The elephant in the truck
貨車?yán)锏拇笙?/h1>
One is trade unions. They have an industry-wide view of trends that may not be available to smaller employers. They can also accompany people throughout their working lives, which may become increasingly important in a world of rising self-employment. Denmark’s tripartite system, for example, binds together employers, government and unions. Firms and unions get together to identify skills needs; collective-bargaining agreements enshrine rights to paid leave for training. The country’s famed “flexicurity” system offers unemployed workers a list of 258 vocational-training programmes.
其中之一是工會(huì)册舞。他們擁有的全行業(yè)發(fā)展趨勢(shì)視角往往是一般小型用人單位所不具備的雳殊。他們同樣可以陪伴勞動(dòng)者的整個(gè)職業(yè)生涯，在一個(gè)自創(chuàng)創(chuàng)業(yè)越來越多的世界中這將變得越來越重要如暖。以丹麥的三方體系為例，將用人單位缀匕、政府和工會(huì)結(jié)合起來蔫缸。企業(yè)和工會(huì)結(jié)合來確定技能需求猬腰；勞資談判來確定培訓(xùn)的權(quán)利。國(guó)內(nèi)享有盛名的“彈性安全”制度為失業(yè)勞動(dòng)者提供了 258 種假期培訓(xùn)計(jì)劃悍缠。
In Britain a well-regarded programme called Union Learn uses union representatives both to inform workers about training options and to liaise with employers on workers’ requests for training. Employees seem more likely to discuss shortfalls in basic skills with union representatives than with managers. An analysis by academics at Leeds University Business School shows that between 2001 and 2013 union members in Britain were a third more likely to have received training than non unionised workers.
在英國(guó)一個(gè)久負(fù)盛名被稱為 Union Learn 的計(jì)劃通過工會(huì)代表來告知?jiǎng)趧?dòng)者的培訓(xùn)選擇并將勞動(dòng)者的培訓(xùn)要求告知用人單位卦绣。相較于用人單位，勞動(dòng)者似乎將基礎(chǔ)技能的缺失問題告知工會(huì)代表飞蚓。 Leeds University Business School 的一項(xiàng)學(xué)術(shù)研究指出滤港，在 2001 年到 2013 年之間，在英國(guó)參與工會(huì)的勞動(dòng)者接受培訓(xùn)的比例比沒有參加的大了大約三分之一趴拧。
The second entity is government. There is much talk about lifelong learning, though few countries are doing much about it. The Nordics fall into this less populated camp. But it is Singapore that can lay claim to the most joined-up approach with its Skills Future initiative. Employers in the city-state are asked to spell out the changes, industry by industry, that they expect to happen over the next three to five years, and to identify the skills they will need. Their answers are used to create “industry transformation maps” designed to guide individuals on where to head.
第二個(gè)實(shí)體是政府溅漾。關(guān)于終身學(xué)習(xí)的論述很多山叮，然而沒什么政府真正做了許多。北歐的許多國(guó)家在這方面落入下風(fēng)添履。反而是新加坡政府聲稱通過 Skills Future 項(xiàng)目建立了最成熟體系屁倔。這個(gè)城邦國(guó)家要求不同行業(yè)的用人單位列明行業(yè)的發(fā)展變化，以及未來三到五年的發(fā)展趨勢(shì)缝龄，然后指出他們需要的合適技能汰现。這些答案被用于創(chuàng)建一個(gè)“產(chǎn)業(yè)變化地圖”，最終服務(wù)于那些指導(dǎo)勞動(dòng)者未來發(fā)展趨勢(shì)叔壤。
