Rousseau Room TEASERS ATTRACTIVENESS ATELIER 1/1 1 of ... · enrolling in the first year. Student enrollment increased to 12.693 in the 2013‐ 2014 school year. In the first school

Rousseau Room TEASERS ‐ ATTRACTIVENESS

ATELIER 1/1

Topic 1 ‐ Improve companies’ awareness of apprenticeship benefits and secure their engagement

Country Germany

Institution and contact person

Federal Institute for Vocational Education and Training (BIBB) Marthe Geiben

Title of practice N/A

Short description

Costs and benefits of vocational education and training survey

Initiatives to support apprenticeship Aims / target groups:

creation and support of (additional) apprenticeship places,

strengthening of collaborative training,

support of disadvantaged and disabled youth,

placement of trainees from insolvency companies in new apprenticeship place,

the mediation of repeat applicants and drop outs,

the co‐financing of inter‐company training centres and courses,

the co‐financing of “extra‐company” training,

strengthening the training advice and acquisition,

promotion of career guidance and preparation,

promotion, support and acquisition of additional qualification for trainees,

promotion of transnational education, as well as the promotion of model projects and innovative projects aimed at improving the vocational training system.

Examples: Jobstarter, bilateral cooperation France‐Germany, “initiative inclusion” etc. Model projects: Different promotional activities focus:

Vocational education and training for sustainable development

“new ways to apprenticeship – diversity as a chance for securing skilled personnel”

Development and assurance of quality in in‐company VET

Country Switzerland


Federal Department of Economic Affairs, Education and Research EAER State Secretariat for Education, Research and Innovation SERI International Education Projects Ms Laura Antonelli Mr Jean‐Pascal Lüthi


Short description

Good framework conditions for companies for a net benefit in training: Share Swiss experience about the role of the private and the public sector creating these framework conditions that lead to qualified workers.

Country Siemens AG


Siemens AG Germany Ms Franziska Hilger

Title of practice VET practice within Siemens – in Germany and international

Short description

‐ Pointing out advantages of German VET model & ‐ Best practice sharing of Siemens apprenticeships in Hungary – benefits of

an apprenticeship program for companies “success story” of Siemens own apprenticeship program in Hungary (not “home” market of VET)

Topic 2 ‐ Improve status of apprentices

Country Switzerland




Short description

Involving apprentices in real labour market processes for fast learning and productivity: In Switzerland apprenticeships are based on working contracts containing training agreement. From day one apprentices contribute to the success of a company.

Topic 3 ‐ Image campaigns towards parents and learners

Country Germany

Institution and

contact person

BDA | Bundesvereinigung der Deutschen Arbeitgeberverbände

Ms Frauke Klein

Title of practice The network SCHOOLBUSINESS

Short In around 443 regional working groups school and business representatives devise

a range of activities that promote vocational orientation and raise interest in

description vocational training.

Country Italy


Ministry of Labour Ms Alessandra Biancolini

Title of practice Promoting the new apprenticeship

Short description

The overall legislation on apprenticeship system has been recently modified in Italy through a “Consolidated Act on Apprenticeship”, adopted by the legislative decree nr. 167 of 2011, entered into force on the 25th April 2012. The law amended previous regulations on the topic, reorganizing the three schemes of apprenticeship existing in country regulatory framework by providing a range of innovations aimed at making them more attractive towards students (in particular those at risk of early school leaving) and their families, and enterprises (by enhancing the economic and financial advantage of hiring young apprentices). To disseminate the new system and its specific features, especially among the youngster and to stress the alternative choice to educational and academic learning pathways, the Ministry of Labour decided to launch a national media campaign mainly through the creation of a national website, totally devoted to the new apprenticeship system www.nuovoapprentistato.gov.it, whose lay out is completely user friendly, oriented to three main specific target groups: 1) Young people 2) Enterprises 3) Experts, as indicated in the screenshot in the annex page. Moreover, a national radio and TV campaign was put in place between the end of 2012 and the beginning of 2013. The radio and TV spot was forecasted in a two week campaign and view the support and cooperation of a very popular showman “Fiorello”, strongly appreciated as TV and theatre comic actor especially among young people. The spot was aimed at improving the awareness among the young people of the advantages of having an apprenticeship contract during the achievement of a learning pathway or at the end of a tertiary learning cycle.

Country Romania

Institution and

contact person

National Centre for TVET Development

Ms Felicia Ioana Sandulescu

Title of practice Romanian Campaign “Find your way!”

Short

description

In 2012‐2013 Romania introduced a new initial VET pathway ‐ the professional

school. This is a two year school‐based learning pathway which includes

significant periods of work‐based learning (60% of the first year and 75% of the

second year). Learners enrol in the professional school after the student (or

parent), the school and the employer sign an agreement outlining the

responsibilities of each party.

As this is a new initiative, it is important that it is promoted to both students and

their parents. It is also important that the promotional materials help to align the

students’ options, the offers made by the schools and the needs of the

companies. A national campaign “Find your way!” was initiated, with a web‐site

(http://www.alegetidrumul.ro/) based on four sections:

- Section 1 includes an interactive map, which guides the student towards

the qualification that best suits their interests;

- Section 2 presents the details of the application process, the student

enrolment system and the programme content;

- Section 3 includes information for employers and how they can be

involved in the programme;

- Section 4 explains the new pathway and this ensures all the schools,

stakeholders and employers’ organisations are aware of the national

initiative.

The promotional campaign was extremely successful and led to 11.368 students

enrolling in the first year. Student enrollment increased to 12.693 in the 2013‐

2014 school year. In the first school year, schools and employers signed 1.491

partnerships for work‐based learning – this increased to 1.711 in the 2013‐2014

school year.

This case study demonstrates that campaigns towards learners and parents will

be very successful if we will promote VET through website.

Country Switzerland




Short description

Starting a professional career requires information on all levels: Share Swiss experience in creating a comprehensive campaign that addresses all relevant stakeholders in a balanced manner.

ATELIER 2/1

Topic 8 ‐ Involve companies in curriculum design and review

Country Germany

Institution and

contact person

BDA | Bundesvereinigung der Deutschen Arbeitgeberverbände

Ms Frauke Klein

Title of practice Coordination of company involvement in curriculum design by an employers'

association

Short

description

BDA advises its member organisations concerning the modernisation of training

regulations and nominates company experts to participate in the drafting

procedure.

Country Luxembourg


Ministry of Education, Childhood and Youth, Luxembourg Mr Antonio De Carolis Mr Christophe Struck

Title of practice Guidance and working methods for curricular working groups

Short description

Brief description of the Luxembourgish VET system The Luxembourgish VET system is leading to three types of qualifications:

‐ The technician's diploma (DT), regular duration 4 years, work‐based (dual) or school‐based with a min. of 12 weeks internship;

‐ The Vocational aptitude diploma (DAP), regular duration 3 years, work‐based (dual) or school‐based with a min. of 12 weeks internship;

‐ The Vocational capability certificate (CCP) regular duration 3 years, work‐based (dual) or school‐based with internship.

The shift to a learning output approach has been realized with the vote of the 2008 VET law. All VET programs offered in Luxembourg are organized into units and modules, each module leading to a set of competences. The reform of the Luxembourgish VET curricula The reform of the Luxembourgish VET curricula has started in 2008 for all 120 VET programs offered in Luxembourg. The objective of the curricula reform where as follows:

‐ Introduction of a unit an module based approach ; ‐ Generalization of the learning output concept (competence based

approach); ‐ Stronger linkage between work‐based and school‐based learning.

All VET programs are developed along the following steps:

1. Definition of a job profile (describing tasks and activities of the job); 2. Elaboration of a training profile (describing competences to be reached by

the end of a VET training); 3. Elaboration of a training framework divided into units and modules,

where each module leads to a set of competences; 4. Definition of an assessment framework for each module; 5. Definition of a syllabus proposing recommended contents and working

methods of each module. Luxembourg has a very strong tradition in the cooperation between the government and the social partners, which has also been anchored in the 2008 VET law.

The VET system is building on a strategic partnership between government and social partners which does also play an important role in the devise of training curricula. Training curricula are developed by curricular working groups composed of an equal number representatives of the social partners (proposed by the chamber of craft, the chamber of commerce as well as the chamber of employees) and the world of education (proposed by the VET providing schools). Concrete measures undertaken

‐ Development of guidelines and tools for the elaboration and revision of VET curricula ;

‐ Coaching and training of curricular working groups in charge of the development of training curricula ;

‐ Train the trainers courses for VET teachers and in company trainers to support the implementation of training curricula ;

‐ Organization of exchanges of good practice regarding the implementation of training curricula by VET providers (for school based and work based training).

Areas of possible exchange of best practice with other countries ‐ Methods and strategies to involve companies in the VET curricula

elaboration process; ‐ Evaluation and revision of VET curricula and how to involve companies in

this process.

Country Switzerland

Institution and

contact person

Federal Department of Economic Affairs, Education and Research EAER

State Secretariat for Education, Research and Innovation SERI

International Education Projects

Ms Laura Antonelli

Mr Jean‐Pascal Lüthi


Short

description

Crucial involvement of the private sector in designing curricula: Swiss experience

in designing VET programs illustrated by the process of developing an ordinance.

Country United Kingdom


Apprenticeships Trailblazers Team Mr Oliver Newton

Title of practice Apprenticeship Trailblazers

Short description

We have involved over 400 employers in beginning to redesign Apprenticeships in England, working together to design short and clear Apprenticeship standards.

Topic 9 ‐ Expand choices ‐ new and/or up‐scaling of programmes



Trackers‐The Apprentice Programme Department for Education, Sport and Culture Ms Penny Shurmer

Title of practice Trackers – Apprenticeship Programme, Jersey, Channel Islands

Short description

Jersey in the past had been limited to offering traditional “trade” apprenticeships (including hairdressing). Since Trackers was launched in December 2012 we have been focussing on our Islands potential skills gaps and working closely with employers, industry bodies and training providers to develop new apprentice programmes. We have so far launched a QCF Health and Social Care Level 2 apprenticeship to ensure our Care workforce are skilled and meet the new regulation requirements that come in later this year. We are excited to launch a Hospitality Management Apprenticeship in partnership with the Jersey Hospitality Association and our only further education institution, Highlands College. In Jersey, hospitality is not seen favourably as a career for locals and we need to change this view especially due to the new immigration restrictions for entitlement to work. Lastly I have developed a Foundation Apprenticeship Programme specifically for 16‐18 year olds which is a one‐year programme for 16 to 18 year olds offering a different way to learn which will equip them with customer service skills and qualifications sought by local employers. We are still in the very early days of Trackers ‐ The Apprentice Programme but already are dealing with the challenges that others before have struggled to achieve. We are aiming to ensure pathways of progression to higher education wherever possible can be achieved.

ATELIER 3/1

Topic 15 ‐ Increase chances for specific targets (disadvantaged, etc.)

Country Belgium

Institution and

contact person

Secundair Onderwijs en Leerlingenbegeleiding, Departement Onderwijs en

Vorming

Mr Carl Lamote

Title of practice ABO/Brugproject/Voortraject

Short

description

Different initiatives have been developed to increase the chances for different

groups. For students in special education, there is the so‐called ABO‐contract, to

allow them to enter the ‘regular’ working circuit. Students in regular education

lacking some specific skills/attitudes can enrol in a ‘bridging project’ or another

preliminary phase. These projects increase the chances of this specific group of

students.

Country Belgium


Mr Pierre Ledecq Responsable Jeunes CSC

Title of practice Changing the wrong image of apprenticeship ‐ if you fail, you end up in apprenticeship to this system should work for anybody, and give to youngster a better job faster.

Short description

N/A

Country Germany


Federal Ministry of Education and Research (BMBF) Mr Peter Thiele

Title of practice Educational chains until the completion of training

Short description

The "Educational chains until the completion of training" initiative is not merely a support programme. Its aim is to bring about a systemic optimization of the transitions between school, the transitional system and dual vocational education and training. The focus is on avoiding school dropouts, preventing waiting loops and achieving efficient transitions to dual training and the completion of such dual training, especially for young people who need particular support. This includes strengthening company responsibility for training preparation. Last but not least, a further aim is to counter the impending shortage of skilled workers occasioned by demographic change. The Federal Ministry of Education and Research worked in conjunction with the federal states and acted in accordance with a standardized catalogue of criteria to select over 1,000 lower secondary schools and schools for pupils with learning difficulties right across the country as venues of deployment. Many young people will receive extra‐school support from full‐time, experienced educational guides on an individual and continuous basis. This provision will extend until conclusion of training in problem cases. 1,000 educational guides are responsible for nearly 30,000 young people until 2014. These guides are joined by around 1,000 volunteer educational guides from the Senior Expert Service. These unpaid Senior Experts ‐ most of whom have many years of occupational and training experience ‐ work in close conjunction with the locally based full‐time post holders with a particular focus on supporting and stabilizing young people during the vocational training process.

Country Switzerland


Federal Department of Economic Affairs, Education and Research EAER State Secretariat for Education, Research and Innovation SERI International Education Projects Laura Antonelli Jean‐Pascal Lüthi


Short description

Swiss Vocational Education and Training – an option for youngsters within a broad spectrum of talents: several measures (permeability between programs on all levels, mentoring, case management) to allow for life‐long learning and prevent drop‐outs.

Topic 16 ‐ Promote apprenticeship programmes at tertiary level

Country Belgium

Institution and

contact person

asbl Comeos vzw

Ms Brigitte Mester


Short

description

Collaboration between COMEOS and the Hogeschool Gent for an apprenticeship

program at tertiary level.

Country Germany


Federal Institute for Vocational Education and Training (BIBB) Marthe Geiben


Short description

Country Germany


Jeunes CSC Mr Pierre Ledecq

Title of practice The launch of a successful experiment, with all the stakeholders, of apprenticeship in High School (Masters level).

Short description

N/A

Country France

Institution and

contact person

ESSEC Business School

Mr Michel GORDIN

Title of practice Apprenticeship in higher education

Short

description

Apprenticeship in higher education (HE) was introduced in France in 1987. It

allows HE institutions to offer apprenticeship‐based learning pathways leading to

HE diplomas and degrees. It is practiced in engineering schools, business schools

and universities.

Apprenticeship within this frame follows the pattern of alternance, for example a

1‐3 weeks classroom period followed by 3‐4 weeks on‐the‐job. An applicant to an

apprenticeship programme has to be recruited by an enterprise. Eligibility is

restricted to those between 16‐25 years. The employer and the applicant sign an

apprenticeship contract, which is a limited‐duration paid employment contract.

The enterprise pays to the HE institution a contribution to cover (part of) the

training costs. Different ways for paying that contribution exist, e.g. paying the so‐

called taxe d’apprentissage (apprenticeship tax) and/or tuition fees for the

apprentice. Enterprises themselves can benefit from public subsidies for hiring

apprentices.

The enterprise is bound to nominate a supervisor and provide the apprentice with

systematic and comprehensive training that enables him/her to successfully take

the exams for the targeted diploma/degree. The nominated supervisor must be

competent and have, at least, 3 years’ experience in the position.

The apprentice must commit to make his/her best to perform his/her work tasks

and learn the basics (knowledge, skills and behaviours) of life at work. HE

apprentices benefit from the same legal status as all other apprentices. They are

entitled to the provisions of work legislation and collective agreements that are

applicable in the enterprise where they work.

Country Italy

Institution and

contact person

Ministry of Labour

Ms Alessandra Biancolini

Title of practice Third level apprenticeship in Italy: a focus on Piemonte region

Short

description

The XIV edition of the National Monitoring Report on Apprenticeship, very

recently published by the Ministry of Labour and social policies highlighted the

state of the play at the national level, with reference to regional and territory’s

best practices, concerning this important tool of accessing the labour market. This

input come in a crucial moment for the country, as the forthcoming reforms of

the labour market envisaged into the Jobs Act, promoted by the new Italian

government, will probably lead to very important changes in the labour market

legislation, especially in the policies and measures aimed at fostering young

employability and sustaining economic growth. Among the future challenges in

the Jobs Acts, national schemes in apprenticeship and traineeships may be deeply

revised. Nevertheless, the national monitoring activity outlined some important

experiences made by the Regions, in 2013, that we expected will be further

developed in the next future. More in details, Piemonte Region implemented over

the last two years a pilot initiative already started since 2004 (involving at the

very beginning only the post tertiary qualification courses provided by Universities

of 1st and 2nd level, defined as “Master universitari di I e II livello). This

apprenticeship schemes referred to the 3rd type of Apprenticeship, envisaged by

law as a measure aimed at earning a “higher education or higher research

qualification”. As the pilot initiative registered very good performances in terms

of employability rate at the end of apprenticeship contract (nearly around 100%),

the Region supported further implementation of it, by providing into the

programming period 2010‐2014 the possibility to extend the successful initiative

to other recipients. More in depth, the renewed scheme also provided the

possibility for students to get apprenticeship contract for acquiring a traditional

academic qualification learning pathway, shaped respecting the Bologna process

as “3 + 2”. So the apprenticeship scheme belonging to the previous initiative has

been extended also to students for earning a “first cycle degree” (laurea

triennale) and “second cycle degree” (laurea magistrale). Between 2010 and

2013 a total number of 54 higher education pathways have been activated (26 for

earning a post‐tertiary qualification, 20 for earning a Phd and 8 for earning a

master degree). The recipients have been totally 399 and a number of 181

enterprises were involved in hiring apprentices. The actors involved were mainly

the two public most important universities of the Piemonte Region: the

“Politecnico di Torino” and “Università degli Studi di Torino”. It is important to

highlight the governance behind the model of Piemonte, which is mainly made of

a strong support given by the Region and by the other key actors, who put in

place a network on the territory where the cooperation process among education

and training providers, institutional actors, enterprises and social partners has

been successfully experimented.

Country Switzerland




Short description

Swiss Professional Education and Training at tertiary level ensure high employability: More than 400 PET‐Programs that match needs of the labour market, provide practical and academic skills for demanding managerial task.

Montessori Room TEASERS ‐ QUALITY

ATELIER 1/2

Topic 4 ‐ Ensure quality learning outcome

Country Luxembourg


Luxembourg School for Commerce – LSC Ms Line Jacoby

Title of practice Train the Tutors

Short description

Due to the modified law of December 19th 2008, concerning the reform of vocational education and training, the Employers’ Chambers have the legal obligation to offer training to each tutor. That’s why since May 2010, the Chamber of Commerce of the Grand Duchy of Luxembourg offers the training “Train the Tutors”. Every company training apprentices must nominate a tutor for its apprentice(s). The tutor must register for the training a least 6 months after the signature of the apprenticeship contract. The participation to the training is a legal obligation for every company willing to train an apprentice. The objectives of the training are the following:

• Train the tutor to assure a better follow‐up of the apprentice during the apprenticeship.

• Supply the tutor with the necessary pedagogical and legislative knowledge.

• Familiarize the tutor with the reform of vocational education and training (modular system, competence based evaluation).

• Seeking a rapprochement between the economic world and the school environment.

Nearly 3000 tutors have been registered since May 2010 and 712 certificates of participation have been delivered in 2013 . The Chamber of Commerce has organized and planned 114 “Train the Tutors” sessions between 2010 and 2014. To provide further support to the tutors, the Chamber of Commerce proposes the platform for tutors (www.lsc.lu/tuteurs) which gathers all the information concerning the vocational education and training, the evaluations, the referentials and various information about a large number of training possibilities.

Topic 5 ‐ Develop standards and assessment approaches

Country Luxembourg


Ministry of Education, Childhood and Youth Mr Antonio De Carolis Mr Christophe Struck

Title of practice Designing standardized assessment frameworks for VET trainings

Short description

The Luxembourgish VET system is leading to three types of qualifications: ‐ The technician's diploma (DT), regular duration 4 years, work‐based (dual)

or school‐based with a min. of 12 weeks of internship; ‐ The Vocational aptitude diploma (DAP), regular duration 3 years, work‐

based (dual) or school‐based with a min. of 12 weeks internship;

‐ The Vocational capability certificate (CCP) regular duration 3 years, work‐based (dual) or school‐based with internship.

The shift to a learning output approach has been realized with the vote of the 2008 VET law. The new VET law also introduced the organization of VET programs into units and modules where each module leads to a set of competences. The assessment system of Luxembourg Each module of a VET training program is assessed individually according to a nationally standardized assessment framework. The assessment framework describes for the competences each module, a set of:

‐ Indicators (describing how to observe or measure a competence); ‐ Standards (describing at what level a competence has to be achieved).

A module is passed, if all compulsory competences of the module are achieved. There are 4 levels of achievement for a module: fail, passed, good, very good. The assessment frameworks for the different modules of a VET program are developed by curricular working groups composed of representatives of the social partners and the world of education. A standardized approach for the elaboration of assessment framework has been devised and further developed over the course of the past years. The award of qualifications The technicians’ diploma (DT) and the Vocational aptitude diploma (DAP) are awarded after successful completion of 90% of all mandatory modules prescribed by the training program as well as the successful completion of the integrated projects. Integrated projects consist of real or simulated complex working tasks which the learner has to successfully achieve by the middle and by the end of his training in order to get his diploma. The Vocational capability certificate (CCP) is awarded after successful completion of 90% of all mandatory modules prescribed by the training program There are three distinctions of the diploma:

‐ good (60% of the assessed modules are good or very good) ‐ very good (60% of the assessed modules are very good) ‐ excellent (80% of the assessed modules are very good)

Concrete measures taken

‐ Development of guidelines and tools for the elaboration of assessment frameworks for VET programs;

‐ Coaching and training of curricular working groups in charge of the development of assessment frameworks;

‐ Train the trainers courses for teachers and in company trainers to support the implementation of the assessment frameworks;

‐ Organization of exchanges of good practice regarding the implementation of assessment frameworks by VET providers (for school based and work based training);

‐ Development of a software based system for the administration of

assessment results and certifications. Areas of possible exchange of best practice with other countries

‐ Standardized development of competence based assessment frameworks for VET training programs ;

‐ Methods to support the successful implementation of competence based assessment frameworks ;

‐ Methods of evaluation and revision of assessment frameworks.

Country Germany

Institution and

contact person

Federal Institute for Vocational Education and Training (BIBB)

Ms Isabelle Le Mouillour

Title of practice Vocational training regulations and the process behind them

Short

description

ATELIER 2/2

Topic 10 ‐ Reference qualifications from apprenticeship programmes to national qualification

frameworks (NQF)

Country Germany

Institution and

contact person


Ms Isabelle Le Mouillour

Title of practice

Short

description

The structure of the German Qualification Framework (DQR)

The DQR has eight levels and a four‐pillar structure. The DQR focuses on the

concept of ‘competences’, thereby developing the learning‐outcome approach of

the EQF. The structure of requirements which is characteristic of the DQR levels is

summarised in each case with the aid of a level indicator. Qualifications awarded

following apprenticeship programs are allocated at DQR levels 3 to 6; vocational

training preparation qualifications are to be found at levels 1 to 2.

Level indicator

Structure of requirements

Professional competence Personal competence

Knowledge Skills Social competence Self‐competence

Depth

Breadth

Instrumental and

systemic skills,

judgement

Team / leadership

skills, involvement,

communication

Autonomy /

responsibility,

reflectiveness and

learning competence

Allocation methodology Proposals for the reasoned allocation of qualifications to the German Qualification Framework (DQR) were drawn up in the pilot phase; working groups were constituted to analyse and test the allocation of selected qualifications from the fields “metal‐working and electrical professions”, “trade”, “health” and “IT”. The results were presented to the steering committee for DQR development. Since allocations of qualifications to the DQR were to be carried out for the formal sector in the first stage, the relevant legal regulations and ordinances, curricula and study plans, regulatory instruments for vocational education and training etc. were first considered. The documents have been analysed so as to relate the learning outcomes as associated with the acquisition of the qualifications, to the outcome‐oriented descriptors of the DQR (concept of ‘competence’ as in DQR; ability to act), thus following a learning outcomes approach. In this process a distinction was made between two procedures: 1. Inductive approach: This is based on the structuring of the relevant source texts, such as the learning contents listed in a curriculum – that is, an input‐

oriented structure – and extrapolates from this basis to the learning outcomes to be allocated to the qualification. 2. Deductive approach: This is based on hypotheses about the structural characteristics of a competence acquired through a particular qualification and summarises the contents contained in the source texts to around five to ten functional fields, which correspond to the expected typical requirements

structure.

Since the DQR categories are classed at a higher level of abstraction than the

guidelines in a curriculum for instance, an interpretative approach had to be

chosen. In both cases the classification was carried out first for separate bundles

of competences, and only then for the overall qualification. The following

template has been used to document the analysis:

Name of qualification

Documents and source texts used

Proposed level allocation

Area of

competence

Categories/subcategories Level Explanations

Professional competence Knowledge (depth and breadth)

Skills (instrumental and systemic skills, judgement)

Personal competence Social competence

(team/leadership skills,

involvement and communication)

Autonomy (autonomous responsibility/responsibility, reflectiveness, learning

competence)

Difficulties in allocation

A qualification was always allocated to the highest level if most of the level descriptors complied with this level. Since the four “competence pillars” (a) have a different importance in the various qualifications, and (b) do not necessarily show the same level in a qualification, it was sometimes necessary to carry out a meaningful weighting of some aspects. The learning outcomes were therefore first considered separately by pillar. In a second stage an overall classification was then made in the sense of the “best fit”. This, however, did not raise any major methodological issues, as the level indicator was helpful in summarising the character of a competence level. The allocation of qualifications to the DQR took place in accordance with the

principle that each qualification level should be accessible via various educational

pathways. A learning‐outcome consideration did, in fact, result in it being possible

for instance to allocate qualifications from vocational education and training and

higher education to the same level.

Topic 11 ‐ Validation and recognition of competences/qualifications

Country Belgium

Institution and

contact person


Vorming

Mr Carl Lamote

Title of practice Alternation plans

Short

description

For schools, it can be difficult to assess competences acquired during a students’

time on the workplace. Therefore, an ‘alternation plan’ has been developed and

acts as a checklist for the employer to evaluate the student.

Country Spain

Institution and

contact person

Ministerio de Educación, Cultura y Deporte; Subdirectora General de Orientación

y Formación Profesional

Ms Soledad Iglesias Jiménez


Short

description

In order to facilitate citizens’ employability and mobility, to encourage lifelong learning and to favour social cohesion, especially of those people who lack a professional qualification and, therefore, visibility of their professional competencies, in Spain, in the year 2009, both the Ministry of Education, Culture and Sport and the Ministry of Employment and Social Security, and with the collaboration of the autonomous regions, elaborated the legal framework aimed to assess and accredit the professional competencies acquired through work experience. Since then, and following an experimental period of time, more than 60,000people have been evaluated through a procedure that takes as reference the professional competencies required in the different productions sectors, grouped into what we call “Units of professional competencies”. Each unit contains the minimum knowledge and skill, meaningful for employment, that can be assessed and accredited, and that in Spain constitutes what in Spain is known as “a professional qualification”. Professional qualifications describe occupational standards ‐ they are not to be confused with academic qualifications or any other type of official accreditation‐ and become part of the Catalogue of Professional Qualifications. The above mentioned standards, called professional qualifications serve also as reference for the design of the training programme, leading in Spain to the acquisition of official accreditation: the VET diplomas, with both academic and professional value, and the certificates of occupational standards (also known as certificates of professionalism), issued by the Labour Administration and professionally valued. The starting point in this procedure is, thus, a common national reference: the unit of competency, expressed in terms of professional performance, elaborated

in collaboration with experts from the production sectors, and made public though the legal regulation approved by the government for the entire country. The process starts with a public call by the different autonomous regions for the commencement of the validation process, which envisages three phases: counselling and guidance, assessment and accreditation, and registration of the professional unit validated. Each of the three phases is regulated, as well as who and how they must be performed. At the end of the process all the participants, accredited or not, receive a report on how they should continue their training either to accredit whatever they have failed or, if successful, to continue their training and complete whatever they need to obtain a certificate of professionalism from the Labour Administration, or a VET diploma from the Education System. The process of validation consists of verifying if the professional competence is in accordance with the standard of performance specified for each unit of competency. This task has been facilitated by the elaboration of “Evidence guidelines”, which help the assessors and the guidance counsellors and allow the homogenization of the different processes that take place all throughout the country. The procedure includes a preliminary phase of information and guidance, in which the departments of guidance from secondary schools, adult centres and employment services make use of the guidelines, support tools and questionnaires which help candidates to self ‐ evaluate. Other supporting tools include the website of the Ministry of Education, Culture and Sport (“todofp”). There is an interdepartmental committee in charge of evaluating the procedure, proposing how to improve it and ensuring quality assurance of the whole procedure. One of the proposals following the previous calls is to speed up the different phases and in some cases, establish follow‐up mechanisms to detect the benefits for the people evaluated in terms of accessing the labour market or real possibilities to proceed to further studies. For the recognition of diplomas within the education system, there are also public calls for free tests aimed to adults who comply with the necessary academic requirements for access. Once a year, they can take exams of each of the different professional modules included in a VET diploma, and obtain the official diploma after their successful completion.

Country Luxembourg


Ministry of Education, Childhood and Youth Mr Antonio De Carolis Mr Christophe Struck

Title of practice Validation of formal, non‐formal and informal learning in Luxembourg. Pillar of a lifelong learning concept

Short description

LEGAL FRAMEWORK Concerning the validation of the diplomas of the technical secondary education, the policy consists of the Law of 19 December 2008 reforming vocational training and the Regulation of 11 January 2010. WHO? In Luxembourg, the validation of formal, non ‐ formal and informal learning is an individual right for everybody. There is no condition concerning the level of education, the age or the professional status. The candidate has to prove that he

has a minimum of 5000 hours of professional experience in 3 years. WHICH QUALIFICATIONS? The validation is possible for the following qualifications:

‐ ‐Master Craftsman’s diploma ‐ ‐Technical secondary school leaving certificate ‐ ‐Technician's diploma (DT) ‐ ‐Vocational aptitude diploma (DAP) ‐ ‐Vocational capability certificate (CCP)

APPLICATION 1st step “demande de recevabilité” (application of eligibility). And the candidate has to pay a fee of 25 euros. 2nd step “demande de validation sur le fond”. APPROACH The approach of the validation is carried out from what the candidate declares about his experience and from the analysis by the validation commission of the candidate’s activity description towards the requirements of the certification. RECOGNITION and VALIDATION The applications are analysed by the validation commission. The commission has six members: 2 employer representatives, 2 worker representatives and 2 representatives of Ministry of Education, Children and Youth. The decision is taken by the commission. The commission can ask for a complementary evaluation. TRAINING FOR THE VALIDATION PRACTITIONERS The Ministry of Education, Children and Youth is organizing since the beginning of the validation procedure in 2010 every year a training for the new members of the commission. In 2013, two trainings were organized. SUPPORT OF THE CANDIDATS The candidate receives support during the whole process (Information, counselling, guidance).

Topic 12 ‐ Establish a credit system for apprenticeship programmes

No practice submitted

ATELIER 3/2

Topic 17 ‐ Improve guidance and counselling

Country Czech Republic

Institution and

contact person

National Institute For Education

Ms Helena Ulovcova


Short

description

Like other European countries, the Czech Republic is facing a demographic

decline. The chart shows a big dip on the population curve. Within 4 years, the

number of fifteen‐year olds decreased by a quarter: in 2008, there were 120

thousand students entering upper secondary education, while in 2011 onwards,

there were only 90 thousand. One of the ways, in which to increase interest of

students in study programs with apprenticeships and technical fields of study is

via CAREER GUIDANCE. In order to make decisions about the choice of a career

path, students need comprehensive information about learning opportunities, but

also about labour market opportunities. The Czech Republic has the information

database on education and labour market outcomes of education

(www.infoabsolvent.cz). The information system provides career guidance service

providers with INFORMATION support. Information, analyses and interpretations

of data are collected in the system in the following areas:

EDUCATION (school programs, national curriculum characteristics);

LABOUR MARKET (supply and demand on the labour market, labour force

structure development and school graduate structure development from

professions point of view, including comparisons with situation within the

EU);

LABOUR MARKET OUTCOMES OF EDUCATION (outcomes of initial

education on the LM, graduate student unemployment based on

education level and field of study).

The system includes a MULTIMEDIA GUIDE FOR MAKING A CAREER CHOICE. There

are multimedia clips available for 32 occupations highlighting the character of the

given profession. The example here introduces students to the field of applied

chemistry, including various career options.

OUR ADDITIONAL GOALS are:

adjust the system environment in order to support attractiveness of VET;

increase the demand for technical fields of study and natural sciences);

strengthen upper secondary students´ identification with their chosen

field of study – decrease the risk of early school leaving.



Education and Employers Taskforce Mr Anthony Mann

Title of practice Securing the flow of young Apprentices through high volume partnership working between schools and Apprentice employers

Short description

How can we ensure that young people make informed career decisions about Apprenticeships? Good matching at the start of Apprenticeships is clearly related to successful completions and helps address economic concerns surrounding skills mismatch. Research shows that, in thinking about careers, young people place special value on information received first‐hand from real employees and employers – and that the more such contacts they have whilst in education, the better their ultimate employment outcomes. In the UK especially, young people are not well placed to make confident, informed choices about Apprenticeship

routes. The OECD and very many national governments want to close the gap between schools and employers, but how can it be done effectively and efficiently? With strong support from the UK National Apprenticeship Service, Inspiring the Future represents a very new model of allowing employers and schools to connect at scale by making it quick, easy, trustworthy and free. Through www.inspiringthefuture.org schools simply find employee volunteers happy to be asked to speak to young people about jobs and careers (as well as supporting skills development – CV workshops, practice interviews etc) at the time when the school is ready to make best use of them. Use of online technology massively reduces costs, allowing the service to be free to users. Clear support from national organisations representing teachers and employers make it trustworthy. Since launching in July 2012, over 80% of UK secondary schools have registered as users, with teachers sending 25,000+ messages through the system to 13,500+ volunteers from 3,000+ different workplaces. 2,500 volunteers indicate they can speak to young people about Apprenticeships and demand from schools for them has been massive. Following careers events with Apprenticeship volunteers, 80% of young people want to find out more about what Apprenticeships have to offer and 70% can now imagine themselves undertaking one.



Trackers‐The Apprentice Programme Department for Education, Sport and Culture Ms Sarah Stoten Ms Penny Shurmer

Title of practice Trackers – Apprenticeship Programme, Jersey, Channel Islands

Short description

At Trackers we work with enthusiastic, motivated and committed apprentices aged 16 and over, it is an apprenticeship programme that supports local businesses and motivated Islanders by providing industry‐specific training and professional mentoring. All apprentices are allocated a mentor to support them during their training and focus them on goal setting, achievement and recognizing success. The mentor also supports the employer working with their apprentice to get the best outcome for everyone. Trackers financially supports apprentices' industry‐specific training, it does not issue grants to employers. The relationship between the mentor and the employer and the mentor and the apprentice is key to the success of an apprentice. The mentor meets apprentices on a regular basis to monitor progress and identify any extra support or training needed. Apprenticeships may last from 18 months to four years. Industries represented include;

carpentry and joinery painting and decorating plumbing electrical trades bricklaying motor vehicle maintenance welding and fabrication

catering hairdressing care hospitality

Essential requirements for entry include; having work experience related to the apprenticeship area (ideally) be in a paid apprenticeship post secured with an employer who is

supportive of Trackers positive work ethic being a good team worker dedication to learning and training Having evidence of at least three (aged 16‐18) or six months (aged 19 and

over) work experience prior to applying. A number of new initiatives have also been developed in recent months. The new Foundation Apprenticeship is a one‐year programme for 16 to 18 year olds offering a different way to learn which will equip them with customer service skills and qualifications sought by local employers. Trackers Hospitality Management Apprenticeship takes place over four years and offers the opportunity to gain recognized junior management qualifications, paid industry specific work experience both locally and abroad. As Jersey's needs and industry skills gaps are identified, Trackers anticipate expansion into new industry areas which will include less traditional apprenticeship areas ‐ like finance, retail / customer service, IT and more in the future.

Topic 18 ‐ Design and test pilot system level schemes (main steps for introducing a new

mainstream VET pathway)

Country Germany


Federal Institute for Vocational Education and Training (BIBB) Ms Isabelle Le Mouillour

Title of practice Piloting and developing VET in Germany

Short description

The Federal Government supports the development and modernisation of vocational education and training in Germany by initiating policy measures and programmes. Since 2012 the Federal Ministry for Education and Training has set up cooperation with five European Member States to support the development of apprenticeship. Piloting and developing VET in Germany The objectives of policy measures and programmes include: • strengthening dual training • intensifying careers orientation • ensuring the maturity of prospective trainees • facilitating transitions into training • securing training qualifications and a supply of young skilled staff The measures and programmes are carried out in cooperation between different ministries and competent bodies, including social partners. They include: • Initiative of the Federal Ministry for Education and Research ‘Educational chains leading to vocational qualifications’ • Initiative of the Federal Ministry for Education and Research as well as Ministry

for Economics ‘vocational training – practically unbeatable’ • Training Structural programs such as Jobstarter, Jobstarter connect, Vocational qualification perspective • Vocational orientation in inter‐company vocational training centres and comparable institutions • Girls’ day and Boys’ day • The vocational qualification perspective structural program: regional transition management, qualifying modular training for adults with no vocational qualifications, etc. Pilot projects ‐ Instruments for innovation in vocational education and training – at BIBB Pilot projects shape societal and company trends, address relevant topics and function as experimental laboratories for technical and occupational development and the acquisition of knowledge and information for use as examples in the design of overarching education policy initiatives. Pilot projects involve interaction between practitioners, the research community and the political sector. Having societal actors participate in research and development processes fosters the development of realistic and transferable solutions and boosts acceptance of new models and findings. The systems that play a part in pilot projects function as participants, target groups and recipients. The following three pilot project funding priorities have been set up since the end of 2010 • Vocational Education for Sustainable Development • New Pathways to Dual Vocational Training ‐ Heterogeneity as an Opportunity for Securing Skilled Labour • Quality Development and Assurance in Initial and Continuing Vocational Training

Country Sweden


Ministry of Education and Research Division for Upper Secondary and Adult Education and Training Mr Sven‐Olof Lundin

Title of practice Pilot and introduction of apprenticeship training at upper secondary level

Short description

Swedish I‐VET has traditionally been school based, offering all students at least 15 weeks of WBL. In 2008, a pilot with apprenticeship training at upper secondary level, was initiated. The pilot was monitored by a national committee with representatives from economic sectors and social partners. Since 2011, apprenticeship training is permanently an alternative study pathway to achieve an upper secondary VET‐diploma. The Swedish apprenticeship is characterized by the following: • Apprenticeship is equivalent to school‐based training. • The school is responsible for admission, selection of students and for the training carried out at the workplace. • Teachers from the school sets the grades.

• At least half of the training is WBL. • A training contract is drawn up between school, workplace and student. • Apprentices are rarely employed, although it is possible. • Apprentices receive no salary. They are however, paid a reimbursement from the state, equivalent to about 110 euro/month (1000 SEK). • Schools receive the same compensation for apprentices as for school‐based students. In additional they also receive a grant of 1 100 euro per year and apprentice (10,000 SEK). • Employers can receive a grant of 5 250 euro per year and apprentice (47 500 SEK). Another 1 100 euro (10 000 SEK) can be paid if the trainer at the workplace has completed training for trainers. The introduction of apprenticeship places new demands on schools and government agencies. Both the National Agency for Education and the Swedish Schools Inspectorate has been commissioned to shift its work towards the new conditions. Among other things, the National Agency for Education has been mandated to establish a national center to promote apprenticeship training. The introduction of apprenticeship requires a long term perspective. Quality and application of the regulation needs to be monitored carefully. The Government has recently clarified the Ordinance and further changes are planned. In addition, a commission is currently investigating the interest in, and pre‐conditions for, greater influence and responsibility from industries and employers.

Topic 19 ‐ Set up joint training centres in support of groups of SMEs that would work together to

host apprentices

Country Germany




Short description

Also in the German dual system small and medium enterprises often need support in order to provide a full range apprenticeship training on a high quality level. Therefor different support instruments from the government are established: i.e. inter ‐ company training centers, inter ‐ company training (some SME share an apprenticeship training contract), external assistance to manage apprenticeship training (external providers care for bureaucratic and pedagogic problems, while company focusses on technical content), assisted training; matching of apprentice and company etc. This might be of interest for other countries with mainly SME structures in their economies. The attached documents provide a quick information about the respective instruments in English and a deeper look into" external management" and inter ‐ company training (in German)

Europa Room TEASERS ‐ GOVERNANCE

ATELIER 1/3

Topic 6 ‐ Undertake national policy dialogue leading to partnerships, national alliances and/or

legal frameworks for apprenticeship systems

Country Austria

Institution and

contact person

EVBB/BFI OÖ/bbrz‐group

Mr Othmar Friedl

Title of practice Territorial pact for labour & Employment ‐ Example of a sustainable alliance in an

Austrian Region (upper Austria)

Short

description

A model of cooperation between chamber of labour, chamber of commerce,

trade unions, PES, regional government and the Federation of Industry exists in all

Austrian regions for many years. It is adjusted and results are reviewed annually.

Country Belgium

Institution and

contact person


Vorming

Mr Carl Lamote

Title of practice Harmonisation of different statutes

Short

description

Currently, the apprenticeship is a competence of both the regional level as well as

the federal level. Because of the upcoming state reform, these competences are

delegated to the regional level. Because of this delegation, the whole system will

be transformed and we are striving to one statute for every student. This makes it

more attractive for employers.

Country Belgium



Title of practice Participation in the collective bargaining around harmonization of the apprentice status in Belgium.

Short description

N/A

Country Germany



Title of practice International Vocational Training Cooperation

Short description

The Federal Ministry of Education and Research (BMBF) cooperates with many countries in the area of vocational training. It supports German providers of initial and continuing vocational training in developing the rapidly growing international education market. In bilateral working groups under the leadership of the BMBF, German representatives and their corresponding international partners discuss current developments in vocational education. In this area, Germany contributes to finding solutions on the basis of its world renowned dual system of vocational education and training. In addition, the BMBF maintains dialogues in educational policy with a variety of other countries. Six EU countries want to work closely with Germany to reform their systems of vocational training and education. On the invitation of the Federal Ministry of Education and Research, Germany, Spain, Greece, Portugal, Italy, Slovakia and Latvia, in association with the European Commission, signed a memorandum in Berlin on 11 December 2012. It includes many concrete measures for introducing a vocational education system based on Germany's model. The goal is to have 80 per cent of all young people in the EU employed by 2020. In EU countries like Greece and Spain, current youth unemployment rates are above 50 per cent, and across Europe nearly one in four adults under the age of 25 are without work. At 8 per cent, Germany's youth unemployment rate is the lowest among EU countries ‐ a standing attributed to the dual system of education and training, which is closely linked to industry and the job market. The European education ministers have agreed to optimize their national systems of vocational education while creating the basic conditions for a European Vocational Education Area. In doing so, the mobility of young people and employees in Germany for training or employment is to be strengthened. For the initial phase, the participating countries have agreed on the following concrete steps:

30,000 exchanges (internships, training phases) will be realized. 30 regional vocational training networks will be created with German

involvement. Six political consultancy projects will be initiated. A minimum of 10 study trips will allow experts in the action fields

specified by the memorandum to exchange ideas and gather information on site.

A German pool of consultancy experts and a peer learning platform will be created for coordination and successive development of cooperation.

In addition to the current funding for international cooperation in vocational education and training, the BMBF will make 10 million euros available between 2013 and 2014 for the implementation of the memorandum, which will also be supplement by contributions from partner countries.

By order of the BMBF, the Federal Institute for Vocational Education and

Training (BIBB) will become the central office for the coordination of international cooperation in vocational education and training.

German social partners are also supporting the BMBF initiative. Leading organizations in trade and industry are already preparing and finalizing contracts for cooperation in the transfer of German principles of training with partner organizations in other countries. The German Chamber of Commerce and German businesses with locations in partner countries will play a central role, particularly in the regional development of vocational training networks with businesses, schools and chambers in partner countries.

Country Germany

Institution and

contact person

Federal Ministry of Education and Research (BMBF)

Mr Peter Thiele

Title of practice National Pact for Career Training and Skilled Manpower Development

Short

description

In this pact, the partners are introducing new areas of focus with the aim of improving readiness for training, improving assistance to young low achievers, enhancing the integration of young people of migrant background and encouraging more young high achievers to enter company based company‐training. This not only increases the choices available to young people for shaping their lives but also helps companies in the face of demographic change. As such the pact partners intend to continue using the overall strengths of the dual training system to safeguard the innovative strength of the economy.

Country Switzerland


Federal Department of Economic Affairs, Education and Research EAER State Secretariat for Education, Research and Innovation SERI International Education Projects Ms Laura Antonelli Mr Jean Pascal Lüthi


Short description

Swiss experience with public‐private Partnership: Swiss Federal Act on VPET as base for defining the role of the system key players and their cooperation.

Topic 7 ‐ Enhance governing system and regulatory framework/Review design, governance and

monitoring of apprenticeship systems

Country Austria


Bundesministerium für Wissenschaft, Forschung und Wirtschaft (Federal Ministry of Science, Research and Economy) Mr Juergen Horschinegg Mr Josef Hochwald

Title of practice Austrian Quality Management (QML)

Short In order to foster quality of vocational education and training in companies

description Austria started the implementation of a new systematic, data‐driven quality management together with the social partners. To support the quality of vocational education and training in companies nation‐wide a systematic, data‐driven quality management ‐ with the short name "QML" ‐ is implemented gradually together with the Austrian Economic Chambers and the Austrian Chamber of Labour. New analysis methods in the apprenticeship statistics facilitate more differentiated statements about for example specific success rates or drop out quotas in vocational training. The "Countries Vocational Training Advisory Boards" (Landes‐Berufsausbildungsbeiräte) of social partners receive the task, based on these new data analysis approach, to respond on emerging challenges in detail. For all targeted and quality‐enhancing activities the entire portfolio of apprenticeship funding, to support the training quality in companies, such as coaching, preparation and remedial courses, training networks or manuals for training, is be available. Within the Federal Advisory Board on Apprenticeship (Bundes‐Berufsausbildungsbeirat) a quality‐committee was established, to steer this social partnership borne process nation‐wide but also to evolve and enhance quality‐related and branch‐specific support measures. Both social partnership structures ‐ the Federal Advisory Board on Apprenticeship and the Countries Vocational Training Advisory Boards are legally enshrined in the Austrian Vocational Training Act (Berufsausbildungsgesetz).

Country Austria

Institution and

contact person

EVBB/BFI OÖ Mr Anton Sabo

Title of practice Deliver Know How for Implementing/adopting the Austrian System, including VET

Centres

Short

description

About 25 % of European youth aged 14 to 25 are unemployed. Moreover, for young adults over 25, employment opportunities remain scarce, too. This bears enormous risks for the economies of the affected countries and considerably increases the risk of poverty for broad sections of the population. Different countries, such as Spain, Greece, Portugal, Italy, Slovakia, and Latvia, have agreed on concrete measures to promote a system of vocational education and training following the example of Germany, Austria and Switzerland. (EVBB –Brochure) System in Austria:

Legal Framework: Competences

Federal level Federal Ministry of Economy, Family and Youth (BMWFJ)

Vocational Training Act (BAG). Regulations for the individual apprenticeship occupations. Federal Advisory Board on Apprenticeship (BBAB)

Federal Ministry for Education, the Arts and Culture (BMB) Framework curricula are laid down in the Federal School Organisation Act. The Ministry of Education issues framework curricula for part time vocational schools for each apprenticeship trade.

Provincial level Apprenticeship Offices ‐ economic chambers act as apprenticeship authorities of the first instance. They examine (jointly with representatives of the regional chambers of labour) the training enterprises’ suitability In this work they are supported by Offices for the Protection of Apprentices and Minors of the regional chambers of labour.

Federal provinces The federal provinces are responsible for the construction and equipment of vocational schools. In addition, they bear 50% of the costs for teaching staff of part‐time vocational schools. Provincial governors ‐ At the regional level, provincial governors assisted by the respective provincial government offices are responsible for apprenticeship training and act as apprenticeship authority of the second instance Regional Advisory Boards on Apprenticeship Regional school inspectors

Local level Training enterprises ‐ Authorised apprenticeship trainers Part‐time vocational school ‐ Part‐time vocational schools form an integral part of the economic life of their respective location

Country Belgium



Title of practice Establishing a new framework in the monitoring system: OFFA (Office francophone de formation en Alternance).

Short description

N/A

Country Finland

Institution and

contact person

Finnish National Board of Education

Ms Laukkanen Tuija

Title of practice Systematic supporting to workplace learning through the national approach

Short

description Support to continuing professional development of workplace instructors is part

of the Government’s strategy to promote work‐based learning and skill

demonstrations. Quality of trainers is reflected in the national guidelines on

quality in VET and, hence, training of trainers has been an important element of

all projects. Training of workplace instructors is the responsibility of training

providers. The content of training is developed at the national level; providers

receive guidelines and guides that are not mandatory but all providers use them

to ensure quality and coherence of training. The provider of workplace instructor

training is responsible for ensuring that the training is personally tailored for each

participant, on the basis of whether the participant primarily instructs and

assesses students in vocational upper secondary education and training, students

in preparatory training for competence‐based qualifications, or students in

apprenticeship training.

The new guidelines (2012) recommend that as many people involved in workplace

instruction as possible should participate in training (to date, approximately 50%

of trainers have been trained).

Competence profiles of and training for workplace instructors of young students

were developed with the support of the ESF funds. Currently, within the Finnish

Development Plan for Education and Research (2011‐2016), the measures to

ensure sufficient training of on‐the‐job instructors include: creation of a

permanent funding model, alternative ways of training and nationally developed

content of training.

The materials are publicly available in Finnish (and Swedish), the English version

will be available too:

National guidelines of training programme for trainers (in Finnish);

Guide on implementing workplace instructor training;

Competence Map for Workplace Instructors;

Guide for the implementation of vocational teachers' work

placement periods

Country Romania

Institution and

contact person

Ministry of Labour, Family, Social Protection and Elderly Mr Auras Marinescu

Title of practice REPUBLISHING / AMENDING AND SUPPLEMENTING LAW NO. 279/2005 ON APPRENTICESHIP AT WORK

Short

description

The Romanian Ministry of Labour, Family, Social Protection and Elderly amended the legislation on apprenticeship in order to encourage employers to increase the employment rate among young people seeking employment and quality of qualifications. Changes / additions to the text of Law no. 279/2005 on apprenticeship at work is the national response on transposition the strategic framework for European cooperation in education and training ET20, one of the instruments to achieve the Europe 2020 objectives The measure is also part of Romania’s ‘youth guarantee scheme’. In this respect, the Law. 279/2005 on apprenticeship at work was republished. Changes / additions to the Law no. 279/2005 on apprenticeship at work

terms of the apprenticeship contract, improving access to an apprenticeship program, the method of evaluation

and certification obtained through apprenticeship training, in accordance with the legal provisions on the training of adults,

control how it is organized and carried out his apprenticeship at work by labour inspectorates and the financing thereof.

The text of the Law. 279/2005 on apprenticeship at work introduces employers’

obligation to insert specific clauses in the apprenticeship contract in addition to the mandatory provisions of an individual employment agreement.

These clauses mainly refer to: o name of qualification to be obtained by the apprentice, o trainer’s name, o place and period of theoretical knowledge and practical skills

training, o additional obligations falling on employers or apprentices.

The employers’ obligations are to ensure: o the apprentice benefits from all the rights deriving from the

contract, o knowledge and practical training specific for the qualification

pursued by the apprentice, o to cover the cost of the apprentice’s vocational training.

The apprentice obligations are to: o meet the contractual obligations, o attend the theoretical knowledge and practical training activities

specific for the vocational training program. o pass the graduation examination in order to obtain the

vocational qualification certificate. Based on the text of the Law. 279/2005 on apprenticeship at work, apprentices, in order to participate in a vocational training program, must meet the following requirements:

the apprentices’ age limit must range between 16 and 25 years of age,

the apprentice must not be already qualified for the specific job for which workplace‐based apprenticeship is organized, and

the apprentice must take steps to find a job either in person or by registering with the employment agency.

THE METHODOLOGICAL NORMS ON APPRENTICESHIP

The Methodological Norms implementing Law no. 279/2005 on apprenticeship at work were approved by the Government Decision no. 855 / 2013.

sets out detailed rules regarding: o the mandatory specific clauses to be included in apprenticeship

contracts, o the organization of apprenticeship programmes. o additional obligations on employers who use this category of

employee. The methodological norms establish, among others:

the end of apprenticeship, as a method of professional promotion and training;

the template of the forms / documents used when organizing the apprenticeship activity

o the template of the application to be filled in, in order to have access to an apprenticeship program,

o the template of the list containing employed apprentices, o details concerning the filling in of such forms / documents.

the conditions to be fulfilled by the apprenticeship manager o required qualification, o skills, experience, o rights and obligations.

the template of the apprenticeship agreement and the terms under which such agreement is to be concluded

o the documents needed for the execution of this agreement being also indicated.

the rules concerning the organization of apprenticeship and its financial support.

Country Switzerland

Institution and

contact person

Federal Department of Economic Affairs, Education and Research EAER State Secretariat for Education, Research and Innovation SERI International Education Projects Ms Laura Antonelli Mr Jean Pascal Lüthi


Short

description

Strategic monitoring of the VET system: Share Swiss experience with a comprehensive set of measures that contributes to quality on all levels.

ATELIER 2/3

Topic 13 ‐ Participation of Social Partners and stakeholders

Country Austria


Bundesministerium für Wissenschaft, Forschung und Wirtschaft (Federal Ministry of Science, Research and Economy) Mr Juergen Horschinegg Mr Josef Hochwald

Title of practice Participation of Social Partners and stakeholders in Austria

Short description

Social partners are basically involved in all ongoing development processes in Austria. This facilitates fairness in vocational training and well targeting and timing of different measures. Legally enshrined social partnership structures can be found for example in the Austrian Vocational Training Act (BAG). In §31 of the BAG the activities and obligations of the Federal Advisory Board on Apprenticeship (Bundes‐Berufsausbildungsbeirat) are regulated. Therefore the Federal Advisory Board on Apprenticeship has to give reasonable proposals to issue or amendment of regulations, to specific questions to the Minister of science, research and economy and to specific questions to the federal school authorities under this Federal Act.

Furthermore he has to deliver opinions in matters of equivalence of foreign examination certificates under § 27a BAG and of domestic and foreign tests and training with the trainer examination and the instructor course in accordance with §29h BAG as well as grant or revoke of permissions for providing training for personnel in educational institutions in accordance of §30 BAG. For the Countries Vocational Training Advisory Boards it is to give ‐ in accordance §32 BAG ‐ statements regarding, for example, the different activities of the "Lehrlingsstellen" or the implementation of final apprenticeship exams. For all measures regarding the well ‐ functioning of the labour market, the Austrian Labour‐Market‐Service is responsible for. Again, the social partners are represented in most of the committees concerning these issues.

Country Austria

Institution and

contact person


Mr Othmar Friedl


Short

description

The significance of social partners for vocational training and employment is

evident.

The Austrian model is a permanent cooperation between (mainly) 4 Partners:

chambers of commerce, labour, agriculture and the trade unions, some others are

affiliated.

Social partners are playing a very important role in policy making. They are:

well organised on federal as well on regional level and very present.

the main stakeholders in PES Austrian (on all levels), in the sector of social

insurances, etc.

stakeholders (100% share) of the biggest training institutes in Austria.

An example: BFI (BBRZ‐GROUP Austria included):

‐ Manages 200 training centers;

‐ Approx. 280.000 participants 2013 including about 10.000 youngsters in

work‐based training on a supra‐company level.

Country Germany

Institution and

contact person


Marthe Geiben


Short

description

Country Luxembourg

Institution and

contact person

Chambre des Salariés

Mr Carlo Frising


Short

description

The role and the added value of employees’ and employers’ organizations (trade

unions, professional chambers representing the interest of employees and

employers) for the Luxembourgish apprenticeship system.

The professional chambers have the statutory right to be consulted by public

authorities on all social and economic issues that affect their members’ interests –

this includes VET. Luxembourg model is based on dialogue between the

government and the social partners, and each partner is asked to give an opinion

prior to any new measures for initial or continuing VET. This dialogue helps to

improve the match between the objectives of vocational training and the needs of

the different sectors of the Luxembourg economy.

The tripartite/bipartite system helps Luxembourg respond to the lifelong learning

challenges and technological, demographical, legal, economic and environmental

changes.

E.g.:

1. The bi‐partite system (1 professional chamber representing the interest of

the apprentice an 1 professional chamber representing the interest of the

employer) is used when companies are accredited for training purposes.

This includes an expectation that each company that is involved in work‐

based learning needs to demonstrate that it will adhere to the training

programme with regards to its organisation and human resources.

Employees and employer representatives (the professional chambers) are

involved in deciding which company are assigned training rights for

individual professions. To become accredited, the company has to:

- agree to a maximum number of apprentices;

- nominate a company tutor who is at least 21 years of age, has a

satisfactory record (e.g. no sentence of imprisonment) and have at least

an equivalent qualification in the profession the apprentice/trainee

intends to obtain;

- each tutor completes a compulsory pedagogical event/training lasting

three days.

2. The quality of the company’s provision is audited regularly by the

apprenticeship counsellors on behalf of the Ministry of Education and the

professional chambers. These visits look at the training programmes, the

relationship between the apprentice and the tutor, the progress the

apprentice is doing and the various contractual agreements (payment of

the apprenticeship fee, respect of work based learning hours etc.). If the

monitoring shows there are problems then the professional chambers

(and the Ministry of Education) may take appropriate actions.

Country EU‐wide overview (based on the 2013 EU‐wide overview and analysis of main

apprenticeship programmes in 27 Member States) (study funded by the European

Commission and carried out by the consortium of Ecorys, Institute for

Employment Studies and IRS Italy)

Institution and

contact person

Institute for Employment Studies

Ms Kari P Hadjivassiliou ‐ Policy manager for the European Commission’s project

‘Advice on Apprenticeship and Traineeship Schemes’

Title of practice European Commission’s EU‐wide project: Advice on Apprenticeship and

Traineeship Schemes, http://ec.europa.eu/social/youthtraining

Short

description

Our study has shown that, in the majority of Member States, there is active social

partner involvement in apprenticeships. The extent, type and nature of social

partner involvement are consistently shown to be key to the success of

apprenticeships. The role of social partners is clearly prescribed in highly

regulated VET/apprenticeship systems with a corporatist form of governance such

as Austria and Germany which, in turn, leads to very strong and active social

partner involvement. In contrast, in market‐led systems such as the UK, social

partner involvement is rather uneven.

The involvement of social partners takes various forms and typically includes (i)

their representation in the relevant national/regional/local and/or sectoral VET‐

related commissions, councils and/or advisory bodies; (ii) the regular assessment

and updating of VET programmes in order to ensure that these are closely aligned

to labour market needs; (iii) their input and active participation in the design and

development of professional qualifications and associated curricula, including the

content and extent of practical company‐based training; (iv) the definition of

apprenticeship‐related standards and terms and conditions, including in some

countries apprentice remuneration; (v) implementation and oversight of

apprenticeships and VET placements at the workplace; (vi) monitoring and quality

assurance; (vii) funding (e.g. through joint funding bodies, employer funds, etc.);

(viii) working closely with educational institutions/VET providers in both

curriculum design and provision of work‐based placements.

Employer representatives are essential players in both ensuring that the supply of

apprenticeship placements is of sufficient quantity and quality, and providing

adequate resources, including staff and funding for the company‐based

component of training (see next section). Trade unions/employee organisations

play a critical role in the quality assurance of the placement and in safeguarding

the rights, terms and conditions of the apprentice. In addition, they have

consistently argued for a balance between occupational, firm‐specific skills and

more general and transferable knowledge and skills that the apprentice needs to

acquire through the placement. Likewise, they have also insisted on the need for

proper certification of apprenticeship placements.

Country Example: France: Apprenticeship Contract (Contrat d’Apprentissage)

The French Apprenticeship programme aims to enable young people (aged 16‐26

years) to follow a training course, combining both theoretical and practical

elements, in order to achieve a recognised vocational qualification (typically the

Vocational Baccalaureat; Diploma of Vocational Studies (BEP), Certificate of

Vocational Aptitude (CAP), Higher Technical Diploma (BTS), or University

Technological Diploma (DUT). There is strong social partner involvement with the

social partners having an obligatory role in the boards of governors of the

Apprentice Training Centres (CFAs), and on the Commissions set up within the

Organismes Paritaires Collecteurs Agréés (Accredited Organisations for the

Collection and Distribution of Training Funds).The Apprenticeship Contract has

been proven to offer a high level of entry into employment, which is maintained

(and indeed increased) over time: upon completion, some 61% of apprentices go

directly into employment and six months after completion some 78% of

apprentices are in employment. The scheme has been widely promoted by

"Apprenticeship Developers" in the Chambers of Commerce, achieving contact

with some 140,000 enterprises between 2009 and 2012. In France, the social

partners are strongly involved in VET policy‐making, and this role is clearly

enshrined in the Labour Code.

Topic 14 ‐ Administrative simplification for accreditation and placement

Country Austria



Title of practice Development of the structure to motivate small enterprises for becoming a Training Enterprise

Short description

Regulations for becoming a Training Enterprise in Austria Suitability of training enterprise Companies that want to train apprentices are obliged, before recruiting them, to submit an application for determination of suitability for apprenticeship training (request for declaration) to the respective competent apprenticeship office of the Federal Economic Chamber. Local competence rests with the apprenticeship office of the province where the training company has its seat. The apprenticeship office is obliged by law to examine in collaboration with the Chamber of Labour whether the company meets the prerequisites for apprenticeship training. If that is the case, the company will be issued a so‐called “declaration”, certifying that the company is entitled to recruit apprentices. Prerequisites for apprenticeship training Fulfilment of legal conditions The company must be entitled pursuant to the Trade, Commerce and Industry

Regulation Act to carry out the activities in which the apprentice is to be trained. But apprentices cannot only be trained by trade and craft enterprises, but also by members of the liberal professions, such as pharmacists, architects, lawyers, civil engineers, etc., and by associations, administrative offices and other legal entities.

Fulfilment of corporate conditions

The company needs to be equipped and managed in a way that it is in a position to impart to the apprentice the knowledge and skills included in the occupational profile. Those enterprises that cannot fully impart this knowledge and these skills have the possibility to train apprentices within the framework of a training alliance. The company size is not decisive for apprenticeship training. Every entrepreneur ‐ also a one‐person company ‐ can train apprentices if it is guaranteed that they are assisted appropriately. In addition, a sufficient number of professionally and pedagogically qualified trainers must be available in the company.

Simplification:

Companies with 1 to 10 Employees should be supported by the Economic Chamber and the Chamber of Labour during the process of application.

Qualified Trainers could be shared between enterprises and/or VET Organisations

VET Organisations should be included for managing the process of apprenticeship Training for small enterprises funded by the state

ATELIER 3/3

Topic 20 ‐ Provide financial and non‐financial support to companies

Country Austria

Institution and

contact person

Bundesministerium für Wissenschaft, Forschung und Wirtschaft (Federal Ministry

of Science, Research and Economy)

Mr Juergen Horschinegg

Mr Josef Hochwald

Title of practice Apprenticeship funding in Austria

Short

description

The company based training promotion in Austria consists of a base support as

well as a bundle of quality‐related types of support.

In 2008, the company based apprenticeship funding in accordance with § 19c

Vocational Training Act with the objective to foster the motivation for vocational

training of Austrian companies and to implement quality‐oriented types of

support was introduced. The apprenticeship funding was expanded in 2012 and

2013, to include more structural support for apprenticeship training and until end

of 2015 the complete system will be evaluated.

The federal Ministry of Science, Research and economy has the leadership. Other

involved organisations are the Federal Ministry of Labour, Social Affairs and

Consumer Protection and social partners. The main target groups are training

companies in various industries, especially SMEs, which train about 75% of all

apprentices in Austria.

The entire portfolio of all measures, can divided in four areas:

Base funding: three apprentice wages in the first year of training, two apprentice

wages in the 2nd year, one apprentice wage in the 3rd and 4th year.

Quality‐related types of support: e.g. training alliances, Courses for apprentices

with learning difficulties, Projects for girls in non‐traditional jobs, apprenticeship

with matura, Premium for the acquisition of apprentices from a supra‐company

device.

Structural support: apprentice coaching, preparation courses for apprenticeship

examination, Elimination of the examination fee for second and third accession of

the final exam.

Quality‐related measures: among others, Clearinghouse for uniform standards in

teaching auditing, training manuals for companies or "Innovation Fund" for

quality‐related pilot projects.

For company training projects funding in the amount of 0.2 percent of the gross

wage bill, which corresponds to the annual income of the IESG supplement from

the Insolvency Remuneration Fund, are available.

In 2013, a total funding volume of around 152 million euros was paid out for

around 162,600 funding cases. 2014 are approximately 175 million euros for

company promotion of apprenticeships available.

Country Austria

Institution and

contact person


Mr Othmar Friedl


Short

description

In Austria exists a very extensive System of financial support for individuals and

companies in respect to occupational training with a strong emphasis on youth

training. The most important contributions come from the PES – often in

combination with regional governments. See as an example attached the budget

for 2014, regarding the region of upper Austria. Relevant for our target group are

the pillars A, B‐women and B‐migrants.

Financial contributions come additionally from

The chambers of labour and commerce – mostly for individuals

The bigger cities

The training institutes of the social partner even give relevant

reductions on their rates, especially for young people.

The ministry of education (bmukk) supports youngsters for the

acquisition of educational qualifications (lower secondary

examination ‐ 2nd chance) Matura/Abitur in combination with

apprenticeship is free of charge – but here exists some special

regulations.

All in all the landscape of financial support is not only extensive, but also non

transparent – not only in the field of occupational training.

In consequence, the Austrian government has decided, to set up a

”transparency database” to get”light into dark”, to avoid double funding and to

focus the money. But this effort will take some time.

Support

At the moment it’s difficult to give a general overview about the dimension of

financial support, because it exists a big number of benefactors. The positive

impact of this extensive system of financial support is however evident.

Detailed information about (non) financial promotion/funding/allowances you

find in particular on the following websites:

www.ams.at

www.arbeiterkammer.at

www.wko.at

www.land‐oberoesterreich.gv.at

Country Switzerland

Institution and

contact person

Federal Department of Economic Affairs, Education and Research EAER

State Secretariat for Education, Research and Innovation SERI

International Education Projects

Ms Laura Antonelli

Mr Jean Pascal Lüthi


Short

description

VPET as a shared responsibility of government and private sector: Share Swiss

experience concerning framework‐conditions that facilitate investment of

companies. Some reflections on cost‐benefit of apprenticeship training from the

perspective of host companies.



Apprenticeships Trailblazers Team Mr Oliver Newton

Title of practice Apprenticeship Grant for Employers (AGE)

Short description

A grant of up to £1,500 paid to smaller businesses to help them to take on their first apprentices.

Topic 21 ‐ Linking public funding to quality

Country Austria



Title of practice Transfer of Best Practice Models for activation young people Exchange of public funded measures between the EU 28 Transfer of Know How for Catch up education Deliver Best Practise Examples for Train the Trainer Measures

Short description

The teaching staff in in‐company training and education need to be better trained: Innovative train the trainer programmes already exist. They should be exchanged in the framework of innovation transfers, including examples of best practice. However, it will also be important to enhance the social attractiveness of VET, which can be achieved through an improved employability, flexible career opportunities and, not least, through permeability to higher education. In order to satisfy the increasing interest for the work‐based VET system, the foregoing has to be taken into consideration. As already mentioned before, it is not possible to just copy the existing systems. The European Institutions could play a role in designing funding instruments for the transfer of tried‐and‐tested VET models that are geared to company requirements after 2014. For the private sector, there should be created incentives to build up and maintain core industries as a basis for higher employment at different levels. Examples for Public funded measures in Austria: Early intervention and activation Policy measures for early intervention are becoming more and important. Aim is to provide support for those who have problems in the education or apprenticeship system and thereby avoiding drop‐outs. There exist many offers targeting at groups with different needs as socially disadvantaged youth, young persons with disabilities or young people lacking basic skills. Important strategies in this field are the National Strategy to tackle early school leaving (ESL) Youth work and Early Intervention and Activation Youth work, voluntary activities, active citizenship, and non‐formal and informal learning can play an important and complementary role by bringing added value for all young people, especially those in a NEET situation, in the transition to the

labour market: building bridges between education and employment systems, complementing the formal education system, providing self‐confidence, social capital and self‐development, and increasing soft and technical skills that enhance employability. Youth coaching Reducing ESL and drop‐outs, providing guidance for Pupils in the last two years of compulsory schools, NEET’s up to the age of 18 Apprenticeship coaching Avoiding drop‐outs from the apprenticeship system, providing support to apprentices Free catch up education Providing the access to basic qualification for those that have not completed lower secondary education Production Schools Production schools are a good example of a practical approach at the interface between school and employment. The goal of production schools is to offer stabilisation, increase motivation, provide specialist knowledge and basic qualification. They are mainly targeted to young people between 15 and 19, but also open for young people up to the age of 25 with difficulties in finding a job. The training courses combine working in workshops, teaching through creativity and support by social workers.