Working hours

All teachers have the right to a work task plan, (sometimes known as a service plan or a duty plan). A work task plan is to be produced in consultation with the teacher before the manager or supervisor makes the final decision on it. When everything is going fine, it may seem unnecessarily formal to demand a work task plan, but it is important for several reasons. The work task plan indicates how much time you have for different duties. From the plan, you can see if you have been given enough time for your teaching, research, skills development etc. If your teaching takes more time than has been allocated in your work task plan, your plan may need to be updated. If you have used some of your research hours to deal with the transition to remote teaching and then back to face-to-face teaching, your plan should show this. If your work task plan is not updated when your work changes, you may end up losing overtime pay or not having time for other duties.

All work tasks 

More or less all local working time agreements state that “all work tasks must be accommodated within the annual working hours” or the equivalent. This is to encourage managers with responsibility for work task plans to plan work in a way that does not make it necessary to work overtime. That does not mean that compensation for overtime worked should not be paid.

Make sure you have a dialogue with your manager about things that take time but that may not be included in your work task plan to ensure that your working hours are sustainable.

You can find the local working time agreements that we have access to here. Search for arbetstidsavtal, working time agreements (in Swedish).

Decisions

Your manager decides on your work task plan after discussing it with you. If you do not think your work task plan is realistic or sustainable, you should contact your local Saco-S representative as soon as possible. We can then call for a negotiation. But we need to act quickly, as we only have five days from the decision to call for a negotiation.

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