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M odels of workplace learning in Europe

M odels of workplace learning in Europe. Jonathan Winterton. 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)

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M odels of workplace learning in Europe

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  1. 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

  3. Context of study • 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

  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

  5. Competence models • 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…)

  6. Taxonomy of training regimes Market State UK, MT DE, SI Work Focus [IT] FR, LV, SE, TU School Regulation

  7. Labour market regulation

  8. Research objectives • 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.

  9. Research design • 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

  10. Methodology • 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

  11. UK and Malta • 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

  12. France and Turkey • 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

  13. Germany and Slovenia • 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

  14. Sweden and Latvia • 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

  15. Perceived good practice • 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

  16. Factors promoting trade union involvement • 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)

  17. Strategies for increasing 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)

  18. 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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