Trade unions and workplace training in France: social partners and VET
Bibliographic record
Abstract
This book examines the changing role of trade unions in the provision of vocational education, workplace training and skill development. It reflects upon: the role that unions have played in the reform of vocational education and training systems; the nature of union involvement in consultative mechanisms at a national and industry level; the nature of union involvement in skill formation at the workplace; and the development of mechanisms for the articulation of employee voice in the design, delivery and assessment of vocational training. The book contains a collection of studies of Canada, Australia, United States, United Kingdom, France, Germany and Norway. The chapters are: Introduction: trade unions and vocational education and training in theory and practice / Richard Cooney and Mark Stuart; Part one, ‘The theory and practice of unions and training’, contains: Conceptualising employee voice on workplace training provision and employability in Britain: an emergent process / Helen Rainbird; The dimensions of union interest in training: trade unions and workplace training in Australia / Richard Cooney; Part two, ‘Unions, training, and social institutions’, contains: Moving beyond the rhetoric?: unions and training in Canada: challenges and policy perspectives / Jean Charest; Trade unions and workplace training in France: social partners and VET / Francoise Le Deist and Jonathan Winterton; The shifting role of trade unions in the German VET system / Vera Trappmann; Trade union involvement in lifelong learning in Norway / Berit Kvalsvik Teige and Mark Stuart; Part three, ‘Training and union renewal’, contains: American unions and the institutionalisation of workplace learning: innovations for new work systems and labour movement renewal / Daniel Marschall; Social dialogue or state monologue?: the role of unions in the UK learning and skills system / Bert Clough
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".