ERIC ED349433: The Role of the State and the Social Partners: Mechanisms and Spheres of Influence.

81 Pages·1992·3 MB·English

by  ERIC

DOCUMENT RESUME
CE 061 934
ED 349 433
The Role of the State and the Social Partners:
TITLE
Mechanisms and Spheres of Influence.
European Centre for the Development of Vocational
INSTITUTION
Training, Berlin (Germany).
REPORT NO
ISSN-0378-5068
PUB DATE
92
82p.; "Mecanisms" in title changed to
NOTE
"Mechanisms."
AVAILABLE FROM UNIPUB, 4661-F Assembly Drive, Lanham, MD 20706-4391
(Catalogue No. HX-AA-92-001-EN-C: $7.25 single
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PUB TYPE
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JOURNAL CIT
Vocational Training; nl 1992
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DESCRIPTORS
Agency Cooperation; Continuing Education; Educational
Cooperation; Educational Policy; *Employer Attitudes;
Foreign Countries; *Government Role; *International
Cooperation; International Relations; Job Skills; Job
Training; *Labor Force Development; Postsecondary
Education; Secondary Education; Unions; *Vocational
Education
IDENTIFIERS
*European Community; *Social Partners (European
Community)
ABSTRACT
This serial issue is devoted to clarifying the
attitudes of the various parties or "social partners" to vocational
training in the Member States of the European Community. Following an
editorial introducing the topic are these articles: "The Community
Social Dialogue" (Roland Tavitian); "From the Market .1,1gle to the
Social Dialogue: Vocational Training and the Community.
(Francoise
Theunissen); "Role of the Social Partners in Training from tne UNICE
[Employers Confederation of Europe] Point of View" (Andrew Moore);
"Europe after Maastricht" (Ernst Piehl); "Continuing Training for the
Employed: A Europe of Diversity" (Peter Auer); "Forward Management of
Employment and Vocational Training" (Louis Mallet); "Local
System-Building and Policy at National and European Level" (Peer Hull
Kristensen); "Some Key Developments in the Role of the Vocational
Training Partners in France" (Jean-Francoise Germe); "Coordination of
a Number of Agencies for Vocational Training in Emilia Romagna"
(Vittorio Capecchi); "Employers, Unions, and Consultative Forums in
Dutch Vocational Education" (Jeroen Onstenk); "Participation of the
Social Partners in Education Policy: Decision-Making Relating to
Training Colleges in Portugal" (Margarida Marques); "Flexible
Coordination: The Future of the Dual System from a Labour Market
Policy Angle" (Guenther Schmid); "The Role of Government and the Two
Sides of Industry in Vocational Training" (Ingeborg Weegmann); and
"Shortages of Qualified Labour in Britain: A Problem of Training cr
Skill Utilisation?" (Alice Lam, David Marsden). Thirteen pages of
annotated print information sources are provided. (YLB)
ISSN 0378.5068
N° 1/1992
The role of the State
and the social partners:
mecanisms and spheres
of influence
.U.S DEPARTMENT OF EDUCATION
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E7UCAT1ONAL RESOURCES INFORMATION
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
Vocational Training
Regular publication
CEDEFOP
This publication appears
of the European Centre
twice a year in
European Centre for the Development
of Vocational Training
for the Development
Spanish, Danish. German,
of Vocational Training
Jean Monnet House
Greek. English. French. Italian,
Dutch and Portuguese
Bundesallee 22. D-1000 Berlin 15
Tel.: [phone]
Telex: 184 163 eucen d
Fax: [phone]
Published under the responsibility of:
No. 1/1992: The role of the state and the social partners: mecanisms and spheres of influence
Ernst Piehl, Director
Contents
Corrado Politi, Deputy Director
Page
Enrique Retuerto de la Torre.
Deputy Director
Dear Readers
The Community Social Dialogue
Editorial staff:
Roland Taitian
3
Content and structure:
From the market jungle to the social dialogue: vocational training and the Community"
Francoise Theunissen
Fernanda Reis
7
Georges Dupont
Role of the social partners in training from the UNICE point of view
Andrew Moore
10
Technical production. coordination:
Europe after Maastricht
Bernd Mohlmann
Ernst Piehl
11
Barbara de Souza
Continuing training for the employed: a Europe of diversity
Translation service:
Peter Auer
17
Alison Clark
Forward management of employment and vocational training
Louis Mallet
23
Layout:
"Local system-building and policy at national and European level"
Werbeagentur
Peer Hull Kristensen
27
Ziihlke Scholz & Partner GmbH.
Some key developments in the role of the vocational training partners in France
Berlin
Jean-Francois Germe
32
Technical Production with DTP:
Coordination of a number of agencies for vocational training in Emilia Romagna
Axel HUI. .nck, Berlin
Vittorio Capecchi
35
Employers. unions and consultative forums in Dutch vocational education
The contributions were received on
Jeroen Onstenk
39
or before 31.03.1992
Participation of the social partners in education policy.
Decision-making relating to training colleges in Portugal
The Centre was established by Regulation
Margarida Marques
44
No 337/75 of the Council of the European
Flexible coordination: the future of the dual system from a labour market policy angle
Communities
Gunther Schmid
48
The role of government and the two sides of industry in vocational training
The views expressed by contributors
Ingehorg Weegmarm
52
do not necessarily reflect those of the
Shortages of qualified labour in Britain: a problem of training or of skill utilisation?
European Centre for the Development
Alice C. Lam: David Marsden
56
of Vocational Training
Information sources
Reproduction is authorized.
CEDEFOP:
63
except for commercial purposes.
B: FOREM/VDAB/CIDOC/ICODOC
67
provided that the source is indicated
DK: SEL (Statens Erhvervspzedagogiske Lwreruddannelsei
68
GR: Pedagogical Institute
68
E: INEM (Institute Nactonal de Empleo)
Catalogue number:
69
F: Centre INFFO
70
HX-AA-92-00 I -EN-C
IRL: FAS (An Foras Aiseanna Saothair - The Training and Employment Authority)
72
NL: CIBB (Centrum innovatie beroepsondersvijs bedrijfsleven)
72
Printed in
P: SICT (Servico de Informactio Cientifica e Tecnica)
74
the Federal Republic of Germany, 1992
UK: BACIE (British Association for Commercial and Industrial Education)
75
CEDEFOP
tional system; its capacity to react to
the temptation to provide training that is
changes in the labour market; the extent to too job-specific. with the risk of education
which that system is consistent nation-
and training establishments merely meet-
wide; major developments over recent
ing the demand for "short-term" skills.
years: the social and vocational hierarchy
of the various types of training; the extent
Schools are having to be more open-minded
to their economic and social environment
to which some groups are excluded: trends
in output rates; both the quantitative and
and more receptive to the social dialogue,
human resources are a key factor in help-
the qualitative links between basic and
ing Europe to compete as it faces the
and this in turn is leading them to devise
new institutional and operational struc-
continuing training.
challenges of rival economies worldwide.
tures. The communication system to regu-
and there is no doubt that a top priority for
late these structures may not yet be in
Type(s) of labour market: predominance
Europe over the coming years will be to
build up a capital of skilled human re-
place.
of job markets or internal markets; types of
mobility; links with the educational sys-
sources. But acquiring skills is a long and
tem; main ways in which training is re-
What are these new structures? What com-
complex process: it is very much a "social
munication infrastructure is already in
flected in job classification scales; types of
enterprise" in which many interdependent
unemployment.
factors (formal and informal) come into
place? What are the methods of communi-
cation. and what is the substance being
play. At the centre of this enterprise - to
communicat
In this complex web of relationships, how
which several parties contribute at differ-
do the relative roles and places of the
ent points - is basic and continuing voca-
various partners involved in vocational
How and by whom are market tensions
tional training. Admittedly investment in
regulated during the transitional phase
education has for several decades been a
training actually fit together? What types
of relationship can they foster - informa-
when young people move from school to
priority in the Member States, but in future
tion. consultation. negotiation. co-man-
it will be investment in training which will
work (greater uniformity in the number of
increase dramatically and at an unprec-
agement. etc. - in practical situations as
people emerging from the training system,
edented rate. All this will call for new
regards the planning, provision, monitor-
better use of skills, etc.)? What role can the
ing and assessment of training?
thinking and new attitudes to training, in
State and the social partners play here, and
what form could their contribution take?
particular its relationship to education. The
problem is to decide what type of voca-
In the field of initial training and in pre-
Alternance training is one of the main
tional training will be required. but a de-
dominantly school-based systems, the State
bate is also needed on what vocational
is the main training provider and the source
ways of attempting to combine theory and
training can and cannot do.
practice. But is the provision of training
of its funding, although it may intervene in
different ways. But this type of training is
being modified by the institutional changes
being increasingly questioned by those
To understand the role, place and structure
and the sharing of funding by the State and
of vocational training systems. they have
employers? And, once again, what role
who make use of the skills (primarily em-
ployers): they criticize the State for not
to be reconsidered in terms of their effect
does the State play and what social dia-
is felt the
supplying the skills that it
on society, and here the attitudes of the
logue exists in this process?
various parties involved - the State and the
economy needs. In fact the question should
authorities. individuals and their repre-
be put differently. In the current climate of
Employers are a major source of funding
sentatives. economic operators and their
change and uncertainty, true "profession-
for continuing training, and they have a
alism" can be acquired only in the
representatives, and the training world it-
pivotal role in defining the proper content
workplace. This professionalism presup-
self - are crucial.
of training and the groups that have access
poses that knowledge and practical exper-
to training. Even so, despite the genuine
In each country, vocational training sys-
tise have been acquired during basic train-
strategies for the development of human
tems operate according to their own spe-
ing and are broad enough for the person to
resources that are being introduced in the
cific rules and practices. If a change is
workplace and the trend towards invest-
transfer from one activity to another. But it
also presupposes that patterns of behav-
made in one area, it may involve changing
ment in types of training which go furnier
an entire system whose degree of internal
iour have been assimilated, something that
than meeting the immediate demands of
can happen only through a process of
and external interdependence at both na-
the working situation, continuing training
socialization in a working situation,
is unevenly distributed. It
tional and Community level is not yet fully
still favours
whether or not this process is backed by
understood.
people who are already trained and fails to
cater for entire marginal groups in the
continuing training.
In order to erasp the operational logic of
working population. whose likelihood of
these systems. at least two types of ques-
School-centred systems of initial training,
gaining a foothold in a highly competitive
labour market, one that demands ever
tion have to be asked:
therefore, are having to adjust to a context
in which knowledge can be acquired from
higher qualifications. thus declines. In most
many different sources. At the same time
The educational model: respective weight
Member States, it is the State that provides
of general and vocational training; the
they must not lose sight of the tasks that
and finances training schemes designed to
only they can do. They should not yield to
degree of institutionalization of the educa-
reduce unemployment.
r /NI*,
Vocational training 1/1492
CEDEFOP
section), also bears witness to this com-
This situation is becoming entrenched.
Vocational training is a subject that mobi-
lizes all the partners involved, albeit in
prompting a number of questions. How
mitment.
different ways. It is a key element in the
important is in-company negotiation on
provision of skilled human resources, the
This edition of the Bulletin seeks to clarify
the management of human resources? How
urgency of which is heightened by the
should we tackle the question of funding
the attitudes of the various parties to voca-
training schemes which go beyond the
changing patterns on the labour market.
tional training in the Member States. The
employer's immediate requirements and
aim is not so much to describe their role in
This process has no meaning unless it is set
within a coherent structure of relanun-
individual countries, but rather to analyze
may therefore encourage internal and ex-
this role by asking a number of basic
ternal mobility? Do employers have a so-
ships between the State. the working world,
questions. The starting point is that voca-
cial responsibility towards people with the the individuals themselves and their repre-
tional training cannot be fully effective
sentatives. and unless greater account is
least chance on the job market? What is the
unless all the partners involved foster a
role of training in reducing unemploy-
taken of the regional, national and
permanent relationship with each other
ment, and what role can the State actually
European dimensions. Important questions
which is consistent with the roles they
play in regulating the labour market! Fi-
have to be clarified: who represents whom
nally, if high unemployment is a fact of
in this structure? Who are the actual inter-
have to play, the places where they operate
locutors in the dialogue, since the State
and every component of the social struc-
life, how should initial training systems be
ture, all within the framework of broad
adapted? What opportunities will the vari-
and the social partners are entities made up
economic and social policy laid down by
ous parties involved have to influence this of different bodies and levels of represen-
tation? Are the existing forms of represen-
the State. But here again we have to clarify
realignment?
tation changing?
what is to be the basis of this dialogue and
how it is to be established.
What instruments are available to the State
The efforts made in recent years to pro-
to promote the development of continuing
training? How is the dialogue on voca-
To conclude, we should like to stress the
mote a dialogue are clear evidence of the
,trowing importance of the Community in
tional training to be organized within the
partners' desire to be part of this structure.
At Community level, the setting up of a
economic and social field and the role
workplace, and what is the purpose of this
dialogue? How does the workplace dia-
Social Dialogue Group, principally to ad-
of a dialogue between the partners at Com-
munity level in the definition of training
logue link in with the dialogue among the dress questions of vocational training (see
this Group's opinions in the Bibliography policy.
various partners in outside bodies?
The editorial staff
Vocational training 1/1992
CEDEFOP
Dialogue
The Community Social
its evolution and the challenges -
-
a stride forward in the development of this
participation on the part of social and eco-
The Community social dialogue dif-
dialogue.
nomic operators which the Community
fers from other forms of participation
has sought to cultivate and promote right
for the social partners: here they are
The Treaty formally recognizes the role of
from the start.
expected to assume the leading role in
the social partners in two articles (2 and 3
initiatives and in negotiation. Consid-
of the Agreement). These cover the con-
One essential feature distinguishes the so-
erable impetus has been imparted to
sultation of these partners by Community
cial dialogue from other forms of such
this dialogue by the agreement reached
authorities and the dialogue among these
participation by the social partners and
by the Eleven at Maastricht in that for
partners. which may lead to contractual
their consultation by the Commission as to
the first time there is direct, transpar-
relations, including agreements".
its initiatives, and from tripartite struc-
ent recognition for the initiative of the
tures such as CEDEFOP or the Dublin
partners, and also that in the formula-
More specifically. the Agreement repre-
Foundation: it is that the partners the:r-
tion of the principle of "horizontal"
sents a qualitative improvement in two
selves rather than a Community institutioo
subsidiarity (recognition of their po-
respects.
have to assume the main role. At most, a
tential role in laws and regulations at
Community agency will take on the role of
Community level).
For the first time. the social partners have
intermediary or broker.
This article discusses the gradual evo-
taken a direct, transparent part in the Com-
lution ofthe Community dialogue since
munity decision-making process by work-
The practical implication of this approach
1985, linked with preparations for the
ing together ,o draw up a text which was
is that it transposes to Community level a
Single Market It looks at the chal-
accepted more or less as it stood at
principle and practice that are common to.
lenges of this dialogue - which is both
Maastricht.
if unevenly spread. in most Member States:
idealistic and a necessity. Lastly, it
that there should be a forum for independ-
considers the three main issues the
For the first time, too. Counnunity law has
ent initiative. responsibility and negotia-
partners will have to tackle: adding to
clearly recognized the twofold principle of
tion specific to the social partners in those
the range of "products" of the dia-
subsidiarity in social matters: the sub-
fields where joint action on their part would
logue (outline agreements, codes of
sidiarity of the Community with regard to
he more pertinent than action by institu-
practice, recommendations), strength-
certain Member States (article 1). but also
tions.
ening negotiating capacity and above
the subsidiarity of institutions.with reeard
all reinforcing the structured links
to the Community social partners. when
Defined in this way, the social dialogue
between the Community and national
they are better placed to take on certain
can be viewed either as Utopian
( and
systems, between the global and the
tasks.
Utopianism can he seen as creative by
industry-specific.
some, dangerous by others) or as a vital
Furthermore. the open-ended approach
necessity. It is Utopian because of the
(dialogue, contractual relationships, agree-
diversity of systems and cultures in the
The social dialogue among representa-
ments) is an invitation to explore a whole
nations concerned and by the very nature
tives of employers and workers is one
range of intermediate solutions, from sim-
of the subjects to be tackled, as we shall
specific aspect - if undoubtedly the most
ple meetings to binding agreements.
discuss. It is vitally needed. as it is a pillar
delicate - of the whole system of that active
of the democratization of the Community
important tool
This has. then. created
system (at least for those who accept that
an
for the social partners. and over the next
the participation of social partners is a
Roland
few months they will show what they can
mainstay of the democratic process . It is
Tavitian
do with it. It is a tool forged by hard-won
understandable that this dialogue should
Consultant and
experience. Laws and regulations are of
he loth a laborious learning process and a
Professor at
value only ifthe practice that accompanies
slow conquest.
the Eirropean
and in many cases precedes them are valid.
Business
Maastricht is the culmination of practice
The Maastricht Treaty - or more specifi-
that has been evolving, especially since
School.
cally the Agreement on social policy an-
the 1985 conference. In this article we
Brussels
nexed to the Treaty signed by all the Mem-
shall not discuss the consultation t which
ber States except the United Kingdom' - is
Vocational training 1/1992
6
CEDEFOP
by now is standard practice) between the
Commission and the social partners, but
concentrate on the dit ect dialogue between
the social partners on three issues:
how and on what points has the dia-
logue developed up to now?
III what problems does it have to tackle?
how will the social partners respond to
the challenges of Maastricht?
The Community social
dialogue:
recent achievements
Over the past twenty years there has been
a social dialogue within the Community
on two levels:
second, on "macro-economics", issued
First of all. it was clear that most of the
1.
joint views on the economic situation in
inter-industry, on horizontal questions,
practical measures would have to be taken
between the Union of Industries of the
within Member States, often by the social
1986 and 1987. The President of the Coun-
European Community (UNICE), the Eu-
cil presented these views to the European
partners themselves. It is often easier for
ropean Centre of Public Enterprises
Council in June 1987.
their representatives to sign a declaration
(CEEP) and the European Trade Union
or produce a Community view than to
Confederation (ETUC), and
A joint meeting at the Palais d'Egmont in
bring the attitudes of national operators in
line with those views.
Brussels on 12 January 1989 reviewed the
sectorial, between employers' organi-
situation and introduced an important in-
A joint declaration by UNICE, CEEP and
zations and trade unions in a number of
ETUC issued on 10 July 1990 expressed
novation: a pilot group was set up at politi-
sectors.
concern about extending the life of these
cal level to monitor the work of the groups
and provide significant follow-up. The
views and asked for a twofold commit-
method of having the working groups for-
ment: European secretariats should publi-
It has obviously been the dialogue at inter-
industry level that has taken the central
cize the views "at every level", and mem-
mulate joint views was continued, and two
major fields were defined:
role. It began in embryo in the 1970s under
ber organizations were asked to look at the
views together at national level and to
the Standing Employment Committee and
the "Education and Training" group judge their "value and usefulness in the
the tripartite Conferences (a joint declara-
tion on vocational training was produced
issued two joint views in 1990: national and European context". As far as
as far back as in 1974), but it then became
is known. the results of this invitation are
the "Employment Market" group
fairly limited.
bogged down in the pessimism of the early
1980s.
looked at the employment aspects of the
2. The group's other task was to intro-
implementation of the Single European
Act. Significantly, the first view it pro-
duce into the basic Community rules pro-
It was relaunched as a result of the impetus
imparted by President Jacques Delors at
duced, in 1990. was on the "creation of a
vision for extending joint opinions by for-
the Val Duchesse conference on 25 No-
European geographical and occupational
mal agreements (contractual relations). The
vember 1985. in the context of prepara-
mobility space and improvement in the
Treaty of Rome makes no provision for
tions for the Single Market.
operation of the labour market": the sec-
such agreements. At the Council's invita-
ond was on the delicate problem of the
tion, the pilot group drafted and in Novem-
organization of work and the adaptability
On 12 November the conference took note ber 1991 adopted the text of two articles of
of the social partners' agreement to an
of the employment market.
the Treaty of Political Union, formulating
this principle and defining its framework.
outline "strategy for cooperation on growth
By the mid-1990s. then, the social parties
This major innovation was accepted by the
and employment" ( which it was felt should
European Council and - with only one
had a number of texts setting out their
accompany the implementation of the Sin-
gle Market). Two groups were set up. The
amendment - incorporated in the Treaty.
common views on certain major aspects of
economic and social development. Even
first, for "new technologies and the social
dialogue", adopted a joint view on the
A few key ideas are apparent from this
se, they wanted to know what the actual
impact of these texts would be, and the
training, motivation, information and con-
brief review of the background:
sultation of workers in March 1987. The
pilot group was directed towards two tasks:
4
Vocational training 1/1992
7
tot
In the social dialogue as it has evolved
1.
since 1985. intensive work has been possi-
ble and shared concepts have been ham-
mered out. or at least now there is a narrow
zap between views on some of the most
delicate of the problems generated by cur-
rent economic changes. In particular. the
acute conflict as to flexibility (the employ-
ers' main theme in the 1980s) has been
analyzed and to a great extent settled by
reference to the concept of adaptability.
A \
Fairly clear-cut guidelines have been pro-
posed. We have gone beyond the simplis-
tic ideologies of the past.
2. The field of action is (relatively) clear.
Practical experience over the past few years
has shown that it would be fairly unrealis-
tic to tackle the main field of national
collective relations, for example on mat-
ters of pay and hours of work. The Euro-
pean Community's role seems to lie rather
The fact is that the social dialogue relates
anxious to see practical, visible results and
in the organization of labour, training.
to certain aspects of social life in which the
try to arrive at formal agreements, whereas
mobility and certain aspects of working
differences among member countries are
employers prefer exchanges of views and
conditions - all of them fields in which it is
the most marked. There are major differ-
non-binding conclusions whose impact is
hard to lay down specific rules and regula-
ences among their respective systems of
more than uncertain.
tions.
contractual relationships. Above all, there
3. There are, however, clear-cut prob-
are differences in the very perception of
Its method: whether the end result is a
lems directly linked to the Single Market.
their role and value. In Germ qty. the so-
simple conclusion or formal agreement,
where such rules and regulations could
cial dialogue is one of the cornerstones of
what is essential is whether the effects are
well be envisaged. For example. there is
the socio-political system, but contractual
transmitted to national organizations, en-
relationships are institutionalized only at
the issue of informing and consulting work-
terprises and workers. It has to be recog-
ers in transnational groups. The dialogue
sector level. The social dialogue is a wide-
nized that the 1990 joint declaration, based
spread practice in France and Italy. par-
on such points is not coming to a conclu-
on this objective, has had only a limited
sion, and the Commission is having to
ticularly at inter-industry level, but it
influence. But there is no reason to believe
revert to the classic route of proposals of
relies less on consensus and is dominated
that formal agreements might have had a
directives.
by a "statutory" right. The United King-
more marked impact. At a time of decen-
dom is wary of such a dialogue, tending to
tralization, subsidiarity and the autonomy
Since Maastricht. the legal preliminar-
4.
decentralize contractual relationships as
of enterprises. the inter-industry social dia-
ies are (partially) waived. The possibility
low as possible.
logue is finding it hard to gauge its impact.
of contractual relationships and agreements
at Community level is embodied at least in
Nevertheless it is essential, for three
It is hardly surprising, then, that the devel-
a Community Agreement if not in the
reasons:
opment of the Community social dialogue
Treaty. Some progress has also been made
and its usefulness, content and methods
with the mandate for European organiza-
are constantly questioned (and challenged).
Politically, it is the main path towards
I.
tions to negotiate on behalf of their na-
securing the cooperation and participation
tional members.
Its usefulness: there are of course those
of social partners in the construction of
who oppose it as a matter of principle or for
Europe.
The Community social
doctrinaire reasons. There are also the
sceptics (and they are more numerous to-
It is the essential instrument in tac kling
2.
dialogue and the issues
day): heads of enterprises who are firm
and solving certain major problems of
believers in the importance of dialogue at
economic integration and the Single mar-
The social dialogue is one of the fields
their own level find it hard to understand
ket, whether in the restructuring of compa-
most sensitive to European integration.
(or may even fear) the same dialogue at the
nies or in the information and consultation
Customarily relegated to slow, discreet
summit level.
of workers.
hack-room work, on occasions it is brought
to the fore and can provoke a crisis (as at
Its content: there is continuing tension
Finally, it contributes towards a lasting
3.
Maastricht), before returning to its quasi-
between Community partners on where
rapprochement of employee and employer
confidential approach.
the dialogue is leading. The unions are
attitudes - a prime condition for the cohe-
Vocational training 1/1992
5
BEST COPY AVAILA1LE
Structuring the various levels of dia-
cultics encountered in making effective
sion of the Community as a whole ( if only.
logue
use of common opinions in the social dia-
for example. on monetary unification and
logue at national level are causing them to
the convergence of prices).
This is the main problem underlying the
think again.
other two. Whereas French and Italian
A threeefold challenge
legislators are just discovering subsidiarity.
Paradoxically. it has to he admitted that it
social negotiators in the same countries
is far more demanding for the social part-
have been moving in this direction for a
ners to follow up a recommendation or
Following the Maastricht milestone, the
eery long time. The interlinking of na-
code of practice than a simple directive.
social partners in the Community are fac-
tional. sector and in-company agreements
You no longer have the legal mechanisms
ing a threefold challenge:
is a complex matter, and the solutions
but you have to embark on more subtle
reached vary.
evaluations and reviews - and. in addition.
enriching the range of their outlets
things are far less visible. This brings us
back to the tricky problem of interlinking
reinforcing their own negotiation ca-
The emergence of a Community level adds
to this complexity and its incorporation
different levels.
pacity
calls for time and a pragmatic approach.
Nevertheless, an understanding on flex-
constructing links between the Com-
ible commitments of this kind would un-
For some time the Community social part-
munity dialogue and national dialogues, in
ners have started to work for closer rela-
other words translating the principle of
doubtedly be easier if UNICE could adopt
tions between the inter-industry and the
a less fearful and a more imaginative atti-
subsidiarity into practice.
sectorial - between ETUC and the Euro-
tude and succeeded in launching a credible
Enriching the range of outlets of the
pean union secretariats and between
initiative. Is it a question of the balance of
social dialogue
UNICE and European groupings.
strength. or of self-confidence'?
Reinforcing negotiating capacity
The Maastricht text mentions two still
The main task. however, is the interlinking
of the Community level with the various
fluid concepts: contractual relationships
national levels. Germany, for example.
The European Trade Union Council has
and agreements. Recent experience of the
has only sectorial collective agreements.
long called for negotiation without having
dialogue has shown that its most signifi-
The logic of the domestic market and
the capacity to do so. This ambiguity has
cant results do not necessarily come for a
been cleared up in formal terms at its
monetary union is strong enough to stimu-
formal agreement. Fields such as adapt-
late the imagination and structures of the
Luxembourg congress in 1990. UNICE is
ability and training lend themselves more
currently facing the same problem. which
social partners.
readily to outline agreements (a concept
sooner or later it will have to solve.
unknown in certain member cour sies ).
At operational level. CEDEFOP is well
recommendations or codes of good prac-
tice rather than a straightforward agree-
aware of these problems of structuring and
An example in this respect has been set by
CEEP and certain sectors, such as the
interlinking. How can the convergence (or
ment.
building industry and the retail distribu-
merely the findings) arrived at in the course
tion trades, where "declaratory" agree-
of its work be taken into practical account
Union representatives are far less wary of
by those involved in vocational training?
ments have in fact been achieved.
these flexible arrangements. but the diffi-
How can the use of its products be
optimized in such a widely varying world
as that of vocational training? The experi-
ence and thinking developed by and around
-,
CEDEFOP over the past fifteen years have
N
MI
created a shared culture and many net-
nr
-"-=11111
works. It can be hoped that the new phase
on which the major participants in the
social dialogue are now entering will be
enriched by this culture of diversity that
has been created in Berlin.
4 01
,...d:MINIPM
111 This is not the place to consider the legal and
t.
political problems generated by the UK's refusal:
are far from negligible. they should be
although the
debated in another sphere.
Vocational training 1/1992
BEST COPY AVAILABLE
CEDEFOP
,11Wkl".f,k,.10
-v
"From the market jungle to the
social dialogue: vocational train-
ing and the Community"
Technological change in industry and the
integral factor in social and economic de-
service sector is in turn forcing changes in
\ elopment. the ways in which it is per-
the ways work is organized and skills
ceived by various interest groups are often
acquired. The single criterion of profit-
different and sometimes contradictory.
ability is gig ing way to varied forms of
organization in which persons or groups
The various people involved know that it
have "controlled independence". This
is not an end in itself but an instrument of
change calls for a redefinition of skill
economic and social policy. As this new
requirements. affecting behaviour-related
field of intervention gradually expands we
aspects such as team work. the need for
are seeing a move away from the slow
retraining and an ongoing commitment to
historical evolution in which - as educa-
training.
tion became a major factor in political and
social democracy - training was gradually
The growth in demand for training from
incorporated into education.
Why does the Community invest money.
individuals and institutions calls fora reas-
sessment of how our socio-democratic
people and even its own authority in voca-
As training-linked issues loom larger. the
tional training? Why not leave it to indi-
societies perceive training:
framework for consultation and negotia-
viduals and employers to match supply
tion is modified. thus influencing legisla-
and demand for the greater good of devel-
First of all. the training market, which
tive and contractual systems.
opment as a w hole. w ith national authori-
until now has been under the umbrella of
ties making corrective adjustments? Is a
"national education systems-. is having to
Furthermore. the intrinsic link between
"Community training policy" really nec-
open out to firms and individuals offering
investment in technology, changes in work-
essary ?
their services in many fields. ranging from
ing patterns and skills reappraisal has
language courses to intOrmation manage-
brought training into the arena of social
The sheer scale of the financial commit-
ment.
and collective bargaining. Instead of the
ment to this sector is es idence of the pow -
linear pattern of previous years. when edu-
erful interests at stake, providing the ra-
Gone are the contracts under which the
cation and employment happened in sepa-
tionale for the welter of new production
State gave companies the responsibility
rate periods of a person's life. the pattern
and communication techniques and. it is
for agreed segments of practical training:
now is the interlinking of initial training.
said. responding to the new ly emerging
training firms are springing up and pros-
continuing training and work. and this has
needs of individuals and organizations.
pering. Rather than having to "go to
meant redefining the responsibilities exer-
school-. people can now buy training like
cised by the social partners. the State and
goods off the shelf.
indiv iduals.
Franfoise
Theunissen
This growth in commercial services is part
These responsibilities are structured among
of what is almost an anti-State privatiza-
those fora w here responsible "citizenship"
Repre,enfatiir
tion movement, with the public sector los-
is exercised. employers perform their so-
of the European
ing its legal protection ( national education
cial role and the subsidiarity function of
Trade l'mon
as a public or subsidized sericei and giv-
States and the Community is carried out.
Confederation
ing way to market competition straining as
forte' \octal
a commercial sector).
In des eloping its early policies, the Com-
dialoque and Chairman of
munity sought to harmonize systems of
CEDFOP's Manatzement Board.
The processes of democratization are
training: in recent years, however. the fo-
also affected. Given that training is an
cus has shifted to "local" initiatives and
mammal training 1/1992
10
7