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Framework of Actions for the Lifelong Development of Competencies and Qualifications - The Netherlands
Source: European Union
In March 2002, the European social partners adopted a framework of actions for the lifelong development of competences and qualifications, as a contribution to the implementation of the Lisbon strategy.
Introduction: General context at the national level
Lifelong learning and employability are still high on the agenda of the social partners. In the still difficult year 2003, witnessing economic recession, it became clear again that lower qualified employees are very vulnerable on the labour market. Social partners continued to include and improve framework conditions for learning in their collective agreements.
As a consequence of budget-restraints, since January 2004 some additional fiscal facilities for the deductibility of companies’ training costs, are no longer available. Special incentives now only exist for forms of dual vocational education. The normal rule that training costs are deductible from pre-tax profits, has not changed. This reduction in the fiscal incentives and the withdrawal of some special measures, for example for employees aged 40+ and for employees of small firms, were regretted by both social partners.
The government, in good cooperation with social partners, has taken action vis-à-vis the European Commission to change the EU rule that training funds collected on the basis of (legally binding) collective agreements are considered by the EU to be state aid. Argument of both Government and social partners is that the funds are collected from the private side and should therefore be considered as private investment in training. The outcome of this debate is important, because several of the bipartite funds are interested to participate in ESF programmes and co-finance programmes partly with money from the bipartite funds.
Actions taken at national level
Recognition and validation of competences and qualifications
In 2003 progress was made, especially in the field of assessment of prior learning (APL). Supported by the national expert centre for assessment of prior learning, in several branches initiatives have been launched to implement APL. Three examples:
It is worth noting that in all cases social partners use the added value to link APL outcomes one way of another with national qualifications that are known and recognised throughout the country. There may be necessary additional training to acquire any skills that are missing, but of course this is much more effective that starting from scratch.
Social partners gave advice for a renewal of the arrangement for the nation expert centre for assessment of prior learning APL. A new arrangement, lasting 3 to 4 years, will be set up, based on continuation of support from the government (the ministries of Education, Economic affairs, Social Affairs and Agriculture) , but also on increased private income from services. The perspective is that APL will become an important instrument in Lifelong Learning policy and companies and branches will use it increasingly. The costs of APL will be compensated by more efficient training programmes that take into account the competences acquired from working experience.
In November 2004, the government has announced an action plan for Lifelong Learning. For 2005/2006, in early 2005 a Task Force will be set up, to implement the action plan and to advice on further policies for Lifelong Learning. Representatives from social partners will be members of the Task Force. The Task Force will be asked to stimulate private HRD-investments also being directed to goals that are set in the Lisbon perspective, such as to train the lower-skilled up to at least a first vocational qualification and to facilitate upgrading courses up to tertiary level. Another proposed action is to develop, with the involvement of social partners, a digital online market place for the supply of training courses.
Actions taken at sectoral and company levels: the Dutch carpet industry.
The Dutch carpet industry has about 30 companies and employs 3,000 employees. In terms of production it is in third position worldwide and leads in terms of product development, patterns and textures. Increase of productivity and innovations are at the centre of considerations, with new demands on competences of the employees. Initiated in 2002, now the Association of Dutch Carpet Manufacturers VNTF has an improved training system in operation in 2003, with the following characteristics:
The results of the new approach are a higher motivation for learning and the learning is much more effective.
Example of good practice
Het Noorder Dierenpark (Emmen zoo)
In Emmen, a small city in the north-eastern part of the Netherlands, a modern and beautiful zoo is located: Het Noorder Dierenpark. Depending on the season, 200-400 employees work there and the majority stay with the company quite a long time. Because of higher competition between zoos for visitors, the higher demands of visitors and the wish of employees themselves concerning personal development, it was necessary to emphasise more flexibility and employability of the employees. With the unions and in the framework of a collective agreement, the company agreed on implementation in 2003 of the instrument of the personal development plan, based on four conversations a year between the employee and his direct manager. The company training and development plan includes facilities (courses, costs) for realisation of the personal development plans. The effect is twofold: employees are motivated to work on their own employability and managers become more aware of the capacities and employability of the employees.
Private employment agencies (ABU)
In the branch of private employment agencies (ABU), social partners have agreed to set up a bipartite fund to stimulate the training of temporary workers. For workers who have been under contract to the agency for a longer period, a personal development budget will be available.
In academic hospitals, a pilot has started for nursery professions to work with portfolios that give an up-to-date picture at any moment of experience and competences of the employee.
Trade in building materials (HIBIN)
In the branch of trade in building materials (HIBIN), the training is redesigned into a modular competence-based and problem-driven training system. It supports development of technical knowledge and skills as well as commercial skills. Related to this, a “skills monitor” has been developed, which is a web-based tool to analyse the competences needed for specific functions in relation to the competences that are acquired by the employee or are to be acquired by further training.
Engineering branch
In the engineering branch (FME-CWM and trade unions from industry), social partners have launched a programme to support the development of an instrument for assessment of prior learning. At the same time a project was established with 5 Higher Vocational Education institutes to cooperate in the development and implementation of the instrument. Also in this case, the results of the assessment will be used as a basis for the planning of further training.
Good practice at company level
Several companies (Brocacef Holding, Solvay Draka) give employees the facilities to qualify for the European Computer Drivers Licence.
Rabobank integrated the setting of goals at the beginning of the year for that year’s results and the arrangements for support by coaching and training to achieve the results. Besides this, in agreement between employer and employee, a personal development plan has been set up for long-term development and employability in future jobs.
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