1. Models of workplace learning in Europe Jonathan Winterton

2. 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

3.  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 4

5.  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 6 UK, MT [IT]FR, LV, SE, TU DE, SI Regulation Market Focus State School Work

7. CountryLabour market regime Trade union density Bargaining coverage UKLiberal free market30%34% FRStatist concertation7%98% DECorporatist concertation31%61% SECorporatist concertation85%90% MALiberal free market57%56% SICorporatist concertation41%96% LVTransition economy16%34% TULiberal free market5%2.5% Labour market regulation

8.  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

9.  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

10.  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

11.  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

12.  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

13.  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

14.  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

15.  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

16.  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

17.  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. j.winterton@esc-toulouse.fr 18