Industrial relations and labour market segmentation in Dutch call centers

This article uses qualitative and quantitative evidence from call centres to show how the dutch industrial relations system balances employer needs for workforce flexibility with the interests of employees. The normalization of temporary agency work in the netherlands helps employers build workforce flexibility, reducing pressures on firms to subcontract work and to escape the existing regulatory system. In addition, the inclusiveness of the dutch collective bargaining system, with the majority of call centre workers covered by a collective agreement, reduces differences in working conditions. Nonetheless, variations in negotiated agreements covering in-house workers, subcontractors and temporary agency workers lead to tiers of segmentation among these secondary labour market jobs

The design and validation of an instrument to measure teachers' professional development at work

After graduation, it is essential for teachers to continue working on their professional development since they need to be prepared for the requirements of tomorrow's knowledge- and technology-based society, a more varied student and pupil population creating new responsibilities, and higher social expectations from schools and the society as a whole. Although attention for teachers’ professional development at work is increasing, the availability of valid survey instruments that measure their participation in professional development at work is still limited. Based on a literature review, such an instrument was designed. This 21-item self-report measure, using a 4-point rating scale, makes an inventory of teachers’ participation in activities contributing to professional development. The purpose of the instrument is to make teachers, school leaders and other stakeholders aware of whether, and to what degree, teachers engage in learning at work. This is important because ultimately the quality of education depends on it. A survey was administered in 9 Dutch primary schools and 15 Dutch secondary schools. Exploratory and Confirmatory Factor Analysis confirmed a six-factor structure, and augments earlier findings in the field. The reliabilities of the six subscales were sufficient to good