>
Toulouse Business
School
Centre for the
Economics of Education & Training
Australian Centre for Employment Rights Research Monash University,
26 February 2007
European
approaches to competence development
Jonathan
Winterton
Director
of Research and International Development
Professor
of Human Resource Development
Groupe
ESC Toulouse
Toulouse Business
School
Overview
EU policy context
SALTSA project
TUACD
three variables:
competence models
VET systems
social dialogue
approaches
exploring and explaining
diversity
Toulouse Business
School
EU
Policy context
Toulouse Business
School
Policy context – employment
Luxembourg
summit (November 1999)
European Employment
Strategy
Luxembourg Process
and NAPEs
re-defined problem
as low employment
Lisbon summit
(March 2000)
‘more and better
jobs’
competitiveness
with social inclusion 2010
established new
VET framework
Toulouse Business
School
Policy context – training
Bologna Declaration
(June 1999)
formalised and
generalised ECTS for HE
Barcelona summit
(March 2002)
EU HE/VET world
quality reference by 2010
Copenhagen Declaration
(November 2002)
DGs VET commit
to ECVET
Berlin Communiqu茅
(September 2003)
ECTS and ECVET
compatibility demanded
Maastricht summit
(December 2004)
ECVET framework
adopted > EQF in 2006
Toulouse Business
School
Social dialogue at
EU level
Laeken Declaration
(December 2001)
tripartite concertation
social partner
consultation and advisory committees
bipartite social
dialogue
Barcelona European Council (March 2002)
The European social
model is founded on a healthy economy, a high level of social protection,
education and social dialogue.
Social partners
(February 2002)
Framework of
Actions for the Lifelong Development of Competencies and Qualifications
Toulouse Business
School
Increasing autonomy
of social partner activities
Compendium
of good
employment practices
Declarations
or joint opinions
Framework
of actions
(e.g.) for the
lifelong development
of competencies
and qualifications
Agreements
on parental leave,
part-time work,
fixed-term contracts,
telework
Community initiative
Social partners’ initiative
Low commitment
Strong commitment
AUTONOMY
TAKING RESPONSIBILITY
Toulouse Business
School
Increasing consultation
on the
employment package
Meetings with the
Employment Committee
Meetings with Employment
Ministers
Involvement in the
discussion and implementation
of the National Action
Plans
for Employment
Regional tripartite
agreements
in Germany and in Belgium
Tripartite agreements
on employment
in Portugal, in Finland,
in Germany, in Ireland
European agreement
on telework
Framework of actions
for the lifelong
development
of competencies
and qualifications
European level
National level
Local level
Consultation
Autonomous contribution
Increasing social
partner involvement at all levels since Lisbon summit
Toulouse Business
School
SALTSA
TUACD project
Toulouse Business
School
Competence as a key
issue
competence development
common thread in policy of OECD, ILO, EU, APEC
competence building
as a panacea? Crouch, Finegold and Sako (1999)
High Level Group
on IR and Change (2002)
‘lifelong learning
and competence building are the key challenges facing the EU’
Social Partners Framework of Actions for the
Lifelong Development of Competencies and
Qualifications (2002)
Toulouse Business
School
SALTSA project TUACD
Trade Union Approaches to Competence
Development
UK, FR, DE, SE, MA, TU, SL, LV
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.
Toulouse Business
School
Research design
four EU15 member
states representing different competence models:
UK, FR, DE, SE
four new and future
member states paired with the above:
MA, TU, SL, LV
aim of isolating
effects of three variables
competence model,
VET system, SD approach
Toulouse Business
School
Key issues for the
study
exploring diversity
and convergence
explaining what
approach and why
identifying areas
of conflict, consensus and collaboration
establishing trade
union added value
action research
to develop more effective trade union engagement
Toulouse Business
School
What is competence?
policy definitions
are rare and vague; terminology confused, usage inconsistent
beyond underlying
intellectual abilities, capabilities, intelligence
knowledge, declarative
> procedural
skills, psycho-motor
and cognitive
competence synonymous
with all, usually in a work context
Toulouse Business
School
American origins
White (1959), McClelland
(1973)
Hay-McBer competency
framework
psycho-social attributes
associated with superior performance
competency-based
HRM end 1990s
knowledge and skills
– functional
also motivation?
(McLean 2004)
Toulouse Business
School
Four
European competence models
Toulouse Business
School
UK model
1980s competence-based
VQs
occupational standards
– functional
inadequate underpinning
knowledge
parallel MCI ‘personal
competencies’
hybrid models since
late 1990s including cognitive and behavioural
5 out of 16 cases
in 2001 had adopted a hybrid model
Toulouse Business
School
French model
1991 AGRH Gestion
Pr茅visionnelle des Emplois et les Comp茅tences
1993 ANPE R茅pertoire
Op茅rationnel des M茅tiers et des Emplois
1994 Bilan de
comp茅tence
2002 MEDEF objectif comp茅tence
conceptually comprehensive
savoir, savoir-faire, savoir 锚tre
Toulouse Business
School
German model
Kompetenz
in context of Beruf (calling)
1980s Schl眉sselqualifikationen (person)
Sachkompetenz
(general cognitive competence)
1996 Handlungskompetenz
(vocational action)
Fachkompetenz
(domain/subject competence)
Methodenkompetenz
(work process knowledge)
Personalkompetenz
(personal competence)
Sozialkompetenz
(social competence)
Toulouse Business
School
Interpretive model
most evident in
Sweden
interpretive and
constructivist approaches derived from phenomenology
accepts complexity
of work situation
competence is a
function of context in which it is employed
tacit competences
and informal work process knowledge
Toulouse Business
School
Dimensions of competence
conceptual
operational
occupational
individual
social
competence
meta-
competence
functional
competence
cognitive
competence
Toulouse Business
School
Typology for ECVET
and EQF
Knowledge (declarative
knowledge, cognitive competence) know that, savoir
Skill (functional
competence, psycho- motor and cognitive) know-how, savoir faire
Competence (social
competence, behavioural, attitudinal) know how to be, savoir
锚tre
Proposed adoption of cognitive competence,
functional competence and social competence as overall learning
outcomes (meta competence as a facilitating competence)
Toulouse Business
School
Holistic competence
model
meta-competence
cognitive
competence
functional
competence
social competence
Toulouse Business
School
Four
European VET systems
Toulouse Business
School
VET systems
school-based
versus work-based
dual system determined
by work needs
state-regulated
versus market-led
marketisation
increasingly influential
volume and quality
of provision
appropriateness
to labour market needs
Toulouse Business
School
Taxonomy of VET systems
work
school
market
state
Focus
Regulation
FR, TU, LV
DE, SE, SL
IT
UK, MA
Toulouse Business
School
Outcomes of different
systems
school based, state
regulated EU norm
high level of
qualifications in IVT
failure to meet
labour market needs except under dual system which ensures relevance
lack of flexibility
in CVT
work-based, market
regulated
low level of qualifications
skills gaps and
shortages
meets market needs
through CVT
Toulouse Business
School
Diverse
approaches to social dialogue
Toulouse Business
School
Country differences
in social dialogue approaches
role of social
partner organisations altered 1970s:
assumed convergence
towards interest mediation
logic of industrialization
(Dunlop 1958 systems)
globalization and
policy coordination like EU
persistence of
differences in economic policy, social welfare, production and labour
market regimes and industrial relations systems
attempts to establish
typology of IR systems by grouping countries based on union organisation
and bargaining structure
Toulouse Business
School
Traditional typology
Four EU approaches
distinguished:
Northern or Scandinavian
Southern or Mediterranean
Central or German
Western or Anglophone
A fifth needs to
be added:
Eastern or former
Soviet countries
Toulouse Business
School
Trends of trade union
density (%)
Source: ETUI, 2000.
Toulouse Business
School
Country differences
in bargaining structures
Enterprise
National
Sector
UK – Malta
Germany –
Sweden – Slovenia
Belgium - Ireland
- Finland - Spain - Portugal - Italy - Austria
Luxembourg -
France
Toulouse Business
School
Competing approaches
‘The
Anglo-Saxon and continental European models have competed for many years.
It seems that today the Anglo-Saxon model is prevailing. European Union
legislation has moved towards more deregulation and privatisation. The
dawn of a new labour party in Britain, and the opening up of businesses
in many former communist countries are just another example of this
trend.’ (European Commission, 2002).
Toulouse Business
School
First tendency
Concertation or
concerted regulation model
typified by Euro-zone
countries
states that renewed
the post-war Keynesian compromise
continuity of organised
industrial relations
wage moderation
for competitiveness rather than to counter
inflation (as under corporatism)
multi-employer
bargaining predominates
Toulouse Business
School
Second tendency
Deregulation or
liberal market economies
typified by UK
and FSU states
failure to renew
or rejection of compromise
disorganised industrial
relations, deregulation of support for collective bargaining
decline in TU membership
and bargaining coverage
anti-union activities
by employers or state or both
single employer
bargaining predominates
Toulouse Business
School
Exploring
and explaining diversity
Toulouse Business
School
UK and Malta
predominantly functional
competence
social partner
involvement contingent
low level of qualifications
overall
focus on immediate
employer needs
chronic skills
mismatches
flexibility and
adaptability in CVT
developing new
workplace role for unions
Toulouse Business
School
France and Turkey
FR competence model
best in theory
TU adopting UK
functional approach
social partner
involvement problematic
FR state sponsored,
TU T0RKIŞ favoured
high volume provision
in both countries
FR high level of
qualifications, TU not
inappropriate for
labour market needs
employers seek
independent solutions
Toulouse Business
School
Germany and Slovenia
competence model
over specified
dual system is
gold standard for IVT
high degree of
social partner involvement
high level of qualifications
meets labour market
needs for IVT
insufficiently
flexible for CVT
developing new
workplace solutions
Toulouse Business
School
Sweden and Latvia
SE diverse competence
models
LV unclear, moving
towards EQF
SE founded on social
partnership
LV unions lack
credibility
SE high volume,
highly qualified
LV inadequate
provision, unqualified
Baltic solutions
need to be developed
Toulouse Business
School
Trade union role in
competence development
legally prescribed
in state regulated VET systems
strength of union
organisation determines effectiveness at local level
unions add most
value where VET system is work-based
DE, SE, SL sectoral,
UK, MA workplace
FR state dependency
(national and sectoral)
TU, LV state dominance (union exclusion)
Toulouse Business
School
Conclusions
EQF > French
competence model
IVT > German
dual system
CVT > flexibility
of market systems
social dialogue
assures relevance
Framework of Actions
> more involvement
trade unions engaging
with training
weaknesses of new
MS may dilute
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