the following;
1. The applicability and relevance of the products to the target group
2. The scope and process for VET accreditation
3. Measures considered appropriate for dissemination and exploitation of
the product
4. Further adaptations required
Other key activities/functions in this WP included;
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Organising and hosting seminar sessions in each partner country for key
transferred products
Assessment of evaluation feedback to create a report on findings
Reporting findings at second steering group meeting
Provide assistance to support the process of piloting testing materials
Evaluation Comments
The expertise in academic research of the WP lead Partner was effectively
utilised to meet the key objectives of this WP. Through the literature
review/analysis and mapping exercise TBS has carried out extensive research
into the socio economic and employment issues affecting the target groups
in all partner countries. This has informed adaptations of materials and
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related products, e.g. handbooks and website content and aided wider
dissemination.
In addition TBS used their extensive knowledge of employment issues in the
Francophone world to organise materials testing focus group meetings for
Francophone members of the UN-ICTY Staff Union. This Partner reported that
the input from TBS had been particularly useful and valuable for their
Francophone members.
Work Package 5: Quality Assurance and Evaluation
Package Leader: GFTU
Description
This Package provided the structure for quality assurance and evaluation
mechanisms to ensure effective project management through the provision
of evaluation data and reflective practice. Key facets of this package
included steering group meetings, development workshops and periodic
comprehensive reports covering Project activities.
Evaluation Comments
The purpose of this Package was to ensure all Project activities progressed as
intended and that research, products and pilots were relevant and of a
good standard.
An interim evaluation was produced as a key component of the Quality
Assurance and Evaluation Work Package strategy. Evaluation activities have
been focussed upon key project activities and detailed evaluation reports
were produced for the following; project launch event, participant observer
session in UK (February 2012), Workers Academy pilot course in Helsinki (May
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2012). In addition the external evaluator attended and contributed to three
steering group meetings (including the first and final) and participated in teleconferences.
The first report is focused upon critical feedback from and interviews with
representatives of Partner organisations conducted during the launch event.
The purpose was to ensure clarity about the purpose and relevance of the
Project. This feedback and event activities illustrated the key issues affecting
the target groups in each Partner country and gave added clarity to Project
methodology.
The second report focused on both positive and critical feedback from the
participant observers, representing the Finnish and Dutch Partners, in order to
assess suitability of the materials for transfer. Generally this feedback was very
positive. The Finnish Partner representative assessed the materials suitable for
direct transfer with adaptations to the Finnish situation. However in the event
this proved to be more problematical (see evaluation of Work Package 8)
The representative from UN-ICTY expressed the view that whilst transfer was
possible some of the content was not directly relevant to the Partner target
group and would need considerable adaptation with the inclusion of
additional activities and innovations.
The third report describes the pedagogic methodology, style and content of
the pilot session. In addition the report assesses suitability of materials, student
response and the relevance to Project aims and objectives. The evaluator
was satisfied this is the case.
All steering group meetings were held as scheduled. Feedback from partners
regarding the usefulness and effectiveness of these meeting has generally
been positive although some have commented that they have not been
long enough to resolve all issues or discuss materials and innovations. This was
noted in the UKNA report and GFTU extended subsequent meetings during
the second year of the Project to facilitate this.
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Work Package 6: Dissemination and Exploitation including
Promotion and Awareness-Raising
Package Leader: Staff Union UN-ICTY
Description
This package of work continued throughout the lifetime of the Project and
involved all consortium members, partner organisations and other interested
parties. Key activities include;
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Organising the Project launch event in association with the GFTU and
Organising the Project close event in association with the GFTU and
Finnish partner
Developing and maintain the project website
Producing periodic dissemination reports
Producing project publicity material as required
Development and maintenance of the website and inclusion of RSS feeds
promoted the project, provided publicity for events and improved
communications between members.
Evaluation Comments
Dissemination, promotion and awareness raising activities were conducted
throughout the lifetime of the project by all partners although some initial
difficulties were experienced particularly the web-site development. This was
due to changes in key personnel within the relevant partner organisation and
did not have an adverse affect on the final result; the website went live early
within the second year of the project.
The website itself is widely advertised and promoted through the contact
networks of all consortium partners (see full review in Evaluation of
Complimentary Materials and Innovations section).
Other dissemination and awareness raising activities have included,
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Diplomatic briefing
Circulation of materials via trainers networks
Circulation of materials via trade unions and union federation networks
Provision of publicity on Partners websites and publications
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Links to the SNOVE website provided on Partners websites and
publications
Postings on UN Global intranet iSeek
Contacts with UN Headquarters Department of Management
Close collaboration with ICTY HR department
Meetings with other international organizations
Emails and outreach information
ICTY Press and Information office / Weekly press updates
Information Circular to staff representatives from CCISUA, the UN
Federation of staff Unions
Presentation of the ICTY SNOVE activities at the Conference on
Vulnerable Workers and Precarious Work hosted by Toulouse Business
School on 12 September 2013.
It should also be noted that both the opening and closing events were used
as opportunities to publicise the Project, adapted materials and innovations.
Both events were attended by leading academic, trade unionists and
diplomatic representatives from all countries with consortium members.
Work Package 7: Transfer, adaptation, accreditation and
Testing of Products in France
Package Leader: Toulouse Business School
Description
Originally to affect a full transfer the GFTU materials to the French
employment and VET system as per Leonardo Da Vinci TOI project guidelines.
Post reorientation request; to produce research including literature review
and analysis, and a mapping document, The matrix of Vulnerable Groups, to
assist dissemination of the project.
Evaluation Comments
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The significant change of focus for this WP described above came at the
behest of the Partner. Through extensive research and literature reviews
carried out by TBS Employment Research Group, significant factors related to
the specific conditions within the French employment system have emerged
which indicated a change of focus regarding the target group is required if
the Project is to have a significant and positive impact in France.
The TBS SNOVE research team took the view that the key issues addressed by
the Project, precarious/vulnerable employment, unemployment and
financial instability, have a far greater impact upon young employees and is
less of an issue for older employees within the French employment system
than is the case in other partner countries.
The stated reason for this is because France has a very highly regulated
labour market system with very strong employment protection for those with
permanent contracts of employment. This ensures pension protection and
very high thresholds which employers must meet when dismissing such
employees for reasons of redundancy, discipline or capability.
Most older employees, the key target group, are engaged on the basis of
permanent contracts and so do not have to cope with the pressures of
precarious and vulnerable employment. Therefore they are less likely to gain
benefit from adapted versions of the materials.
Although some older employees are not protected by permanent
employment contracts the research illustrates that that the majority of such
employees are young (under the age of 30) and/or from immigrant
communities. The latter group also faces the additional challenge of racism
and discrimination within the job market.
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Work Package 8: Transfer, adaptation, accreditation and
Testing of Products in Finland
Package Leader: Workers Academy
Description
Workers Academy worked with two in-country partners, federation of
professionals and scientists unions JSL and the Finnish Workers Education
Association (TSL), to adapt transfer the UK training Package into the Finnish
employment context and VET framework. Other key activities included;
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Development of a curriculum, training materials and training handbook
Ensure accreditation of package within the Finnish NQF and VET
framework
Embed within the package activities focused upon the psychological
aspect of employment vulnerability e.g. poor self-esteem, lack of
confidence and assertiveness
Undertake formal testing of the training package
Contribute to overall Project monitoring and evaluation and
dissemination activity
Evaluation Comments
As disclosed in other sections of this report the lead Partner for this WP has
encountered difficulties in achieving a full transfer despite initial optimism that
adapted GFTU materials would be suitable for widespread dissemination and
impact. Feedback from this Partner suggests a full transfer of the Dealing
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With Life Changes materials has been made but in ways not initially
anticipated and this has been difficult to achieve. In addition although the
Pensions materials were initially deemed to be inappropriate for full transfer,
impending changes to the Finnish pension system present the opportunity for
these materials to be utilised by trade unions in a manner which could
represent a partial transfer.
Key difficulties encountered included,
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Major differences between the UK and Finnish pensions systems
rendered most of the Pensions materials irrelevant to the current
situation in Finland
Strength of existing provision within the Finnish VET system ensures topics
covered by the Life Changes materials are already covered by existing
materials
Perception that the materials did not cover specific needs of skilled
and highly educated workers e.g. scientists
Despite these difficulties fully adapted and translated versions of the Life
Changes materials have been produced, tested and disseminated via
various organisations
TA commenced initial promotion of the materials by showing original copies
to a large number of educators within the Finnish employment system
representing, trade unions, employee’s organisations, and academic
institutions. Initial response was good with immediate requests for translation,
and widespread dissemination. Once this had been achieved various groups
were requested to trial and develop the materials with input from both
teachers and learner groups. Initial responses were not encouraging for the
reasons listed above. However the testing of materials and related research
did establish there were specific needs and gaps in the employment system
which could be met by the materials and related innovations. As a result TA
and the two in-country partners, devised a strategy of pursuing two separate
development strands.
Strand one: the adaption and development of the original Life Change
materials in conjunction with TSL for use with immigrant groups and specific
groups of unskilled workers.
Strand two: the development and refinement of original and existing
materials targeted at professional and post-graduate level workers. These
materials deal with advanced job search techniques and such as, how to
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deal with selection centres and searching for opportunities overseas. These
packages will utilise an adapted version of UN-ICTY relocation guide.
Key outcomes of Work Package
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
Full transfer of adapted Dealing With Life Changes materials achieved
Adapted materials targeted at and will be delivered to vulnerable
groups which will fill gaps in existing provision within the Finnish system
Wide dissemination achieved including possible transfer to actors in
Germany and Austria
Provision by TSL of on-line version of materials
Sections of Dealing with Life Changes materials to be blended into
established Finnish courses
New training materials developed specifically for post-graduate level
workers as a result of TA participation in the SNOVE project
Finnish version of UN-ICTY relocation guide produced and disseminated
Possible use of Pensions materials as guideline templates for academic
teams rewriting materials dealing with forthcoming changes in the
Finnish system
With regard to product testing and dissemination TA fully utilised their
networks and worked directly with twenty separate academic, employees
and labour movement organisations from within Finland and abroad on
SNOVE related activities. These activities included, taster sessions, seminars,
presentations, and full delivery of materials. As a result TA reports that at least
twelve organisation within Finland have expressed an interest in using the
materials and concepts in their training provision and teacher development
In addition interest has been shown by the Sustainable Change University in
Germany and it is intended to use the materials in future joint activities
between this organisation and TA. The adapted materials have also been
disseminated to the Vienna Chamber of Labour.
To conclude, the Workers Academy Finland is to be congratulated for their
hard work in overcoming the difficulties encountered in effecting the transfer
of innovation required and adding real value to overall Project outcomes.
22
Work Package 9: Transfer, adaptation, accreditation and
Testing of Products in the Netherlands
Package Leader: Staff Union UN-ICTY
Description
To systematically transfer the UK training Package into the Dutch employment
VET context and ensure cooperation with the UN employer in transferring the
23
materials within the context of the tribunal. This included provision of a
programme of training initially focused on 250 staff affected by issues arising
from the rundown of the tribunal. Other key activities are listed below;





Development of a curriculum, training materials, and training
handbook
Ensure accreditation of package within the Dutch NQF and VET
framework
Embed within the package activities focused upon financial planning
matters e.g. the UN pensions system and its status within the Dutch
social security system
Undertake formal testing of the training package
Contribute to overall Project monitoring and evaluation and
dissemination activity
Evaluation Comments
In terms of achieving a straight forward transfer of innovation this partner
encountered the greatest difficulties but has in many ways gained a great
deal from their involvement in the project including the creation of new
innovations. These include an International Relocation Guide and the
adaptation of the pension’s materials into a staff Retirement Guide (see
Evaluation of Complimentary Materials and Innovations section). Both
publications have benefited UN-ICTY staff and have also been widely
disseminated throughout the UN system and via other Project partners. The
Relocation Guide is a transnational transfer of innovation in itself having been
transferred to Finland via the Finnish Partner TA. These innovations are a
direct result of this partner’s involvement in the SNOVE project and have
given significant added value to overall project outcomes.
As the staff union for the United Nations International Criminal Tribunal for the
Former Yugoslavia this Partner represents and serves members who work in a
very unique institution and this has significantly shaped the way in which the
Partner has delivered its expected project outcomes.
The Tribunal was established in 1993 and from its inception was intended to
be a temporary organisation of the UN which would cease to operate once
all major war crimes suspects from the Balkan conflicts had been captured
and tried. It is estimated that full closure of the Tribunal will occur in 2015
when the vast majority of existing staff will face redundancy. The Tribunal
currently employs 760 staff, down from a peak of 1.200, and this is being
constantly reduced with a major downsizing initiative commencing in
December 2013. All staff are employed on fixed term contracts which range
24
from periods of 3 to 24 months. UN-ICTY staff comprises 80 different
nationalities and there are 220 different functions/specialism’s within the
organisation. Most employees are highly educated, many at post-graduate
level, and internationally mobile. However due to the precarious nature of
their employment and that most non-EU citizens will have to leave the EU
area on termination of their contracts, they fit the description of vulnerable
employee and therefore provision of bespoke training around life changes,
employability, relocation and pension’s arrangements became a priority for
the staff union.
At the early stages of the project the Staff Union sent participant observers to
delivery sessions of both sets of materials in the UK and set up five focus
groups to assess the needs of members. Two of these groups were facilitated
by other Project Partners. As described above, Toulouse Business School ran
focus groups for francophone staff and the group for BCS
(Bosnian/Croatian/Serbian) language staff was hosted by the Balkan Institute
for Labour & Social Policy.
Feedback from the participant observer sessions and focus groups suggested
the original GFTU materials would not meet the specific needs of many UNICTY staff without substantial rewriting and adaptation. The key issues
identified included,




Life Changes materials perceived as being at an introductory level and
therefore unsuitable for many highly educated and already ‘mobile’
employees used to operating within transnational and flexible labour
markets
Huge differences between UK pensions system and UN pensions
scheme
Most staff will already have some pension entitlement in the systems of
other countries
Highly specific and unique needs of many members not addressed by
the original materials
In addition serious difficulties were encountered in achieving VET
accreditation for adapted and additional materials because only courses
with a minimum of 800 hours are eligible for accreditation in the Dutch VET
system and unfortunately there is no VET accreditation body within the UN
system. These difficulties prompted the partner to take a new and innovative
approach in which a suite of courses, training sessions, and new materials
were developed as constituent parts of a wider Dealing with Life Changes
programme marketed to members under the SNOVE title. This programme is
25
a varied, flexible, and comprehensive suite of training designed to meet the
needs of members and which included the following courses and events,















Identifying transferable skills and achievements
Networking and job search techniques
Working in the Netherlands
Writing cover letters
How do I prepare myself for change
How to manage the separation stress of others
CV training
Dutch Business writing (led and accredited by Erasmus University
Rotterdam)
Starting your own business (presentation by a representative from the
Chamber of Commerce)
Presentation skills
Interview skills
Raiser’s Edge (fundraising software used by NGOs)
European Personnel Selection Office (EPSO) - preparation to entry exam to
European institutions
Individual career coaching (mock interview and job hunting in the
Netherlands)
Academic and vocational qualification transfer (by representatives from
the Dutch Foundation for Cooperation on Vocational Education, Training
and the Labour Market)
Courses and activities provided by the programme range from accredited
academic programmes of study (Dutch Business Writing) to, day of half day
long courses & training sessions. Elements of the GFTU Dealing with Life
Changes materials have been blended into the relevant courses/sessions
such as job search techniques, interview skills etc. In addition to the above
initiatives lunchtime workshops and support groups have been provided to
assist members and it is intended to roll out training based around the
Retirement Guide.
Despite all of the innovations made by this Partner under a strict
interpretation of Leonardo TOI guidelines the outcome could be classed as
only a partial transfer of innovation because the original GFTU Life Changes
materials have not been adapted as standalone materials and VET
accreditation was not achieved. Partial transfer of the innovation has
certainly been achieved through the blending of sections of the Dealing with
Life Changes materials into new materials and use of significantly adapted
sections of the original Pensions materials in the UN-ICTY retirement guide.
However the Ldv TOI criteria that the transfer should be a benefit which helps
a wide range of employees and a specific group within the labour market,
and UN-ICTY staff can be classed as such, has been fully met. In addition the
participation of the UN-ICTY Staff Union in the SNOVE project has provided
26
significant added value to overall project outcomes and facilitated the
creation of a comprehensive programme of learning opportunities for a
vulnerable and unique workforce. Coupled with the publication of the
International relocation guide and subsequent transfer of that innovation to
Finland the UN-ICTY Staff Union should be congratulated for its valuable
contributions to the SNOVE project.
For the purpose of this evaluation these contributions coupled with the
uniqueness of this Partner, the system it works in, and the situation faced by its
members has fully justified the change in direction taken. For these reasons
the outcome for this Work Package should be classed as a full transfer of
innovation.
Work Package 10: Transfer, adaptation, accreditation and
Testing of Products in Bulgaria
Package Leader: BILSP
Description
BILSP worked to systematically transfer the UK training Packages into the
Bulgarian employment context and VET framework. Working in collaboration
27
with the Bulgarian trade union federation, CITUB, an initial150 trade union
representative were trained and supported to act as advocates for the
transferred materials and to ensure the needs of older workers are met
through collective bargaining. In the pilot phase the materials were delivered
to 500 members of CITUB affiliated unions drawn from a wide variety of
workplaces. Other key activities included;





Development of a curriculum, training materials, and training
handbook in partnership with CITUB
Achieving accreditation of the package within the Bulgarian VET
framework
Embedding activities which explain the Bulgarian adult and vocational
education system
Piloting and formal testing of the training package
Contributions to overall Project monitoring, evaluation and
dissemination activity
Evaluation Comments
The Bulgarian Partner in collaboration with CITUB has achieved the most
straightforward transfer of innovation within the Project. Both sets of GFTU
materials, Dealing with Life Changes and Introduction to Pensions, have been
adapted for the Bulgarian situation, accredited within the national VET
system and disseminated widely via CITUB.
Throughout the lifetime of the Project courses based on the adapted
materials have been delivered to a wide cross section of union members by
CITUB in 43 municipalities in all 28 regions of Bulgaria. Participants are
employed in a variety of industrial sectors with particularly high take up in the
healthcare and private enterprise sectors. There is a particularly high level of
job insecurity in the later. As in the UK the courses are delivered by
professional trade union educators as short courses either at trade union
centres or in workplaces.
The comparative ease in achieving the transfer of innovation was aided by
four key factors,




Similarities between the UK and Bulgarian employment situation
Similarities between the UK and Bulgarian state and occupational
pensions systems
Effective collaboration and coordination between BILSP and CITUB
Effective piloting and targeting of materials
28
As the leading Labour movement academic research organisation in
Bulgaria, BILSP has long standing and extensive links with the national trade
union movement which were utilised to great effect. The Partner was aware
that there was a strong demand for this kind of training, which was reinforced
by learner feedback from the pilot sessions. BILSP and CITUB have worked
hard to provide it via the SNOVE project and to date 1100 union members
have benefited.
The training and utilisation of 150 trade union representatives to act as
advocates for the materials and associated training sessions has been
particularly good practice which has effectively aided dissemination. The
materials have also been disseminated via the regional councils of CITUB and
trainers networks and are now an established feature of the national trade
union education curriculum in Bulgaria.
In terms of cooperating with other Project Partners and contributing to overall
Project activities, evaluation, BILSP has been proactive. Activities have
included;



Contributing to the Matrix of Vulnerable Groups created by Toulouse
Business School
Using their expertise of the situation in the wider Balkans to Lead the
BCS speaking focus group of UN-ICTY staff
Contributing to the website
To conclude, BILSP and CITUB have worked hard and efficiently to achieve a
very successful transfer of the original GFTU materials to the situation in
Bulgaria. It should be reiterated that the transferred innovation is now firmly
embedded in the Bulgarian trade union education system and this is a major
achievement which will benefit many older and vulnerable workers.
29
30
Evaluation of Complimentary Materials and Innovation
This section will examine two key innovations which have been produced as
part of the SNOVE project. These are the UN-ICTY retirement guide, UN-ICTY
international relocation guide.
ICTY Staff Retirement Guide
This publication is in English comes in an easy to read and attractively
designed format based on the Q&A style. It consists of three sections and is
ten pages long. The sections are,



How to retire from the UN
Retiring in the Netherlands
After Service issues
The first section is very brief and is actually publicity for pre-retirement
information provided on-line for its staff coupled with some basic information
on how payments from the fund are facilitated.
The second section is essentially a how to guide of the UN joint Staff Pension
Fund. The first part of this section is for those who will retire in Netherlands and
deals with issues related to how the UN pension fits in with the tax and
pensions system of that country. The rest of this section is adapted from of
sections from the original GFTU pensions materials and includes a pension
calculator and additional information about the UN pension fund.
The third section provides relevant information about the Dutch health &
social security system and covers issues related to benefits available,
eligibility, obligation and types of insurance available.
The Retirement guide will be disseminated to other UN and international
organisations which are part of the UN pension fund based in the Netherlands
via the UN confederation of UN staff unions. A shorter version based on the
adapted materials can also be disseminated across the whole UN system.
UN-ICTY Staff Separation and Relocation Guide
This guide has been published in English and French and can be used as a
stand-alone source of information for union members and a teaching
resource. The topics have direct relevance to the needs of members and
include; what to do when leaving or staying in the Netherlands, and
relocating to your home country.
31
Published in the same format as the Retirement guide the publication has
three main sections,



What to do When Leaving
Staying in the Netherlands
Relocating to Your Home Country
The first section is broken into five sub-sections including; leaving the ICTY,
Leaving the UN, Leaving The Hague, Leaving the Netherlands, and leaving
the EU. The section deals with topics of concern to staff in any of the above
categories including; severance procedures, leave to stay in EU &
Netherlands, social security, health insurance, tax issues etc.
The second section is for former employees with leave to stay in the
Netherlands and provides information about; social security, health
insurance, work permits, and tax issues etc.
The final section is an international relocation guide primarily for employees
who will be relocating to their home country after leaving the organisation.
The section covers 15 key countries of which significant numbers of UN-ICTY
staff are citizens. Key information covering; employment issues, social
security, incomes, and taxation are provided for each country. It is this
section which has been adapted as a standalone International Relocation
Guide by the Finnish Partner. In this transferred version some of the countries
have been changed in order to reflect the patterns of migration by Finnish
citizens.
32
Concluding Remarks
Throughout the lifetime if the SNOVE Project it has been well managed and
has achieved its aims and objectives as amended by the reorientation of the
French Partner’s participation. A transfer of educational innovation using
adapted materials has been achieved in Bulgaria, Finland and the
Netherlands, and a high quality literature review and mapping document
has been produced by TBS. Problems have been dealt with promptly and
effectively with strong evidence of good cooperation between project
partners. Added value has been provided with the publication of in-depth
research and high quality additional materials by Project Partners, particularly
the International Relocation Guide.
Many problems were encountered and as demonstrated in other sections of
this evaluation considerable work. In two cases it proved very difficult to
effect transfers of the original materials and considerable innovation was
required by the Partners concerned. This has resulted in very different
approaches and methods of transfer appropriate to the situation of each
Consortium Partner.
The Bulgarian Partner which has achieved the most comprehensive transfer
of the original materials in terms of reach and scope. In doing so BILSP, in
conjunction with CITUB, has provided a comprehensive programme of
training which is very similar to the GFTU educational model and is also
delivered to the same demographic via trade union education courses.
In contrast the Finnish Partner has achieved a very innovative transfer of the
Dealing with Life Changes materials which will be targeted at a specific and
vulnerable group (immigrants) via the Finnish Worker Education Association.
In addition the Workers Academy will be using the Pensions materialise as a
source of information when designing new pedagogic materials dealing with
planned changes within the Finnish pensions system.
The situation with the UN-ICTY staff union was the most complex and
problematical in terms of a straight forward transfer of innovation as
described by Ldv guidelines. Under a strict interpretation of these the result
could only be described as a partial transfer. However it is the view of this
evaluation that extremely unique circumstances of the tribunal and its very
vulnerable staff should be taken into account. Particularly considering the
immense benefits which involvement in the SNOVE project has provided for
staff at the ICTY coupled with the significant contributions by this Partner to
the Project overall.
33
The GFTU has managed the Project in a generally efficient and responsive
manner. Once identified problems were dealt with promptly as
demonstrated by the swift implementation of the recommendations made
by the UKNA after their interim inspection report.
However there were some negative issues related to the management of the
project and the key ones are highlighted below,
1. Initial focus on older employees initially restricted the scope of the
project and required a change of focus for the French Partner
2. Steering Group meetings in the first year were too short to address
all problems and review innovations
3. Delays in meeting some deadlines
4. Participants of pilot sessions not always clearly identified
5. No initial clear mechanism for centrally collating reports, additional
and adapted materials, innovations and feedback
6. Delay in setting up website
Point 1 was a particular problem for the French Partners TBS due to the
specifics of the French Employment system and was addressed by a
successful application to the funding agency to reorient their project
activities. Points 2 and 3 were effectively addressed after they were
highlighted in the UKNA interim Inspection. Point 2 was resolved by extending
steering group meetings and point 3 through additional interventions from
the GFTU Project management manager. Point 5 was resolved by the
instigation of monthly reports from all Partners and the setting up of a central
information collation point managed by TBS via a dropbox account. Point 6
was the result of circumstances beyond the relevant Partners control. The site
became live in early 2013 and has proved to be an invaluable resource for all
Project Partners and interested parties.
For purpose of this evaluation it should be stated that despite the problems
encountered during the lifetime of the Project in general the positives have
massively outweighed the negative. To illustrate this key positive outcomes of
the SNOVE Project are summarised below,




Transfer of innovations achieved in Bulgaria, Finland and the UN system
in the Netherland
Transferred materials are of increasing relevance in the current
European labour market situation
Additional transfer of innovation (International Relocation Guide)
facilitated as a direct result of the project
Effective and competent Project management demonstrated
throughout project lifetime
34







Project management team responded quickly and effectively to issues
and criticisms made in the interim report of the funding agency
Good levels of cooperation between project partners were sustained
throughout the Project lifetime
Project activities generally proceeded as planned without major delays
High quality research produced by project Partners, e.g. the Matrix of
Vulnerable Groups
Partners produced high quality additional educational resources and
innovations
Effective and innovative dissemination activities were deployed
Excellent cooperation with in-country/system partners demonstrated
To conclude, this evaluation is satisfied that the SNOVE has succeeded in
achieving transfers of educational innovation from the UK to Bulgaria, Finland
and the Netherlands and that the French Partner has produced a
comprehensive review of related literature and a Matrix of Vulnerable Groups
as per the terms of the reorientation request. In addition the Project has
initiated a number of useful and relevant innovations which have provided
significant added value.
Evaluation Ends
External Evaluator: James Sorah
35