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Educational Monitor for the Temporary Agency Work Sector

Educational Monitor for the Temporary Agency Work Sector. Hedwig Vermeulen John Warmerdam ITS Nijmegen October 2011. Background. Nineties: education in CLA Temporary Agency Work Sector the accrual of temporary workers’ rights reservation of means for temporary workers STOOF:

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Educational Monitor for the Temporary Agency Work Sector

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  1. Educational Monitor for the Temporary Agency Work Sector Hedwig VermeulenJohn Warmerdam ITS Nijmegen October 2011

  2. Background • Nineties: education in CLA Temporary Agency Work Sector • the accrual of temporary workers’ rights • reservation of means for temporary workers • STOOF: • stimulating and subsidizing education (tutor, certificates of learnings outcomes) • to inform and to support temporary agencies and workers • calling attention for the importance to educate temporary workers • seeking collaboration with other sectors and parties

  3. CLA for Temporary Workers 2009-2014 • Agreements about: • spending of education expenditure • extra educational endeavours for less educated temporary workers through: • vocational training within the scope of professional guided training (bbl-education) • certification of learning outcomes (clo) • biennial monitor

  4. Subjects of the monitor 1. Characteristics of temporary workers who will be educated 2. Types of education 3. Financing of education 4. Motives of flexible work agencies for educating temporary workers 5. To anchore education in flexible work agencies 6. Expectations of flexible work agencies about education

  5. Datasources • CBS-data: • labour force survey • 2000-2008 annually ± 1200-1800 temporary workers had an interview • Questionnaire flexible work agencies: • questionnaires by phone (N=320) • By size • Interviews by phone: • plantmanager, training advisors and tutors • practical experiences • long term vocational training, like professional guided training

  6. % temporary workers in education

  7. Working people in education

  8. Temporary workers: age

  9. ‘Start-qualification’

  10. Temporary workers: start-qualification

  11. Temporary workers with direct contracts: start-qualification

  12. Temporary workers (TWA) vs temporary workers with direct contracts: start-qualification

  13. Temporary workers: education results in start-qualification flexworkers with direct contract

  14. Policy and practice of education

  15. Education by temporary work agencies • Over ¾ of the twa provide temporary workers with education • 66% have explicit training policy • 43% have training policy as part of daily practice • Types of courses: • 82% short courses • 79% extra training specific tasks • 32% longer (vocational)training • 15% (partial) higher vocational education

  16. Arguments for education of temporary work agencies

  17. Reasons of temporary work agencies not to educate • Reasons not to educate in 2008 and 2009: • 18%: temporary worker is not interested • 13%: temporary worker doesn’t need education • 8%: hiring company doesn’t need it • Reasons to stop education in 2009: • 37%: no vacancies • 14%: temporary worker is not interested • 14%: temporary worker doesn’t need education • 12%: no financial sources for education • 6%: hiring companies won’t let them

  18. Provisions in practice

  19. Educational provisions

  20. Financial contributions

  21. Vocational training

  22. Professional guided training (BBL) and CLO • 65 % temporary work agencies are (well) known with professional guided training • 29% hereof have professional guided training-students in service (1st part 2009) • 54% temporary work agencies are (well) known with certification of learning outcomes (clo) • 11% hereof have temporary workers attending clo-procedure

  23. Points of interest in professional guided training • More than half of twa’s experience problems in professional guided training-education: • takes a lot of time(17%) • difficult to find learning company (15%) • guiding students (11%) • students drop out (11%) • too little knowledge available, complex (10%) • Good combination of work and education • But also: doesn’t fit with short length of temporary working-process

  24. Points of interest in CLO • 68% thinks clo is appropriate for temporary workers: • recognition of experience • 32% thinks clo is not appropriate: • clo means too little

  25. Expectations of training in 2010 • Differs per sector • Differs per jobgrade • Sometimes appointments for years with hiring companies • 42% expects more spending on education • 6% expects less spending • 55% of the big companies expect to spend more

  26. Expectations of training 2010; sector

  27. Expectations of training 2010; job

  28. Familiarity with STOOF

  29. Contact with STOOF

  30. Recommendations for Temporary Agency Work Sector • Integrate education more in daily practice • Concrete translation to practice • Attention STOOF to smaller temporary work agencies • Financial arrangements • Monitor education needs of temporary worker • Attention to temporary workers without start-qualification • Temporary Agency Work Sector and vocational training • Flexible availability of education • From supply to demand driven

  31. Education remainsimportant • Having sufficient capable temporary workers when the economy is improving • Keep temporary workers employable • Make temporary worker less vulnerable

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