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Outline

Statistical data: What do we know and what do we miss?

Practices: Features and patterns

Views from the ground and suggestions for action

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Toolbox

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1.1. How many people participate in CVET – Some definitions

Learning through which adults acquire knowledge, skills and competences oriented towards their professional development

CVET

CVET that is relevant to current / future work tasks and takes place in real or simulated work conditions

Work-based CVET

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1.2. How many people participate in CVET? – The non-formal segment

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- Indicator: ‘Job-related non-formal education and training’

- 30.9% of Europeans aged 25-64 years (2011)

Adult Education

Survey

1.3. Participation in CVET: The employed

Having undergone training paid by employer

EU Employed 2010

- 33.7% (Self-paid: 8.7%)

But Employer-provision

restriction

EWCS

Participation in CVT courses

EU Employees 2010

- 38% in courses (Other forms: 2-20%)

But size and sector limitations

CVTS

Participation rate in ET

EU Employed 25-64 years

- 2010: 9.7% - 2013: 11.3%

But Also includes

non-VET

LFS

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LFS

Participation rate in education and training

Did you attend any courses, seminars, conference or received private lessons or instructions outside the regular education system within the last 4 weeks?

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Eurofound’s 5th European Working Conditions Survey (2010)

Participation in employer-provided/paid for training

Over the past 12 months, have you undergone a training paid for or provided by your employer or by yourself if self-employed?

1.4. Work-based CVET: Non-formal part

Adult Education Survey (2007, 2011)

Employer-sponsored job-related non-formal education and training (training for professional reasons)

% of EU population aged 25-64 years

2007 2011

22.1 27.5

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1.5. Work-based CVET: The employed

The “Continuing vocational training in work situation” indicator: 20% of

employees – 2010

The “Employer-sponsored job-related non-formal education and

training” indicator: 37.7% of people in employment – 2011

The “Having undergone on-the-job training” indicator: 32.2% of people in

employment – 2010

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CVTS

Continuing vocational training in work situation

Is characterised by planned periods of training, instruction or practical experience in the work place using the normal tools of work, either at the immediate place of work or in the work situation

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EWCS

Have you undergone on-the-job training?

On-the-job training is defined as training given by other colleagues (co-workers, supervisors) of the company where the respondent works

1.6. To sum up

What we know Participation (2010/2011 data)

- Non-formal CVET (AES, % 25-64) CVET: 30.9% Work-based CVET: 27.5%

- Employed population CVET: Between 9.7% (LFS) and 38% (CVTS) Work-based CVET: Between 20% (CVTS) and 32.2% (EWCS)

What we don’t Participation

- Of unemployed and inactive in formal and informal CVET

- In work-based CVET Among the unemployed

and inactive Through informal learning In formal CVET

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And a need for harmonised indicators across surveys!

Toolbox

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2.1. Location, timing, and trainers BG EN FR DE IT SE Total

Location

On-the-job 6 3 3 – 4 2 18

Off-the-job 1 1 – 1 – 1 4

Combination on/off-the-job 3 12 2 8 1 6 32

Timing

Work-hours, full-time – 3 2 2 5 1 13

Work-hours, part-time 7 13 3 1 3 – 27

After work-hours 2 – – 2 – – 4

Origin of trainers

In-house trainers 2 8 2 4 3 2 21

Formal education institutions – – 1 2 1 1 5

Non-formal education institutions – – 1 – – – 1

Commercial institutions 3 1 1 – 1 2 8

External individual freelance – 1 – – – – 1

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2.2. Duration and attendance All 63 enterprises together

Duration of a training (nbr. of hours)

Up to 10 4

11 to 25 10

26 to 50 5

51 to 100 6

More than 100 12

Number of participants per training

Up to 10 13

11 to 20 13

21 to 50 6

More than 50 7 16

2.3. Lead and collaborativeness of learning process: Patterns of

pedagogical strategy

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Lead of learning process

Learner mainly

Trainer mainly Combination

Collabora-tiveness

of learning process

Individual Example 1

Collabora-tive

Example 2

Combina-tion

Example 3

Example 1. An individual and learner-regulated learning process

Context – A social care institution for physically / mentally disabled persons, France

Training objective – Conducting workshop/activities designed to improve well-being of persons suffering from disabilities

Learning strategy – Mentorship approach: learner performs work tasks, mentor advises and demonstrates

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Example 2. A collaborative and trainer-regulated learning process

Context – An enterprise of production and distribution of fresh vegetables, Italy

Training objective – Develop employees’ problem solving skills in the area of improving quality and efficiency of production

Learning strategy 5-persons groups for more interaction Trainers steer with assistance of tutors,

learners find information & solutions

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Example 3. Learner-trainer regulations with individual-collaborative sequences

Context – A provider of integrated comm. tools (audio/web/videoconferencing), England

Training objective – Training staff in use of products the company works with / sells

Learning strategy – 3 certification “belts”

❶Formal training: trainer-led & coll. (classroom) ❷Improvement: learner-trainer-led & individual-

collaborative (simulations, webinars, readings) ❸Real practice: learner-led & ind. (performance)

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Toolbox

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3.1. Advantages of work-based CVET ❶Serving as trainers/mentors and related recognition

❷Linking concepts to practice and improve acquisition

❶Adaptability to change

❷Speed of induction

❸Translatable into daily work and specifics

❹Direct assessment of training impact

❺In-parallel PD and production

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3.2. Needs & perspectives for action

Providers Funding

Trainers Tools

Visibility

&

Meaning

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3.2.1. Awareness, visibility, understanding

An unused term: rather workplace / on-the-job training

No widespread understanding of its principles, functioning, costs and benefits

Question – How to increase awareness, visibility and understanding

of work-based CVET?

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3.2.2. Tools, guidelines, support

Lack of methodological guidelines

Lack of pedagogical materials

Question – What kinds of tools, guidelines and other support for developing work-

based CVET are missing from the viewpoint of companies, providers and trainers?

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3.2.3. Qualifying trainers

Lack of preparedness to the specifics of work-based learning approach: analysing, reflecting, conceptualising, applying

What about introducing specific qualifications?

Question – Qualifying trainers for work-based learning in CVET: Issues and ways

forward

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3.2.4. Funding in-company WB-CVET

Application procedures not adapted to micro and small enterprises: documentation, administrative burden, length, time, rigidity; hiring consultants is out of reach

Need for simplification, information, administrative support, alternative funding

mechanisms (sectoral training funds)

Question – Funding in-company work-based learning activities: Issues and ways forward

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3.2.5. Emerging roles for providers

Collaborating with employers in designing training; labour market intermediaries; work placement; networking; promotional events

Issues: e.g. profit-fit balance; cooperation with employers; streamlining and recognition

Question – Training providers in in-company work-based learning: What role in the future

and how to support it?

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Thank you!

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