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Hedwig VermeulenJohn Warmerdam

ITS NijmegenOctober 2011

Educational Monitor for the Temporary Agency Work Sector

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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

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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

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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

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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

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% temporary workers in education

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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

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Temporary workers: age

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‘Start-qualification’

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Temporary workers: start-qualification

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Temporary workers with direct contracts: start-qualification

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

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Temporary workers: education results in start-qualification

flexworkers with direct contract0

20

40

60

80

100

temporaryworkers

39 37

%

Source: CBS (calculations ITS)

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Policy and practice of education

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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

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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%

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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

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Provisions in practice

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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%

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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

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Vocational training

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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%

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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

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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

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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

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Expectations of training 2010; sector

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Expectations of training 2010; job

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Familiarity with STOOF

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Contact with STOOF

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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

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Education remains important

• Having sufficient capable temporary workers when the economy is improving

• Keep temporary workers employable

• Make temporary worker less vulnerable