The National Report of France

Part II: Case studies on workplace learning and on related approaches to development of partnership networking and cooperation

Section 1: Adaptation of the WLP Project tools and the choice of case studies

Within the framework of the process of the adaptation of WLP project tools (such as formal and informal Learning Potential Analysis tool) to the SME’s context in France (with reference to the machine-tool and automotive sector), a series of interviews were conducted with some experts and training professionals from training providers and end-user SMEs? (cf. 1st sub-section below). These interviews were followed by a series of regional workshops between formal and non-formal partners to discuss and finalise the decision concerning the choice of the case study adapted to the French context and companies’ practices (cf. 2nd sub-section below).

1. Main results of interviews with experts

Concerning interviews with sectoral experts and managers connected with end users (basically SME’s within the machine tool and automotive sector), the questions were centred on the following basic topic: How do the SME’s experience and perceive the development of learning through partnership within the machine-tool and automotive sector? For them learning partnership is: 1. Firstly, work-related learning through continuous adaptation to the requirement of change in production processes, technology and product market development; 2. Secondly, this work-related learning is developed basically through training partnership between training providers of initial and continuing vocational training and the SMEs?; 3. Thirdly, work-based learning for employees is basically organised and implemented within the framework of the enterprise’s training scheme in various interrelated ways: • Internal training which is usually limited within the SME’s to the following forms: – “On-the-job” training by internal and/or external trainers; – “Process and/or product linked (on-the-job) training” usually provided by the suppliers of the enterprise; – “Internal job-rotation training” for the promotion of transversal competences and functional mobility: It is still limited to the case of some relatively larger SME’s with several subsidiary companies such as the case of Endress & Hauser group; • External training which usually takes the form of an alternation between a training centre and workplace. It can also take the form of a leave for self-directed training as it is the case with “CIF” (Congé Individual de Formation). The practice of the latter is very limited within relatively small firms. 2. Fourthly, work-related learning through the “alternating vocational training” for “apprenticeship” or “professionalisation (qualification)” contracts organised either directly between education and training institutions and SME’s or through the “Grouping of Employers for Inclusion and Qualification (GEIQ)”. Consequently, from the perspective of these experts and managers (connected with SME’s as end users), the “WLP tools” need to be adapted to the current context and practice of learning partnership where: • learning is basically a combination of on-the-job and off-the-job training (based on informal training partnership between training providers and the SME’s) • The practice of staff-rotation training especially between the SME’s themselves is still practically inexistent.

As for interviews with training professionals from training providers (e.g. from CAHR-GIFOP training centres connected with Mulhouse’s Chambers of Commerce and Industry network in Alsace), the debated points concerned two basic interrelated questions: what is the current practice of learning partnership between training providers and SME’s within the machine-tool and automotive sector? To what extent these training partnership practices can be in line with WLP tools? From their perspective: 1. The training partnership between training providers and SME’s concerns two basic types of training provision programmes: • Programmes for the development of core and specific technical qualifications and skills specific to mechanical engineering, automotive and machine tool sector such as: – Production mechanical engineering (computerised mechanical production, mechanical computer-integrated manufacturing-machining, working on metal transformation design of industrial products); – Electrical engineering (electrical engineering, communicating electro-technical energy equipments, electro-techniques); – Automated systems (maintenance of automated mechanical systems, piloting automated production systems, industrial maintenance, industrial control and automatic regulation). Theses types of programmes are usually provided by training centres involved in both initial and continuing vocational training for the industry (mainly oriented towards mechanical engineering, automotive and machine tool sector) such as “CFAI” apprentice training centres for the industry (e.g. CFAI Bas-Rhin et CFAI Haut-Rhin). • Programmes for the development of transversal soft and technical competence and skills (common to the industry and tertiary sector) such as management, strategy, HRD, sales and marketing management, communication, project management, etc. They are usually provided by training centres linked the regional chambers of commerce and industry (e.g. CAHR and GIFOP linked to CCI-Mulhouse in Alsace). 2. These training programmes are generally prepared and adapted by training providers in collaboration with the end-users (i.e. the enterprises) and involved professional trainers and teachers. The employees’ training according to these programmes is dominantly organised as an alteration between a “residential training place” outside the firm (within a training centre or in a hired training location) and workplace. However, there are training programmes tailored (as an “on/off-the-job training”) according to specific or punctual requirements of individual enterprises. 3. Given that there is no current training rotation practice between SME’s in France, the task of WLP tool adaptation is seen centred on the case of learning partnership between training providers and SME’s as end users. However, the rotation training practice can still be exemplified by the observed experience of a larger family owned company (with several subsidiary companies) such “Endress & Hauser” through its tri-national inter company training programme implemented in three countries: France, Germany and Switzerland.

2. Selected cases of effective practice

In the light of the results of these interviews with experts and the discussions which took place within a series of regional workshops with formal and non-formal partners of the project, two illustrative cases of effective practices, connected with the two basic categories of developing regional and cross-border inter-regional WLP networks, were identified and selected, namely: • The case of ATELCO Company exemplifying the classical form of WLP between the company and its training providers (as confirmed by the interviews with experts); • The case of “Endress+Hauser” exemplifying the tri-national in-company training programmes (with Euregio Certification) ie “Euregio tri-national training schemes” (which integrates basically within the framework of INTERREG II & IIIA -Upper Rhine Centre-South model of WLPs? and cooperation). It is innovative and all encompassing as it allows for taking into consideration explicitly the “training rotation” of trainees (apprentices, students and even employees) within and between companies in close partnership co-operations with their respective training suppliers in different countries with different training cultures and languages.

Section 2: Case of ATELCO: Regional network between the company and its training provider

ATELCO is the basic formal implementing partner (located in the Industrial Zone of the Upper-Rhine in Alsace) employing presently about 25 employees. It started its activity in the machine tool industry sector as a sub-contractor in mechanics and sheet-iron works. Then, it completed its development through: • Partnership development in its domains of competence with external partners and technical colleges; • The creation and development of an engineering and design department for the realisation of prototypes and special machines (including collaboration with professional trainers and trainees from technical colleges); • The development of more complex machines with partners in the automotive industry; • Diversification of its product market with customers from all the industrial sector such as automobiles, car-chain suppliers, agro-food industry, iron and steel industry etc.; • Taking an additional turn towards the environment through its involvement, for instance, in paper mill working from old paper and purification stations. ATELCO’s present basic domains of activity are: • Production of assembled mechanical construction, prototypes and special machinery; • Structural welding (on assembly-line up to 10 tones); • Sheet-metal production (fine metal-sheet, light alloys and stainless steels).

Like the rest of the SME’s in the sector, ATELCO is highly involved in learning partnership promotion with several vocational training providers specific to the sector within Alsace region, especially with the “CFAI” (Centre de Formation pour les Apprentis de l’Industrie), i.e. the apprentice training centre for the industry in Gubwiller (Upper-Rhine - Alsace).

There are two categories of available learning opportunities in this traditional WLP between the company and its training suppliers:

External offer-related learning opportunities: As identified by a series of expertise interviews, they include two basic and regular forms of available external learning opportunities: a)-programmes for the development of core and specific technical qualifications and skills specific to mechanical engineering, electronics, automotive and machine sector, and b)- programmes for the development transversal soft and technical competences and skills common to both industrial and tertiary sectors. There are other punctual external offers of product and process related learning opportunities connected with company’s partnership relations with other companies as suppliers and customers.

Internal work-based learning opportunities: Examples of this form of learning opportunities are usually identified and assessed by means of “Learning potential Analysis (LPA) tool”. Concerning these internally identified work and process-based learning opportunities, there is a difference between those identified on the chop level and those observed at the executive level: • On the chop level for the example of machine-tool assemblers and welders, the basic learning opportunities are as follows: – Reading and managing a machine-tool manufacturing plan; – The use of manufacturing machines and manual handling tools ; – Assemblage and control according to the manufacturing technical scheme; – Determination of the necessary flow of operations and process for the whole unit to be manufactured; – Handling, assemblage and welding according to quality and safety requirements – Tool development and realization; – Work organisation, equipment and environment arrangement at shop level; – Maintenance and control of work instruments. • On the executive level, the basic learning opportunities for the head of the same machine-tool welding and assembly department are as follows: – Management of current urgent activities such as purchasing and production launching; – Securing proper production conditions in accordance with requirement of timing, security and quality standards; – Preparing actions plan for the development of the production department; – Production human resource management; – Analysis of technical development needs; – Laying down maintenance policies and revision schemes for the machine-tool stock.

The assessment of these examples of internally available learning opportunities reveals the following overall tendencies (cf. tables 1 and 2 below) • On chop level, there are sufficient learning opportunities regarding most of the firm’s objectives in connection with the main components of its own core profile and related production processes (machine-tool assembly and welding).The situation of “partial insufficiency” on this level remains limited to only few cases more or less peripheral to the internal core profile of the activity as represented by the example of “machine-tool assembly-line and welding”. • By contrast, there are relatively lower learning opportunities on the executive level as exemplified by the case of the occupational profile of the head of the production department; • Since the learning objectives are effectively linked to the existing components of the dominant occupational profile (within the firm), there is no case for a complete absence of learning opportunities. • On the whole, the partial insufficiency of learning opportunities on both (chop and executive) levels is usually dealt with through: – Off-the-job training (through an alternation between work and a training centre), – On-the-job training (by internal or brought-in external trainers). – Product-process linked training (usually with the company’s suppliers or sub-contractors since rotation between firms is inexistent practice)

Table 1:

Identification and assessment of learning opportunities on the chop level within ATELCO: Example of machine-tool assemblers and welders

Occup. Machine-tool assemblers and welders Date: May 2005 Firm ATELCO S.A., Zone Industrielle, 68300 Soultz, France N° Parts of the occupational Profile (Tasks and related skills & competences) Learning contents are…

Fully

represented Partially represented Not represented 1. Reading and managing a machine-tool manufacturing plan X 2. The use of manufacturing machines and manual handling tools X 3. Assemblage and control according to the manufacturing technical scheme X 4. Determination of the necessary flow of operations and process for the whole unit to be manufactured X 5. Handling, assemblage and welding according to quality and safety requirements X 6. Tool development and realization X 7. Work organisation, equipment and environment arrangement at shop level X 8. Maintenance and control of work instruments X

Table 2:

Identification and ssessment of learning opportunities on the executive level within ATELCO:Example of the head of the machine-tool assembly and welding department

Occup. Assemblage and welding: Head of the production department Date: May 2005 Firm ATELCO S.A., Zone Industrielle,68300 Soultz, France N° Parts of the occupational Profile (Tasks and related skills & competences) Learning contents are :

Fully

represented Partially represented Not represented 1. Management of current urgent activities such as purchasing and production launching; X 2. Securing proper production conditions in accordance with requirement of timing, security and quality standards; X 3. Preparing actions plan for the development of the production department; X 4. Production department human resource management; X 5. Analysis of technical development needs X 6. Laying down maintenance policies and revision schemes for the machine-tool stock X

By linking the external offer-related learning opportunities to its training needs and internally available work-based learning opportunities, ATELCO is involved in the organisation and implementation of two forms of work-related learning: Formal and non-formal learning through apprenticeship partnership contracts and Employees’ non-formal work-based learning

Concerning formal and non-formal learning through apprenticeship partnership contracts, ATELCO receives regularly two-year contract apprentices who go for the preparation of either CAP (professional aptitude certificate) or Bac. Pro. (Professional baccalaureate). For CAP apprentices the training domains are as follows: • Basically and regularly in general mechanics, metal-turning and maintenance; • Less frequently in metal working and milling The training programme is implemented in two-week alternation between the training centre (CFAI) and the ATELCO Company. The apprentices are taken in charge by two main tutors during their training period. The tutor from the apprenticeship centre for the industry (CFAI) supervises the apprentice’s formal learning trajectory at the centre, including quarterly regular coordination visits to the apprentices at work-place. The tutor from the company is generally the head of the production department assisted by a specialised worker. In addition to the formal follow-up at the apprenticeship centre, the apprentice receives a quarterly progress evaluation bulletin of informal and non-formal learning based on regular follow-up and monthly evaluation notation.

During the whole apprenticeship period of two years, the apprentices at ATELCO Company have direct access to the following types of informal and non-formal learning at work-place: • General transversal practical learning through rotation training between different work processes and machines within different departments of the enterprise; • On the job-specialised training in the apprenticeship undertaken domain(s) (general mechanics, metal turning, metal welding and milling, maintenance, etc); • Product, process and assembly-line linked training at the company’s suppliers; • Training connected with order placements.

In about 30% of cases on average, the ended two-year apprenticeship contracts are transformed into permanent work contracts with the enterprises. Among the ones who are not retained within the enterprise, 90% of them are able find jobs within six month period at most.

Employees’ non-formal work-based learning is usually achieved within ATELCO Company through the following basic channels: • On-the-job training: It is usually taken in charge by internal qualified colleagues. The use of external trainers is limited to specific and punctual cases connected with the introduction of new product and process techniques (1 to 2 weeks of training). • Rotation training between work processes within different departments of the enterprises which allows for about 40% on average of the employees to change their initial speciality assignment within the company. • Training courses, seminars and workshop at the company’s suppliers and sub-contractors. They are usually product and/or process linked forms of training; • Employee-self initiated and directed learning and training usually undertaken by holders of high technician diploma (BTS). The employees concerned are generally those who belong to ALELCO’s Engineering and Design Department. Within the framework of this type of training, the beneficiaries can also have access to the accreditation of their work-related experiential learning (prior formal, informal and non-formal learning).

On the whole, all these types of training allow the employees to develop their polyvalent and transversal, core and specific competences, including access to promotions and wage improvements. For the company, they contribute to improvements in its performance and competitiveness in the sector.

Section 3: Endress+Hauser case: The “Euregio Tri-national Training Programme Network”

Regional and transnational WLP networking within the “Endress+Hauser group is highly linked to the nature and geographical distribution of its basic activities. These core activities are focussed on providing instrumentation, measurement technologies, automotive solutions and related engineering and training services to various process industries including aerospace, automotive and food industries, oil refineries, gas, chemical plants, breweries and water treatment facilities. They are distributed among 23 “Endress+Hauser” companies in 9 countries and 41 sales and services centres in 38 countries (mainly in Europe). In France, the group has two main companies in Alsace: a “flowtec” production Company in Cernay (employing about 170 employees) and a business company (the headquarters of “E+H France”) in Huningue employing 200 employees

Most of “E+H” companies are involved in WLP networks between themselves and their training suppliers and partners (such as the apprenticeship and CVT centres, professional colleges and universities, and their suppliers and customers in process industries). One of the most interestingly innovative practices in the group’s WLPs? is the tri-national inter-company training scheme (i.e. Euregio vocational training and certification programme) which integrates basically within the framework of INTERREG II & III -Upper Rhine - Centre-South model of WLP and cross-border regional cooperation between France, Germany and Switzerland (cf. the map of the tri-national region for training and certification). This special programme has the advantage of allowing for taking into consideration simultaneously of: • The classical form of WLP between the company and its training providers, where the training is basically provided through an alternation between on-the-job training within the same company and off-the-job training (usually within external training centres); • “Work-based training rotation” and exchange of trainees (apprentices, students and even employees) within and between companies in different countries and contexts with different training cultures and languages.

a)- Basic learning objectives:

In connection with the basic tri-national inter-company training programme, a distinction can be made between three interrelated types of learning objectives and related learning opportunities:

• Country specific learning objectives connected with the training partnership between the company and its training providers. They are specific to the existing qualification system within each country as a partner of the tri-national programme. • Tri-national programmes overall objectives: These common objectives include, from the trainees’ perspective for instance, the contribution of the programmes to the promotion of: – Work related learning in different environmental contexts; – Intercultural relational and professional interactivity – Knowledge sharing and development; – Inter-company transnational professional mobility; • Objectives specific to the process-production learning opportunities on each occupational/training profile level within different departments of the training company such mechanics, electronics, industrial design, commerce and marketing.

b)-Organisation and implementation:

Endress+Hauser initiated this type of training programme in the year 1989. It was the first group which gave its apprentices the possibility to do their training in different Endress+Hauser’s companies in France, Germany and Switzerland such as: – Endress + Hauser in Cernay and Huningue in France; – Endress + Hauser in Maulburg in Germany; – Endress + Hauser in Reinach in Switserland. Additionally some of the apprentices have the chance to do their apprenticeship training with Endress + Hauser companies in other European countries such UK in Manchester and Ireland in Dublin.

The initial tri-national training scheme concerned basically young apprentices from professional schools, colleges, apprenticeship and training centres. For the French side for instance, it covered the levels of CAP (Professional Aptitude Certificate), BEP (Professional Education Diploma), Bac. Pro. (Professional Baccalaureate) and BTS (High Technician Diploma). Then within the process of its implementation within the tri-national region, the scheme was progressively extended to include adult students and employees. The duration of the training is four weeks minimum if the training is taking place in only in one partner country. But, if the training is also organised in another country (basically within the tri-national programme region), the duration of training becomes twice the three-week training period. During the rotation training period between companies (generally between Endress+Hauser company’s production and business units), the trainees continue to be paid their wages from their original employer. As for the accommodation, travel and subsistence expenses are usually taken in charge through a subsidy given within the framework of “Euregio training scheme”. At the completion of their training period, the trainees are awarded a “Euregio certificate” certifying the completion of the acquired professional experience based on in/ inter-company cross-border mobility and the knowledge of Euregio languages.

The “Euregio certificate” was created in 1993 and implemented by the educational and professional bodies within the Upper-Rhine Valley Region with the support of the EU within the framework of the programme INERREG III-A for Centre South and Pamina, in cooperation with Alsace Region, Upper and Lower Rhine General Councils (in Alsace), Land Bade-Wurtemberg, the CCI (chambers of Commerce and Industry in Alsace) as well as the Guild Chamber of Palatina, Cantons of Basle-City, Basle Countryside, of Jura and Argovie and Regio Basillienis. The follow up of the organisation and the implementation of “Euregio training and certification scheme” are taken in charge by the group “Vocational Training Experts” of the “Upper-Rhine Conference”.

Up to now, Endress+Hauser has provided, within the framework of its tri-national Euregio training scheme, work-based vocational training for more 200 beneficiaries.

c)-Examples of work-based learning opportunities:

These examples are linked to the process of effective implementation of tri-national training programmes for apprentices within an “Endress+Hauser” company. They are based on the application of LPA (Learning Potential Analysis) tool for the identification and assessment of learning opportunities on the level of two internal training-occupational profiles: “reparation of measurement instruments” within the department of electronics (cf. table 3) and “purchasing agent” within the commercial department (cf. table 4).

Example 1: learning opportunities connected with the training/occupational profile “reparation of measurement instruments” within the department of electronics (cf. Table 3):

There are sufficient learning opportunities regarding most of the core tasks performed internally within occupational profile “reparation of measurement instruments” by the trainees (apprentices). The situation of “partial sufficiency” is limited to only few cases which are more or less peripheral to the internal core components of the activity of repairing measurement instruments.

Core and peripheral components of work-based learning opportunities are primarily developed through the usual on-the-job process and product related training and workshops within the company. Then they are further developed and enriched (in different cultural and environmental contexts) through training rotation between other “Endress+Hauser” companies within basically the “tri-national training programme region” (France, Germany and Switzerland) and even outside it within other countries.

Table 3: Identification and assessment of learning opportunities at work within

an “Endress+Hauser” company: Example of the electronics department: ( section: measurement instruments)

Occupational profile: Reparation of measurement instruments

Date: Novembre 2005

Parts of the occupational Profile (Tasks and related skills & competences) Learning contents are…

Fully

represented Partially represented Not represented 1. Dispatching a reparation order X 2. Reading and understanding of instructions manuals X 3. Reading out parameter and error codes by using the suitable software X 4. Replacing defect sensors and modules X 5. Connecting spare parts in SAP X 6.

Checking validity after the reparation X

7. Preparing measurement instruments

for consignments X 8. Handling of contaminated devices according to safety requirements X

Example 2: learning opportunities connected with the training/occupational profile of “purchasing agent” within the commercial department (cf. Table 4):

For all the trainees as purchasing agents especially during the early stages of the training programme implementation, the learning opportunities are, on the whole, only partially represented. This partial insufficiency is basically due to the fact that the skill requirements for performing most of the usual core tasks (within this occupational profile) are relatively high in terms professional relational interactivity with the company’s different suppliers. This type of competence requirement is usually taken in charge through the organisation and implementation of training rotation plan within “E+H” business units in different countries within and even outside the tri-national programme region. As a trans-national inter-company training rotation scheme, it allows its beneficiaries (especially the young apprentices) to develop their specific professional and relational competences in different cultural and economic environments. In this context, given that the beneficiary trainees are basically young apprentices, their work-based learning opportunities remain limited to internally performed simple and routine tasks.

Table 4: Identification and assessment of learning opportunities at work within

an “Endress + Hauser company : Example of the commercial department - (purchasing)

Occupational profile: Purchasing agent Date: Novembre 2005 Parts of the occupational Profile (Tasks and related skills & competences) Learning contents are…

Fully

represented Partially represented Not represented 1. Determining orders requirements X 2. Ordering material (inquiring, comparing offers) X 3. Controlling orders X 4. Handling complaints

X

5. Negotiating prices and concluding contracts X 6.

Choosing distributors and evaluating them X

Both examples reveal (as in ATELCO’s case) that the inexistence of any case of “non-representation” of learning opportunities on the level of each of the occupational profiles considered: “reparation of measurement instruments and “purchasing agent”. This is basically due to the fact that the identified learning opportunities are effectively connected with the core activities of “E+H” companies.

d)-Outcome:

On the whole, the completion of this internship programme (including some related specific integrated training programmes for students and newly recruited employees) allows the beneficiary trainees to: • To complete their initial vocational education and training (in accordance with the objectives of their country-specific qualification systems) with an in-company work-based non-formal learning; • To develop and/or enrich their specific technical skills and soft transversal competences in different cultural and economic contexts through a variety of trans-national and inter-company rotation training programmes; • To have access to employment and mobility (for most of them) within different “E+H” companies located within the “tri-national programme” region and outside it.

Section 3: Overall Conclusions

On the whole, it is important underline in this general conclusion the following overall tendencies:

First, the traditional co-operation between the enterprises and their educational and training providers remains the dominant form of WLPs?. However, the performance of this networking in terms of its contribution to LLL, HRD and socio-professional promotion of the beneficiary individuals has substantially improved during the last two decades. This is basically due to the progressive introduction and implementation since the mid-eighties of two basic transparency and recognitions measures of informal and non-formal learning, namely the competence audit scheme (“Bilan de Compétences”) and the accreditation of experiential learning regime (“VAE: Validations des Acquis de l’Experience”). These measures, have effectively contributed to increased path learning fluidity and complementarily within and between the educational and training system and the informal and non-formal work related learning partnership networks.

Secondly, the increasing move towards regionalisation and cross-border inter-regional cooperation since the beginning of the 1980s on both national and European levels has lead to the emergence of more innovative developments, during the last decade, in work-related learning partnership promotion for an effective HRD, namely: • The GEIQ (Groupings of Employers for Inclusion and Qualifications) networking of WLPs? which encompasses today about 108 grouping distributed in 21 French regions, where about 3300 companies (primarily SMEs?) are involved. Its basic mission is largely to support and facilitate recruitment, training and professional integration of disadvantaged and less qualified individuals to have access to employment on local level. In 2003 for instance the GEIQ networking took in charge, more than 2200 vocational inclusion trajectories, of which 70% were successful tanks to its joint social and professional accompaniment actions. • The Cross-border inter-regional and transnational cooperation in terms of a variety of work-related learning projects and networks. The “Euregio tri-national training programme” between France, Germany and Switzerland (as illustrated by the case of Endress+Hauser group) is one of the most innovative practices within the framework of these developments. This scheme has the advantage of encompassing simultaneously: – The traditional form of WLPs? between the company and its training providers where the training is basically provided through an alternation between on-the-job training within the same company and off-the-job training (usually undertaken within educational and training institutions and centres); – The emerging “work-based training rotation” and exchange of trainees (apprentices, students and employees) within and between companies themselves and their educational and training institutions in different countries with different socio-economic contexts, training cultures and languages.