ࡱ> ]_\)` 7bjbj .R/!!!!4!4L >("("("("("("("("R>T>T>T>T>T>T>$@h+Cjx>%("("%%x>("(">&&&%j("("R>&%R>&& :l<("" 0my!% ;>4>0>6;6C&C,<l<ZC=X(""&#t##("("("x>x>&("("(">%%%%L L L dL L L  T^6  at the United Nations Report of the ILO Committee on Sustainable Development, Decent Work and Green Jobs, June, 2013 The University and College Union attended the International Labour Organisation annual conference. ILO Conference 2013 Graham Petersen, Environment Co-ordinator, was a member of the UK workers delegation co-ordinated by the TUC to the annual conference in Geneva in June, 2013. The ILO is a tripartite organisation of the UN to promote rights at work, encourage decent employment opportunities, enhance social protection and strengthen dialogue on work-related issues. This years conference dealt with 4 main topics Social Dialogue, New Demographic Context, Application of Standards and Sustainable Development. The final report The conference produced the first ever agreement on sustainable development at the ILO. The outcome a document unanimously approved by governments, employers and trade union representatives- provides a mandate for the ILO to root sustainability work in the organization and to develop an action plan aimed at making environmental concerns an integral part of the organisations future work. The full report of the Committee on Sustainable development can be found at: ttp://www.ilo.org/ilc/ILCSessions/102/reports/committee-reports/WCMS_216378/lang--en/index.htm Taking the positives 1. Sustainable development a core employment issue The executive summary of the report Sustainable development, decent work and green jobs makes it clear that: The environment and social development must no longer be treated as separate pillars of sustainable development, but rather as closely interrelated dimensions. Such an integrated approach turns the drive towards environmental sustainability into a significant avenue for development, with more and better jobs, social inclusion and poverty reduction. This approach is one that the and TUC have advocated for a considerable time. The marginalisation of sustainability into a separate green box has hampered efforts to drive it into the heart of economic activity. During the debate a proposal to reference corporate social responsibility as the way to take the discussion forward was rejected. The worker and employer sides felt it ran a similar risk of pigeon-holing it under CSR rather than as a core organising principle in all sectors of employment. 2. Just Transition The document reinforces the role of trades unions as social partners. It defines the Just Transition framework as covering macroeconomic policies for green decent job creation, as well as industrial and sectoral policies to be defined through social dialogue and collective bargaining. The outcome at the ILC gives us a tripartite agreed just transition framework for redirecting our economies towards environmental sustainability; the real work starts now, implementing this framework at national level said Laura Martin Murillo, director of Sustainlabour and who coordinated ITUC work in the Committee. 3. Emphasis on Skills development was encouraged by the prominence being given by all sides to the importance of the education sector. The US Government representative commented that some of the best training programmes are delivered by the trades unions and that employee involvement should be explored. The Employers spokesperson concluded her submission by stating that there must be a stronger interaction between the world of work and the world of education. Below is the extract from the final report: Skills development (g) There must be strong interaction between the world of work and the world of education and training. The greening of the economy must focus on skills development in order to succeed. Solid technical and vocational education and training systems need to involve industry and trade unions. Access to training helps workers develop the skills needed to transition to new types of jobs or to work with new materials, processes and technologies in their existing jobs. Measures to develop skills that support entrepreneurship, resilience, innovation in enterprises, including MSMEs, and their transition to sustainable practices are critical factors of success. (h) Education and training for green jobs presupposes an approach based on comprehensive lifelong learning. National skills development and employment policies linked to broader development plans need to incorporate education for environmental awareness with coherent skills strategies to prepare workers, in particular young people, for the future sustainable world of work. Education and training systems should be designed to meet the needs of youth, women, vulnerable workers and workers in rural areas, enabling them to contribute to and benefit from economic diversification and rural economic empowerment. Equally, training programmes need to target displaced workers, those who lost jobs due to greening, to ensure their swift re-entry into the labour market The TUC and the s global federation Education International - will now attempt to use the report to ensure that skills development and re-skilling are prioritised. It will give us a focus to implement the decision of the EI World Congress (ref Appendix 1) Highlighting the Weaknesses The report contains 2 major weaknesses: 1. No agreement on an ILO instrument The ILO failed to come up with an instrument that will further define the role of workers, employers and governments. Without this it will be difficult to implement the ambitions of the report. 2. No agreement on financial aid and technology transfer Although this document incorporates international cooperation as an element to make the transition, developed countries' governments and employers were not able to agree on a more ambitious approach. A just transition for everyone has to encompass financial aid and technology transfer for the less developed countries. Conclusions These discussions took place without the UK government and UK employers present. The only UK representative was from the workers side. When references are made to the greenest government ever or the need for an employer led approach we are entitled to be cynical. An opportunity has been missed to show the rest of the world that the UK wants to be at the forefront of sustainable development. The ILO agreement can be used alongside the Rio+20 document to emphasise the international commitments on sustainable development. Trades unions and the TUC must now take up the challenge of national implementation. Graham Petersen July, 2013 Appendix 1 Education International Resolution 2.5.1./2.5.2. Human and Trade Union Rights and Equality / Climate change: Composite Resolution: Education Unions Mobilising on Climate Change Proposed by: Executive Board and /United Kingdom Original language: English The 6th Education International (EI) World Congress meeting in Cape Town, South Africa, from 22nd to 26th July 2011: Recognises that human-induced climate change has serious environmental, economic and social consequences for all countries and all peoples and represents one of the most serious global challenge facing governments and civil society in the 21st century; Rejects all attempts to promote atomic power as a clean alternative to carbon emitting electricity production. Chernobyl and Fukushima have made it clear: nuclear energy is neither safe nor sustainable and should be substituted by renewable energy; Believes that the global union federations have an important role in the shaping of opinion and policy on climate change and that action to mitigate the effects of climate change is critical for all trade unions because:- The transition to a low carbon economy requires new patterns of production, consumption and employment; workers must be centrally involved in this transition: Mitigation requires collective action by governments and all sectors of the economy, nationally and globally; unions are well placed to use their organizational and collective strength to bring about the structural changes needed to create new low carbon production and distribution systems. Asserts the particularly important role of education and research in leading the debate on climate change, particularly in ensuring that the debate takes place on the basis of sound, scientifically based information. Declares that education institutions, have a responsibility to reduce emissions as part of national and global collective action by all economic sectors: Recognises the need for a binding international agreement to supersede the Kyoto Protocol and the inadequacy of the framework for, and levels of, emission reductions pledged at the 2010 UN climate change conference in Cancun, Mexico: this agreement must include an international public research plan based on national, regional and international cooperation on the least polluting forms of energy, energy efficiency, energy sobriety and the necessary structural changes for the transition to a low greenhouse-gas emissions economy; Notes that members of national education unions have an important role to play in educating students about the causes and the effects of climate change, and the necessary structural changes for the transition to a low greenhouse-gas production and distribution systems and in implementing carbon emission reduction measures in education institutions, particularly in the more energy-use intensive higher education and research sector: Encourages all member organisations to raise awareness of environmental issues by taking the following steps: Organise climate change awareness projects among their membership to help them explore ways to reduce pollution and save financial, environmental and material resources; Promote environmentally-friendly workplace policies and practices: Seek the extension of the role of union representatives in each workplace to ensure the development of climate change and sustainable development clauses to be included in negotiations with employers and in workplace agreements; Demand that the curricula of all courses in educational institutions include specific sessions on climate change; Draw on new work practices and collective bargaining measures to reduce the carbon footprint of education institutions; Encourage all educators to teach future generations about the importance of sustainable development, bio-diversity and climate change through awareness-raising on indigenous ecosystems; Ensure, in so far as possible, that members in the higher education and research sector lobby for their higher education institutions to sign up to the 1990 Talloires Declaration on University Presidents for a Sustainable Future and to endorse the 1994 Copernicus University Charter for Sustainable Development. Promote climate change as an area of study in its own right and as a cross-curricular issue at all levels of education including teacher education; Lobby for the protection of research programmes and increased investment in research into climate change and sustainable development; Mandates the Executive Board to: Include the issue of climate change on the agendas of its own meetings, conferences and seminars and in discussions with international bodies Support global campaigns and initiatives by international trade union bodies and intergovernmental organisations to promote a transition to industries based on renewable energy produced at local level and which create environmentally and socially sustainable jobs with fair, equitable and just working conditions; Ensure raising the awareness of members and of society through websites, article, training etc; Ensure action-oriented information sharing between affiliates and EI, and between EI and other Global Union Federations (e.g. ITF); Ensure EI participation in the United Nations Decade of education for Sustainable Development (2005-2014) led by UNESCO. Develop the setting up of an electronic network of interested affiliates to carry this programme of work forward. 1Plxy! 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