1
Hedwig VermeulenJohn Warmerdam
ITS NijmegenOctober 2011
Educational Monitor for the Temporary Agency Work Sector
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
7
Working people in education
0
5
10
15
20
temporaryworkers
flexibel workerswith
direct contracts
direct contracts total
13
7
16
%
Source: CBS (calculations ITS)
In training, excl. students
13
Temporary workers: education results in start-qualification
flexworkers with direct contract0
20
40
60
80
100
temporaryworkers
39 37
%
Source: CBS (calculations ITS)
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
arguments investment decision:
arguments actual education:
demand side
- necessary for work
- broader employable
87%
76%
88%
72%
supply side
- career/better job
- getting vocational certificate
82%
60%
44%
42%
long term perspective
- commitment to company
- future labour shortage
80%
53%
61%
42%
regulatory
- obligation CLA 43% 50%
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
19
Educational provisions
Number of employees:
% Temporary Work Agencies, with: 1-4 5-9 10-49 >= 50
Education is part of daily practice 10% 11% 30% 41%
Responsible for education:
- director/owner
- educational manager
40%
1%
23%
2%
24%
3%
7%
29%
Conversation temporary workers about education
Instruct interagent requests for education
Training plan
77%
42%
48%
74%
59%
43%
83%
67%
59%
76%
66%
71%
Fixed appointments training providers 43% 58% 57% 74%
20
Financial contributions
0
10
20
30
40
50
UWV STOOF other educ&dev.funds ESF
7
3 20
2932
9
28
86
3 3
%
Source: CBS (calculations ITS)1-4 employees ≥ 50 employees total
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
number of employees:
% temporary work agencies with: 1-4 5-9 10-49 >= 50
(well) known with professional guided training
65% 64% 65% 73%
professional guided training-students contracted 1st part 2009
20% 17% 42% 71%
(well) known with clo 52% 46% 49% 54%
Clo’s attended 1st part 2009 1% 3% 7% 45%
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
30
Recommendations for Temporary Agency Work Sector
1. Integrate education more in daily practice
2. Concrete translation to practice
3. Attention STOOF to smaller temporary work agencies
4. Financial arrangements
5. Monitor education needs of temporary worker
6. Attention to temporary workers without start-qualification
7. Temporary Agency Work Sector and vocational training
8. Flexible availability of education
9. From supply to demand driven