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CEDEFOP’S MAGAZINE PROMOTING
LEARNING FOR WORK
ISSUE 2 / SEPTEMBER 2014
MAIN STORY: APPRENTICESHIPS
INTERVIEWS:GERHARD RIEMERLUCA VISENTINIMARA BRUGIA
FEATURE: ITALIAN EU PRESIDENCY
MEMBER STATES: LATVIA
9090 EN – TI-AQ-14-002-EN-C
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]
European Centre for the Development of Vocational Training
www.facebook.com/Cedefopvisit our portal www.cedefop.europa.eu
@cedefop
INTERVIEW
(SOCIAL) PARTNERS FOR TRAINING AND JOBS IN EUROPE 4Gerhard Riemer, Representative of the Employers' Group in the Cedefop BureauLuca Visentini, Confederal Secretary of the European Trade Union Confederation
INTERVIEW
MOVING EDUCATION AND TRAINING CLOSER 6TO THE LABOUR MARKETMara Brugia, Cedefop Deputy Director
FEATURE
ITALIAN EU PRESIDENCY 8Focus on employability
APPRENTICESHIPS
THE MATCHING GAME: CEDEFOP BRINGS TOGETHER 9POTENTIAL PARTNERS FOR APPRENTICESHIPS
APPRENTICESHIP REVIEW: 15LITHUANIA AND MALTA GO FIRST
DESPITE THEIR ADVANTAGES APPRENTICESHIPS 16ARE UNDERUSED
MEMBER STATES
LATVIA PILOTS WORK-BASED LEARNING 17Schools cooperate with companies to prepare graduates for the labour market
INTERVIEW
THE CREDIT TRANSFER SYSTEMS ‘CIVIL WAR’ 18Nevena Vuksanovic, Robert Wagenaar, Gabriela Ciobanu, Jean-Philippe Restoueix
ARTICLE
BETTER VOCATIONAL OPTIONS = 20FEWER DROPOUTS FROM EDUCATION AND TRAINING
INTERVIEW
CEDEFOP’S NEW WEBSITE: 21BETTER-LOOKING AND JUST AS RICH!Nancy Toussaint, Cedefop web manager
NEW CEDEFOP PUBLICATIONS 22COMING UP 23
02 | SKILLSET AND MATCH
CONTENTS
The European Centre for theDevelopment of VocationalTraining (Cedefop) is theEuropean Union's referencecentre for vocational educationand training.
We provide information on andanalyses of vocational educationand training systems, policies,research and practice.
Cedefop was established in 1975 by Council Regulation(EEC) No 337/75.
Cedefop expert Robert Stowellwith trainee Anastasia Matonaki
Publications Office of theEuropean Union, Luxembourg ISSN: 2363-0175Cat. No: TI-AQ-14-002-EN-CNo of publication: 9090 EN
Free of charge© Cedefop, 2014
All rights reserved.
Printed in the European Unionon Elemental Chlorine-free bleached paper (ECL)
Cedefop: Europe 123, 570 01 Thessaloniki (Pylea), GreecePostal address: PO Box 22427,551 02 Thessaloniki, GreeceTel. +30 2310490111Fax +30 [email protected]
ISSUE 2 / SEPTEMBER 2014
Subscribeto the electronicedition
photo: Angelo
s Zym
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SEPTEMBER 2014 | 03
Research and evidence-based policies add value topeople’s lives. In today’s economic climate, ourcommon goal is to fight unemployment. Cedefop is atthe heart of this mission.
Our activities give governments and social partners thetools to create learning environments conducive toskills, competences and qualifications relevant to thelabour market. Policy-makers play an important role intranslating European vocational education and training(VET) policies and tools into means for employability.
Today’s jobs demand new skills and competences;education and training must therefore go beyond formalinstitutions. E-learning, for instance, provides invaluableopportunities for upskilling and retraining. Similarly,recognition of informal and non-formal learning canqualify a person for a job.
Cedefop and the Commission, together withgovernments and social partners, are offering VETpolicies, tools and networking opportunities that enabletraining providers and learners to engage in meaningfultraining experiences in their own country.
Cedefop’s support for apprenticeships and work-based learning indicates asignificant incline towards reducing early leavers from vocational institutions,engaging more people in activities that combine theory with practice, and bringsemployers closer to formal education and quality assurance practices. A Cedefop conference earlier this year (see pp. 9-14) focused onapprenticeships and on matching resources and initiatives from differentMember States that create new skills and job opportunities.
Work-based learning is in itself an appealing factor to fight unemployment.Employers today often look for employees who have practical experience. But this is not always possible unless one deliberately exposes young learnersto direct work environments. Such interface will determine the actual value ofqualifications as well as a person’s capacity and determination to achieveresults. In my view, at the centre of a European agenda for education lies thelink between education and employment. ■
Adding
value to people’slives
EDITORIAL
JAMES CALLEJACEDEFOP DIRECTOR
In my view, at the centre
of a European agenda for education lies the link
between education and employment“
Policy-makers can design allthe policies they want topromote learning and
employment, but they standlittle chance of seeing resultswithout active involvement of
social partners – employers andemployees. Cedefop’s work is
largely dependent onengagement of the Europeansocial partners, who are alsorepresented in its GoverningBoard. With that in mind,
Skillset and match discussedthe challenges facing vocationaleducation and training (VET)as a vehicle for employability
with Luca Visentini,Confederal Secretary of the
European Trade UnionConfederation (ETUC) and
Gerhard Riemer,Representative of the
Employers' Group in theCedefop Bureau.
Is the rise in Euroscepticismdepicted in results of theEuropean Parliament electionsgoing to impact on Europeanpolicies on training, mobilityand employability?L.V. The increase inEuroscepticism is due todifferent factors. Perhaps it is dueto interference of the EU innational matters, but mainly itarises from effects of theeconomic crisis and austeritymeasures. Policies on training,mobility and employability havealso been affected by austerityand cuts. However, it would be anenormous mistake if Europe givesup on these actions. They haveinstead to be strengthened andadapted to people’s needs. Theseactions cannot be effectivewithout a significant inversion ofmacroeconomic policies towardsinvestment and job creation.
G.R.Education and training isa national competenceand so perhaps results of theelections will not directly affectthis. At European level, educationand training policies can play arole in helping to set a frameworkfor improving national systemsand Europe’s competitiveness. Inturn, this can help to create moreopportunities for people, and inthis way have an impact on theirprospects and create an EUadded value.
How can and do socialpartners influence Europeanpolicies on vocationaleducation and provide themuch-talked-about link withlabour market needs?L.V.Social partners arecommitted toimplementation of such policies.They are the best-placed actors inthe labour market, therefore EUand national institutions shouldinvolve them properly, especiallyin initiatives like the youthguarantee, the European alliancefor apprenticeships and lifelonglearning programmes underErasmus+.
G.R.Social partners play animportant role; they arefamiliar with the world of work andespecially the employers areclosely involved with changingtrends in skills requirements. AtEuropean level, there aredifferent contexts in which socialpartners try to influence VETpolicy, such as the AdvisoryCommittee on Vocational Trainingand the research work thatCedefop does. We also promotethe role of work-based learning,particularly apprenticeships.Combining practical workexperience and classroomteaching is a good way for youngpeople to develop their skills andcompetences as well as meetingemployers’ skills needs.
04 | SKILLSET AND MATCH
(Social) partnersfor and
in Europe
INTERVIEW
GERHARD RIEMER
LUCA VISENTINItraining jobs
by ROSY VOUDOURI
What is needed to combatyouth unemployment whilesafeguarding workers’ rights?The youth guarantee project,for example, makes specialreference to good-quality joboffers.L.V. To combat youth (andgeneral) unemployment weneed to create more and goodjobs, there is no alternative. To dothat, we need investment forgrowth and higher wages forinternal demand. Having donethat, education and training toolssuch as the youth guarantee oractive labour market policies
(rather than ‘structural reforms’)can concretely contribute toquantity and quality of jobs. But allsuch actions need clear referenceto labour rights and equaltreatment. German labour marketreforms for mini-jobs (the modelfor Europe now) didn’t create asingle additional working hour inGermany, but just divided thesame number of jobs amongseven million additional workers.
G.R.Combating youthunemployment is clearly akey concern. The extent of youthunemployment varies fromcountry to country and there is no‘one-size-fits-all’ strategy for
Europe. The youth guarantee canhelp young people most in need.However, it must not be seen asan alternative to undertaking thenecessary reforms of labourmarkets and education andtraining systems. These reformsare needed to foster job creationand better align educationsystems with labour marketneeds. In turn, this will help toimprove Europe’s competitivenesson the global stage, which willlead to more opportunities forEurope’s youths.
Is the European alliance forapprenticeships working?L.V.Not exactly. The alliancewas a very good initiative,but there are several obstacles inits implementation. There is asignificant lack of apprenticeshipplaces offered by companiesbecause of the crisis. There areno quality standards as areference, and national systemsare highly fragmented. Socialpartners are not involved properly.But we are committed to makingour voices heard.
G.R. It’s a good initiative andone that employerssupport. Important steps havebeen taken, but there is still muchmore to do; especially when itcomes to monitoring and followingup initiatives undertaken as partof the alliance. ■
SEPTEMBER 2014 | 05
INTERVIEW
The extent of youth unemploymentvaries from country to country and there is no ‘one-size-fits-all’ strategy for Europe _Gerhard Riemer
To combat youth (and general)unemployment we need
to create more and good jobs, there is no alternative _Luca Visentini
“
“
One of Cedefop’s longest-serving members of staff,Mara Brugia joined the
agency when it was still basedin Berlin, in 1993. She became
head of one of the tworesearch areas in 2004. After astint as Acting Deputy Director(2012-13), she was appointedpermanently to the post and
took up her duties at thebeginning of September.
Having experienced life atCedefop both in Berlin and
Thessaloniki – its current base– the Perugia-born economist
is best placed to give anaccount of how the
organisation has evolved overthe years.
‘When I joined, in Berlin, Cedefopwas mainly an informationplatform on vocational educationand training (VET) developments.Its main task was to preparedescriptions of VET systems and ithad the most extensive library onVET in Europe. Towards the endof the 1990s, under the Lisbonstrategy and the open method ofcoordination, Cedefop’s role insupport of EU policies increased,for example by contributing toshaping common EU tools andprinciples for lifelong learning andby analysing and reporting onpolicy developments in theMember States. Cedefopprogressively became a centre ofexpertise for European VET policy.In 2010, it also started workingsystematically to understandbetter current and futurequalifications and skill needs,labour market trends and skillsmismatch. Today, we no longerjust look at the education andtraining side. We operate at theinterface between education andtraining and the labour market tohelp these two different worldscome closer together. This iswhere in my view Cedefop’s keyadded value lies and should bereinforced in the years to come.’
Ms Brugia describes howCedefop’s work supportsEuropean VET priorities:
‘In Bruges in 2010, theEuropean Commission,participating countries and socialpartners commonly agreed that,by 2020, VET should offerattractive and challenging careeropportunities both for people withhigh potential and those who, forwhatever reason, face a risk ofbeing excluded from the labourmarket. This means that by 2020European VET systems shouldbe more attractive, of high quality,labour-market-relevant, andeasily accessible. It also impliessupporting flexible learningpathways. These issues form animportant part of Cedefop’s work,which provides the evidence tohelp the European Commission,Member States and socialpartners shape and implementtheir policies. In 2012, theEuropean Council agreed severalinitiatives to increaseemployability. The Europeanalliance for apprenticeships ispart of this strategy. Cedefopcontributes to the alliance invarious ways. We analyse andmonitor developments of work-based learning and
06 | SKILLSET AND MATCH
INTERVIEW
MARA BRUGIACEDEFOP DEPUTY DIRECTOR
to the labour market
educationand training
movingcloser
apprenticeship reforms inMember States and we supportcooperation on apprenticeships atEU level. We also work more andmore with individual countries.For example, we are currentlypiloting in-depth reviews ofapprenticeship schemes in Maltaand Lithuania, who volunteered tocarry out this exercise with us(see p.15). But we should notforget the role of continuing VET,which will also becomeincreasingly important to allowthe adult workforce to update andupgrade their skills continuously.Issues like quality assurance,one-to-one guidance andcounselling and validation arecrucial. Cedefop is very active inthese areas too.’
European citizens want toknow what skills they need for thefuture and how they can bestacquire them. The new CedefopDeputy Director has some advice:
‘I think people should followtheir passions, talents andpersonal interests in the studyfield. Here the role of teachersand guidance staff is key. Then,clearly young people’s choicesare also affected by labour marketrelevance of the paths theydecide to follow. Cedefop’s latest
forecasts indicate that most jobopportunities will be for highly-skilled occupations and in theservice sector. However, ourforecasts also indicate thatdemand for qualifications atmedium level will remain high inthe coming years with VET themain qualifying pathway. Cedefopresearch shows that, on average,VET graduates experiencequicker transition from school towork compared to their peersfrom general education. It alsoshows that people qualifying inVET with a significant share ofwork-based learning have higheremployment rates than thosecoming from fully or mainlyschool-based VET. Looking atspecific study fields, we know thatdemand is increasing for STEM
skills (science, technology,engineering and maths). VET istraditionally an important supplyline for STEM skills but there areconcerns that this supply may beinsufficient. So it is important thatyoung people (especially youngwomen) choose STEM-relatedsubjects at upper secondary level.But jobs are expected to becomemore skill-intensive and willrequire people to be able to workautonomously, organise and plan,communicate well and manageunforeseen situations andchange. Good-quality VET impliesequipping people withqualifications that combine job-specific with generic andtransferable skills, as the latter willbecome more and more importantfor finding and keeping jobs.’ ■
SEPTEMBER 2014 | 07
Good-quality VET implies equipping people with qualificationsthat combine job-specific with genericand transferable skills, as the latter will become more and more importantfor finding and keeping jobs
“INTERVIEW
photo: Angelo
s Zym
aras
'Stereosis' photography instructor Paschalis Tseines with trainees Eleni Laloumi and Dimitris Tsagkaridis
Just as in the Greek EU Presidency in the firstsemester of 2014, the link between education andtraining and the labour market features prominently inthe current Italian Presidency programme. Noting that‘tomorrow’s jobs require higher quality, and morelabour-market-relevant, skills as well as moreflexibility,’ it targets advancing the Europe 2020strategy’s educational agenda with focus on ‘youthempowerment and employability’.
The Presidency will pay special attention to‘integrating education and training systems with the labour market by enhancing work-basedlearning pathways (such as apprenticeships,traineeships, etc.).’
Continuing with ongoing European initiatives tofight youth unemployment, the Italians placeparticular emphasis on their full implementation ‘mostnotably through the youth guarantee schemes andthe youth employment initiative, as well as throughEuropean Social Fund (ESF) funding.’
According to the programme, youth guaranteeschemes will start delivering results in 2014.Following concerns that their implementation is fallingbehind, the European Commission adopted the firsttwo operational programmes – of France and Italy –during the summer.
The Presidency has vowed to push for ‘earlyadoption of the measures necessary to increase theemployment of dropouts, not engaged ineducation, employment or training (NEETs)and women, such as apprenticeship,traineeship and improvement ofaccess to information onthe services provided bypublic and privateemployment services.’
Increasing high-quality transnationallabour mobility is also a priority and negotiationsare pursued ‘on the proposal for a regulation on a
European network of employment services, workers’access to mobility services and the further integrationof labour markets (EURES).’
It is argued that these tools will ‘help those whohave lost their jobs as a consequence of the crisis toremain in the labour market and find a new job assoon as possible.’
The Italians want a political discussion oneducation and training’s future role in national and EUgrowth agendas. Within this framework, their focus ison vocational education and training, the inter-
relation ship between education and employ -ment and entrepreneurship education. ■
08 | SKILLSET AND MATCH
ITALIAN EUPRESIDENCY
The youth guarantee ensures that all young people under25 get a good-quality, concrete offer within four months ofthem leaving formal education or becoming unemployed.The good-quality offer should be for a job, apprenticeship,traineeship, or continued education and be adapted to eachindividual need and situation.
Source: European Commission.
FOCUS ON
EMPLOYABILITY
© Riccardo Picc
inini/Sh
utterstock
SEPTEMBER 2014 | 09
To support the youth guarantee, which ensures that all young peopleunder 25 get a concrete offer of a job, apprenticeship, traineeship, orcontinued education, according to individual need, Erasmus+, the
European Union’s programme for education, training and lifelong learning,earmarked financial support for apprenticeship schemes – including formationof alliances involving two or more countries or social partner organisations.Identifying potential areas for such cooperation requires information about othercountries’ apprenticeships and training systems. Which raises the question:where can potential partners find this kind of specialised information? How canthey find one another? Last May in Thessaloniki, Cedefop stepped in to providethe occasion for precisely this purpose. ■
APPRENTICESHIPS
matchingGAMETHE
CEDEFOP BRINGS TOGETHERPOTENTIAL PARTNERS FOR APPRENTICESHIPS
by IOANNA NEZI
T he European apprenticeship conference, ‘Steeringpartnerships for growth’ organised by Cedefop in
collaboration with the European Commission –gathering some 80 representatives of nationalgovernments, social partners and experts in the field –showcased examples of actions, programmes andapproaches related to apprenticeship which can beadapted by Erasmus+ countries.
The event was primarily designed to help potentialpartners find one another, so it did not follow the usualconference format. Instead, interaction, cross-countrydialogue and experience-sharing dominated.Participants were invited to share results of their owncountry’s apprenticeship policies and schemes; considerpossibilities of using some practices presented in theirown country; discuss success factors and challenges indeveloping quality apprenticeships, and thus identifypotential partners to modernise apprenticeships.
This cross-country dialogue was framed within threeoverall themes, all of which had emerged as areas ofpotential cooperation: attractiveness, quality assurance,and governance and financing of apprenticeships.Interest in the 22 subtopics related to the three themesvaried, with some being raised in several ‘ateliers’ ordiscussion groups.
The event achieved its target: in two short days ofintense exploratory debate, some countries identifiedpotential partners and are already on their way tocreating partnerships. Others benefited from the time
10 | SKILLSET AND MATCH
Systematic, long-term training alternating periods at theworkplace and in an educational institution or trainingcentre. The apprentice is contractually linked to theemployer and receives remuneration (wage or allowance).The employer assumes responsibility for providing thetrainee with training leading to a specific occupation.
Source: Terminology of European education and training policy, Cedefop, 2014.
WHAT IS APPRENTICESHIP?
S T E E R I N G P A R T N E R
APPRENTICESHIPS
allotted to informal discussions to explore areas ofcooperation and find possible partners.
Opening the conference, Cedefop Director JamesCalleja said: ‘Today’s highly complex workplace requiresnew workers to be even more work-ready – and that iswhere apprenticeships come in. Moreover, work-basedlearning, and apprenticeships in particular, foster astrong sense of professional identity, which is importantfor young people’s self-esteem.’
In a video message, European CommissionerAndroulla Vassiliou said that quality apprenticeshipsease transitions from the world of education to the worldof work, and Member States should make full use offunds provided for this purpose through Erasmus+, theEuropean Social Fund and the European InvestmentFund.
Speaking at the conference, Antonio Silva Mendes ofthe Commission’s General Directorate for Education andCulture stressed the importance of action at MemberState level to promote a wide array of apprenticeshipsbased on high standards and transferable skills.
SEPTEMBER 2014 | 11
EAfA was set up to connect public authorities, businesses,social partners, training providers and youthrepresentatives involved in apprenticeship-relatedschemes across Europe. Established in July 2013, thealliance was supported by the first-ever joint declarationby the European Commission, the Presidency of the EU'sCouncil of Ministers and European trade union andemployer organisations (the European Trade UnionConfederation – ETUC, BusinessEurope, the EuropeanCentre of Employers and Enterprises providing publicservices – CEEP and the European Association of Craft,Small and Medium-Sized Enterprises – UEAPME). EAfAencourages all national actors from these variedbackgrounds to form partnerships with other Europeansinvolved in apprenticeships.
THE EUROPEAN ALLIANCE FOR APPRENTICESHIPS (EAfA)
S H I P S F O R G R O W T H
APPRENTICESHIPS
12 | SKILLSET AND MATCH
D iscussion in the conference working groupsfocused on what is needed to water and weed to
make apprenticeships bloom; what countries can doalone, in partnership with others and at EU level. Thediscussion report raises the issues, but also offersideas and solutions.
Making apprenticeships attractive for learners andcompanies
• Provide authentic information, ideally from peers,and first-hand experience to motivate young people.Awareness-raising activities need not be expensive:networking at local or regional levels supported byemployer organisations or others, includingvolunteers and use of social media, have proveneffective.
• There may be heavy competition between generaleducation and apprenticeship to attract learners. Insome cases, it may be a disadvantage if apprentice -ship is not under the Education Ministry’s remit.More so if qualifications awarded are not part of thenational qualification framework (NQF).
• Wages can be incentives. As not all apprenticesearn wages, financial incentives for learners canalso be used.
• A challenge that all countries share is how to involvesmall and medium-sized enterprises (SMEs).Measures discussed ranged from training funds tointercompany training centres or cooperation ofseveral SMEs to complement training a singlecompany cannot offer. Financial incentives, though,
risk being counter-productive (if employees arereplaced by apprentices or employees’ status ischanged to that of apprentices).
• A major issue for several countries is how to engagecompanies, social partners, education institutionsand learners in designing and implementingapprenticeship schemes, and how to moderate theprocess.
• For some countries developing occupationalprofiles/standards/curricula can be quitechallenging, time-consuming and costly. But thiswork cannot be done at EU level. What can help?Sector qualifications and standards and bilateralwork on programme/curricula design.
• Apprenticeship-type training at higher qualificationlevels places different demands on teachers butbenefits firms, as graduates are immediatelyoperational.
Ensuring quality
• Apprentices should not be used as a form of cheaplabour. Companies should be monitored to ensurethey are able (accredited) to host apprentices andthat financial incentives are used in the way they areintended.
• Apprenticeship schemes should be integrated intothe formal education and training system and awardqualifications included in the NQF. In this way, theylead to greater visibility and attractiveness, parity ofesteem, improved progression and further trainingopportunities for apprentices (as demonstrated byDenmark and Germany). For the same reasons,
S T E E R I N G P A R T N E R
APPRENTICESHIPS
SEPTEMBER 2014 | 13
apprenticeships should be linked with validationmechanisms.
• Quality assurance for assessment and certificationis a make-or-break factor: it alone can guaranteetrust in apprenticeship schemes.
Governing and financingapprenticeships
• Countries developing apprenticeships from scratchshould start small, through pilot schemes or a singlesector. But political commitment is necessary.
• Involving social partners is key to success.Questions covered the nature, level/degree(consultation, co-decision) and areas ofinvolvement, and ensuring efficiency (such as whendefining occupational profiles and associatedcurricula).
• The main issues regarding legal frameworks arehow to allocate strategic and operational functionsand how to design efficient monitoring andevaluation schemes without imposing too muchadministrative burden.
• Motivation issues also drew much attention: howbest to motivate employers to engage in trainingand how to encourage them to provide places insectors where take-up is low. How can governmentand social partners persuade SMEs to cooperatewith schools? What could be the role of chambersof commerce?
• The main ways to encourage employers are clearprocedures, a clear framework, financial incentives,and demonstrating that apprenticeships are worth
investing in. It is necessary to establish who paysapprentices’ wages, and whether companies arewilling to invest without any subsidies or incentivesfrom governments. ■
ERASMUS+ PARTNERSHIPSThe European apprenticeship conference was designed tohelp participating countries and social partner represent -atives find partners for future cooperation projects onapprenticeship, financed by the European Commission’sErasmus+ programme. And it seems to have succeeded. Bythe 26 June deadline, applications had been received fromseveral countries. Once the proposals are evaluated, a listof approved projects will be made public.
COUNTRY REVIEWSIn 2014, Cedefop embarked on the pilot phase of countryapprenticeship reviews with Lithuania and Malta (see page15). If successful, this process will expand to morecountries. The reviews: • provide analysis of national apprenticeship systems,
including the factors that promote or hinder theirsuccess, and identify the key challenges;
• make proposals tailored to national circumstances andgoals;
• develop and test a comprehensive approach to reviewingdevelopments of national policy and programmes, whichthe countries involved must endorse.
WHAT NEXT?
S H I P S F O R G R O W T H
APPRENTICESHIPS
14 | SKILLSET AND MATCH
ON WHAT THE CONFERENCE CAN ACHIEVE FROM THE ERASMUS+PROGRAMME PERSPECTIVE
W hat we want to achieve is long-term partner -ships between countries, in addition to the
standard action – that could consist either of mobilityprojects or strategic partnerships or sector skillalliances. Under each of these standard actions wesee a strong potential for programmes that could helpachieve objectives of the European alliance forapprenticeships. In addition, we have put together apool of money targeted specifically at apprenticeships,and supporting national reforms. To implement theseprojects it’s important to have State partnerships withinthe country as well as between countries, amongpeers; it’s important to have countries come together,to learn from one another and exchange practices. Sowe hope that with this conference we will havepartnerships for the projects themselves – and alsowell beyond the projects: countries working togetherin long-term partnerships.
ON WHAT GERMANYCAN LEARN FROM OTHER COUNTRIES
G ermany has a very sophisticated system, with itsdual system for apprenticeships, but never -
theless we also have some problems. For example,large numbers of young people don’t cope withminimum standards of the system – how do we getthem in? How do we integrate them? How do we geta better transition between vocational training andhigher education? We think we can learn from othercountries whether or not they share our dual trainingsystem. I think this conference has a very innovativeapproach, because it’s not just talking, it’s not justspeeches, it’s real action. The concrete cooperationof Member States, under the auspices of Cedefop andthe Commission – let’s say under ‘light supervision’,monitoring and coordinating the European area. Ithink it’s important to establish a truly European areaof education and training. To be honest we also seeadvantages of this cooperation for German industry.For example, we have a lot of German industry inPortugal, and they look for a highly-qualified skilledworkforce, they need highly-qualified people, so it’sgood for us to cooperate with Portugal. So havingother countries develop these kinds of apprenticeshipsystems can also be a return for the Germaneconomy.
DANA-CARMEN BACHMANNHEAD OF VOCATIONAL TRAINING AND ADULT EDUCATIONDIRECTORATE GENERAL FOR EDUCATION AND CULTURE EUROPEAN COMMISSION
PETER THIELEDEPUTY DIRECTOR FOR VOCATIONAL TRAINING POLICY FEDERAL MINISTRY OF EDUCATION AND RESEARCHGERMANY
APPRENTICESHIPS
SEPTEMBER 2014 | 15
A new Cedefop project, which looks into theapprenticeship systems of Lithuania and Malta,
was launched in May. The pilot project, to be completedin 2015, is in support of the European alliance forapprenticeships and involves government ministries,vocational education and training (VET) institutions,social partners and other stakeholders in bothcountries.
At the official launch in Vilnius, Lithuanian Ministerfor Education and Science Dainius Pavalkis said thathe hopes this review will enable his government topromote the link between the world of education andtraining and the world of employment. Cedefop DirectorJames Calleja stressed the need for greatercollaboration between education and employmentsectors to ensure skills and competences of theworkforce are relevant to a dynamic labour market.
In Malta, Minister for Education and Employment,Evarist Bartolo noted that apprenticeships should be aproduct of solid partnerships between VET institutions,industry, employee representatives and civil society. MrCalleja added that the review’s objective is to createquality apprenticeships as part of formal education andtraining, and certified through qualifications referencedto the Malta qualifications framework.
Cedefop Deputy Director Mara Brugia explains therationale behind the project: ‘In these reviews, we willanalyse, together with the country, the differentcontextual features, identify strengths and challengesof the apprenticeship policies and establish a set ofrecommendations to help the country ensure quality
apprenticeships. If this pilot is successful, we willextend the exercise to other interested countries nextyear. While output of the reviews will be tailored to theindividual country’s need, they will help us expand ourevidence base on apprenticeships and shed more lighton the contextual factors that determine or hampertheir success. In this way, we will be able to enrich ourcross-country analyses, and support policy-makers atnational and EU levels more effectively.’ ■
Lithuanian Minister for Education and Science Dainius Pavalkis (l)with Cedefop Director James Calleja
Left to right: Cedefop's Antonio Ranieri, James Calleja and MalteseMinister for Education and Employment Evarist Bartolo
SEPTEMBER 2014Lithuanian and Maltese steering committees visitThessaloniki to exchange experience and finalisewith Cedefop experts the methodology for thestakeholders’ interviews in the two countries.
SEPTEMBER-NOVEMBER 2014Cedefop carries out the field work – interviews andfocus groups with representatives of social partners,schools, teachers, trainers, students, etc.
DECEMBER 2014The steering committees return to Thessaloniki tovalidate research findings and countryrecommendations.
JANUARY 2015Country recommendations are finalised.
HOW IT WORKS
LITHUANIAAND MALTA
A P P R E N T I C E S H I P R E V I E W:
GOFIRST
photo: DOI - Jeremy W
onnacott
APPRENTICESHIPS
16 | SKILLSET AND MATCH
T o reduce high unem-ployment among their
young people, countries arelooking to others for help.During the economic down-turn, some countries haveperformed better and youthunemployment has re-mained relatively low, for ex-ample in Germany, theNetherlands and Austria.This has been attributed inpart to their apprentice shipsor dual systems and, con-sequently, interest in them has increased.
Apprenticeships and other forms of work-basedlearning are seen as having particular advantages asa learning method. They can provide young peopleand adults with the job-specific and generic skills em-ployers need and so help smooth transition from schoolor other learning to work. Given that apprenticeshipsystems also strengthen cooperation between govern-ments, social partners, employers and training institu-tions, their revival is unsurprising.
But, for all their advantages, apprenticeships seemto have an image problem, at least in some countries.
For several years European countries have workedto make vocational education and training (VET), in-cluding apprenticeships, a more attractive learning op-tion. Learners can now progress more easily from initialVET, including apprenticeships, to higher education.
But some young people and their families still need
more convincing, because, insome countries, apprentice-ships are identified with jobshaving difficult working con-ditions, low status and lowwages.
Parents and young peopleare more positive about ap-prenticeships in skill-intensivesectors and occupations,such as ICT, sales, health-care and renew able energiesas they are perceived asleading to attractive jobs and
promising careers.Developing apprenticeships depends heavily on em-
ployers’ commitment. However, too few European en-terprises offer apprenticeships, including those in skill-intensive sectors. In 2010, on average in the EU,around a quarter of the enterprises with 10 or moreemployees trained apprentices; this figure is muchlower in many Member States.
However, employers who train apprentices highlightthe benefits. They see apprentices making a valuablecontribution to company objectives and regard themas an investment in the future.
Apprenticeships are not a panacea for youth un-employment. However, high-quality apprenticeshipscan ease young people’s transition to the labour market.They will also reduce skill mismatch and skill gaps byaligning skills and qualifications with labour marketneeds. ■
DESPITE THEIR
ARE UNDERUSED
ADVANTAGESAPPRENTICESHIPS
by STEVE BAINBRIDGE
Cedefop senior IT expert Isabelle Thomas-Kollias with traineeMary Papoutsoglou
photo: Angelo
s Zym
aras
APPRENTICESHIPS
The vocational education and training (VET) system in Latvia is currentlybeing reformed to improve its quality and attractiveness. The main VETschools in the provider network are becoming competence centres. Theysupport development of programmes, provide adult learning and teachertraining, and validate non-formal and informal learning.
The network structure has been altered by merging schools in response todemographic change. Municipalities will be in charge of smaller schools andwill serve mainly local employers’ needs. Between 2007 and 2014, 67.2% ofEU structural funds allocated to development of VET in Latvia have beenused for modernising its infrastructure.
To make VET more responsive to labour market needs, special attention isgiven to work-based learning. In 2013, within the framework of thecooperation memorandum in vocational education and training in Europe(2012) and following extensive discussions with municipalities and sectors, apilot project was launched in every seventh Latvian VET school. It coversEuropean qualifications framework (EQF) level 4 qualifications inmanufacturing, services, engineering, electronics and other sectors and seeksa sustainable national model for alternating theoretical studies with workperiods in cooperation with 29 companies.
‘The project is crucial to ensure that VET graduates are better prepared forthe labour market and employers have the best possible workforce.Depending on results of the project, 25 more VET schools with more than 500students will join the project next year,’ says Education Minister Ina Druviete.
The head of a school that participates in the pilot project confirms thatemployers and learners appreciate the initiative. He thinks that it marks thebeginning of ‘a new era’ for the Latvian vocational education system. A newwork-based learning approach in VET is foreseen in the national educationstrategy 2014-20 adopted by the parliament in May 2014.
Latvia will take over the Presidency of the Council of the European Unionfrom Italy in January 2015. European cooperation in VET will be among thediscussion topics of the Presidency. ■
SEPTEMBER 2014 | 17
Schoolscooperate with
companies toprepare
graduates forthe labour
market
MEMBER STATES
by REFERNET LATVIAwww.aic.lv/refernet
LATVIA PILOTSWORK-BASED LEARNING
© iStock / willia
m87
18 | SKILLSET AND MATCH
One of the most animatedworkshops in Cedefop’s recentpast took place in May with the
European credit transfersystems in higher education
and vocational education andtraining (VET) at the heart of
the discussion. There are those, from bothsides, who argue for varioussystems that promote trust inqualifications and mobility –currently the incompatible
ECTS and ECVET – and those who believe there
should be just one. Here is what some of the most
vocal proponents of the different ideas told
Skillset and match.
NEVENA VUKSANOVICEXECUTIVE COMMITTEE MEMBER,EUROPEAN STUDENTS’ UNION
O ne of the participants heretalked of a ‘civil war’ that
we have experienced in thisroom in these two days. We aregoing to continue this civil waras long as we keep neglectingthe diversified approach toeducation and the crucial role ofeducation in responding to theneeds of society and shaping itinstead of being a purelyeconomic goal. The talk aboutmerging two educationalsystems has employability at thecentre of discussion. Learningfor employment is not the onlygoal. Students definitely learn toget employed, but they alsolearn to continue learning, theylearn to develop personally, tobe active citizens. We speak thesame language but we havedifferent dialects. We shouldrespect those different dialects,although we should find a wayto understand one another. Ithink learning outcomes shouldbe there, and they should betransparent, not standardised.But whether a single ECTS orthe two – ECVET and ECTS –should exist, is something Icannot say right now. We needmore pilot projects to be more
effective in our understanding ofdialects.
ROBERT WAGENAARUNIVERSITY OF GRONINGEN (THE NETHERLANDS)
T he VET sector is moreradical in its approach
because society is becoming socomplex. At the same time,higher education has to take intoaccount that it has to preparepeople for society, not only forcitizenship and personaldevelopment, and thatsometimes requires much morea VET approach andcoordination with employers. Ithink it is possible to have onesystem. I am for one Europeanqualifications framework and forone credit system. The creditsystem, whatever you think of it,is important and it protects thelearner. Both in higher educationnow and in VET we are usingunits, sets of learning outcomes.There is a tremendous overlapin what we are doing and in theobjectives we have. The wholeidea is that people can progress.They can start by being a bakerbut at a certain moment theymight need leadership. So, theyprobably need a higherqualification. And people whowere not very successful or
INTERVIEW
CREDITTRANSFER SYSTEMS
THE
WARCIVIL‘
’
SEPTEMBER 2014 | 19
happy in a higher educationenvironment might choose VET.It is then our responsibility toallow for recognition of whatthey’ve learned at another levelor setting.
GABRIELA CIOBANUDIRECTOR OF VET, NATIONAL CENTREFOR TVET DEVELOPMENT, ROMANIA
W e should discuss the ideaof having a credit system
which serves lifelong learningpurposes. We have ECVET andECTS, but I don’t think this is agood starting point if you want tobuild something for theindividual and for lifelonglearning purposes. The idea isto build together probably a newframework, a new commoncredit system for education andtraining and for lifelong learning.That system should focus onlearning outcomes, becausethey are the currency we usewhen we talk about occupations,progression, transfer andrecognition from a lifelonglearning perspective. It’s anotherdiscussion whether we shoulduse credit points or not. Weshould look at what kind of usewe could give to those points.There are a lot of things thatcould be perceived fromdifferent angles if we forget
about ECVET and ECTS anddecide that it is time to buildsomething common – expertsfrom vocational education andtraining, from the highereducation sector, employers,students and civil society shouldall come together and createsomething common.
JEAN-PHILIPPE RESTOUEIXCOUNCIL OF EUROPE, HIGHEREDUCATION DEPARTMENT
E ven from the highereducation perspective, if we
believe that it should be basedon learning outcomes, how dothese learning outcomestranslate into currency? I wouldsay it’s just a matter ofagreement. It is important thatthe recognition process and themobility process are fair to thelearners. So, to this question Iwould say, what best fits thelearner. This whole debate ispart of a certain context. You willhave to put your learningoutcomes in practice in a givensociety at a given time. In onearea, one system would bebetter. Perhaps another societywould recognise two. It dependson the learner’s perspective andon the society the learner livesin. There needs to beagreement on recognition. Allthese are tools; and the aimfrom a European perspective isto recognise learners’qualifications, to allow them tobuild their lives wherever theywant to. We need to have thecapacity to move and have ourqualifications recognised. ■
INTERVIEW
Nevena Vuksanovic Robert Wagenaar Gabriela Ciobanu Jean-Philippe Restoueix
ECTS
ECVET
The European credit systemfor vocational education andtraining (ECVET) is intendedto make it easier forindividuals pursuing avocational qualification totransfer and accumulateassessed learning outcomes.
The European credit transferand accumulation system(ECTS) is a learner-centredsystem for accumulation andtransfer of learning credits,widely used in highereducation.
Early findings of a Europe-wide Cedefop study revealthat the effect of vocational education and training(VET) on dropout rates is largely positive. In countrieswhere vocational pathways account for a large shareof education and training, rates of early school-leavingare below the 10% EU target for 2020. Conversely, incountries where VET lags behind, the dropout rate ishigher than 10% – in some cases, significantly so.
The study also addresses lack of a commonly-accepted definition of early leavers from VET. Data atEU level and in many countries do not track youngpeople accurately as they leave and re-enter learningenvironments and/or the labour market.
According to the study, over 97% of early leaversare dropouts, with the remainder being young peoplewho never start post-compulsory education andtraining. One in five dropouts eventually achievesupper secondary qualifications, with 77% doing sowithin three years.
The findings were discussed at an expertworkshop organised by Cedefop in June. CedefopDirector James Calleja pointed out that the early
leaving problem is largely VET’s to solve: earlyleavers (aged 16 to 24) who return to educationtypically choose vocational options. He spoke of earlyleavers as ‘casualties of the education system’ whompublic authorities have a responsibility to support.
Cedefop has launched a three-year project toaddress lack of data on early leaving from vocationalpathways and to analyse the role VET plays inreducing dropout rates. Expert Irene Psifidou, whoorganised the workshop, said that the project is‘ambitious but necessary: to develop tools that willmake it possible for countries to monitor individuallearning pathways and to evaluate national policies on early leaving.’ ■
20 | SKILLSET AND MATCH
ARTICLE
Workshop participants agreed that data collection must beimproved to provide an accurate overall picture. Thanks tosuch comprehensive data and monitoring, policy-makers inthe Netherlands have solid evidence on which to basedecisions. As a result, early leaving rates have droppedsignificantly in the past few years. In addition, systematictracking (by means of a personal education number linkedto a social security number) alerts authorities whenlearners leave or re-enter education and training at anylevel. This system has revealed that the national rate ofearly leaving is lower than previously thought.
THE NETHERLANDS
Keeping young people in (vocational) education:
what works?
The role of VET in reducingearly leaving from education and training
optionsvocational= Better
fewer dropoutsfrom educationand training
C O U N T R Y E X A M P L E
By the end of the year, theCedefop website will haveundergone a major makeover.While keeping all its content, it willhave several new features, beeasier to navigate and will lookfresher and more colourful.Cedefop's web manager NancyToussaint has overseen thetransformation and explains whythe change was necessary:
Cedefop has to raise awareness ofvocational education and trainingissues and provide a forum for ourkey stakeholders. The websiteaims to showcase the contentCedefop produces to engageusers. At the same time, we wantto create value; we want people tointeract with us. The website is thebest means to disseminateinformation because it can reachthe global audience we serve andis accessible 24 hours a day,seven days a week. The need tochange it derives from the need tobe up-to-date. We have to go withthe technology. We want to make itmuch more dynamic and
interactive, to be much more user-centric and provide what the userneeds.
What will the new website look like and how easy will it befor users to access the vastamount of information producedby Cedefop?At the end of the day, it’s quality ofcontent that stimulates andengages our audience. But weneed to offer the best platformpossible for the user to reach thatcontent. In the new website, wehave organised the information alittle differently. It will be modular,which means that users will beable to access different contenttypes from various entry pointsfollowing their own way of thinking.The entry points will be themes,publications and resources, eventsand projects, news and press, andcountry data. New content types inwhich users showed interest, suchas statistical data, presentationslides, infographics, videos,webinars and discussion lists willbe further developed.
How will users be able tointeract?We are introducing more visuals,more multimedia elements, suchas video, podcasts, etc. Users willbe invited to interact by postingcomments and/or participating indiscussion lists to gain directaccess to our experts and allowus to monitor their interestsclosely. ■
SEPTEMBER 2014 | 21
INTERVIEW
Cedefop’s web team (left to right): Michael Ioannides and Nancy Toussaint
Sneak preview: the website’s new home page will look something like this!
NANCY TOUSSAINTCEDEFOP WEB MANAGER
just as rich!better-lookingand
CEDEFOP’S NEW WEBSITE
Source: Cedefop website, July 2014.
subscribers to the Cedefop newsletter
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PUBLICATIONS
OTHER PUBLICATIONS:
■ Navigating difficult waters: learning for career and labour market transitions
■ Qualifications at level 5: progressing in a career or to higher education
■ Annual report 2013
IN FOCUSTERMINOLOGY OF EUROPEAN EDUCATION AND TRAINING POLICYWhat is the difference between skill gap, skill needs or skill shortage? Isunderqualification a synonym for undereducation or underskilling? What is themeaning of green skills? This multilingual glossary defines 130 key termsused in European education and training policy. An extended and updatedversion of Terminology of European education and training policy (2008) andTerminology of vocational training policy (2004), it also takes into account newpriorities of European Union policy, mainly in skills and competence needsanalysis. New definitions have been developed with cooperation of expertsfrom Cedefop’s research and policy analysis team. You can request a printedcopy. Scan the QR code above for details.
USE OF VALIDATION BY ENTERPRISES FOR HUMANRESOURCE AND CAREER DEVELOPMENT PURPOSESFor European companies, correctly assessing skills and competence is acrucial factor in recruitment and human resource management. Butenterprises do not focus equally on all staff. Competence assessmentpractices predominantly target executives and technical specialists, andcompany size influences the way assessments are carried out. Moreover,outcomes of such assessments are mainly used for internal companypurposes; validating employee skills within the company is thus of limited helpto people seeking alternative employment or further learning. Based on asurvey of 400 enterprises, 20 in-depth case studies and interviews with humanresource experts in 10 countries, this report analyses the main purposes ofcompetence assessment, the standards and methods applied, the employeegroups targeted and the way results are documented and used.
CEDEFOP PUBLICATIONSnewYou can browse and/or download all Cedefop publications at: www.cedefop.europa.eu/EN/publications.aspxor by scanning this QR code
Download the publication you wish by clickingthe cover and/or the corresponding title
EVENTS
SEPTEMBER
OCTOBER
NOVEMBER
15-16
13-15
20-24
21-22
23-24
27
27-28
Forecasting skill supply and demand in Europe: setting the scene for 2016 forecasts
Meeting of Directors-General for Vocational Education and Training
Skills needs anticipation and matching course
Cedefop workshop on designing, implementing and supporting effective work-based learning
Cedefop workshop on quality requirements for newforms and contexts of teaching and learning
Summit on education in the digital era
Cedefop conference ‘Stepping up the pace’ – The next stage of European tools for transparency, recognition and quality in education and training
IN FOCUS
BUILDING EUROPEAN VET – TIME TO MOVE ON29-30 SEPTEMBER THESSALONIKI, GREECE
How shall Europe maximise the potential of vocational education and training (VET)to address its long-term strategic goals? This question will be the focus of aconference organised by Cedefop and the European Commission in September.‘Building European VET – Time to move on’ will be based on results of Cedefop’sVET monitoring report on progress towards aims of the common EU strategy onVET, as set out in the Bruges communiqué (2010). Cedefop will briefly present majorfindings of the report, after which discussions will shine a light on specific issuesaffecting progress towards the Bruges objectives. Participants will share countryexamples, exchange experience from the 2010-14 period and come up with valuableknowledge that can be used in countries and at EU level to move closer to commongoals.
comingupFor more information on what’s coming up go to the events page on the Cedefop website:www.cedefop.europa.eu/EN/events.aspxor scan this QR code
OTHER EVENTS
SEPTEMBER 2014 | 23
ROME, ITALY
ROME, ITALY
TURIN, ITALY
THESSALONIKI, GREECE
THESSALONIKI, GREECE
BRUSSELS, BELGIUM
THESSALONIKI, GREECE
SEP
CEDEFOP’S MAGAZINE PROMOTING
LEARNING FOR WORK
ISSUE 2 / SEPTEMBER 2014
MAIN STORY: APPRENTICESHIPS
INTERVIEWS:GERHARD RIEMERLUCA VISENTINIMARA BRUGIA
FEATURE: ITALIAN EU PRESIDENCY
MEMBER STATES: LATVIA
9090 EN – TI-AQ-14-002-EN-C
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]
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