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Transcript of Models of workplace learning in Europe Jonathan Winterton.
Models of workplace learning in Europe
Jonathan Winterton
2
Overview
context of study: EU policy, country variation research objectives, design, methodology findings by 8 countries compared perceived good practice and scope for
transfer (best fit, not best practice) factors promoting trade union influence strategies to increase union influence
Lisbon summit March 2000 Laeken Declaration December 2001 social partners’ Framework of Actions for
the Lifelong Development of Competencies and Qualifications February 2002
need for analysis of apparent good practice and to explore scope for transfer
Context of study
4
European variation
competence models
dominant models UK, FR, DE, SE training regimes
state v market, school v work labour market/labour relations regimes
concerted regulation v market model union density and bargaining coverage
UK narrow functional approach FR simple comprehensive triptyque DE complex comprehensive Beruf SE functional and interpretive
these are the dominant European approaches and EU policy is promoting a best fit model that combines elements of all (EQF, ECVET…)
Competence models
6
Taxonomy of training regimes
UK, MT
[IT] FR, LV, SE, TU
DE, SI
RegulationMarket
Focus
State
School
Work
Country Labour market regimeTrade union
densityBargaining coverage
UK Liberal free market 30% 34%
FR Statist concertation 7% 98%
DE Corporatist concertation 31% 61%
SE Corporatist concertation 85% 90%
MA Liberal free market 57% 56%
SI Corporatist concertation 41% 96%
LV Transition economy 16% 34%
TU Liberal free market 5% 2.5%
Labour market regulation
three principal objectives agreed with the SALTSA Programme that generously financed this work
to analyse and explain different approaches to competence development by trade
unions to identify good practice and explore its scope
for transfer to other contexts to establish priorities for capacity building for
trade unions in this area.
Research objectives
capture diversity and isolate effects competence models training regimes labour market regulation
pair ‘new’ and ‘old’ EU countries according to apparent similarities or influences
DE+SI; FR+TU; UK+MT; SE+LV
Research design
research protocol, key issues and questions country studies by national experts
review literature and official documentation interviews with key informants case studies of leading edge activities
comparative analysis against research objectives and associated questions
action research model for trade unions
Methodology
predominantly functional ‘job competence’ social partner involvement contingent low level of qualifications overall focus on immediate employer needs chronic skills mismatches flexibility and adaptability in CVT union-led learning and union renewal
UK and Malta
FR competence model theoretically robust TU adopting UK functional approach
social partner involvement problematic FR state sponsored, TU TÜRKIŞ preference
high volume provision in both countries FR high level of qualifications, TU opposite
inappropriate for labour market needs employers seek independent solutions
France and Turkey
complex occupational competence model dual system is gold standard for IVT high degree of social partner involvement high level of qualification IVT meets labour market needs
insufficient apprenticeship offers CVT insufficiently flexible
developing new workplace solutions
Germany and Slovenia
SE functional and interpretive competence models LV unclear, moving towards EQF
SE founded on social partnership LV unions lack resources and credibility
SE high volume, highly qualified LV inadequate provision, low qualification
Baltic Forum offers potential solutions
Sweden and Latvia
social dialogue assures labour market relevance
trade unions engaging with training as part of union renewal
Framework of Actions > more involvement FR regulated system > ANI 20/9/03 UK market system > ULRs DE model of sector social dialogue
Perceived good practice
state-regulated training systems prescribe a role for trade unions
role is contingent on trade union organisation in market-led systems
unions add most value in work-based systems (including dual system)
DE, SE, SI sectoral, UK, MA workplace FR state dependency (national and sectoral) TU, LV state dominance (union exclusion)
Factors promoting trade union involvement
national level framework agreements to promote lifelong learning (FR)
Bargaining or formal consultation rights on company training plans
Individual right to training leave, paid training and annual developmental interview
sector level engagement with employers (DE) forecasting skills needs, developing
qualifications and recognising competence workplace level activity promoting training as
an organising instrument (UK)
Strategies for increasing trade union involvement
18
Further information
J. Winterton (ed.) Trade Union Strategies for Competence Development: An emerging area of social dialogue, London: Routledge, forthcoming.