Co-operation as a new mode of regulating and planning occupational and technical training: Québec's sectoral committees
* Corresponding author: Diane-Gabrielle Tremblay, Télé-université, UQAM, 1000 Sherbrooke Street West, Montréal, Québec, Canada H2X 3P2. E-mail: Diane-Gabrielle_Tremblay{at}teluq.uquebec.ca
Québec has recently carried out various reforms in the area of occupational and technical training, educational policies and manpower policies, which have led to the establishment of new institutional frameworks. An important change in the role of socio-economic institutions in economic development is the adoption of a sectoral initiatives. We first describe the conceptual framework for the study of union-management co-operation and collaboration between the fields of education and work. We then review the traditional mode of regulating occupational training and present factors that, in our view, indicate that there may be a new form of regulation. Some research results regarding the structure, operation and initiatives of the committees are then presented. The paper concludes with several conclusions about what we view as a new mode of regulation, exploring the respective roles of the state and actors within the committees, and their impact on the supply of training.
Key Words: human capital • skills • JEL classification: J24
1 This strategy was part of the movement to improve educational levels in several countries and was expressed, for example, through mandatory schooling to the age of 18 (Belgium) or directives such as ‘80% of a certain age group must obtain a high school diploma’ (France).
2 Various approaches were used: development of co-operative training programmes, changing the entrance requirements for occupational training (the co-existence of general education/occupational training), support for occupational exploration by young people, creation of new programmes leading to semi-skilled trades, implementation of new pedagogies (technological paths) and integration of occupational and technical training programmes into a single area of specialization.
3 To meet this new demand, a number of school boards as well as general and vocational colleges (CEGEPs) created business services programmes alongside their adult education programmes.
4 Emploi-Québec also includes federal officials responsible for labour force development who were transferred to the Québec civil service under a federal-provincial agreement granting Québec exclusive jurisdiction in this field.
5 It should be emphasized that other types of sectoral committees have existed for a long time in Québec. However, they were very limited in numbers and clearly had a narrower mandate than the one in force since 1995, which applies to the committees under study. For example, previously there was less collaboration with the Education department or school system and that which did exist was more informal. Other committees were temporary, for example, the manpower adjustment committees established in firms in the case of mass layoffs.
6 Plan of action, annual reports, sectoral studies, minutes, etc.
7 At one time there were 31 organizations that in some way assumed the function of a sectoral committee, certain round tables (dance/music/theatre; authors/artists/performers; fine crafts; museology) having recently been united to form one committee. It should also be underlined that some committees originate from previous sectoral bodies while others are completely new, and often more recent, creations.
8 Where producers of environmental devices work along with firms that can be seen as important polluters, and unions involved in both sectors: polluting industries that are very constrained by environmental policy and producers of environmental devices.
9 Two new committees, that is personal services, and pharmaceutical and biotechnology products, have appeared since we conducted the research.
10 Examples: rubber. plastics processing, clothing, retail trade.
11 For example, the Tourism Sectoral Committee collaborates with the Canadian Human Resources and Tourism Council (CHRTC) to establish standards and a training programme that leads to certification and professionalization of the sector's labour force. Thus, several pedagogical documents produced by the CHRTC have been translated, adapted and used by the Tourism Sectoral Committee.
12 Even though Bill 90 requires firms to provide continuous training to their employees. Bill 90 is a law similar to that which was adopted in the 70s in France, forcing firms to spend 1% of their wage bill on training or to contribute a similar amount to a public training fund.