Jonathan Winterton Overview 2 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 ID: 249626
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Slide1
Models of workplace learning in Europe
Jonathan
WintertonSlide2
Overview
2
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 Slide3
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 studySlide4
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
4Slide5
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 modelsSlide6
Taxonomy of training regimes
6
UK, MT
[IT]
FR, LV, SE, TU
DE, SI
Regulation
Market
Focus
State
School
WorkSlide7
Country
Labour market regime
Trade union density
Bargaining 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%SICorporatist concertation41%96%LVTransition economy16%34%TULiberal free market5%2.5%
Labour
market regulationSlide8
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 objectivesSlide9
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 designSlide10
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 unionsMethodologySlide11
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 renewalUK and MaltaSlide12
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 TurkeySlide13
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 SloveniaSlide14
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 LatviaSlide15
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 dialoguePerceived good practiceSlide16
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 involvementSlide17
n
ational 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 involvementSlide18
Further information
J. Winterton (ed.)
Trade Union Strategies for Competence Development: An emerging area of social dialogue
, London:
Routledge
, forthcoming.
j.winterton@esc-toulouse.fr
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