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

2. 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. 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. 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. 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. 6 % temporary workers in education

7. 7 Working people in education

8. 8 Temporary workers: age

9. 9 ‘Start-qualification’

10. 10 Temporary workers: start-qualification

11. 11 Temporary workers with direct contracts: start-qualification

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

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

14. 14 Policy and practice of education

15. 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. 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 CLA43%50%

17. 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. 18 Provisions in practice

19. 19 Educational provisions Number of employees: % Temporary Work Agencies, with:1-45-910-49>= 50 Education is part of daily practice10%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 providers43%58%57%74%

20. 20 Financial contributions

21. 21 Vocational training

22. 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:1-45-910-49>= 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 clo52%46%49%54% Clo’s attended 1st part 2009 1% 3% 7%45%

23. 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. 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. 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. 26 Expectations of training 2010; sector

27. 27 Expectations of training 2010; job

28. 28 Familiarity with STOOF

29. 29 Contact with STOOF

30. 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

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