Apprenticeship Supply in the Member States of the EU

Antonio Corral

Copenhagen, 24th April 2012

ÍNDICE

INDEX

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1. Introduction

2. Overview of apprenticeship-type schemes in the EU

3. Advantages of apprenticeship-type schemes

4. Critical elements and drawbacks

5. Recent policy trends

6. Questions for reflection/Challenges ahead

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1. INTRODUCTION

DG EMPLOYMNET STUDY

Significant numbers of young people face challenges in transitions from

education to work.

Skill mismatches between labour demand and supply

Apprenticeship schemes facilitate access into the labour market.

European policy context favours work-based learning

Objective of the study

Provide an overview of apprenticeship schemes in the EU Member States Identify the key factors for improving their effectiveness in raising employability and facilitating labour market transitions in the EU.

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1. INTRODUCTION

There is not a single and commonly accepted definition of apprenticeship.

Apprenticeship-type schemes understood as those forms of Initial Vocational Education and Training (IVET) that formally combine and alternate company based training (periods of practical work experience at a workplace) with school based education (periods of theoretical/practical education followed in a school or training centre), and whose successful completion leads to nationally recognised initial VET certification degrees.

CONCEPT OF APPRENTICESHIP

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VET studies not equally important and attractive in all EU Member States

In some Member States, very positive perception about VET studies VET as 'backbone of education'

Other MS where VET studies are less popular or have a poorer image amongst population and prospective students

PRESENCE AND CONSIDERATION OF VET STUDIES NATIONAL LEVEL

2. OVERVIEW OF APPRENTICESHIP-TYPE SCHEMES IN THE EU

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2. OVERVIEW OF APPRENTICESHIP-TYPE SCHEMES IN THE EU

Great variety of VT systems in the Member States.

In all MS, schemes at upper secondary level where workplace training plays a significant role.

In most MS, VET schemes which can be labeled as mainly company based => apprenticeship systems in a strict sense.

In most cases, company based apprenticeship coexists with mainly school -based training schemes

In about half MS apprenticeship-type schemes at tertiary level (ISCED 5B) have been identified.

Often apprenticeship-type schemes relatively recent or reformed

APPRENTICESHIP-TYPE SCHEMES ARE WELL SPREAD ALL OVER EUROPE

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Country % work-based

training % School based training and time distribution

Denmark 66%-90% 10%-35% By blocks of 5-10 weeks

Estonia 66% 33% Flexible arrangements

France 66% 33% 2-3 weeks company/ 1 week VT centre

Germany 60% 40% 1-2 days/week

Poland 4-6 summer weeks Whole academic year

Slovak Republic >=60% <=40% 1-2 days/week

Spain 20%-30% 70%-80% At the beginning of training cycle

The Netherlands >=60% <=40% 1-2 days/week

United Kingdom <=70% >=30% 1 day/week

DISTRIBUTION OF WORK-BASED TRAINING AND SCHOOL TRAINING

2. OVERVIEW OF APPRENTICESHIP-TYPE SCHEMES IN THE EU

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Contracts vs. agreements Contract: apprentice as worker Agreements: apprentice as student

Parties involved: Most countries: usually contract signed by the enterprise and the student/apprentice.

Other countries, contract or agreement signed between the training centre and the company/association.

Contents Enterprise-student contracts: start duration, training/productive activities; working

conditions, remuneration,… School-enterprise agreements: form/duration of placements, a training plan,

evaluation processes…

Remuneration: If there is a labour relationship: employers obliged to pay a wage

If there is not a work contract: students may receive some compensation

VARIETY OF APPRENTICESHIP SYSTEMS

2. OVERVIEW OF APPRENTICESHIP-TYPE SCHEMES IN THE EU

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SOME FIGURES ON THE NUMBER OF APPRENTICESHIP PLACES

All in all, European companies supplied training positions for an approximate total of 9.4 million apprenticeship-type students (2009 data)

Approximately a total of 3.7 million apprentices in a strict sense

Another 5.7 million students attend other apprenticeship-type schemes (i.e. mainly school-based VET training with compulsory work-based training).

These figures mean that apprenticeship-type students represent approximately 85.2% of total secondary VET students and 40.5% of total secondary students in the EU-27.

2. OVERVIEW OF APPRENTICESHIP-TYPE SCHEMES IN THE EU

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2. OVERVIEW OF APPRENTICESHIP-TYPE SCHEMES IN THE EU

EFFECTS OF THE ECONOMIC CRISIS

Negative youth employment situation Increased number of students interested in pursuing VET in some countries

Downward trend in the amount of apprenticeships and in-company training placements offered by enterprises

Public expenditure pressures and reduced resources to the promotion of apprenticeship-type schemes

Additional side effects:

Possible use of apprenticeship students as a kind of cheap labour.

Increasing share of experienced unemployed professionals who try to find a job through an apprenticeship period.

Public initiatives to cope with the crisis (incentives for enterprises, improved matching supply-demand mechanisms, etc)

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3. ADVANTAGES OF APPRENTICESHIP TYPE SCHEMES

FACILITATION OF RAPID SCHOOL-WORK TRANSITIONS FOR STUDENTS

Students acquire practical hard skills and professional experience on equipment, working methods and technologies really used by enterprises.

Students also develop key soft skills in an efficient and realistic way

Students learn about the day-to-day reality of an occupation/profession

Work based training facilitates that employers and apprentices get to see each other in real life situations

Good platform for the upward mobility of students, salaries for students.

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3. ADVANTAGES OF APPRENTICESHIP TYPE SCHEMES

RAPID SCHOOL-WORK TRANSITIONS FOR APPRENTICES

Countries with high proportions of youth in apprenticeship tend to have lower youth unemployment rates

Transition patterns from school to work seem slower in countries without strong work-based training integrated into the formal school system

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3. ADVANTAGES OF APPRENTICESHIP-TYPE SCHEMES

ADVANTAGES FOR THE WHOLE ECONOMY

These schemes provide a very strong signal for identifying skill shortages for which enterprises suggest needs for further workforce.

Workplace learning opportunities provided are a direct expression of real employers/labour market needs.

Employers may also influence the number and mix of places and training specialities in VET schools through their willingness to offer such workplace training (specially in dual training countries).

Better matching of training to labour market real demand

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3. ADVANTAGES OF APPRENTICESHIP-TYPE SCHEMES

ADVANTAGES FROM THE INDIVIDUAL ENTERPRISE PERSPECTIVE

“Recruitment benefit”: Work-based training as suitable “assessment periods” for the recruitment of future skilled employees. Two sides:

“Productive benefit”: Apprentices and trainees that undertake useful work, generate a productive benefit for the employer.

Apprentices bring new knowledge and fresh perspectives very important for the smallest enterprises.

Higher social profile of enterprises that provide in-house vocational training

Apprenticeships used by enterprises as a tool for raising the qualification of current workers

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4. CRITICAL ELEMENTS AND DRAWBACKS

TRANSITORY BENEFITS? Increase of employment content of early working life But effects on pay and promotion in the long run are less clear. Value of skills learnt through apprenticeship may decay faster

LIMITED TRANSFERABILITY OF ACQUIRED SKILLS Acquired skills can be too enterprise-specific, limiting worker mobility

afterwards Mix of general and vocational education is low and very specialised at

sectoral level difficult the mobility amongst sectors Training provided by larger enterprises more positively assessed than the

one provided by smaller firms. Mechanisms to improve transferability:

Standard curricula and universal professional examinations Cooperative solutions amongst enterprises

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4. CRITICAL ELEMENTS AND DRAWBACKS

IMPORTANCE OF PROGRESSION IN EDUCATION FOR APPRENTICESHIP STUDENTS

Frequent “dead ends” or “terminal” programmes and/diplomas Increasing importance attributed to tertiary level apprenticeships

ACCESS TO APPRENTICESHIP-TYPE STUDIES SUBJECT TO IMPORTANT BIASES

Young women usually underrepresented, specially in some branches Young people with migration background Some ethnic groups Students with low core academic skills

PROBLEMS OF EARLY DROPOUTS

Vocational programmes typically face higher rates of students who leave studies without a certificate than general education

Problem very extended In some countries 25- 30% of drop-outs

Major challenge for all countries, different policy initiatives for:

o Retaining students

o Facilitating second chance opportunities

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4. CRITICAL ELEMENTS AND DRAWBACKS

NOT ALL SUITABLE EMPLOYERS PARTICIPATE IN APPRENTICESHIP

High costs derived from training activities and financial risk of taking on an apprentice

Lack of awareness about the existing apprenticeship offer

Lack of suitable in-house training facilities, equipment or personnel.

Low level of candidates in comparison to the skill requirements of the enterprises (lack of suitable applications, deficiencies in general skills, discipline issues).

APPRENTICES AS A SOURCE OF CHEAP LABOUR?

Different perspectives depending on the countries.

In most cases apprenticeship not used by companies as a source of cheap labour

Usually programmes structured to prevent cheap labour problems

Higher probability in sectors/enterprises which are relatively labour-intensive, pay low wages, not have works council and have simple work processes that can be learned quickly.

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5. RECENT POLICY TRENDS

MOST ANALYSED EU MEMBER STATES HAVE SET UP SPECIAL SUPPORT MEASURES Incentives to enterprises to encourage the supply of apprenticeship-type places Simplification of administrative procedures Improved (on-line) information systems (matching supply and demand) Short-time work practices for apprentices in companies in difficulties; assistance

to students in insolvent companies Facilitate inclusion of academically challenged students / avoid drop-outs /

attention to student heterogeneity Performance-based schemes for VET schools Increased modularisation and flexibility of training International opening of VT Continuing training of teachers and trainers Increase quality standards Standardisation of examinations Guidance and coaching of students at lower secondary education

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6. QUESTIONS FOR REFLECTION/CHALLENGES AHEAD

Need for improvement of the general image of VET, especially in some countries => apprenticeship can contribute

Balance between school-based (mainly theoretical) and enterprise-based (mainly practical) training

Balance between occupational skills and general skills Importance of “learning how to learn” and long life employability

Balance in the role of the different stakeholders:Companies, training centresEmployment contracts vs. training agreements

Quality standards of work-based training:Homogeneity amongst companiesHomogeneity amongst specialities/branches

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6. QUESTIONS FOR REFLECTION / CHALLENGES AHEAD

Provision of enough apprenticeship-type places, specially in the context of economic crisis incentives for enterprises

Reduce burdens and costs for enterprises involved in

apprenticeships

Provide early guidance and coaching for prospective apprentices

Facilitate access of students to apprenticeships

Facilitate transition of apprenticeship students to further

education levels Train the company trainers and supervisors (occupational/

pedagogical skills). Also teachers at schools.

Foster internationalisation of apprenticeship-type schemes

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6. QUESTIONS FOR REFLECTION / CHALLENGES AHEAD

Participation of social partners in the design/management of apprenticeship-type schemes.

Adaptation of VET contents and systems to enterprises’ needs.

Facilitate exchange of information and good ideas amongst Member States, in line with today’s exercise

The challenge of harmonisation of Apprenticeship-type schemes amongst EU Member States

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MANY THANKS FOR YOUR ATTENTION

acorral@ikei.es

www.ikei.es