Related Papers
John Warmerdam
The opportunities and limitations of a sectoral approach to training research and policy were examined through the commissioning and analysis of reports on trends and issues in five European countries: Belgium; France; Germany; Greece; and the Netherlands. Special attention was paid to the opportunities of sectoral initiatives for small and medium-size companies and the interconnectedness of training initiatives and the social dialogue between employer and employee associations. "Sector" was defined broadly as an economic and sociopolitical category. The prospects for a sectoral approach in training research were said to be favorable because the relevance of a sectoral approach will likely increase in the coming years as a result of a general trend to decentralize training. Practical opportunities for applying a sectoral approach to training research were found to differ strongly from country to country and from sector to sector within countries. After an examination of the possible roles of individual firms, company networks, professional associations, and regional-sectoral partnerships in formation and implementation of sectoral policies training, it was concluded that sectoral training policies should be connected and completed with training initiatives at the subsectoral and cross-sectoral levels. A conceptual model for analyzing sectoral training systems was proposed.
The Relevance of the Sectoral Approach in European Training Cooperation
2008 •
Georg Spöttl
In the debate on vocational training in Europe the sectoral approach has been referred to for some time now, as the authorities expect that this will ensure, above all, a greater involvement of the social partners. But it remains unclear exactly what is understood by the term ‘sector’. It is used in discussions as a standard, pragmatic phrase rather than as the result of particular research. An attempt is made below to define this term for the purposes of vocational training policy and to demonstrate the opportunities offered by the use of sector references for European vocational training, including reference to the debate on the European Qualification Framework (EQF) and the European Credit Transfer Systems (ECVET) for vocational training.
Warmerdam J. (1998). A sectoral approach to training in the printing industry and the hospital sector. Synthesis report of a study in five European countries. Luxembourg: Cedefop/Office for official publications of the European Communities.
John Warmerdam
This synthesis report constitutes an analysis, based on a previously developed conceptual model, of the emergence of sectoral training systems, of their institutional complexity and of the way in which they interact with their environment. The scope of the report comprises two different sectors in five European countries: Belgium, Latvia, Norway, the Netherlands and the United Kingdom. The analysis covers four basic processes of the functioning of sectoral training systems: the interactions between training agencies and bodies; the negotiation of training agreements; the framing of training policies and training programmes; and the implementation of training policies and programmes at the level of companies. The report concludes with an overview of the major trends and differences observed in the various sectors and countries and with a summary of lessons learned for vocational training research.The main results were presented and discussed at various conferences in Brussels and Thessaloniki.
John Warmerdam
The article focuses on how to fit on‐the‐job training activities into the organization of work, a problem area which will be gaining importance over the next few years when the training load may become an important bottleneck when training policy is implemented. Investigates what reactions actually are to this fitting‐in problem, using an ITS study as a starting‐point which shows that a whole range of instruments are employed at management level to prevent or meet capacity problems: regulation of training moments, planning of training periods, spreading or limiting study leave, enlarging individual and departmental flexibility, limitation of the output (quality) and, if none of these things help, employing outside staff. The choice of instrument is mainly determined by: nature and organization of the work done in the department; the size of the workload; and the extent to which leave cumulates. If these instruments are applied adequately, the “burdens” of training do not necessarily have to slow down further growth in training.
Research Papers in Economics
Continuing training for employees in Europe: the differences between countries continue to narrow [Formation continue des salariés en Europe : les écarts entre pays se réduisent encore]
2013 •
Jean-François Mignot
IZA Discussion Paper …
Workplace training in Europe
2005 •
Alison Booth, G. Brunello
Descy, Pascaline; Tessaring, Manfred (eds.). Training in Europe Second report on vocational training research in Europe 2000: background re- port. (Cedefop Reference series). Luxembourg: Office for Official Publications of the European Communities, 2001 (3 volumes); ISBN 92-896-0034-0
Emmanuel Sulzer
Warmerdam, J. (1997). Sektorale Ausbildungssysteme in der Wissensgesellschaft - Sectoral training systems in a knowledge economy - Les systèmes sectoriels de formation dans une économie de la connaissance. Thessaloniki: CEDEFOP Panorama Series, 1997.
John Warmerdam
An analysis of basic characteristics, functions, opportunities and limitations of a sectoral approach to vocational training, based on studies in Belgium, France, Germany, Finland, Greece, Spain and the Netherlands. The emergence of sectoral institutions as a separate level for the organization of training activities is analyzed as a process of dynamic system development, unfolding in time through joint actions of sectoral agencies, taking place within a specific social and economic environment. This process can also be observed as a learning process, because sectoral agencies, once established, encounter various types of problems, while developing and implementing training policies. They reflect on these problems, try to find solutions, put solutions into practice and evaluate practical experiences. In the course of this process, they may modify their original arrangements. What are the opportunities and limitations of such training systems in s knowledge economy?
Continuing training for employees in Europe: the differences between countries continue to narrow
2013 •
Jean-François Mignot
More European employees undertook training in 2010 than ten years previously. The latest European survey of continuing training in enterprises also shows that there are still considerable differences between countries, even though they are tending to narrow. Formal courses remain the dominant form of training within enterprises, with only a small number of countries making any significant use of other types of training.
Promoting Vocational Education and …
Placing the current roles of vocational education and training professionals in national contexts: Spain and Greece
1997 •
Nikitas Patiniotis
