repository.roiwbl.eurepository.roiwbl.eu/Synthesis Report on WBL and Apprenticeships in... · Return on Investment of Work Based Learning and apprenticeships Project N°: 2017-1-SK01-KA202-035375

Return on Investment of Work Based Learning and apprenticeships

Project N°: 2017-1-SK01-KA202-035375

0 Synthesis Report on Work Based Learning and Apprenticeships in Selected EU Countries

Synthesis Report on Work Based Learning and Apprenticeships in Selected EU Countries


Project N°: 2017-1-SK01-KA202-035375


Synthesis Report on Work Based Learning and Apprenticeships in Selected EU Countries Authors: Agresta, Francesco

DLEARN, Italy Anagnostaki, Olga

IDEC, Greece Bľanda, Jozef

Technical university of Košice, Slovakia Coppola, Gianluca

DLEARN, Italy

Figini, Carlotta DLEARN, Italy

Koleva, Milena KISMC, Bulgaria

Megaw, Cherith

Politeknika Ikastegia Txorierri, Spain

Urbančíková, Nataša Technical university of Košice, Slovakia

Vieira, Vanda

CECOA, Portugal

Reviewers: prof. Ing. Kristína Zgodavová, PhD. Ing. Iveta Korobaničová, PhD.

This publication was composed within the framework of the ROI project.

[Project N°: 2017-1-SK01-KA202-035375] http://roiwbl.eu/

Published by Technical University of Košice, 2018 ISBN 978-80-553-2741-9 This document may not be copied, reproduced, or modified in whole or in part for any purpose without written permission from the ROI Consortium. In addition an acknowledgement of the authors of the document and all applicable portions of the copyright notice must be clearly referenced. All rights reserved.


Project N°: 2017-1-SK01-KA202-035375


CONTENT

Introduction ........................................................................................................................................... 3

1. Work-based learning and apprenticeships .................................................................................. 5

2. Description of VET in ROI project participating countries ......................................................... 6

2.1 Bulgaria ............................................................................................................................................................... 6 2.2 Greece .................................................................................................................................................................. 6 2.3 Italy ....................................................................................................................................................................... 6 2.4 Portugal............................................................................................................................................................... 7 2.5 Slovakia ............................................................................................................................................................... 7 2.6 Spain ..................................................................................................................................................................... 8 2.7 Comparison of VET system in ROI project participating countries ........................................... 9

3. Methodology ................................................................................................................................. 11

4. Results from focus groups ........................................................................................................... 13

4.1 Description of Focus Groups ................................................................................................................... 13 4.2 Main results from focus groups ............................................................................................................. 13

5. The main results from SMEs survey ........................................................................................... 15

5.1 Evaluation methodology ........................................................................................................................... 16 5.2 The main results from quantitative survey ...................................................................................... 16

6. The main recommendation for O1. Model for Return on Investment of WBL and

apprenticeships preparation .............................................................................................................. 27

6.1 SMEs related costs ....................................................................................................................................... 28 6.2 SMEs-related benefits ................................................................................................................................ 28 6.3 Society-related benefits, which SMEs have no knowledge about but should also be considered ..................................................................................................................................................................... 28 6.4 Other recommendation ............................................................................................................................. 28

7. Annexes ......................................................................................................................................... 30

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may

be made of the information contained therein.


Project N°: 2017-1-SK01-KA202-035375


Introduction SMEs are Europe’s motor for growth and employment. They represent 99% of all businesses in the EU and account for two thirds of EU28 employment. The availability of skilled labour is an important prerequisite to their prosperity. Nonetheless, there is a mismatch between the skills the labour market demands and those that the education and training system provides. Realising this mismatch, the European Commission has identified that quality work-based learning and apprenticeships can be an efficient way of addressing labour market imbalances. In countries, where there is a well-established apprenticeship system, such as UK, Austria and Germany, SMEs contribute strongly to the training of the future work force through their involvement in work based learning and apprenticeship schemes. On the contrary, in countries with more school based systems, like Slovakia, Spain, Portugal, Greece and Bulgaria, the engagement of SMEs in the supply of placements is more challenging as they lack the support systems and fail to realise both the financial and social benefits. The SMEs awareness of the cost-benefit analysis deriving from the work-based learning is therefore crucial in order to determine their participation to the apprenticeship system. Based on this need, project “Return on Investment of Work Based learning and apprenticeships” (project N°: 2017-1-SK01-KA202-035375) suggests the development of a return on investment (RoI) model and digital tool that will allow European SMEs to calculate and visualise how investment on WBL and apprenticeships can manifest to multiple benefits. The innovative force of the project is the focus of its model to SMEs needs as well as the integration in the model and the digital tool of both SMEs-related benefits as well as society-related ones in order to clearly demonstrate the multilevel outcomes derived from work-based learning & apprenticeship practices. The direct target groups are SME’s entrepreneurs, managers and staff as well as VET providers (vocational training centres, professional schools, employment centres) that cooperate with SMEs for the provision of WBL and apprenticeships. At second level, it targets VET stakeholders and policy makers, national representatives of European networks as well as VET practitioners and experts. The expected project outputs are as follows: - A model for the calculation of RoI of WBL and apprenticeships by SMEs - A digital online tool that will demonstrate in visual way the RoI model - A Good Practices Guide addressed to SMEs, giving guidance on how to design, implement and monitor profitable apprenticeship practices which can benefit the enterprise, the apprentice and the entire society. - Creation and promotion of an apprenticeship-friendly SMEs badge to increase the engagement of companies in the provision of WBL. - Promotion of VET – SMEs cooperation, through experimentation and validation of the RoI model. - Organisation of promotional events addressed to SMEs entrepreneurs, VET centres and stakeholders that are interested to apply and promote the RoI model and tool. The project is implemented from November 2017 till October 2019 by 8 partners from 8 different EU countries in order to create results that will have European wide applicability and


Project N°: 2017-1-SK01-KA202-035375


impact, including countries that are still lacking in the engagement of SMEs in WBL (Slovakia, Spain, Portugal, Greece, Bulgaria), taking benefit from countries that are more advanced (UK and Italy) and using the technological know-how of others (Cyprus). The project partnership consists of the following institutions:

1. Technical University of Kosice (TUKE), Slovakia –project coordinator 2. KLUB PO UPRAVLENIE NA ZNANIYA, INNOVACII I STRATEGII (KISMC), Bulgaria 3. M.K. INNOVATION LTD (COIN), Cyprus 4. AINTEK SYMVOULOI EPICHEIRISEON EFARMOGES YPSILIS TECHNOLOGIAS

EKPAIDEFSI ANONYMI ETAIREIA (IDEC S.A), Greece 5. EUROPEAN DIGITAL LEARNING NETWORK (DLearn), Italy 6. CENTRO DE FORMAÇÃO PROFISSIONAL PARA O COMÉRCIO E AFINS (CECOA), Portugal 7. POLITEKNIKA IKASTEGIA TXORIERRI S.COOP (PIT), Spain 8. SOCIAL VALUE NETWORK (SVUK), UK


Project N°: 2017-1-SK01-KA202-035375


1. Work-based learning and apprenticeships In the European States, there has been pressure on the development and unification of vocational education systems (Ertl, 2002). Among the factors behind it are social and economic changes and global economic trends. European union plays an important role in this field. Education policy has always been an important tool in achieving economic goals. All measures in the field of education and training are designed to ensure the global economic competitiveness of the European Union. Most countries in Europe have become interested in the development of vocational training due to growing specialization in the economy. Employers want workers with knowledge of the entire workflow and the ability to deal with the risk and unpredictable situations at the workplace (Brockmann et al, 2008). Different policies and models of vocational education are applied across Europe. In Germany and Denmark, the VET system is state-regulated and focuses mainly on young people at the secondary level of education. In these countries, there is a dual system of education, where practical training is provided by companies and theoretical by schools. VET in these countries has a high status in society and is considered a good alternative to academic education (Sabates, 2010). VET systems in Romania and Italy are in the process of moving towards a more market-driven system, with some intervention by the state. In these countries, academic education is preferred, vocational training has a low status and is not perceived as an equal alternative to academic education (Sabates, 2010). VET in the UK is market driven and there is no uniform VET structure. VET in the UK is more flexible than German or Scandinavian systems but has a lower status in society (Preston et al, 2008). An important element of the development of vocational training in Europe was the agreement of the national ministries of education. First was the Bologna Declaration in 1999, which was signed by ministers of education from 29 European countries. Second was the Copenhagen Declaration, signed in 2002 by 31 ministers. These declarations focused on creating a unified framework of qualifications and competences, training, creating common quality criteria for learning and improving access to education. The result of these initiatives was the creation of a system for the transparency of qualifications (EUROPASS), the credit transfer system (ECTS, ECVET) and the European Qualifications Framework (EQF) (Powell et al, 2010). Work-based learning (WBL) and apprenticeships provide additional options to tackle the issue of youth unemployment. One of the main causes of youth unemployment is a significant mismatch between the skills and competences currently required by employers in the labor market and those acquired by young people through education system. The European Commission identified its strategic document „Rethinking Education: Investing in skills for better socio-economic outcomes” work-based learning and apprenticeships as a key strategic priority for reconciling learning and skills with the aim of reconciling the demand and skills of young people on the labor market required or offered respectively. The focus is on small and medium-sized enterprises, as this group of companies accounts for up to 99% of all businesses in the European Union and employs 2/3 of all employees (European Commission, 2012). Work-based learning is considered to be a powerful tool for developing work skills and promoting labor productivity. Implementation of this type of education and training requires an active approach of business to this issue. The model of work-based learning consists of activities such as apprenticeship, dual education programs or internships defined by a specific set of skills to be acquired over a certain period and having a specific funding mechanism. All of these activities focus on young people and improve their skills (OECD, 2017). Work-based learning and apprenticeships help young people to gradually transition from school to work (CEDEFOP). Training in education is a successful form of workplace learning and greatly facilitates the transition from education and training to work. Research suggests that countries with a strong


Project N°: 2017-1-SK01-KA202-035375


Vocational Education and Training system and apprenticeship have a lower unemployment rate for young people (EAfA, 2017).

2. Description of VET in ROI project participating countries

2.1 Bulgaria Bulgaria has undergone a significant economic transformation over the past three decades. The country still has a problem with youth unemployment and also a high rate of early school leavers from education and training. Therefore, Bulgaria seeks to modify the education system. Vocational training oriented to the labor market is the basis of the reform of the Bulgarian education system. The aim is to find a match of the skills needed by the private sector and those developed by the school system and to improve conditions for quality VET. The VET Act has changed 22 times over the past 13 years. These constant changes have impeded consistency in VET development and testify to a lack of relevance between the model set out in 1999 and reality of the VET system. None of the changes in legislation have targeted improving VET’s quality. Analysis of the quality assurance system in VET in 2011, commissioned by the Ministry of Education, concluded that VET provision was insufficient and inconsistent, and not in line with the European Parliament recommendation on quality assurance. VET is funded from the state budget, municipal budgets, national and international programs, sponsorship, donations, and own income. Vocational training is provided at the secondary level (EQF 4, EQF 3, EQF 2) and post-secondary level (EQF 5). National Vocational Education and Training (VET) policy is coordinated by the Ministry of Education and Science.

2.2 Greece Greece is the largest economy in the Balkans, and an important regional investor. In Greece there is a problem with unemployment and a large proportion of unemployed people are graduates of secondary schools and universities. Greece seeks to improve the education system and training. The major weaknesses and challenges in the field of VET in Greece can be summarized as follows: a) Higher dropout rates in comparison with General Education, b) multiplicity and complexity of legal framework, c) lack of continuity and focus in the design and implementation of VET related policies and d) problematic linkage with the labour market. VET is in the process of transformation in Greece. The Youth Action Plan seeks to integrate education with practice, improve vocational education and training and improve apprenticeships. Today, young people continue to see vocational education as a last resort, despite unceasing efforts by the authorities to present it as an alternative of equal value with general education. The Ministry of Education is responsible for the implementation of VET policy, assisted by the National VET Committee, which is made up of secretaries-general from key ministries. The Institute of Educational Policy is responsible for drawing up curricula. VET is offered in Greece at the secondary level of education (EQF 4) and at the secondary level (EQF 5). VET is funded primarily from the state budget and from European sources.

2.3 Italy The Italian economy is one of the biggest in the world for exports and it is dominated by the SMEs, Small and Medium Enterprises, while the number of the big industries is low. In Italy there is a high risk of poverty and low employment. There is also a high rate of people without employment, education or training. VET in Italy focuses mainly on services, manufacturing and construction. Over the last 10 years, many laws concerning the apprenticeship have been approved at national and regional levels. Introducing continuous changes often applied in non-


Project N°: 2017-1-SK01-KA202-035375


homogeneous manners, these laws increased confusion, both in students and companies, instead of supporting the apprenticeship diffusion. The most recent reform (2014) focuses mainly on adjusting the work contract system. The aim is to create a unified system of employment contracts to help with employment. VET programs are offered in Italy at post-secondary level (EQF 5, EQF 4) and at secondary level (EQF 4, EQF 3). VET is funded by national and regional funds. Every year the Ministry of Labour and Social Policies transfers the financial resources for apprenticeship training activities to the Regions and the Autonomous Provinces. The Ministry of Education, Universities and Research, the Ministry of Labor, Regions and Autonomous Communities, and the social partners are responsible for VET in Italy. The Ministry of Education defines the framework for VET. The Ministry of Labor and Social Policy sets a framework for regional vocational training. Regions and Autonomous Provinces are also responsible for the planning, organization and provision of apprenticeships.

2.4 Portugal Portugal is a developed country with a high-income, advanced market economy and high living standards. Low level of education is one of the key factors explaining the lack of productivity of Portugal compared to the European partners. In the late 1970s, the Institute for Employment and Vocational Training (IEFP) was created in order to put in practice of employment and training policies with increased attention to the local needs. Government authorities have begun to create the conditions for incorporating the practical component of training into the education system. VET in Portugal is offered at post-secondary level (EQF 5, EQF 4) and secondary education (EQF 4, EQF 2). Despite the fact that a National Qualification System has been set up to help develop VET, the number of young people enrolled in vocational education and training in Portugal remains low when comparing to general studies but the number of Adults enrolled in VET is very high (around 65%) comparing to general education or other forms of qualification.1 The central government has an overall responsibility for vocational education and training in Portugal. The Ministry of Labour, through the Institute for Employment and Vocational Training (IEFP), is responsible for training through apprenticeship programmes, continuing vocational training and active labour market measures implementation. The Ministries of Education and Labour share equal responsibility over the National Agency for Qualification and Vocational Education (ANQEP), the National Agency being responsible for coordinating the implementation of policies regarding education and training of young people and adults, as well as to ensure the development and management of the National System for the Recognition, Validation and Certification of Competences. Regional authorities for non-higher education and VET are responsible for the implementation of policies at local level. The costs of education and VET are covered almost entirely by public funding through contributions from the State budget (Orçamento de Estado – OE), the Social Security Budget (Orçamento da Segurança Social – OSS) and the European Social Fund (ESF).

2.5 Slovakia The Slovakian business economy is heavily dependent on SMEs as they provide 72 % of employment and 67 % of value added, well above the respective EU averages of 67 % and 58 %. Slovakia has a strong VET tradition, with about 70% of all upper secondary learners participating in VET programmes. Being among the most open in the EU and with a high employment share in manufacturing cars and electronics, its economy relies heavily on vocationally skilled people. Slovak education and training system is based on the 1970s model, aimed at providing all learners with at least upper secondary education, mainly through school-

1 Source: Estatisticas da Educação 2015-2016 – Adultos. Direção-Geral de Estatisticas da Educação e Ciência.


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based VET. In total, 32.6% of the available training places were filled in 2015/16. VET institutions build on a long tradition that dates back to the Czechoslovakian system before 1970s that provided for a strong link between VET schools and state-owned enterprises. The Act on VET (The Act n. 61/2015 on Vocational Education and Training in Slovakia) was accepted by the Slovak National Council in 2015. The aim of the new act is to enable a smooth transition of secondary vocational schools from education to the labour market and reduce the risk of unemployment for young graduates. Self-governing regions are responsible for maintaining public secondary VET schools and for regulating inflow of learners in their territory. The education ministry supports schools by providing regulations for content, pedagogy, and staff qualifications. Some VET schools are under the responsibility of the interior and health ministries. VET in Slovakia is offered at the secondary level (ISCED 253, ISCED 353, ISCED 354) and at post-secondary level (ISCED 454, ISCED 554).

2.6 Spain Spain has developed through various stages to become a leading European and world economy. Services now account for almost three quarters of economic production in Spain. . Unemployment for those aged 15-24 rose dramatically during the crisis and is still a chronic problem. The past 40 years have seen a progressive intensification of measures to increase the attractiveness of vocational education in Spain and a growing focus on the educational and socioeconomic value of a skilled workforce. VET in Spain although existing in various forms since the start of the industrialised period was formally introduced into the educational system in 1970 within the Law of General Education. In 2002, the creation of the Spanish VET National Qualification System “Sistema Nacional de Cualificaciones y Formación Profesional” - SNCFP (under Law 5/2002) consolidated the systemic approach to vocational education and unified programmes aimed at creating and linking future skilled workers, quality training provision and the workplace. As part of employment policies, several measures have been taken in 2015 to tackle high unemployment due to economic crisis; the effectiveness of these measures is part of the political debate. New legislation (Act 30/2015) sets a new scenario for developing VET in the employment system. The framework for the collaboration between training centre and company is established by the corresponding Educational Ministry in each autonomous region. VET in Spain is provided at post-secondary level (EQF 3, EQF 4, EQF 5). Educational competences are distributed between the central government (education ministry) and the regions (education departments). The Ministry together with the regional education authorities implement the national standards, whereas regions have executive and administrative powers in their territory. VET in Spain is funded from the state budget.


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2.7 Comparison of VET system in ROI project participating countries

Table 1 Comparison of VET system in ROI project participating countries Types VET Secondary level Access to the

next level/tertiary

education

VET /combining

VET and gen. education

Post-secondary Level

Access to tertiary

education

VET /combining

VET and gen. education

Funding Responsibility for VET

Bulgaria WBL, dual EQF 2 (ISCED 351)

YES/NO combined EQF 5 (ISCED 453)

NO VET the State budget the municipal

budget donations own revenue national and

international programmes

Ministry of Education and Science

EQF 3 (ISCED 354,

YES/YES combined

EQD 3 (ISCED 351)

NO/NO combined

EQF 4 (ISCED 354)

YES/YES combined

Greece WBL, apprenticeships

EQF 4 (ISCED 354)

YES/YES combined EQF 5 (ISCED 655, ISCED 453)

NO VET the State budget European funds

(European Social Fund)

Ministry of Education

Institute of Educational Policy

EQF 4 NO/NO VET

Italy WBL, apprenticeships

EQF 4 (ISCED 354)

YES/YES VET EQF 5 (ISCED 554)

NO VET the State budget the regional

A National Committee

http://www.inspiringscience.eu/project/partners/institute-educational-policy




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EQF 4 (ISCED 352)

NO/NO VET EQF 4 (ISCED 453)

NO VET funds the provincial

funds EQF 3 (ISCED

353 NO/NO VET

Portugal WBL, apprenticeships

EQF 2 (ISCED 254)

YES/NO VET EQF 4 (ISCED 354)

YES combined the State budget the Social

Security Budget the European

Social Fund municipality

funds

A central government

The Ministry of Labour (Institute for Employment and Vocational Training, IEFP)

The Ministries of education and labour

EQF 4 (ISCED 344, ISCED

354)

YES/YES combined EQF 5 (ISCED 454)

YES combined

Slovakia WBL, apprenticeships,

dual

ISCED 354 YES/YES combined ISCED 554, NO VET the State budget the European

funds (European Social Fund)

private resources


A self-governing regions ISCED 454 YES/YES combined ISCED 454

ISCED 353 NO/NO VET ISCED 554 YES/YES VET ISCED 354 YES/YES VET

Spain WBL, apprenticeships,

dual

ISCED 353 YES/NO combined ISCED 554 (higher VET,

sport and art and design

programmes)

NO VET the State budget municipality

funds European Social

Fund


A regional education

authorities

ISCED 354 YES/YES VET

ISCED 354 (sports

programmes)

NO/NO VET

ISCED 354 (arts and design

programmes

NO/NO VET

Source: Own proceeding (based on CEDEFOP, 2018)


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3. Methodology The first intellectual output of the project (O1) is a Model for the calculation of the return on investments of WBL and apprenticeships for SMEs. The model will provide the theoretical framework for the elaboration of a digital tool (O2), while ensuring at the same time that it responds to SMEs’ needs. The suggested model will be targeted to SMEs in order to motivate and engage them in the provision of WBL and apprenticeships. The SMEs decision to engage in the supply of WBL and apprenticeship training is determined by the cost-benefit ratio of such an investment. From an early desk research during the proposal preparation phase, the following inputs for the RoI calculation partners have been identified: SMEs related costs (indicatively): -wages of apprentices: regular, irregular wage payments, compensation for any living expenditure; -training costs: e.g. training personnel and supplies’ costs; -recruitment and administrative costs: including financial and capital costs; -quality costs: correction of mistakes’ costs, quality assurance costs; -infrastructure costs; -other costs: fees, duties and taxes; SMEs-related benefits (indicatively): -the value of apprentices’ productive work for skilled and unskilled tasks; -higher productivity percentage during the apprenticeship period; -increased firm’s reputation: increase in local/regional/national clients, positive customers feedback; -saved hiring costs; -eventual training subsides; Society-related benefits, which SMEs have no knowledge about but should also be considered (indicatively): -increased local/regional/national employment rate; -increased local/regional/national youth employment rate; -social inclusion of vulnerable categories; -economic return: reduction of public expenditure in VET; -wage returns: higher apprentices’ wages compared to non-apprentices’ ones; -acquisition of hard and soft skills by the apprentice; -facilitation in school-to-work transition; -increased entrepreneurship among young people; -better quality of work; -improved professional status and career development among young people; -better job satisfaction; The Model to be developed is based on: - the parameters that arose from the initial research and are listed above; - further research into 6 participating countries (Bulgaria, Greece, Italy, Portugal, Slovakia, Spain); - synthesis of the results and extraction of the common attributes for the development of a European wide applicable model. The tasks leading to the production of the “Model for the calculation of the return on investments of WBL and apprenticeships for SMEs” were divided as follows:


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1. Preparation of the Guideline for qualitative research 2. Focus groups in 6 partner countries organisation 3. National research reports (qualitative part) elaboration 4. Preparation of the Guideline for quantitative research 5. Questionnaire survey in 6 partner countries 6. National research reports (quantitative part) elaboration 7. Synthesis report elaboration 8. Development of a model for ROI

Technical university of Košice (TUKE), Slovakia was leader of the activity 1-7. TUKE provided the research methodology to partners, collected the national reports and developed the Synthesis report. SVUK, UK and CECOA, Portugal provided expert feedback on the Guideline for research. The research focussed on Synthesis report preparation started in November 2017. In December 2017 the Guideline for qualitative research has been prepared. The focus groups in Slovakia, Greece, Italy, Bulgaria, Portugal and Spain were organised in January 2018. The first part of national reports which included results of focus groups has been prepared by six ROI project partners in January 2018. Based on the results of the focus groups, the methodology for quantitative research has been prepared by the end of January 2018. The questionnaire survey has been carried out in Slovakia, Greece, Italy, Bulgaria, Portugal and Spain in February-March 2018. Altogether 120 organisations have been researched which resulted in the final version of National reports preparation. Based on the National reports TUKE, Slovakia elaborated Synthesis report. This Synthesis report serves as basis for the preparation of the ROI model. Based on the Synthesis report, CECOA, Portugal will develop a comprehensive Model for the return on investments of WBL and apprenticeships. The Synthesis report includes the most important and relevant outputs from National reports. For more information see: Annex 1: The Guideline for research Annex 2: National report Bulgaria Annex 3: National report Greece Annex 4: National report Italy Annex 5: National report Portugal Annex 6. National report Slovakia Annex 7: National report Spain


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4. Results from focus groups

4.1 Description of Focus Groups During January 2018, project partners organized focus groups with representatives of the ROI project’s target groups. The focus groups were organized by the project partners from Slovakia, Greece, Italy, Bulgaria, Portugal and Spain. Representatives of different types of organizations such as big multinational companies which are a forerunner of the dual education, SMEs, organization supporting WBL, VET providers, trainers and students took part in the focus groups. In order to protect the respondent’s confidentiality in qualitative research, the anonymity of both respondents and company has been maintained by removing the contributor's and company names. The respondents received the national translation of the questions for qualitative research one week before focus groups have been carried out. The focus groups in some countries have been recorded with prior approval of all participants.

4.2 Main results from focus groups There are very similar definitions of work-based learning and apprenticeships in all countries participating in the project. In all countries WBL and apprenticeships are associated with practical training of students in companies. However, there are differences concerning the way of implementing policies, the national framework and the level of development of WBL and apprenticeships. Support measures According to the respondents from all partners´ countries participating in the focus groups, the best ways how to promote WBL and apprenticeship to SMEs are:

economic benefits provision, like subsidies/tax reduction for SMEs; less bureaucracy; improve funding structures for WBL and apprenticeships; close cooperation between VET schools and SMEs; the Government should cover the expenses; Company should invest on students; there should be more regulations with respect to quality assurance and monitoring of

practical training in enterprises to students and adults; improve awareness of SMEs about WBL; promoting the status of certificates for WBL students.

Main benefits of an effective work-based learning:

the apprentices get prepared for professional life. They take lessons in practice, make mistakes, fix them and generally, improve their abilities;

the VET schools and Training centres will cooperate more easily between each other; decrease the skills miss-match; increase the job opportunities; increase the quality of the VET education offer; increase languages skills especially in company open to the world; increase the intergenerational exchange; better match between needs of business and employees’ skills;


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graduates have a certain job and a possibly of faster career progression; faster integration of students into work teams; acquiring work habits and working discipline; well prepared future workers.

Main obstacles for an effective work-based learning:

the WBL is not created in line with VET curricula; the supervision and monitoring of the student; lack of financial resources; too much bureaucracy and documentation; many changes in the law; the parents’ involvement is not always positive; high schools are not interested in dual education; poorly prepared school graduates.

Measures implemented to improve the work-based learning:

cooperation with the social partners for a new national legislation; cooperation between the different levels of governance.

Main costs associated with WBL:

salaries, social insurance, health insurance of students; wages for supervision and trainers; time costs; recruitment; promoting dual education/marketing /advertising; material costs.

The most of participants in the focus groups from all countries agreed that there is a lack of structures in the system of communication and cooperation between VET and companies. Participants also said that there is a lack of support for companies that provide apprenticeships for disadvantaged or they did not have any information about that. Also, according to the focus groups participants, companies are not sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices in all countries except Bulgaria and Spain. Social value/impacts and the outcomes of apprenticeships and WBL Focus groups participants understand “social value/social impact/SROI” as:

the way it influences the SMEs, the students and the business in general; employability and increase of the social and professional skills and competences; more social cohesion between the different actors involved; intergenerational exchange; social value - a value that cannot be expressed in financial terms; social benefits - loyalty of the employee; Corporate Social Responsibility of the company involved in WBL as it contributes to its

better image.


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The focus groups participants pointed out that in some countries the current system is scarcely available to SMEs and it is necessary to understand why their efforts to engage in the system are mostly not successful. The key problem is the low willingness of schools, students and their parents, both for financial and attitude reasons. Apart from SMEs, it would be necessary to better understand the attitudes of schools and students and to raise awareness of the benefits of WBL as well as apprenticeships and vocational training in general to all stakeholders potentially involved (SME, schools, VET providers, students, parents, etc). Besides the changes that result from a WBL and/or apprenticeship the significance of the impact of every ROI indicator should be better understood. It would be interesting to investigate if, after the WBL experience, SMEs create feedback loops with the schools to address the market needs to shape the subject and/or the methodology of the school subjects in order to close the gap of the skills mismatch. In addition, it would be useful to investigate the importance those social skills have in their company, and how they can be increased through a WBL experience and, finally, how organizations and companies evaluate whether students at the end of the WBL experience have reached the objective of their learning agreement stipulated at the beginning of the working experience. It was pointed out that the following problems exist:

not enough information provided by the career guidance centres; not enough control over the quality of training provided by the Vocational training

centres for adults; not enough activity from the side of the business for ensuring opportunities for WBL; no available information about students and adults involved in practical training in

enterprises, as well as assessments about quality achieved. It would be very useful to:

evaluate companies perceptions on the most evident aspects of apprenticeships and also wider considerations that they may not have taken into account - such as the social and longer term impact of apprenticeship training;

consider the various systems of WBL and specific advantages/disadvantages of each e.g. FCT(work based module) or Dual system;

to list individual advantages to uncover perhaps unseen advantages; to explore the global knowledge of existing facilities and support for apprenticeships

(legal, logistical, practical, financial, educational…) and to evaluate what would be required in each aspect to further facilitate apprenticeships in companies;

to value the multiple (immediate and long term) social returns (for the wider economy, society, education, young people, employment, prosperity…);

to evaluate availability of staff (if/how many/with what confidence) to train apprentices in companies;

to explore what is lacking/what would be needed in companies from staff point of view.

For more information of results of the focus group in each participating country see Annex 2 -7.

5. The main results from SMEs survey Questionnaire survey was answered by 120 enterprises from Slovakia, Greece, Italy, Bulgaria, Portugal and Spain between February and March 2018. Most of them were from category of small and medium-size enterprises. The enterprises operates in many kinds of sectors e.g. automotive, accommodation, boarding, electro technical industry, food industry, transportation, metallurgy and chemical industry, retail trade. Most of the enterprises that participated in the survey are certified to provide dual education, WBL or apprenticeships.


Project N°: 2017-1-SK01-KA202-035375


5.1 Evaluation methodology Respondents were asked to answer to several question most of them in a 1-7 point Likert scale. After that the median values and mode values were calculated. The median is the value which separates the higher half of a data sample from the lower half and the mode determines which value occurs most frequently in the sample. Because 7-point scale system was used, the midpoint is number four. Therefore any average resulting in a number greater than four – is considered neutral value – could be concluded as overall agreement, while a value below four would indicate disagreement. The IQR (inter-quartile range) value was calculated as well. It means that the responses were listed in numerical order, and then they were divided into four equal groups. The last number in each group is referred as the quartile. After that, the first number from the third was subtracted, to give the called inter-quartile range or IQR. This indicates that the respondent's opinions are not so far apart (if value is one or two), but it shows that the statement drew strongly to polarized responses if value is three or four (see Table 1).

Table 2 Assigned points to Likert scale Strongly disagree 1

Disagree 2

Somewhat disagree 3

Neither agree or disagree 4

Somewhat agree 5

Agree 6

Strongly agree 7

Source: Own proceeding, 2018

Table 3 shows numbers of respondents by country.

Table 3 Number of respondents by country Country Number of respondents

Bulgaria 20

Greece 29

Italy 20

Portugal 11

Slovakia 20

Spain 20

Total 120


5.2 The main results from quantitative survey Below analysis of the results obtained by surveyed question is provided:

1. Is your company involved in WBL and/or apprenticeships provision?

Most of surveyed companies are involved in dual education, WBL or apprenticeships. One type of this kind of education is provided by 95 (79%) companies, 15 (12%) companies do not provide any kind of education, but they are considering it. Only 9 (8%) of the respondent companies do not provide any kind of education because they do not have an interest and one respondent did not know if the company provides dual education.


Project N°: 2017-1-SK01-KA202-035375


Figure 1 Company involved in WBL and/or apprenticeships provision


2. Do you have institutional policy on WBL and/or apprenticeships provision?

Most companies have their own institutional policy on WBL or apprenticeships. Overall, 75 (62%) companies have their own institutional policy on WBL or apprenticeships, 26 (22%) companies do not have any policy, but they are considering it and nine (8%) companies have no policy and they do not have an interest in it.

Figure 2 Numbers of companies with institutional policy on WBL and/or apprenticeships


3. 3a. In your opinion, WBL and apprenticeship in a companies

Table 4 shows results obtained in terms of company effects deriving from WBL and apprenticeships, presenting the median value, the modes value, the IQR (inter-quartile range) and an overall opinion for each item. The item “does not bring value for money” reached an IQR value over 2. It means that responses to this question were strongly polarized and respondents had very different opinions about the

79%

12%

8%

1%

Yes

No, but we areconsidering it

No, and we do not havean interest

I do not know

62% 22%

8% 8%

Yes


No, and we do not havean interest

I do not know


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item. The rest of the items reached a value of IQR two or less, so in these items, responses are not so far apart and opinions of respondents are not so different. WBL gives the opportunity to get to know future employees. This item has a strong agreement among respondents. A similar agreement was also obtained on items “has a better employee candidate pool, leading to lower future training costs”, “ensures availability of skilled workers by investing in the future workforce” and “has a positive impact on organisation’s performance”, and “contributes to reducing the cost of external recruitment and internal induction (introducing staff to a new job and organisation”). The respondents had a neutral opinion about the contribution of WBL to staff retention and work satisfaction, bringing value for money, bringing more benefits than costs, and bringing more risks than benefits.

Table 4 Company effects COMPANY EFFECTS median mode IQR Overall

agree/disagree has a positive impact on organisation’s performance 6 6 1 agree contributes to higher productivity by hiring the former WBL trainees

5,5 6 1 agree

enhances organisation’s profitability 5 5 2 agree contributes to reducing the cost of external recruitment and internal induction (introducing staff to a new job and organisation)

6 6 2 agree

increase staff morale (overall outlook, attitude, satisfaction, and confidence that employees feel at work)

5 5 2 agree

gives the opportunity to get to know future employees

6 6 2 agree

enhances company image and reputation 5 6 2 agree increases staff retention and work satisfaction 5 6 2 agree provides an effective way to address the problem of inadequate skills supply

5 6 2 agree

has a better employee candidate pool, leading to lower future training costs

6 6 1 agree

ensures availability of skilled workers by investing in the future workforce

6 6 1 agree

does not bring “value for money” 4 5 3 neutral brings more benefits than costs 5 5 2 agree brings more risks than benefits 3 2 2 disagree is investment in future skills rather as a way to sustain low-cost production

5,2 6 2 agree

trainees bring innovation into the WBL experience, in particular digital skills

5 5 2 agree

trainees bring innovation into the WBL experience, in particular open sources programs

4 4; 5 2 neutral


According to the respondent's opinions, there are other effects of apprenticeships or WBL to companies:

- WBL is very necessary because students get practical experiences and they learn to use the latest technology that schools are not able to provide;

- saving state costs for technical provision of practical training; - a significant increase in the employment of graduates;


Project N°: 2017-1-SK01-KA202-035375


- greater adaptation to jobs with more specific functions; - reduces costs but increases risks; - there is a negative effect outputs when the apprentice is not ready for this experience; - it burdens with additional responsibilities the existing employees because they have to

train the apprentices.

4. 4a. In your opinion, the WBL and apprenticeship in society

Table 5 shows results obtained regarding society effects. According to the methodology set for this survey, a value of median less than four means overall disagrees, a value of median more than four means overall agreement and if the value of median = 4 it means the neutral opinion of respondents. There was a strong agreement between respondents that apprenticeships and WBL increases employability through more effective preparation of learners for the labour market, foster the acquisition of soft and employability skills and contributes to the development of more relevant and integrated curricula at schools. The last item “improves active citizenship” has three different modes There was an overall agreement, that apprenticeships or WBL reduce youth unemployment, as the value of median of this item was close to 5. There was a strong polarization of responses because IQR value is at level 3. There was an overall agreement for all other items.

Table 5 Society effects SOCIETY EFFECTS median mode IQR Overall

agree/disagree increases employability through more effective preparation of learners for the labour market and fostering the acquisition of soft and employability skills

6 6 1 agree

contributes to developing more relevant and integrated curricula at schools

6 6 1 agree

reduced youth employment 5 6 3 agree higher inclusion in society, helps social integration and participation, particularly for vulnerable groups

5 6 2 agree

higher inclusion in society, helps to keep dropout rates low

5 6 2

higher economic return through reducing public expenditure and freeing up funds for other priorities

5 4 2 agree

a better social cohesion and cooperation in the region 5 5 2 agree higher societal trust since governments, companies and citizens contribute to improving the provision of opportunities and results

5 4 2 agree

improves intergenerational exchange 5 6 1 agree improves active citizenship 5 4; 5; 6 2 agree


According to the respondent's opinions, there are other society effects of apprenticeships or WBL:

- better engaging in community; - it activates trust between business customers and apprentices in case the company goes

on recruiting later; - greater interaction between the labour market and the education system, where

contributions may be made for an assertive adaptation of curricula of some of the courses offered.


Project N°: 2017-1-SK01-KA202-035375


5. 5a. In your opinion, the national legislation on WBL and apprenticeship

Table 6 shows median, mode, IQR value and overall agreement or disagreement regarding each of the item proposed related to national legislation on apprenticeships and WBL. Respondents have a neutral overall opinion about all items in this part of the questionnaire. There were strongly polarized responses in items “has appropriately set the WBL financial framework” and “is more suited to larger companies than SMEs”.

Table 6 The national legislation on WBL and apprenticeship SUPPORT, ENVIRONMENT median mode IQR Overall

agree/disagree has established a structured, continuous dialogue and cooperation between all apprenticeship partners including a transparent method of coordination and decision-making

4 5 2 neutral

safeguards the rights and responsibilities of the main partners (vocational education and training providers, employers, apprentices and social partners)

4 5 2 neutral

duly involves employer and employee representatives in questions of apprenticeship content, assessment and certification

4 5 2 neutral

has appropriately set the WBL financial framework 4 2 3 neutral is motivating to engage both companies and vocational education and training providers

4 5 2 neutral

is more suited to larger companies than SMEs 4 4 3 neutral Source: Own proceeding, 2018

Other opinions of respondents regarding national legislation on dual education, WBL and apprenticeship are as follows:

- national legislation on WBL and apprenticeship is not good; - is very complicated; - conditions for dual education regulated by legislation are not attractive for companies

and schools; - it is mainly suitable for large automotive companies not for SMEs; - currently, schools make decisions about place of practice for students, but it should be

the students´ decisions; - not enough students of dual education for large companies; - too many administrative duties for companies; - it is not homogeneous, not organized, not flexible; - it is necessary to request more clearly the participation of all those involved in the

search for improvement of existing laws.

6. Please indicate 3 support measures that you know would make apprenticeships more attractive and accessible to SMEs and would motivate companies to take on apprentices?

In this part of the questionnaire, respondents suggested to mainly focus on areas related to Government support, dissemination activities, financial support and cooperation between companies and schools. Respondents provided the following recommendation of measures:


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1. State support a. Financial support

- the state to take over to contribute to the salary of the people to be recruited; - grant for the complete insurance of the apprentice, grant for the largest part of the

apprentice's salary; - tax concessions for companies involved in dual education, WBL or apprenticeships; - direct financial support for companies; - co-financing of machines/tools within innovation (machine fleet modernization).

b. Non-financial support

- support by State institutions; - ability to work after the end of the apprenticeship with reduced employer contributions

for at least 5 years; - less bureaucracy; - motivation for recruitment.

2. Education process

- standardization of process; - ability to find candidates through electronic methods; - longer duration - in parallel with the studies; - more guidance for tutors and simplification of the process; - dual education in companies should be only for higher grades, because there is a risk to

incorporate young students into the manufacturing process – whereas the students do not have the necessary technical skills after graduation in the elementary school;

- to strengthen practical education in non-dual education (one day a week is not enough); - to hire students into dual education through company itself; - the theoretical preparations of practical lessons should be provided by the school, not by

the company; - an obligation that the student stay working in the company after completing his studies

(for example; 3 years); - student training on machines provided and trained by manufacturer; - direct contact with the final product; - an obligation for secondary vocational school participated in dual education; - adjustment of study programs according to the requirements of companies. - to build workrooms and supply good working equipment.

3. Dissemination and awareness of WBL

- better promotion of dual education; - better awareness of students, parents and schools about WBL and local companies - counsellors at elementary schools; - to increase the number of schools and students interested in dual education, WBL or

apprenticeships; - good mentors and teachers; - formal recognition of the receiving entities and recognition at the tutor’s level such as a

formal certification.


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7. In your opinion, are SMEs with no prior experience with apprentices able to work on WBL and apprenticeships

Table 7 shows items related to the SMEs and their ability to organise dual education, WBL or apprenticeships. First and second item in this part of the questionnaire reached IQR value at level 2, so the respondents' opinions are not so far apart from each other. Another two items reached IQR value at level 3, it means that respondents' opinions are very far apart from each other. Respondents have a neutral opinion about the possibility of SMEs to host dual education or WBL. SMEs are interested in easier and shorter form of WBL or apprenticeship according to the respondent's opinion. Respondents agreed that SMEs with no prior experience with apprentices have the capacity to host WBL and they are interested in easier and shorter form of WBL or apprenticeship. SMEs with no prior experience with apprentices do not get sufficient financial support according to the respondents.

Table 7 SMEs with no prior experience with apprentices median mode IQR Overall

agree/disagree have the capacity to host WBL 5 5 2 agree are interested in easier and shorter form of WBL or apprenticeship

5 4 2 agree

get sufficient financial support 3 2 3 disagree get sufficient non-financial support 4 4 3 neutral


8. Perception of companies

Table 8 shows items related to the perception of companies at a system level. There is a strong agreement that SMEs require more information about apprenticeship since they do not have a clear idea of the different forms of WBL. Companies are not sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices according to the respondents´ opinions. There is a neutral opinion of respondents about items “companies that provide apprenticeships for disadvantaged learners are sufficiently supported”, “sufficient broad range of awareness-raising activities aiming at the promotion of the vocational education and training and apprenticeships attractiveness are implemented”, “there is systematic cooperation between vocational education and training schools or training centres and companies that ensure sufficient support to SMEs through business-education partnerships at the local level”, “the current content of work-based learning programmes takes into account the changing skill needs in companies and society” and “SMEs create feedback loops with the VET providers to address the market needs”. There was a polarization of responses as well. It means that responses in five items were very different.

Table 8 Perception of the system working PERCEPTION OF THE SYSTEM WORKING median mode IQR Overall

agree/disagree SMEs require more information about apprenticeship since they do not have a clear idea on the different forms of WBL

6 6 1 agree

companies that provide apprenticeships for disadvantaged learners are sufficiently supported

4 3 3 neutral


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companies are sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices

3 2 3 disagree

sufficient broad range of awareness-raising activities aiming at the promotion of the vocational education and training and apprenticeships attractiveness are implemented

4 4 3 neutral

there is systematic cooperation between vocational education and training schools or training centres and companies that ensure sufficient support to SMEs through business-education partnerships at the local level

4 5 3 neutral

the current content of work-based learning programmes takes into account the changing skill needs in companies and society

4 3 3 neutral

the adaptation of the school curricula to the SMEs needs which are strictly related to the market is missing

5 4 2 agree

SMEs create feedback loops with the VET providers to address the market needs

4 4 1 neutral


9. In your opinion, which are the 3 main success factors that contribute to effective work-based learning?

According to the respondents´ opinions, success factors that contribute to effective apprenticeships and WBL contain factor related to State support, cooperation between stakeholders, benefits to the companies or technical equipment for companies. Respondents reported the following factors:

1. Interest of students and companies in WBL - the intention of the enterprise to contribute to the learner's knowledge and education; - real participation of the company offering the position and willingness to invest time to

train the apprentice; - desire to learn - students lack of motivation to learn; - a financial motivation for students; - real interest of employers and students in dual education and WBL; - a promotion of this kind of education. 2. Working environment - qualified trainers, cooperation between schools and companies; - students receive new experiences by older colleagues; - qualified workforce after graduation (students should stay working in the company after

graduation); - technical equipment - students should come into contact with modern machines; - good working atmosphere.

3. State support and cooperation - state support; - benefits for companies and students; - financial support for companies; - adjustment of study programs according to the requirements of companies; - communication between school and company; - involvement and commitment of SME, close monitoring by the entity that places the

trainees and motivation of the trainees.


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10. In your opinion, which are the main obstacles for effective work-based learning in your company?

Table 9 shows obstacles regarding the implementation of dual education, WBL, and apprenticeships in companies. Respondents agreed that optimal public policy support does not exist. The biggest problems for companies are lack of a legal structure and data, too much bureaucracy and documentation and lack of interest and engagement of the students. There was a neutral opinion about obstacles related to the informal recognition of WBL, high financial costs having impact on profits and high time cost having an impact on profits.

Table 9 Company obstacles COMPANY OBSTACLES median mode IQR Overall

agree/disagree optimal public policy support does not exist 5 5 2 agree formal recognition of WBL 5 6 2 agree informal recognition of WBL 4 4 2 neutral low interest of vocational and education training schools in WBL

5 5 2 agree

degradation of apprenticeship and vocational and education training school in public eyes

5 5 2 agree

poaching of WBL learners - some firms will invest in training whilst others recruit the trained workers

5 5 2 agree

lack of a legal structure and data (i.e. legislation determining the status or insurance of trainees, challenge of measuring learning outcomes)

5 6 2 agree

ensuring the quality of WBL; use of appropriate quality control mechanisms

5 5 1 agree

lack of support and commitment for WBL from companies and vocational and education training schools

5 5 2 agree

workplace supervision and training, availability of good trainers and mentors

5 5 3 agree

low involvement and capacity of chambers of commerce and other professional associations

5 5 2 agree

negative perceptions of WBL (e.g. as a second-best educational alternative)

5 5 3 agree

high financial costs having impact on profits 4 4 2 neutral high time cost having an impact on profits 4 4 1 neutral too much bureaucracy and documentation to provide in order to start the WBL experience

5 7 2 agree

lack of interest and engagement of the students, most of the time students don’t have a real idea of what the company is doing

5 6 2 agree

Source: Own proceeding, 2018 Other obstacles:

- SMEs think that WBL is directed to large companies; - high cost of destroyed tools; - low awareness of parents and students, low interest of schools; - bureaucracy, insufficient drafting of the law; - non-linking between study programs and the labour market; - lack of time; - differences in the level of education received by apprentices; - lack of adequate information from apprentices or training providers prior to their

placement.


Project N°: 2017-1-SK01-KA202-035375


11. In your opinion what kind of support do companies need for WBL

Table 10 shows items related to support needed by companies to be engaged in WBL and apprenticeships. There is the overall agreement for each item in the table. The values of median, mode, and IQR show a strong agreement toward all kind of support measures proposed. It is clear that companies will appreciate all kinds of support. According to the respondents´ opinion, the most needed support is related to the development of mentor guidance, to the creation of teaching and learning resources, flexible educational framework, higher public investment into the system to cover design and delivery of WBL projects and individual students, reduction in the direct cost of programmes to employers and cooperation between VET schools and SMEs abroad.

Table 10 Support for WBL SUPPORT NEEDED FOR COMPANIES median mode IQR Overall

agree/disagree staff development 5 5; 6 1 agree development of ICT platform/ guide/website 5 5 2 agree development of mentor guidance 6 6 1 agree support network and tutorial groups 5 5 2 agree creation of teaching and learning resources 6 6 1 agree employer training offered by the higher education/training institutions

5 6 2 agree

reduction in the direct cost of programmes to employers 6 6 1 agree development of WBL partnerships and effective communication with the professional and the apprentices

6 6 1 agree

flexible educational framework for development of WBL projects designed to address the company needs

6 6 1 agree

research undertaken by relevant Sector Skills Councils, and support for the internal validation process

5 5 2 agree

higher public investment into the system to cover design and delivery of WBL projects and individual students

6 6 1 agree

Possibility to cooperate between VET schools and SMEs abroad

6 6 2 agree

Source: Own proceeding, 2018 Other kinds of support suggested by respondents were:

- the allocation of tutors; - training schools should have supporting legislation to initiate collaboration protocols

with companies; - less bureaucracy, better cooperation with schools; - not to impose a financial burden on employers with a lot of regulations; - companies should not be responsible for studying materials; - Slovak system of dual education should be inspired by system in countries as Austria,

Switzerland; - practical lessons for students at schools; - direct financial support, support for trainers and mentors; - support in hiring students; - flexible curriculum at schools.


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1. Do you know any institution in your country which provides support for WBL and employer engagement activities (e.g. Work-related Learning Service or Centre for Work-based Learning Partnership or The Employer Engagement Unit)

43 (36%) respondents know some institution which provides support for WBL and employer engagement activities and 77 (64%) does not.

Figure 3 Recognition of institutions providing the support for WBL


Slovakia Respondents know institutions such as Slovak Chamber of Commerce, Automotive Industry Association of the Slovak Republic, Republic Employers' Union, State Institute for Vocational Education, Union of Wood Processors of the Slovak Republic, “Asociácia zamestnávateľských zväzov a združení”. Greece Respondents in Greece recognize the following institutions: Career offices of universities, OAED (LABOR FORCE EMPLOYMENT ORGANIZATION), Universities, Apprenticeship schools of ΟΑΕD, ATLAS, Structure of Employment and Career, VET canters. Bulgaria Respondents in Bulgaria recognize following institutions: Ministry of education and science, VET trainers, National agency for VET and WBL – NAVET. Portugal Respondents in Portugal recognize the following institutions: CECOA, IEFP, Escola João de Barros, Grupo Escola D.Pedro V, Associação Empresarial de Ansião; Centro de Negócios de Ansião; Instituto Pedro Nunes; Centro Qualifica da Escola Tecnológica e Profissional de Sicó (Avelar). Spain Respondents in Spain recognize the following institutions: CEBEK and EGAZ Txorierri. Italy Respondents in Italy recognize the following institutions: Manpower, Adecc, Employment centres and private employment agencies and GESFOR.

36%

64%

Yes

No


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2. In your opinion, what are the costs associated with WBL?

Table 11 shows costs items associated with apprenticeships and WB. Items in the table are sorted according to the companies´ opinion about costs associated with apprenticeships or WBL. The highest costs associated with dual education or WBL are regular wages of apprentice’s costs. This item was considered as a cost by almost all respondents. The next item associated with apprenticeships or WBL are time costs, supervision/mentoring costs and administration costs. Next are the preparation of qualified mentors and trainers, tools and materials. Lastly follows, irregular wages of apprentices.

Table 11 Costs items associated with dual education and WB

COSTS Yes No I do not know

regular wages of apprentices 82 22 16

time costs 79 28 13

supervision/mentoring costs 76 30 14

administration costs 76 31 13

preparation of qualified mentors and trainers 74 29 17

tools and materials 73 33 14

quality costs: correction of mistakes’ costs, quality assurance costs

66 34 20

recruitment and administrative costs: including financial and capital costs

65 35 20

allowances paid to trainees 64 35 21

infrastructure costs 51 45 24

opportunity cost 47 42 30

compensation for any living expenditure of apprentices 43 57 20

fees, duties and taxes 40 55 25

fees for off-the-job training 39 57 24

irregular wages of apprentices 37 48 32


Other costs associated with apprenticeships or WBL according to the respondent companies:

- corporate scholarship; - health care; - promotional activities; - learning materials.


apprenticeships preparation Based on results from focus groups and SMEs survey, following recommendations were selected. Selection of items included in recommendations was based on an overall agreement of respondents and participants from all counties.


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6.1 SMEs related costs

- preparation of qualified mentors and trainers; - the cost of promoting dual education, marketing and advertising; - wages costs for employees who provide practical training (lecturers, teachers); - WBL costs depend on the field in which the company operates (IT sector – wages costs,

car production - technology); - infrastructure, rooms; - the cost of tools and materials; - supervision/mentoring costs; - administration costs; - quality costs: correction of mistakes’ costs, quality assurance costs; - time costs; - recruitment costs; - regular wages of apprentices. - 6.2 SMEs-related benefits

- graduates of dual education who remain in the firm after graduation; - faster integration of graduates into company's work environment; - students are able to work in several positions within the company; - reducing the cost of external recruitment and internal induction (introducing staff to a

new job and organization); - opportunity to get to know future employees; - effective way to address the problem of inadequate skills supply; - lower future training costs; - higher productivity by hiring the former WBL trainees; - enhancement of company image and reputation; - positive impact on organisation’s performance and profitability. - 6.3 Society-related benefits, which SMEs have no knowledge about but should also be

considered

- increased employability through more effective preparation of learners for the labour market and fostering the acquisition of soft and employability skills;

- developing more relevant and integrated curricula at schools; - higher inclusion in society, helps social integration and participation, particularly for

vulnerable groups; - improvement of intergenerational exchange; - high societal trust since governments, companies and citizens contribute to improve

provision of opportunities and results; - reduces youth employment; - improved active citizenship.

6.4 Other recommendation

In relation to apprenticeships, as apprenticeships can lead to good employment outcomes, it is suggested to stimulate the further development of apprenticeships as a benefit to employers, students and VET providers:

- ensure that the term ‘apprenticeship’ is used as a brand, associated with quality learning

and working environments, for example to create a «seal» of good European practice of


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companies that support students in the learning system; - stimulate further engagement of employers (and SMEs) in the development and

implementation of apprenticeships (e.g. financial incentives and support in organising work-based learning) and make them aware of the benefits of expanding the apprenticeship system in their sector in terms of recruitment and the alignment of education to the needs of labour market;

- ensure that apprenticeships are also used by groups that are currently underrepresented (which differs by country);

- ensure the quality of learning in the workplace by means of establishing agreements between providers and employers and assuring the quality of the in-company trainers and mentors;

- establish agreement between social partners at EU-level and Members State level on issues related to employment contracts for apprentices and fair payment, balancing the interests of the apprentices and the employers (keeping employers interested in offering apprenticeships). This agreement should inform the development of a European level definition of the concept of apprenticeship that can be used to improve the data availability and quality on apprenticeship systems in Europe.

The Model for Return on Investment prepared by the project consortium should take into consideration the real need for:

- informing companies in a clear and simple way about of the opportunities, possibilities and benefits of WBL and apprenticeship collaboration at national/regional level;

- to demonstrate visible benefits: pooling of skilled labour, reduced recruiting costs, huge benefit of getting to know apprentices before hiring, workforce relief, renovation in digital (other technological) skills offered by student apprentices etc.


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7. Annexes Annex 1: The Guideline for research Annex 2: National report Bulgaria Annex 3: National report Greece Annex 4: National report Italy Annex 5: National report Portugal Annex 6. National report Slovakia Annex 7: National report Spain


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Annex 1: The Guideline for research O1. Model for Return on Investment of WBL and apprenticeships Guidelines for the research phase – Focus Group Introduction O1. Model for ROI of WBL and apprenticeships provides the theoretical framework for the elaboration of IO2. Digital tool (responsible: M.K. INNOVATIONS LTD., Cyprus). IO1. ensures that IO2. responds to SMEs’ needs and is targeted to SMEs in order to motivate and engage them in the provision of WBL and apprenticeships. The reason is that SMEs decision to engage in the supply of WBL and apprenticeship training is determined by the cost-benefit ratio of such an investment. O1 has to integrate both SMEs-related benefits as well as society-related ones in order to clearly demonstrate to SMEs the multilevel outcomes derived from work-based learning & apprenticeship practices and engage them in them. Methodology: ROI partners (TUKE, IDEC, CECOA, KISMC, PIT, DLEARN) will perform research regarding: -return of investments from apprenticeships for SMEs in their countries, -work based learning and apprenticeships in their countries, -social value of apprenticeship in their countries. The activity will consist of:

1. Desk research (see National Report template)

2. Focus group (see Guideline for Focus Group and National Report template)

3. Online survey (will be prepared based on the Focus Group results)

FOCUS GROUP Sample: 3-5 persons (students, decision makers from public administration or state administration, representatives of SMEs which already apply WBL or apprenticeship, representatives of VET). The Focus group is divided into 2 parts: 1st part Country/System level

1. How do you define WBL and apprenticeship in the country?

2. What is your opinion about WBL and apprenticeship in the country? Synthesis opinion on WBL in country:

a. National legislation b. Role of the social partners c. Cooperation between VET schools or training centres and companies d. SMEs approach to WBL


Project N°: 2017-1-SK01-KA202-035375


e. Financial framework and support

3. What support measures that you know would make apprenticeships more attractive and accessible to SMEs and would motivate companies to take on apprentices?

4. In your opinion, which are the main benefits for an effective work-based learning in your country?

5. In your opinion, which are the main obstacles for an effective work-based learning in your country?

6. Could you mention measures or approaches implemented in your country to improve the work-based learning?

7. In your opinion, what are the main costs associated with WBL in the companies (wages, material, recruitment, supervision, infrastructure, quality, etc.) and which of them are/should be covered by the government?

Cooperation between VET and Companies’ level

8. Do you consider the national system has established a structured, continuous dialogue between all apprenticeship partners including a transparent method of coordination and decision-making?

9. Do you consider companies that provide apprenticeships for disadvantaged learners are sufficiently supported?

10. Do you consider there is a systematic cooperation between VET schools or training centres and companies that ensure sufficient support to SMEs through business-education partnerships at the local level?

Companies’ level

11. In your opinion, companies are sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices?

12. Do you consider the content and provision of apprenticeships is correctly updated to labour market needs?

13. Do you consider the current content of work-based learning programmes takes into account the changing skill needs in your company?

14. In your opinion, which are the main success factors that contribute to an effective work-based learning in your company?

15. In your opinion, which are the main benefits that contribute to an effective work-based learning in your company?

16. In your opinion, which are the main obstacles that contribute to an effective work-based learning in your company?

Students’ level

17. To which extent students improve changing skills needs in company? 18. To which extent students increase their working experiences in company? 19. To which extent students improve practical skills? 20. To which extent students improve social skills? 21. To which extent students are better preparing for a job/position? 22. In your opinion, which are the main success factors that contribute to an effective work-

based learning from students’ perspective in company? 23. In your opinion, which are the main benefits that contribute to an effective work-based

learning from students’ perspective in company? 24. In your opinion, which are the main obstacles that contribute to an effective work-based


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learning from students’ perspective in company? 25. In your opinion, what are the eventual advantages/disadvantages if WBL is not applied?

2nd part After that, some themes should being explored around social value/impacts and the outcomes of apprentices and WBL. In particular, those following issues to be considered by all the SMEs, institutions and students/apprentices;

What do you understand by social value/social impacts/SROI of that item? Who changes as a result of an apprenticeship/WBL? How do they change as a result of an apprenticeship/WBL? Or; what are the changes you

have (or would likely) experience as a result of an apprenticeship/WBL? This question can of course be phrased differently – options such as ‘how are you different now’, ‘what do you do differently now’, what is different now’ etc.

Are there any negative changes that have (or would likely) be experienced as a result of an apprenticeship/WBL?

How long will the changes last? How much of the changes is a result of an apprenticeship/WBL? (to be consider

counterfactual and the contribution of others) – so specifically o What is the chance that these changes could be experienced without an

apprenticeship/WBL? o Who else contributed to creating the changes (or will likely contribute to them)?

AND, what is the contribution that is down to others? The above 2 items could be asked as a percentage, or alternatively by

providing categories to select from in focus group discussion (i.e. a little chance it could have happened anyway, a medium chance and so on).

How important are the different changes? o For the above, it would be great if you could get the stakeholders (SME

representatives, students and VET providers’ representatives) to put the changes in order of importance, and identify how important each is out of 10, for example.

Is anyone else affected? (individuals or organisations) If so, how?


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Annex 2: National report Bulgaria

Erasmus+ Programme – KA2 Strategic Partnership in the field of School Education

RoI of WBL and apprenticeships Return on Investment of Work Based Learning and

apprenticeships Project № 2017-1-SK01-KA202-035375

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Document description

Document Name National Research Report - Bulgaria

Version V01

Date 20/01/2018

Author(s) Milena Koleva


Project N°: 2017-1-SK01-KA202-035375


CONTENT

1. Country facts about Bulgaria ......................................................................................................... 3

2. Labour market description ............................................................................................................ 3

3. Economic sectors and enterprise description .............................................................................. 5

4. VET in country (name of the country) .......................................................................................... 8

4.1 Historical context ............................................................................................................................................ 8 4.2 Types of vocational education programe ............................................................................................. 8

5. Practical training at the workplace (PTW): current arrangements ........................................... 9

5.1 The Law on Apprenticeship ........................................................................................................................ 9 5.2 Financing ......................................................................................................................................................... 10 5.3 Place of the PTW in the ET system ....................................................................................................... 10 5.4 Governance structures .............................................................................................................................. 11 5.5 Training content and learning outcomes ........................................................................................... 12 5.6 Cooperation among learning venues ................................................................................................... 12 5.7 Participation and support to companies ............................................................................................ 13 5.8 Requirements and support to teachers and mentors ................................................................... 14

6. The main results from focus group ............................................................................................. 14

6.1 Description of Focus Group (e.g. date and location, participants) ................................................. 14 6.2 Country/System level ....................................................................................................................................... 14 6.3 Cooperation between VET and Companies’ level .................................................................................. 17 6.4 Companies’ level .................................................................................................................................................. 18 6.5 Students’ level ...................................................................................................................................................... 20 6.6 Social value/impacts and the outcomes of apprentices and WBL.................................................. 22


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1. Country facts about Bulgaria

Bulgaria has undergone a significant transformation over the past three decades. It has changed from a highly centralized, planned economy to an open, market-based, upper-middle-income economy securely anchored in the EU. In its initial transition, the country went through a decade of slow economic restructuring and growth, high indebtedness, and a loss of savings. However, the advancement of structural reforms starting in the late 1990s, the introduction of the currency board, and the expectations of EU accession unleashed a decade of exceptionally high economic growth and improved living standards. Bulgaria joined EU in 2007. The country is not in the Eurozone yet. Nevertheless, some legacies from that early period, the 2008 global economic crisis, and a period of political instability in 2013 - 14 undid some of those gains. Now, in its pursuit of boosting growth and shared prosperity, Bulgaria is moving to address these issues. Today, Bulgaria faces the two inter-related challenges of raising productivity and addressing the country’s rapid demographic change. Higher productivity growth is critical to accelerating convergence, as Bulgaria’s income per capita is only 47% of the EU average, the lowest in the EU.

Table 1 Information about Bulgaria

2012 2013 2014 2015 2016

Population (million) 7.3 7.2 7.2 7.2 7.1

GDP per capita (EUR) 5,726 5,790 5,937 6,330 6,657

GDP (EUR bn) 41.7 41.9 42.8 45.3 47.4

Economic Growth (GDP, annual variation in %) 0.2 1.3 2.4 3.6 3.4

2. Labour market description

In 2016, the unemployment rate in Bulgaria was at approximately 7.67 percent. Labor Force Participation Rate in Bulgaria increased to 56.50 percent in the third quarter of 2017 from 55.80 percent in the second quarter of 2017. Labor Force Participation Rate in Bulgaria averaged 52.04 percent from 2000 until 2017, reaching an all-time high of 56.50 percent in the third quarter of 2017 and a record low of 47.90 percent in the fourth quarter of 2000.

Figure 1 Unemployment rate in Bulgari


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Youth Unemployment Rate in Bulgaria averaged 23.27 percent from 2000 until 2017, reaching an all-time high of 38.60 percent in July of 2001 and a record low of 10.50 percent in August of 2008.

Table 2 Unemployment rate in Bulgaria, by age, 2012-16

UNEMPLOYMENT RATES OF POPULATION AGED 15 YEARS AND OVER

(Per cent)

Sex 2012 2013 2014 2015 2016

Age

Total 12.3 12.9 11.4 9.1 7.6

By sex

Male 13.5 13.9 12.3 9.8 8.1

Female 10.8 11.8 10.4 8.4 7.0

By age

15-24 28.1 28.4 23.8 21.6 17.2

25-34 13.8 15.3 12.8 10.0 8.6

35-44 10.0 10.3 9.6 7.7 6.4

45-54 10.2 10.2 9.4 7.8 6.6

55 and over 9.9 11.9 11.1 8.3 6.9

Table 3 Unemployment rate in Bulgaria

UNEMPLOYED AGED 15 - 29

(Thousands)

Sex 2012 2013 2014 2015 2016

Total 128.5 128.9 100.1 78.4 61.4

By sex

Male 78.3 75.7 58.3 46.4 39.1

Female 50.2 53.2 41.8 32.0 22.3

Table 4 Unemployment rate in Bulgaria

UNEMPLOYMENT RATES OF POPULATION OF 15 - 29 YEARS OF AGE (Per cent)

2012 2013 2014 2015 2016

Total 20.8 21.8 17.7 14.4 12.2

By sex

Male 22.1 22.3 18.1 14.9 13.3

Female 19.1 21.0 17.3 13.8 10.8


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Figure 2 Youth unemployment rate in Bulgaria

3. Economic sectors and enterprise description

Table 5 Number of companies per sector, 2016

SECTIONS BY NACE Rev.2

Total Size classes of number of persons employed

0-9 10-19 20-49 50-249 250+

Mining and quarrying

357 224 47 38 34 14

Manufacturing 31 323 23 674 2 946 2 687 1 740 276

Electricity, gas, steam and air conditioning supply

1 704 1 571 57 32 27 17

Water supply; sewerage, waste management and remediation activities

820 566 67 81 65 41

Construction 19 526 16 594 1 498 919 480 35

Wholesale and retail trade; repair of motor vehicles and motorcycles

140 524 132 805 4 525 2 335 783 76

Transportation and storage

22 711 20 663 1 112 635 253 48

Accommodation and food service activities

27 032 24 168 1 710 823 308 23

Information and communication

12 646 11 508 517 376 202 43

Real estate activities

21 767 21 256 330 146 .. ..


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Professional, scientific and technical activities

43 082 41 831 810 .. 114 ..

Administrative and support service activities

10 989 9 718 550 423 228 70

Repair of computers and personal and household goods

3 560 3 521 25 .. .. ..

Table 6 Number of employees per economic sector, 2016

SECTIONS Total Size classes of number of persons employed

0-9 10-19 20-49 50-249 250+

Mining and quarrying 24 080 581 695 1 132 3 802 17 870 Manufacturing 548 990 63 119 40 205 83 477 177 151 185 038 Electricity, gas, steam and air conditioning supply

32 137 2 289 747 996 2 599 25 506


33 418 1 415 915 2 435 7 365 21 288

Construction 142 663 36 263 19 998 27 771 43 992 14 639 Wholesale and retail trade; repair of motor vehicles and motorcycles

509 155 250 745 59 959 69 332 72 882 56 237

Transportation and storage 169 272 46 586 14 647 18 906 25 925 63 208 Accommodation and food service activities

142 785 56 623 22 581 23 989 27 640 11 952

Information and communication 94 783 20 010 7 023 11 304 20 572 35 874 Real estate activities 36 766 24 383 4 289 4 462 .. .. Professional, scientific and technical activities

106 239 68 117 10 626 .. 10 484 ..


115 199 17 596 7 359 12 760 24 133 53 351


6 033 5 202 323 .. .. -

Table 7 Main structural business statistics indicators, by sections in 2016 SECTIONS BY NACE Rev.2

Number of enterprises - num.

Production value - thous. BGN

Turnover - thous. BGN

Value added at factor cost - thous. BGN

Personnel costs - thous. BGN

Wages and salaries - thous. BGN

Number of persons employed - num.

Total purchases of goods and services - thous. BGN

Mining and quarrying

357 2 496 514 2 454 828 1 136 339 545 654 412 541 24 080 1 444 595

Manufacturing 31 323 55 235 803 57 612 097 13 954 887 6 427 074 5 446 421 548 990 44 498 713


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Electricity, gas, steam and air conditioning supply

1 704 7 648 455 15 160 539 3 410 150 918 459 716 248 32 137 12 910 313


820 1 482 046 1 715 714 752 874 423 483 346 159 33 418 1 138 842

Construction 19 526 11 570 990 11 349 197 2 708 407 1 472 572 1 268 154 142 663 9 401 182


140 524 20 918 727 107 097 749 10 340 277 4 816 598 4 166 903 509 155 98 392 114

Transportation and storage

22 711 13 442 558 13 540 555 4 266 923 2 016 454 1 645 146 169 272 10 231 588

Accommodation and food service activities

27 032 3 548 503 4 357 953 1 598 412 926 357 789 625 142 785 3 045 980

Information and communication

12 646 8 394 325 9 007 590 4 563 077 2 716 861 2 410 194 94 783 4 685 001

Real estate activities

21 767 2 914 309 2 649 327 1 257 208 357 475 314 594 36 766 1 918 669

Professional, scientific and technical activities

43 082 6 208 198 6 123 517 2 804 235 1 558 140 1 383 842 106 239 3 758 228


10 989 3 633 401 3 622 586 1 669 340 1 162 277 1 000 632 115 199 2 094 514


3 560 105 868 137 566 46 923 24 997 21 385 6 033 101 375


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4. VET in Bulgaria

4.1 Historical context

Practical and labour-market oriented vocational education is the core of the reform of the Bulgarian education system. The aim is to bring together the efforts of the public sector and the companies in providing the youth with the skills they need. Theoretical training in schools should be combined with in-company training. The main goal is to have a better qualified workforce which meets the demands of business. This reform should also contribute to the decrease of youth unemployment rate in Bulgaria. Switzerland and Bulgaria are implementing a joint initiative on introducing principles of dual vocational education within the formal professional education system in Bulgaria. A significant push for reforms in the Bulgarian VET system comes also from the EU, where dual approach in VET is considered an important ingredient to overcome some of the effects of economic crisis from 2008, in particular youth unemployment. A growing number of market-oriented businesses and industries are pressing the state to reform the education system to better respond to the needs and dynamics of contemporary markets, which require well educated, capable and trustworthy labour force. The quality and labour market relevance of vocational educational and training (VET) remain a challenge but efforts are being made to improve them. The proportion of VET students out of total upper secondary students (ISCED 3) is above the EU average (52.6 % compared to 47.3 % in 2015), but the employment rate of recent VET graduates is lower (64.2 % Plan (2015-2017) of the VET Strategy, and recently adopted amendments in VET legislation and by-laws/ordinances. Their aim is to boost quality, introduce work-based learning (WBL), adapt VET curricula to labour market needs and develop a system for validating non-formally and informally acquired learning outcomes. The annual action plans of the Lifelong Learning Strategy (2014-2020) lays down concrete measures to increase the adult participation rate to 5 % by 2020 and to widen the coverage of the provision, including a focus on disadvantaged groups. At the moment, implementation of the measures is still at an early phase. Progress in both VET and adult learning reforms depend on:

concrete follow-up and implementation; improved multilevel governance and stepping up cooperation with business and social

partners, including shared school-business WBL; mainstreaming pilot project results in the education system; a fully-fledged information and monitoring system as well as feedback mechanisms to

provide information on VET/adult learning provision.

4.2 Types of vocational education programe

Students may be trained under the following programmes: There are six framework programmes:

- school-based initial VET (IVET) programmes ‘A’ leading to first level VET qualifications (EQF 2), can be accessed at age 13 at the earliest, after completing at least the sixth year of lower secondary education. The duration of these programmes is one to three years and varies with learners’ previous educational backgrounds;

- school-based IVET programmes ‘B’ leading to second level VET qualifications (EQF 3) can be accessed after completing lower secondary education. These programmes give


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access to higher education (HE); - school-based VET programmes ‘C’ for second and third level VET qualifications (EQF 4)

can be accessed after completing lower secondary education and give access to HE. They are available after a one-year introductory programme to learners completing the seventh year of lower secondary school;

- school-based post-secondary non-tertiary VET programmes ‘D’ leading to fourth level VET qualifications (EQF 5) are offered by VET colleges;

- CVT centres offer workplace-based IVET programmes ‘E’ (apprenticeships) for individuals over 16. Usually, these programmes are short-term training courses for partial qualifications or courses enabling people to upgrade their VET qualifications;

- CVT programmes ‘F’ update or broaden professional qualifications and/or lead to first, second or third level VET qualifications. CVT centres offer these programmes for individuals over 16.

5. Practical training at the workplace (PTW): current arrangements

5.1 The Law on Apprenticeship

The implementation of training through work (dual training) is expected to secure better access to vocational education and training, including access of early leavers and drop-outs, to create a stable and active link between VET and the business sector, provide conditions for a smooth transition between school and work and decrease youth unemployment. The VET Act has changed 22 times over the past 13 years. These constant changes have impeded consistency in VET development and testify to a lack of relevance between the model set out in 1999 and reality of the VET system. None of the changes in legislation have targeted improving VET’s quality. Analysis of the quality assurance system in VET in 2011, commissioned by the Ministry of Education, concluded that VET provision was insufficient and inconsistent, and not in line with the European Parliament recommendation on quality assurance. Responding to these challenges, the Ministry of Education developed a model for observing and monitoring vocational secondary schools using common national criteria and quality indicators. The objective is to develop and implement a single VET management system, which will track learners and training processes in VET. Resulting in better information on quality of training, this will help to analyse problems better and identify areas for improvement. The initiative is project-based and supported by the ESF. The existing legal framework provides the necessary basis for implementation of the validation process. The VET Act specifies the procedure for recognition and certification of professional knowledge, skills and competences of unemployed and employed persons aged 16+ with at least six months’ work experience in a profession. Implementation, however, is not widespread due to lack of methodological guidelines for the procedure, lack of systematic promotional activities in society and limited provision of career guidance services. Implementing the national qualification framework is also a challenge for the coming years. A draft of the Act for the Amendment and Supplementation of VETA was adopted the National Assembly in July 2014. Its objective is related to the need to change the system of VET, which should respond to the needs of both the labour market and the people who want to realize their full potential and are in need of social inclusion. Certain amendments have been offered in order to respond to this public necessity, which are related to securing quality in the vocational education and training, implementing the system for validation of non-formal and individually acquired professional knowledge, skills and competencies, training through work (dual training) and training in protected jobs, necessary for the development of the country’s economy. Employers participate in the development of the syllabi for some of the professions. It is a practice all projects of syllabi to be published for public discussion and consultations on the web


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site of the Ministry of Education and Science (MES), which ensures opportunity for employers to provide opinions.

5.2 Financing

State and municipal schools, centres for vocational education, centres for information and vocational orientation and centres for qualification of the training specialists are financed by: 1. the state budget; 2. the budgets of the municipalities; 3. sponsorship, donations, wills; 4. own revenue; 5. national and international programmes. Employers may receive funding for every new workplace they provide for an apprenticeship (part-time or full-time) to unemployed persons up to the age of 29. Unemployed beneficiaries should have completed primary or lower level of education, have no qualifications and be sent by the PES. Employers are given funds for the unemployed person's employment period, but for not more than 12 months. During the apprenticeship, apprentices should be trained by an instructor at the workplace. Employers who keep the unemployed person hired for apprenticeship employed for an additional period of time, equal to the subsidized period, receive funding for the instructor and the additional period, which should not last more than 24 months total.

5.3 Place of the PTW in the ET system

The Ministry of Education and Science coordinates national policy on vocational education and training (VET), while other ministries are in charge of schools in the areas they are responsible for (art, sports, etc.). The main VET providers are VET schools (VET secondary schools, art schools, sports schools), VET colleges and licensed private and public continuing vocational training (CVT) centres. Framework programmes regulate acquisition of VET qualifications by setting age and entry level requirements and specifying content and duration.


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Figure 3 VET in the Bulgarian education and training system

Source: Cedefop and ReferNet Bulgaria.

5.4 Governance structures

The Ministry of Education and Science coordinates national policy on vocational education and training (VET), while other ministries are in charge of schools in the areas they are responsible for (art, sports, etc.). The main VET providers are VET schools (VET secondary schools, art schools, sports schools), VET colleges and licensed private and public continuing vocational training (CVT) centres.The National Agency for Vocational Education and Training (NAVET) is established at the Council of Ministers as a legal person funded through the budget support and headquartered in Sofia. It is a state body for licensing activities in the system of vocational education and training, as well as for coordination between the institutions related to vocational orientation, education and training. The organization of the vocational training in real work environment apart from the contract between the school and the company and the mentors assigned by the employers, includes also a contract for vocational training, which is signed between the school and the participant in the placement (or the parent/guardian when the student is under-age). For the 240 hours in the employer organization the students receive a scholarship of 300 BGN. School teams and the


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mentors from the companies receive remuneration, depending on the number of the students. The incentives for work-based training under the law for employment promotion and Operational Programme “Human Resources Development” (OP HRD) are targeted at all enterprises without specification of measures for SMEs. The support for all is equal, no matter the enterprise’s size.

5.5 Training content and learning outcomes

Production practice is carried out according to a curricula and time schedule, approved by the school director and corresponds to the particular conditions for its organization. The curricula and the time schedule are agreed with the enterprise where the production training will be carried out. The number of training hours for this type curriculum is specified in the syllabus for the particular profession. In the explanation notes to the syllabus it is defined that the production practice is carried out according to a curricula and time schedule approved by the school director depending on the conditions for its provision. The fact that the content of the programme for production practice of VET students is developed by the school and the respective employer is an important element of efforts for quality assurance aimed at development of practical skills and improvement of employability of graduates. In 2008 Article 55d of the Encouragement of Employment Act introduced a measure in the framework of the active labour market policy, which involves apprenticeship of unemployed persons in a real work environment. Bearing in mind the main characteristics of apprenticeship according to the Cedefop’s definition, there are no equivalent schemes/programs in the legislative framework and practice in Bulgaria. The Act gives no specific definition of "apprenticeship". In accordance with Article 55 of the Act apprenticeship is training in the process of work at a specific work place under the supervision of a mentor. Apprentices can be unemployed people with a basic or lower level of education or without any qualification whatsoever, who are registered at the Labour Offices. They sign a labour contract and work either full or part time. The certificate for vocational qualification issued by vocational schools gives access to regulated professions included in the List of Regulated Professions of the Republic of Bulgaria. When completing the placement training students receive a certificate for the completion of vocational training, signed by the school and the partner organization, where the placement training took place. Bridging the gap between the vocational education sector and the business community has a positive effect on the life of young people. They acquire a professional, social and personal competence, which provides opportunities for them to find work at the company, where the placement was organized. They become more motivated to be trained in the profession of their choice. Students also master skills that make them more responsible, independent, and more willing to take risks. Trained students can be hired after they finish their vocational education and they don’t need an induction period or additional training to be organized by the company or the organization.

5.6 Cooperation among learning venues

During the apprenticeship, apprentices should be trained by an instructor at the workplace. The instructor should be an employee in the same enterprise, and have a certified qualification and minimum three years’ work experience in the corresponding profession or craft. Bulgarian business is still not convinced that it should participate actively in the process of education and is critical in most cases with respect to the quality of vocational training in the system of vocational education. This situation was the reason for initiation of Student Placement Project, which implementation shows increase in the activity of employers in ensuring placements for students’ practical training. The organization of the vocational training in real work environment apart from the contract between the school and the company and the mentors assigned by the employers, includes also a contract for vocational training, which is signed


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between the school and the participant in the placement (or the parent/guardian when the student is under-age). The Ministry of Education and Science (MES) developed a Model of partnership between VET schools and enterprises. The Model is based on LVET. The partnership VET school – enterprise is established with a contract between the school and the respective enterprise and Memorandums of Understanding between MES and the interested branch employers’ organization and between MES and the respective municipality. The enterprise makes prognosis about its needs of professionals at the beginning of the school year and the school plans it enrolment based of this. The number of students to be enrolled is agreed with the municipality. The curriculum for vocational training is developed jointly by the school and the enterprise in compliance with the learning outcomes defined in the State Educational Requirements (SER) for acquisition of qualification in the respective profession. In the last two grades (11 and 12) of the VET school: the practical training is realised in the respective enterprise; as teachers in practical training workers form the enterprise are contracted; engineers or other appropriate professionals from the enterprise are contracted to teach theory. Financing of the model: students’ training is funded according to financial programme that is part of the partnership contract. the funds provided by MES are in compliance with expenditures standard for professions in one professional area; the enterprise provides additional funds for training; modernisation of school workshops and laboratories, which would be used in the training of agreed professions, as well as for teachers’ and workers’ preparation who will teach in theory and practice. Unfortunately there is not available official information about practical implementation of the Model.

5.7 Participation and support to companies

As a response to the current need to improve the quality of vocational training by providing actual work placements on the basis of the school-business partnership, the Ministry of Education and Science (MES) implemented the Student Placement Project under the Human Resources Development Operational Programme financed by the European Social Fund. The project provides conditions for systemic and effective approach for cooperation between vocational schools and local business, for bigger autonomy of educational institutions, for new opportunities for the development and implementation of independent school policies. Conditions are also created for more flexibility of placement organization within the VET system on the basis of local and regional business and it improves the whole VET system and the field of students placements in particular. The main objective is the enhancement of the quality of vocational education by improving the vocational training of students in accordance with the labour market needs. All students who wish to have additional 240 hours of quality vocational preparation in real work environment (not included in the curricula) can do so. That provides a smooth transition towards the work place, enhances the possibility for successful realization on the labour market and builds stable partnerships between educational institutions and the business sector. Training in real work environment is of the utmost importance for young people, because it helps them master certain skills and become more experienced in the profession of their choice, so that they improve their employability. The Student Placement Project makes it possible for the business sector to be more actively involved in the development of curricula concerning vocational training in professions, which improves the links between the results from the vocational education and the needs of the constantly changing labour market. Project activities also contribute to the qualification enhancement of trainers in the VET system by helping them acquire certain competencies related to the organization of placements in real work environment based on effective partnership with employers-partners.


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5.8 Requirements and support to teachers and mentors

Training and professional development of teachers and trainers at a national level is conducted under both national and international projects and programmes. The National Plan for the Development of Training Staff 2015 has the objective to provide additional opportunities for continuing professional development and building on key professional competencies of training staff. Employment Agency controls the theoretical and practical training and final examination processes according to the LVET and especially developed for the purpose for internal rules. In the contacts with experts from the Agency they share that they do not have enough staff and funds to implement their control functions over all courses and with the necessary 15 frequency. The Ministry of Education and Science has opted for training companies with practical background and has validated the curricula as per which the trainings have been conducted. With the adoption of the Law on Pre-School and School Education Act 2015 a standard is introduced for status and career development of teachers, headmasters, and other pedagogical experts. There are expectations for better conditions for the professional development of every teacher and most of all, for ensuring that through the attestation system the quality of teaching will be accounted for based on the results from the learning process and the achievements of students. This will provide a possibility to follow up the effect from the participation of teachers in training activities. An important contribution of the Law is the planned establishment of a national information registry of approved CPD programs offered by training institutions, which will facilitate the organization of training activity and will guarantee its quality and efficiency.

6. The main results from focus group

6.1 Description of Focus Group (e.g. date and location, participants) KISMC conducted interviews (via phone and personally) with participants from SMEs (2), students (5), VET provider in the period 08.01.-19.01. Students were selected with engineering, ICT and business background, involved in apprenticeship and WBL programs. VET provider is the Bulgarian Industrial Association (BIA) which is active in continuous vocational training and WBL. They shared with us some important information based on survey on WBL and VET among 200 employers in Bulgaria.

6.2 Country/System level


WBL in Bulgaria is implemented in the VET system as a part of the vocational training in schools and vocational training centres for adults. It is included in the curricula and is organized as a production practice or training through work - dual training (since 2016). It’s been widely introduced and developed only in the past years mainly due to the efforts by foreign partners, e.g. Austria, Switzerland, Germany and their chambers of commerce and government organisations. The Ministry of education and science is responsible for the national policy together with the Ministry of labour and social policy. There has been a trend in recent years to offer a greater variety of vocational training, which reflected the characteristics of the local and the regional economy as well as the specific needs of the labour market (for example, jobs from the fields of construction, electrical engineering, transport; business management and administration, tourism; agricultural and food industry; textile, sewing and footwear industries, forestry, hunting and wood processing industries, etc.).

2. What is your opinion about WBL and apprenticeship in the country? Synthesis

opinion on WBL in country:


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a. National legislation A new form of vocational training was recently regulated with amendment of LVET in July 2014 and entered into force in August 2016. The new regulation stipulates that vocational training could be carried out through dual training. It is defined as a form of partnership between vocational school, vocational gymnasium, vocational college or VTC and 1 or several employers which includes practical training in real working environment and training in the respective vocational training provider. The legislative basis defines identical requirements for provision of vocational training in VET schools and in the vocational training centres for adults. The legislation defines incentives for employers to provide places for practice of students and adults. But the lack of reliable systematized data about implementation of these incentives makes it difficult to conclude whether these incentives are adequate. b. Role of the social partners The National Agency for Vocational Education and Training organizes the development of SER with the participation of representatives of different social partners. Stakeholders’ cooperation with respect to elaboration of policy documents and legislation is regulated and is at relatively good level. Further efforts are needed for the improvement of cooperation between VET schools, centres and enterprises. The necessary measures should be discussed with employers in order to find adequate solutions to the problems that exit. Social partners are still not actively involved in the process. They need to support the information flow and organize campaigns about the benefits. c. Cooperation between VET schools or training centres and companies Based on the common knowledge, there are dedicated working groups and committees with representatives of business, VET and social partners. The Managing Board of NAVET (National agency of VET) also is formed on tripartite principle, as well as the Expert Committees in vocational areas. In reality the work within these groups is not efficient. Employers’ and Employees’ organizations propose projects and measures for labour force qualification improvement. At regional level employers participate in the councils that take decision about enrolment plans for the VET schools in the respective region, as well as in development of regional plans for development of VET. More problematic is the involvement of employers in providing places for practical training of students studying in VET schools. d. SMEs approach to WBL Some specialists think that the VET students’ motivation is low and the business is interested in implementation of dual training. A quoted survey results (BIA) outline deficits of workers in 200 professions and occupations where SMEs’ efforts are concentrated. These are low qualified and qualified workers, technicians, assemblers, machine operators, etc. The highest deficits were identified in construction, chemical industry, machine building, information technologies, energetics, transport, food and drinks production, furniture production, trade and tourism. e. Financial framework and support Financing of VET formal system is legislatively regulated. The cost per year per student in state and municipal schools is determined by the Ministry of Education and Science, in coordination with the Ministry of Finance, in accordance with the state standards. The so-called delegated budgets are introduced to schools and are determined as a function of the standard for cost per student and the number of students. The model “Money follows the student” does not work in favour of VET schools. The financial resources to support and develop school facilities are provided from the national budget, from the budgets of the municipalities, from other sources and from own income. There are no special regulations


Project N°: 2017-1-SK01-KA202-035375


concerning practical training in companies. The sources of funding of vocational training of adults are: self-financing by the trainees; financing from the employer; funding within the state budget for active policy on the labour market measures implemented by the Employment Agency; funding under the EU programmes, mainly by ESF through Operational Programme Human Resources Development.

3. What support measures that you know would make apprenticeships more

attractive and accessible to SMEs and would motivate companies to take on

apprentices?

Mostly state funding and access to EU funds. It is still unclear how to obtain other funding. There are still no specific regulated requirements for the educational level of mentors in enterprises. The only requirement is the mentor to have appropriate qualification and experience in the respective area. The training of teachers in practical vocational training is carried out by specialized training institutions and departments of universities active in postgraduate studies. There should be more regulations with respect to quality assurance and monitoring of practical training in enterprises to students and adults. There is no follow-up information about students and adults involved in practical training in enterprises, as well as assessments about quality achieved. The information provided about dual training and the channels of provision are not enough effective since small part of employers knows about dual training.

4. In your opinion, which are the main benefits for an effective work-based learning

in your country?

The biggest benefit is definitely match between needs of business and employees’ skills. The theoretical preparation in educational institutions is “old school” and doesn’t help employers. The opinion of the business sector is that students acquire a very good theoretical practice in vocational schools, whereas their practical skills are inadequate. This requires additional training at the work place in order the employees to perform the activities they have been hired for.

5. In your opinion, which are the main obstacles for an effective work-based learning

in your country?

There is still a lack of participation and interest from business from one side and there are a lot of unemployed people not willing to be educated and employed. There are many changes to the law in Bulgaria and VET policies themselves are not sufficient to respond to this and other socioeconomic challenges. To make mobility and lifelong learning a reality, a comprehensive approach is needed. VET policies need to become better linked to employment and social policies. VET policies themselves are not sufficient to respond to the labour market challenges. To make mobility and lifelong learning a reality, a comprehensive approach is needed. VET policies need to become better linked to employment and social policies. Some specialists think that the VET students’ motivation is low. The employers who think that the business is interested in implementation of dual training is very low. There is deficit of workers in low qualified and qualified workers, technicians, assemblers, machine operators etc. The highest deficits were identified in construction, chemical industry, machine building, information technologies, energetics, transport, food and drinks production, furniture production, trade and tourism.


Project N°: 2017-1-SK01-KA202-035375


6. Could you mention measures or approaches implemented in your country to

improve the work-based learning?

There are three main projects that are well-known and used by the interviews mentioned by them:

Praktiki BG – this is a project run by the Ministry of education and science. It started as an attempt to enhance the business-education partnership and developed as a platform for placement and collaboration. It works really well and serves to the needs of the VET schools but the problem with the procedures and the bureaucracy is a burden to the business. Also, it has limited number of placements per school/university (http://praktiki.mon.bg).

In May 2014 a new scheme “Youth employment” has been approved under Operational Programme “Human Resources Development” (OP HRD), funded by ESF. The scheme envisages young people up to 29 years of age with secondary or higher education to participate in 6-months internships and young people up to 29 years of age with secondary education to receive work based training in an enterprise for period up to 6 months. During the work process the employed person is trained in a particular profession and specialty by a mentor – the employer himself – or by an employee in the respective enterprise. For the work-based training the employers receive funds for each trainee they hired – for salary in the amount of 90% of the minimum wage for the country during the respective year, for social and health insurance and for payment to the mentor in the amount of ½ of the minimum wage established for the country that year. Through implementation of the scheme it is expected to be ensured opportunities for internships and work-based training for about 8000 unemployed young people up to 29 years of age.

DOMINO project – Dual education is introduced in Bulgaria within the project “Swiss support for the introduction of dual track principles in the Bulgarian vocational education system”, financed by Switzerland under the Bulgarian-Swiss Cooperation Programme. The project is better known in Bulgaria as DOMINO, the Bulgarian abbreviation for dual education for the modern needs and requirements of the society. The project has a total budget of CHF 3`530`000, including 15% co-funding from the Bulgarian Ministry of Education and Science. The implementation of the project started in 2015. (http://dominoproject.bg/en/).

7. In your opinion, what are the main costs associated with WBL in the companies

(wages, material, recruitment, supervision, infrastructure, quality, etc.) and which

of them are/should be covered by the government?

All of the above. The business representatives think social benefits and wages covered would be a good start. They need more help and support with the preparation of qualified mentors and trainers as well as systematic approach as a whole in the process.

6.3 Cooperation between VET and Companies’ level Again the interviewees mentioned the impact and benefits gained by the program “Students placement” run by the Ministry of education. Under this program vocational schools signed partnership contracts with 9000 companies form the business sector, as well as with more than 5000 mentors from the latter companies for the vocational training of the students. A total of 2800 school teachers and school accountants also helped the organization of the vocational training.


Project N°: 2017-1-SK01-KA202-035375


8. Do you consider the national system has established a structured, continuous

dialogue between all apprenticeship partners including a transparent method of

coordination and decision-making?

It’s still not sufficient and effective but there are definitely measures and initiatives to enhance the level of cooperation between the players – e.g.: conferences, seminars and other events, regional trainings of school teams including school headmasters, international projects and campaigns with the active participation of multinational companies, discussion forums, roundtables, etc. Employers participate in the development of the syllabi for some of the professions.

9. Do you consider companies that provide apprenticeships for disadvantaged

learners are sufficiently supported?

Not really, according to my knowledge, there is a programme under ESF to fund employment of disadvantaged people. They are trained in CVET centres only and this is their option to enter the labour market so there is much needed efforts that should be taken by the public organisations and NGOs maybe to improve the situation.

10. Do you consider there is a systematic cooperation between VET schools or training

centres and companies that ensure sufficient support to SMEs through business-

education partnerships at the local level?

It is a practice all projects of syllabi to be published for public discussion and consultations on the web site of the Ministry of Education and Science (MES), which ensures opportunity for employers to provide opinions. There are parties which are not currently involved actively and they should be. Besides the practitioners involved in the implementation of dual education – teachers, mentors, experts and businessmen – more policy and decision makers, representatives of Bulgarian and foreign companies, school principals and education experts, chambers of commerce and employers’ organizations, branch and industrial chambers, trade unions and NGOs to have their say about dual education.

6.4 Companies’ level

11. In your opinion, companies are sufficiently motivated and supported to assign

qualified trainers and tutors to their apprentices?

Companies are definitely motivated but not many of them know about dual training and how to design and run WBL. They need help with preparation and systematic approach towards them. This fact hinders the quick entrance and full participation of the young people in the labour market and makes it difficult for employers to find opportunely suitable workforce. The position of the business is that the number of the training hours for practical training should be greater. Bulgarian business is still not convinced that it should participate actively in the process of education and is critical in most cases with respect to the quality of vocational training in the system of vocational education. It is helpful that the organization of the vocational training in real work environment apart from the contract between the school and the company and the mentors assigned by the employers, includes also support and syllabus for the vocational training. It will be really helpful if more companies are engaged in the design of syllabi in schools, universities and training centres.


Project N°: 2017-1-SK01-KA202-035375


12. Do you consider the content and provision of apprenticeships is correctly updated

to labour market needs?

Not really, there is an attempt to do so but it is still valid for few very active companies. Again the interviewees mention the project for school-business partnership of the Ministry of Education and Science (MES) - the Student Placement Project. They think the project provides conditions for systemic and effective approach for cooperation between vocational schools and local business, for bigger autonomy of educational institutions, for new opportunities for the development and implementation of independent school policies. Conditions are also created for more flexibility of placement organization within the VET system on the basis of local and regional business and it improves the whole VET system and the field of students placements in particular. The main objective is the enhancement of the quality of vocational education by improving the vocational training of students in accordance with the labour market needs.

13. Do you consider the current content of work-based learning programmes takes

into account the changing skill needs in your company?

They are prepared mostly by the business and/or in close cooperation between schools/universities and businesses. It’s already a common practice to hire learners on temporary positions or apply project-based learning. Training in real work environment is of the utmost importance for young people, because it helps them master certain skills and become more experienced in the profession of their choice, so that they improve their employability. It makes it possible for the business sector to be more actively involved in the development of curricula concerning vocational training in professions, which improves the links between the results from the vocational education and the needs of the constantly changing labour market. Various project activities by businesses also contribute to the qualification enhancement of trainers in the VET system by helping them acquire certain competencies related to the organization of placements in real work environment based on effective partnership with employers-partners. Bulgarian Industrial Association (BIA) thinks that introduction of dual training requires serious preparation in enterprises and ensuring conditions for training through work. According to them most employers need further preparation of mentors and that employers expect the state to stimulate the start by financing of the main remuneration of trainees in the enterprise.

14. In your opinion, which are the main success factors that contribute to an effective

work-based learning in your company?

The main factor is financing and legal framework changed and adapted by the public authorities. Recent changes on the educational laws are important and improve the situation. Conditions are also created for more flexibility of placement organization within the VET system on the basis of local and regional business and it improves the whole VET system and the field of students placements in particular. The main factor is the enhancement of the quality of vocational education by improving the vocational training of students in accordance with the labour market needs. Some initiatives are regularly mentioned: The Bulgarian-Swiss project DOMINO and the projects of the German-Bulgarian Chamber of Industry and Commerce and Advantage Austria, the Austrian Trade Commission in Bulgaria. Thanks to the support by these foreign entities companies are able to implement dual education. Until recent years it’s been just a vague concept with no or limited opportunities for companies to work with apprentices. The Trade Chamber of Austria provides support to Bulgaria in successful introduction of dual training in the country through Austrian Embassy in Bulgaria. The support is in implementation of Austrian pilot project “Dual Training in Bulgaria”. It started in school year 2015/2016.


Project N°: 2017-1-SK01-KA202-035375


15. In your opinion, which are the main benefits that contribute to an effective work-

based learning in your company?

The efforts made by leading companies and their best practices help SMEs to better implement such programmes. Many times businesses mentioned the role of the bigger foreign companies and see lack of interest from local SMEs in general to participate in the educational programmes and syllabus of VET. There are no specific requirements and limits to the organisation, design, content of work-based learning in companies which gives them freedom to adjust to their own needs. There has been great efficiency of the measures regarding the unemployed hired as apprentices. Overall opinion sums up to: good legislative basis; relatively good material basis for training; availability of qualified teachers.

16. In your opinion, which are the main obstacles that contribute to an effective work-


The comments of employers is that dual training in fact nurtures partnerships between VET schools and enterprises. However, to their surprise the business is not ready to implement dual training. The potential of WBL remains largely fragmented and focused on the industries like ICT, machine building, automotive, tourism, chemicals and others. It is also hard to develop effective work-based practices in small towns and outside the major cities and industrial centers in Bulgaria. mSlowly the school system is changing and in order to provide placements for students especially inthe 11-th and 12-th grades, school management is actively seeking partnerships with companies. On the other hand the overall opinion is that students acquire a very good theoretical practice in vocational schools, whereas their practical skills are inadequate. This requires additional training at the work place in order for the employees to perform the activities they have been hired for. This fact hinders the quick entrance and full participation of the young people in the labour market and makes it difficult for employers to find suitable workforce.

6.5 Students’ level

17. To which extent students improve changing skills needs in company?

Bridging the gap between the vocational education sector and the business community has a positive effect on the life of young people. They acquire a lot of professional, social and personal competences, which provides opportunities for them to find work at the company, where the placement was organized. They become more motivated to be trained in the profession of their choice. Students also master skills that make them more responsible, independent, and more willing to take risks. Trained students can be hired after they finish their vocational education and they don’t need an induction period or additional training to be organized by the company or the organization.mnOn another hand, they bring their perspectives, mindset and attitude towards life and work and this takes employees out of their comfort zone, take them “out of the box” and develops creativity and other missing skills.

18. To which extent students increase their working experiences in company?

It’s more about career guidance and consultation in certain professions that really matters for students. The placements are limited within 6-9 months and if there is no funding the firms are not hiring them. It is a challenge for them to find proper jobs. Too often companies are focusing on very specific niche skills which doesn’t allow them to develop other skills


Project N°: 2017-1-SK01-KA202-035375


19. To which extent students improve practical skills?

To great extent – this is the main benefit of their participation in such programs. For them development of soft skills is very important as they are not properly taught at school/university. Interactions with experienced business managers and owners is also a motivator and mentioned as a big benefit. They need to see and learn about the good practices and to find some role models in Bulgaria as most of the examples during their education are from foreign more developed countries. Also there is a big percentage of students who are willing to start their own small business but are not confident enough and don’t have the necessary skills how to do it.

20. To which extent students improve social skills?

This is even more important than the other benefits. Again, interviewees mentioned their interactions with experienced people as very important. They get the chance to step out of their comfort zone and learn new things and to be challenged. Students master skills that make them more responsible, independent, and more willing to take risks.

21. To which extent students are better preparing for a job/position?

The duration of apprenticeships and practical training is limited and they don’t feel ready for the job but the contacts and chance to be hired are important for them. They acquire crucial competences which provides opportunities for them to find work at the company, where the placement was organized. They become more motivated to find and be trained in the profession of their choice.


work-based learning from students’ perspective in company?

Trained students can be hired after they finish their vocational education and they don’t need an induction period or additional training to be organized by the company or the organization. Practical training is already part of their curricula. Access to and availability of career centers which provide necessary information but it is still scarce.


based learning from students’ perspective in company?

Many students are offered part-time jobs after completing their placements. All students who wish to have additional 240 hours of quality vocational preparation in real work environment (not included in the curricula) can do so. That provides a smooth transition towards the work place, enhances the possibility for successful realization on the labour market.



There is still lack of measures and conditions in general to better support students. They feel business is doing better efforts but only in certain sectors where skills and employees are not enough. Also students feel the equipment and material basis for training at school/universities is not enough modernised and many times certain skills (3D printing was mentioned and automated systems, also ICT-based processes) are not trained. There is also a common lack of motivation among students. Most of them are interested in direct job placements. They don’t see much activity of employers in most areas in WBL, excluding those with high shortage of talent.


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25. In your opinion, what are the eventual advantages/disadvantages if WBL is not

applied?

In students’ opinion it is impossible not to apply WBL. There needs to be more incentives to companies and training organisations/schools.

6.6 Social value/impacts and the outcomes of apprentices and WBL

Social value and social benefits are still not well understood and realized on terms of VET/WBL. Some conclusions and suggestions were drawn based on the interviews such as: An important conclusion BIA draws is that information campaign should be organized aimed at awareness rising about benefits of dual training in general. Preliminary information should be provided to parents and students for the situation and perspectives of enterprises, involved in the system, as well as lists of professions demanded in them to be published in internet. It would be useful to be established regional and national portals containing information about the active companies and prognosis about their needs of staff with particular qualification in 5 years perspective. It is also important to provide career guidance from the first school grade. The need of establishing effective career guidance system is stressed aimed at improvement of VET students’ motivation. Employers and pedagogues think that implementation of dual training should be piloted with professions for which there are conditions in the respective region. Active support should be sought by parents’ organisations for example. Some conclusions: Success factors: Relatively well developed legislative basis; Regulation of the share of practical training in enterprise and concrete plans for increasing by amendment of LVET; Regulation of dual training as a new form for vocational training; Regulation of quality assurance of vocational training in VET schools and vocational training centres; Projects initiated aimed at piloting Swiss and Austrian model of dual training. Obstacles: Not enough information provided by the career guidance centres; Not enough control over the quality of training provided by the Vocational training centres for adults; Not enough activity from the side of the business for ensuring opportunities for WBL; There is no available information about students and adults involved in practical training in enterprises, as well as assessments about quality achieved. Good practice example: Bulgarian Construction Chamber implemented in 2011 a project under the EU Life-Long Learning Programme with subject: Improvement of teaching competencies for better quality of vocational guidance and training in the Construction sector. Ten experts from the construction sector and teachers from vocational secondary schools in the country, that offer related programmes, had one week of practical training at vocational training centres at the Construction Industry Federation of North Rhine Westphalia with the aim of improving the knowledge and skills of teachers. According to data provided by the Bulgarian Construction Chamber http://www.ksb.bg/


Project N°: 2017-1-SK01-KA202-035375


7. The main results from SMEs survey The survey in Bulgaria has been conducted both using an on-line questionnaire link, individual emails and offline by individual meetings. In total, 12 companies filled in the questionnaire and 8 associations, NGOs, clusters and VET organizations. The survey is still open as there is an increasing interest of sharing opinions and more companies want to contribute to the development of a useful tool for the calculation of the ROI of WBL and apprenticeships. The comments of the respondents that are not included in this report will be taken into consideration at a later stage, before the finalisation of the ROI tool. Profile The majority of the respondents belong the micro-enterprise sector (<10 employees). The sectors of activity are varied:

Sector of activity Number of respondents Retail 1 Business consulting 4 IT ,business consultations, project management, training

6

R&D 1 Banking 1 Electrical components 2 Innovation management consultancy and mentoring 1 Retail 1 Business consulting 1 Chamber 2

Role in the company Number of respondents

Marketing Manager 3

HR Manager 1

Advisor 1

Member of the management board 1

Cluster coordinator 1

Manager 5

President 1

Founder 1

Owner 1

Managing partner 2

Entrepreneur 3

The companies and organisations are spread in Bulgaria mostly in the big cities – Sofia, Burgas, Varna, Plovdiv, Russe.


Yes 17 No, but we are considering it 3


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3. In your opinion, WBL and apprenticeship in companies Strongly

disagree Disagree Somewhat

disagree Neither agree or disagree

Somewhat agree

Agree Strongly agree

has a positive impact on organisation’s performance

4 8 6 2

contributes to higher productivity by hiring the former WBL trainees

5 9 6

enhances organisation’s profitability

4 10 6


12 5 3

enhances company image and reputation

5 3 4 4 4

increases staff retention and work satisfaction

3 3 4 5 5

provides an effective way to address the problem of inadequate skills supply

7 8 5


5 10 5


5 12 3

does not bring “value for money”

15 5

brings more risks than benefits

12 4 4

investment in future skills rather as a way to sustain low-cost production

5 7 4 4

tranees bring innovation into the WBL experience, in particular digital skills

8 5 3 4


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tranees bring innovation into the WBL experience, in particular open sources programs

10 3 2 2 1

3b. In your opinion, WBL and apprenticeship in a companies In your opinion, WBL and apprenticeship in a companies - NA

4. In your opinion, the WBL and apprenticeship in society Strongly



Somewhat agree


increases employability through more effective preparation of learners for the labour market and fostering the acquisition of soft and employability skills

8 12

contributs to developing more relevant and integrated curricula at schools

5 15

reduces youth employment

4 6 5 5

higher inclusion in society, helps social integration and participation, particularly for vulnerable groups

8 2 2 2 2


4 5 3 4


10 5 4

a better social cohesion and cooperation in the region

15 2

higher societal trust since governments, companies and citizens contribute to improving the provision of opportunities and results

14 5

improves intergenerational exchange

6 8 5


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improves active citizenship

12 4 4

5. In your opinion, the national legislation on WBL and apprenticeship

Strongly disagree

Disagree Somewhat disagree

Neither agree or disagree

Somewhat agree


has established a structured, continuous dialogue and cooperation between all apprenticeship partners including a transparent method of coordination and decision-

8 7 5


1 8 5 3 3


15 2 2 1

has appropriately set the WBL financial framework

15 2 2 1

is motivating to engage both companies and vocational education and training providers

1 1 5 6 7

is more suited to larger companies than SMEs

1 8 10 1

5b In your opinion, the national legislation on WBL and apprenticeship There is no national legislation: 4 Quite new to see the real effect: 6 Quite inefficient: 10



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Financial support

financial support for the hiring organisation, public grants to SMEs

reducing some SMEs taxes (at regional level) grants for mentors in the SMEs establishing legislative frame,

on-line infrastructure with a pool of CVs and hiring institution voucher scheme as part of the Operational programmes new financial programme by the Ministry of economy and/or Finance not the Education

Public support: special programmes for support , financial motivation , publicity measures for benefit of WBL strong national policy; strong relationship between training providers and chambers; national legislation and internal SME's rules supporting appropriate remuneration for the

mentors and appretices EEN offices in EU counties to grant the apprenticeship contracts between SMEs and schools with

free advising and legal services

7. In your opinion, SMEs with no prior experience with apprentices

Strongly



Somewhat agree


have the capacity to host WBL

2 15 3

are interested in easier and shorter form of WBL or apprenticesthip

1 2 2 8 4 3

get sufficient non-financial support

7 2 1 7 2 1

get sufficient financial support

5 7 4 1 3

8. In your opinion

Strongly disagree



Somewhat agree


SMEs require more information about apprenticeship since they do not have a clear idea on the different forms of WBL

2 5 19 3


4 2 9 3 2


Project N°: 2017-1-SK01-KA202-035375



8 2 5 3 2


9 2 2 5 2

companies are sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices companies are sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices

1 8 7 2 3


4 6 7 3


2 2 2 2 12


2 2 15 1

9. In your opinion, which are the 3 main success factors that contribute to effective

work-based learning?

Financial support Public support measures SME’s management – creativity, leadership, experience Raising awareness ease to implement Mentor's availability and will to transfer their knowledge and skills Availability of apprentices


Project N°: 2017-1-SK01-KA202-035375


Flexible school programmes

10. In your opinion, which are the main obstacles for effective work-based learning in

your company?

COMPANY OBSTACLES

Strongly disagree



Somewhat agree


formal recognition of WBL

5 2 2 2 9

informal recognition of WBL

2 5 3 1 3 3 2

low interest of vocational and education training schools in WBL

1 1 1 5 12


1 15 2 2


12 4 4


4 8 8


5 5 2 7 1


10 2 2 6


2 5 2 6 4 1

low involvement and capacity of chambers of commerce and other proffesional associations

5 2 13


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2 2 15

high financial costs having impact on profits

5 7 5 3

high time cost having an impact on profits

6 4 10

too much bureaucracy and documentation to provide in order to start the WBL experience

3 3 14


8 7 5

optimal public policy support does not exist

4 10 6

11a. In your opinion what kind of support do companies need for WBL Strongly



Somewhat agree


staff development 6 7 5 2 development of ICT platform

5 9 6

development of mentor guidance

2 5 4 9

support network and tutorial groups

2 2 2 5 5 4

creation of teaching and learning resources

1 2 4 3 11

employer training offered by the higher education/training institutions

10 5 3 2

reduction in the direct cost of programmes to employers

1 12 7

development of WBL partnerships and effective communication with the professional and the apprentices

5 6 9


4 6 10


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4 8 5 3


1 3 12 4


5 15

11b. In your opinion what kind of support do companies need for WBL


Yes 12 No 8 If you answered Yes, Which:

______ Ministry of education and science VET trainers The national agency for VET and WBL - NAVET


COSTS Yes No I do not know regular wages of apprentices 15 2 3 irrregular wages of apprentices 8 2 7 compensation for any living expenditure of apprentices 2 16 2 allowances paid to trainees 11 2 7 supervision/mentoring costs 13 3 4 tools and materials 10 5 5 administration costs 15 2 3 fees for off-the-job training 10 15 4 recruitment and administrative costs: including financial and capital costs 14 2 4 quality costs: correction of mistakes’ costs, quality assurance costs 11 5 4 infrastructure costs 8 5 7 fees, duties and taxes 12 3 5 time costs 8 9 3 opportunity cost 8 7 5 preparation of qualified mentors and trainers 13 3 4

8. The main recommendations for O1. Model for Return on Investment of WBL and

apprenticeships preparation

Key recommendations given by the responds online and in interviews are: In terms of costs:

administration costs regular wages of apprentices


Project N°: 2017-1-SK01-KA202-035375


recruitment and administrative costs: including financial and capital costs supervision/mentoring costs allowances paid to trainees preparation of qualified mentors and trainers fees, duties and taxes fees for off-the-job training quality costs: correction of mistakes’ costs, quality assurance costs time costs opportunity costs infrastructure costs irrregular wages of apprentices compensation for any living expenditure of apprentices

In terms of benefits for SMEs:

gives the opportunity to get to know future employees enhances organisation’s profitability contributes to higher productivity by hiring the former WBL trainees ensures availability of skilled workers by investing in the future workforce brings more benefits than risks has a positive impact on organisation’s performance provides an effective way to address the problem of inadequate skills supply increases staff retention and work satisfaction enhances company image and reputation investment in future skills rather as a way to sustain low-cost production does not bring “value for money” trainees bring innovation into the WBL experience, in particular open sources programs

In terms of social benefits

contributs to developing more relevant and integrated curricula at schools increases employability through more effective preparation of learners for the labour

market and fostering the acquisition of soft and employability skills reduces youth employment higher societal trust since governments, companies and citizens contribute to improving

the provision of opportunities and results improves intergenerational exchange improves active citizenship a better social cohesion and cooperation in the region higher economic return through reducing public expenditure and freeing up funds for

other priorities higher inclusion in society, helps to keep dropout rates low higher inclusion in society, helps social integration and participation, particularly for

vulnerable groups


Project N°: 2017-1-SK01-KA202-035375


Annex 3: National report Greece

Erasmus Plus Programme – KA2 Strategic Partnership in the field of School Education 7





Document Name National Research Report - Greece

Version V01

Date 20/01/2018

Author(s) Olga Anagnostaki


Project N°: 2017-1-SK01-KA202-035375


CONTENT

1. Country facts about Greece ............................................................................................................ 3



4. VET in Greece .................................................................................................................................. 7

4.1 Historical context ................................................................................................................................................... 7 4.2 Types of vocational education programe .................................................................................................... 8


5.1 The Law on Apprenticeship ............................................................................................................................... 8 5.2 Financing ................................................................................................................................................................... 8 5.3 Place of the PTW in the ET system .............................................................................................................. 10 5.4 Governance structures ..................................................................................................................................... 10 5.5 Training content and learning outcomes .................................................................................................. 11 5.6 Cooperation among learning venues .......................................................................................................... 11 5.7 Participation and support to companies ................................................................................................... 12 5.8 Requirements and support to teachers and mentors .......................................................................... 12


6.1 Description of Focus Group (e.g. date and location, participants) ................................................. 13 6.2 Country/System level ....................................................................................................................................... 13 6.3 Cooperation between VET and Companies’ level ........................................................................... 18 6.4 Companies’ level .......................................................................................................................................... 19 6.5 Students’ level ............................................................................................................................................... 21 6.6 Social value/impacts and the outcomes of apprentices and WBL........................................... 14

7. The recommendations for further research - questionnaire survey of SMEs ......................... 27




References ............................................................................................................................................ 48


Project N°: 2017-1-SK01-KA202-035375


1. Country facts about Greece

According to World Bank statistics for the year 2013, the economy of Greece is the 43rd largest by nominal gross domestic product at $242 billion and 52nd largest by purchasing power parity (PPP) at $284 billion. Additionally, Greece is the 15th largest economy in the 27-member European Union. In terms of per capita income, Greece is ranked 38th or 40th in the world at $21,910 and $25,705 for nominal GDP and PPP respectively. Greece is a developed country with high standards of living and high Human Development Index. Its economy mainly comprises the service sector (85.0%) and industry (12.0%), while agriculture makes up 3.0% of the national economic output. Important Greek industries include tourism (it is ranked as the 7th most visited country in the European Union and 16th in the world by the United Nations World Tourism Organization) and merchant shipping (at 16.2% of the world's total capacity, the Greek merchant marine is the largest in the world, while the country is also a considerable agricultural producer (including fisheries) within the union. With an economy larger than all the Balkan economies combined, Greece is the largest economy in the Balkans, and an important regional investor. Greece is the number-two foreign investor of capital in Albania, the number-three foreign investor in Bulgaria, at the top-three of foreign investors in Romania and Serbia and the most important trading partner and largest foreign investor of the Republic of Macedonia. Greek banks open a new branch somewhere in the Balkans on an almost weekly basis. The Greek economy is classified as advanced and high-income. Greece was a founding member of the Organisation for Economic Co-operation and Development (OECD) and the Organization of the Black Sea Economic Cooperation (BSEC). In 1979 the accession of the country in the European Communities and the single market was signed, and the process was completed in 1982. Greece was accepted into the Economic and Monetary Union of the European Union on 19 June 2000, and in January 2001 adopted the Euro as its currency, replacing the Greek drachma at an exchange rate of 340.75 drachma to the Euro. Greece is also a member of the International Monetary Fund and the World Trade Organization, and is ranked 24th on the KOF Globalization Index for 2013. 1 By the end of 2009, as a result of a combination of international and local factors the Greek economy faced its most-severe crisis since the restoration of democracy in 1974 as the Greek government revised its deficit from a prediction of 3.7% in early 2009 and 6% in September 2009, to 12.7% of gross domestic product (GDP). In 2013, Greece became the first developed market to be reclassified as an emerging market by financial services companies MSCI and S&P Dow Jones Indices. Greece exited its six-year recession in the second quarter of 2014, but the challenges of securing political stability and debt sustainability remain. In June 2017, news reports indicated that the "crushing debt burden" had not been alleviated and that Greece was at the risk of defaulting on some payments. The International Monetary Fund stated that the country should be able to borrow again "in due course”. At the time, the Euro zone gave Greece another credit of $9.5-billion, $8.5 billion of loans and brief details of a possible debt relief with the assistance of the IMF. On 13 July, the Greek government sent a letter of intent to the IMF with 21 commitments it promised to meet by June 2018. They included changes in labour laws, a plan to cap public sector work contracts and to recalculate pension payments.

Table 1 Country facts about Greece

2012 2013 2014 2015 2016

Population (million) 11.05 10.97 10.89 10.82 10.75 GDP per capita (EUR) 22.243 21.875 21.674 18.008 18.104

GDP (EUR bn) 191 181 178 176 176

Economic Growth (GDP, annual variation in %) -7.3 -3.2 0.4 -0.2 0.0


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Following the deep recession which brought about a significant decline in labour market conditions, as of 2014 there have been some signs of improvement, yet this is not enough to address the social costs born during the crisis or to assume a firm trend. Positive results are attributed mainly to the increase in economic activity in individual sectors of the economy, especially tourism, to upscaling of Structural Fund implementation, to lower labour costs formed after reductions during previous years and, finally, to some extent to employment restructuring towards more flexible forms. The Greek seasonally adjusted unemployment rate fell to 20.5 percent in September of 2017, following an upwardly revised 20.7 percent in the previous month. It was the lowest jobless rate since October of 2011, as the number of unemployed declined further. Still, Greek unemployment rate remains more than double the Eurozone's average. Unemployment Rate in Greece averaged 15.95 percent from 1998 until 2017, reaching an all-time high of 27.90 percent in July of 2013 and a record low of 7.30 percent in May of 2008.

Table 2 Unemployment rate in Greece

Differences in unemployment rates are significant between women (29.5%, during 1st quarter of 2016) and men (21.2%, 1st quarter of 2016), while this is the case in all working age groups. Between different age groups, people aged up to 29 remain among the most affected by unemployment, despite a very small improvement.

Table 3 Unemployment rate in Greece by age

Among the country's regions, the highest unemployment rates were reported for Epirus-Western Macedonia (25.6 percent), followed by Macedonia-Thrace (21.8 percent) and Attica (21.2 percent); while Crete recorded the lowest rate (14.6 percent). In contrast with other EU countries, most employment is full time despite the statutory introduction of flexible forms of employment. Part-time workers account for 9.8 % of total employment. Of these part-time workers, 69.7 % made this choice because they were unable to find full-time employment, 8.2 % for other personal or family reasons, 4.8 % for training purposes, 1.7 % because they look after small children or dependent adults and 15.6 % for various other reasons. 4

Unemployment rate (%) in Greece and EU

2012 2013 2014 2015 2016

EU-28 10.5 10.9 10.2 9.4 8.5

Greece 24.5 27.5 26.5 24.9 23.6


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The percentage of salaried employees, which is estimated at 65.9 %, is still lower than the EU average, which stands at 83.9 % of all workers. According to the 2011 census, the population of Greece is approximately 10.8 million. It is estimated that there were over one million foreign immigrants working in Greece before the crisis. However, after a few years foreign workers and their families started to leave due to the slump in the labour market and in particular in the building industry. The latest official figures show that over the five-year recession (2009-2013), 33 % of jobs held by foreigners were lost. According to recent ELSTAT figures, there are 567 669 immigrants residing legally in Greece, 75-80 % of whom are believed to be economically active. Furthermore, during the last few years Greece has been particularly hard hit by the refugee crisis due to its geographical situation on the route most frequently used by refugees. According to European Commission estimates, 276 113 refugees entered the EU illegally, and a great many of them used Greece as a point of entry. This places a heavy burden on the Greek economy and adversely affects tourism on the Greek islands. According to press reports, more than 4 million migrants entered Greece illegally during the peak years of the refuge crisis, although most of them quickly moved on to other EU countries. Immigration legislation, as codified by Law 4251/2014, lays down the conditions for employing foreign workers lawfully and protects their employment and insurance rights. The objective is to integrate migrants into the labour force smoothly on the basis of lawful employment and to open up positive prospects both for them and for the Greek economy, and Greek society in general. Labour mobility in Greece is limited compared to other European countries. This is due to the exceptionally high rate of home ownership (80 %) and to social and cultural factors in which immediate and wider family connections play an important role and constitute an informal but exceptionally strong network of social protection. It is also due to the fact that the unemployment rate is higher among foreigners living in Greece than among Greek nationals (30.8 % and 23.9 %, respectively). Moreover, 71.3 % of foreign nationals are economically active, which is significantly higher than the figure for Greeks, which is 51.1 %. Most businesses (over 80 %) are small in terms of turnover (up to EUR 150 000). The figure for the average number of jobs provided per business also points to the predominance of small businesses: over 85% of businesses have no more than five employees. 2


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Table 4 Economic sectors and enterprise description

2012 2013 2015 A. MINING AND QUARRYING 377 369 682

B. MANUFACTURING 64578 57735 61840

C. ELECTRICITY, GAS, STEAM AND AIR CONDITIONING SUPPLY 7036

D. WATER SUPPLY; SEWERAGE, WASTE MANAGEMENT AND REMEDIATION ACTIVITIES

2104

E. CONSTRUCTION 86873 84622 74337

F. WHOLESALE AND RETAIL TRADE; REPAIR OF MOTOR VEHICLES AND MOTORCYCLES

260251 251413 253167

G. TRANSPORTATION AND STORAGE 64605 63814 63571

H. ACCOMMODATION AND FOOD SERVICE ACTIVITIES 91568 89491 117611

I. INFORMATION AND COMMUNICATION 12512 12670 19603

J. REAL ESTATE ACTIVITIES 5766 5728 8917

K. PROFESSIONAL, SCIENTIFIC AND TECHNICAL ACTIVITIES 111256 105002 152731

L. ADMINISTRATIVE AND SUPPORT SERVICE ACTIVITIES 21233 20700 21428

M. OTHER SERVICE ACTIVITIES 7384 6914 6948

TOTAL 789975

Table 5 Number of employees per economic sector

Number of employees per economic sector (calculated in thousands) 2012 2013 2014 2015 2016

A. AGRICULTURE, FORESTRY AND FISHING 500,7 480,5 481,1 465,7 454,5 B. MINING AND QUARRYING 11,2 11,1 9,6 10,4 13,5 C. MANUFACTURING 409,7 351,4 324,7 334,5 347,7 D. ELECTRICITY, GAS, STEAM AND AIR

CONDITIONING SUPPLY

24,2 26,0 27,7 26,3 28,4

E. WATER SUPPLY; SEWERAGE, WASTE MANAGEMENT AND REMEDIATION ACTIVITIES

26,3 21,8 22,3 23,1 23,4

F. CONSTRUCTION 245,8 200,9 162,3 145,2 147,1 G. WHOLESALE AND RETAIL TRADE; REPAIR OF

MOTOR VEHICLES AND MOTORCYCLES 752,3 663,7 630,5 660,8 657,9

H. TRANSPORTATION AND STORAGE 196,3 178,2 173,0 168,3 185,0 I. ACCOMMODATION AND FOOD SERVICE

ACTIVITIES 295,7 272,1 259,2 325,5 341,2

J. INFORMATION AND COMMUNICATION 75,5 71,8 76,2 72,9 80,8 K. FINANCIAL AND INSURANCE ACTIVITIES 113,7 111,1 107,1 88,2 94,3 L. REAL ESTATE ACTIVITIES 5,6 5,8 2,9 6,0 5,5 M. PROFESSIONAL, SCIENTIFIC AND TECHNICAL

ACTIVITIES 213,9 217,9 197,4 208,6 201,7


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N. ADMINISTRATIVE AND SUPPORT SERVICE ACTIVITIES

77,3 67,5 62,0 85,5 88,4

O. PUBLIC ADMINISTRATION AND DEFENCE; COMPULSORY SOCIAL SECURITY

354,9 326,7 325,1 312,7 331,3

P. EDUCATION 304,4 290,3 274,8 294,0 295,1 Q. HUMAN HEALTH AND SOCIAL WORK

ACTIVITIES 238,2 223,5 212,8 214,2 218,4

R. ARTS, ENTERTAINMENT AND RECREATION 47,4 40,3 42,9 45,2 49,5 S. OTHER SERVICE ACTIVITIES 85,4 76,4 69,8 74,4 67,4 T. ACTIVITIES OF HOUSEHOLDS AS EMPLOYERS;

UNDIFFERENTIATED GOODS- AND SERVICES-PRODUCING ACTIVITIES OF HOUSEHOLDS FOR OWN USE

73,6 56,1 50,4 46,9 40,1

TOTAL 4.054,3 3.695,0 3.513,2 3.610,7 3.673,6

In the primary sector, Greece is the largest producer of cotton and pistachios in the European Union. Other important agricultural products include rice, olives, tomatoes, watermelons and tobacco. Organic farming has also increased considerably in the country. In the industry sector, the recent crisis hit hard various industries. Indicative industries of Greece include cement, pharmaceuticals, concrete, beverages and beer, dairy and cigarettes. In the tertiary sector of services, shipping has played a key role in the Greek economy since antiquity, and was recently boosted during the 1960s by shipping magnates Onassis and Niarchos. The tourism sector has also been a major component of the Greek economy, especially after the 1950s, ranking the country 10th in the world in terms of tourist expenditure. Recently, various tourism – related organizations, such as Lonely Planet, have included Greece in their “hot” guides and lists. The Greek economy has suffered from a number of factors, such as tax evasion, which has reached a very high level in recent years. The Great Recession as well as the Greek government – debt crisis only worsened the matter, causing a sharp plunge of the economy of Greece in the past few years.

4. VET in Greece

4.1 Historical context

Greek society has always been characterised by a strong demand for general education and university studies. This trend reflects sociological stereotypes, developed after World War II and has affected the overall attractiveness of VET in Greek society in combination with a fragmentary approach with regards to VET related policies. Other major weaknesses and challenges can be summarized as follows: a) Higher dropout rates in comparison with General Education, b) multiplicity and complexity of legal framework, c) lack of continuity and focus in the design and implementation of VET related policies and d) problematic linkage with the labour market. Today, young people continue to see vocational education as a last resort, despite unceasing efforts by the authorities to present it as an alternative of equal value with general education. The statistics show that people with technical and vocational qualifications have fewer difficulties in finding jobs than those with general education. Vocational education remains the second choice for most parents and children. It attracts low performers, who mostly come from lower economic brackets. This tends to reinforce negative stereotypes and creates a vicious circle at the expense of vocational education (Ioannidou and Stavrou, 2013). In 2014, 15% of 15-19 year-olds in Greece were enrolled in vocational programmes, compared to an OECD average of 25%. Furthermore, in Greece just 2% of 15-19 year-olds were enrolled in combined school and work-based programmes compared to 7% for OECD member countries as a whole. In Greece, 31% of students in upper secondary education were enrolled in vocational

http://www.greece.com/info/economy/greece_economy/

http://www.greece.com/info/general/greek_government/


Project N°: 2017-1-SK01-KA202-035375


programmes and 69% in general programmes, compared to an OECD average of 44% of students in vocational programmes and 56% in general programmes. This implies that “vocational education and training can provide more direct pathways into the labour market”, even more when there is a strong work-based learning component incorporated into the VET programme. 4.2 Types of vocational education programme

Graduation from lower secondary education completes the cycle of compulsory schooling and students can then choose whether to continue in general or vocational education. Students enter upper secondary school at the age of 15 and graduate at 18. According to the new law regulating -amongst others- upper secondary VET (Law 4386/2016), students have the following options in addition to the general upper secondary school:

(a) initial vocational education within the formal education system in the second cycle of secondary education at a vocational upper secondary school (EPAL, day or evening school);

(b) initial vocational education at an apprenticeship school (EPAS) at upper secondary level (see 2.2.2). The function of EPAS schools supervised by OAED (regulated by law 3475/2006) has been prolonged till the academic year 2020- 2021 (those enrolled into the first class in 2021 may finish their studies in 2022);

(c) initial vocational training (outside the formal education system, referred to as non-formal) in post-secondary vocational training institutes (IEK), centres for lifelong learning and colleges, and also the post-secondary apprenticeship year (or apprenticeship class) for EPAL graduates.

The new law (4386/2016) has abolished Vocational Training Schools (SEK) (which were founded by Law 4186/2013 and briefly operated catering for those studying at the time at these schools.


5.1 The Law on Apprenticeship In 2015, Law 4336 has set specific VET related goals which can be summarised as follows:

a) creation of a common Quality framework for VET and apprenticeships, b) creation of a skills forecasting mechanism and procedures for the reforming of VET

curricula and certification, c) facilitation of partnerships with the private sector and regional and local authorities, d) development of an implementation plan (by the Ministries of Employment, Education

and OAED aiming to offer apprenticeship positions to all IEK and EPAS students and for at least the 33% of the upper secondary VET students (EPAL),

e) facilitation of greater involvement by private companies (financing) in order to ensure the sustainability of the apprenticeships schemes.

All provisions stated in Law 4336/2015 are either further elaborated through various legislative or administrative actions or are in the phase of preparation. 5.2 Financing

Upper secondary apprenticeship programmes (mostly offered by OAED)


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Apprenticeship programmes are mostly run by OAED, the Greek public employment service (Ministries of Health, Agriculture and Tourism operate up to 5 programmes each). OAED operates a total of 51 EPAS (47) apprenticeship schools, which have an average annual intake of 4,500-5,000 students, depending on the relevant annual announcement. Their courses last two school years (four semesters). They admit students aged 16 to 23 who have completed at least one class of the upper secondary school. The paid practical work takes place four or five days a week in public or private sector enterprises on terms specified in the relevant apprenticeship contract. Participating enterprises are subsidised. As of 2013, the subsidy amount for enterprises is EUR 11 for each day of learning at the workplace. The subsidy may be paid to the employer or directly to the apprentice. The school is responsible for finding work placements for its students. The amount paid to the trainee student is 75% of the minimum wage set by the national general collective labour agreement (EGSSE), for all four semesters and amounts to EUR 17.12 per day. A contract between the apprentice and the employer is signed and social security for the apprentice is fully covered during the duration of workplace learning. Post-secondary apprenticeship programmes (EPAL apprenticeship class) The EPAL ‘apprenticeship class’ is an option for those who have completed the three-year upper secondary education programmes at EPAL schools. EPAL apprenticeship programmes are based on OAED’s dual learning principle and follow the same quality framework for apprenticeships. They belong to the non- formal system. They include learning at the workplace (four days a week), school-based learning aiming at specialisation course, a flexible zone allowing adjustment to local labour market needs and preparatory courses for certification at the school. The Apprenticeship Class as a post-secondary year option helps avoiding early specialization of students by helping them choose field and profession at a more mature stage and allows a possible professional redefinition for school-based EPAL graduates. Α contract is signed between the two parties. The apprentice receives the 75% of the minimum wage of an unqualified employee and has every right that a normal employee enjoys under employment legal framework. Companies will assume clear responsibility over the workplace learning by signing a learning agreement that will complement the overall contract and appointing an in-company trainer for the apprentice (procedures for future training and accreditation of trainers are also foreseen). ‘Apprenticeship class’ programmes are to be financed in their initial phase from national, private and/or EU funds. Participating enterprises will contribute by 45%.


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Figure 1 Place of the PTW in the ET system


The National Strategic Framework introduces a new governance structure for VET (including apprenticeships), that is based on reinforced collaboration of stakeholders. A National Committee, comprising General Secretaries of key Ministries, is foreseen to assist decisions of Ministries of Education and Labour that retain overall responsibility over VET. A Technical


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Committee, comprising Directors and Head of Units of Ministries and key institutions will assist the National Committee, through dealing with operational aspects and involving social partners and chambers in selected topics (working groups). Regional VET Committees are already foreseen since 2013 but have not been established apart from a few cases.


Specialties of apprenticeship programmes will be decided by the National Committee for VET and apprenticeships, based on recommendations by the Technical Committee and taking into account findings by the skills forecasting mechanism. A number of factors, such as demand for existing specialties, regional recommendations will be taken into account. IEP will be responsible for the development of curricula for the EPAL apprenticeship class and EPAS programmes, which should include a clear workplace component (that was missing from existing EPAS programmes). Upper secondary apprenticeship programmes On completion of their studies EPAS graduates obtain an EPAS specialisation diploma corresponding to EQF level 4, work experience, and accumulate pension rights. If the specialty is related to a professional license, the graduate receives professional rights and afterwards gets the professional license from the relevant regional authority. Improvements to the EPAS apprenticeship scheme are promoted by OAED’s own reengineering programme and through the VET Strategy and subsequent legislation. Among other developments, learning agreements will be introduced to EPAS apprenticeships describing the learning outcomes intended to be developed in the workplace, alongside the appointment of a qualified in-company trainer. Post-secondary apprenticeship programmes The vocational upper secondary schools (EPAL) and OAED share responsibility for implementing the apprenticeship class, assigning the students to work placements, and all that this entails. According to Law 4386/2016 (i.e. the most recent development regulating VET), the duration of apprenticeship class is one school year. The ‘apprenticeship class’ is at the time of reporting at a pilot stage since May 2016 for two specialties, i.e. electrical installations and agriculture business. The evaluation of the pilots will inform the final legal and operational aspects of the “apprenticeship class”. Graduates of the ‘apprenticeship class’ will receive a diploma at EQF level 5 after procedures for certification of their qualifications by the national agency (EOPPEP) have been completed. EOPPEP is the body responsible for certification of qualifications and for awarding specialisation diplomas to graduates of ‘apprenticeship class’, either alone or jointly with OAED. Those who pass certification examinations receive both the related specialisation diploma and a licence to practise their trade (when a license is necessary by relevant legislation). As appropriate, other ministries that issue corresponding occupational licences may take part in conducting examinations.


Apprenticeships have been strengthened across the country by the establishment of 30 vocational education career offices (GDEE) within the framework of the EPAS. These aim to systematically link vocational education to the world of work by placing students in appropriate jobs in private and public sector enterprises. The effectiveness of the apprenticeship system in terms of labour market integration is clearly illustrated by the percentage of apprentices entering employment on completion of their studies. 47% of EPAS graduates are employed, 50% entered the labour market 6 months after the completion of their studies and 70% are employed for more than a year.


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The lifelong learning law (Law 3879/2010, Article 18) establishes incentives for the development of lifelong learning and updating of the knowledge, skills and abilities of the country’s human resources. Companies are entitled to receive back their contributions to the LAEK training fund if they carry out training programmes for their personnel. The revenues of this account, which is managed by OAED, come from employers’ contributions to the Social Security Organisation (ΙΚΑ), with each company contributing 0.24% of its gross wage bill. Many companies receive financial incentives to offer training places to students in or graduates of VET programmes. In this way they contribute to the education of learners, as for example in the EPAS apprenticeship schemes. Companies participating in the recently introduced EPAL and IEK apprenticeship programmes will also receive subsidies for their share of the cost. There are also subsidies for companies that take part in vocational training actions funded by the NSRF (ESF) that combine training with counselling and work placement schemes. CVET providers benefit from the training voucher schemes that largely form the basis of ALPM policies. Supporting institutions Apart from the main key stakeholders for apprenticeship (Ministry of Labor, Social Security and Social Solidarity, the Manpower Organization of Greece, the National Institute of Labour & Human Resources, the National Qualifications and Professional Orientation Certifying Body), universities and technological educational institutions are also key players for apprenticeship programs. Also, Public and private VET institutions, as well as Social partner institutions, provide support to companies and help them improve their employees’ skills. Their supporting services towards companies that are engaged in apprenticeship programs mainly focus on:

General advice on the overall recruitment procedure Assistance in the preparation / conduct of assessments Information on the content of the apprenticeship Counselling for the content of the apprenticeship Support for the content of the apprenticeship


OAED has established 30 vocational education career offices (GDEE) within the framework of the EPAS schools, aiming at linking vocational education to the world of work by placing students in appropriate jobs in private and public sector enterprises. The agency responsible for lifelong counselling and vocational guidance is EOPPEP (65), which is a member of the corresponding European network (ELGPN) that was set up by the European Commission in 2007. EOPPEP is responsible for: helping to design and implement national counselling and vocational guidance policy, coordinating the action of public and private SYEP services providers, promoting the training and further education of SYEP staff and specifying the required qualifications, implementing actions in support of the activity of counsellors, and supporting citizens in matters relating to development and career management. There is also an electronic lifelong careers counselling forum (IRIS), which is intended for public and private sector vocational guidance and careers counsellors and aims at encouraging supplementary actions by public and private sector counselling bodies and staff, nationally and in each region separately, and improving the quality of the services provided. OAED is also a member of the European job mobility portal (EURES) network, which provides information, advice and hiring/placement services to workers and job-seekers in other European countries, and to


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employers looking to hire people. In Greece there are 39 EURES points in various cities.


6.1 Description of Focus Group (e.g. date and location, participants) During the week 12-19 of January 2018, IDEC organised semi-structured interviews with representatives of all ROI project’s target groups:

1. Two trainees who has experienced WBL 2. Two managers of SMEs who receive regularly local and/or foreign students for WBL 3. Two managers of VET centre that provides studies for 14 professional fields and sends

students for WBL. The results of the interviews are summarized below. In the tables you can find the different answers of each question. 6.2 Country/System level


In Greece, apprenticeship means on-the-job training. It is similar to the work placement and it concerns students at EQF level 3. The new Law extends the framework for apprenticeships and practical training at post-secondary level (IEK) alongside specialisation courses. WBL is also part of the national framework for apprenticeships. Post-secondary vocational training institutes (public or private IEK) provide six-month internships before certification examinations. Secondary and post-secondary schools supervised by ministries of tourism and agriculture offer programmes with workplace learning elements. Studies in technological higher education institutes include six-month internships. Apprenticeships in Greece usually last 4-5 months. Neither Work Based Learning nor apprenticeship are really developed in Greece. VET centres offer apprenticeships to their students but the results are poor.

VET representative 1: Work Based Learning is the combination between theoretical contact and learning hours, parallel to working experience at the exact same period (i.e. someone has theoretical lessons two days per week and practical ones in the industry for the other three days of the week. Apprenticeship is the practical implementation of the theoretical studies after the completion of the study program. A state or condition of learning from a master in a field (individual theoretical lessons are not involved). VET representative 2: WBL is when someone combines theoretical lessons parallel to work experience at the same period, while an apprenticeship is when someone is in a state or condition of learning from a master in a field (individual theoretical lessons are not involved). Employer 1: Neither Work Based Learning nor apprenticeship are really developed in Greece. VET centres offer apprenticeships to their students for 6 months but the results are poor. Also apprenticeships are offered for technical university students but in both cases the results are poor. Employer 2: WBL is the practical use of theoretical knowledge. Usually lasts around 3 months and is in collaboration with Universities or VET centres. My opinion is that is mandatory for sectors like hospitality. Trainee 1: WBL is when you go to work and to VET school at the same time. Apprenticeship is when you go only to work as practice and learning. Trainee 2: Internship programs offer students the opportunity of WBL. WBL is very important and if a student is lucky enough to be an intern in a company that cares, then they will learn a lot of things and much faster than through a university course. Apprenticeship in Greece lasts 3-4 months. Often it is underestimated by students and/or professors and employers. In my opinion, it is vital for someone’s professional career and it can become really interesting, too.


Project N°: 2017-1-SK01-KA202-035375


2. What is your opinion about WBL and apprenticeship in the country? Synthesis opinion on WBL in country?

There are no specific requirements for SMEs to operate as apprenticeship venues. That is why, there is a need for a quality framework to define the learning outcomes of WBL and the evaluation performance indicators. There is a lack for tools for matching apprenticeship specializations with labour market needs and the employers should be more involved in designing the curricula. VET organisations need to review annually the curricula and train their trainers on new trends, technologies and developments as the companies’ interests are not always aligned with apprentices’ needs and skills. The National legislation defines exactly the details concerning WBL and Apprenticeships. There is no role of the social partners due to the strict legislative material. VET schools and Training centers cooperate with companies for apprenticeships because it is a win-win situation. But, on the other hand, in the case of WBL legislation is more complicated. The financial framework combined with the total financial status of SMEs has negative influence on achieving this purpose. WBL is usually easy to do, but also low-paid or even unpaid if you don’t join an internship program. Usually SMEs see WBL as an opportunity to test an employee before they hire them. Unfortunately, there are always those who see internship programs, who offer WBL, as a great chance of free labor and profit. WBL is very important and if apprentices are lucky enough to be interns in companies that care, then they will learn a lot of things and much faster than through a university course. Often it is underestimated by students and/or professors and employers, but is vital for someone’s professional career and it can become really interesting, too. Unfortunately, Internship programs aren’t always on time or don’t even get launched due to lack of financial resources. This makes apprenticeship more difficult for both students and companies. Moreover, the apprentices should be evaluated before going and after finishing. More incentives for the companies to get apprentices and especially more incentives to keep them afterwards in the company and continue with their training would also be needed.

VET representative 1: The National legislation defines exactly the details concerning WBL and Apprenticeships. There is no role of the social partners due to the strict legislative material. VET schools and Training centres cooperate with companies for apprenticeships because is a win-win situation. But, on the other hand, in the case of WBL legislation is more complicated. The financial framework combined with the total financial status of SMEs has negative influence on achieving this purpose. VET representative 2: National legislation defines exactly the details concerning WBL and apprenticeship. No role of the social partners is predicted. VET schools cooperate with companies for apprenticeship but in the case of WBL legislation is more complicated. The financial framework combined with the total financial status of SMEs has negative influence on achieving this purpose. Employer 1: Needs changes and adaptation to the current needs of the market They should become active because till now they do not really express any real opinion It exists but it must be strengthened and the apprentices should be evaluated before going and after finishing. More incentives for the companies to get apprentices and especially more incentives to keep them afterwards in the company and continue with their training Employer 2: Unfortunately, the State lacks a right way to give information about apprenticeships and even then they last less than 3 months and there is not enough funding. Trainee 1: I think national legislation should change and students should be paid. Trainee 2: WBL is free but also low-paid or even unpaid if you don’t join an internship program. Usually SMEs see WBL as an opportunity to test an employee before they hire them. Unfortunately, there are always those who see internship programs who offer WBL as a great chance of free labor and profit. As far as WBL is concerned, Internship programs aren’t always on time or don’t even get launched due to lack of financial resources. Personally, I couldn’t join an internship program because of this. This makes apprenticeship more difficult for both students and companies.


Project N°: 2017-1-SK01-KA202-035375


3. What support measures that you know would make apprenticeships more attractive and accessible to SMEs and would motivate companies to take on apprentices?

Companies are not properly informed by the social partners about the apprenticeship framework. Tangible economic benefits, like subsidies / tax reduction etc., should be granted to companies before their first attempt to act as apprenticeship venue in order to acknowledge the social benefits of apprenticeship. In addition to these, other support measures should be:

Less bureaucracy

Funding

Taking advantage of European project’s funds

The ability of cooperation between VET schools and SMEs abroad.

Participation in ERASMUS+ students exchange programs

The government should cover the expenses or the company should invest on students

Governmental coverage of social security of the trainees after the end of the apprenticeship

period.

VET representative 1:

o Less bureaucracy o Funding o Taking advantage of European projects funds o The ability of cooperation between VET schools and SMEs abroad. o Participation in ERASMUS students exchange programs

VET representative 2: o Less bureaucracy o To take advantage of European financial projects o The ability of cooperation between VET schools and SMEs abroad. o Participation in ERASMUS students exchange programs

Employer 1: Tax incentives and cover of social security of the trainees after the end of the apprenticeship period. Employer 2: Some support measures that would make apprenticeships more attractive are: greater financial support and coverage of social security from the State, and the possibility of longer lasting apprenticeships. Also, the SMEs having to pay half of the apprentice’s wage would make the SMEs compete with each other in a healthy way for apprentices. Trainee 1: The government should cover the expenses or the company should invest on students. Trainee 2: I think that all the necessary measures (such as funding or launching) have already been taken.


in your country? Companies acquire an educational perspective of apprenticeship. They could even, train

their future employees according to their needs. The apprentices get prepared for professional life. They take lessons in practice, make

mistakes, fix them and generally, improve their abilities.

The VET schools and Training centres will cooperate more easily.


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VET representative 1: o SMEs could train their future employees according to their needs o Students could prove their abilities o The VET schools and Training centres will cooperate more easily

VET representative 1: o SMEs could train their future employees according to their needs o Students could prove their abilities

Employer 1: o Students acquire skills and competences actually needed by the market which will help

them afterwards to find jobs. As Greece has very high rates of unemployment, this is very important.

o Training centers enrich their curricula and training offer to correspond to companies’ needs so they have less drop outs and higher levels of employment for their students, thus improving the image and effectiveness of VET in the country

o The companies profit from students that come out of the VET system and can be incorporated in the company, reducing the learning and adaptation curve that costs and takes a lot of time. This will lead to more open positions for WBL and apprenticeships especially in the SMEs that are the core of Greece economy.

Employer 2: o Practical appliance of theoretically gained knowledge. o Future business proposal to the apprentice. o Reduction of unemployment.

Trainee 1: It is better for students to learn more and they have more opportunities to find a job in the same companies. Trainee 2: The person who takes work-based learning, actually takes lessons in practice, makes mistakes and fixes them. I strongly believe that self-improvement is the most important thing.


in your country? There are no specific requirements for SMEs to operate as apprenticeship venues. The job training is not created in line with VET curricula, based on national occupational

profiles. The supervision and monitoring of the student, may not always be consistent, and there

is lack of will on behalf of the employers to teach interns. Many times, the usage of interns benefits the SMEs economically. Because of the high

expenses they may have, they prefer to cover their needs with students and not hire an employee.

The general lack of financial resources. Lack of apprenticeship culture and lack of incentives given by the state. The cost is also a

significant factor.


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VET representative 1: o SMEs have to pay (a lot) o SMEs do not have the ability to make changes in study programs o SMEs cannot take advantage of EU projects

VET representative 2: o SMEs have to pay a lot o SMEs cannot take advantage of EU projects

Employer 1: Lack of apprenticeship culture and lack of incentives given by the state. The cost is also a significant factor. Employer 2:

o Unclear process. o Inconsistency between State institutions. o Bureaucracy. o Too little time for the apprenticeship.

Trainee 1: The expenses for the SMEs are very high and they prefer to cover their needs with students and not hire anybody. Trainee 2: The main obstacles for an effective work-based learning in my country are the lack of financial resources as well as the lack of will on behalf of the employers to teach interns.



Cooperation with the social partners for a new national legislation. SMEs should have a limit to how many apprentices could have and they should be

obliged to hire a percentage of them. Possible inspections to the companies that offer apprenticeships, by the institutions

which support WBL.

VET representative 1: Cooperation with the social partners for a new national legislation VET representative 2: Cooperation with the social partners for a new national legislation Employer 1: I do not know any measures taken to improve work-based learning. Employer 2: Some measures are:

o Reduction of bureaucracy. o Clear understanding and communication between State institutions. o Apprenticeships last longer.

Trainee 1: SMEs should have a limit to how many students could have and they should be obliged to hire a percentage of them. Trainee 2: I don’t really know if there are a lot, but I can think of possible inspections by the institutions who support WBL.


(wages, material, recruitment, supervision, infrastructure, quality, etc.) and which of them are/should be covered by the government?

Companies can lose their time trying to train an intern who doesn’t care or is inefficient. However, the losses are, most of the times negligible compared to the gains. Salaries, social insurance, health insurance. All should be covered by the government The main cost of WBL is supervision and the wages if they are not in an apprenticeship programme. The government should cover the social security costs of the trainee or even the apprentice especially after the end of the apprenticeship in order to give incentive to companies to keep these persons and continue to invest in them and their training.


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VET representative 1: o Salaries o Social insurance o Health insurance

VET representative 2: Salary and social insurance Employer 1: The main cost of WBL is supervision and the wages if they are not in an apprenticeship programme. In my opinion the government should cover the social security costs of the trainee or even the apprentice especially after the end of the apprenticeship in order to give incentive to companies to keep these persons and continue to invest in them and their training. Employer 2: At least half the apprentices’ wage should be given by the company. This is the first cost. In order the company not to face other costs, such as bad choice of recruits, the recruitment should be done by the interested company itself. Moreover, the VET centre or University should choose the apprentices with care, in order to use the best of the students and not just to have a standard amount of apprentices. In addition, there should be close supervision by a teacher throughout the apprenticeship, even the need to visit the company to see by himself the conditions of the apprenticeship. Trainee 1: Salary, taxes and insurance. They all should be covered by the government. Trainee 2: Companies can lose their time trying to train an intern who doesn’t care or is inefficient. However, the losses are, most of the times negligible compared to the gains.

6.3 Cooperation between VET and Companies’ level

8. Do you consider the national system has established a structured, continuous dialogue between all apprenticeship partners including a transparent method of coordination and decision-making?

Training on the job is not created in line with VET curricula, based on national occupational profiles. Closer and more effective links should be built between VET organisations and companies. Regular meetings should be established between teachers and trainers.

VET representative 1: No VET representative 2: No


learners are sufficiently supported? Unfortunately not.

VET representative 1: No VET representative 2: No


centres and companies that ensure sufficient support to SMEs through business-education partnerships at the local level?

Training on the job is not created in line with VET curricula, based on national occupational profiles. Companies need to provide feedback on the VET curricula.

VET representative 1: Yes VET representative 2: Yes


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11. In your opinion, companies are sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices?

No, they are not. Companies need more reliable and consistent information. There is no control or incentive given to offer training or better quality during the apprenticeships. The companies need to have proper mentors, maybe even accreditation.

Employer 1: No they are not. There is no control or incentive given to offer training or better quality during the apprenticeships. Employer 2: The need to provide the best apprenticeship experience to our apprentices makes us assign them to the best of our professionals, in order to act as their mentors and supervisors. What is more, we often carry out “In house trainings” that is necessary for the apprentices to watch. By doing that, we provide ourselves with better trained apprentices, who may be our future professionals.



Unfortunately the content and provision of apprenticeship is not updated to labour market needs.

“On the job training” is not created in line with VET curricula, based on national occupational profiles.

The apprenticeship specialisations not exactly match the labour market needs. The learning outcomes of the WBL should be reviewed every year.

What is more, apprenticeships should have been a tool for the government to decrease youth unemployment and at the same time create a long lasting link between the companies and their apprentices. Create workers with expertise and specialisations designed by the companies for the companies to cover the needs of the market. Employer 1: No it is not and so is not also the curricula of the VET centres. Apprenticeships should have been a tool for the government to decrease youth unemployment and at the same time create a long lasting link between the companies and their apprentices. Create workers with expertise and specialisations designed by the companies for the companies to cover the needs of the market. Employer 2: Sadly, no. Also, the curricula of the VET centres or Universities may be updated to the labour market needs but mostly in theoretical subjects. Usually, they lack the practical courses.



The VET curricula are not updated as fast as the required skills change in the labour market. However, the apprentice should be used as a substitute worker and his/her task should be as much as possible limited to the competences described in the curriculum. The requirements for apprenticeship should describe in more details the necessary skills and knowledge for entrance level in the work placement.

Employer 1: No, I do not. Employer 2: No, and that is why we try to stay in touch with the VET centres and Universities we usually collaborate with, in order to ask for the apprentices we need. That way they provide us with specialised students and we provide them with feedback on what is needed in the labour market.


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The trainee should be open and eager to learn new things but he also should already be very well trained before beginning his apprenticeship. In addition, he should be interested to the subject and to the work in hand and have enough time and engagement from the company into building the necessary skills and supervising the whole process.

Employer 1: The trainee should be open and eager to learn new things but first he must already be very well trained before coming. Second he must be interested to the subject and to the work in hand and finally enough time and engagement from the company into building the necessary skills and supervising the whole process. Employer 2:

o Good communication of the professionals and the apprentices, along with training. The professionals should be patient with the apprentices.

o Cash benefits for the apprentices. o Possibility of employment, of the apprentice, by the company.



The entrepreneurs develop in a way the mentality of a training provider. The apprentices are prepared for professional mobility.

Employer 1: o Good cooperation with the training centre before the wbl/ apprenticeship in order to define

the contents of the training o Financial support to the company for the provision of WBL o Assignment of specific person that knows the work from the SME but also knows how to

teach/ communicate in order to guide the intern The benefits we get are:

o New and fresh ideas coming from new interns o Assistance in the operation of the company o Improvement of company profile o Improvement of company’s workers skills in terms of communication, mentorship etc.

Employer 2: o Apprentices are more updated in the theory of the profession o They bring new ideas in the business o Their youth is linked with more energy and passion to do exceptional work.



The main obstacles are the following: There are no specific requirements for SMEs to operate as apprenticeship venues. “On the job training” is not created in line with VET curricula, based on national

occupational profiles. The supervision and monitoring of the student is not always consistent. There should be

specific performance indicators for evaluation of the WBL. The duration of the apprenticeship and the associated costs are many times a negative

factor. Lack of control by the sending organisation, lack of interest by the trainee, lack of time

and lack of engagement by the company


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Employer 1: Lack of control by the sending organisation, lack of interest by the trainee, lack of time and lack of engagement by the company. Employer 2: Due to the large popularity that some specialties get through the social media, there are many apprentices that choose a specialty without really knowing or caring what it is about. Therefore, they might realise during their apprenticeship that they are not fitted for the job. That results to poor performance, or even worst to abandon their apprenticeship midway. In addition, this has a negative influence on the company and affects the quality of performance provided.



It depends on the level that a company is receptive to changes. A student can often provide the company with new ways of completing tasks. For example, the use of Microsoft Excel (I know it may seem weird, but there are a lot of Greek companies that still prefer the old-fashioned way) which can make things easier, faster and more credible. Another very important factor is foreign languages. As years go by, people and especially students tend to learn more foreign languages and eventually these languages have become a “must” in the workplace.

Trainee 1: In a high level Trainee 2: It depends on the level that a company is receptive to changes. A student can often provide the company with new ways of completing tasks. For example, the use of Microsoft Excel (I know it may seem weird, but there are a lot of Greek companies that still prefer the old-fashioned way) which can make things easier, faster and more credible. Another very important factor is the foreign language. As years go by, people and especially students tend to learn more foreign languages and eventually these languages have become a “must”.


When the company is willing to teach the students things, provide them with useful experience and the student is willing to learn as well, then the development can be great. Far from the experience, the student may find out what they prefer working on, or at which field they are better.

Trainee 1: Very much Trainee 2: When the company is willing to teach the student things, provide them with useful experience and the student is willing to learn as well, then the development can be great. Far from the experience, the student may find out what they prefer working on, or at which field they are better.


It also depends on the company’s will along with the field of studies of the student. We understand that a student engineer improves more their practical skills rather than their social. On the other hand, a public relations student during a WBL improves more their social skills rather than their practical.

Trainee 1: A lot Trainee 2: It also depends on the company’s will along with the field of studies of the student. We understand that a student engineer improves more their practical skills rather than their social. On the other hand, a public relations student during a WBL improves more their social skills rather than their practical.


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Answered above.

Trainee 1: A lot Trainee 2: Answered above


Students “take a sip” of what true work looks like. They learn the needs of a position and their potential as well. So, if they are interested enough, they prepare themselves for what is about to come next. This means, improving their skills or trying to obtain new ones, acquired for their dream job.

Trainee 1: Very much Trainee 2: Students “take a sip” of what true work looks like. They learn the needs of a position and their potential as well. So, if they are interested enough, they prepare themselves for what is about to come next. This means, improving their skills or trying to obtain new ones, acquired for their dream job.



Willingness to do things and learn. People skills often beat hard skills. For example, lots of employers would prefer an employee who is loyal and eager to learn, but isn’t an expert in the field, rather than a stubborn expert whose loyalty is doubtful.

Trainee 1: o They come face to face with clients o They learn the true needs of the company o They understand the rules of the free market

Trainee 2: I would go with willingness to do things and learn. It’s my firm belief that people skills often beat hard skills. For example, lots of employers would prefer an employee who is loyal and eager to learn, but isn’t an expert in the field, rather than a stubborn expert whose loyalty is doubtful.



- They come face to face with clients - They learn the true needs of a company - They understand the rules of free market Trainee 1:

o They come face to face with clients o They learn the true needs of the company o They understand the rules of the free market

Trainee 2: Having a trainer throughout the apprenticeship and being able to learn through making mistakes.



There are no specific requirements for SMEs to operate as apprenticeship venues. On the job


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training is not created in line with VET curricula, based on national occupational profiles. The supervision and monitoring of the student is not always consistent. The companies need to have proper mentors, maybe even accreditation. In addition to the above:

- Low salary - Students are not always really interested - Employers do not trust students

Trainee 1:

o Low salary o Students are not always really interested o Their employers do not trust students

Trainee 2: Limited duties, many times they don’t allow the learning to be in all sectors of the business, and low salary.


applied?

There are only disadvantages for the students. For example it would be more difficult to find a job or to learn practical things on their specialty. Students who don’t apply for WBL lose a chance to learn in a way which can give them the work experience without the responsibilities. WBL is an easy and smooth way of getting to know the job market.

Also, companies will lose the opportunity to get to work with fresh, young people –still at university- with theoretical knowledge on the subject and willingness to learn more, that will affect them in the best way possible.

Trainee 1: There are only disadvantages for the students. For example it would be more difficult to find a job or to learn practical things on their specialty. Trainee 2: I would say that students who don’t apply for WBL lose a chance to learn in a way which can give them the work experience without the responsibilities. WBL is an easy and smooth way of getting to know the job market.

6.6 Social value/impacts and the outcomes of apprentices and WBL What do you understand by social value/social impacts/SROI of that item?

The social value/social impacts/SROI of WBL is the way it influences the SMEs, the students and the business in general. It is the value society gets as a whole from the money, time and effort invested into the training of an apprentice and the results it has.

VET representative 1: Students may find jobs easier and SMEs find may more suitable employees VET representative 2: It is easier for students to get a job and for SMEs to find suitable employees Employer 1: The value society gets as a whole from the money, time and effort invested into the training of an apprentice. In reality the value is the result of the WBL or any apprenticeship which is a better suited worker to cover the needs of the market Employer 2: The social value of WBL is the reduction of unemployment, the practical appliance of knowledge for the apprentices, provision of jobs in the market and the ability to find and train your future employees. Trainee 1: Employers and employees come closer to each other Trainee 2: The social value/social impacts/SROI of WBL is the way it influences the SMEs, the students and the business


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Who changes as a result of an apprenticeship/WBL? All the participants: students, SMEs, VET schools, training centres If the company is lucky enough to have a well-educated in his field -or in a social level- apprentice, it will change, because he will bring more knowledge to it. Accordingly, if the company/SME has experience, many years of work and knowledge in all the business related matters, he will gain valuable insight and experience.

VET representative 1: All the participants: students, SMEs, VET schools, Training centres VET representative 2: All the participants: students, SMEs, VET schools Employer 1: All parties involved: intern, training providers, company workers. Employer 2: All of them are being affected. SMEs, students, VET schools, Universities, the labour market and the State in general. And every time there is a new apprenticeship this happens all over again via the new influences and the communication of the participants. Trainee 1: Both students and companies Trainee 2: If the company is lucky enough to have a well-educated in his field or generally student, it will change, because he will bring more knowledge to it. Accordingly, if the company/SME he is doing his apprenticeship has experience, many years of work and knows all the business related matters, he will gain valuable insight and experience.

How do they change as a result of an apprenticeship/WBL? Or; what are the changes

you have (or would likely) experience as a result of an apprenticeship/WBL? This question can of course be phrased differently – options such as ‘how are you different now’, ‘what do you do differently now’, what is different now’ etc. Students realize that it is up to them to find a job, gain valuable knowledge and skills. Moreover, if the SMEs allow it, they will get someone with energy and willingness to do things, and a new perspective to business. The VET schools will, too, have the chance to watch closely the changes on the market and have fully equipped students.

VET representative 1: Students realize that it is up to them to find a job, while SMEs and VET schools can make proposals for changes to national legislation in order to simplify the procedures and support even more apprenticeship/WBL. VET representative 2: Students realize that it is up to them to find a job, while SMEs and VET schools can make proposals for changes to national legislation in order to simplify the procedures and support even more apprenticeship/WBL. Employer 1: The intern as he/she acquires new competences, learns how to work in real

situations. The company & training centre employees and management, through the interaction with each other (communication, conflict resolution, mentorship, planning). Changes also occur on family and friends level of the interns, as a result of the new status of an intern (from a student he/she becomes also a worker, gains money and maybe contributes to the family, has different timetable etc.)

Employer 2: Answered above. From my side (SME) I can identify the following change:

o Improved interpersonal skills o Improved intercultural skills (because we have interns from abroad) o Improved knowledge of new generation mentality o Improved planning/ organisational skills in order to manage every day work and also

provide mentorship o Better understanding of EU identity (because we have interns from abroad)

Trainee 1: They understand each other better Trainee 2: Answered above

Are there any negative changes that have (or would likely) be experienced as a result

of an apprenticeship/WBL?


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SMEs could take advantage of apprenticeship/WBL and always cover their needs with students without salaries. This may lead to further unemployment

Poor training of the apprentice (e.g. the person who is responsible for the apprenticeship teaches things the wrong or unintelligible way.).

As far as WBL is concerned, there could be rude behaviors on behalf of the employer or the colleagues.

Τhe time lost when a trainee fails to meet the training challenges.

VET representative 1: SMEs could take advantage of apprenticeship/WBL and always cover their needs with students without salaries. This may lead to further unemployment. VET representative 2: SMEs could take advantage of apprenticeship/WBL and always cover their needs with students. Employer 1: Only the time lost when a trainee fails to accept the training. Employer 2: Negative changes are usually experienced when an apprentice leaves midway, or generally when there are bad to work with (happens with professionals, too). It has happened to have a private agreement with the University that the apprentices would stay one more month and that did not happen. Trainee 1: No Trainee 2: If I had to think of negative changes as a result of an apprenticeship, I would mention a wrong teaching (e.g. the person who is responsible for the apprenticeship teaches things the wrong or unintelligible way.). As far as WBL is concerned, I could think of rude behaviors on behalf of the employer or the colleagues. Though, if the student is smart, strong and self-confident, then the impact of these negative changes won’t last long or won’t even happen at all.

How long will the changes last?

As mentioned above, hopefully the negative changes will not last too long. And as far as the positive ones are concerned, in the best conditions, they will be the found οn which more knowledge and experience will be built, for both the company and the student.

VET representative 1: We do not know the legislative future VET representative 2: I don’t know. Employer: Forever Employer: Not very long. But this could happen all over again every time a new apprenticeship begins. Trainee: We never know. Trainee: As mentioned above, hopefully the negative ones, not too long. As far as the positive ones are concerned, in the best conditions they will be the found in which more knowledge and experience will be built, for both the company and the student.

How much of the changes is a result of an apprenticeship/WBL? (to be consider

counterfactual and the contribution of others) – so specifically

o What is the chance that these changes could be experienced without an apprenticeship/WBL?

The chance that these changes could be experienced without an apprenticeship/WBL is very low. Though, maybe later in the workplace is not unlikely to appear. In addition, it is difficult, but not impossible, to learn the necessary things on your own. But by that, you will surely miss on some parts of the necessary skills and knowledge.


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VET representative 1: Very low VET representative 2: Very low Employer 1: It is difficult but not impossible to learn the necessary things on your own. But if you do that you will surely miss on some parts of the necessary skills and knowledge Employer 2: Negatives changes could be experienced with professionals, too. Or between professionals and apprentices. Trainee 1: Very low Trainee 2: The changes could be experienced later in the workplace if not in an apprenticeship.

o Who else contributed to creating the changes (or will likely contribute to

them)? AND, what is the contribution that is down to others?

Social partners should have a very strong role under the appropriate conditions

Vet schools and the government VET representative 1: Social partners should have a very strong role under the appropriate conditions VET representative 2: Social partners should have a very strong role under the appropriate conditions Employer 1: The Government. Employer 2: Professionals contribute to these, too. When there is no possibility of communication between professionals and apprentices, it results usually in a change of divisions. Trainee 1: VET schools. Trainee 2: Universities and legislation.

How important are the different changes?

VET representative 1: Really important. VET representative 2: Important. Employer 1: Very important. Employer 2: The positive changes are really important for everyone involved. If the apprentices are dedicated and passionate about their job, is a win-win situation for the company, too. The negative changes are important, too, in their own way. They result in bad communication, lack of learning, evolving and production. It could also result to bad publicity from the apprentice that could even affect the company to clients and in the labour market. Trainee 1: Very important. Trainee 2: Very important.

Is anyone else affected? (individuals or organisations)

- The government, the parties etc. - Vet schools, social partners, the government - The organisation on its own as a living organism is affected. The persons that interact

with the trainees are affected also by the exchange of ideas, by the effort to train somebody and teach him how to be more effective.

VET representative 1: The government, the parties etc. VET representative 2: The government Employer 1: The organisation on its own as a living organism is affected. The persons that interact with the trainees are affected also by the exchange of ideas, by the effort to train somebody and teach him how to be more effective. Employer 2: Answered above. Trainee 1: Vet schools, social partners, the government Trainee 2: -


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If so, how?

They should take into consideration the suggestions of experts in the field of education (VET schools), industries (SMES) and social partners and proceed to the necessary changes of the national legislation

To cooperate better

7. The recommendations for further research - questionnaire survey of SMEs

Our suggestions are related to the length and complicity of the questions. Short, on point questions would contribute to better results. Many times, during interviews it was necessary to further explain what was expected as an answer and/or give examples for ideas e.g. for benefits, obstacles, changes etc. The on-line questionnaire should be more specific and self-explicable. Some questions could even be “multiple choice”. That, would help a lot the people answering. In addition, the questions should not require specialised knowledge because it discourages people to complete the survey. Besides the changes that result from a WBL and/or apprenticeship, it would be interesting to ask about the significance of the impact of every ROI indicator. Furthermore, maximum time for completion of the questionnaire could be around 30 minutes. Less time to complete it would attract a larger sample of answers. 8. The main results from SMEs survey

The survey in Greece has been conducted using an on-line questionnaire: (https://goo.gl/forms/jkec5lkTJenOHcK42) In total, 31 companies filled in the questionnaire until 27th of February. The survey is still open as there is an increasing interest of sharing opinions and more companies want to contribute to the development of a useful tool for the calculation of the ROI of WBL and apprenticeships. The comments of the respondents that are not included in this report will be taken into consideration at a later stage, before the finalisation of the ROI tool. Profile The majority of the respondents belong the micro-enterprise sector (<10 employees). Only 2 respondents do not belong to the target group of SMEs, as they count 344 and 2063 employees respectively. Their answers will not be included in this report, however they will be taken into consideration in our general comments and suggestions.

Number of respondents Number of employees 20 0-10 5 11-50 3 51-100 1 101-250 2 >250

VET representative 1: They should take into consideration the suggestions of experts in the field of education (VET schools), industries (SMES) and social partners and proceed to the necessary changes of the national legislation VET representative 2: They should take under consideration the suggestions of VET schools, SMES and social partners and proceed to the necessary changes of the national legislation Employer 1: Answered above. Trainee 1: To cooperate better Trainee 2: -


Project N°: 2017-1-SK01-KA202-035375


The sectors of activity are varied:

Sector of activity Number of respondents

Foreign Language Center 1

Career advising / Vocational Guidance services 2 Web services/ software /IT /High technology & computer systems 6

Medical Supplies & Health Products 1 Business consultants / Development advisor 2

Wholesale trade of PC & software 1

Construction 1 Accounting – taxes services 4

Quality control of fuels, lubricants, gases and liquids 1 Chamber 2

Emergency services (fires, earthquakes, bailouts, technological accidents,…) 1 Dairy industry 1

Electricity distribution network 1 Energy & safety systems 1

Services 1 Engineering 1

Basketball SA 1 Technical control of vehicles 1

Hospital 1

Bank 1

The persons responding in our survey hold the positions of either owner, manager, president or CEO.

Role in the company Number of respondents Training program manager 1 Human resources developer adviser 1 Operations manager 1 Manager 3 Coo 1 President 1 Founder 2 Owner 5 CTO 1 Managing partner 1 Laboratory director and quality responsible 1 Support of business 2 Entrepreneur 1 Head 1 HR Specialist/ Generalist / Manager 3 General director marketing & commercial develpoment 1 Manager of development section 1 IT manager 1 Technical control 1 Quality control 1 Chief accountant 1

The companies are spread in several locations all over Greece.


Project N°: 2017-1-SK01-KA202-035375






3. In your opinion, WBL and apprenticeship in a companies

The responses have been ranked based on their score of significance, starting with the company effect that was evaluated as most significant. COMPANY EFFECTS Strongly



Somewhat agree



3 5 12 9


1 8 15 5

enhances comapny image and reputation

1 3 6 12 7


2 1 1 5 11 9


1 3 6 12 7


1 2 10 9 7

Number of respondents Ermoupoli - Syros 1 Arta 1 Glyfada 1 Irakleio - Crete 1 Athens 3 Piraeus 3 Kavala 7 Kallithea 1 Thessaloniki 7 Skidra 1 Drama 1 Serres 2 Alexandroupoli 1 Ksanthi 1


Project N°: 2017-1-SK01-KA202-035375


contributes to reducing the cost of external recruitment and internal induction (introducing staff to a new job and organisation)

2 1 3 5 14 4

is investment in future skills rather as a way to sustain low-cost production

1 3 3 3 16 3


1 8 5 12 3


2 7 5 10 5


3 7 3 10 6

brings more benefits than costs

1 7 10 8 3


1 10 8 7 3


5 1 5 12 3 3


2 5 2 5 8 4 3


3 7 1 8 5 3 2


3 10 8 6 1 1

Other, please specify:

It burdens with additional responsibilities the existing employees because they have to train the apprentices. It is unpredictable. It enables new employees to gain experience. There is negative work when the apprentice is not ready for this experience.


Project N°: 2017-1-SK01-KA202-035375


4. In your opinion, the WBL and apprenticeship in society

The responses have been ranked based on their score of significance, starting with the society effect that was evaluated as most significant.


Project N°: 2017-1-SK01-KA202-035375


SOCIETY EFFECTS Strongly disagree



Somewhat agree



1 8 12 8


1 4 8 12 4


2 2 8 13 4


2 5 7 11 4


2 1 4 9 9 4


2 2 5 5 10 5


2 1 10 5 8 3


1 3 10 5 6 4


3 2 7 4 8 4

reduced youth employment

1 10 3 7 3 3 2

Other, please specify: It activates trust between business customers and apprentices in case the company goes on recruiting later. Always positive effects.


Project N°: 2017-1-SK01-KA202-035375



The responses have been ranked based on their validity, starting with the statement that was verified by most of respondents as accurate depiction of the national legislation on WBL and apprenticeship.


Project N°: 2017-1-SK01-KA202-035375


SUPPORT, ENVIRONMENT

Strongly disagree



Somewhat agree



2 5 5 5 10 2


1 1 6 4 6 7 4


4 5 4 5 9 2


1 2 5 5 6 8 2

has established a structured, continuous dialogue and cooperation between all apprenticeship partners including a transparent method of coordination and decision-making

8 3 6 3 6 3


2 10 4 8 2 1 2

Other, please specify: Is not homogeneous, not organized, not flexible Is adequate


Project N°: 2017-1-SK01-KA202-035375


6. Please indicate support measures that you know would make apprenticeships more attractive and accessible to SMEs and would motivate companies to take on apprentices?

Financial support measures

Motivation for recruitment: the state to take over to contribute to the salary of the people to be recruited.

Non-financial burden on the company. The greater % coverage of the cost of the apprenticeship. Grant of the complete insurance of the apprentice, grant of the largest part of the

apprentice's salary, some kind of reward for the company if it reaches the learning objectives related to the education and training of the apprentice.

Symbolic fee for trainers – businesses. Ability to work after the end of the apprenticeship with reduced employer contributions


Project N°: 2017-1-SK01-KA202-035375


for at least 5 years. Financing part of the salary (half) by the state for at least one year. Funding training programs for at least six months. Providing privileges to companies recruiting apprentices. Zero cost for business. Financial incentives (tax, insurance, etc.). Full funding of apprenticeships from state-funded funds. The very low cost, long duration, subsidizing companies from Community resources. Financial incentives for interested enterprises in order to plan the apprenticeship

accordingly. Abolition of financial participation of enterprises. Cost coverage, development proposals. Higher salaries from the State that do not burden the enterprise. Low insurance premiums, higher student earnings.

Legal framework measures

Longer duration - in parallel with the studies. Longer duration of apprenticeship. Longer duration of internship and apprenticeship. Longer duration of real apprenticeship e.g. 1 year for apprenticeship. Provide a framework for the protection of employers during apprenticeship in the event

that trainees leave the apprenticeship. Standardization of process. Register of stakeholders. Support for maintaining employment. Remove necessity for a. in-house work, b. non-private insurance, c. each uni to have their

own system. Obligatory apprenticeship at the university level. Graduate program after graduation with a one-year subsistence allowance so that SMEs

have time to invest in the training of apprentices. Less bureaucracy.

Preparation support measures

Better information to business. Ability to find candidates through electronic methods. Electronic student registration system. Better and more direct awareness of the number of apprentices in availability. Assigning corporate needs (specific technical needs) to the content of studies. Direct relevance of the qualification to the activity of the company. Information about the skills of multiple candidates with specific criteria of each business. Better information for companies and students on the available programs. Better link of education with business. Keep up-to-date on apprenticeship opportunities. The ability of the candidate to engage with the company before starting its

apprenticeship. Better training of apprentices before coming to the company for the needs of the job they

will be required to provide. Creation of a structured training program that will be followed by SMEs in terms of both

soft skills and general evaluation of the level of apprenticeship and WBL in order to


Project N°: 2017-1-SK01-KA202-035375


promote lifelong learning. Business training so that they can undertake apprenticeship training more effectively. Greater specialization in SME issues for apprentices.

Implementation support measures

Appropriate training-informing the apprentices on the behavior in the working environment.

Clarify from the beginning the goals of both the business and the apprentice. Increased involvement of the training provider. Online student evaluation. High knowledge level of apprentices, harmonized with new technologies. Highlighting the information and participation of teachers in the process. Give the apprentice the opportunity to come directly from the first day in contact with

the public. Incentives and provision of tools to companies for the sustainable preservation of

apprenticeships. Other measures

Publicize the companies participating in apprenticeship programs for future workforce. Better visibility of apprenticeships from educational institutions to business. Support for Apprenticeship Programs for all Higher Educational Institutes in the country,

business engagement for the absorption of a percentage on apprenticeships, support framework for social security.


The responses have been ranked based on their validity, starting with the statement that was verified by most of respondents as a true fact for SMEs with no prior experience with apprentices.

Strongly



Somewhat agree



3 7 16 3


1 4 1 7 4 7 3


3 5 4 8 3 1 5


3 9 5 4 3 3 2


Project N°: 2017-1-SK01-KA202-035375


8. In your opinion

The responses have been ranked based on their validity, starting with the statement that is perceived as a true fact about the system of apprenticeships and WBL in Greece. PERCEPTION OF THE SYSTEM WORKING

Strongly disagree



Somewhat agree



2 5 19 3


1 7 8 6 2 3 2


Project N°: 2017-1-SK01-KA202-035375



3 4 6 10 4 2


1 12 5 4 4 1 2


1 7 6 3 10 2


1 8 8 4 4 2 2


2 2 3 7 8 7

SMEs create feedback loops with the VET providers to adress the market needs

7 3 12 1 4 2


Project N°: 2017-1-SK01-KA202-035375




Business related factors

Personalization of the work of the apprentice during apprenticeship. Good working atmosphere. Development prospective. Business's need. Existence of a trained member of the enterprise - responsible for the apprenticeship. Placement of the apprentice in the appropriate position according to his / her skills and

the needs of the enterprise. Create time for training by the business. Excellent training. Existence of a suitable position in the business according to the learner's skills. The employment of apprentices in a relevant subject. The training of apprentices in new technologies. The intention of the enterprise to contribute to the learner's knowledge and education. Business interest, business culture. Mentoring, Vocational training, Creating Vision. Appropriate student briefing. Real participation of the company offering the position and willingness to invest time to

train the apprentice. Time for training.


Project N°: 2017-1-SK01-KA202-035375


Description of apprentice's education, participation of apprentices in working groups, delegation of exclusive work to the apprentice.

Apprentice related factors

Commitment on the part of the apprentices. Apprentice's need. Willingness of the apprentice to learn and offer to the enterprise. Apprentice's knowledge. Apprentice's will. Specialization of apprentices. Apprentice's good attitude. Methodicality, commitment to tasks and completion of work. Goodwill, willingness to learn, and good cooperation. The interest and will of the learner. Apprentice's interest. Actual participation of the apprentice and willingness to learn. True interest of the apprentice to learn during work. Cooperation, patience, development. Desire to work. Willingness to learn. Consistency.

Procedure related factors

Organized promotion of apprenticeship programs. Subsidized positions. Constructive cooperation between the school and the employer, adaptation of studies to

real market needs, the forms of apprenticeship must be for the benefit of the apprentice and the employer so that both of them have incentives.

Responsibility, evaluation, recognition of qualifications. The will of the apprentice and the business. Possibility of funding through European programs. Duration of apprenticeship. Essential evaluation of apprentices and entrepreneurs. Good cooperation between Educational Institution, Enterprise and Student. The willingness of both parties to engage. Appropriate association of business and apprentice. Adequate business information on apprenticeship. Adequate information for training providers targeted to companies to place apprentices

for their practical training. Adequate information for the general public - awareness raising. Sufficient apprenticeship duration. Sufficient student assessment. Actual participation of the training organization and continuous evaluation of both the

company and the apprentice during the apprenticeship in order to reform the curricula. Cooperation between training institute and business. Interest - Bureaucracy - Financial support. Financial benefit for both parties. Continuous WBL 1 year earlier.


Project N°: 2017-1-SK01-KA202-035375



The responses have been ranked based on their score of significance, starting with the obstacle that was evaluated as most significant. COMPANY OBSTACLES Strongly



Somewhat agree



1 4 5 7 12


3 10 10 6


1 2 3 8 11 4


1 8 8 6 6


1 2 1 3 9 4 9


1 2 7 8 7 4


2 7 10 6 4


3 1 5 7 10 3


2 3 2 13 5 4


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1 3 8 6 8 3


1 2 3 4 10 4 5


2 3 6 7 9 2


2 1 1 10 4 9 2


1 1 6 6 6 6 3


4 2 8 8 3 4


4 5 10 5 2 3


Lack of knowledge of the apprentice. Non-linking between study programs and the labor market. Lack of adequate information from apprentices or training providers prior to their placement. Lack of time. Differences in the level of education received by apprentices. Lack of will on the part of apprentices. Lack of skills and knowledge from apprentices. Cost - short time - real interest from apprentices


The responses have been ranked based on their score of significance, starting with the kind of support that was evaluated as most significant. SUPPORT NEEDED FOR COMPANIES

Strongly disagree



Somewhat agree



1 4 17 7


2 4 14 9


Project N°: 2017-1-SK01-KA202-035375



1 2 3 16 7


1 1 3 15 9


1 2 4 14 8


3 5 13 8


1 4 3 15 6


2 8 15 4

staff development 4 8 12 5 development of ICT platform/ guide/website

1 4 5 14 5


1 5 4 14 5


7 5 13 4


Eliminate internship costs Effective co-operation with responsible professors Information - support framework for training quality and efficiency - financial incentives Adapting the vocational training system to learning outcomes by assessing trainees and guiding companies to orientate WBL in order to address these gaps Active participation of VET providers during apprenticeship with counseling and support teaching to address any real-time deficiencies Reduce costs and bureaucratic procedures Financial - bureaucratic support More real apprenticeship time 1 year to perform WBL Inform employer about the skills of multiple applicants Important financial incentives for interested business


Project N°: 2017-1-SK01-KA202-035375


12. Do you know any institution in your country which provides support for WBL and employer engagement activities (e.g. Work-related Learning Service or Centre for Work-based Learning Partnership or The Employer Engagement Unit) Yes 9 No 20 If you answered Yes, Which:

______ Career offices of universities OAED (LABOR FORCE EMPLOYMENT ORGANIZATION) Technical Universities Universities Apprenticeship schools of ΟΑΕD ATLAS Structure of Employment and Career VET centers


Project N°: 2017-1-SK01-KA202-035375



COSTS Yes No I do not know regular wages of apprentices 19 7 3 time costs 19 8 2 preparation of qualified mentors and trainers

17 7 5


16 8 5

tools and materials 15 10 4 administration costs 15 11 3 recruitment and administrative costs: including financial and capital costs

14 9 6

supervision/mentoring costs 13 12 4 opportunity cost 12 10 7 infrastructure costs 12 12 5 allowances paid to trainees 12 13 4 fees for off-the-job training 10 15 4 fees, duties and taxes 7 16 6 compensation for any living expenditure of apprentices

6 19 4

irrregular wages of apprentices 5 18 6 Other, please specify The cost of the salary, of social insurance and of the education of the

apprentice. The main cost is the cost of time as well as the opportunity cost. An apprenticeship to be properly implemented requires a significant investment in time by the company and specialized staff who could be employed in more lucrative work or just carry out their regular work but at half time as they would not waste time on education.

9. The main recommendation for O1. Model for Return on Investment of WBL and apprenticeships preparation

The survey highlighted the most important aspects of apprenticeship and WBL, in terms of costs, benefits for companies and social benefits. The suggested model indicators, based on the survey results, are the following. Regarding the costs of WBL and apprenticeships for SMEs:

regular wages of apprentices

time costs

preparation of qualified mentors and trainers


tools and materials

administration costs

recruitment and administrative costs: including financial and capital costs

supervision/mentoring costs

opportunity cost

infrastructure costs

allowances paid to trainees

fees for off-the-job training


Project N°: 2017-1-SK01-KA202-035375


Regarding the benefits for SMEs:

opportunity to get to know future employees

higher productivity by hiring the former WBL trainees

enhancement of company image and reputation

better employee candidate pool, leading to lower future training costs

positive impact on organisation’s performance

availability of skilled workers by investing in the future workforce

reduced cost of external recruitment and internal induction (introducing staff to a new job and organisation)

investment in future skills rather as a way to sustain low-cost production

trust between business customers and apprentices in case the company goes on recruiting later

Regarding the society-related benefits:

increased employability through more effective preparation of learners for the labour market and fostering the acquisition of soft and employability skills

intergenerational exchange

higher inclusion in society, social integration and participation, particularly for vulnerable groups

development of more relevant and integrated curricula at schools


improved active citizenship

higher inclusion in society, keep dropout rates low


Project N°: 2017-1-SK01-KA202-035375


References

1. https://en.wikipedia.org/wiki/Greece

2. https://en.wikipedia.org/wiki/Economy_of_Greece

3. https://ec.europa.eu/eures/main.jsp?catId=2589&countryId=GR&acro=lmi&lang=en&r

egionId=GR0&nuts2Code=%20&nuts3Code=&regionName=National%20Level

4. 3 https://tradingeconomics.com/greece/unemployment-rate

5. 4 http://ec.europa.eu/eurostat/


Project N°: 2017-1-SK01-KA202-035375


Annex 4: National report Italy

Erasmus Plus Programme – KA2 Strategic Partnership for vocational education and training


apprenticeships

Project № 2017-1-SK01-KA202-035375


Document Name National Research Report - ITALY

Version V01

Date 23/01 /2018

Author(s) Carlotta Figini, Francesco Agresta, Gianluca Coppola



Project N°: 2017-1-SK01-KA202-035375


CONTENT

1 Country facts about Italy ...................................................................................................................... 3

2 Labour market description ................................................................................................................... 5

3 Economic sectors and enterprise description ...................................................................................... 5

4 VET in country (name of the country) .................................................................................................. 8

4.1 Historical context ................................................................................................................................................... 8 4.2 Types of vocational education programe .................................................................................................... 8

5 Practical training at the workplace (PTW): current arrangements ...................................................... 9

5.1 The Law on Apprenticeship ............................................................................................................................... 9 5.2 Financing ................................................................................................................................................................ 10 5.3 Place of the PTW in the ET system .............................................................................................................. 11 5.4 Governance structures ..................................................................................................................................... 11 5.5 Training content and learning outcomes .................................................................................................. 12 5.6 Cooperation among learning venues .......................................................................................................... 12 5.7 Participation and support to companies ................................................................................................... 12 5.8 Requirements and support to teachers and mentors .......................................................................... 13

6 The main results from focus group .................................................................................................... 13

6.1 Description of Focus Group (e.g. date and location, participants) ................................................. 13 6.2 Country/System level ....................................................................................................................................... 14 6.3 Cooperation between VET and Companies’ level .................................................................................. 16 6.4 Companies’ level .................................................................................................................................................. 17 6.5 Students’ level ...................................................................................................................................................... 18 6.6 Social value/impacts and the outcomes of apprentices and WBL.................................................. 20

7 The recommendations for further research - questionnaire survey of SMEs .................................... 20

8 The main results from SMEs survey ................................................................................................... 20

9. The main recommendations for O1. Model for Return on Investment of WBL and apprenticeships

preparation ............................................................................................................................................ 37


Project N°: 2017-1-SK01-KA202-035375


1. Country facts about Italy After the Second World War, the Italian economy faced deep changes. These changes allowed the Italian Economy to become one of the biggest economies in the world. During this phase of changes there has been a progressive switch from an economy based on the primary sector (agriculture, livestock and fishing) towards an economy based on industries and services. In the early years of the 2000, the Italian economy entered a phase of stagnation, characterized by a low growth rate and in between 2012 and 2013, the country faced a period of recession. Nowadays, according to the Banca D’Italia Bollettino (The Italian Central Bank Bulletin), the economic activity has grown in 2017 thanks mainly to the increase of the household expenses and the strengthening of the services sector. Italy has a diversified economy, which is divided into a developed industrial north, dominated by private companies, and a less-developed, highly subsidized, agricultural south, where unemployment is higher. The Italian economy is driven in large part by the manufacture of high-quality consumer goods produced by small and medium-sized enterprises, many of them family-owned. Italy also has a sizable underground economy, which by some estimates accounts for as much as 17% of GDP. These activities are most common within the agriculture, construction, and service sectors2. The table below3 presented a picture of the main indicators of the Italian indicators:

Table 1 main indicators of the Italian indicators

Having a deeper look at the Italian economy, ISTAT, the Italian national research institute of statistics, published the “Nota Mensile sull’andamento dell’economia italiana, October 2017” (A monthly Note on the performance of the Italian Economy), that explained that one of the reasons for the increase in GDP is due to an increase of the industrial production in the manufacturing sector during all 2017, with a peak during the period June – August.

2 https://www.cia.gov/library/publications/the-world-factbook/geos/it.html

3 https://data.oecd.org/italy.htm#profile-economy

https://www.cia.gov/library/publications/the-world-factbook/geos/it.html

https://data.oecd.org/italy.htm#profile-economy


Project N°: 2017-1-SK01-KA202-035375


Figur 1 Italian National Production

(base 2010=100)4

As it is shown by the above picture, the Italian National Production has increased in all the industrial sectors with a higher density in the capital goods (such as investment in capital machineries, edifice etc.) of +2,3 % and Intermediate goods of +2,2 %, while the energy sector registered an increase of +5,00%. The consumption goods have registered a positive variation of 1.9 %, not considering the decrease in August 2017. Simultaneously, the industry turnover has increased as well, registering an increase of + 0,9 %. The foreign exchange has registered a slight decrease of the export for -0,2 % and a +0.9% increase for the import. The reduction in the export is also due to a decrease in sales in the extra- EU area (-1,7%) and an increase in the EU area (+1,0%). Meanwhile, the imports coming from the EU area have been increasing especially from the EU countries (+3,5%).

Figure 2 Italy import and export

The table below provides a picture of the flow of the GDP in Italy from 2012 to 2016. Data available by ISTAT are updated at 2016.

4 In the graphic, the line marked in black represents the general trend; the line in dotted red represents the trend of the intermediate goods; the line in blue represents the consumption good; the line in dotted green represents the capital goods and the violet line represents the energy production.


Project N°: 2017-1-SK01-KA202-035375


Table 2 flow of the GDP in Italy from 2012 to 2016

The GDP product in Italy showed a slight increase since 2012, indeed it is in 2012 equivalent to 1.568.274 € to 1.568.691 € in 2016. Compared to the rest of EUROPE, Italy represents the 4th strongest economy in terms of GDP (the value is not calculated on GDP pro-capita) as it is shown in the table below5 :

Table 3 Compared GDP in European countries

2. Labour market description The Italian Research Center for Statistic, ISTAT, published a quick overview over the labour market situation in Italy at the end of 2017. The table below shows the Italian Participation to the Labour Market of the people resident in the Italian Peninsula (numbers are expressed in thousands)6. 5 http://www.istat.it/it/files/2017/12/C12.pdf

6 http://www.istat.it/it/files/2017/12/C08.pdf

http://www.istat.it/it/files/2017/12/C12.pdf

http://www.istat.it/it/files/2017/12/C08.pdf


Project N°: 2017-1-SK01-KA202-035375


Table 4 the labour market situation in Italy

RESIDENT POPULATION 60.187

EMPLOYED 23,187 – 38,5%

EMPLOYEE

17.900 – 29,7 %

Full time – Indefinite

Contract 12.317 – 20.5 %

Part time – Indefinite Contract

2.682 – 4,5 %

Full time – Fixed Term Contract

2.001 – 3,3 %

Part time – Fixed Term Contract

900 – 1,5 %

SELF – EMPLOYEE

5,28 8,8 %

Full time

4.565 - 7,6 %

Part time 722 – 1,2 %

People looking for a JOB 2.737- 4,5%

With working experience

1.942 – 3,2 %

Without working experience

795 – 1, 3%

People NOT looking for a JOB (15-64 years old)

- 13.387 22,2 %

Not looking for a Job, but willing to

work

3.134 – 5,2 %

Looking for a Job, but not willing to work

128 – 0,2 %

Not looking for a Job and Not willing to work

10.125 – 16,8 %

People Not looking for a job out of the age limit

20,876 – 34,7%

< 15 years old

8.154 – 13,5 %

> 64 years old

12.722 – 2,1 %


Project N°: 2017-1-SK01-KA202-035375


As shown in the table above, almost 40 % of the population resident in Italy is employed. People looking for a job are the 4,5 % of the overall population, while the ones who are not even looking for a job represents the 22,2 %. The data in the table refer to the overall population. ISTAT registered in 2017 an increase in the overall employment rate, +79.000 jobs, mainly due to an increase of the dependent employment. There is a decrease of the self-employment rate which register 22.000 jobs. The variations underline the significant changes in the job market. On average, there has been an increase in the employment rate of people coming from the unemployment pool especially made of youth, high skilled workers and people living in the North of the country. Considering the employment rate in Italy, the 57, 2 %7 of the Italian population between 15 and 64 has a job. The unemployment rate is 11,7 % of the working populations.

3. Economic sectors and enterprise description The Italian economy is one of the biggest in the world for exports and it is dominated by the SMEs, Small and Medium Enterprises, while the number of the big industries is low. Recently, due to the economic crisis, SMEs have been put under pressure by the increasing competition especially from emerging economies such as China, Vietnam and Thailand. Italian SMEs have been suffering also due to the economic crisis and globalization, which affect the manufacturing sector as happens in the emerging economies. According to the National Statistics, in 2017 the composition of GDP (Gross Domestic Product) was distributed as follows: agriculture: 2.1%, industry: 24% and services: 73.9%. As reported by the CIA (Central Intelligence Agency)8, the main agricultural goods produced are: ruits, vegetables, grapes, potatoes, sugar beets, soybeans, grain, olives; beef, dairy products and fish. On the other hand, the main industrial products are: tourism, machinery, iron and steel, chemicals, food processing, textiles, motor vehicles, clothing, footwear, and ceramics. The primary sector is the agricultural and fishing sector, which is mainly based on very small enterprises. Most of them are family-organized and in 2010 there were on the Italian territory 1.6 million farms, mainly located in the South of Italy. In the overall territory dedicated to Agriculture, the 31 % was devoted to olive cultivation, the 8,2 % to vineyards and 5,4 to citrus production. The other use that the Italian farmers made of the territory is dedicated to pastures (25,9%) and feed grain (11,6%)9. In the North of the country instead the agricultural products are based on corn, maize and rice. While the fishing sector is mainly concentrated on the costs and on aquiculture. Agriculture remains the least contributing sector with only 2.1 of the GDP and it is employing only the 4,2 % of the labor force10. The secondary sector in Italy is mainly represented by small and medium-sized enterprises, subdivided in different clusters. This composition has created a strong manufacturing sector, that has been focused over the recent years on the production of goods for the export to a niche and luxury market. The strategy behind is to face competition from emerging economies with quality goods, instead of quantity. In the North of Italy there is the so called “Industrial Triangle”, which comprises the area between Milan, Turin and Genoa, characterized by a high industrial production (automotive, machinery and aerospace). The main Italian industrial sectors are Tourism, Machinery and chemicals, Iron and Steel, Food processing, Textile, Clothing and Footwear, Motor vehicles and Ceramics. The tertiary sector is characterized by big insurance

7 http://www.istat.it/it/files/2017/12/Sintesi-Asi-2017.pdf

8 https://www.cia.gov/library/publications/the-world-factbook/geos/it.html

9 "Censimento Agricoltura 2010". ISTAT. 24 October 2010. Retrieved 11 February2015.

10 http://www.economywatch.com/world_economy/italy/structure-of-economy.html

http://www.istat.it/it/files/2017/12/Sintesi-Asi-2017.pdf

https://www.cia.gov/library/publications/the-world-factbook/geos/it.html

http://dati-censimentoagricoltura.istat.it/

https://en.wikipedia.org/wiki/National_Institute_of_Statistics_(Italy)

http://www.economywatch.com/world_economy/italy/structure-of-economy.html


Project N°: 2017-1-SK01-KA202-035375


and banks groups such as UniCredit, Intesa San Paolo, Banca Monte dei Pashi di Siena, UBI Banca; while the insurance companies are Assicurazioni Generali, Poste Vita and Unipol. The Italian service sector contributes to the 73,9 % of the GDP and, generates a 65,1 % of the total employment. 11

4. VET in country

4.1 Historical context The Italian welfare system has been substantially modified by the legislative reforms implemented in the end of the 1990s, inspired by the European flexicurity concept and aimed to reduce the rigidity of the labor market policy. This first generation of reforms12 have allowed employers use short-term and part-time contracts and to dismiss employees with greater flexibility. In 2013 apprentices in Italy were about 450.000, mainly of the second type (the occupation oriented apprenticeship) and in 3 sectors: services, manufacturing and building. During 2014 new hirings increased (+4,4%), while at the beginning of 2015 there has been a small decrease due to new regulations. Over the last 10 years, many laws concerning the apprenticeship have been approved at national and regional levels. Introducing continuous changes often applied in non-homogeneous manners, these laws increased confusion, both in students and companies, instead of supporting the apprenticeship diffusion. Thus, it still fails to become the primary channel for entering the job market13. The most recent reforms are based on the articulated implementing process of the Jobs Act law (L.183/2014). One of the most relevant innovations compared with the previous reforms are typologies of national job contracts. The market of labor policies introduced by the new Job Act legal framework aim at simplifying and limiting the huge number of the so called atypical or temporary employment contracts introduced by the previous reforms and seek to stimulate enterprises to favor the employee work, through a system of increasing protections from temporary to permanent recruitments. To be noticed that increasing of competences and training experiences (also to be acquired through apprenticeship) are considered fundamental along this pathway toward a more stable and better employment14. 4.2 Types of vocational education programe According to the Italian law (Law 53/2003, p.7), youth shall undergo 12 years of education and training before they reach 18 years old, and they are encouraged not to leave education and training without qualification. The lower secondary level of education ends at the age of 14 years old. At this stage, learners get the EQF 1 level, and they need to pass the exam to get the certificate. The certificate gives them access to upper secondary education in Italy. At this point, students may choose between general education and VET. Indeed, students may choose for upper secondary level: a) 5 years program made of 2 years of compulsory education + 3 years in: - high school (artistic, classical, linguistic, scientific, human science, music and dance strands). These provide general education program up to upper secondary level; 11

http://www.economywatch.com/world_economy/italy/structure-of-economy.html 12

Minister Biagi reform law (L. 276/2003) about new form of more flexible and short term employment contracts , Minister Fornero Leg. Decree ( LD 92/2012) about retirement and market of labour reform; 13

http://www.workbasedtraining.eu/wp-content/uploads/2015/12/OVERVIEW_final.pdf 14

Vocational Education and Training – Italy, CEDEFOP, 2016;

http://www.economywatch.com/world_economy/italy/structure-of-economy.html

http://www.workbasedtraining.eu/wp-content/uploads/2015/12/OVERVIEW_final.pdf


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- technical schools; - vocational schools. Once the students have passed the high school (lice) or technical and vocational schools, they get the EQF level 4 which allows them, after a formal exam, to get the certificate to higher education. b) Regional Education and Vocational training courses (IeFP) (3 or 4 years EQF 3 or 4 respectively); c) an Apprenticeship-type scheme (EQF 3 or 4) At the end of the upper secondary level of education, students can attend higher technical training (IFTS, ITS) and short program courses (post-leFP and others), VET courses also are available at higher level of education15. In Italy, the term VET is specific for a program under the responsibility of the Regions and Autonomous provinces. VET can address technical and vocational schools and address young people and adults through school-based learning and company-based learning (apprenticeships)16.


5.1 The Law on Apprenticeship Within the Italian employment law, apprenticeship is a permanent employment contract for training and youth employment. It comes in three different types:

1. Apprenticeship for the qualification and professional diploma, the diploma of upper secondary education and the certificate of superior technical specialization, for young people aged from 15 to 25, aimed at achieving one of the aforementioned qualifications in the workplace;

2. Professional apprenticeship, for young people aged from 18 to 29, aimed at learning a job or attaining a professional qualification;

3. Higher education and research apprenticeship for young people aged 18 to 29, aimed at obtaining university and higher education qualifications, including research doctorates, diplomas related to the pathways of higher technical institutes, research activities as well as for apprenticeships for access to the professions.

For apprenticeship training and for the apprenticeship of higher education and research it is possible to hire apprentices from the age of 17, if they are in possession of a three-year vocational education and training qualification. The main benefits for companies that opt for taking on the apprenticeship contract are:

the specific salary regime that with the innovations introduced in the Legislative Decree. 81/2015 provides for a total compensation for external training and a 10% share for internal training established by the collective bargaining agreement related to the professional sector;

facilitated tax treatment up to the year following the continuation of the apprenticeship as an ordinary subordinate relationship with an indefinite term;

the apprentice does not achieve numerical limits of laws and contracts for the application of specific regulations or institutes.

15

Vocational Education and Training – Italy, CEDEFOP, 2016; 16

Vocational Education and Training – Italy, CEDEFOP, 2016;


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Every year the Ministry of Labour and Social Policies transfers the financial resources for apprenticeship training activities to the Regions and the Autonomous Provinces. Apprenticeship training is the subject of an annual monitoring report by the Ministry of Labour with the support of INAPP (Istituto Nazionale per l’Analisi delle Politiche Pubbliche, the Italian national Institute for the Analysis of Public Policies). 5.2 Financing Apprenticeship funding is available from the National Apprenticeship Service. The size of the contribution varies depending on your sector and the age of the candidate. If the apprentice is aged 16–18 years old, you will receive 100 per cent of the cost of the training; if they are 19-24 years old, you will receive up to 50 per cent; if they are 25 years old or over you may only get a contribution depending on the sector and area in which you operate. This is paid directly to the organisation that provides and supports the Apprenticeship; in most cases this will be a learning provider. Large employers with a direct contract with the National Apprenticeship Service may receive the funding themselves.


Project N°: 2017-1-SK01-KA202-035375



Figure 3 Place of the PTW in the ET system in Italy

Source: Cedefop and ReferNet Italy


As reported by the national report «Vocational education and training in Europe – Italy» (INAPP et al., 2016), the actors involved in the governance of the Italian education and vocational training system are the following:

1) the Ministry of Education, University and Research that is responsible for setting the

minimum public service performance levels (Livelli Essenziali delle prestazioni – LEP) for the education system;


Project N°: 2017-1-SK01-KA202-035375


2) the Ministry of Labour and Social Policies that is responsible for setting the minimum public service performance levels (Livelli Essenziali delle prestazioni – LEP) for the vocational training system;

3) the Regions and Autonomous Provinces that are the administrations in charge of planning, organising and supplying VET;

4) the social partners that contribute to designing and organising active labour policies and particularly VET policies.

Compulsory education lasts 10 years (i.e. up to 16 years of age) and includes the whole first education cycle and the first two years of the second (either upper secondary schools or three/four-year vocational training courses). Everyone has the ‘right/duty’ (diritto/dovere) to pursue education and training for at least 12 years in the national school system, or until a three or four-year vocational qualification is obtained within the IVET system before reaching 18 years of age.


Training contents and educational patterns provided to the apprentices vary on the base of the type of apprenticeship contract. The first and the third kind of apprentisceship are connected to qualifications and diplomas recognized at national level and released at the end of other courses of the education system. On the other hand, upon completion of the second form (which is actually the most common) the enterprise shall issue a certification and, in some cases, privide you access to an exam for a national recognized qualification. The student’s Individual Training Plan shall be attached to the employment contract, outlining in details the programme of training that the apprentice will follow throughout the contractual period. In addition, a tutor with sufficient expertise and competence to monitor the apprentice’s progress within the company shall be appointed. For all the different types of apprenticeships, the definition of the training profiles is referred to the Regions and the institutions involved, according to the type of apprenticeship (Ministries, social partners and universities). In case of profession-oriented apprenticeship, if training is carried out exclusively in the company, the definition of training profiles makes reference to national collective contracts.


Training centres, wheter public or private organisations, shall be accredited by the Regional Authorities to provide training activities to the apprentice using public funds. The players involved in this process are different:

Teachers; Tutors with the pedagogical task to assist the learners and the teachers; Other profiles sometimes are involved, depending on the size and working

standards of the training centre and the number of apprentices participating to the courses, such as coordinators or training executives.

The formal training for apprentices has the objective of providing basic work skills and professional competences, stricly related the non-formal learning which takes place during on the job training under the supervision of a company trainer.


There are different types of incentives to hire apprentices, such as the possibility of providing lower remuneration than other workers who perform the same activities (in consideration of the training commitment that characterizes the apprenticeship contract), or the exclusion of apprentices from the calculation of personnel. More in details, financial support to companies


Project N°: 2017-1-SK01-KA202-035375


can take the following forms:

- Subsidies: Employers benefit from a premium contribution, for the entire duration of the apprenticeship, equal to 11.31% of the taxable income for social security purposes (while the share paid by the apprentice is equal to 5.84%). At the end of the apprenticeship period, the contribution benefit is also recognized for the following twelve months.

- Financial and economic incentives: the apprentice may be classified up to two levels lower than the category of destination to which the contract is finalized, according to the modalities defined by collective bargaining at national level. It is still collective bargaining to establish, then, the rules for later salary progress.

- Regulatory incentives: Employees with an apprenticeship contract are not included, for the entire duration of the training period, in the calculation basis for the application of particular institutions required by law or by collective bargaining.

- Tax incentives: Expenses incurred for training apprentices are excluded from the basis for the calculation of IRAP (the Regional Income Tax). -


When the enterprise hires an apprentice, an individual training plan has to be laid down by the firm. This plan is drafted according to the training goals and educational targets which are stated in the relevant profile outlined by the regional authorities with the social partners. The individual training plan will make the reference for the company based training. The main tasks of the entreprise tutor are defined as follows:

Facilitating the reception and insertion of young apprentices in the company; Supporting learning and socialisation processes, thus facilitating the acquisition

of skills and competencies; Keeping relations with the training centres, to foster positive integration

between formal training and on the job experience; Monitoring and assessing progress results achieved by the apprentices.

All the enterprise tutors have to attend a compulsory training course of at least 8 hours, organised by the Regional authorities at the beginning of the course for the apprentices.

6. The main results from focus group Please provide answer on each question from Focus group Guideline.

6.1 Description of Focus Group (e.g. date and location, participants)

During January, Dlearn organized small focus groups with the representative of the ROI project’s target groups. In particular, we will not provide the names of people involved in the interviews but their role within the different organizations. Thanks to the collaboration of the project target group we have involved: 1. One vice-president of an Italian SME, which work worldwide and use WBL, apprenticeships; 2. Two managers of SMEs who deals with WBL; 3. One employee, who had a WBL experience and then she has been hired by the SME; 4. One representative of the supporting organization (Work Agency) who supports WBL; 5. Trainer of a VET center that provide WBL;


Project N°: 2017-1-SK01-KA202-035375


The results of the interview are summarized below. Due to the fact that the focus group took the form of discussion, the answer provides the summary of the information detected for each question. 6.2 Country/System level


WBL is mean to be a practical way of learning where studying by doing, following on-the-job training. Apprenticeship in Italy has seen as a good opportunity for students and enterprises because it gives the chance to students to acquire the right skills for the job market and useful for the SMEs.

2. What is your opinion about WBL and apprenticeship in Italy? Synthesis opinion on

WBL in Italy:

a. National legislation b. Role of the social partners c. Cooperation between VET schools or training centres and companies d. SMEs approach to WBL e. Financial framework and support According to the general knowledge regarding apprenticeship, the people in the focus group states that apprenticeship is a permanent employment contract mainly aimed at supporting the youth to increase the employability opportunities according to the Decreto Legislativo 81/201517, «contratto di lavoro a tempo indeterminato finalizzato alla formazione e alla occupazione dei giovani». They are aware of the existence of different types of this kind of WBL opportunities, in particular the one related to get the qualification and the professional diploma; the professional apprenticeship and the one related to higher education. In general, during the interviews emerged that the main actors involved are the minister of education, the minister of Labor and Social Policy, the Regions and Autonomous Province and the social partners. The latter are involved into the WBL process, supporting in organizing the active labor policy related to VET and to apprenticeship. The partners related to SMEs seems aware of the role of SMEs in involving the students in the WBL experience, but they seem particularly prepared on the financial framework related to it. Indeed the apprenticeship funding is available from the National Apprenticeship Service.



apprentices?

More information regarding Apprenticeship, most of the actors involved in WBL do

not have a clear idea between the different forms of WBL;

Less documentation to start a WBL experience, in particular Apprenticeships;

Higher collaboration with the VET and the education system as a whole, in order to

diminish the school skills mis-match.

17

http://www.bollettinoadapt.it/lapprendistato-alla-prova-del-jobs-act/

http://www.bollettinoadapt.it/lapprendistato-alla-prova-del-jobs-act/


Project N°: 2017-1-SK01-KA202-035375



in your country?

Decrease the skills mis-match. Students coming from different level of studies most

of the time do not have a practical experience, but just a theoretical studies;

increase the job opportunities of the students who face difficulties to enter in the job

market;

gives the possibilities to test and train the students according to SMEs necessities;

acquire soft skills which will support the student to enter the job market;

increase the quality of the VET education offer;

increase languages skills especially in company open to the world;

increase the intergenerational exchange;

Offer digital opportunities to SMEs (social network, software, Photoshop etc.) offered

by the high technological potential of the students.


in your country?

The WBL and Apprenticeship has entry requirements which sometime limit the

SMEs chances to get the right people in the organizations;

There is no clear difference in the general knowledge between the different form of

WBL (internship vs apprenticeship);

Too much bureaucracy and documentations to provide in order to start the WBL

experience. When workers speak about WBL remember “so many papers” to

delivery;



There are useful guide to implement WBL, and in particular by the regions and the

job agencies to facilitate the integration of WBL and apprenticeship into the

enterprises;

Cooperation between the different level of governance to stimulate the private sector

to adopt WBL into their daily business;

Cooperation between the different level of governance and social partner to get an

easier legislation;




The different actors involved into the focus group provided at this point different answers according to their experience.

Training students with relevant knowledge and skills and not able to offer a job

opportunity after the WBL experience and Apprenticeship is a very high cost for the


Project N°: 2017-1-SK01-KA202-035375


SMEs. In particular, the ones who has an high specialized job;

Wages to pay the students for the on-job-training;

Time invested to train the student and the tutors to be able to support student to

became professionals;

“hiring” the wrong candidate, lack of motivation of the students is a cost in terms of

investment of time and effort to get him/her trained;

The cost related to the “pre-WBL” experience. Contact with relevant stakeholders,

VET schools and the Initial Investment to create connection with the schools and/or

the agency providing the match between the students and the organizations;





On the paper, there is a good organization and division of roles between the different

actors. In the reality the SMEs and VET taking part to the focus groups underline the

lack of contributions from the regional bodies and/or public authorities which

should support WBL in the private sector;

The coordination between the different actors is not clear, there actors who are more

active are the students who wants to experience a WBL and the SMEs/organizations

and VET structure;



None of the participants have direct experience with the topic;

The only comments, maybe not relevant, is that the VET centers and/or private

agency has specific structure for people with physical disabilities;




The systematic cooperation enter into force when there is a necessity from the VET

center and/or the school and/or SMEs to experience WBL;

There is a cooperation but it is not systematic due to the lack of time and change in

the people involved in the SMEs, Schools;

There is a lack of communication between companies and VET schools;

Lack of business-education partnership, there are private agencies that provide the

service of creating the match between the students and the private sector;

Not all the companies are interested in apprenticeship, but in easier and shorter

form of WBL;


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No, most of the time tutors are professionals who support the students in acquiring

the professional skills, but they do not support the students in their learning process

and personal development;

Qualified trainers are SMEs employees who support students as future colleagues,

but we can’t say that they are sufficiently motivated to do it;

There is no specific courses to motivate them to support students in their learning

process;

SMEs usually appoints trainers without considering their working experience related

to the field;



Students and SMEs/organizations stipulate a detailed plan of activities with related

learning outcomes in order to adapt the apprenticeships to labor market needs

during the WBL experience;

What it seems not to be in line with the labor market needs is the theoretical

preparation of the students, who do not have a practical and working experience;

The apprenticeships are taking place due to the necessities of the origination and

SMEs, so they are by nature in line with the labor market needs;



Sometime, students bring innovation into the WBL experience, especially when it

comes to digital skills and new open source programs;

WBL programs are based on the collaboration between the SMEs and the learners, so

we can say yes;

What it is missing is the adaptation of the school curricula and the SMEs necessities

which are strictly related to the market;



WBL and Apprenticeships are supported due to the fact that the SMEs, organizations

have tax cuts when it comes to pay wages to the students;

WBL gives the chance to the SMEs/organization to test the students before

employing him/her;

One of the main successful experience of two of the respondents is to offer specific

training opportunities to the students in order to train them to became professional

of a niche market;


Project N°: 2017-1-SK01-KA202-035375


A sufficient and motivated pool of students to get them on board in the WBL

experience;



the possibility to train the students according to the needs of the organizations;

validate the real interest of the students in the field of the organization;

tax reduction;

new theoretical knowledge of the students;

benefit of a different point of view of someone who is really new to the topic;

motivation to the team of workers;

financial support;



The Bureaucracy to start a WBL experience;

The role of the tutor is something lacking of the right time to dedicate to the

students;

Lack of interest and engagement of the students. Most of the time students do not

have a real idea of what the company/organization is doing;



the students can bring a new vision on how to do and organize the daily activities to

the company;

a breath of fresh air for the company, newcomers are most of the time motivated and

happy to put in practice their knowledge and receive a practical experience in their

field of interest;

students can bring changes in the organization if the organization is open to receive

them, usually they can bring new prospective if there is a collaborative environment;

digital skills;


If there is a high level of commitment from the student and the company, there is a

window of learning by doing;

Students learn by doing and step by step they become professionals;


By the nature of the dual system, the students increase their practical skills. Indeed

they have the chance to put in practice their knowledge;


Project N°: 2017-1-SK01-KA202-035375


They are invited to put in practice their idea;

There is a significant increase of their sense of initiative and entrepreneurship;

Their increase their “speed” in completing tasks;


The increase their communication skills and the ability to communicate with

different type of stakeholders;

They acquire more self – consciousness about the potential and their limits;

Usually they have the chance to increase their self-esteem and problem solving

capabilities due to the fact that they can deal with different tasks and they have to

take decisions with the support of the tutor;

It really depends on the sector where the WBL experience take place.


By the nature of the WBL experience and the way it is organized it is implicit in the

on-the-job training;

They have a wider picture of the different role of the organizations and the different

responsibilities associated to it;

They get the chance to be trained and so more professional for the job market;



The engagement and the motivation of the students to be part of the team;

The willingness to become professional in the field of expertise of the company;

The chance to get a job after the WBL experience inside and/or outside the company;

The possibility to learn how to do the job;

The activities undertaken during the WBL experience;



they learn how is the job market in a “safe environment”;

learning by doing mistakes;

learning to communicate in different languages and in different environment;



availability of time of the team and the tutor to train and support the student in their

learning process;

not clear learning program and outcomes during the WBL experience;

not real interest in the field of the student;

real interest of the company to invest on students and not take just the chance of


Project N°: 2017-1-SK01-KA202-035375


exploiting their talent due to the tax benefits;

bureaucracy;


applied?

As far as companies get a tax reduction and more trained students, and students

have the chance to have their first professional experience in a safe environment, the

interviewed does not see advantages if WBL is not applied;

They see at WBL as a win-win situation;

6.6 Social value/impacts and the outcomes of apprentices and WBL

What do you understand by social value/social impacts/SROI of that item? - one students said that she brought to the company more sustainable practice in terms of

environmental friendly measures (from food waste reduction measure to recycling); - employability and increase of the social and professional skills and competences; - more social cohesion between the different actors involved; - active citizenship; - intergenerational exchange; - mutual trust between different generation and hierarchy of workers; - better atmosphere at the work place and different prospective;


Even if the direct involvement of SMEs is highly important for the development of the modules, we suggest to make short and close questions which can also generate appeal to participate into the project. The “go to the point strategy” is very important due to the high workload of the SMEs. It would be interesting to investigate if, after the WBL experience, SMEs create feedback loops with the schools to address the market needs to shape the subject and/or the methodology of the school subjects in order to close the gap of the skills mis-match. In addition, it would be useful to investigate the importance those social skills have in their company, and how they can be increased through a WBL experience and, finally, how organizations and companies evaluate if students at the end of the WBL experience have reached the objective of their learning agreement stipulated at the beginning of the working experience.

8. The main results from SMEs survey Questionnaire survey was attended by 20 enterprises. According to the EUROPEAN COMMISSION, SMEs are divided in:

Type Employees SURVEY RESPONDENTS Medium-sized 50 < 250 3 Small 10 < 50 8 Micro 0 < 10 9

As stated in the table above, the survey respondents are mainly coming from MICRO and SMALL enterprises, while just 3 of the respondents are coming from SMEs. The sectors were the SMEs


Project N°: 2017-1-SK01-KA202-035375


are coming mainly from Consulting and Services, Human Resources and Training Center. The sectors of Activity are divided as follows:

Sector of activity N° of Respondents Textile 1 Media 1 Fashion 1 Services 2 Training Center 2 Human Resources 2 Electrical Installations 1 Food and Beverages store 1 Consulting 2 Building 1 Manufacturing 1 Eletronic 1 Research and Development 1 Restaurants 1 Commerce 1 N/A 1

The role of the respondents instead can be summarized as in the table below:

Manager 7

Employee (administration and accounting)

5

Director 2

HR Specialist 1

Consultant 1

Freelance 1

N/A 1

Vice-president 1

Trainer 1

The part of Italy where the respondents are coming from:

Milano 10

Napoli 2

Varese 2

Salerno 1

Pavia 1

Palazzolo sull'Oglio 1

Roma 1

Monza 1

Perugia 1

Methodology The analysis of the data is based on 2 different methodologies: 1) A simple analysis based a visual graphic with the sum of the different answers and distribution;


Project N°: 2017-1-SK01-KA202-035375


2) Questions were based on Likert's 7-point scale. In this part of questionnaire evaluation, we used the median value of items, based on Averaging Likert Response. In this method of evaluation, based on point of Likert scale, we have assigned a number from 1 to 7. After that we calculated the median values and mode values. The median is the value which separates the higher half of a data sample from the lower half and the mode determines which value occurs most frequently in the sample. Because we use a 7-point scale system, the midpoint is number four. Therefore, any average resulting in a number greater than four – is considered neutral value – could be concluded as overall approval, while a value below four would indicate disapproval. Assigned numbers of the Likert’s scale

Strongly disagree 1

Disagree 2

Somewhat disagree 3


Somewhat agree 5

Agree 6

Strongly agree 7

1. The involvement in WBL and/or apprenticeships

2 out of 3 respondents declare to be involved in WBL and apprenticeships and/or are taking into consideration to introduce the dual system in their company. It is interesting to notice that a 30% of respondents answered NOT to be involved in WBL and NOT to have interest in it but they answered to all the questions in the survey. According to our point of view, this can be that there difficulties in understanding what WBL is from a linguistic point of view. Indeed during the interviews (some of them have been conducted face to face and then inserted into the GOOGLE FORM), some of the interviewed didn’t know exactly what is WBL. SMEs usually refer to WBL with other names such as STAGE, internship etc. We assume that all the respondents have WBL/express a willingness to have WBL into their SMEs (indeed it was a selection criterion before sending out the questionnaires). This first question underlines a KNOWLEDGE GAP in

Yes 40%

No, but we are considering it

30%

No, and we do not have an interest 30%

Is your company involved in WBL and/or apprenticeships provision?


Project N°: 2017-1-SK01-KA202-035375


understanding WBL. 2. The institutional policy on WBL and/or apprenticeships

Most companies DO NOT HAVE their own institutional policy on WBL or apprenticeships. Indeed, just the 25% of the respondents affirm that they have one in their company. The 35% would like to introduce one, while the 30% left do not even consider having one. There is also a 10% of respondents that they do not know if they have one inside their SMEs.

Yes 25%

No, but we are considering it

35%

No, and we do not have an interest

30%

I don't know 10%

Do you have institutional policy on WBL and/or apprenticeships provision?


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3. Opinion on WBL and apprenticeship in a company

3.a The graphic of the Company effects – Analysis of responses

3.b Company effects – Median, mode, and overall agree/disagree

COMPANY EFFECTS MEDIAN MODE OVERALL AGREE/DISAGREE

has a positive impact on organisation’s performance 5 6 agree contributes to higher productivity by hiring the former WBL trainees

5,5 6 agree

enhances organisation’s profitability 5 5 agree contributes to reducing the cost of external recruitment and internal induction (introducing staff to a new job and organisation)

6 6 agree

increases staff morale (overall outlook, attitude, satisfaction, and confidence that employees feel at work)

5 5 agree

2

1

3

1

3

1

1

1

1

6

5

1

1

2

1

3

2

2

1

3

2

2

3

3

4

5

1

2

2

3

2

3

1

4

2

3

4

2

3

3

3

1

5

4

7

7

5

8

5

7

6

6

5

7

4

5

3

10

3

6

7

5

8

8

7

9

6

5

5

4

8

9

9

2

5

3

6

7

6

2

2

1

5

3

3

2

1

0 2 4 6 8 10 12 14 16 18 20


contributes to higher productivity by hiring the former…


contributes to reducing the cost of external recruitment…

increases staff morale (overall outlook, attitude,…


enhances company image and reputation


provides an effective way to address the problem of…

has a better employee candidate pool, leading to lower…

ensures availability of skilled workers by investing in the…




is investment in future skills rather as a way to sustain…

tranees bring innovation into the WBL experience, in…

tranees bring innovation into the WBL experience, in…

Strongly disagree Disagree Somewhat disagree

Neither agree or disagree Somewhat agree Agree

Strongly agree


Project N°: 2017-1-SK01-KA202-035375


gives the opportunity to get to know future employees 5,5 5 agree enhances company image and reputation 5 5 agree increases staff retention and work satisfaction 5 5 agree provides an effective way to address the problem of inadequate skills supply

5 6 agree


6 6 agree


5 6 agree

does not bring “value for money” 3 2 disagree brings more benefits than costs 5 5 agree brings more risks than benefits 3 2 disagree is investment in future skills rather as a way to sustain low-cost production

5 5 agree


5 5 agree


5 4 agree

As reported by the 2 table above, SMEs agrees that WBL has positive effects on:

Organization’s performance; Increase the productivity and profitability; The costs to hire a new person and to know future employ; The morale of the staff; The image and reputation of the company; Increase the level of staff retention and work satisfaction; The skills mismatch; The innovation into the WBL experience about DIGITAL SKILLS and OPEN SOURCE

PROGRAMMES.

SMEs disagree about the fact that WBL does not bring “value for money” and brings more risks than benefits.

4. Opinion on the WBL and apprenticeship impact on society

4.a The graphic of the Society effects – Analysis of responses


Project N°: 2017-1-SK01-KA202-035375


4.b Society effects – Analysis of median, mode, and overall agree/disagree

SOCIETY EFFECTS MEDIAN MODE OVERALL AGREE/DISAGREE


5 5 agree


5 6 agree

reduced youth employment 5,5 6 agree higher inclusion in society, helps social integration and participation, particularly for vulnerable groups

6 6 agree

higher inclusion in society, helps to keep dropout rates low 5 5 agree higher economic return through reducing public expenditure and freeing up funds for other priorities

5 6 agree

a better social cohesion and cooperation in the region 5 4 agree higher societal trust since governments, companies and citizens contribute to improving the provision of opportunities and results

5 5 agree

improves intergenerational exchange 5,5 6 agree improves active citizenship 5 6 agree

Respondents agree that WBL has positive effects on the society such as:

Increase in the employability and preparation of the learners; Develop more relevant school curricula; Increase the social integration especially regarding the vulnerable groups and reduce

school drops out; Increase the economic return of the expenditure; Have a higher level of regional cooperation and among citizens (representing companies,

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INCREASES EMPLOYABILITY THROUGH MORE EFFECTIVE …

CONTRIBUTS TO DEVELOPING MORE RELEVANT AND INTEGRATED …

REDUCED YOUTH EMPLOYMENT

HIGHER INCLUSION IN SOCIETY, HELPS SOCIAL INTEGRATION AND …

HIGHER INCLUSION IN SOCIETY, HELPS TO KEEP DROPOUT RATES LOW

HIGHER ECONOMIC RETURN THROUGH REDUCING PUBLIC …

A BETTER SOCIAL COHESION AND COOPERATION IN THE REGION

HIGHER SOCIETAL TRUST SINCE GOVERNMENTS, COMPANIES AND …

IMPROVES INTERGENERATIONAL EXCHANGE

IMPROVES ACTIVE CITIZENSHIP

STRONGLY DISAGREE DISAGREE SOMEWHAT DISAGREE NEITHER AGREE OR DISAGREE

SOMEWHAT AGREE AGREE STRONGLY AGREE


Project N°: 2017-1-SK01-KA202-035375


learners and governments representatives); Increase the level of intergenerational exchange; Increase the level of active citizenship.

5. The national legislation on WBL and apprenticeship

5.a The graphic related to Support, Environment – Analysis of responses

5 b Support, Environment – Analysis of median, mode, and overall agree/disagree

SUPPORT, ENVIRONMENT MEDIAN MODE OVERALL AGREE/DISAGREE


5 5 agree


5 5 agree


5 5 agree

has appropriately set the WBL financial framework 5 5 agree is motivating to engage both companies and vocational education and training providers

5 5 agree

is more suited to larger companies than SMEs 5 5 agree

The respondents agree on the below mentioned issues regarding the national (Italian) legislation regarding WBL/apprenticeship:

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HAS ESTABLISHED A STRUCTURED, CONTINUOUS DIALOGUE AND COOPERATION BETWEEN ALL APPRENTICESHIP PARTNERS INCLUDING A

TRANSPARENT METHOD OF COORDINATION AND DECISION-MAKING

SAFEGUARDS THE RIGHTS AND RESPONSIBILITIES OF THE MAIN PARTNERS (VOCATIONAL EDUCATION AND TRAINING PROVIDERS, EMPLOYERS,

APPRENTICES AND SOCIAL PARTNERS)

DULY INVOLVES EMPLOYER AND EMPLOYEE REPRESENTATIVES IN QUESTIONS OF APPRENTICESHIP CONTENT, ASSESSMENT AND

CERTIFICATION

HAS APPROPRIATELY SET THE WBL FINANCIAL FRAMEWORK

IS MOTIVATING TO ENGAGE BOTH COMPANIES AND VOCATIONAL EDUCATION AND TRAINING PROVIDERS

IS MORE SUITED TO LARGER COMPANIES THAN SMES




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It has a structural dialogue among the apprenticeship partners; Safeguards the rights and the responsibilities of the main partners; Duly involves employers and employees; Has an appropriate financial framework; Create an engaging eco-system among the companies/vocational education/training

providers; Is more suited for the necessities of the larger companies rather than SMEs;

6. Three support measures that you know would make apprenticeships more attractive and

accessible to SMEs and would motivate companies to take on apprentices

In this part of the questionnaire, respondents suggested to mainly focus on areas related to government support, financial support and cooperation between companies and schools. Respondents provided the following recommendation of measures (answers have been reported just once):

Higher economic support; Institutional support in developing WBL; Improve links between education and labour market; Give apprentices the opportunity to be economically sustainable in the long run; Provide financial benefits (such as Region funds); More involvement of firms by universities; More reports and guarantees o both sides (apprentice's and company's); Fewer taxes, less strict rules and more credits for students; Less bureaucracy ; More money support for SME; Larger range of age; SPECIFIC TRAINING both for SMEs and students regarding WBL.

7. Opinion on SMEs with no prior experience with apprentices

7a Graphic related to SMEs with no prior experience with apprentices – Analysis of responses

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HAVE THE CAPACITY TO HOST WBL

ARE INTERESTED IN EASIER AND SHORTER FORM OF WBL OR APPRENTICESTHIP

GET SUFFICIENT FINANCIAL SUPPORT

GET SUFFICIENT NON-FINANCIAL SUPPORT

STRONGLY DISAGREE DISAGREE SOMEWHAT DISAGREE

NEITHER AGREE OR DISAGREE SOMEWHAT AGREE AGREE

STRONGLY AGREE


Project N°: 2017-1-SK01-KA202-035375


7b SMEs with no prior experience with apprentices – Analysis of median, mode, and overall agree/disagree

MEDIAN MODE OVERALL AGREE/DISAGREE

have the capacity to host WBL 5 5 agree are interested in easier and shorter form of WBL or apprenticesthip

5 5 agree

get sufficient financial support 5 6 agree get sufficient non-financial support 4,5 5 agree

The tables above shows items related to willingness and availability of the SMEs and basically agree on:

they could have the capacity to host WBL; they could be interested in shorter form of WBL; having more financial and non-financial support.

8. The system working on dual education and WBL

8a Graphic representing the Perception of the system working – Analysis of responses:

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SMES REQUIRE MORE INFORMATION ABOUT APPRENTICESHIP SINCE THEY DO NOT HAVE A CLEAR IDEA ON THE DIFFERENT FORMS OF …

COMPANIES THAT PROVIDE APPRENTICESHIPS FOR DISADVANTAGED LEARNERS ARE SUFFICIENTLY SUPPORTED

COMPANIES ARE SUFFICIENTLY MOTIVATED AND SUPPORTED TO ASSIGN QUALIFIED TRAINERS AND TUTORS TO THEIR APPRENTICES

SUFFICIENT BROAD RANGE OF AWARENESS-RAISING ACTIVITIES AIMING AT THE PROMOTION OF THE VOCATIONAL EDUCATION AND …

THERE IS SYSTEMATIC COOPERATION BETWEEN VOCATIONAL EDUCATION AND TRAINING SCHOOLS OR TRAINING CENTRES AND …

THE CURRENT CONTENT OF WORK-BASED LEARNING PROGRAMMES TAKES INTO ACCOUNT THE CHANGING SKILL NEEDS IN COMPANIES …

THE ADAPTATION OF THE SCHOOL CURRICULA TO THE SMES NEEDS WHICH ARE STRICTLY RELATED TO THE MARKET IS MISSING

SMES CREATE FEEDBACK LOOPS WITH THE VET PROVIDERS TO ADRESS THE MARKET NEEDS




Project N°: 2017-1-SK01-KA202-035375


8b Perception of the system working – Analysis of median, mode, and overall agree/disagree

PERCEPTION OF THE SYSTEM WORKING MEDIAN MODE OVERALL AGREE/DISAGREE


6 6 agree


3,5 5 neutral


4 4 neutral


5 5 agree


4 4 neutral


4 3 disagree


5 5 agree


4 5 agree

The table shows items related to the perception of the system working in dual education and WBL. The SMEs agree on:

That they need more information regarding apprenticeship; There are sufficient information regarding awareness-raising activities aiming at the

promotion of vocational education and training; There is a SKILL MIS-MATCH among the school curricula’s which are not adapted to the

market needs; They address feedback loops with the VET providers to address the market needs.

The SMEs are neutral regarding:

The fact that SMEs provide apprenticeships for disadvantaged learners with enough support;

Companies are sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices;

The fact there is sufficient support for business-educational partnerships at local level;

The SMEs disagree about the fact that the current WBL programmes takes into account the challenging skills needs in companies and society.

9. Three main success factors that contribute to effective work-based learning

Respondents provided the following recommendation of measures (answers have been reported just once):

real involvement and motivation of the SME and the trainee; financial support for SME;


Project N°: 2017-1-SK01-KA202-035375


school collaboration in developing curricula; good training contents, willing to invest; reliable feedback loops; hiring schemes after the end of the WBL attention to details of the parties involved; a clear WBL programme; availability of the mentors to transfer know-how; reduced cost of job for SME; it helps to renew worker generations; students have a real view of job's world; companies have an elastic chance to find good workers; the system reduces unemployed people amount; flexibility, savings, match companies / schools; it is the right encounter between theory and practice.


Project N°: 2017-1-SK01-KA202-035375


10. The main obstacles for effective work-based learning in company

10a The graphic represents the Company obstacles – Analysis of responses

10b Company obstacles – Analysis of median, mode, and overall agree/disagree

COMPANY OBSTACLES MEDIAN MODE OVERALL AGREE/DISAGREE

optimal public policy support does not exist 5,5 6 agree formal recognition of WBL 5 6 agree informal recognition of WBL 4 4 neutral low interest of vocational and education training schools in WBL

5 5 agree


4 5 agree


5 5 agree


5 5 agree


5 5 agree

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low interest of vocational and education training…

degradation of apprenticeship and vocational and…

poaching of WBL learners - some firms will invest in…

lack of a legal structure and data (i.e. legislation…

ensuring the quality of WBL; use of appropriate quality…

lack of support and commitment for WBL from…

workplace supervision and training, availability of good…

low involvement and capacity of chambers of…

negative perceptions of WBL (e.g. as a second-best…



too much bureaucracy and documentation to provide…

lack of interest and engagement of the students, most …

Strongly disagree Disagree Somewhat disagree

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Strongly agree


Project N°: 2017-1-SK01-KA202-035375



5 5 agree


5 5 agree


5 4 agree


5 5 agree

high financial costs having impact on profits 5 5 agree high time cost having an impact on profits 5 5 agree too much bureaucracy and documentation to provide in order to start the WBL experience

5 5 agree


5 5 agree

The table above gives the readers a general picture of the problems and obstacles that SMEs face to implement WBL. In particular, collecting the feedbacks from the analysis, SMEs agree that:

The public support to implement public policy does not have a high quality; There is a formal recognition of WBL; There is a low interest in VET schools regarding vocation and education training; There is a lack of the legal structure and data; They ensure the use of appropriate quality control mechanism; Lack of support and commitment for WBL from companies and VET schools; Workplace supervision and training (availability of good quality trainers and mentors; There is a low involvement and capacity of chambers of commerce and other

professional associations; There is a negative perception about WBL (as a second-best educational alternative); Higher financial costs having impact on profits; Higher time cost having an impact on profits; Too much bureaucracy and documentation to provide in order to start a WBL

experience; Lack of interest and engagement of students, because most of the time they do not know

what the companies are really doing.


Project N°: 2017-1-SK01-KA202-035375


11. The kind of support which companies need for WBL

11a Graphic representing the Support needed for companies – Analysis of responses

11b Support needed for companies – Analysis of median, mode, and overall agree/disagree

SUPPORT NEEDED FOR COMPANIES MEDIAN MODE OVERALL AGREE/DISAGREE

staff development 5,5 5 agree development of ICT platform/ guide/website 6 6 agree development of mentor guidance 5 5 agree support network and tutorial groups 5 5 agree creation of teaching and learning resources 5 5 agree employer training offered by the higher education/training institutions

6 6 agree

reduction in the direct cost of programmes to employers 5 6 agree development of WBL partnerships and effective communication with the professional and the apprentices

5 5 agree

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DEVELOPMENT OF ICT PLATFORM/ GUIDE/WEBSITE

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SUPPORT NETWORK AND TUTORIAL GROUPS

CREATION OF TEACHING AND LEARNING RESOURCES

EMPLOYER TRAINING OFFERED BY THE HIGHER EDUCATION/TRAINING INSTITUTIONS

REDUCTION IN THE DIRECT COST OF PROGRAMMES TO EMPLOYERS

DEVELOPMENT OF WBL PARTNERSHIPS AND EFFECTIVE COMMUNICATION WITH THE PROFESSIONAL AND THE APPRENTICES

FLEXIBLE EDUCATIONAL FRAMEWORK FOR DEVELOPMENT OF WBL PROJECTS DESIGNED TO ADDRESS THE COMPANY NEEDS

RESEARCH UNDERTAKEN BY RELEVANT SECTOR SKILLS COUNCILS, AND SUPPORT FOR THE INTERNAL VALIDATION PROCESS

HIGHER PUBLIC INVESTMENT INTO THE SYSTEM TO COVER DESIGN AND DELIVERY OF WBL PROJECTS AND INDIVIDUAL STUDENTS

POSSIBILITY TO COOPERATE BETWEEN VET SCHOOLS AND SMES ABROAD




Project N°: 2017-1-SK01-KA202-035375



5 6 agree


5,5 6 agree


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6 6 agree

Companies express in this part of the survey their needs regarding WBL, as in the table, there is a general consensus regarding what companies think that they need. In particular, they need:

Staff development to better support WBL in companies and supporting tools (such as platform, website etc.);

Mentor guidance development for better assisting the students during WBL; Teaching and learning resources (offered by higher education/training institutions); WBL partnerships and closer communication among professionals and apprentices; More flexible framework for the development of WBL project designed according to the

company’s needs; More researchers developed by the Sector Skills Council with an internal validation

process; More cooperation between the VET schools and the SMEs abroad.

12. The institutions in country which provides support for WBL and employer engagement

activities (e.g. work-related learning service or centre for work-based learning partnership

or the employer engagement unit)

In between of the answers, we point out:

Manpower; Adecco; Employment centres and private employment agencies; GESFOR;

All the other 16 respondents left the space empty, which could mean that the SMEs have problems to identify the institutions in Italy to receive supports for WBL and engaging employment activities.


Project N°: 2017-1-SK01-KA202-035375


13. The costs associated with WBL

COSTS YES NO I DON’T KNOW regular wages of apprentices 14 3 3 irregular wages of apprentices 2 8 10 compensation for any living expenditure of apprentices 5 7 8 allowances paid to trainees 11 6 3 supervision/mentoring costs 14 4 2 tools and materials 12 6 2 administration costs 15 3 2 fees for off-the-job training 7 8 5 recruitment and administrative costs: including financial and capital costs 12 3 5 quality costs: correction of mistakes’ costs, quality assurance costs 11 5 4 infrastructure costs 11 4 5 fees, duties and taxes 10 7 3 time costs 10 7 3 opportunity cost 6 10 4 preparation of qualified mentors and trainers 7 8 5

Table related to the costs associate to WBL shows costs items associated with dual education and WBL. Items in the table are sorted according to the companies´ opinion about costs associated with dual education. As summary of the information provided by the table, we can say that the SMEs consider as a cost:

1. administration costs (15) 2. regular wages of apprentices (14)

supervision/mentoring costs (14) 3. tools and materials (12)

recruitment and administrative costs: including financial and capital costs (12) 4. allowances paid to trainees (11)

quality costs: correction of mistakes’ costs, quality assurance costs (11) infrastructure costs (11)

5. fees, duties and taxes (10) time costs (10)

SMEs do not consider costly in investing in:

1. Fees for off-the-job training (8) Preparation of qualified mentors and trainers (8)

2. Opportunity Cost (10)

SMEs choose I DON’T KNOW as main option:

1. Irregular wages of apprentices (10) 2. Compensation for any living expenditure of apprentices (8)


Project N°: 2017-1-SK01-KA202-035375


9. The main recommendations for O1. Model for Return on Investment of WBL and apprenticeships preparation

The Model should take into account the country specific indicators coming from different perception of WBL and diferent types of WBL applied in the country, Italy in this specific case. The country specific indicators should be available in national versions of online tool. The indicators mainly suggest that in general companies have and/or would like to introduce WBL in their general structure, there is still a knowledge gap of WBL (terminology and application) and companies DO NOT have usually a GENERAL POLICY on WBL and apprenticeships; COMPANY EFFECTS Companies consider that WBL has a positive effect especially in increasing the productivity and in the reduction of the costs of external recruitment (ex. Better candidates pool) and it addresses the problem of inadequate skills supply. In general SMEs consider that WBL is “value for money” and brings more benefits than risks. SOCIETY EFFECTS SMEs affirms that the effects of WBL on society are mainly related to the reduction of youth unemployment. WBL has a positive effect also on the social integration and the participation into the society of vulnerable groups and it increases the intergenerational exchange. SUPPORT ENVIROMENT In general, SMEs state that there is a structured dialogue among the partnership partners at national level with an appropriate financial framework. The system guarantees an engaging eco-system among the companies/vocational education and training providers. SMEs without prior experience in WBL somehow agree that they could have the capacity to host WBL considering the financial support available, maybe for a shorter lag of time compared to the SMEs with experience in structuring a WBL experience. PERCEPTION OF THE SYSTEM WORKING SMEs in general have a common point of view requiring more information about apprenticeship since they do not have a clear idea on the different forms of WORK BASED LEARNING. SMEs do not fully agree that companies provide provision and support for disadvantaged learners. COMPANY OBSTACLES The main obstacle underlined by the Italian respondents is that: it does not exist an optimal public policy support for implementing WBL and apprenticeship. SUPPORT NEEDED FOR COMPANIES SMEs state that they would need the support for the staff professional and personal development to implement WBL (ex. employer training) through the development of an ICT platform/guide/website. Furthermore, the SMEs underlines the importance of a higher level of


Project N°: 2017-1-SK01-KA202-035375


cooperation among SMEs and schools abroad. COSTS The higher costs in Italy to implement WBL and apprenticeship are linked mainly to the administrative costs to implement WBL, the regular wages of apprenticeships and the costs related to supervision and mentoring.


Project N°: 2017-1-SK01-KA202-035375


Annex 5: National report Portugal

Erasmus Plus Programme – KA2 Strategic Partnership in the field of School Education


apprenticeships

Project № 2017-1-SK01-KA202-035375



Document Name National Research Report - Portugal

Version V03

Date 20/03/2018

Author(s) Vanda Vieira CECOA – Centro de Formação Profissional para o Comércio e Afins


Project N°: 2017-1-SK01-KA202-035375


CONTENT

1. Country facts about Portugal ......................................................................................................... 3

1.1. Overall Historical Context ................................................................................................................................. 3 1.2. Portuguese Political System ............................................................................................................................. 4 1.3. Statistic Profile of Portugal ............................................................................................................................... 4



4. VET in Portugal ........................................................................................................................... 100

4.1. Historical context ............................................................................................................................................... 10 4.2. Types of Vocational Education Programmes ......................................................................................... 10

4.2.1. Compulsory education: basic and secondary levels .................................................................... 10 4.1.1.1. VET at basic level ............................................................................................................................... 11 4.1.1.2. VET at secondary level ..................................................................................................................... 11 4.2.2. Pos-secondary non tertiary education .............................................................................................. 13 4.2.3. Higher education: universities and polytechnics .......................................................................... 14 4.2.4. VET for adults .............................................................................................................................................. 14 4.2.5. VET for vulnerable groups ..................................................................................................................... 15

5. Practical training at the workplace (PTW): current arrangements ......................................... 16

5.1. The Law on Apprenticeship........................................................................................................................... 16 5.2. Financing ............................................................................................................................................................... 18 5.3. Place of the PTW in the ET system ............................................................................................................. 20 5.4. Governance structures .................................................................................................................................... 21

5.4.1. Promoting workplace learning ............................................................................................................. 22 5.5. Training content and learning outcomes ................................................................................................. 22 5.6. Cooperation among learning venues ......................................................................................................... 23 5.7. Participation and support to companies .................................................................................................. 24

5.7.1. SMEs basic-figures ..................................................................................................................................... 24 5.7.2. Skills and innovation ................................................................................................................................ 24 5.7.3. Raising skills ................................................................................................................................................. 25 5.7.4. Developing vocational education and training (VET) ................................................................. 25

5.8. Requirements and support to teachers and mentors ......................................................................... 28 6. The main results from focus group ............................................................................................. 28

6.1. Description of Focus Group (e.g. date and location, participants) ................................................ 28 6.2. Country/System level ...................................................................................................................................... 28 6.3. Cooperation between VET and Companies’ level ................................................................................. 31 6.4. Companies’ level................................................................................................................................................. 32 6.5. Students’ level ..................................................................................................................................................... 33 6.6. Social value/impacts and outcomes of apprentices and WBL ........................................................ 35

7. The recommendations for further research – questionnaires survey for SMEs ..................... 36


9. The main recommendations for O1. Model for Return on Investment of WBL and

Apprenticeships preparation .............................................................................................................. 54

10 References ..................................................................................................................................... 58


Project N°: 2017-1-SK01-KA202-035375


1. Country facts about Portugal

1.1. Overall Historical Context Portugal is a sovereign state located mostly on the Iberian Peninsula in southwestern Europe. It is the westernmost country of mainland Europe, being bordered to the west and south by the Atlantic Ocean and to the north and east by Spain. Its territory also includes the Atlantic archipelagos of the Azores and Madeira, both autonomous regions with their own regional governments. At 1.7 million km2, its Exclusive Economic Zone is the 3rd largest in the European Union and the 11th largest in the world. Portugal is the oldest state on the Iberian Peninsula and one of the oldest European nation-states. Portugal as a country was established in the aftermath of the Christian Reconquista against the Moorswho had invaded the Iberian Peninsula in 711 AD. After the Battle of São Mamede, where Portuguese forces led by Afonso Henriques defeated forces led by his mother, Theresa of Portugal, the County of Portugal affirmed its sovereignty and Afonso Henriques styled himself Prince of Portugal. He would later be proclaimed King of Portugal at the Battle of Ourique in 1139 and was recognised as such by neighboring kingdoms in 1143. In the 15th and 16th centuries, Portugal established the first global empire, becoming one of the world's major economic, political and military powers. During this period, today referred to as the Age of Discovery, Portuguese explorers pioneered maritime exploration, notably under royal patronage of Prince Henry the Navigator and King John II, with such notable voyages as Bartolomeu Dias' sailing beyond the Cape of Good Hope (1488), Vasco da Gama's discovery of the sea route to India (1497–98) and the European discovery of Brazil (1500). Portugal monopolized the spice trade during this time, and the empire expanded with military campaigns in Asia. However, events such as the destruction of Lisbon in a 1755 earthquake, the country's occupation during the Napoleonic Wars, and the independence of Brazil (1822), left Portugal crippled from war and diminished in its world power. After the 1910 revolution deposed the monarchy, the democratic but unstable Portuguese First Republic was established before later being superseded by the Estado Novo right-wing authoritarian regime. Democracy was restored after the Carnation Revolution in 1974, ending the Portuguese Colonial War. Shortly after, independence was granted to almost all its overseas territories. The handover of Macau to China in 1999 marked the end of the longest-lived colonial empire. Portugal has left a profound cultural and architectural influence across the globe, a legacy of over 250 million Portuguese speakers, and many Portuguese-based creoles. A member of the United Nations and the European Union, Portugal was also one of the founding members of NATO, the eurozone, the OECD, and the Community of Portuguese Language Countries. Portugal is a developed country with a high-income advanced economy, a developed market, and high living standards. It is ranked highly in terms of LGBTI rights (6th in Europe), press freedom (18th), social progress (20th) and prosperity (25th), and has one of the best road networks in the world. With its political stability and low crime rates, it is ranked as the most peaceful country in the EU and the 3rd in the world. Additionally, it is recognized as one of the fifteen sustainable states, maintaining a unitary semi-presidential republic. Portugal ranks above the OECD average in mathematics, science, and reading, having been the country with the most expressive positive evolution throughout PISA's studies. Although historically a Catholic-majority country, in the last decades Portugal has transformed itself into a secular state with one of the world's highest rates of moral freedom. It was the first country to abolish life imprisonment and one of the earliest to abolish capital punishment. Practices such as abortion, same-sex marriage and adoption, medically assisted insemination for single women and lesbian couples, and altruistic surrogacy have been legalized. In 2001, Portugal became the first country in the world to decriminalize the possession and consumption of all illicit drugs, focusing on treatment and harm reduction, with significant public health gains.

https://en.wikipedia.org/wiki/Sovereign_state

https://en.wikipedia.org/wiki/Iberian_Peninsula

https://en.wikipedia.org/wiki/Southern_Europe

https://en.wikipedia.org/wiki/Mainland_Europe

https://en.wikipedia.org/wiki/Atlantic_Ocean

https://en.wikipedia.org/wiki/Spain

https://en.wikipedia.org/wiki/Archipelago

https://en.wikipedia.org/wiki/Azores

https://en.wikipedia.org/wiki/Madeira

https://en.wikipedia.org/wiki/Autonomous_regions_of_Portugal

https://en.wikipedia.org/wiki/Regional_government

https://en.wikipedia.org/wiki/Exclusive_economic_zone

https://en.wikipedia.org/wiki/European_Union

https://en.wikipedia.org/wiki/Reconquista

https://en.wikipedia.org/wiki/Moors

https://en.wikipedia.org/wiki/Battle_of_S%C3%A3o_Mamede

https://en.wikipedia.org/wiki/Afonso_Henriques

https://en.wikipedia.org/wiki/Afonso_Henriques

https://en.wikipedia.org/wiki/Theresa_of_Portugal

https://en.wikipedia.org/wiki/County_of_Portugal

https://en.wikipedia.org/wiki/County_of_Portugal

https://en.wikipedia.org/wiki/King_of_Portugal

https://en.wikipedia.org/wiki/Battle_of_Ourique

https://en.wikipedia.org/wiki/Treaty_of_Zamora

https://en.wikipedia.org/wiki/Portuguese_Empire

https://en.wikipedia.org/wiki/Education_superpower

https://en.wikipedia.org/wiki/Age_of_Discovery

https://en.wikipedia.org/wiki/Henry_the_Navigator

https://en.wikipedia.org/wiki/John_II_of_Portugal

https://en.wikipedia.org/wiki/Bartolomeu_Dias

https://en.wikipedia.org/wiki/Cape_of_Good_Hope

https://en.wikipedia.org/wiki/Vasco_da_Gama

https://en.wikipedia.org/wiki/Portuguese_India_Armadas

https://en.wikipedia.org/wiki/Brazil

https://en.wikipedia.org/wiki/Spice_trade

https://en.wikipedia.org/wiki/Lisbon

https://en.wikipedia.org/wiki/Lisbon_Earthquake

https://en.wikipedia.org/wiki/Napoleonic_Wars

https://en.wikipedia.org/wiki/Independence_of_Brazil

https://en.wikipedia.org/wiki/5_October_1910_revolution

https://en.wikipedia.org/wiki/First_Portuguese_Republic

https://en.wikipedia.org/wiki/Estado_Novo_(Portugal)

https://en.wikipedia.org/wiki/Carnation_Revolution

https://en.wikipedia.org/wiki/Portuguese_Colonial_War

https://en.wikipedia.org/wiki/Portuguese-speaking_African_countries

https://en.wikipedia.org/wiki/Transfer_of_sovereignty_over_Macau

https://en.wikipedia.org/wiki/Transfer_of_sovereignty_over_Macau

https://en.wikipedia.org/wiki/Portuguese_Empire

https://en.wikipedia.org/wiki/Evolution_of_the_Portuguese_Empire

https://en.wikipedia.org/wiki/Lusophone

https://en.wikipedia.org/wiki/Portuguese-based_creole_languages

https://en.wikipedia.org/wiki/United_Nations

https://en.wikipedia.org/wiki/United_Nations

https://en.wikipedia.org/wiki/European_Union

https://en.wikipedia.org/wiki/NATO

https://en.wikipedia.org/wiki/Eurozone

https://en.wikipedia.org/wiki/OECD

https://en.wikipedia.org/wiki/Community_of_Portuguese_Language_Countries

https://en.wikipedia.org/wiki/Developed_country

https://en.wikipedia.org/wiki/Advanced_economy

https://en.wikipedia.org/wiki/Developed_market

https://en.wikipedia.org/wiki/Living_standard

https://en.wikipedia.org/wiki/Living_standard

https://en.wikipedia.org/wiki/LGBTI_rights

https://en.wikipedia.org/wiki/Press_Freedom_Index

https://en.wikipedia.org/wiki/Press_Freedom_Index

https://en.wikipedia.org/wiki/Social_Progress_Index

https://en.wikipedia.org/wiki/Legatum_Prosperity_Index

https://en.wikipedia.org/wiki/Roads_in_Portugal

https://en.wikipedia.org/wiki/Roads_in_Portugal

https://en.wikipedia.org/wiki/Global_Peace_Index

https://en.wikipedia.org/wiki/Global_Peace_Index

https://en.wikipedia.org/wiki/List_of_countries_by_Fragile_States_Index

https://en.wikipedia.org/wiki/List_of_countries_by_Fragile_States_Index

https://en.wikipedia.org/wiki/Unitary_state

https://en.wikipedia.org/wiki/Semi-presidential_system

https://en.wikipedia.org/wiki/Republic

https://en.wikipedia.org/wiki/OECD

https://en.wikipedia.org/wiki/Mathematics

https://en.wikipedia.org/wiki/Science

https://en.wikipedia.org/wiki/Reading_(process)

https://en.wikipedia.org/wiki/PISA

https://en.wikipedia.org/wiki/Catholic_Church

https://en.wikipedia.org/wiki/Secular_state

https://en.wikipedia.org/wiki/World_Index_of_Moral_Freedom

https://en.wikipedia.org/wiki/World_Index_of_Moral_Freedom

https://en.wikipedia.org/wiki/Life_imprisonment

https://en.wikipedia.org/wiki/Life_imprisonment

https://en.wikipedia.org/wiki/Capital_punishment_by_country

https://en.wikipedia.org/wiki/Abortion

https://en.wikipedia.org/wiki/Same-sex_marriage

https://en.wikipedia.org/wiki/LGBT_adoption

https://en.wikipedia.org/wiki/Assisted_reproductive_technology

https://en.wikipedia.org/wiki/Surrogacy_laws_by_country

https://en.wikipedia.org/wiki/Drug_policy_of_Portugal

https://en.wikipedia.org/wiki/Drug_policy_of_Portugal


Project N°: 2017-1-SK01-KA202-035375


1.2. Portuguese Political System Portugal is a semi-presidential republic with a head of government - the prime minister - and a head of state - the president - who has power to appoint the prime minister and other government members. The country is administratively divided into 308 municipalities, subdivided into 3,092 civil parishes. Operationally, the only legally identifiable local administrative units are the municipality and civil parish, and the national government. 1.3. Statistic Profile of Portugal

«Relative to other OECD countries, Portugal has a mixed performance across the different well-being dimensions. For example, it is in the bottom third of the OECD in terms of household net adjusted disposable income, average earnings and long-term unemployment, social support and life satisfaction. On the other hand, while both housing affordability and the average number of rooms per person are below the OECD average, only 1% of Portuguese people still live in housing without basic sanitation, compared to an OECD average of 2.2%. Life expectancy at birth is one year higher than the OECD average, and Portugal fares reasonably well in terms of environmental quality and personal security, where it stands above the OECD average across all the available indicators. In terms of education and skills, the country’s performance is mixed: while only 47% of working-age adults have attained at least an upper secondary education, among the lowest in the OECD, students’ cognitive skills at age 15 are above the OECD average level». According to the Portuguese Government and the EUROSTAT statistics, the last economic indicators about the Portuguese economy are the following:

Table 1 Portugal in numbers

EU Indicators

2012

2013

2014

2015

2016

GDP per capita (base=2011) 16 015, 0 16 282,0 16 640,0 17 330,0 17 905,0

Deficit (% GDP)

-5,7 -4,8 -7,2 -4,4 -2,0

Public Debt (% GDP)

126,2 129 130,6 129 130,3

Balance of Trade (% GDP) 0,1 1,9 1,1 1,8 2,2 Source: EUROSTAT, 2018


Project N°: 2017-1-SK01-KA202-035375


Table 2 Portugal in comparison with the EU 28

EU Indicators

Portugal

EU 28

Real GDP - change compared to previous quarter (%) 0,5 0,6 Real GDP - change compared to same quarter of previous year (%) 2,5 2,6 Inflation rate (HICP all items) - change compared to previous month (%) -1,2 0,3 Inflation rate (HICP all items) - change compared to same month of previous year (%)

1,1 1,7

Unemployment rate - Total (%) 7,8 7,3 Employment - change compared to same quarter of previous year (%) 3,1 1,8 Labour Cost Index - change compared to previous quarter (%) -0,9 0,4 Labour Cost Index - change compared to same quarter of previous year (%) -1,1 2,1 Job vacancy rate (%) 0,9 2,0 International trade in goods - balance (Million EUR) -1164.1 6431.4 Volume of retail trade - change compared to same month of previous year (%) 5,0 2,4 Current account balance (million EUR) 2068.0 75848.4 Business investment rate (%) 21,85 22,11

Source: EUROSTAT, 2018

According to PORDATA, the Resident Populations of Portugal in 2016 were 10.325,5 citizens: 4.892,0 males and 5.433,5 females.

Table 3 Resident population: total and by sex

Years Sex

Total Males Females

2012 10.514,8 5.013,1 5.501,8

2013 10.457,3 4.976,9 5.480,4

2014 10.401,1 4.940,8 5.460,2

2015 10.358,1 4.912,6 5.445,5

2016 10.325,5 4.892,0 5.433,5

Data Sources: INE – Annual Estimates of Resident Population

Source: PORDATA, 2017

Also according to PORDATA, the Resident Populations: total and by major age groups in 2016 had the flowing composition: 14,1 are citizens from 0–14 years old, 65% are citizens from 15–64 years old and 20,9% had more than 65 years old.

Table 4 Resident population: total and by major age groups


Portuguese Illiteracy rate still exists according to the last Census: total and by sex. It is measure by the percentage of resident population aged 10 and over who does not know to read or write. The next table presents the results from the last two Census: in 2001, there was a total of 9,0 of Portuguese population without education (6,3 males and 11,5 females) and 10 years after we

Years Major age groups

Total 0-14 15-64 65+

2008 100,0 15,5 66,6 17,8

2009 100,0 15,4 66,5 18,1

2010 100,0 15,2 66,3 18,5

2015 100,0 14,2 65,3 20,5

2016 100,0 14,1 65,0 20,9


Project N°: 2017-1-SK01-KA202-035375


still have 5,2% of the Portuguese in that circumstances (3,5 males and 6,8 females).

Table 5 Illiteracy rate, according to the Census: total and by sex

Years Sex

Total Males Females

2001 9,0 6,3 11,5

2011 5,2 3,5 6,8


According to the same sources, the Aging Indicators are define as «How old are there for every 100 young people? How old and/or young are there for every 100 people of working age? How many people aged 75 and over exist for every 100 elderly?». The following table show us that the demographic disadvantage of the Portuguese population to face the next economic and social challenges.

Table 6 Resident population: total and by sex

Years Ageing index

Total dependency

rate

Young-age dependency

ratio

Old-age dependency

ratio

Longevity index

Potential sustainability

index 2012 129,4 51,7 22,5 29,1 48,7 3,4

2013 133,5 52,2 22,4 29,9 48,9 3,3

2014 138,6 52,8 22,1 30,7 49,0 3,3

2015 143,9 53,2 21,8 31,4 49,0 3,2

2016 148,7 53,8 21,6 32,1 48,8 3,1


The table 6 shows that in 2016 there has an ageing index of 148,7 a total dependency rate of 53,8 and particular relevant the young-age dependency ration of 21,6. Our potential of sustainability index is 3,1. The Portuguese resident population aged 15 and over by the level of highest educational qualification since 2012 and until 2017 is presented below (table 7). According to the National Statistics Institute, INE - Labour Force Survey, in 2017: 7,3% of the Portuguese population who lived in national territory had no education qualification; 22,4% had the 1st cycle; 10,7 had the 2nd cycle and 20,4% had the 3rd cycle; 21,1% had upper-secondary education and only 18,1 had higher education. The Erasmus + Coalition for the EU Programmes in Education, Training, Youth and Sports highlights: «Education is a Key driver to socio-economic progress, to the fulfillment of EU2020 and the United Nations Sustainable Developments Goals». The empowerment of citizens through education is one of the 10 most important reasons do to better at the lifelong learning environments and to support the economic growth, employability and talents retention providing better opportunities to acquire and recognize basic and transversal skills, competence and knowledge.

Table 7 Resident population aged 15 and over by level of highest educational qualifications obtained (%)

Years

Educational qualifications

With no educational qualification

Compulsory education Upper-secondary education

Higher education 1st

cycle 2nd

cycle 3rd

cycle

2013 9,5 24,6 11,9 20,5 18,5 15,0

2014 8,9 23,8 11,2 20,5 19,2 16,5

2015 8,3 23,5 10,9 20,3 19,9 17,1

2016 7,9 22,8 10,7 20,4 20,4 17,8

2017 7,3 22,4 10,7 20,4 21,1 18,1



Project N°: 2017-1-SK01-KA202-035375



In Portugal, according to the Country Report Portugal 2017: Including an in-depth review on the prevention and correction of macroeconomic imbalances: the «Unemployment continues to decline and rising unemployment, even though unemployment long-term unemployment and youth unemployment remain high. Half of the unemployed are smart for a year or more, and a quarter of young people do not have job. Long-term unemployment may make return to work even more difficult and compromises the growth potential of Portugal». According to CEDEFOP report, the unemployment rate in 2016 was 11.1%, rising from 8.1% to 16.2% between 2007 and 2013 and then declining. These figures confirm a slow recovery from the financial and sovereign debt crisis which lasted several years. Long-term unemployment accounts for over half of the total unemployment and tends to be stabilized at a high level. In the mainland, 51.4% of the unemployed held primary level education, 29% held secondary level education and 19.6% held higher education. The rate of youth unemployment still remained high in 2016.To face these challenges, the government reinforced the measures to promote youth employment (53.5% of employers under 30 years work on temporary contracts affecting new entrants; EU average 33.3%) and negotiated a mid-term agreement with social partners to improve the labour market conditions regarding topics of market segmentation and collective bargaining. The Portuguese labour market showed strong recovery over 2014-2016. The fall in unemployment between 2014 and 2016 was about 4.5 pps. faster than was to be expected on the basis of the past relationship between GDP growth and unemployment. This overshooting was the largest in the EU (European Commission, 2016a). The relatively job-rich recovery is probably linked to factors including strong wage adjustment in the previous years and with recent labour market reforms. Strong growth in tourism, particularly in 2016, is also estimated to have had a substantial positive impact on employment growth, as the sector itself and many related services are labour intensive. Overall, labour market conditions are expected to continue to improve over the medium term. Employment growth is however set to slow down over the forecast horizon. Along with a moderate decrease in the labour force, it is expected to bring the unemployment rate from around 11 % in 2016 to 9.4 % in 2018. According to the INE (National Statistics Institute) Employment Survey, Portugal had a total population of 10 281 600 in the third quarter of 2017, comprising 47.3 % men and 52.7 % women as already mentioned. In that same quarter, the active population was 5 247 000 and the employed population was around 4 803 000. The rate of unemployment was 8.5 % (9.2 % for women), representing a fall of 2.2 % on the previous year and continuing the downward trend observed since February 2016. Unemployment among young people under 25 years of age stood at 24.2 %. Youth unemployment is a particularly sensitive issue, although there has been an improvement in recent months (down 1.9 % from last year). Long-term unemployment has also fallen, but still accounts for 51.6 % of total unemployment (the EU-28 average stands at 45.6 %).


Project N°: 2017-1-SK01-KA202-035375


Figure 1 Percentage of unemployment people by age groups, 2012 to 2016

Source: Statistics of Portugal - INE

According to the European Labour Force Survey (data for the third quarter of 2017), Portugal’s activity rate (75.1 %) is still higher than the EU-28 average (of 73.3 %). The participation of Portuguese women in the labour market (72.1 %) is also higher than the EU28 average (of 67.8 %). As far as new forms of work organisation are concerned, part-time work in the country is still limited (only 8 % of total employment compared to 19.5 % for the EU-28), particularly among women (10.6 %), when compared to the average of 31.9 % female employment at EU-28 level. At the end of October 2017, there were 404 564 persons registered as unemployed in the employment services (almost 105 039 less than the year before), with 45.1 % men and 54.9 % women. Of these, 49.4 % had been registered for more than a year. In September 2017, around 3.8 % of people registered as unemployed were foreign nationals. According to the figures available for mainland Portugal, there was a notable fall in their number from 21 804 in February 2017 to 15 574 in September 2017. 3 111 were EU citizens (particularly from Romania, Bulgaria and Spain), while 2 097 were from Eastern European countries (particularly Ukraine). There were also nearly 9 500 registered unemployed from Portuguese-speaking countries, especially Brazil (4 420) and Cape Verde (1 813). Active labour market measures continue to foster transitions into employment, although the share of participants among jobseekers is falling. The percentage of registered unemployed people following active labour market measures fell from an average of 26 % in 2015 to 18.2 % in 2016. The Government published a preliminary assessment study on active labour market policies in June 2016 (Portuguese Ministry of Labour 2016). This relevant highlights the need to slow down the overall supply of active labour market measures, in line with the resources available from the European Social Fund (ESF) until 2020 (active labour market policies are largely co-financed by the ESF), while focusing these policies on schemes that foster job creation on permanent contracts. The study also shows that 38 % of trainees were integrated in the labour market after having completed a traineeship and 27 % were offered an open-ended contract. Additionally, 65 % of those who were initially hired through hiring incentives are employed one year after the financial support has ended, but less than 30 % have an open-ended contract.


Project N°: 2017-1-SK01-KA202-035375


Portugal is developing one-stop shops for employment, with a particular focus on addressing the problem of long-term unemployment. Although still in a definition phase, once implemented, these would improve coordination between employment and social services and increase the ‘activation’ of unemployed people, in particular the long-term unemployed. The obligation for people registered as unemployed to turn up twice a month at the Public Employment Services (PES) has been revoked and replaced by personalised schemes, including towards long-term unemployed.


A sectoral analysis of the employed workforce in the third quarter of 2017 gives an idea of the country’s employment profile: agriculture, animal production, hunting and forestry represent 6.3 % of the employed population; industry, construction, energy and water 24.6 %; and services 69.1 %. The country’s tertiary sector continues to gain in importance, particularly vehicle trade and repair, transport and storage, hotels and restaurants (26.3 % of total employment), and public administration and defence, social security, education, health and social support services (23.6 %). The hotels and restaurants sector and human health and social care activities created the most jobs, with an increase of 70 500, particularly in the large metropolitan areas, followed by wholesale and retail sales, repair of motor vehicles and motorcycles and administrative and support services activities, with 27 400 additional jobs compared to the previous year. Industry, construction, energy and water, which have been recovering since the beginning of 2014, recorded a year-on-year increase of 48 800 jobs, and the construction industry, which has been recovering since last year, accounted for 10 600 more jobs than in the same quarter of the previous year. The manufacturing industries (representing 17 % of all jobs), not one of the most dynamic sectors of the Portuguese economy, have been modernizing, with an increase of 40 000 jobs in the quarter under analysis. Some sectors are significant, not only in terms of employment (as regards quantity and skills required), but also in terms of their contribution to wealth creation in the country, in particular because they contribute to exports:

information and communication technologies, with a large number of small and medium-sized enterprises developing software, for example, or working on innovative cutting-edge technologies;

the moulds sector in the Centre region; life sciences, the pharmaceuticals industry and the emerging biotechnology sector; the automotive ‘cluster’ (with the presence of brands such as Volkswagen, but also some

component production plants); electrical and electronic equipment industries. Traditional sectors, such as footwear and clothing are also committed to modernisation

and internationalisation, resulting in new jobs being created. In synthesis, the most important sectors of Portugal’s economy in 2016 were wholesale and retail trade, transport, accommodation and food services (24.9 %) and public administration, defense, education, human health and social work activities (19.7 %) and industry (18.5 %). Intra-EU trade accounts for 75% of Portugal’s exports (Spain 26%, France 13% and Germany 12%), while outside the 5% go to the United States and 3% to Angola. In terms of imports, 78% come from EU Member States (Spain 33%, Germany 14% and France 7%), while outside the EU 3% come from China and 2% from Russia.


Project N°: 2017-1-SK01-KA202-035375


4. VET in Portugal

4.1. Historical context

The establishment of ‘technical education’ took place in the mid-1940s. This type of education matured in the 1960-70s but was discontinued in the post-1974 revolutionary period because of the social stigmatisation it became associated with over time. Nevertheless, in the late 1970s, the Institute for Employment and Vocational Training (IEFP) was created in order to put in practice the employment and training policies with increased attention to the local needs. It was not until the end of the 1980s that governmental authorities began to repave the way to incorporate the practical component of professional training into the mainstream education system by setting up professional schools (escolas profissionais), based on public-private partnerships and co-financed by the ESF. A decade later, these schools would legally become state dependent private schools; however, the state remained entitled to create public professional schools to address specific local needs. The turning point would come about in the 21st century, when ‘professional programmes’ (cursos profissionais) begun to be provided by secondary schools, offering a choice between a general/formal path (leading to higher education) and a professional training/vocational education path (leading to the labour market, further or higher education). In 2000, a set of policies were framed to tackle the traditional underperformance of learners and the low level of educational attainment by:

(a) Creating a system of recognition of prior learning (RVCC); (b) Developing measures to combat the high dropout rates at lower secondary level; (c) Elaborating adult education policies.

The process for bridging the traditional gap between education and professional training then begun. In 2007, the National System of Qualifications (Sistema Nacional de Qualificações - SNQ) launched the current qualifications system in an attempt to get aligned with the EU policies. Its objectives are listed below. The SNQ framework is based on a balanced relationship between VET within the educational system and VET in the labour market. It establishes common objectives and instruments, developed over the years and complementary tools to sustain the implementation of the policies, including the National Qualifications Framework (QNQ). Under the SNQ, successful completion of VET programmes grants a double certification, i.e., an education diploma and a vocational qualification level within the QNQ. The QNQ is in line with the European Qualifications Framework (EQF). Double certification allows:

(a) Promotion of the parity of esteem between general education and VET; (b) Open educational and training pathways, thus; (c) Increased VET attractiveness.

4.2. Types of Vocational Education Programmes

4.2.1. Compulsory education: basic and secondary levels In 2009, compulsory education was extended to 12 years of schooling, between the age of six and 18. In line with these policy changes and as of 2012, compulsory education comprises two stages: basic education (1st - 9th year) and secondary education (10th - 12th year). Compulsory education is provided in state schools which are publicly-funded but also in private schools (with or without state funding). Basic education is organised into three subsequent cycles (see Table 8) allowing school children to move through a predictable sequence of developmental stages. The 1st cycle corresponds to the so-called primary education; the 2nd cycle and the 3rd correspond to lower-secondary education. As a result, secondary education in the national context corresponds to what may be understood as upper-secondary education.


Project N°: 2017-1-SK01-KA202-035375


Table 8 Organisation of basic education including VET Cycles

Cycles Years of schooling Age level ISCED 2011-P level QNQ levels 1st cycle 1st - 4th 6 - 10 100 - 2nd cycle 5th - 6th 10 - 12 100 1 3rd cycle 7th- 9 th 12 - 15 244, 254 2

Source: Information collected from DGE, ANQEP, IEFP and INE (2016).

4.1.1.1. VET at basic level

Traditionally VET programmes are a major option after the age of 15 at secondary education. However, education and training programmes for young people (cursos de educação e formação de jovens - CEF), targeting those who were under 15 years old at risk of early leaving were launched in 2004 at the 2nd and 3rd cycle of basic education. So far, there is lack of political determination for the implementation of these programmes and their funding has been steadily decreasing. In 2012/13, the government launched the vocational programmes in basic education (cursos vocacionais no ensino básico) for young learners aged 13+ who had two retentions/failures in the same cycle of study or three (or more) in different cycles throughout their educational path. The programmes aimed at raising the quality in education and improving educational success; and allowing a first contact of learners with vocational activities. After a pilot period the programmes were gradually extended to schools that gathered technical and pedagogical conditions recognised by the Ministry of Education. However, they do not have national coverage. They are organised into modules and based on the involvement of enterprises and partner institutions set in the geographical area of the school. The involvement of enterprises ranges from the contribution to the modular subjects of the vocational component to the simulated practice suitable to the age of learners. There is a diagnostic evaluation that includes vocational guidance at the beginning of each programme to assess the prior knowledge of the learners, their needs and interests.

4.1.1.2. VET at secondary level Secondary education is characterised by subject specialisation and is organised in different paths, leading to either further studies and/or vocational qualifications (see Table 9). Permeability has been ensured between general/academic paths (leading to further studies) and VET paths (leading to the labour market). Qualifications are provided within the QNQ.

Table 9 Organisation of secondary education including VET Type of path

Cycles Years of schooling

Age ISCED level

QNQ levels

Science and humanities programmes (cursos científico-humanísticos) * - General programmes

10th-12th 16-18

344 3

‘Professional programmes’ (cursos profissionais) 10th-12th 15-18

354 4

Education and training programmes for young people (cursos de educação e formação de jovens - CEF)

10th-12th 15-18

351 354

4

Apprenticeship programmes - (cursos de aprendizagem) 10th-12th 15-24

354 4

Specialised art programmes (cursos artísticos especializados)

10th-12th 16-18

344 345

4

‘Vocational programmes’ in secondary education (cursos vocacionais no ensino secundário)

10th-12th 16-18

N.A. N.A.

Source: Information collected from DGE, ANQEP, IEFP and INE (2016).


Project N°: 2017-1-SK01-KA202-035375


(a) Professional programmes They aim at providing learners with the required vocational education and training to develop personal and professional skills to perform a job and to pursue further studies and/or training (at post-secondary or higher education). They also aim at adjusting training offer to local and regional working needs. The ‘professional programmes’ include three training components: sociocultural; scientific; and technical. Training fields include applied arts, business administration, computer sciences, electronics, engineering, energy, construction and architecture, food industries, health services, tourism and hospitality etc. The programmes last for three years (10th-12th, approximately 3 200 hours). Work-based learning is mandatory and lasts 600-840 hours corresponding to 19-24% of the overall programme. These programmes are offered by public (secondary) or private schools. Upon successful completion, they allow a double certification - diploma of 12th year of schooling and QNQ level 4 and they lead either to the labour market or further VET, including higher education.

(b) Apprenticeship programmes They aim at providing learners with the adequate knowledge and competences to enter the labour market by providing them a combination of work experience and studies/training. They address young learners between 15 and 24 years of age who have reached at least the 9th year of schooling but have not completed secondary education. Curricula are organised in training components: socio-cultural, scientific, technological, and practice in the workplace. Priority areas of training include audio-visual and media production, computer sciences, trade, construction and repair of motor vehicles, electricity and energy, electronics and automation, hospitality and catering, manufacture of textiles, clothing, footwear and leather, metallurgy and technologies of chemical processing. The programmes last about 2.5 year (from 2 800 to 3 700 hours), including mandatory workplace training (40% of the programme duration) and are provided by IEFP training centres or private providers (e.g. employers’ associations, companies, trade unions) under protocols with IEFP. The evaluation is formative and summative. The final evaluation test (PAF) constitutes an integrated set of practical activities at the end of the training programme that help a jury to assess the competences acquired during the training. A double certificate - diploma of 12th year of schooling and QNQ level 4 is granted upon successful completion. Apprentices wishing to pursue their studies are subject to the regulations and requirements established to access the different higher level programmes.

(c) Education and training programmes for young people Their objectives are to tackle the high numbers of young people leaving the school early. They are meant to enhance their integration into the labour market through double certification and to motivate them to continue further their studies/training by providing flexible learning solutions in line with their expectations and local labour market needs. CEF programmes are organised sequentially from type 4 to 7 according to learners levels of educational attainment and the duration of the training (duration varies from 1 125 to 2 276 hours per type spanning one or two years). Regardless of types, all CEF programmes comprise four training components: sociocultural; scientific; technological; and practical. Training is offered in various fields, such as crafts, computer sciences, environment protection, accountancy, management, beauty care, domestic services, therapy and rehabilitation, electronics, food industry, metallurgy etc. CEF can be offered by state schools, private or cooperative schools, IEFP training centres or certified training providers. Learners’ assessment is carried out per subject/ area and per training component. The final assessment test (prova de avaliação final – PAF) is a presentation of a professional performance, comprising one or more practical works related with the most relevant knowledge and skills included in the programme profile. Successful completion of a CEF leads to a double certification - diploma of 2nd or 3rd cycle or secondary education and of QNQ levels 1, 2, 4 or 5. Progression is allowed to secondary or tertiary education, including higher education after certain conditions are met depending on the type and level of programme.


Project N°: 2017-1-SK01-KA202-035375


(d) Specialised art programmes They aim at providing learners with the specific vocational education and training they need to enter a career in the artistic field of their choice by developing their capacities and talent or to take further studies/training in one of the fields. They are organised in three learning areas (general, scientific and technical/artistic). Workplace learning is mandatory in the 3rd year of the programme (12th year of schooling). Programmes are offered by public, private or cooperative schools in the fields of communication design, product design and artistic production. Learners’ assessment is formative and summative. Successful conclusion of a specialised artistic programme leads to a double certification - diploma of 12th year of schooling and QNQ level 4. Progression is possible to technological specialisation programmes (QNQ level 5), or higher education (university or polytechnic).

(e) Vocational programmes in secondary education These programmes were launched in 2013 and extended in 2014 but are not as relevant as similar programmes at basic education. They have a modular structure and are organised in three training components: general; complementary; vocational and simulated practice. They have been implemented in clusters of public schools or individual schools, private general or vocational schools or in cooperative education, based on projects developed with enterprises. Following the same approach as the programmes at basic education, a diagnostic evaluation is done at the beginning of each programme. Upon successful completion, the programmes grant a double certificate - diploma of 12th year of schooling and QNQ level 4 upon successful completion. Learners wishing to pursue studies also have access to other VET paths or they may enter the labour market. The completion of any programme at secondary education requires learners to be assessed at school level (internal summative assessment). Additionally, VET programmes may require a project or a practical test to assess vocational skills. Successful learners are entitled to a secondary education diploma and to hold a vocational certificate at QNQ level 4. Those who intend to access post-secondary non-tertiary education are required to present administrative evidences/certificates. To enrol in higher education learners must take national exams in specific disciplines (external summative evaluation). 4.2.2. Pos-secondary non tertiary education

(a) Technological specialisation programmes These programmes are characterised by a combination of general, scientific and technological components in school with work-based learning and are composed by 60 ECTS. Usually they last approximately one year (1 200 to 1 560 hours) and award a QNQ level 5 and a technological specialisation diploma (DET). These programmes are developed in collaboration with the training institution and the enterprise, other employment organisations, associations of enterprises or socio-professional associations, amongst others, and can adopt different types/methodologies of training, including traineeships. The CET diploma allows learners to apply to higher education through a separate entrance/admission procedure determined by a broader regulatory framework, and following the requirements for entry set by each academic institution. Training held at the CET will be credited in the higher education programme.

(b) Higher professional technical programmes Launched in 2014, these programmes comprise the following components: general and scientific, technical, and on-the-job training, which takes place through an internship (lasting at least one semester and granting 30 ECTS). They run for four academic semesters, with 120 ECTS and award a diploma of higher professional technicians. These programmes are provided only by polytechnic institutions. Each institution provides programmes in the areas that should meet the region's needs. Holders of these diplomas can access the 1st cycle of higher education


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programmes or integrated master programmes through specific application procedures, leading to a high education degree. In 2016, these programmes integrated the higher education legislation. 4.2.3. Higher education: universities and polytechnics Higher education is structured according to the Bologna principles and is divided into university and polytechnic education. Pre-conditions to enter higher education include successful completion of a secondary level programme or a similar qualification level, admission exams and specific requirements concerning the area of study. Candidates over 23 years of age who do not comply with the above conditions may be submitted to specific entrance exams to show evidence they have the competences to enrol in the selected field of study. Universities and polytechnic institutions grant 1st cycle degree (licenciatura, QNQ level 6) and 2nd cycle degree (mestrado, QNQ level 7), and integrated master programmes which comprehend the 1st and 2nd cycles (mestrado, QNQ level 7), whereas PhD degrees (doutoramento, QNQ level 8) are granted by universities alone. This level of education is both funded by the state and by the payment of tuition fees. 4.2.4. VET for adults

(a) Education and training programmes/courses for adults Launched in 2000, these courses/programmes (either of certain modules or for a full qualification, according to need) are available for people over 18 who wish to complete the 3rd cycle of basic education or secondary education and/or obtain a professional qualification (QNQ levels 2-4). EFA are organised in a lifelong learning perspective; in training paths, defined through an initial diagnostic assessment, carried out by the training provider or through a process of recognition and validation of the competences acquired throughout life. Training programmes are developed in an integrated way, comprising basic training and technological training or only one of these; and are offered in the form of modular training, based on a training standard/referential under the CNQ. Training is centred on reflective processes and on skills acquisition through a module entitled ‘learning with autonomy’ (aprender com autonomia leading to a basic level of education diploma and/or professional qualification) or a reflective learning portfolio (portfólio reflexivo de aprendizagens, leading to a secondary diploma and/or professional qualification). Adults who hold the 3rd cycle of basic education diploma of an EFA programme and who want to pursue their studies can attend an EFA programme at secondary level or enter into a process of recognition, validation and certification of competences to obtain the secondary education diploma. Adults who hold a secondary diploma of an EFA programme can continue their studies in a technological specialisation programme (CET) or in a higher level programme, under the conditions defined by the higher education legislation.

(b) Certified modular training Certified modular training is included in the CNQ and is available since 2008 for people older than 18, who do not have the adequate qualification to access or progress in the labour market or have not completed basic or secondary education. The modular training enables learners to create or to follow flexible learning paths with variable length, according to their own needs. The curricula organisation of modular training is based on training units of short duration (unidades de formação de curta duração - UFCD) available in the


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CNQ. Modular training composed of UFCDs integrated in training standard/referential associated with QNQ level 2 is intended primarily for adults who have not completed 3rd cycle of basic education. Similarly, UFCDs associated with QNQ level 4 are intended only for adults with equal or higher than the 3rd cycle of basic education. The duration of a modular training course may range from 25 to 600 hours. Whenever a course exceeds the duration of 300 hours, one third the UFCDs are required to include the basic training component.

(c) Prior learning process The RVCC process comprises the identification of formal, non-formal and informal competences developed throughout life; through the development of specific activities and the application of a set of appropriate evaluation tools. There are two different paths (educational and professional) to recognise competences acquired by adults through lifelong learning. One of the tools used in the RVCC process to evaluate the candidates is the reflective learning portfolio (portefólio reflexivo). It is a written record of the candidate's competences acquired throughout life presenting a critical appraisal of his/her knowledge and competence development, as well as explaining and organising prior experience and education. It includes relevant supporting documentation in relation to the different areas of the portfolio. Validation of these competences is done under the referential framework of key competences elaborated by ANEQP. The certification of educational competences is awarded after a jury decides that the candidate has demonstrated a self-directed review of their knowledge, skills, and competences in the different areas of key competences of the related referential. The educational RVCC process aims at obtaining a QNQ level 1, 2 and 3. This reflective record also includes supporting documents and other supporting evidence that demonstrate the competences and the professional achievements of the candidate. Implying a self-evaluative and critical view, this tool greatly depends on the profile of the candidate. The certification consists in a practical demonstration before a jury that allows for the assessment of proficiency held within the framework of professional competencies. The professional RVCC process aims at obtaining a professional qualification at QNQ level 2 and 4. These processes are under the responsibility the Qualifica Centres, managed by ANQEP. Currently there are around 260 centres spread all over the country that provide adults this service 4.2.5. VET for vulnerable groups All the above mentioned VET provision is available for vulnerable groups. Additionally, there is a limited number of courses for immigrants and adults with low level qualifications:

(a) Portuguese for all These courses target immigrant citizens, aged 18+, employed or unemployed, with regular residency status in Portugal. They aim at allowing them to increase their communication skills, to understand the Portuguese language, and to know the basic rights of citizenship necessary for their integration into the Portuguese society. There is no limitation in accessing these programmes and a certification according the European language levels can be obtained:

1. Elementary user A - it has a length of 150 hours and confers a certification of proficiency level A2.


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2. Independent user B - it has a length of 150 hours and confers a certification of proficiency level B2.

Technical Portuguese - it has a length of 25 hours and confers a certification of training for specific purposes. Portuguese technical manuals for the fields of construction, hotel and catering, trade and beauty care are available.

(b) Basic competences These courses target adults with low level qualifications and provide them with basic reading, writing, arithmetic and ICT competences required to access education and training courses (EFA) or a RVCC process. These courses may last between 150 and 300 hours and by legislation (26) a minimum of 26 to 30 candidates is required to proceed with the course. Special measures are taken for people with disabilities, mainly related with employment policy initiatives, which include support for qualification through initial and continuing VET courses. They aim at providing people with disabilities the knowledge and competences necessary to obtain a qualification that will allow them to carry out an activity in the labour market, to keep their employment and to progress professionally. The courses follow the CNQ referential/standards, the specialised advice from the IEFP, and are organised and developed with careful attention to the labour market and to the specific needs of these people.


In the reporting period, the National Agency for Qualification and Vocational Education (Agência Nacional para a Qualificação e o Ensino Profissional, ANQEP) organised regional debates and reflection groups involving employers, schools and vocational training centres, to promote workplace learning. Topics discussed involved evaluation of practical training in the workplace (based on real situations) and final exams assessment. In 2016-2017, under the #somosensinoprofissional, the Forum estudante and ANQEP launched several actions, disseminated appealing publications with interesting testimonials of young people on their professional experiences, among other events. "Work-based Learning is considered by schools that promote vocational education as a gateway to the employability of their students and a way to strengthen the relationship between schools and companies." (18) IEFP is responsible for promoting and funding traineeships (estágios and emprego jovem ativo). These initiatives are two-fold; they aim at developing practical experiences in the workplace and at improving employability.

5.1. The Law on Apprenticeship

In 2015, the Ordinance no. 181-A, of June 19 and Ordinance no. 190-A / 2015, of June 26, which Administrative Rule no. 60-C / 2015, of March 2, which publishes the specific regulation of the Human Capital, which applies to the type of operation learning".

Administrative Rule no. 60-C / 2015, of March 2, which publishes the specific regulation

of the Human Capital, which applies to the typology of operation "Apprenticeship Courses".

Ordinance no. 289/2009, of March 20 - Alters Ordinace nº 1497/2008, of December 19, which regulates the conditions of access, organization, management and operation of the Courses the evaluation and certification of learning.

(18

) Forthcoming study: “O ensino profissional, a formação em contexto de trabalho e a empregabilidade”, November 2017.


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Ordinance nº 1497/2008, of December 19 - Regulates the conditions of access, organization, management and operation of the Learning Courses, as well as the assessment and certification of learning.

Order No. 18225/2008, of 8 July - Approval of the specific regulation that defines the arrangements for access to support granted under the type of intervention.

The Apprenticeship Courses are developed, in the context of initial vocational training, in alternation between the Training Entity (for the components of socio-cultural, scientific and technological training) and the Alternance Supporting Body (for the practical training component in the work context). The alternation while succession of training contexts, articulated among them, makes it possible to necessary to acquire the competences that output. The training offer integrates a set of curricular plans, which allow the achievement of different professional backgrounds. These plans, which are based on the National Qualifications Catalog, are organized into training, integrating UFCD - short-term training units of 25 or 50 hours. With double certification, these facilitate courses of professional qualification and integration of young people in the labor market, enhancing their employability and also allowing them to continue their studies. Objectives To intervene with young people in transition to active life, or those who are already part of the market and have not completed secondary education, with a view to levels of employability and social and professional inclusion. To maximize the training potential of companies, allowing the acquisition of skills in real working conditions, which are fundamental to economic growth. Target group: Young people under the age of 25, with the 9th year of schooling or higher, without the conclusion the secondary education. Promotional Entities:

IEFP, I.P. Training Entities Employment and vocational training centers Associated professional training centers Certified training entities, public or private, with the exception of basic, secondary and

professional schools Public or private companies or other employers (for the development of the practical

training component in the work context) According to IEFP activity report of 2016, initial training remains a priority of the activity to be developed, namely through double certification, provided by Apprenticeship Learning. Learning has an important translation into goals, with about 31 thousand young people to be covered and almost 57 million euros in endowment. This measure is considered by IEFP as a strategic bet in the initial qualification of young people due to the opportunities it brings in the conciliation of double certification, school and professional, with a close connection with the companies, a favorable condition for the acquisition and consolidation of competences and the increase of employability conditions.


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Table 10 : Information sheet - Apprenticeship programmes

Objectives To provide learners with the adequate knowledge and competences to: a) enter the labour market by providing them work experience; b) continue their studies/ training by upgrading their educational attainment.

Admission requirements

- 15 to 24 years of age. - At the level of 3rd cycle of basic education (9th year of schooling) or higher but who have not completed secondary education.

Organisation of provision

The curricula are organised in training components: socio-cultural, scientific, technological, practice in a work context.

Training fields Priority areas: - Audio-visual and media production - Computer Sciences - Trade - Construction and repair of motor vehicles - Electricity and energy - Electronics and automation - Hospitality and catering - Manufacture of textiles, clothing, footwear and leather - Material (cork industry, plastics and other) - Metallurgical and metalwork - Technology of chemical processes Other areas: - Craft - Library, archive and documentation - Building and civil engineering - Accounting and taxation - Beauty treatments - Sports - Framing the organization/company

Other areas (cont.): - Finance, banking and insurance - Floriculture and gardening - Management and administration - History and archaeology - Food Industries - Marketing and Advertising - Fisheries - Farming of animals - Protection of persons and property - Environmental Protection - Health - Secretarial and office work - Safety and hygiene at work - Support services for children and young people - Domestic services - Transportation Services - Forestry and hunting - Diagnostic and therapeutic technologies - Social work and guidance - Tourism and leisure

Duration About 2.5 year courses (2 800 – 3 700 hours), including mandatory work placement (40% of course duration).

Academic vs practical training

Mandatory work placement comprises around 40% of course duration.

Providers IEFP training centres and private providers (e.g. employers’ associations, companies, trade unions) under protocols with IEFP.

Allowances Expenses related to training: - Professionalization allowance - Meal allowance - Transportation allowance In specific situations: - Training material allowance - Accommodating allowance (for those with children or relatives dependents)

Sources of funding (only available in Portuguese)

- Legislative Decree No. 4-A / 2008, of January 24, 2008 It lays down the nature and the ceilings of costs considered eligible for co-financing by the European Social Fund.

5.2. Financing

Almost ten years after the establishment of the National Qualifications System (SNQ - Sistema Nacional de Qualificações), and despite slight improvements, the level of training (and qualifications) of the Portuguese population remain low. The end of the financial assistance and the economic adjustment programme (2011-14) released the country from restrictions that left


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behind far-reaching effects which have been subject of analysis and revision. This critical time lead to a significant drop of investments in adult training / qualification, with significant reductions in training activities and the process for recognition, validation and certification of competences (RVCC). Recent developments aim towards national policy priorities that will reinvigorate and strengthen adult education and training, both keystones of the national qualifications system. The costs of education and VET are covered almost entirely by public funding through contributions from the State budget (Orçamento de Estado – OE), the Social Security Budget (Orçamento da Segurança Social – OSS) and the European Social Fund (ESF). However other ministries, the Autonomous Regions of Madeira and Azores, and the municipalities also contribute with funds. Portugal receives substantial support from the EU to help fund VET programmes, courses and policies in the form of ESF resources. These funds are allocated under specific measures especially the Human Capital Operational Programme approved by the European Commission's decision on December 2014 and under the financial framework 'Portugal 2020'. Its thematic priorities most relevant for VET are:

1. Promoting educational success, reducing early school-leaving and increasing youth qualifications – it addresses ‘vocational programmes’ and CEF at basic level; and specialised art programmes, ‘professional programmes’, CEF at secondary level. 2. Increasing Higher Education and Advanced Training - especially in what concerns the professional higher technical programmes (CTSP). 3. Learning, lifelong learning qualifications and increased employability - funding the Qualifica initiative, RVCC and EFA programmes/courses for adults.

In 2016, at national level, the thematic priority 1 had 1 232 approved applications from which the ‘professional programmes’ received the major funding (953 applications and approximately € 1.3 million of total investment, i.e. 81% of available funding was allocated). Receiving lower financial support, 107 ‘vocational programmes’, 93 CEFs and 79 specialised art programmes were approved. Funding for VET for adults fell abruptly during the period of the crisis. The launch of the Qualifica Programme in August 2016 aimed at reversing this trend in 2018.

Figure 2 Government expenditure on education: budget execution as a % of GDP

Source: Pordata, 2016


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5.3. Place of the PTW in the ET system

Figure 3 Diagramme of the Portuguese education and training system in 2016


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Table 11 Young people and adults enrolled in general education and VET programmes (2015-16)

Young people enrolled in E&T (percentage of distribution) by level and modality of E&T 2015/16

Adults enrolled in E&T (percentage of distribution) by level and modality of E&T 2015/16

Level and modality No. % Level and modality No.

%

Total 1 602 740

100 Total 62 045 100

Pre-school education 259 850 16,2 Basic education 986 022 61,5 Basic education 27 375 44,1

1st cycle 405 201 25,3 1st cycle 2 840 4,6 General 404 124 25,2 EFA programmes 2 004 3,2 Specialized arts programmes 303 0 Recurrent education 565 0,9 Alternative schooling paths 774 0 RVCC 260 0,4

FM 11 0,0 2nd cycle 224 147 14,0 2nd cycle 6 695 10,8

General 219 349 13,7 EFA programmes 5 276 8,5 Specialized arts programmes 1 029 0,1 Recurrent education 16 0,0 Vocational programmes 1 539 0,1 RVCC 1 330 2,1 CEF programmes 66 0,0 FMC 73 0,1 Alternative schooling paths 2 164 0,1 3rd cycle 17 840 28,8

3rd cycle 356 674 22,3 EFA programmes 13 105 21,1 General 324 300 20,2 Recurrent education 250 0,4 Specialized arts programmes 1 181 0,1 RVCC 4 418 7,1 Professional programmes 230 0,0 FMC 67 0,1 Vocational programmes 25 035 1,6 Secondary Education 34 670 55,9 CEF programmes 2 433 0,2 EFA programmes 19 612 31,6 Alternative schooling paths 3 495 0,2 Recurrent education 8 530 13,7

Secondary Education 356 868 22,3 RVCC 6 280 10,1 General 210 259 13,1 FMC 248 0,4 Science and humanities programmes

206 346 12,9 Source: Estatisticas da Educação 2015-2016 – Adultos. Direção-Geral de Estatisticas da Educação e Ciência Technological programmes 3 913 0,2

Specialized art programmes 2 454 0,2 Arts and audiovisual 2 137 0,1 Dance 54 0,0 Music 263 0,0 Professional programmes 112 395 7,0 Apreenticeship 26 010 1,6 Vocational programmes 5 244 0,3 CEF programmes 506 0,0

5.4. Governance structures

The central government has overall responsibility for vocational education and training. The Ministry of Education is traditionally responsible for the educational sector (pre-primary education, basic education, secondary education, school-based training). The Ministry for higher education and science is responsible for tertiary education. The Ministry of Labour, through the Institute for Employment and Vocational Training (IEFP), is responsible for training through apprenticeship programmes, continuing vocational training and active labour market measures implementation. The Ministries of education and labour share equal responsibility over the National Agency for Qualification and Vocational Education (ANQEP). ANQEP and IEFP have the overall responsibility for implementing VET policies. Regional authorities for non-higher education and VET are responsible for the implementation of policies at local level. In accordance with specific legislation, the SNQ comprises the following institutions: ANQEP


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(coordination), Directorate-General for Education (DGE); DGERT; IEFP; bodies and structures with competence to fund VET policies; sector councils for qualification; centres specialised in adult qualifications; primary and secondary education establishments; training centres and professional rehabilitation of direct and protocol management with IEFP; centres of excellence created for training providers distinguished by the quality of their interventions, namely the protocol centres of IEFP; accredited VET providers. The SNQ also includes enterprises that promote the training of their employees, and other entities that contribute to the same purpose. Higher education institutions are also part of the SNQ, in accordance with the specific and applicable legislation. The social partners intervene in the coordination of the SNQ through their participation in the general council of ANQEP, in the management board of IEFP; and in the monitoring board of DGERT body representative for the certification of VET providers. Higher education (universities and polytechnic institutes) are autonomous institutions. VET provision applies the following key principles:

1. Competitive diversity of VET; 2. Flexibility in type and duration of courses; 3. Compatibility between EQF and QNQ, between education attainment and training qualification; 4. Permeability; 5. Transparency of the recognition of qualifications to learners and employers.

For the 2016-2020 period the country’s priorities in this area, as set by the Education and Labour Ministries, are to:

(a) promote the entrepreneurial culture in young people; and (b) promote learning experiences and recognition of skills in the workplace and

businesses. 5.4.1. Promoting workplace learning In the reporting period, the National Agency for Qualification and Vocational Education (Agência Nacional para a Qualificação e o Ensino Profissional, ANQEP) organised regional debates and reflection groups involving employers, schools and vocational training centres, to promote workplace learning. Topics discussed involved evaluation of practical training in the workplace (based on real situations) and final exams assessment. In 2016-2017, under the #somosensinoprofissional, the Forum estudante and ANQEP launched several actions, disseminated appealing publications with interesting testimonials of young people on their professional experiences, among other events. "Work-based Learning is considered by schools that promote vocational education as a gateway to the employability of their students and a way to strengthen the relationship between schools and companies." (19) IEFP is responsible for promoting and funding traineeships (estágios and emprego jovem ativo). These initiatives are two-fold; they aim at developing practical experiences in the workplace and improving employability. 5.5. Training content and learning outcomes Between 1997 and 2006, the Ministry of Labour was responsible for designing the instruments needed to research competences, training needs and trends in the evolution of qualifications. During this period, prospective studies and professional profiles were elaborated for 29 economic sectors. They aimed at enabling the main VET stakeholders to anticipate competences

(19

) Forthcoming study: “O ensino profissional, a formação em contexto de trabalho e a empregabilidade”, November 2017.


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needs and to define the corresponding training content, along with the development of occupations and their specified qualifications. In 2007, the reform of vocational training lead to a shift in VET policies and the National System of Qualifications (Sistema Nacional de Qualificações - SNQ) was launched. The latter was revised in January 2017, and it constitutes a milestone in the development of the system of qualifications in Portugal and its alignment with the EU policies. The set of policy objectives to be adopted was chosen on the basis of assessing the significant challenges the country should tackle. Above all, attention was given to the level of education and VET attainment. The National Qualifications Framework (Quadro Nacional de Qualificações - QNQ): designed in line with EQF – European Qualification Framework, it is organised in eight levels of qualification and a set of descriptors specifying the learning outcomes of the different qualification levels. In 2015, ANQEP introduced a new methodology for designing qualifications based on learning outcomes. Since 2016, ANQEP has been organising and monitoring several training actions targeting course coordinators and trainers of the technological training component of professional schools that will develop qualifications according to this new methodology. Some of the EQAVET indicators were selected to monitor the quality of the National Qualifications Framework (Quadro Nacional de Qualificações – QNQ) level 4 qualifications. More specifically, Portugal reported to be using systematically – so far – only three indicators (those related to completion rates, destination of learners upon completion of their training and on the utilisation of acquired skills at the workplace, that involves the percentage of students that complete a programme and are working in the area and the percentage of employers who are satisfied with the trainees), which is below the EU average. No information was provided for CVET indicators in 2016. In 2014 and 2015, stakeholders had analysed tourism and commerce sectors’ qualifications. This led to changes in 2016 with new qualifications emphasising digital and foreign language competences among other competences (social and transversal) designed in terms of learning outcomes. 5.6. Cooperation among learning venues

The Government is implementing a plan to promote school success. Approved in March 2016 it is designed to address education inequalities and preventing school failure. The plan is based on a closer cooperation between schools and municipal authorities so as to develop specific strategic plans adapted to their local needs. It provides schools with additional teaching hours to implement pedagogical projects and improve students' basic skills. In June 2016, 663 education centres had joined this Plan most of which will benefit from 100 additional teaching hours over the 2016-2017 school year. Each school will also benefit from 10 specific training actions provided by 91 training centres. This Plan, although it does not preclude the implementation of the Autonomy Contracts signed over the past three years with more than 200 schools nonetheless puts their renewal and continuation on hold. The higher education offer is quite heterogeneous and does not necessarily match actual demand. Decree Law No 63/2016 upgrades the higher education technical vocational courses (CTeSP) by integrating them into the Legal Regime of degrees and higher education diplomas. This increase further an already dispersed scope of higher education programmes. Yet, it is expected to consolidate the new upward trend in enrolment on such courses and encourage cooperation with business. The Portuguese Government has requested a higher education review to explore avenues for reforms in the higher education system. Few universities have engaged in specific cooperation projects with companies at regional level. However, the Government has made some efforts in encouraging the interaction between universities and the business sector, but a comprehensive and integrated strategy is missing. The upcoming second phase of the National Skills Strategy project could open up new opportunities to make progress on this issue.


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5.7. Participation and support to companies

5.7.1. SMEs basic-figures SMEs play a particularly important role in the non-financial business economy in Portugal, accounting for 68.5 % of value added and 78.1 % of employment. These estimates are more than 10 percentage points higher than the respective EU averages. By contrast, Portuguese SMEs employ an average of about 3 people, which is approximately one person fewer than the EU average. The two largest SME sectors, manufacturing and wholesale and retail trade, together generate roughly half of SME employment and value added. Annual productivity of Portuguese SMEs, calculated as value added per person employed, is approximately EUR 21 500, half of the EU average. Portuguese SMEs are still recovering from the economic crisis. SME value added hit a low point in 2012 but has subsequently risen consistently to a total of 16.7 % overall by the end of the period 2012-2016. Nevertheless, in 2016, SME value added still remained 8.3 % below its 2008 level. Employment recovery has been even slower for SMEs, with the first signs of growth recorded only since 2013, leading to an overall increase of 6.6 % in 2013-2016. Although employment was still 14.8 % lower in 2016 than its pre-crisis level, the most recent figures for 2015-2016 are positive, with growth in SME value added and employment of 3.8 % and 3.5 % respectively. The recent performance of SMEs in manufacturing, one of the largest Portuguese SME sectors, was consistent with SME performance in the overall non-financial business economy. Value added increased strongly, whereas job growth lagged behind. There was strong growth in SME value added in almost all subsectors, resulting in an overall sector increase of 22.5 % in 2012-2016. Textiles, wearing apparel, and leather products generated above-average growth in the same period, with a combined value-added increase of 27 %. This exceeded pre-crisis levels by 12.9 %. These subsectors benefited from a renewed industry focus on high quality and design3,4, and international promotion5, which successfully revived demand, especially from abroad6. At the same time, improvements in technology and increased automation of production led to a rise in productivity 7,8 and therefore lessened the demand for workers. As a result, job growth in these three subsectors was weaker than value-added growth, totalling only 10.1 % in 2012-2016. SME employment has also increased recently in the sector as a whole, rising by 6.7 % in 2013-2016 and therefore slowly recovering from the crisis. In 2016, however, employment was still 14.7 % lower than in 2008. 5.7.2. Skills and innovation Portugal performs in line with the EU average in this area. Compared to last year’s edition of the SBA fact sheet, the country’s performance has deteriorated in some areas. The percentage of turnover from sales of new-to-new market and new-to-firm innovations halved in 2014 compared to 2012. On a positive note, Portugal scores high on SMEs introducing innovative products or processes and SMEs innovating in-house. Since 2008, Portugal has implemented several measures to help SMEs to upgrade their skills, including the use of innovation and training vouchers. The operational competitiveness and internationalisation programme (Programa Operacional Competitividade e Internacionalização) and the national strategic reference framework (QREN — Quadro de Referência Estratégica Nacional) have provided essential public support to SMEs for R&D and innovation activities. However, support for closer cooperation between universities and businesses and mechanisms to support SMEs to exploit R&D results are lacking, although Portugal is making efforts to provide this link. Until recently, Portugal has favoured general education over vocational


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training. Perform a thorough evaluation of all vocational training programs as to unify the different systems of vocational education by establishing a single dual VET system, including work-based learning in companies in one of the most fundamental recommendations. 5.7.3. Raising skills In comparison to other European countries, the average skills of Portuguese citizens are low, reflecting decades of poor education performance (OECD, 2006; Guichard and Larre, 2006). Only around 43% of the working age population and 67% of young adults have attained upper secondary education, the fourth lowest rate in the OECD. 33% of young adults in Portugal have a tertiary qualification, compared to an OECD average of 42%. Improving these comparatively low education attainments will be critical to improving well-being and incomes. Better skills will also reduce widening income inequality by providing better earnings opportunities to the low-skilled, which often also have low incomes. Improving skills will also lead to stronger economic growth, by alleviating the skill shortages faced by Portuguese companies. More than two thirds of them consider finding employees with appropriate skills an obstacle to their operations (INE, 2015). At the same time, incentives for investing in skills are weak due to high unemployment and poor job quality. A solution to this vicious circle requires simultaneous action with respect to both education opportunities and labour market performance. While it takes time to address this legacy, Portugal should build on its continuous policy efforts, which have resulted in rapid improvements. More adult education for the employed and for the unemployed is one way to address the low qualifications and skills of those who have already left the education system. However, experience shows that it is difficult to reach those who would need it most, as lifelong learning activities have low take-up rates among older and low-skilled workers (OECD, 2015; EWCS, 2015). Still, Portuguese workers receive less on-the-job training than in other countries. One recent government initiative (Cheque Formação) is providing financial support to workers, job seekers and firms for adult training. This scheme seams useful in addressing firms’ immediate training. For youths, further improvements in the education system are the crucial factor for raising skills, which could improve the future for many young people with low skills and better integrate them into society. Student performance at age 15 has improved and is now above OECD average (OECD, 2016b). Beyond average performance, learning outcomes are heterogeneous and related to the socio-economic status of students. This link is higher than the OECD average and has become more pronounced over the last decade. Moreover, disadvantaged students are also more likely to repeat a grade and less likely to obtain tertiary education than in the average OECD country, suggesting challenges with respect to equity. 5.7.4. Developing vocational education and training (VET) Vocationally-oriented upper secondary training often leads to better employment prospects than academically-oriented training, for students who do not pursue further studies (CEDEFOP, 2013). Portugal has traditionally had a bias towards general programmes aimed at preparing for tertiary education, but the on-going development of VET has changed this. 46% of students in upper-secondary education were enrolled in VET courses in 2014, which is close to the OECD average. The offer of VET courses has been expanded and now encompasses a wide range of higher skilled occupations such as electronics and automation, information and communication technologies or renewable energies (OECD, 2015). Further policy efforts to raise the attractiveness of the VET system and strengthen its links to labour market needs are ongoing.


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Two-year technical courses in post-secondary education (TeSP) have recently been established, and both enrolment and private sector participation in these courses have been strong. The administration of Portugal’s VET system is still fragmented, despite recent policy efforts to put it under a single legal framework. The system could be streamlined, which would probably also result in a reduction of the large number of VET courses on offer. The current situation is conducive to overlaps, inefficiencies and the supply of training options that do not reflect labour market needs (Pedroso, 2011). Two almost parallel public systems are run by IEFP (the Institute for Employment andVocationalTraining) and the Ministry of Education. IEFP courses have a stronger element of dual training, combining class room teaching with practical experience in companies. As a result, these courses have a stronger link to the business sector than the VET courses run by the Ministry of Education, for which no systematic evaluation of participants’ labour market performance is undertaken. The Ministry of Education has recently established Vocational Schools of Business Reference to focus on priority sectors, with a strong technical component. In addition, VET courses may also be provided by private training providers, including employers and trade unions, partly with public funding. Although a certification process exists, concerns about effective quality control for these courses have been raised (OECD, 2015).

Table 12 Evolution of key indicators for FPC (CVET) 2005 - 20106)

2010 2005 Enterprises with professional continuous training (%)

64,6

44,1 Enterprises w/ on the job training

41,1 22,3 Enterprises w/ conferences, seminars, workshops

29,5

24

Enterprises w/ rotation of place of work

5,6 4 Enterprises w/ learning cycles/quality

11 4,5

Enterprises w/ self-learning work

9 3,4 Enterprises w/ initial professional training

11,9 5,1 Enterprises with professional continuous training courses (%)

Enterprises w/ courses managed externally Enterprises w/ courses managed internally

44,5 37,9 20,9

32,3 26,5 16,3


Project N°: 2017-1-SK01-KA202-035375


Table 13 Typology of training provided in enterprises by economic activity (% of the total of the n. of

enterprises)

Activity Typology of training provided Enterprises with CVET

Internal and/or

external courses

On the job

training

Rotation of place of work

Learning cycles

Self-learning

Conferences and

workshops

Total 64,6 44,5 41,1 5,6 11 9 29,5 B Extractive industries

71,6 48,1 51,4 7,5 8,6 6,2 30,2

C Manufacturing industries

59,3 40,6 40,3 6,3 10,5 6,4 26,7

D-E Electricity gas, and water supply, sewage and waste management

79,4 60,4 50,3 5,3 7,8 8,3 54,7

F Construction 63,9 40,8 37,5 2,6 6,9 8,7 31 G Wholesale and retail trade, repair of the motor vehicles

70,7 48,2 41,9 5,6 12,2 10,7 27,4

H Transportation and storage

67,7 48 47,4 1,6 7,7 5,3 29,4

I Accommodation and food services

49,5 33,8 36,8 9,8 10,3 4,5 17,6

J Information and communication

78,4 59,2 49,6 10,8 14,7 28,4 48,9

K Financial and insurance activities

92,1 89,1 36,1 5,5 18 49,9 49,1

L, M, R, S Real estate, consultancy, administration, arts, other

70,7 50,5 45,6 6 17,1 10,6 40,9

Source: Ministry of Employment (2012)

Table 14 Average number of hours per participant and average costs of training course by economic activity

Activity Hours by participant

Costs per participants (E)

Total 42,5 391,4 B Extractive industries 35,2 248,2 C Manufacturing industries 42,7 274,4 D-E Electricity gas, and water supply, sewage and waste management

30,6 868,7

F Construction 35,6 583,4 G Wholesale and retail trade, repair of the motor vehicles 44,1 254,2 H Transportation and storage 33,9 491,7 I Accommodation and food services 42,1 198,1 J Information and communication 39,9 1668,7 K Financial and insurance activities 38,9 678,2 L, M, R, S Real estate, consultancy, administration, arts, other

53,5 187,6

Source: Ministry of Employment (2012)


Project N°: 2017-1-SK01-KA202-035375


5.8. Requirements and support to teachers and mentors As already mentioned, the SNQ framework is based on the articulation between VET within the educational system and VET with the labour market. The framework establishes common instruments and complementary tools to support the implementation of VET policies. These are reference frameworks used to help policy developers, learners, teachers/trainers, employers and society at large in understanding how the system functions and what are its benefits. For the 2016-2020 period, the country’s priority in this area, as set by the Education and Labour Ministries, is to review the initial training of trainers and tutors. In-company tutors and mentors are not required to undergo any specific training. In 2012, the Ministry of Education had concluded a cooperation agreement with the German Federal Ministry of Education and Research (BMBF) for a project targeted at devising a training plan for company tutors in various work-based learning settings. Within this framework, ANQEP and IEFP developed a referential for tutor training. Based on this referential, three pilot training actions have been organised in 2015 and 2016 in partnership with IEFP, ANQEP and the German Chamber of Commerce in Lisbon and Porto. Initial and continuing training referential/standards (40 hours each) for the qualifications of tutors, were set in 2017. The ANQEP study to support the development of a framework of skills and training also covered trainers. In 2016, IEFP developed a new set of training referential/standards of expertise (consultant trainer, trainer of trainers, and manager / coordinator trainer) suited to different trainer intervention contexts, which will give the possibility of access to a Specialisation pedagogical competences certificate (Certificado de competências pedagógicas de especialização - CCPE).


6.1. Description of Focus Group (e.g. date and location, participants) During February 2018, CECOA organised a focus-group with representatives of the following ROI project’s target groups:

4. One trainee who has experienced WBL

5. Two managers of VET centres that provide WBL courses

6. One technician of IEFP, IP

The results of the focus groups are summarized below. In the tables you can find the different answers of each question. 6.2. Country/System level


2. What is your opinion about WBL and apprenticeship in the country?

https://www.iefp.pt/referenciais-formacao/-/sgd/get-file/690358/690358

https://www.iefp.pt/referenciais-formacao/-/sgd/get-file/690424/690424


Project N°: 2017-1-SK01-KA202-035375


There was a very positive opinion about WBL and the apprenticeship system, nevertheless, participants pointed out the difficulties in support students when they are in companies, in internships.

VET representative 1: «There are still little learning opportunities for learners to learn at the workplace. This is the view of someone who follows the VET courses for 20 years, with a component of practical workplace training. The tutor “war” on learning is a long “war”. A company has a learner/learner vision as a fundamental element to solve problems in the company, not as much as someone who goes there to learn. Student confirms this view: «Students have to be able to work their own way. In my case, the theoretical training was given after the internship. And after this learning experience/ internship these components make more sense». VET representative 2: «It is a learning of learning, it is learning in the workplace. Those who host (in the company) should make a briefing, to understand how to receive the students/trainees». VET representative 1: «This "confrontation" is also an option to see the students’ reaction. It's also good for them to figure out how to react in another context. It’s difficult for some trainees and a way of enriching skills for others»

3. What support measures that you know would make apprenticeships more attractive

and accessible to SMEs and would motivate companies to take on apprentices?

Companies are not properly informed about the WBL and the apprenticeships system, as an advantage to integrate new human capital. Some support measures were mentioned as:

- Business support and support to trainees during the internship - Financing support to tutors during the internship

VET representative 2: «Business support works as long as the supports work. In 20 trainees, 2 are employed. This is the issue of the return of these programs» VET representative 1: «There is no support for trainees. The companies work as long as the supports work in the post-training, that is, in the hiring of the students. The investment for the company should be while receiving the trainee, during the internship. Because the company has to make available resources to welcome trainees, to have this function of tutoring. After graduating the young student, you should receive a return on investment. It would be easier from the standpoint of legitimacy to select companies to welcome trainees. There are things that do not work, for example, the trainees perform tasks that do not correspond to the training area. If the training entity was paying to the companies, it could require the trainee to perform tasks liked to the training programme. VET representative 2: «Support can be given to the tutors who receive the students». Student: «I have colleagues who said they were doing tasks that have nothing to do with their training. Colleagues who 'cleaned up the dust'. Those are examples of companies which received students by necessity…».

4. In your opinion, which are the main benefits for an effective work-based learning in

your country?

Some of the main benefits mentioned: - Learning is faster by the students (when they are in the company) - Students should have an active role when preparing their internship - The richness of the formative process is when the students go to the company - To reflect on the divergences, or apparent divergences, between what they learn in

the training and what they apply in the company


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VET representative 2: «Learning is faster on the part of the students, the "know-how", and the transfer of learning. It should be possible for students to take internships in various learning spaces. Different realities. With results that are obtained from one side and the other». Student: «What you learn in training is not always put into practice in the company. For example, in training we learned that we should not put pressure on the customer. And in some companies the culture is different. There is specific expertise for companies that should be 'passed on' to students». VET representative 1: «What is missing is a system that helps trainees to reflect on these divergences, or apparent divergences. Often the trainees question about the learning and in the confrontation with the company the incoherence makes more sense. Maybe in the training entity, maybe in the company. There is a potential for learning that is lost because of the profitability of know-how, but there are other skills that are lost, for example, understanding different cultures. If this happens, the trainees would be better prepared for professional mobility. The trainees may question the company about different practices, different examples of what they have learned». VET representative 3: «The question of the pre-training of the trainees, even in relation to specific questions of the company. Encourage trainees to prepare their internship, to take an active role. People should be prepared for autonomy, for their choices, to give the tools to the students and prepared the tutors for the pedagogical component of the trainees». VET representative 1: «There should be a formal space/moment for not realizing (losing) this information. The richness of the formative process is when the students go to the company. How the student will manage this insecurity. The training coordinator cannot do this job».

5. In your opinion, which are the main obstacles for an effective work-based learning in

your country?

- Companies are not aware of the “social value” that the trainees can bring in terms of innovation, new knowledge

- In some cases, companies don’t have the same machines/software/equipment (this can be problematic)

- The contact with tutors (non-existent or weak) - The parents’ involvement is not always positive

VET representative 1: «The social value that the company recognizes to the trainees. In general, the trainee is more updated than the reality in the company. Being both an obstacle and a disadvantage. It depends on the company culture. There are also trainees very difficult to integrate in their learning period, the trainee is not always receptive (and prepared) to be trained in companies». VET representative 3: «In our case, that we have very specific training areas, companies do not always have the machines/equipment that exists in the training. The conditions in the company are not always the same as those in the training». Student: «In my internship, I have never had contact with the tutor, but with the manager assistant» VET representative 1: «The parents’ involvement is not always positive; it can be an obstacle in the case of younger students. I have the case of a father who decided that his daughter was not going to do that internship in that company»

6. Could you mention measures or approaches implemented in your country to improve

the work-based learning?

- Social support for some trainees with disadvantage conditions - Parents involvement and the commitment of SMEs - Having some pedagogic support to tutors - Communication strategies


Project N°: 2017-1-SK01-KA202-035375


VET representative 1: «Social support for trainees is a good measure that already exists. A different view of the role of trainees is critical to the success of that measure. The students/trainees are not workers». VET representative 2 and 3: «Involvement of parents, as mentioned in the example, should be worked to become an advantage. And the involvement and commitment of companies». VET representative 3: «Having some pedagogic support for the trainees and even for the young adults. It’s important to show the company the advantages of accepting trainees». VET representative 2: «Communication strategies»


(wages, material, recruitment, supervision, infrastructure, quality, etc.) and which of them are/should be covered by the government?

- Financial support to tutors - Incentive for recruitment

VET representative 1: «The tutors should receive a financial compensation, even while the trainees meet in an internship context». VET representative 3: «It should exists some incentives for companies that decide to integrate the trainees, so that there is no "cycle" of receiving trainee after trainee, and continuously receive new trainees».

6.3. Cooperation between VET and Companies’ level 8. Do you consider the national system has established a structured, continuous

dialogue between all apprenticeship partners including a transparent method of coordination and decision-making?

- The framework of the system is well assembled but in reality entrepreneurs are

concerned mostly about the day-to-day situation of their companies and not about contributing to the training of young people

- There is no company “logbook” which is considered important - The exchange of knowledge, the communication is the most relevant aspects for all

the stakeholders

VET representative 2: «There is no company “logbook” which is considered important and good practice to train new trainees, such as a company file, that can be used as an example for the training of new employees in the future». VET representative 3: «For the added value: companies have to realize the added value of collaborating with the apprenticeship system; and companies should realize that they can have a return with that. Training centers must also know how to reach to companies». VET representative 1: «The frame is well assembled. ANQEP is well represented. The National Qualification Catalog integrates 270 qualifications that cover the most sectors of activity. However, this is a dynamic instrument, designed to answer to the qualification needs of the business, being constantly updated by the Sectorial Councils for Qualification (CSQ) and the Open Consultation Model. But in practice, entrepreneurs are concerned mostly about the day-to-day situation of their companies and not about contributing to the training of young people. Some companies do not get involved, there is no articulation. We do not work as a team. In our culture is very rooted the idea that “the secret is the soul of the business”». VET representative 2: «What we do best is shared knowledge. Communication and sharing is the most interesting part for all stakeholders».


Project N°: 2017-1-SK01-KA202-035375


9. Do you consider companies that provide apprenticeships for disadvantaged learners are sufficiently supported? Unfortunately there is no support for students during the courses, during the internship period. VET representative 1: «There is no support for students during the courses, only after the training period».


centres and companies that ensure sufficient support to SMEs through business-education partnerships at the local level?

- The framework of the system is well assembled but in reality entrepreneurs are

concerned mostly about the “day-to-day” situation of their companies and less about contributing to the training of young people

- There is no company “logbook” which is considered important - The exchange of knowledge, the communication is the most relevant for all the

stakeholders -

VET representative 3: «There is no such collaboration between companies and the training centers. Companies do not like to give this information. Now what we do is always a business-oriented awareness. Here we should also learn from the Nordic countries». VET representative 1: «Most companies do not get involved with the system, although there are good "schools" companies, but for the most part there is no such link. Assembled systems have to be improved, sharing attitude is not rooted».

6.4. Companies’ level 11. In your opinion, companies are sufficiently motivated and supported to assign


- Training is considered as a cost not an investment - No, there are not pedagogic training support to trainees during the internship period

VET representative 3: «They do not have the pedagogical training to support the trainees. There was a phase where it was envisaged that companies would be required to provide in-company training, 25 hours of training or more. There were no conditions to implement this system. In our case it was adopted the responsibility of the companies, but still, the training is provided by us». VET representative 1: «In accounting training is seen as a cost and not an investment. There may be a company that can do it but not all of them would be in a position to guarantee it». VET representative 2: «When there are budget cuts, first cut is in training».

12. Do you consider the content and provision of apprenticeships is correctly updated to

labour market needs?

There are challenges still in the system as for examples the ones mentioned by the VET representatives, below:


Project N°: 2017-1-SK01-KA202-035375


VET representative 1 and 3: «The training standards are not updated, according to ANQEP. It is necessary to design new competency standards». VET representative 3: «Change happens and it is the adaptability that promotes success. People need to be developed for greater flexibility and adaptability». VET representative 1: «What can organizations give us in 5 or 10 years? How to do this work to anticipate business needs. Sometimes companies cannot do it even».

13. Do you consider the current content of work-based learning programmes takes into

account the changing skill needs in your company?


15. In your opinion, which are the main benefits that contribute to an effective work-based learning in your company?

16. In your opinion, which are the main obstacles that contribute to an effective work-based learning in your company?

6.5. Students’ level 17. To which extent students improve changing skills needs in company?




21. To which extent students are better prepared for a job/position? The questions from 17 until 21 are answers below by the focus groups participants:

Student: «It is different; we are not only in the classroom to learn, since we are in the work context. We do not sometimes have the help we need. In my case there was recognition, they gave me a good final rate and asked me to stay there (to work). Anyway, there was not much room for suggestions. There has been an improvement in social skills and practices for me. I was better prepared for a future job; I realized the difficulties of the job, the difficulties of the employees, etc». VET representative 3: «Sonae developed an "internal school program" where the company evaluated the image of the oldest employees “in the house”. With the aim of undoing preconceived ideas, the study analysed the productivity of younger and older workers. And the results were quite promising. We have to work with new and old employees. The communication is essential and the intergenerational work, associated with the social responsibility in sharing knowledge between old and younger colleagues». VET representative 2: «I just want new people to work," says one entrepreneur, because it increases the dynamics of the organization. Young people bring dynamics, have less experience but have more initiative and claws, want to seize the world».



There are some success factors indicated by some elements of the focus group. They are listed below:


Project N°: 2017-1-SK01-KA202-035375


VET representative 1: «New energy and blood, more dedication». VET representative 3: «Look for different experiences, to look for what makes sense to young people».



There are main benefits that contribute also and some are listed below:

VET representative 1: «Cheap labor. Intergeneration approaches. What is new is that the young students also selects the company. This is a challenge for the company, to retain new talent, it’s a reality». Student: «The students have noticed if they like the internships, and are able to do that work in the near future. One must realize whether or not it is worth it. But it is important to have other perspectives, other realities, and other experiences».



There are also some obstacles as the ones presented below:

VET representative 3: «Companies must learn to live with these new ways of being, greater demands of the employees themselves. Companies must be available for young people's ability to demand, reflect, and think and to make question». VET representative 2: «Large turnover costs by companies. Not all young people have the capacity to question themselves. There are other young people who feel uncomfortable to disagree, questioning is not the engine of learning in all cases». VET representative 1: «The schools still do not help students to reflect, despite having all the tools and new technologies. There are still passive young people answers and they continue to take place in the educational system, because the school continues to not question, the school by the discovery is another strategy ...» VET representative 2: «The young person who ask questions are the most absorbed by the market».


applied? VET representatives considered there are mainly advantages. Learning in work context allows students to learn faster and to make mistakes. Nevertheless, there are some disadvantages since the companies consider students as workers, and not as learners.

VET representative 2: «There is no transfer, or learning is more time consuming. The return on investment is lower». VET representative 3: «Learning allows you to correct mistakes. It is a more controlled experience. There is room for error in work placement. To have theoretical training followed by a complete period of practice in companies depends on the VET provider. For some courses there is a final project, and it can be complex for the company to dispense the trainees for doing that. There is not always openness on the part of the companies to dispense the trainees for the final project. There is a lot of resistance». VET representative 1: «In our VET centre much of the training in classroom and young people only go to the company when they have the knowledge acquired. 4 days in the company and 1 day in the center. The graduates are not lacking in the companies, but sometimes they miss some lessons, because they are asked by companies to work on that day of training. The relationship between the company and the trainee must be differentiated by the modality. In CETs and EFAS it is necessary to give more autonomy to the trainees. When less interference occurs its better, but the trainees also play a more active role».


Project N°: 2017-1-SK01-KA202-035375


6.6. Social value/impacts and outcomes of apprentices and WBL What do you understand by social value/social impacts/SROI of that item?

VET representatives and the student summarized the most representative social values or social impact associated with the apprentices system and the WBL as:

1. Impact on the company, more flexible processes, the entrance of new contacts/persons

and new technologies as well (students bring some innovation in this respect). 2. New skills and best practices can be consolidated. The training is an organizational

“input" of development. 3. It is an opportunity to meet people (workers) in a learning context, to select the most

appropriate and risk-free students, is a faster process. Students are a good contact with the outside/inside of companies.

4. The adhesion of companies is a way for companies to update and also to survive, in almost all areas of activity.

5. The fact that it is effective waste of time and turns organizations into true "learning" organizations.

6. The organizational culture also changes inside and changes other companies/suppliers and clients, there is a cycle of innovation. Companies also share positions, when they do benchmarking among themselves.

Who changes as a result of an apprenticeship/WBL?

VET representatives and the student’s summarized the most important results of the apprenticeships and the WBL as:

1. Young people are by far better prepared. 2. The training entities are most closely linked to the business and able to close new partnerships for cooperation. 3. There is a greater adaptability with what is being taught on the ground. 4. If it turns out, organizational culture also changes, by sharing practices, by the comparison with other companies of the same sector, sometimes, competitors, and in the limit this facts contribute to build a more receptive national culture.

How do they change as a result of an apprenticeship/WBL? Or; what are the changes you have (or would likely) experience as a result of an apprenticeship/WBL? This question can of course be phrased differently – options such as ‘how are you different now’, ‘what do you do differently now’, what is different now’ etc.

Are there any negative changes that have (or would likely) be experienced as a result of an apprenticeship/WBL?

In the processes there may be certain less good areas. How long will the changes last?

VET representatives and the student’s summarized the changes with greater durability as:


Project N°: 2017-1-SK01-KA202-035375


Student: «It will depend on the self-motivation and the personal characteristics of the trainees; each case is a case». VET representative 2: «Durability has to do with impact, but also with processes. That is, the processes will have to be “renewed”. The relationship of the person to the task, to other peers, and to the organization as a whole. The communication with companies is materializing». VET representative 1: «Each professional profile should have outputs translated into numbers. The adherence of companies to the ALT is a way to modernize, to ensure updating, to bring competition and innovation. But, how this can be measured?». VET representative 3: «There should exist a learner's contract. How long will the person's be satisfied in the workplace? It also depends on each case».

How much of the changes is a result of an apprenticeship/WBL? (to be consider counterfactual and the contribution of others) – so specifically

o What is the chance that these changes could be experienced without an apprenticeship/WBL?

VET representatives and the student’s summarized the answer as the follows:

1. The real agents of change are the trainees. 2. The public policies should be embodied in economic incentives. 3. The training centers should communicate better and more often with companies, showing evidences of what companies understand and perceive as an add-value. It is essential to demonstrate through numbers such as increases in sales and productivity. Measuring the direct costs of training is easy, but the indirect ones are far more difficult. 4. The company needs to have a "paper" (in the sense of a written document) in which it is realized that by investing 50 hours receiving a trainee, this will cost about X but at the end this young person will bring a return of Z; there is a positive effect due to the internship because I will have more clients, more satisfied clients, less waste, etc, etc ... we must know how to do this analysis in terms of each training profile. The transformation of the proper skills from each profile into young people's experiences translated into money, as, «I will go with this training I will save Y .... In each professional profile, the outputs are translated into “cash”.

o Who else contributed to creating the changes (or will likely contribute to

them)? AND, what is the contribution that is down to others? How important are the different changes? Is anyone else affected? (individuals or organisations) If so, how?

7. The recommendations for further research – questionnaires survey for SMEs

The suggestions are mainly related to the clarification of the concepts of internships, work based learning, apprenticeship programs, etc. Another specification is to deliver a survey which can be answered by the business representatives. Sometimes, as we are familiar with this terminology and involved with the project design and implementation, we believe that the others have also the same understanding. In our case, we did not manager to involve representatives from SMEs in the focus group, but the VET providers invited have a strong connection with their sector and know very well how the apprenticeship system works.

8. The main results from SMEs survey

Until the 20 of March 2018, CECOA received 11 questionnaires. The survey was distributed in Portuguese and it was fulfilled online by the respondents. From the total of companies contacted, around 200, in the table below there is an overview of the companies’ profile that


Project N°: 2017-1-SK01-KA202-035375


participated in this study:

Table 15 Distribution of the respondents by the companies’ number of employees

Number of employees Number of respondents % 0-10 2 18% 11-50 7 64% 51-100 0 0% 101-250 0 0% >250 2 18% Total 11 100%

64% of the respondents are from SMEs; 18% came from micro-sized enterprises (<10 employees) and also 18% do not belong to the target group of SMEs. Nevertheless, that last category of companies also has suppliers who are SMEs, and for this reason we will include them in this report, and also their comments, suggestions and recommendations. The sectors of activity do not vary much as expect, respondents are mostly coming from the commerce and services sector. And this result is due to the fact that CECOA database is sectoral VET Provider, so, and mostly with contacts of companies of these two sectors of activity. There are respondents from consultancies, accounting services, transports services, decoration services and cultural area. One person comes from one Navigation Agency; another person is a member of a higher education entity and finally another respondent comes from an Association.

Table 16 Distribution of the participants by their function in the companies

Role in the company Number of respondents

%

CEO 1 9% Decorator 1 9% Director 3 28% Human resources manager 1 9% President 1 9% Ships agency manager 1 9% Social educator 1 9% Training program manager, coordinator of the communication, human resource, internships

2 18%

Total 11 100%

According to their function, the participants have a variety of roles, but all are “business tutors” and have experience in accompanying young VET students in work based learning activities. 28% of the respondents are “Directors” and 18% are the “Training program manager, coordinator of the communication, hr, internships”. All the other respondents have different roles in their organisations.

Table 17 Distribution of the respondents by their location

City Number of respondents % Coimbra 3 28% Leiria 1 9% Lisbon 6 54% Porto 1 9% Total 11 100%

In terms of location, 54% of the participants are from Lisbon area, followed by 28% who are from Coimbra area (the third larger city of Portugal). Only 9% are from Oporto (the second larger city of Portugal).


Project N°: 2017-1-SK01-KA202-035375



Table 18 Distribution of the respondents by the companies’ involvement

Yes 10 91% No, but we are considering it 1 9% Total 11 100%


Table 19 Distribution of the respondents by the companies’ policy

Yes 7 64% No, but we are considering it 3 27% I do not know 1 9% Total 11 100%

3. In your opinion, WBL and apprenticeship in a companies

Table 20 Perception about company effects

COMPANY EFFECTS

Strongly disagree



Somewhat agree



2 5 4


1 1 7 2


1 3 6 1

contributes to reducing the cost of external recruitment and internal induction (introducing staff to a new job and organisation)

1 2 5 1


3 3 4 1


1 6 4


5 4 2


Project N°: 2017-1-SK01-KA202-035375



1 3 3 4


1 1 4 5


1 2 8


4 6 1


4 5 1 1


3 5 3


7 1 2 1

is investment in future skills rather as a way to sustain

low-cost production

2 3 3 3

tranees bring innovation into the WBL experience, in

particular digital skills

7 4


2 7 2


«Positive confrontation with employees is not what you need, a review of some of the work dynamics too fixed and acquired. Minimum availability to

assess the institution's strengths and weaknesses (SWOT analysis)». «Greater adaptation to jobs with more specific functions.»

«Evolution».


Project N°: 2017-1-SK01-KA202-035375


Figure 4 Distribution of the perception about company effects

In terms of perception about the company effect of the WBL and apprenticeship, 72% of the respondents agreed it «has a better employee candidate pool, leading to lower future training costs» and 64% agreed it «contributes to higher productivity by hiring the former WBL trainees». Regarding the respondents who disagreed with some effects: 64% disagreed with the item «brings more risks than benefits» and 45% disagreed with the item « does not bring “value for money”».

0 1 2 3 4 5 6 7 8 9


contributes to higher productivity by hiring theformer WBL trainees


contributes to reducing the cost of externalrecruitment and internal induction (introducing

staff to a new job and organisation)

increase staff morale (overall outlook, attitude,satisfaction, and confidence that employees

feel at work)

gives the opportunity to get to know futureemployees



provides an effective way to address theproblem of inadequate skills supply

has a better employee candidate pool, leadingto lower future training costs

ensures availability of skilled workers byinvesting in the future workforce




is investment in future skills rather as a way tosustain low-cost production

tranees bring innovation into the WBLexperience, in particular digital skills

tranees bring innovation into the WBLexperience, in particular open sources

programs

Strongly agree

Agree

Somewhat agree


Somewhat disagree

Disagree

Strongly disagree


Project N°: 2017-1-SK01-KA202-035375


4. In your opinion, the WBL and apprenticeship in society

Table 21 Perception about the society effects

SOCIETY EFFECTS Strongly disagree



Somewhat agree



1 9 1


5 6


1 2 2 6


2 3 6


2 3 6


2 1 2 4 2


1 1 4 5


3 5 3


1 5 3


6 5

Other, please specify: «Greater interaction between the labor market and the education system, where contributions may be made for an assertive adaptation of curricula of some of the courses offered».


Project N°: 2017-1-SK01-KA202-035375


According to the results about the society effects, 82% of the respondents agreed with the item «increases employability through more effective preparation of learners for the labour market and fostering the acquisition of soft and employability skills». The results of the society effects also shows us that 55% of the respondents agreed with the following items: «contributs to developing more relevant and integrated curricula at schools»; «reduced youth employment»; «higher inclusion in society, helps social integration and participation, particularly for vulnerable groups» and «higher inclusion in society, helps to keep dropout rates low».

Figure 5 Distribution of the perception about society effects


Table 22 Perception about the support and environment measures

SUPPORT, ENVIRONMENT

Strongly disagree



Somewhat agree



3 5 3

0 1 2 3 4 5 6 7 8 9 10

increases employability through more effectivepreparation of learners for the labour market…

contributs to developing more relevant andintegrated curricula at schools


higher inclusion in society, helps to keep dropoutrates low

higher economic return through reducing publicexpenditure and freeing up funds for other…

a better social cohesion and cooperation in theregion

higher societal trust since governments,companies and citizens contribute to…



Strongly agree

Agree

Somewhat agree


Somewhat disagree

Disagree

Strongly disagree


Project N°: 2017-1-SK01-KA202-035375



3 3 5


5 4 2


8 2 1


4 4 3


3 1 5 1 1

Other, please specify: «I think it is necessary to request more clearly the participation of all those involved in the search for improvement of existing laws».

Figure 6 : Distribution of the perception the support and environment measures

According to the results about the perception of support and environment, 46% of the respondents agreed with the item « safeguards the rights and responsibilities of the main partners (vocational education and training providers, employers, apprentices and social partners)»; 27% disagreed with the item «is more suited to larger companies than SMEs».

0 2 4 6 8 10

Strongly disagree

Disagree

Somewhat disagree


Somewhat agree

Agree

Strongly agreeis more suited to larger companies thanSMEs

is motivating to engage both companiesand vocational education and trainingproviders

has appropriately set the WBL financialframework

duly involves employer and employeerepresentatives in questions ofapprenticeship content, assessment andcertification


Project N°: 2017-1-SK01-KA202-035375


6. Please indicate support measures that you know would make apprenticeships more attractive and accessible to SMEs and would motivate companies to take on apprentices?

Financial support measures That Employments Center establish a monetary amount for supporting companies

promoting internships Financial incentives to the receiving entities, incentives at the tutor’s level Liability insurance for trainees during the internship Support for temporary geographical mobility, financial support for students such as the

costs of transports

Legal framework measures Longer duration of internship and apprenticeship Duration of the internship of 3 months, at least Less bureaucracy

Preparation support measures

A closer job analysis of the jobs available on the host company responsible to receive the

students

Implementation support measures

Formal recognition of the receiving entities and recognition at the tutor’s level such as a formal certification

Better support provided to the trainees; initial coaching More internship hours; selection of persons to the enterprises to received trainees More guidance for tutors and simplification of the process

Other measures

More dissemination, more training relevant to the trainees and companies needs Diversity, referral and management


Table 23 Perception about respondent’s prior experience with apprentices

Strongly disagree



Somewhat agree



1 5 3 2


1 5 4 1


1 1 7 2


1 7 3


Project N°: 2017-1-SK01-KA202-035375


Figure 5 Distribution of the respondent’s prior experience with apprentices

Only 18% of the respondents agreed that SMEs «have the capacity to host WBL» and 36% somewhat agreed that SME «are interested in easier and shorter form of WBL or apprenticesthip».

8. In your opinion

Table 24 Perception about the system working

PERCEPTION OF THE SYSTEM WORKING

Strongly disagree



Somewhat agree



2 3 2 3


3 4 2 2


3 1 4 2 1

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Stronglydisagree

Disagree Somewhatdisagree

Neitheragree ordisagree

Somewhatagree

Agree Stronglyagree



are interested in easier and shorter form ofWBL or apprenticesthip



Project N°: 2017-1-SK01-KA202-035375



1 3 5 1 1


1 4 4 2


1 2 4 3 1


1 4 2 4


5 6


Project N°: 2017-1-SK01-KA202-035375


Figure 6 Perception about the system working

Regarding the perception about how the system works, the distribution of results is very wide as presented above: 36% of the respondent agreed about «the adaptation of the school curricula to the SMEs needs which are strictly related to the market is missing» and 27% also agreed about «SMEs require more information about apprenticeship since they do not have a clear idea on the different forms of WBL». 27% also disagreed about «companies are sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices».



Business related factors Close relation with the business Mapping of relevant enterprises and needs analysis Employability; acquisition of practical knowledge; personal achievement

Apprentice related factors Involvement and commitment of SME, close monitoring by the entity that places the

trainees and motivation of the trainees A dialogue between all parts would be essential Trainee interest / commitment; support provided by the tutor/staff for integration in the

workplace, i.e. attendance of the trainee in person; good bilateral tutor/trainee communication (activities to be performed, difficulties to overcome, ...)

Provide proper training Procedure related factors

Support, follow up and commitment

0 1 2 3 4 5 6 7

SMEs require more information aboutapprenticeship since they do not have aclear idea on the different forms of WBL

companies that provide apprenticeshipsfor disadvantaged learners are

sufficiently supported

companies are sufficiently motivatedand supported to assign qualified

trainers and tutors to their apprentices

sufficient broad range of awareness-raising activities aiming at thepromotion of the vocational…

there is systematic cooperationbetween vocational education andtraining schools or training centres…

the current content of work-basedlearning programmes takes into

account the changing skill needs in…

the adaptation of the school curriculato the SMEs needs which are strictly

related to the market is missing

SMEs create feedback loops with theVET providers to adress the market

needs

Strongly agree

Agree

Somewhat agree


Somewhat disagree

Disagree

Strongly disagree


Project N°: 2017-1-SK01-KA202-035375



Table 25 Distribution of the respondents by their perception about company obstacles

COMPANY OBSTACLES

Strongly disagree



Somewhat agree



1 3 3 3 1


1 2 3 1 1 3


2 3 4 1 2


1 2 4 2 2


1 4 2 4


5 6


2 2 5 2


1 2 6 2


1 6 4


1 4 1 2 2 1


Project N°: 2017-1-SK01-KA202-035375



1 3 2 2 3


1 4 3 3


1 7 3


3 3 4


1 4 6


4 3 4


«The lack of knowledge of the curricula by the receiving entity and from the part of the trainees the lack of knowledge of the entity where they will be carrying out the internships»

«Awareness raising of the entity to the value of these actions» «Lack of availability»


Project N°: 2017-1-SK01-KA202-035375


Figure 7 Perception about obstacles

Regarding the perception about the obstacles from companies to WBL and apprenticeship, 66% disagreed with the item «high financial costs have impact on profits». 55% of the respondents somewhat agreed with the following items:

«poaching of WBL learners - some firms will invest in training whilst others recruit the trained workers»,

«ensuring the quality of WBL; use of appropriate quality control mechanisms», «lack of support and commitment for WBL from companies and vocational and

education training schools» and «too much bureaucracy and documentation to provide in order to start the WBL

experience».


0 1 2 3 4 5 6 7 8




low interest of vocational and education trainingschools in WBL

degradation of apprenticeship and vocational andeducation training school in public eyes

poaching of WBL learners - some firms will invest intraining whilst others recruit the trained workers

lack of a legal structure and data (i.e. legislationdetermining the status or insurance of trainees,…

ensuring the quality of WBL; use of appropriatequality control mechanisms

workplace supervision and training, availability ofgood trainers and mentors

low involvement and capacity of chambers ofcommerce and other proffesional associations

negative perceptions of WBL (e.g. as a second-besteducational alternative)



too much bureaucracy and documentation to providein order to start the WBL experience

lack of interest and engagement of the students, most of the time students don’t have a real idea of …

Strongly agree

Agree

Somewhat agree


Somewhat disagree

Disagree

Strongly disagree


Project N°: 2017-1-SK01-KA202-035375


Table 26 Distribution of the respondents by their perception about support needed for companies

SUPPORT NEEDED FOR COMPANIES

Strongly disagree



Somewhat agree


staff development 2 6 2 1 development of ICT platform/ guide/website

1 7 2 1


1 1 7 1 1


2 2 5 1 1


4 5 1 1


6 2 1 2


1 3 6 1


1 2 4 4


2 3 4 1


1 3 4 2 1


1 4 2 3 1


2 5 4


«Especially in the financial area should be able to face the allocation of tutorials».

«Training schools should have supporting legislation to initiate collaboration protocols with companies »

36% of the respondents agreed on the kind of support do companies need for WBL as the «possibility to cooperate between VET schools and SMEs abroad»; the «development of WBL partnerships and effective communication with the professional and the apprentices» and the


Project N°: 2017-1-SK01-KA202-035375


«flexible educational framework for development of WBL projects designed to address the company needs». On the other hand, 64% of the respondents somewhat agreed on the kind of support do companies need for WBL as the «development of ICT platform/ guide/website» and the «development of mentor guidance».

Figure 8 Perception about the support to companies


Table 27 Distribution of the respondents by their perception about institutions supporting companies

Yes 4 36% No 7 64% If you answered Yes, Which:

______ Cecoa IEFP, Escola João de Barros, Grupo Escola D.Pedro V Associação Empresarial de Ansião; Centro de Negócios de Ansião; Instituto Pedro Nunes; Centro Qualifica da Escola Tecnológica e Profissional de Sicó (Avelar)

0 1 2 3 4 5 6 7 8

staff development

development of ICT platform/ guide/website




employer training offered by the highereducation/training institutions


development of WBL partnerships and effectivecommunication with the professional and the…

flexible educational framework for development of WBLprojects designed to address the company needs

research undertaken by relevant Sector Skills Councils,and support for the internal validation process

higher public investment into the system to cover designand delivery of WBL projects and individual students

Possibility to cooperate between VET schools and SMEsabroad

Strongly agree

Agree

Somewhat agree


Somewhat disagree

Disagree

Strongly disagree


Project N°: 2017-1-SK01-KA202-035375


64% of the respondents do not know any institution in Portugal which provides support for WBL and employers engagement activities and 36% of the respondents are aware of this type of organization mission and support.


Table 28 Distribution of the respondents by their perception about costs

COSTS Yes No I do not know regular wages of apprentices 4 5 2 irregular wages of apprentices 4 5 2 compensation for any living expenditure of apprentices

7 4

allowances paid to trainees 3 6 2 supervision/mentoring costs 7 4 tools and materials 8 3 administration costs 7 4 fees for off-the-job training 6 5 recruitment and administrative costs: including financial and capital costs

4 7


5 5 1

infrastructure costs 5 6 fees, duties and taxes 3 7 1 time costs 9 2 opportunity cost 3 7 preparation of qualified mentors and trainers

4 7

Other, please specify «I think that, yes, it should be assumed by an external entity, both the School and the institution, the costs related to the assignment of monetary values to the trainee»

«Expenses associated with any training».


Project N°: 2017-1-SK01-KA202-035375


81% of the respondents considered the «time costs» as the most relevant; 72% of the respondents considered the costs with «tools and materials», followed by 64% for the costs associated with «compensation for any living expenditure of apprentices», «supervision/mentoring costs» and «administration costs». At the end, just 27% of the respondents considered the costs with «fees, duties and taxes» and «opportunity cost».

9. The main recommendations for O1. Model for Return on Investment of WBL and Apprenticeships preparation

The study “Skills Development and Employment: Apprenticeships, Internships and Volunteering”, points out to some important conclusions. This study discusses participation, outcomes, quality and challenges of apprenticeships, internships/traineeships and volunteering schemes. Though important, all three forms face challenges that need attention in the related existing and planned EU-level initiatives (such as the planned Quality Framework for Apprenticeships). Some conclusions of the study:

At European level work-based learning including apprenticeships, internships/traineeships and volunteering are positioned as important responses to combat youth unemployment and future skills mismatches».

In order to arrive at quality apprenticeships, internships and volunteering schemes, challenges need to be overcome by policy responses, being accepted by all stakeholders (including employers’ organisations and trade unions».

«Apprenticeship systems, compared with internships, tend to be well governed, ensure fair learning and working conditions for apprentices and lead to formal qualifications and entry into the labour market. They do face difficulties in engaging employers and there can be issues related to low pay.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

I do not know

No

Yes


Project N°: 2017-1-SK01-KA202-035375


«Internships and volunteering are less regulated and offer less secure working and learning conditions for participants. The outcomes are less pronounced compared to apprenticeships. They are however an attractive opportunity both for employers and young people».

Introducing, establishing, and developing apprenticeships, internships/traineeships and volunteering include a re-thinking of the sharing of responsibilities, costs and benefits between government, education providers, employers and individuals.

There are societal risks associated with internships and volunteering. The concern is that they are not equally accessible to all, and that there are indications that they can lead to replacing regular (paid) employment and the misuse of qualified young people. Finally, it hints at a re-thinking of who(m) bears the costs for skills development: the State, the employer, or – increasingly – the individual.

Some reflections to our project: Based on these conclusions, the following recommendations can be provided as a input for the project development:

Suggestion 1: In relation to apprenticeships, as apprenticeships lead to good employment outcomes, it is suggested to stimulate the further development of apprenticeships as a benefit to employers, students and VET providers. This would require the following actions:

ensure that the term ‘apprenticeship’ is used as a brand, associated with quality learning and working environments, for example to create a «seal» of good European practice of companies that support students in the learning system;

stimulate further the engagement of employers (and SMEs) in the development and implementation of apprenticeships (e.g. financial incentives and support in organising work-based learning) and make them aware of the benefits of expanding the apprenticeship system in their sector in terms of recruitment and the alignment of education to the needs of labour market;

ensure that apprenticeships are also used by groups that are currently underrepresented (which differs by country);

ensure the quality of learning in the workplace by means of establishing agreements between providers and employers and assuring the quality of the in-company trainers and mentors;

establish agreement between social partners at EU-level and Members State level on issues related to employment contracts for apprentices and fair payment, balancing the interests of the apprentices and the employers (keeping employers interested in offering apprenticeships). This agreement should inform the development of a European level definition of the concept of apprenticeship that can be used to improve the data availability and quality on apprenticeship systems in Europe.

Suggestion 2: In relation to internships, it is suggested to stimulate a more structured approach towards internships, especially to the open-market internships and establish better governance arrangements by spelling out the contractual status, remuneration (openmarket interns should be paid); guidance; and the envisaged learning outcomes. Unpaid internships can lead – but not necessarily so – to unequal access and the replacement of existing employees in an organisation. In addition, more can be done to guarantee the quality of mentors guiding the interns. It would be beneficial to start initiatives at European level to come to an agreement on principles of remuneration involving Social Partners (i.e. find agreement in the Councils Recommendation on a Quality Framework for Traineeships


Project N°: 2017-1-SK01-KA202-035375


when it comes to remuneration of interns/trainees). The Working Group on Vocational Education and Training also points out the following arguments:

The Working Group on Vocational Education and Training has developed 20 guiding principles on how to create and support high-performance apprenticeships and work-based learning. These guiding principles address four key challenges in offering apprenticeships, namely national governance and social partners' involvement, support for companies, in particular SMEs, offering apprenticeships, attractiveness of apprenticeships and improved career guidance, as well as quality assurance in work-based learning. The principles are illustrated with real-life examples from the countries which participated, which show how certain elements of apprenticeships and work-based learning can be put in place. Representatives of EU Member States, EFTA countries, Candidate Countries as well as EU Social Partner and VET Provider organisations, Cedefop and European Training Foundation (ETF) participated in the Working Group, which was chaired by the Commission.


Project N°: 2017-1-SK01-KA202-035375


High-performance apprenticeships & work-based learning: 20 guiding principles National governance and social partners’ involvement

Principle 1: A clear and consistent legal framework enabling apprenticeship partners to act effectively and guaranteeing mutual rights and responsibilities

Principle 2: A structured, continuous dialogue between all apprenticeship partners including a transparent way of coordination and decision-making

Principle 3: Strengthening the role of social partners by capacity building, assuming ownership and taking on responsibility for implementation

Principle 4: Systematic cooperation between VET school or training centres and companies

Principle 5: Sharing costs and benefits to the mutual advantage of companies, VET providers and learners

Support for companies, in particular SMEs, offering apprenticeships

Principle 6: Supporting measures that make apprenticeships more attractive and accessible to SMEs

Principle 7: Finding the right balance between the specific skill need of training companies and the general need to improve the employability of apprentices

Principle 8: Focusing on companies having no experience with apprentices

Principle 9: Supporting companies providing apprenticeships for disadvantaged learners

Principle 10: Motivating and supporting companies to assign qualified trainers and tutors

Attractiveness of apprenticeships and improved career guidance

Principle 11: Promoting the permeability between VET and other educational and career pathways

Principle 12: Improving the image of vet and apprenticeships by promoting excellence

Principle 13: Career guidance to empower young people to make well-founded choices

Principle 14: Enhancing the attractiveness of apprenticeships by raising the quality of VET teachers

Principle 15: Promoting the attractiveness of vet and apprenticeships through a broad range of awareness-raising activities

Quality assurance in work-based learning

Principle 16: Providing a clear framework for quality assurance of apprenticeship at system, provider and company level ensuring systematic feedback

Principle 17: Ensuring the content of VET progammes is responsive to changing skill needs in companies and the society

Principle 18: Fostering mutual trust and respect through regular cooperation between the apprenticeship partners

Principle 19: Ensuring fair, valid, and authentic assessment of learning outcomes

Principle 20: Supporting the continuous professional development of in-company trainers and improving their working conditions


Project N°: 2017-1-SK01-KA202-035375


10. References

1. https://en.wikipedia.org/wiki/Portugal

2. http://www.oecd.org/portugal/Better-Life-Initiative-country-note-Portugal.pdf

3. https://www.portugal.gov.pt/pt/gc21/portugal/portugal-em-numeros

4. http://ec.europa.eu/eurostat/guip/mapAction.do;jsessionid=lg42IIkZ_uZZffV9CVfZyL4oVsHapTEtERih2Tof-U1iO8eiB!1467842197?indicator=teina011*1&mapMode=static&mapTab=2&country=pt

5. https://europa.eu/european-union/about-eu/countries/member-countries/portugal_en

6. Country Report Portugal 2017 Including an In-Depth Review on the prevention and correction of macroeconomic imbalances

7. https://ec.europa.eu/eures/main.jsp?catId=2645&countryId=PT&acro=lmi&lang=en&r

egionId=PT0&nuts2Code=%20&nuts3Code=&regionName=National%20Level

8. https://ec.europa.eu/eures/main.jsp?catId=2645&countryId=PT&acro=lmi&lang=en&regionId=PT0&nuts2Code=%20&nuts3Code=&regionName=National%20Level

9. https://ec.europa.eu/eures/main.jsp?catId=2645&countryId=PT&acro=lmi&lang=en&r

egionId=PT0&nuts2Code=%20&nuts3Code=&regionName=National%20Level

10. This document was requested by the European Parliament's Committee on Employment and Social Affairs.

11. https://ec.europa.eu/education/policy/strategic-framework_en


Project N°: 2017-1-SK01-KA202-035375


Annex 6. National report Slovakia

Erasmus Plus Programme – KA2 Strategic Partnership in the field of School Education




Document description Document Name National Research Report - Slovakia

Version v01

Date 20/ 01/2018

Author(s) Jozef Bľanda, Nataša Urbančíková


Project N°: 2017-1-SK01-KA202-035375


CONTENT

1. Facts about Slovakia ....................................................................................................................... 3



4. VET in Slovakia ............................................................................................................................... 7

4.1 Historical context ............................................................................................................................................ 7 4.2 Types of vocational education programe ............................................................................................. 7


5.1 The Law on Apprenticeship........................................................................................................................ 8 5.2 Financing ............................................................................................................................................................ 8 5.3 Place of the PTW in the ET system ....................................................................................................... 10 5.4 Governance structures .............................................................................................................................. 11 5.5 Training content and learning outcomes ........................................................................................... 11 5.6 Cooperation among learning venues ................................................................................................... 12 5.7 Participation and support to companies ............................................................................................ 12 5.8 Requirements and support to teachers and mentors ................................................................... 13


6.1 Description of Focus Group (e.g. date and location, participants) .......................................... 13 6.2 Country/System level ................................................................................................................................ 14 6.3 Cooperation between VET and Companies’ level ........................................................................... 17 6.4 Companies’ level .......................................................................................................................................... 17 6.5 Students’ level ............................................................................................................................................... 19 6.6 Social value/impacts and the outcomes of apprentices and WBL .......................................... 20






Project N°: 2017-1-SK01-KA202-035375


1. Facts about Slovakia

1.2 Basic partner country information

Slovakia is a country located in Central Europe. Currently, Slovakia population is about 5.4 million. Bratislava is the capital city of Slovakia. Slovakia was established January 1st 1993. Human development index of Slovakia reached a level of 0.845; therefore Slovakia belongs to countries with very high human development. Since 2007 Slovakia is part of Schengen Area. Slovakia has made significant economic reforms since its separation from the Czech Republic in 1993 and has a small, open economy, with exports, at about 93% of GDP, serving as the main driver of GDP growth. Slovakia joined the EU in 2004 and the euro zone in 2009. Gross domestic product (GDP per capita) in Slovakia was 14,920 € in 2016. Slovakia´s Economic growth (GDP, annual variation) reached level 3.3% in 2016. Further information about Slovakia shows Table1.

Table 1 Economic information about Slovakia

2012 2013 2014 2015 2016 Population (million) 5.4 5.4 5.4 5.4 5.4 GDP per capita (EUR) 13,454 13,707 14,023 14,515 14,920

GDP (EUR bn) 72.7 74.2 75.9 78.7 81.0

Economic Growth (GDP, annual variation in %) 1.7 1.5 2.6 3.8 3.3

Source: FocusEcomics, 2018

2. Labour market description Unemployment for those aged 15 to 24 rose from the beginning of the crisis in 2008 and peaked in 2013 at 21.6%. Since 2014, it has been declining: in 2016, it was 15.2%, still high compared to the overall rate (7.6% for persons 25 to 64 years old), but below the EU average. The spring 2017 economic forecast for country points to positive developments in economic growth and to decreasing unemployment: according to the forecast, unemployment is expected to decline to 6.3% in 2018, approaching the natural rate (European Commission, 2017). At the same time, the recent OECD economic outlook for country points to initial signs of shortages in some occupations. Table 2 shows unemployment rate in Slovakia by age in percentage of active population.

Table 2 Unemployment rate in Slovakia by age, 2012-16 in % (Percentage of active population) 2012 2013 2014 2015 2016 Total 14 14,2 13,2 11,5 9,7 Less than 25 years 34 33,7 29,7 26,5 22,2

From 25 to 74 years 12,2 12,5 11,8 10,2 8,7

Source: Eurostat, 2018

Figure 1 shows progress of unemployment rate in Slovakia by age from 2012 to 2016. Currently, total unemployment rate in Slovakia is 9.7% and it is above EU average (8.6%). Unemployment rate of people between 25 and 74 years is at a level of 8,7%. It is above EU average (7.5%). Unemployment rate of youth people (less than 25 years) is 22.2%. This rate is above EU average (18.7) %. All unemployment rates were decreasing during the observed period of time.


Project N°: 2017-1-SK01-KA202-035375


Figure 1 Unemployment rate in Slovakia by age, 2012-16 in % (Percentage of active population)

Source: Eurostat, 2018

3. Economic sectors and enterprise description The Slovakian business economy is heavily dependent on SMEs as they provide 72 % of employment and 67 % of value added, well above the respective EU averages of 67 % and 58 %. Most firms are in services and retail trade but manufacturing is also an important sector: although it does not comprise very large numbers of SMEs, it contributes 25 % to employment and 22 % to the value added of the SMEs in Slovakia’s business economy. The Slovakian economy was not spared from the economic crisis and suffered 4.9 % fall in real GDP between 2008 and 2009. Yet recovery set in just a year later and thanks to growth of 3 % in the following year, Slovakia’s economy managed to exceed its pre-crisis level by 2.2 % in 2011. However, this upward trend is slowing, with economic growth down to 0.8 % in 2013. At the same time, corporation tax increased from 19 % to 23 %. This had a negative impact on smaller businesses in particular, resulting in a worsening business environment. Overall, in 2103 Slovakia’s SBA profile was mixed, with comparative strengths in environment, access to finance and public procurement and weaknesses in internationalisation and second chance. It is felt that SMEs would benefit if the principle of ‘think small first’ were implemented more widely in decision-making, insolvency procedures were streamlined and contracts better enforced (European Commission, 2014). The agriculture sector is little developed in Slovakia and represents only 3.6% of the GDP and 4.2% of employment in 2016. The main agricultural products in the country are cereals, potatoes, sugar beets and grapes. The mountainous area of Slovakia has vast forests and pastures, which are used for intensive sheep grazing, and it is rich in mineral resources including iron, copper, lead and zinc. The secondary sector represented about one-third of the GDP in 2016. Heavy industry sectors, such as metal and steel, are still in a restructuring phase. High value-added industries, such as electronics, engineering and petro-chemicals, are installed in the western part of the country. Some sectors, like the automobile and consumer goods sectors, offer attractive opportunities to foreign investors. In 2016, the services sector represented around 64.8% of the GDP and employed around 73.2% of the workforce. It is dominated by trade and real estate. The development of tourism may also become important for the Slovak economy in the coming years. Tourism is currently the country's most dynamic sector (Santender Trade, 2018).

0

5

10

15

20

25

30

35

40

2012 2013 2014 2015 2016

Total Less than 25 years From 25 to 74 years


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Table 3 shows the amount of companies per sector in Slovakia from 2015 to 2016. All of selected sectors were selected according to classification of Statistical office of the Slovak Republic. Currently, there are 575 102 companies in Slovakia. Over 120 00 companies operate in wholesale and retail trade; repair of motor vehicles and motorcycles. A lot of companies operate in sectors such as industrial production, construction, professional and scientific and technical activities.

Table 3 Number of companies per sector 2015 2016

Total 546 122 575 102 Agriculture, forestry and fisheries 23 595 25 119

Mining and quarrying 224 230

Industrial production 68 494 70 266

Supply of electricity, gas, steam and cold air 544 547

Water supply; cleaning and drainage of waste water 1 439 1 515

Construction 89 453 91 847

Wholesale and retail trade; repair of motor vehicles and motorcycles 122 170 131 028

Transport and storage 20 208 20 658

Accommodation and catering services 19 484 19 834

Information and communication 20 085 21 035

Financial and insurance activities 10 349 11 003

Real estate activities 16 053 16 822

Professional, scientific and technical activities 71 227 75 102

Administrative and support services 30 375 32 728

Public administration and defense; compulsory social security 3 204 3 243

Education 10 625 11 098

Health and social assistance 12 649 12 602

Arts, entertainment and recreation 5 446 6 128

Other activities 20 498 24 297

Source: SLOVSTAT, 2018 Table 4 shows the amount of employees per sector in Slovakia from 2012 to 2016. All of selected sectors were selected according to classification of Statistical office of the Slovak Republic. Most people work in industrial production, wholesale and retail trade; repair of motor vehicles and motorcycles, public administration and defense; compulsory social security and education. Slovakia is the word leader in cars production per capita.

Table 4 Number of employees per economic sector, 2012-16 2012 2013 2014 2015 2016

Total 1 307 830

1 305 169

1 366 894

1 411 200

1 454 784

Agriculture, forestry and fisheries 38 347 37 469 37 810 37 428 35 842

Mining and quarrying 6 561 7 019 7 232 6 864 6 583

Industrial production 320 752 325 432 342 208 347 386 363 536

Supply of electricity, gas, steam and cold air 18 181 16 988 18 330 17 681 16 282

Water supply; cleaning and drainage of waste water

21 250 21 447 22 583 21 970 24 481

Construction 56 421 56 445 57 846 57 223 59 995


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181 961 183 941 196 497 200 641 198 616

Transport and storage 92 390 94 145 97 177 98 705 100 228

Accommodation and catering services 20 492 21 305 22 222 22 337 24 649

Information and communication 34 874 35 350 35 778 37 166 40 861

Financial and insurance activities 28 678 29 177 29 526 30 517 31 067

Real estate activities 16 495 17 015 17 487 17 945 16 930

Professional, scientific and technical activities 50 416 49 760 52 777 59 033 78 519

Administrative and support services 41 663 47 453 48 270 58 540 61 192

Public administration and defense; compulsory social security

124 889 117 465 119 099 127 869 124 119

Education 131 923 122 238 131 333 131 874 129 388

Health and social assistance 89 870 91 509 97 951 103 215 104 759

Arts, entertainment and recreation 18 117 18 320 19 646 21 482 23 262

Other activities 14 550 12 692 13 124 13 322 14 475

Source: SLOVSTAT, 2018

Table 5 shows enterprises by amount of employees. The most amount of enterprises are categorized as small enterprises, which are over 100 000. The amount of medium size enterprises in Slovakia are about 2 700. Over 600 of enterprises are from category large enterprises.

Table 5 Enterprises by number of employees Enterprises by number of employees 2015 2016 Small enterprises (0 – 49) 106 141 104 245 Medium size enterprises (50 – 249) 2 780 2 709

Large enterprises 666 644


Figure 2 shows average wage per month in enterprises from 2009 to 2016. Average wage was increasing during all observed period of time. Currently, average month wage is 1 034 €.

Figure 9 Average wage per month in enterprises


2009 2010 2011 2012 2013 2014 2015 2016

Average wage 803,34 828 853 881 891 957 993 1 034

0

200

400

600

800

1000

1200

EUR


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4. VET in Slovakia Slovakia has a strong VET tradition, with about 70% of all upper secondary learners participating in VET programmes. Being among the most open in the EU and with a high employment share in manufacturing cars and electronics, its economy relies heavily on vocationally skilled people. Nevertheless, employers signal the need for reform: to move from school-based VET to combining school and company-based learning and to ensure a better match between the type of VET programmes people choose and the skills employers need.

4.1 Historical context The Slovak education and training system is based on the 1970s model, aimed at providing all learners with at least upper secondary education, mainly through school-based VET. The 2015 reform has recently introduced the so called dual VET providing work-based learning in companies based on contracts with individual learners. VET institutions build on a long tradition that dates back to the Czechoslovak system before 1970s that provided for a strong link between VET schools and state-owned enterprises. With the economic transition the system evolved in the 1990s into a school-based system. The 2008 reform introduced governance mechanisms for linking secondary education more closely to the labour market. The VET tradition and past experiences of reforming are assets in designing changes that can improve responsiveness to the labour market (The Ministry of Education, Science, Research and Sport of Slovak Republic). The key policy document approved by the government on 19th December 2001 and consequently passed by the parliament is the National Programme of Upbringing and Education in the Slovak Republic for the next 15 to 20 Years (Národný program výchovy a vzdelávania v Slovenskej republike na najbližších 15 až 20 rokov). Within Pillar No. 11 “Vocational Education and Lifelong Learning” out of a total of 12 pillars, lifelong learning and further development of VET is recognised as the highest priority. Since 2005, education attainment has accelerated. The share of population with higher education (ISCED 5-8 level) increased by 67%, much more than the 36% increase in the EU-28 on average. The share of the low- or unskilled population has decreased by 27% compared to 21% in the EU-28. The share of young people with higher education has more than doubled in the past 10 years. At the same time, the share of those with a medium-level qualification has decreased and there are now 10% more young people with no or a low qualification than a decade ago, a trend that should be a concern for policy-makers (10). Meanwhile, the share of older people with a low or without a qualification has decreased. More people that are currently aged 60-64 have acquired medium or tertiary qualifications than was the case in the past. The increased share of highly educated people may face difficulties finding suitable jobs in an economy that currently demands mostly medium-level qualifications. Mismatch between labour supply and demand can increase if no action is taken on several fronts (European Centre for the Development of Vocational Training, 2016).

4.2 Types of vocational education programme The government has recently introduced a ‘dual’ VET scheme. It is inspired by apprenticeship in German speaking countries, but Slovakia’s approach has unique features. Companies take responsibility for attracting young people and for the on-the-job part of the scheme based on contracts with individual learners and their VET schools. This shows that policy learning is not a simple copy/paste exercise: developing effective policies and measures requires taking account


Project N°: 2017-1-SK01-KA202-035375


of the unique country context. It is too early to evaluate the reform but early signals are promising. The quality of training offered by companies will be crucial to success. It will require reliable quality assurance procedures and monitoring of learning outcomes. Another key ingredient for effective feedback between VET and the labour market is skills needs anticipation, an issue that is high on the Slovak government’s education agenda. Current discussions about shortages in science, technology and mathematics and the need for more medium- and high-skilled technicians for the booming IT sector highlight the importance of reliable labour market intelligence and high-quality career guidance. While adapting VET to sectoral needs is essential, it is also crucial to promote transversal skills to help people adapt to new realities in the workplace and prepare them for newly emerging occupations. Opportunities to complement, update and upgrade skills improve people's chances in life and help ensure a skilled labour force. From this perspective, the government’s intention to expand progression opportunities and tertiary level VET is an interesting initiative. We will follow up and report on these and other VET policy developments in Slovakia and hope that this short description will contribute to better understanding of the country’s VET system (European Centre for the Development of Vocational Training, 2016). The education and training system in Slovakia comprises:

a) pre-school education; b) integrated primary (four years, ISCED 100) and lower secondary general c) education (five years, ISCED 244) (hereafter basic education); d) lower secondary VET (ISCED 253); e) upper secondary general education (ISCED 344); f) upper secondary VET (ISCED 353 and ISCED 354); g) post-secondary non-tertiary VET (ISCED 454, 554); h) academic higher (tertiary) education.

Currently in Slovakia, there are 19 programmes delivered as dual VET, of which 10 lead to a certificate of apprenticeship, eight offers a maturita certificate together with a certificate of apprenticeship and one leads to absolutorium. Those qualifications most in demand by companies are mechanics-machine setters, car mechanics, mechanics-mechatronic technicians and computing systems specialists. In total, 32.6% of the available training places were filled in 2015/16 (European Centre for the Development of Vocational Training, 2016). 5 Practical training at the workplace (PTW): current arrangements

5.1 The Law on Apprenticeship The Act on VET (The Act n. 61/2015 on Vocational Education and Training in Slovakia) was accepted by the Slovak National Council on 12 March 2015 and it is entered into effect on 1 April 2015. The aim of the new act is to enable a smooth transition of secondary vocational schools from education to the labour market and reduce the risk of unemployment for young graduates. There are incorporated elements enabling the preparation of students in the dual education. When we have to speak about the legislative process, we have to say that a working group for development of the draft Law on VET was created by representatives of the Ministry of Education, Science, Research and Sport of Slovakia and the Ministry of Economy of Slovakia, representatives of employers and employers' associations, representatives of school founders (self-government regions Žilina and Bratislava), representatives of employees and a solving group of the national project RSOV(Development of VET).The draft of the Act had been


Project N°: 2017-1-SK01-KA202-035375


continuously consulted with other experts in the various parts of the content (The Ministry of Education, Science, Research and Sport of Slovak Republic). The Act n. 61/2015 on Vocational Education and Training in Slovakia regulates the following issues:

• vocational education and training offered to pupils attending secondary vocational school,

• the types of secondary vocational schools, • practical training, • dual education system, • verification of employer´s capability for the provision of practical training in the dual

education system, • contractual relations between the employer and secondary vocational school and

between the employer and pupil in the course of practical training, • the material and financial support of the pupils, • coordination of vocational education and training for the labour market

5.2 Financing

In relative terms, total public expenditure on education in Slovakia (Table 6) is lower than in the EU-28. Several policy documents, for example an education ministry policy paper (Ministry of Education, Science, Research and Sport, 2013) and the national reform programmes, as well as initiatives have proposed increasing investment in education and training up to the OECD (Organization for Economic Cooperation and Development) average, i.e. by more than one percentage point by 2020. Initial VET, regardless of ownership, is subsidised from the State budget through per capita financing (EUR 1 502 – 3 344 depending on school category) according to the Act on financing basic and secondary schools (597/2003). Capital expenditures are covered by the bodies that establish the schools (and by the State in case of emergency). Schools also attract additional funding to complement per capita subsidy. Private schools collect fees. Church-affiliated VET schools can benefit from parish community donations. In 2009, the VET Act established a VET fund. Based on voluntary contributions only, it has not yet been able to offer financial means. (European Centre for the Development of Vocational Training, 2016).


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Table 6 Public expenditure on education in Slovakia

5.3 Place of the PTW in the ET system Most VET programmes are provided at upper secondary level. Participation in lower secondary VET, post-secondary and performing arts programmes is marginal. Upper secondary VET is mainly school-based and offered to basic education graduates as:

a) school-based four-year (rarely five-year) programmes (ISCED 354) with a focus on VET theory and a lower share of work-based learning, for example, in school labs, workshops and short-term internships (16); they award maturita school-leaving certificates (študijný odbor s praktickým vyučovaním formou odbornej praxe alebo umeleckej praxe);

b) four-year (rarely five-year) programmes (ISCED 354) with up to 50% workbased learning; they can be school-based or offered as dual VET and completed with both maturita school-leaving certificate and the so-called certificate of apprenticeship (študijný odbor s praktickým vyučovaním formou odborného výcviku);

c) three-year (rarely four-year) programmes (ISCED 353) with up to 60% of work-based learning; they can be school-based or also be offered as dual VET; they lead to a certificate of apprenticeship (učebný odbor).

Post-secondary programmes are offered by secondary VET schools. There are five types of post-secondary non-tertiary programme:

a) follow-up programmes (ISCED 454); b) programmes leading to a (second) VET qualification (ISCED 454); c) refresher programmes (ISCED 454); d) specialising programmes (ISCED 554); e) ‘higher’ professional programmes (ISCED 554).

There is no genuine apprenticeship in Slovakia although learners in school-based three-year programmes comprising high share of work-based learning were sometimes called apprentices. This term, however, disappeared from legislation which denotes all initial VET learners as students and not employees of companies where the training takes place. This also applies to the newly introduced dual VET (European Centre for the Development of Vocational Training, 2016).


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5.4 Governance structures Self-governing regions are responsible for maintaining public secondary VET schools and for regulating inflow of learners in their territory. The education ministry supports schools by providing regulations for content, pedagogy, and staff qualifications. Some VET schools are under the responsibility of the interior and health ministries. VET governance (established in 2009 and revised in 2015) comprises the following coordinating and advisory bodies:

a) the National VET Council (21) is the coordinating body affiliated to the government that discusses VET policy (such as regional and sectoral strategies). A total of 17 working groups covering selected study fields support adjustments in VET programmes to match them better to labour market needs;

b) regional VET councils (eight) composed of representatives of State, self-government, employers and employees prepare regional policy documents related to VET, such as regional VET strategies;

c) sectoral (skills) councils established originally as part of an ESF project provide expertise to policy-makers and support the creation of a national occupations system according to the Act on employment services (5/2004) since 2013;

d) institutions of the world of work, selected from chambers and employer associations (‘sectoral assignees’), are set by legislation (64/2015) to represent employer interests by VET study field as professional counterparts to education authorities and experts. Sectoral assignees are to play a prominent role in adjusting VET to labour market needs and in assuring its quality;

e) an umbrella organisation, Employer council for dual VET, encompassing seven ‘sectoral assignees’ will coordinate their activities when established.

Since 2009, the influence of employers on VET policy implementation has increased. Within school-based VET employers can participate in the development of:

a) VET programmes: design of national curricula and provision of VET in the regions is coordinated by social partners to adjust them better to labour market needs. They can participate in setting graduate profiles, educational, qualification and occupational standards (Section 3.2); they can also support the State Institute of Vocational Education in designing curricula for practical training by companies in dual VET, and setting personal, material, spatial and equipment-related requirements for VET providers;

b) individual school curricula: curricula are developed autonomously by VET schools based on national curricula and must be discussed with employers to comply with labour market requirements;

c) final examinations: the participation of employer representatives in examination design and implementation was strengthened.

5.5 Training content and learning outcomes Pre-school education is not compulsory and offered by kindergartens as part of the education system, usually starting at age three. Compulsory education starts at age six and includes nine years of basic education and at least one year of upper secondary education. This mechanism was intended to prevent leaving education early, as learners usually stay at upper secondary education after the mandatory first year. Upper secondary general education can be acquired either in an eight-year programme starting after completing grade five of basic education or in a four-year programme after completing basic education (bilingual programmes are five years). Graduates from both upper secondary general education programmes receive maturita school-leaving certificates allowing access to higher education. Higher (tertiary) education is academic


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and comprises bachelor, master (or integrated bachelor and master) and PhD programmes. Special general and vocational programmes (schools) cater for learners with special educational needs.

5.6 Cooperation among learning venues Two separate institutions directly managed by the Ministry of Education (MŠ, Ministerstvo školstva) provide (mainly curricular) support for regional schooling:

National Institute for Education (Štátny pedagogický ústav) for general education; and State Institute of Vocational Education (Štátny inštitút odborného vzdelávania) for VET

The two institutions must co-operate to provide basic pedagogical documents for general subjects of VET schools and in the introduction of the new form of school leaving exams at secondary schools. With the increasing recognition of the importance of measuring educational output and the implementation of quality assurance, the co-operation of the two institutions will be strengthened. Co-operation between secondary schools and institutions of higher education is foreseen with the nationwide introduction of standardised tests within the school leaving exams. While higher education institutions still set their own entrance exams a natural field of co-operation between the two levels will develop. There are traditionally close links between VET schools and corresponding faculties of technical universities in their respective sectors (Vocational education and training in Slovakia, Thematic overview, 2008)

5.7 Participation and support to companies The government has recently introduced a ‘dual’ VET scheme. It is inspired by apprenticeship in German speaking countries, but Slovakia’s approach has unique features. Companies take responsibility for attracting young people and for the on-the-job part of the scheme based on contracts with individual learners and their VET schools. The quality of training offered by companies will be crucial to success. It will require reliable quality assurance procedures and monitoring of learning outcomes. Another key ingredient for effective feedback between VET and the labour market is skills needs anticipation, an issue that is high on the Slovak government’s education agenda. In 2015, a new VET Act (61/2015) was adopted. The act supports closer school-company partnerships and encourages the shift to labour market demand-driven VET. In this the new approach, companies take responsibility for training provision. They find learners and sign individual training contracts that must be complemented by an institutional contract between the company and a VET school. This contract describes the partners’ roles and responsibilities. Companies are not obliged to offer future employment to contracted learners. In contrast to traditional apprentices, learners in dual VET in Slovakia are students and not employees of a company that provides training. Companies can even partly (up to 40%) delegate the training back to schools. For 2015/16, 117 companies were certified to offer training in 37 dual VET programmes and 1 438 training places; 469 students have signed learning contracts with companies, complemented by 78 school-company contracts. Since 2015, developing curricula for dual VET has been in progress based on requirements from chambers and employers’ representatives. Although the new VET Act (61/2015) uses the term ‘dual system’, in fact it stimulates provision of work-based learning in school-based secondary VET. Practical training is expanded and offered under the supervision of companies based on adjusted curricula. Eleven supplements to the respective State education programmes were issued by the education ministry for 2015/16 covering 42 VET programmes. For 2016/17, an additional 22 programmes are to be offered as dual VET.


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5.8 Requirements and support to teachers and mentors In Slovak VET system, there are:

a) teachers of general subjects; b) teachers of vocational subjects (22); c) trainers in school (nationally referred to as ‘masters of practical training’); d) in-company trainers (nationally referred to as ‘instructors’; they are company

employees). Even school-based VET may provide training in companies by their employees (in-company trainers) based on school-company agreements and under the supervision of the school. Trainers working in schools support/supervise training provided by in-company trainers. In-company trainers work with up to three learners; those who supervise in-company training look after a maximum of 40 learners. Group sizes for work-based learning in schools are regulated according to programme type, study fields and years of training. Initial teacher training is offered by universities. University graduates from non-pedagogic programmes need to complement these with pedagogic studies to obtain a full VET teacher qualification. The Bologna process reform led to development of bachelor programmes for VET trainers. Although formal requirements for trainers in secondary VET schools remained unchanged and tertiary education is not required (in contrast to teachers), many seek a bachelor degree providing better remuneration. The traditional option to acquire pedagogical competence through non-tertiary complementary pedagogical studies is becoming less attractive for trainers. 6 The main results from focus group

6.1 Description of Focus Group The focus group has been organized January 15, 2018 from 11.00 till 13.00 in a big multinational company (app. 3000 employees) which is a forerunner of the dual education in the Eastern Slovakia. In order to protect the respondent’s confidentiality in qualitative research, the anonymity of both respondents and company has been maintained by removing the contributor's and company name. For the purpose of this research the abbreviation Company A will be used. The following persons participated (altogether 7 persons):

Head of the department for strategy and development at Company A Strategy development specialist at Company A Head of the Educational centre for dual education at Company A 2 former students of dual education program (one year after study –current employers

of Company A) 2 trainers from secondary vocational school which is one of the educational provider for

the dual education at Company A

Research has been conducted by 3 persons from TU Kosice: Nataša Urbančíková –professor in Management end Economy Oto Hudec –professor in Public Administration and Regional Development Jozef Bľanda – PhD student in Economic and Management of Public Administration


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The respondents received the Slovak translation of the questions for qualitative research (see Annex 1) one week before focus group has been carried out. The focus group has been recorded with prior approval of all participants.

6.2 Country/System level The selection of the important answers from focus group:

1. How do you define WBL and apprenticeship in Slovakia?

- the student completes a substantial part of the training in company - real engagement of students into the work process

2. What is your opinion about WBL and apprenticeship in Slovakia? Synthesis

opinion on WBL in Slovakia:

a. National legislation b. Role of the social partners c. Cooperation between VET schools or training centres and companies d. SMEs approach to WBL e. Financial framework and support Act no. 61/2015 Z. z. - The Act on Vocational Education and Training and the Amendment

and Supplementation of Certain Acts, effective from 01.01.

companies are aware that such a form of education exists and that it is necessary, but they

often think that problem of supply and demand in the labor market should be solved by

someone else (the state)

as far as the WBL system in the country is concerned, there is room for improvement at all

levels (secondary, college)

high schools: it is becoming more formalized and a WBL framework is gradually being

created

at universities level it is more volunteer

WBL is not suitable for 4-year curriculum with graduation: legislative and organizational

constraints in Slovakia exist

When deciding whether to go to WBL, small and medium-sized businesses look mainly at

the financial profit

low interest in WLB by SME is due to the fact that the results and benefits for them will only

manifest in the long-term

companies can only apply for state funding to student´s wages

Vocational schools are unwilling to get into the project because it means extra work for

them. The school gets less money for students in the WBL, unless the loss in the budget is

not covered by th ecompany base don the contract.

Similarly, SMEs have shown a modest interest in approving the new law, but then they often

give up or postpone WBL into the future.

there is no career guidance for students at lower levels of education

inappropriate structure of financial support by the state

schools are not notified about the benefits of WBL


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apprentices?

an amendment to the law that includes WBL

promoting the status of certificates and including this type of education in "classroom

education" - linking this type of education system to mainstream throughout the country

modifying the content of education so that graduates of dual education can also work

outside the training company

possibility to get a Bachelor degree through WBL and then Master of Science degree at

school,

one option is to connect multiple SMEs in one program, which is quite complex for all

parties.


in your country?

the founders of schools expect improvement in the quality of vocational education at

schools

linking practice with the company makes it possible to bring modern technologies and

trends to education

when conducting dual education in some companies that are foreign, they also accept this

education in the home country of the firm

by completing dual education, graduates have a certain job and a possibly faster career

progression

faster integration into work teams

students of dual education solve real problems of real customers

there is a slow increase in interest in WBL apprenticeships

-students go through several job positions and work in teams at one company in dual

education

gathering information about corporate events and all business activities

improvement in recruitment, verification of candidates, minor mistakes in employment

contracts

viewing a student who is in dual education as an employee of company

acquiring work habits and working discipline

dual education graduates teach new students - telling them what kind of knowledge they

will need


in your country?

the problem is a financial barrier

high schools are not interested in dual education

there are only few large companies in the Eastern Slovakia region, it is difficult to agree on

cooperation on dual education


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inadequate institutional and legal framework for WBL

barriers for small and medium-sized enterprises

historical context - changes in dual education (central planning)

poorly prepared school graduates – they must graduate retraining again

the interest of students in grammar studies and four-year graduate studies, but also low

interest in other jobs (especially with higher share of manual work) demanded by

employers but not by students / parents

degradation of certain types of jobs and schools

inadequate classification of different (professions) certificates obtained through various

courses to the traditional levels of education (Bachelor degree., Master of Science, ...)

the tax system does not take into account the lower benefit of dual education students for

the companies

image of vocational and apprentice education is very bad, parents push children to high

schools and colleges

inadequate chamber and other professional organizations activities, e.g. Chamber of

Commerce should play much more active role, but its significance is very low in the Slovak

economy.



The original law introducing dual education in the Slovak Republic is valid for two years

and, the interest of secondary vocational schools to participate in the dual education system

is lower than expected...the new law on WBL is going to be adopted

so far the measures are not adequate

Students and their parents are still not very interested in the job preparation. The reason is

the lack of information and the absence of a community-based information and education

campaign. - The problem is also the inadequate structure of study and learning programs

and the rigidity of the education system.




the cost of promoting dual education / marketing / advertising

wage costs for employees who provide practical training (lecturers, teachers), marketing

activities, interviews

costs of procurement of materials and technologies

WBL costs depend on the field in which the company operates (IT sector – wages costs, car

production - technology)

infrastructure, rooms, ...

the state should create opportunities to apply financial compensation to the costs that the

company will spend in further education and training (lecturers, marketing, ...) and not only

on the wages of students


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the state should provide indirect subsidies (tax bonus, …)





no, such a dialog on national level does not exist

the transparent methods are missing



-the participants did not have knowledge about disadvantages groups




inadequate communication with companies in developing the content of the study

the demand for only taking into account a small number of companies

insufficient cooperation, insufficient involvement of chambers

lack of cooperation between companies in WBL and dual education

linking multiple small businesses in WBL is complicated and inefficient

insufficient cooperation between the institutions that cover WBL in the country

there is mistrust between schools and companies

companies can only influence and cooperate with 1-3 schools, there is no national

organization

schools provide theoretical training and companies provide practical training

creating exclusive / key partnership schools – companies

poorly defined learning content at the national level - each company has different

requirements

adjusting the content of study in order for graduates to be able to work outside the

company in which they did dual education

cooperation with schools in curriculum development, material support

some companies are not interested in dual education




lack of support from the state to cover the costs of lecturers, teachers

it depends on the size of the business

the teaching is also priveded by graduates of dual education who have remained in the


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company



there is a lack of communication between institutions that determine the content of

teaching at schools and firms

poorly defined learning content at the national level - each company has different

requirements

inadequate communication with companies in developing the content of the study



enterprises are constantly innovating and adapting to the market environment and

constantly adjusting work processes and technologies, so they also teach dual education

students to work with these technologies

cooperation with schools to adjust the curriculum as needed on the market is crucial



a good reputation of a company

company size - The firm can afford to invest in WBL

promotion at schools

the teaching is also provided by graduates of dual education who have remained in the

company

sufficient candidates for dual education

good partnership with the school

modify the content of the lessons so that graduates can apply for a job in other companies as

well

the acceptance of dual study in Germany as well



professionally trained graduates of dual education who remain in the firm after graduation

faster integration of graduates into the company's work environment

graduates have a job in the firm after graduation

students work in several positions in the company



due lack of time, no answers provided


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by completing dual education, graduates gain almost all the necessary skills that are

relevant to the day-to-day operation of a company

companies are constantly innovating and adapting to the market environment and

constantly adjusting work processes and technologies, so they also teach dual education

students to work with these technologies


faster integration of graduates into the company's work environment

students go through several positions in the company students receive experience of real

business

by completing dual education, graduates gain almost all the necessary skills that are

relevant to the day-to-day operation of a company


Significantly


as students go through several working teams in the company during dual education –

opportunity to acquaint colleagues

students acquire knowledge about company’s culture


students go through several working teams in the company during dual education

graduates know how to work at different working positions



students feel as a part of company

students can see theory applied in practical real life

students are aware of getting job after successful completion of study



graduates will have job offer in a company

students can earn some money during dual training in a company


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students receive practical experiences



absence of formal recognition of their study (e.g. cannot get BSc. )

no possibly to continue with their study in formal educational system


applied?

longer period of time to acquire some experiences when working in teams

students

lack of working habits

longer period of time for professional growth retraining of workers

the possible stagnation of schools

6.6 Social value/impacts and the outcomes of apprentices and WBL Social value and impacts of WBL are classified at the level of company, school, student and region-economy and society. - Social value - a value that cannot be expressed in financial terms - Social benefits - loyalty of the employee - An employee becomes a professional – improvement personal skills - Corporate Social Responsibility of the company involved in WBL contributes to it sbetter image - Vocational School Management has confirmed that they have lost resources because of the WBL and do more work. But again, the image of cooperation with a high-quality enterprise has brought them more and better students. - Slovakia is still a too centralized country with a strong sectoral policy. Linking entities in the region generates social capital that contributes to solving the problems and secondary to the development of the region. - WBL education contributes to improving the quality of education at schools, as teachers are in touch with business requirements, their technologies, and equipment. Parties, companies and schools learn about the environment and culture of the partner institutions, resulting in better understanding and empathy Everyday contact between the company and schools bringspossibilities to start also other projects and cooperation. - companies are interested in social benefits - employees became a member of community on the region - improved company, industry and school image, - improved staff morale, - increase staff loyalty to company, - develop skills specific to the employer, - an improved connection between classroom and real-world learning - students have an opportunity to explore better their potential career options - schools develop more relevant and integrated curricula - better social cohesion in the region - higher societal trust - active career planning, development of responsibility and maturity - students in dual education have better attendance in schools


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- if companies want to attract qualified employees, they must contribute to the development of the region - companies have a better employee candidate pool, leading tolower future training costs, - increase of employment prospects, keeping graduates in the region, - graduates are more likely to take their financial responsibility at earlier ages,


WBL came to Slovakia under the name of dual education, a copy model in Germany, Austria and Switzerland. The law formally translates the experience from these countries, but in addition to the basic elements, the informal elements and details that are essential to the success of education are lost. Much is “lost in translation”. It is therefore necessary to understand the less obvious aspect of WBL. The current system is scarcely available to SMEs and it is necessary to understand why their efforts to engage in the system are mostly not successful. The key problem is the low willingness of schools, students and their parents, both for financial and attitude reasons, which are mentioned above, they should be asked too Apart from SMEs, it would be necessary to better understand the attitudes of schools and students and to raise awareness of the benefits of WBL as well as apprenticeships and vocational training in general. Based on the focus group results the SMEs questionnaire survey will be carried out between February 1 -28, 2018 (20 SMEs in Bulgaria, Greece, Italy, Portugal, Slovakia, Spain).

8. The main results from SMEs survey Questionnaire survey was attended by 20 enterprises. Most of them were from category of small and medium-size enterprises. Attendent enterprises aperated in many kinds of sectors such as automovive, accommodation, boarding, electrotechnical industry, food industry, transportation, metallurgy and Chemical Industry. Retail trade and so on. All attended enterprises are certified to provide dual education, WBL or apprenticeships. Selected sample of enterprises that attended the questionnaire were from all regions of Slovakia. Evaluation methodology

Questions were based on Likter's 7-point scale. In this part of questionnaire evaluation, we used the median value of items, based on Averaging Likert Response. In this method of evaluation, based on point of Likert scale, we have assigned a number from 1 to 7. After that we calculated the median values and mode values. The median is the value which separates the higher half of a data sample from the lower half and the The mode determines which value occurs most frequently in the sample. Because we use a 7-point scale system, the midpoint is number four. Therefore any average resulting in a number greater than four – is considered neutral value – could be concluded as overall approval, while a value below four would indicate disapproval. We also calculated IQR (inter-quartile range) value. It means that we listed responses in numerical order, afed that we divided them into four equal groups. The last number in each group is referred to as the quartile. After that, we subtracted the first number from the third, to give us what's called the inter-quartile range or IQR.If IQR value. This indicates that the respondent's opinions are not so far apart if its one or two, but If it's three or four it shows that the statement drew strongly to polarized responses.


Project N°: 2017-1-SK01-KA202-035375


Table 7Assigned numbers to Likert scale

Strongly disagree 1

Disagree 2

Somewhat disagree 3


Somewhat agree 5

Agree 6

Strongly agree 7


Most companies are involved in dual education, WBL or apprenticeships. One type of this kind of education is provided by 17 (85%) companies, 2 (10%) companies do not provide any kind of education, but they are considering it. Only one of the attended companies does not provide any kind of the education becasuse they do not have an interest.

Figure 10 Company involved in WBL and/or apprenticeships provision


Most companies have their own institutional policy on WBL or apprenticeships. Overall, 16 (80%) companies have their own institutional policy on WBL or apprenticeships, 3 (15%) companies do not any policy, but they are considering it and only one company has NO policy and they do not have an interest in it.

Figure 11 Numbers of companies with institutional policy on WBL and/or apprenticeships

3. 3a. In your opinion, WBL and apprenticeship in a companies

Table 8 shows a particular company effects of dual education or WBL. There is a median value,

85%

10% 5%

0% Yes


No, and we do nothave an interest

I do not know

80%

15%

5% Yes


No, and we do nothave an interest

I do not know


Project N°: 2017-1-SK01-KA202-035375


modes value, IQR (inter-quartile range) and an overall opinion for each item. Items “positive impact on organization’s performance” and “contributes to higher productivity by hiring the former WBL trainees” reached an IQR value over 2. It means that responses to these questions were strongly polarized and respondents had very different opinions about the impact of dual education or WBL based on organization's performance and productivity. The rest of the items reached a value of IQR two or less, so in these items, responses are not so far apart and opinions of respondent s are not so different. According to respondent's dual education or WBL, contributes to higher productivity were achieved by former WBL trainer, but the value of median of this item is at the level of 4,5, so it is very close to neutral opinion. It is very interesting that it has who modes with oppositvakue, where the first one disagrees and second one iagree. Its IQR value is 4, so responses are strongly polarized. For some companies, dual education contributes to higher productivity whereas for some companies it does not. Dual education gives the opportunity to get to know future employees. This item was a strong agreement among respondents. A similar opinion of respondents was on items “ has a better employee candidate pool, leading to lower future training costs”, “ensures availability of skilled workers by investing in the future workforce” and “provides an effective way to address the problem of inadequate skills supply”. The respondents had a neutral opinion about the contribution of dual education to staff retention and work satisfaction, bringing value for money, bringing more benefits than costs, and bringing more risks than benefits.

Table 8 Company effects COMPANY EFFECTS median mode IQR Overall

agree/disagree has a positive impact on organisation’s performance 5 6 3 agree contributes to higher productivity by hiring the former WBL trainees

4,5 2;6 4 agree

enhances organisation’s profitability 2 2 2 disagree contributes to reducing the cost of external recruitment and internal induction (introducing staff to a new job and organisation)

5 7 2 agree


5 5 1 agree


6,5 7 1 agree

enhances comapny image and reputation 5 5 1 agree increases staff retention and work satisfaction 4 4 1 neutral provides an effective way to address the problem of inadequate skills supply

6 6 2 agree


6 6 1 agree


6 6 1 agree

does not bring “value for money” 4 4 2 neutral brings more benefits than costs 4 4 1 neutral brings more risks than benefits 4 4 2 neutral


Project N°: 2017-1-SK01-KA202-035375


is investment in future skills rather as a way to sustain low-cost production

6 7 2 agree


4 4 2 neutral


4 4 2 neutral

According to the respondent's opinions, there are other effects of dual education or WBL to companies:

- dual education or WBL is very necessary because students receive experiences with practice and they learn to use the latest technology that schoolsare are not able to provide

- saving state costs for technical provision of practical training - a significant increase in the employment of graduates

4. 4a. In your opinion, the WBL and apprenticeship in society

Table 9 shows items of society effects. According to the methodology of the evaluation, a value of median less than four means overall disagree, a value of median more than four means overall agree and value of median = 4, means the neutral opinion of respondents. There was a strong agreement between respondents that dual education and WBL increases employability through more effective preparation of learners for the labour market and fostering the acquisition of soft and employability skills, contributs to developing more relevant and integrated curricula at schools and improves intergenerational exchange. There was an overall agreement, that dual education or WBL reduce youth unemployment, but the value of median of this item was close to neutral opinion at the level of 4,5. There was a strong polarization of responses because IQR value is at level 4. The answers to these questions were dissipated, 30% of respondents disagreed, 25% agreed and 20% strongly agreed. Respondets had a neutral opinion about contribution on dual education, WBL or apprenticeship while higher economic return through reducing public expenditure and freeing up funds for other priorities.

Table 9 Society effects SOCIETY EFFECTS median mode IQR Overall


6 6 0 agree


6 6 1 agree

reduced youth employment 4,5 2 4 agree higher inclusion in society, helps social integration and participation, particularly for vulnerable groups

5,5 6 1 agree


4 4 1 neutral

a better social cohesion and cooperation in the region 5 5 2 agree higher societal trust since governments, companies and citizens contribute to improving the provision of opportunities and results

5 5 2 agree

improves intergenerational exchange 6 6 1 agree improves active citizenship 5 4 2 agree


Project N°: 2017-1-SK01-KA202-035375


According to the respondent's opinions, there are other society effects of dual education or WBL: - Better engaging in community

5. 5a. In your opinion, the national legislation on WBL and apprenticeship

Table 9 shows median, mode, IQR value and overall agreement or disagreement of the item related to national legislation on dual education and WBL. National legislation on dual education and WBL has established a structured, continuous dialogue and cooperation between all apprenticeship partners including a transparent method of coordination and decision-making, safeguards in rights and responsibilities of the main partners and duly involves employer and employee representatives in questions of apprenticeship content, assessment, and certification according to the responses, while there was only somewhat agreement. This legislation is more suited for larger companies than SMEs according to respondents. The respondents think that national legislation has not appropriately set the WBL financial framework and is not motivating to engage both companies and vocational education and training, providers.

Table 10 The national legislation on WBL and apprenticeship SUPPORT, ENVIRONMENT median mode IQR Overall


5 5 1 agree


5 5 1 agree


5 5 1 agree

has appropriately set the WBL financial framework 3 2 2 disagree is motivating to engage both companies and vocational education and training providers

3 1 3 disagree

is more suited to larger companies than SMEs 5 6 3 agree

Other opinions of respondetsnational legislation on dual education, WBL and apprenticeship:

- national legislation on WBL and apprenticeship is not good - is very complicated - conditions for dual education regulated by legislation are not attractive for companies

and schools - it is mainly suitable for large automotive companies not for SMEs - currently, schools make decisions about place of practice for students, but it should be

the students´ decisions - not enough students of dual education for large companies - too many administrative duties for companies


Project N°: 2017-1-SK01-KA202-035375



In this part of the questionnaire, respondents suggested to mainly focus on areas related to government support, dissemination activities, financial support and cooperation between companies and schools. Respondents provided the following recommendation of measures:

support by state institutions

beter support by state

dual education in companies should be for only higher grades, because there is a risk

to incorporate young students into the manufacturing process – whereas the

students do not have the necessary technical skills after graduation in the

elementary school

to strengthen practical education in non-dual education (one day a week is not

enough)

to hire students into dual education by through company itself

increased awareness to students about local companies by educational counselors at

elementary schools

financial support for companies

to built workrooms and supply good working equipment

good mentors and teachers

the theoretical preparations of practical lessons should be provided by the school,

not by the company

an obligation that the student stays working in the company after completing his

studies (for example; 3 years)

better promotion of dual education

co-financing of machines/tools within innovation (machine fleet modernization)

student training on machines provided and trained by manufacturer

direct contact with the final product

more (financial) benefits for companies

more flexibility in curriculum

better awareness of students, parents and schools

direct financial support for companies, less bureaucracy

financial support for apprenticeships

tax concessions for companies involved in dual education, WBL or apprenticeships

non-financial benefits for companies

to increase the number of schools and students interested in dual education, WBL or

apprenticeships

an obligation for secondary vocational school participated in dual education

a support transportation of students by state

adjustment of study programs according to the requirements of companies


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Table 11 shows items related to the SMEs and their ability to realize dual education, WBL or apprenticeships. All items in this part of questionnaire reached IQR value at the level of 2, so the respondents' opinions are not so far apart from each item. Respondents have a neutral opinion about the possibility of SMEs to host dual education or WBL SMEs are interested in easier and shorter form of WBL or apprenticeship according to the respondent's opinion. There is a insufficient support (financial and non-financial) for SMEs with no prior experience with apprentices to realize this kind of education according to the respondents´ opinions.

Table 11 SMEs with no prior experience with apprentices median mode IQR Overall

agree/disagree have the capacity to host WBL 4 4 2 neutral are interested in easier and shorter form of WBL or apprenticesthip

6 6 2 agree

get sufficient financial support 2 2 2 disagree get sufficient non-financial support 2 2 2 disagree

8. In your opinion

Table 12 shows items related to the perception of the system working on dual education and WBL. There is a strong agreement that SMEs require more information about apprenticeship since they do not have a clear idea of the different forms of WBL and the adaptation of the school curricula to the SMEs needs which are strictly related to the missing market. Companies are not sufficiently motivated and supported to assign qualified trainers and tutors to their apprentices according to the respondents´ opinions. There is a neutral opinion of respondents about items related to the support of companies that provide apprenticeships for disadvantaged learners, the broad range of awareness-raising activities aiming at the promotion of the vocational education and training and apprenticeships attractiveness are implemented and cooperation between vocational education and training schools or training centers and companies. There was a polarization of responses as well. It means that responses in these items were very different. Interesting are responses in an item related to the systematic cooperation between vocational education and training schools or training centers and companies. We have two modes in this item, 25% of respondents agreed and 25% of respondents disagreed.

Table 12 Perception of the system working PERCEPTION OF THE SYSTEM WORKING median mode IQR Overall

agree/disagree SMEs require more information about apprenticeship since they do not have a clear idea on the different forms of WBL

5,5 6 2 agree


4 2 3 neutral


2 2 2 disagree


Project N°: 2017-1-SK01-KA202-035375



4 5 3 neutral


4 2, 6 3 neutral


4 4 2 neutral


5 6 2 agree


5 4 2 agree

9. In your opinion, which are the 3 main success factors that contribute to effective work-

based learning? According to the respondents´ opinions, success factors that contribute to effective dual education and WBL contain factor related to state support, a cooperation between stakeholders, benefits to the companies or technical equipment for companies. Respondents reported the following factors:

- qualified trainers, cooperation between schools and companies - state support - technical equipment - students should come into contact with modern machines - desire to learn - students lack motivation to learn - students receive new experiences by older colleagues - a financial motivation for students - working with modern equipment - benefits for companies and students - the interest of students in WBL, financial support - feedback to companies from schools - adjustment of study programs according to the requirements of companies - real interest of employers and students in dual education and WBL - a promotion of this kind of education - qualified workforce after graduation (students should stay working in the company after

graduation) - communication between school and company

10. 10a. In your opinion, which are the main obstacles for effective work-based learning in

your company?

Table 13 shows obstacles of dual education, WBL, and apprenticeships in companies. Respondents agreed that optimal public policy support does not exist. One of the biggest obstacles is degradation of apprenticeship and vocational and education training school in public eyes and poaching of WBL learners according to the respondents´ opinions. However, the biggest problems for companies are lack of a legal structure and data, too much bureaucracy and documentation and lack of interest and engagement of the students. The media in each of these three obstacles was at the level of 6, and the most frequent value was 6=agree and IQR value was 1, so there were no opinions so far apart. This means that there was a strong agreement in these three obstacles.


Project N°: 2017-1-SK01-KA202-035375


Table 13 Company obstacles COMPANY OBSTACLES median mode IQR Overall

agree/disagree optimal public policy support does not exist 5 6 2 agree formal recognition of WBL 5 4 2 agree informal recognition of WBL 4 4 1 low interest of vocational and education training schools in WBL

5 4 2 agree


5 6 2 agree


5,5 6 2 agree


6 6 1 agree


4,5 5 2 agree


4 4 2 neutral


5 2 4 agree


4 3 3 neutral


4,5 4 2 agree

high financial costs having impact on profits 5 4 2 agree high time cost having an impact on profits 5 4 2 agree too much bureaucracy and documentation to provide in order to start the WBL experience

6 6 1 agree


6 6 1 agree

Other obstacles:

- High cost of destroyed tools - Low awareness of parents and students, low interest of schools - Bureaucracy, insufficient drafting of the law 11. 11a. In your opinion what kind of support do companies need for WBL

Table 14 shows items related to support for companies. There is the overall agreement for each item in the table. The values of median, mode, and IQR show a strong agreement in each kind of support. It is clear that companies will appreciate all kinds of support. According to the respondents´ opinion, the most needed support is related to the development of mentor guidance, a creation of teaching and learning resources, flexible educational framework, higher public investment into the system to cover design and delivery of WBL projects and individual students and cooperation between VET schools and SMEs abroad.

Table 14 Support for WBL SUPPORT NEEDED FOR COMPANIES median mode IQR Overall

agree/disagree staff development 5 6 1 agree development of ICT platform/ guide/website 5 4 2 agree development of mentor guidance 6 6 1 agree


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support network and tutorial groups 5 5 2 agree creation of teaching and learning resources 6 6 1 agree employer training offered by the higher education/training institutions

5 5 2 agree

reduction in the direct cost of programmes to employers 6 6 3 agree development of WBL partnerships and effective communication with the professional and the apprentices

6 6 2 agree


6 6 1 agree


5 5 1 agree


6 6 1 agree


6 6 1 agree

Other kinds of support:

- less bureaucracy, better cooperation with schools - not to impose a financial burden on employers for lost norms - companies should not be responsible for studying materials - Slovak system of dual education should be inspired by system in countries as Austria,

Switzerland - Practical lessons for students at schools - direct financial support, support for trainers and menthors, - Support in hiring students - Flexible curriculum it schools

12. 12. Do you know any institution in your country which provides support for WBL and

employer engagement activities (e.g. Work-related Learning Service or Centre for Work-based Learning Partnership or The Employer Engagement Unit)

Half of respondents (10 or 50%) know some institution which provides support for WBL and employer engagement activities and the another half of respondents (10 or 50%) does not. Respondents know institutions such as Slovak Chamber of Commerce, Automotive Industry Association of the Slovak Republic, Republic Employers' Union, State Institute for Vocational Education, Union of Wood Processors of the Slovak Republic, “Asociácia zamestnávateľských zväzov a združení”.


Table 15 shows costs items associated with dual education and WB. Items in the table are sorted according to the companies´ opinion about costs associated with dual education or WBL The highest costs associated with dual education or WBL are tools and materials costs. This item was a cost for all respondets. The next item associated with dual education or WBL are regular wages of apprentices, supervision/mentoring costs, preparation of qualified mentors and trainers. Next follow the administration costs, quality costs: correction of mistakes’ costs, quality assurance costs and time costs. Lastly follow, werefees, duties, taxes and opportunity costs.


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Table 15 Costs items associated with dual education and WBL COSTS Yes No I do not know tools and materials 20 0 0 regular wages of apprentices 19 1 0

supervision/mentoring costs 19 0 1 preparation of qualified mentors and trainers 19 1 0

administration costs 18 0 2 quality costs: correction of mistakes’ costs, quality assurance costs

18 2 2

time costs 18 0 2 recruitment and administrative costs: including financial and capital costs

16 2 2

allowances paid to trainees 13 1 2

compensation for any living expenditure of apprentices

12 5 3

irrregular wages of apprentices 11 6 3

infrastructure costs 11 5 4 fees for off-the-job training 10 2 8

opportunity cost 9 3 8 fees, duties and taxes 6 7 7

Other costs associated with dual education or WBL according to the attended companies:

wages of instructor, meal, protective equipment, tools

corporate scholarship

health care

department of human resources

promotional activities

learning materilals

recruitment costs


apprenticeships preparation

SMEs related costs

the cost of promoting dual education, marketing and advertising wages costs for employees who provide practical training (lecturers, teachers) costs of procurement of materials and technologies WBL costs depend on the field in which the company operates (IT sector – wages costs,

car production - technology) infrastructure, rooms the state should create opportunities to apply financial compensation to the costs that

the company will spend in further education and training (lecturers, marketing, ...) and not only on the wages of students

the cost of tools and materials supervision/mentoring costs administration costs quality costs: correction of mistakes’ costs, quality assurance costs time costs


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costs related to health care the costs related to insure learning materilals recruitment costs

SMEs-related benefits

graduates of dual education who remain in the firm after graduation faster integration of graduates into company's work environment students are able to work in several positions within the company faster integration into work teams for graduates reducing the cost of external recruitment and internal induction (introducing staff to a

new job and organization) opportunity to get to know future employees effective way to address the problem of inadequate skills supply lower future training costs

Society-related benefits, which SMEs have no knowledge about but should also be considered

increased employability through more effective preparation of learners for the labour market and fostering the acquisition of soft and employability skills

developing more relevant and integrated curricula at schools higher inclusion in society, helps social integration and participation, particularly for

vulnerable groups improvement of intergenerational exchange high societal trust since governments, companies and citizens contribute to improve

provision of opportunities and results


Project N°: 2017-1-SK01-KA202-035375


Annex 7: National report Spain

Erasmus + Programme – KA2 Strategic Partnership in the field of School Education

ROI: WBL and Apprenticeships

Return on Investment of Work Based Learning and Apprenticeships

Project № 2017-1-SK01-KA202-035375



Document Name National Research Report - Slovakia

Version v01 Date 20.01.2018

Author(s) Cherith MEGAW (Politeknika Ikastegia Txorierri)


Project N°: 2017-1-SK01-KA202-035375


CONTENT

1. Country facts about Spain ....................................................... Chyba! Záložka nie je definovaná.3

4.2 Types of vocational education programe .......................................................................................... 10 5. Practical training at the workplace (PTW): current arrangements ......................................... 13

5.1 The Law on Apprenticeship..................................................................................................................... 13 5.2 Finnancing 5.3 Place of the PTW in the ET system ....................................................................................................... 14 5.4 Governance structures ........................................................................................................................... 115 5.5 Training content and learning outcomes ........................................................................................... 15 5.6 Cooperation among learning venues ................................................................................................... 15 5.7 Participation and support to companies ............................................................................................ 16 5.8 Requirements and support to teachers and mentors ................................................................... 16


6.1 Description of Focus Group (e.g. date and location, participants) .......................................... 17 6.2 Country/System level ................................................................................................................................ 18 6.3 Cooperation between VET and Companies’ level ........................................................................... 20 6.4 Companies’ level .......................................................................................................................................... 21 6.5 Students’ level ............................................................................................................................................... 22 6.6 Social value/impacts and the outcomes of apprentices and WBL .......................................... 23






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1. Country facts about Spain Since the signing of the Spanish Constitution in 1978 and the implementation of full democracy, Spain has developed through various stages to become a leading European20 and world economy. Sharing the Iberian Peninsula with Portugal to the west, the country which has 46,377,235 inhabitants, now depends largely on services and technology. Industry and manufacturing (especially the automotive industry - 8.7% of GDP) continue to make up a significant part of certain regional economies such as that of the Basque Country, Catalonia and the Community of Madrid whereas in other southern and coastal regions a large proportion of the economy depends on tourism (5% of total GDP). Spain’s tourist industry is the second largest in the world and the third most visited country; the industry employs over 2 million people. Spain is also a European leader in Energy technologies and the renewable energy sector. Over dependence on the construction sector in certain regions contributed to the burst and crisis which hit most economies in 2008.

The Spanish economy contracted by 9% over the period 2009-2013 but has since shown signs of recovery. In 2014 and 2015 Spain recovered 85% of the GDP lost during the recession. Spain is presently the 14th largest world economy. The International Monetary Fund predicts that Spain will be the fastest growing European economy in 2018 with a growth in GDP of 3.0-3.1%. International trade is partly responsible for recovery; exports have risen from 25% (2008) to 33% (2016) of GDP. According to an OECD Better Life Index Spain rates highly in terms of community (social connections, health, life expectancy, security but below average in terms of income and wealth, civic engagement, environmental quality, education and skills, jobs and earnings, and subjective wellbeing

2. Labour market description Overall unemployment in Spain has been without doubt the most pressing and dramatic social issue facing citizens and government since the beginning of the recent crisis in 2008. The table below shows unemployment figures for the last term of each year and shows how unemployment rose from 8.6% in 2007 to a peak of 25.8% in 2012. Averages for the previous period 2002-2007 varied from 7.95 -11. 96%. Figures for late 2017 show national unemployment to be 16.38%. 21 Spain is still between 8-9 % points higher than pre crisis employment levels.

Figure 1 Spanish National Unemployment rates 2007-2015

20

Spain joined the EU in 1986 21 National Institute for Statistics http://www.ine.es/jaxiT3/Datos.htm?t=4247


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Unemployment for those aged 15-24 rose dramatically during the crisis and is still a chronic problem. The graph below shows the average unemployment rates for the different age groups between 2006 and 2016: for those aged 25-29 (green line), unemployment peaked in 2013 at 33%; for those aged 20-24 (red line) 52% were unemployed in 2013, and for those aged 16-19 (blue line) unemployment reached 74% in the same period. In the first period of 2013, overall youth unemployment peaked at 56.92% As the graph shows, in 2016, unemployment rates are still alarming and it is difficult to fully imagine the drama this supposes for Spanish society and citizens. Youth unemployment in Spain is over double the EU average of 16.7%. Germany has the lowest youth unemployment at 6.4%.22

Figure 2: Evolution of Spanish National Youth Unemployment rates 2006-2016

Latest figures published for the third term of 2017 show average national youth unemployment still critical at 35.97%. Youth unemployment in the Basque Country is at present 31.1% (National Institute of Statistics). The average level of youth unemployment in Spain is second highest in Europe, only surpassed by that of Greece (with 43.3% youth unemployment in Aug 2017). TRENDS: According to the OECD Employment Outlook for Spain published in June 2017, the average unemployment rate is expected to fall back to pre crisis levels by late 2018/early 2019. However, “…the recovery remains uneven across regions and different groups within the workforce”. Youth unemployment is likely to remain high. Pre crisis youth unemployment rates in late 2007 were 17.87% nationally. To regain those levels of unemployment requires structured initiatives and collaboration and a positive economic environment.

3. Economic Sectors and Enterprises Services now account for almost three quarters of economic production in Spain. The weight of industrial activity decreased significantly from the 1970s (from 34% in 1970 to 17.8% in 2016). However after 2010, the sector has consolidated both in productivity and employment; at national level the industrial and energy sectors now employ around 15% of the total. Almost 75% of the working population is now employed in services - one third of these companies are in commerce. In the period 1990-2010, construction accounted for a significant sector of the economy and employed almost 14% of the population in 2010. This over dependence on the

22 See average youth unemployment figures within EU countries at https://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-countries/


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sector in part led to the crisis in 2008 and since then, the number employed in the sector has fallen to pre 1970 levels. Table 1 – Estructura de la producción en la economía española (Evolution of economic productivity in Spain

per sector in %) Agricultura

y pesca Industria energía

Construcción Servicios

1970 11,0% 34,0% 8,8% 46,2% 1980 7,0% 28,6% 7,9% 56,5% 1990 5,5% 25,1% 8,8% 60,6% 2000 4,1% 20,6% 10,1% 65,2% 2005 3,0% 18,8% 11,6% 66,6% 2010 2,6% 17,2% 8,8% 71,4% 2012 2,5% 17,2% 6,3% 74,0% 2013 2,8% 17,1% 5,6% 74,5% 2014 2,5% 17,1% 5,4% 75,0% 2015 2,5% 17,1% 5,5% 74,9% 2016 2,6% 17,8% 5,6% 74,1%

Source: INE (2017) National Institute for Statistics

Table2 - Estructura del empleo en la economía española (Structure of employment per sector in Spain in %

points) Agricultura

y pesca Industria energía

Construcción Servicios

1970 29,3% 25,3% 8,9% 36,5% 1980 18,6% 27,2% 9,3% 44,9% 1990 11,5% 23,7% 9,8% 55,0% 2000 6,8% 18,8% 12,0% 62,4% 2005 5,3% 16,2% 13,8% 64,7% 2010 4,6% 13,8% 9,3% 72,3% 2012 4,7% 13,5% 6,8% 75,0% 2013 4,8% 13,4% 6,1% 75,8% 2014 4,6% 13,4% 5,9% 76,2% 2015 4,3% 13,6% 5,8% 76,2% 2016 4,4% 13,9% 5,8% 75,8%

SOURCE: INE (2017) National Institute for Statistics

Within the services sector, unemployment rates vary. The graph below shows from left to right job activity and unemployment within the areas of: manufacturing, commerce, logistics, catering, TMT - technology, media & telecommunications, finance, real estate, law & science, administration, public administration, education, health and social services, leisure and art in 2013 and in 2016.


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Figure 1 Unemployment rate per activity (SERVICES - SECTOR) in mid 2013 and in mid 2016

While the catering, leisure and admin sectors suffered higher levels of unemployment in the recent crisis (reaching almost 20%), the TMT, finance, real estate, law & science and educational sectors have consistently registered low unemployment (around or under 5%). All services sector employment apart from public administration which local governments aim to reduce in size, are showing signs of economic recovery and register falling unemployment rates. A strong growth in the manufacturing industry, especially in the food and automotive sectors, a strategic push in internationalization and increased exports, have supported a reduction in unemployment of 50% in services since 2012. BASQUE REGION

In the Basque Region (northern Spain) where Politeknika Txorierri is situated the industrial sector (traditionally strong in the region) still employs around 25% of the population. At present 64.2% of the active population is employed in services and 23.4% in industry. The table below shows the numbers employed per sector in each of the three counties - Alava, Bizkaia and Gipuzkoa. P.I. Txorierri is located in Bizkaia.

Table 3: Economic activity per sector in the Basque Country (in % points)

Basque Country REGION

Agriculture

Industry

Construction

Services

Unemployed (first time job seekers/left employment

over 1 yr ago)

ALAVA

2.8

27.6

3.6

60.5

5.6

BIZKAIA

1.0 16.9 5.4 68.4 8.3

GIPUZKOA 1.1 25.8 5.0 63.7 4.3

Source: INE (2017) http://www.ine.es

http://www.ine.es/


Project N°: 2017-1-SK01-KA202-035375


COMPANIES

Table 3: No. of companies per sector in the Basque Country - Comunidad Autónoma Vasca (CAV)

YEAR/SECTOR

Agriculture

Industry/Energy/Sanitation

Construction

Services Commerce/Transport/Catering

2012 6.240 13.413 24.844 70.403

2013 7.168 12.815 22.640 68.695

2014 6.494 12.467 21.412 68.076

2015 6.004 12.176 20.951 67.519

2016 5.907 11.958 20.629 66.662

2017 6.008 11.648 20.496 66.040

SOURCE: EUSTAT (2017) http://www.eustat.eus/banku/id_3452/indexLista.html

All sectors have seen a decline in the number of companies registered since 2012. Although the construction industry has a high number of registered companies, these employ only around 5% of the population and tend to be micro companies or self employed persons. The majority of companies in the Basque Country are SMEs with several well known larger companies in the technological and energy sector. SMEs in the Basque Country accounted for 148,089 of a total 148,865 companies in 2014 (99.85%); large companies accounted for 0.15%.23 94.52% - of all SMEs in the Basque Country are micro companies employing fewer than 9 employees. Half of these are self employed persons with no employees. Basque companies are open to innovation and have been more able to withstand the recent crisis due to their size, flexibility and impulse towards internationalization. In the Innovation Union Scoreboard for Innovation in Europe published in 2015 the Basque Country scored 0,504; Spain scored 0,390. The EU average is 0,560.

Table 4: No. of SMEs innovating in the Basque Country 2007 2008 200

9 2010 2011 201

2 2013 2014

SMES innovating in product or process as % of total SMEs

36,2

7

36,2

7

36,2

7

36,54

37,82

34,0

9

35,27

33,31

SMES innovating in marketing and organization as % of total SMEs

25,3

8

25,3

8

25,3

8

27,91

27,16

24,2

6

19,42

20,85

SMEs implementing internal innovation as % of total SMEs

32,5

6

32,5

6

32,5

6

33,71

34,79

32,0

6

33,21

31,11

23

In Spain the total number of SMEs as of 1.1.2015 was 3.178,408 or 99.88% of all businesses. Only 0.12% of

businesses have more than 250 employees.

See http://www.ipyme.org/publicaciones/estadisticas-pyme-2015.pdf for details of all SME activity in Spain in

2014 produced by the Spanish Govt. Details for the Basque Country are given on page 155.

http://www.ipyme.org/publicaciones/estadisticas-pyme-2015.pdf


Project N°: 2017-1-SK01-KA202-035375


SOURCE: EUSTAT: Panel de indicadores de innovación (EIS) 26th October 2017

4. VET in SPAIN

4.1 Historical context The past 40 years have seen a progressive intensification of measures to increase the attractiveness of vocational education in Spain and a growing focus on the educational and socioeconomic value of a skilled workforce. 1970-1990 VET in Spain although existing in various forms since the start of the industrialised period was formally introduced into the educational system in 1970 within the LGE (Law of General Education). In the reforms carried out under the LOGSE in 1990 and within the context of a deep economic crisis, pathways connecting secondary schools, VET and universities, contemplated in the previous period were implemented.

- Many VET programmes and centres were established within or adjoining to High Schools - Academic requisites for access to the different levels of study and certification were

specified - Programmes of study and certification were established based on the activities of the

various economic sectors and the competences required (at that time comprised within 22 professional families and 141 programmes of study )

- Work placements became a compulsory part of all programmes in 1990. At the same time in parallel, occupational programmes for the unemployed became widespread thanks to European funds upon Spain´s joining of the EU in 1985, as did Continual Training programmes for the employed. These programmes and initiatives have gradually been unified.

1990 - 2002 In 2002, the creation of the Spanish VET National Qualification System “Sistema Nacional de Cualificaciones y Formación Profesional” - SNCFP (under Law 5/2002) consolidated the systemic approach to vocational education and unified programmes aimed at creating and linking future skilled workers, quality training provision and the workplace. The National Catalogue of Professional Training Programmes aimed to integrate offers of training with the needs of companies and businesses and encourage life long longing. The modular nature of studies was initiated and structured (level of study, units of competence acquisition and training modules...); likewise formal recognition, evaluation and accreditation of programmes; a quality assurance approach was ensured and careers advisory support linked to all programmes. The present day Educational Sector network of training centres was also consolidated comprising public, subsidised and private VET schools, and were joined with national reference centres and employment centres from the Employment Sector as well as with other accredited training providers of vocational training. Distance or online training courses were designed and pathways for gaining accreditation through professional experience for workers (Professional Certificates).


Project N°: 2017-1-SK01-KA202-035375


Figure 2. The Spanish Educational System 2017

The present system allows access to Intermediate vocational training (grado medio) after completing compulsory secondary education and obtaining the General Certificate of Secondary Education (aged 16) OR since 2014 access to basic vocational training (FP básica) at 15 for those who have no high school diploma or at risk of dropping out. Completion of basic VET allows automatic access to Intermediate VET as does that of Intermediate to High Level VET. 2006-Present day Further educational reforms in 2006 (LOE), 2011 (Real Decreto 2/2011, 4/2011 and 1147/2011) and most recently in 2014 (LOMCE) have allowed for a deepening of formal recognition of competences between educational and professional certification, new programmes allowing those with no basic school high school diploma access to training (programmes of initial professional qualification - PCPIs; renamed basic vocational training in 2014) and from there direct access to intermediate level VET courses; separate certification for specialisations following high level training programmes (a type of VET postgraduate certification) and ever greater flexibility in training offer in step with ever changing socio-economic demands. EVOLUTION of STUDENTS in SPANISH VET Statistics provided by the Ministry for Education for the 2014-15 academic year show the evolution of students matriculated in VET in Spain over the previous 6 years. In no small measure due to the unemployment crisis, each year has seen steady increases in numbers studying vocational courses both at intermediate level (EQF 3-4 courses) and at higher level


Project N°: 2017-1-SK01-KA202-035375


(EQF 5 courses), both in distance and full time courses. YEAR BASIC VET -

nivel básico INTERMEDIATE VET - CF Grado medio

Grado medio distance learning

HIGH LEVEL VET - CF Grado superior

Grado superior distance learning

2009/10 271.990 +5.935 245.354 +14.292 2010/11 289.568 +8.309 266.012 +18.687 2011/12 302.445 + 9.571 280.495 + 22.568 2012/13 317.615 +15.130 300.321 +28,231 2013/14 330.749 +19.501 315.409 + 33.035 2014/15 39.867 333.541 +21.579 319.305 +37.215

Total numbers in VET in 2014-15 reached 751,507 students, an increase of 27.8% for intermediate level students and 37.3% for high level VET with respect to 2009-10. Courses are given or coordinated in a total of 3.615 centres. GENDER 71.4% of students at basic level VET are male. The balance is more even for intermediate and high level VET in Spain with 43% of students of intermediate VET being female and 47,7% at higher level VET. PREDICTIONS for VET in SPAIN In a recent press release on 18th January 2018 the Basque Minister for VET communicated that Basque Industry needs 10.000 more vocationally qualified workers in the next five years to meet economic demand (growing economic activity, improved economic forecasts and imminent scheduled retirements). At present 38,000 students are training in vocational courses in the Basque Country - 40% of which in industrial subjects. The prediction is that 60% will be needed by industry and that many more skilled workers need to be trained in VET in the coming years.

4.2 Types of vocational education programe Vocational training is modular and consists of cycles of between 1,300 and 2,000 teaching hours (lasting between 18 months to 2 years) depending on the level, field of study or profession. In courses of 2,000 hours, training in a company - or work based learning (WBL) must occupy a minimum of 20% and study at a VET school a maximum of 80% of the time.

STARTER LEVEL VOCATIONAL EDUCATION - FP BÁSICA

A professional certificate (certificado de profesionalidad) corresponding to an EQF level I vocational qualification in the national vocational qualifications framework is offered to young people aged between 16 and 21 who have not yet obtained an educational diploma. It comes under the aegis of the Employment Department and can lead to integration into the job market or a return to initial education. Since the most recent educational reforms in September 2014, “basic vocational training” offers young people the possibility to start vocational training at the age of 15 for a period of two years. This aims to reduce the level of dropouts. The dropout rate during the 2nd cycle of secondary education is presently the second highest in Europe.24

24

As many as 3/10 (30.3% secondary school students depending on the region dropped out of school before achieving the

Compulsory School Leavers Certificate in 2006. The average in 2016-17 was 18.98%. The national objective is to reduce this

figure to 15% by 2020.


Project N°: 2017-1-SK01-KA202-035375


INTERMEDIATE VOCATIONAL TRAINING - GRADO MEDIO INTERMEDIATE VET (CFGM ciclo formativos de grado medio corresponding to EQF levels 3-4) is open to students who have been awarded the school leavers certificate - graduado en educación secundaria - and wish to opt for vocational training rather than study for the baccalaureate or A-Levels equivalent.

HIGH LEVEL VOCATIONAL TRAINING - GRADO SUPERIOR The second phase (CFGS or ciclo formativos de grado superior corresponding to EQF level 5) is open to students who have passed the baccalaureate /A Levels or the entry exam (examen de prueba de acceso a la formación professional), which includes subjects from the baccalaureate. GENERAL DESCRIPTION

- FP-VET students divide their time between “in centre” studies and practical on-the-job training (PTW) in commerce or industry, where they spend an average of 25 per cent of their learning time (380-460 hours on a compulsory work placement module - FCT “formación en el centro de trabajo”). The PTW - FCT module is generally undertaken at the end of the study period having passed all the requisite prior modules.

- Vocational training is free for most students, whether it takes place in a public centre or a private institution, as the latter are also financed by the state (but employ their own teachers and have different rules from state centres).

- Pupils who complete an intermediate level course (grado medio) course receive a ‘technical specialist’ (técnico especialista) certificate and those who complete a grado superior course receive a ‘superior technical’ (técnico superior) certificate. Holders of the latter certificate may continue their studies at university.

- Fields of study available to students cover all possible specializations comprised within 22 professional families.

- The most popular courses taken by Spanish students in 2014-15 as % total for that level of study are:

Administration and Management BASIC LEVEL 19.2%

INTERMEDIATE LEVEL 15.4% HIGH LEVEL 15.1%

I.T. and Communications BASIC LEVEL 15.2%

INTERMEDIATE LEVEL 8.4% HIGH LEVEL 11.3%

Sociocultural /Community Services INTERMEDIATE LEVEL5.8%

HIGH LEVEL 15.2%

Electricity and Electronics BASIC LEVEL 14.5% INTERMEDIATE LEVEL 9.2% HIGH LEVEL 6.6%

Health INTERMEDIATE LEVEL19.4%

HIGH LEVEL 11.5%

Transport and Vehicle Maintenance BASIC LEVEL 10.2% INTERMEDIATE LEVEL 8.2% HIGH LEVEL 2.9%

APPRENTICESHIPS in SPANISH VET


Project N°: 2017-1-SK01-KA202-035375


Apart from the compulsory WBL FCT module within all full time VET programmes of study there is now the possibility of apprenticeships or DUAL TRAINING.

Work-study programmes are still quite limited in number. They are offered as a priority to young people between the ages of 16 and 21 who have dropped out of compulsory schooling and have neither a diploma nor any qualification. They are carried out within the framework of a contrato para la formación (Training Contract) and last between 6 months to 2 years. This measure, the introduction of basic VET training, and easier access to intermediate VET have opened up progression routes for youngsters and adults with low level or no qualifications.

Dual training schemes, in which approximately equal time is spent in college and in a

company (WBL of between 800-1200 hours) for mid and high level VET students, are fostered by the Education Dept and are growing steadily in most regions. They are based on an agreement between the company, the school and the learner. Participants have the status of student (no age limit applies) and may benefit from a scholarship or contract, depending on the autonomous community.

The dual principle has been implemented nationally to increase the attractiveness of VET and support young people in transition to the job market. Participants in dual training programmes sign an apprenticeship contract (of one to three years) and earn the minimum wage. The 2014 reform opens up the opportunity to acquire IVET qualifications through dual track schemes (with or without a job contract). In such cases, duration is up to three years. Evolution of Practical Training in the Workplace: Key figures

As result of active employment policies, the number of training and apprenticeship contracts offered by employment authorities in 2015 increased by 25% with respect to 2014. (CEDEFOP – 2016)

Around 45% of intermediate VET students are enrolled in the professional branches of Health, Administration and Management, Electricity and Electronics. (CEDEFOP – 2016)

Spain is reforming the VET system to better adapt young people’s skills to labour market needs and to increase the attractiveness, transparency and acceptance of VET programmes. It is doing so by reforming the catalogue of diplomas offered both for intermediate-level and high-level VET and increasing the flexibility of the curricula of intermediate-level VET programmes. (EUROPA – 2016)

The number of companies providing training for dual VET in Spain multiplied by ten, from 513 in 2012 to 5665 in 2015 (OECD Economic Survey: SPAIN – 2017)

In the Basque Region where P.I. Txorierri is located, in 2015-16, 759 students benefitted from the dual system in 475 companies; in 2016-17 this figure grew by 56% with 1300 students in DUAL VET in 739 companies. The Basque Minister for Vocational Education aims for 50% of all VET students to be in dual training by 2020 (some 7,000 students in 5,000 companies).

80% of the DUAL VET contracts in the Basque Country in 2016-17 were

in the Industrial sector.

CHALLENGES: - to grow dual training opportunities in the tourism, logistics and

international commerce sectors in the mid-term - to grow opportunities for DUAL TRAINING within SMEs in service sectors

https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_CR_ES.pdf

https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_CR_ES.pdf

https://ec.europa.eu/education/sites/education/files/monitor2016-es_en.pdf

https://books.google.fr/books?id=62lYDgAAQBAJ&pg=PA87&lpg=PA87&dq=spain+Vocational+education+statistics+2017&source=bl&ots=bjQspttl3a&sig=G53hqxRXsVy4eRPsysLxuVO9vP0&hl=fr&sa=X&ved=0ahUKEwjb8Paonb7XAhWLjKQKHQTMCcAQ6AEIYDAH#v=onepage&q=spain%20Vocational%20education%20statistics%202017&f=true


Project N°: 2017-1-SK01-KA202-035375


5. Practical training in the workplace (PTW): current

arrangements in SPAIN

5.1 The Law on Apprenticeship FCT - Practical Training Module in the Workplace The General Ordenance of Education (Ley de Ordenación General del Sistema Educativa) 1/1990 - Article 34.2 establishes the basis of an integrated Work Based Learning or practical training in the workplace (formación en el centro de trabajo FCT) module within all VET courses in Spain. The Offical Bulletin for the Basque Country developed this general ordenance by law in July 2003, setting out the responsibilities and agreements necessary between training centres, students and companies.

Por medio de este módulo se incorpora a los procesos de enseñanza y aprendizaje la intervención en contextos productivos reales, posibilitando la «puesta en práctica« de los conocimientos, habilidades y actitudes adquiridos en los procesos formativos del centro educativo y favoreciendo la adquisición de competencias que, en algunos casos, no pueden ser abordadas en contextos escolares25.

Through this module the intervention of learning in real productive contexts is incorporated into the process of learning and education. The module allows students to put their knowledge, skills and attitudes acquired through training in college into practice. It also favours the acquisition of competences that in some cases cannot be undertaken within the context of the training centre.

As described in section 4.2, the compulsory module takes place in the final term of study and lasts 3 months (380-460 hours) DUAL SYSTEM - Apprenticeships The Royal Decree 1529/2012 26 (8.11.2012) 27 ultimately established the basis for DUAL SYSTEM training in Spain in which a student, company and training centre sign an agreement or contract (between the student and company) detailing the training to be given/carried out in the company, relevant to a particular course of vocational certification, and the legal, practical and collaborative obligations of each party.28 In practice, the periods of training in company are regular (daily) complementary periods of work based training which support attendance and following of training centre based learning. The framework for the collaboration between training centre and company is established by the corresponding Educational Ministry in each autonomous region.

25

Boletin Oficial del Pais Vasco No. 145 (24.07.2003) Disposiciones Generales 26 See Official Bulletin https://www.boe.es/buscar/act.php?id=BOE-A-2015-11430

27 The Law of 1529/2012 is based on several preceding laws and decrees. For example:

Royal Decree 1/1995 (24.03.1995) modified by Law 3/2012 ARTICLE 11 (06.07.2012) first established the urgent need to

reform the job market by introducing apprenticeship contracts through which persons could alternate educational training and

paid work training within VET and Education.

Law 43/2006 (29.12.2006) for the improvement of employment

Royal Decree 1147/2011 ARTICLE 31(29.07.2011) of the Ordinance law for VET signaled the development of

collaboration between companies and VET centres either through training contracts, work contracts or training scholarships

28 See Garrigues LABORAL summary of the REAL DECRETO 1529/2012

https://www.boe.es/buscar/act.php?id=BOE-A-2015-11430


Project N°: 2017-1-SK01-KA202-035375


In the Basque Region the following legal framework sets out establishes the particulars of DUAL TRAINING in the región.

o DECREE 83/2015: (02.06.2015) o ORDER: 3rd October 2012 detailing the HEZIBI programme which comprises alternate

periods of training in school and in companies for young people. o ORDER:10th December 2014, modifying the bases of the HEZIBI programme.

5.2 Financing Subsidies and financial support is given to encourage and support the protagonists of the HEZIBI dual system.

TRAINING CENTRE: At the beginning of the programme in 2013-14, VET centres received a government subsidy of up to €3000/trainee. This subsidy - incentive is now €600/trainee. The subsidy is intended to cover mentoring costs for staff accompanying students on the dual training pathway. These include curricular design, placement support, tutoring, collaboration with company instructors and evaluation obligations. The VET school receives full funding per student /teacher as prior to the implementation of the dual system. COMPANY: Participating companies in the DUAL SYSTEM receive a subsidy of 2000€/trainee and fiscal reductions for trainee social security payments. These are managed by the Basque Employment Agency (LANBIDE) STUDENT TRAINEE: The trainee spends no more than a total of 40 hours between the training centre and the company (including travel time) and is contracted either on a traineeship contract, work contract or trainee scholarship. They receive social security contributions which generates unemployment rights and public pension scheme contributions. They also receive the minimum interprofessional wage or potentially more in line with company collective agreement stipulations.

5.3 Place of the PTW in the ET system FCT - formación en el centro de trabajo or PTW in English - has been present as a compulsory modular part of all full time VET in Spain since 1990 (see section 5.1). As described in section 4.2 it takes place at the end of students‘ courses over 380-460 hours, the student having previously passed other obligatory modular components. Students are assigned to a company within their field and tutored by a member of staff and an instructor/tutor within the company. These PTW can take place overseas as part of the Erasmus + programme. DUAL SYSTEM /Apprenticeships Dual system apprenticeships in the BASQUE Country can form part of 2 or 3 year programmes.

o In 2 year programmes the first year is spent in the training centre. Interested students receive information about the possibilities and obligations of dual training, companies are sourced and selection interviews take place. If the student has passed all compulsory elements of their training course and are selected, they are then contracted by the company for the second year period (under a agreed calendar, timetable, training objectives, commitments etc.). Students usually attend the company and the school for


Project N°: 2017-1-SK01-KA202-035375


equal periods of time. Students from Politeknika Txorierri spend between 3.5 - 4 hours/day in the company. They are contracted either on a traineeship contract, a work contract or a traineeship scholarship.

o In a three year programme, the same occurs but in the third year, the trainee participates in a specialisation course in company as a kind of VET post graduate course. As yet there is no corrsponding law but is expected to follow shortly. This responds to the real need of certain sectors which have no clear corresponding VET programme. Teachers from designated VET schools with specialisation in the field collaborate to offer elements of in company training.

Politeknika Txorierri has been participating in the DUAL SYSTEM since 2014-15. It is a designated centre specialising in die casting and collaborates closely with leading companies in the region GESTAMP and MATRICI.

5.4 Governance structures Apart from the legal parameters established by the laws mentioned in 5.1, the regional (in the case of the Basque Country) or state employment service promotes the dual system options to companies, regulates and monitors the contractual obligations, while the Dept. of Education monitors and evaluates the overall process of implementation and educational quality. For example, all DUAL system contracts and agreements (between the company and centre and the company and student) are established on a civil register provided by the Basque Govt within 10 days of contract. The register collects the signed model agreement, insurance policy, dates, hours, contract, payment, training objectives, monitoring and evaluation parameters. This information is registered by the Dual System Coordinator, typically also the PTW or Employemnet Service Coordinator for the VET Centre. Within each centre there is also universally a Quality Assurance process which establishes objectives, outlines the process in detail and collects qualitative and quantitative results. In Politeknika Txorierri detailed information of the process is designed and carried out by the Employment and DUAL SYSTEM Coordinator and collected each year under the Subprocess for HEZIBI or DUAL SYSTEM training.

5.5 Training content and learning outcomes Training content is designed between the VET tutor and the company. Companies must design and communicate tasks that are related to specific modules offered within a specific programme. There is flexibility if this is not always 100% possible as part of the objective is to train students for real life working processes. These take precedence. For example the companies demanding die casting specialists in the local area take students from the Mechanical Production Design and Production Programming courses offered at Txorierri while finding no direct correspondence within existing modules. Within the Quality Process for the DUAL SYSTEM, documents are facilitated to companies and shared by the centre teaching staff to help in the process of designing learning objectives and outcomes and competence evaluation parameters

5.6 Cooperation among learning venues Cooperation between VET centres (DUAL System coordinator, teaching staff and student) and companies providing workplace training is described as an open dialogue.


Project N°: 2017-1-SK01-KA202-035375


DUAL system coordinators open the dialogue by contacting companies and offering what the programme has to offer (supported by the Employment Agency which promotes the same). They contact associations, companies etc. and offer informative presentations, send supporting documentation and respond to doubts. VET tutors are chosen because of their knowledge of the field of expertise of the training companyand involvement with the student. They accompany the process from early on and will contact the company before the training period. As soon as the selection of the trainee takes place the specific outcomes and learning objectives framework is developed. Modules of practical training are created and a distribution of knowledge growth between the VET school and the company defined. The dialogue deepens. The tutor offers support in completing documents, offering support and experience to the company tutor/instructor to create the programme in company; the company instructor offers his/her vision and expertise and the company´s needs and opportunities. The student may also be consulted if there is an option to train in one or several depts. A training programme is designed and validated. Competence outcomes and evaluation landmarks are established. A problem based project is also created for the student to be carried out at a specific time in the training. When the traineeship starts, the tutor and company can be in contact as often as is considered necessary to meet the reality of the experience. There is at least one meeting in the company at the very early stages of the programme. The general plan supposes that the VET tutor and the company tutor will be in contact at least once/month throughout the traineeship - this may be in situ or via other communication channels as time and necessity dictate. Periodic evaluations of the traineeship are carried out. An evaluation is carried out usually in December and again towards the end of the year in May in person. This evaluation is always based on specific competence development via x training modules. If a students has particular difficulties with something expected in the comany the VET tutor can offer complementary theoretical support and supply reinforcement exercises, problems and training in that area.


As mentioned in 5.6 companies are supported by the traineeship VET tutor and the DUAL system coordinator for practical and logistical implementation of the training. This takes the form of regular communication and meetings. If a student is experiencing problems or underperforming (not meeting company expectations etc.) the VET tutor is always involved in decision making and which measures to take to deal with the problem. At present companies offering dual system traineeships tend to be larger SME’s and production or industrial companies. The need is for more SME’s to participate in dual training. There is a perceived gap in that company tutors have no formal competence, or possibly in some cases even experience of tutoring or training young apprentices. Company tutors often feel that the role is undervalued and unrecognised´ in terms of professional value. At present no official accreditation exists in the Basque Country or Spain to bridge this gap.

5.8 Requirements and support to teachers and mentors All teaching staff can be involved in dual system tutoring at Politeknika Txorierri if they have experience tutoring PTW through the established Work Based Module (FCTs) for final year students. In larger centres the selection of tutors for apprenticeships depends more on expertise and connections with a particular industry or company.


Project N°: 2017-1-SK01-KA202-035375


Tutors are selected within their dept. by the dept. coordinator and receive guidelines and support both from that person and the DUAL system coordinator to answer doubts regarding any of the areas (academic, legal, personal...) of the training. Apart from dept. meetings and contacts with the DUAL system coordinator there is no formal apparatus for VET staff participating in dual system tutoring.

6. Results from focus group

6.1 Description of Focus Group The focus group discussion took place on 23rd January 2018 in the company EKIN S.A. in Boroa with Agurtzane Guerediaga -AG -(Head of Human Resources), Gustavo Costillas -GC -(apprentice trainee from Politeknika Txorierri participating in the dual system from Mechanization CFGS Course - period June 2017-June 2018), Jon Goyoaga -JG -(VET tutor from Mechanical Design Dept.) and Cherith Megaw (ROI project researcher). Information was also gleaned and has been included from a previous interview (11.01.2018) with Argi Martinez - AM -(VET Head of DUAL SYSTEM and WBL (compulsory FCT - Formación en el Centro de Trabajo module) at Politkenika Txorierri. Company Background and experience with WBL apprenticeships / the DUAL SYSTEM

EKIN S.A. www.ekin.es is an SME which forms part of the NER Group. EKIN manufactures laminating and drilling machinery and tools and has a turnover of between €6,000,000 - €30,000,000 annually. The plant in Boroa (Bizkaia) where Gustavo is carrying out his apprenticeship, has 162 workers.

EKIN has been taking student apprentice trainees since the start of the programme 5 years ago (mainly from the Zulaibar VET school - a VET centre within the HETEL network). They started to participate in the dual system with Txorierri in 2016-17. They plan to offer 5 high level VET apprenticehips for 2018-19 in the areas of Automated Systems, Adinistration & Finance, International Commerce and Mechanized Production. The VET schools select students for the dual system based on their interest, capacity and academic record and on the whole EKIN has had very good experience with their trainees (better than with students on the compulsory 3 month work experience module which they also participate in). The company expresses that it saves them a lot of time and effort in selection of future well trained assets. In the case of EKIN, workers need highly specialized skills (very complex assembly for the aeronautic sector etc. ) that can only be learnt on the job as the company is the only one in its sector in the region. Having student trainees for a year is an advantage and there is good potential for employment if job vacancies occur in the company. Below is a summary of information shared by the various participants in the forum discussion. Each participant`s views will be given and indicateded as follows:

AG -COMPANY /AM-VET DUAL SYSTEM manager /JG-VET tutor /GC -Dual System Apprentice

http://www.ekin.es/


Project N°: 2017-1-SK01-KA202-035375


6.2 Apprenticeship System in the Basque Country Apprenticeships in the Basque Country take the form of students gaining practical training directly in a company in combination with their studies in centre for one to two years depending on the length of study programme. The most common is for the apprenticeship to take place in the second year for two year study programmes. Students spend 50% of their time in school and 50% in company. The programme is called HEZIBI in Basque but is now more commonly called by all involved - the DUAL SYSTEM. In 2017-18 approximately 1,000 companies are hosting some 2,000 dual system trainees (approximately 20% of all VET graduates in the Basque Country). Politeknika Txorierri has 34 students in dual training this year in 28 companies ranging over all course areas offered in the college (Automated Systems & Robotics , Sales and Marketing, Mechanical Design, Mechanical Production, Environmental Education and Telecommunications). FOCUS GROUP VIEWS ON:

National legislation: AG / COMPANY: in this case regional legislation is comprehensive and supportive of the dual system AM / VET MANAGER: government plans for 50% of all graduating VET students to be participating in dual system apprenticeships by 2020 is ambitious and will need the system to be much more widely known and accepted (both by students and companies). Students at present are reticent about the challenges of studying and working at the same time. Attracting sufficient companies to host apprenticeships is also slow.

Role of social partners: AM / VET MANAGER: is improving thanks to greater press coverage and investment by the regional government but needs to widen. The involvement of the regional Employment Agency in the Basque Country (LANBIDE) in administering subsidies leads to active high profile advertising and active encouraging of companies to participate in dual training.

Cooperation between VET schools or training centres and companies AG / COMPANY: fluid and positive AM / VET MANAGER: mostly very good with companies who enter an agreement to provide dual training JG / VET TUTOR: positive in his experience with the companies who have hosted the students in his care in the dual system over the last 2 years More detail is given in 6.3.

SMEs approach/attitude to WBL AG / COMPANY: EKIN can only speak about their own experience which is that they see only positives to hosting apprentice trainees. EKIN is very open to collaboration in WBL (both in FCT and in the dual system). They plan to host up to 5 trainees next year. The fact that the system offers advantages for precision skilled training adequate for the company needs with a no strings attached for future employment, support from govt. and VET and that this same system bring benefits to the student trainee and the education system is considered a win-win for the company. AM / VET MANAGER: Not all companies (especially smaller companies) have the capacity to host a trainee for one year because of the investment in time and level of tutoring required. If a small company does not need to incorporate new staff in the near future, or require complex training, they are unlikely to invest in a trainee.


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Financial framework and support AG / COMPANY: financial support for the dual system is adequate (2000€ subsidy/trainee/annum) and reductions in social security payments. If it were double of course that would be even better, but it’s perceived as a healthy subsidy by EKIN. AM / VET MANAGER: financial support for VET centres was also generous at the beginning. It’s reducing for VET schools (from 3000€/trainee to a present figure of 600€/trainee/year and may become even less in future. The subsidy for companies is healthy but AM has found that the 2000€ promised by the administration (to be paid via LANBIDE - the Basque Employment Agency) and used to attract interest in the scheme, is not being paid promptly and companies are sometimes unsure if/when they will perceive the help.

Support measures to make apprenticeships more attractive and accessible to SMEs AG / COMPANY - considers the present measures adequate; as such EKIN is content to participate. AM / VET MANAGER: more SME’s would participate if there were greater support for smaller companies in terms of effective preparation of instructors and recognition/value given to this role; added financial support for investment in company tutoring

Main benefits of effective work-based learning in the BASQUE COUNTRY AG / COMPANY: When trainees have learnt the complex procedures involved in the training and become autonomous this is a satisfaction and asset for both the company and the trainee. There is also the benefit of having a well prepared future worker should a job opening arise. The skills match is precise. The other main benefit is that the company has time to really get to know the trainee and an employment choice can be made easily if a job opening is available. AM / VET MANAGER: employment opportunities for students JG / VET TUTOR: great opportunities for students for learning and employment. Increased contacts between companies and VET allows for greater knowledge for VET staff/programmes and better future preparation for students GC / APPRENTICE TRAINEE: good work experience and employment prospects; access to learning impossible to acquire in school; a realistic and beneficial training period to acquire real skills.

Main obstacles for an effective work-based learning in the BASQUE COUNTRY AG / COMPANY: there are no huge obstacles if a traineeship meets the (future) employment/skills needs of the company AM / VET MANAGER and JG / VET TUTOR: not having a prepared company instructor (with time and skill) to adequately support and train the apprentice Measures / approaches implemented in the BASQUE COUNTRY to improve the work-based learning AG / COMPANY: the recent investment in the dual system approach by the Education Dept. to ensure better skills preparation to meet company training and employment needs. Companies such as EKIN have very complex /skilled production and assembly processes which require training all new employees. This system allows them to train students in exact processes and reduce costs in doing so. AM / VET MANAGER: the structured approach to supporting the establishment of an effective


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training programme (both in term of model contracts and agreements and the traineeship design and content) which is registered onto a specific Basque Govt. platform. makes it easier to create and implement the dual training programme. It is flexible, leads to official recognition of the programme and also transparent. The specific addition to the national policy within the Basque Govt. policy, which allows companies to take on older trainees within the dual system programme is also a measure to improve the system. Initially the system allowed traineeship and work contracts for student trainees up to the age of 30. As many students are now older (due to unemployment, career changes etc.) the Basque Govt. introduced a scholarship/grant agreement which allows companies to also “contract” older trainees Main costs associated with WBL in companies AG / COMPANY: MONEY / TIME Investments in preparing the traineeship (paperwork, planning etc.) and then in training the apprentice. The person responsible (tutor) is less productive as time is given over to training and being available for the apprentice. In the case of EKIN, the company tutor has only one apprentice under her supervision and EKIN will not locate more than one trainee/apprentice per area so as to ensure quality and not to disrupt normal production of that area. Trainee wage costs (however, minimum wage levels combined with the govt. subsidy mean these are not the main costs) Costs in materials are also not very high as most “trainee projects” are completed with the support of the tutor and included in production. In the experience of EKIN, although a potential possibility, very little material has ever been lost or broken etc. due to supportive supervision. Quality control supervision and checking works effectively and the trainees work fits smoothly into this process

6.3 Cooperation between VET and Companies’ level All those in the forum discussion considered that the dual system established in the Basque Counry has established a structured dialogue between all apprenticeship partners and that it includes a healthy transparent method of coordination and decision-making. Both the VET teaching staff, the coordinator of the system in VET and the company find that coordination is well developed. When the company decides to offer a traineeship there are clear steps to follow, good support from the VET school both in terms of logistics and organization and in programme design and implementation. The VET tutor feels that the company has a great deal of freedom in designing the programme of training they feel would prepare a trainee for future work in their company (which dept., what tasks and objectives etc.) and his role is one of support to offer input on previous and future academic acquisition of the student, to check that the plan (objectives and tasks) are neither too demanding for the student in question, nor too easy. The VET manager of the programme and the tutor assists the company locate and insert the apprenticeship programme within the relevant VET course and module structure for register and certification. The process of establishing the programmes is flexible and the company and VET tutor work together. Sometimes this process is carried out in a short space of time as initially the company is not sure which dept to send a trainee to (the offer to host a traineeship is generic) but generally works well when initiated and takes shape as the structure is defined. The programme of periodic visits and monthly monitoring by the VET tutor as well as evaluation by both parts is clear and problems can be dealt with transparently and in collaboration.


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The participants in the focus group had no experience of organizing or providing apprenticehips for disadvantaged learners. There is support for organizing work placements in the compulsory FCT modules from the local government. A case of one student with a hearing impairment was assigned a specific support tutor within her area. There is systematic cooperation between VET schools or training centres and companies that ensures sufficient support to SMEs in apprenticeship training. As the idea of dual training is still in the early stages however, the participants are still moulding their actions to the structures created. The VET manager for apprentiship organization considers that much more developed business-education partnership at local level is needed both in the sense of involving more SME´s and students within the system (being aware of the challenges and opportunities and influencing each other in collaboration with the VET centre) and in the sense of preparing companies better to take on an educational training role. In the HETEL network there is considered an urgent need to offer companies simple, effective training in basic pedagogical skills (training planning, didactics, evaluation etc.) to support confidence and also to highlight the importance of the tutoring role in company. In other countries (such as the Netherlands and Germany which are close references for the Basque Country), company tutors must have special certification to be apprentice instructors and are recognised professionally for their role. The Basque Business Federation (Confebask) created a manual for company instructors to develop pedagogical skill but this is not considered sufficient29. If company trainers are not given time, support, practice, excellent materials and official recognition for their skill development, this tends not to take place.

6.4 Companies

EKIN considers that: Companies are sufficiently motivated to assign qualified trainers and tutors to their apprentices as the processes they share with apprentices require high level skill and long term training to acquire. If the person is not adequately supported in this training, there is no positive return for the company. As any new employee to the company has to learn these skills, the company is used to assigning mentors and support workers. The student apprentice and the VET tutor from Txorierri both affirm the quality of the Gustavo´s company tutor both in clarity of training design and practical and professional support. The level of support given by the VET tutors is considered highly relevant for companies who may not the experience in training or offering young people consistent training for evaluation and certification. In the current system, companies could be even further supported in this process by engaging more fully in traineeship design and provision by being given training themselves, time and recognition for their role and implication in apprenticeship training.

The content and provision of apprenticeships is updated to labour market needs by allowing for practical specialisation and training in real company environments. The dual system allows much better for this. In-school training will always be generic and cannot possibly completely mirror the myriad of especially technical needs. While schools aim to get as close as possible to the real challenges of a company both in terms of machinery, equipment, skills, programmes,

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A manual for company instructors is available on the Confebask website:

http://formacion.confebask.es/Corporativa/Default.aspx?Xqp5O3l6Vf3aYlCzzQInpg90785678d90785678d Training courses

are also being designed and offered by Confebask to this end. In Nov 2017, the county of Alava Business Federation (SEA)

offered a first face to face training session and this is intended to be extended to the other two counties in the Basque

Country.

http://formacion.confebask.es/Corporativa/Default.aspx?Xqp5O3l6Vf3aYlCzzQInpg90785678d90785678d


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methods etc.30 it is impossible for them to fully prepare a student for specific work environments and the overall experience of the workplace. As the work-based learning programmes are flexible enough to allow companies to design the modules of learning / objectives during the apprenticeship (even and especially where no in centre training module directly related), the changing skill needs in the company are being more successfully met than before. The main success factors that contribute to an effective work-based learning in EKIN are: effective, active support for the apprentice, experienced instructors, a clear structure and goals for the 1 year apprenticeship and student interest and implication. Support from the VET school is highly valued in selecting the apprentice for the traineeship and supporting the student in growing their skills (both personal and professional) throughout the period, in resolving problems etc. The main benefits of effective work-based learning in the company are: highly trained trainees in the specific processes and methods of the company; good knowledge of the apprentice personally and professionally and what all of this offers in terms of ease of future employee selection. The main obstacles to an effective work-based learning in EKIN are: the the quality of the FCT trainees who come full time for 3 months at the end of their course is not always as high as trainees on the dual system programme as all students must do a work placement (the selection is therefore not as rigourous and the interest and skill of the student varies more); the period of time is also too short to fully acquire a significant level of skill. For dual system WBL there are fewer obstacles as the quality (interest mainly and ability) of the student apprentice is very good. The VET TUTOR added his vision to this question having experience of collaborating with various companies in different sectors. Obstacles could include that the company assigns a tutor who is insufficiently prepared or that the company cannot dedicate sufficient time in tutoring for the apprentice due to production priorities (too much work leaves insufficient time for active training; too little work may mean tasks are insufficient for the training development of the student)


The student apprentice in mechanized production Gustavo Costillas affirmed that:

Students enormously improve their skill set in terms of meeting the real life demands of a post. Gustavo rated this improvement as 100%+ in various aspects - both in professional skill as in social skill. Although, as an older apprentice having worked previously in industrial production, the demands of such finely mechanized milling at EKIN have required the 7 months he has spent so far on the apprenticeship to get somewhat closer to achieving the necessary skills. He mentioned that working on a simulator or on automating programmes even with great interest in his spare time while studying comes nowhere close to the reality in company; centring an axis, adjusting in micras, delicate manual precision... He is loving the challenges and the support he is being given to grow. When he finishes a task he can visit the various posts in his area and learn from others working on the global process of a piece. This global vision and hands on responsibility is impossible in a training centre. He stated that Txorierri is giving him a solid overview of mechanical production but it takes at least a year (up to 5 years he thinks) to gain real practical skill and refined ability at what he is presently learning in EKIN.

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VET schools have adapted methodology in recent years to mirror more the competences needed in companies: students in

all courses in P.Txorierri follow ETHAZI where students receive information and then carry out a learning challenge in

groups or teams over a two week period supported by their teacher and resources.


Project N°: 2017-1-SK01-KA202-035375


His work experience has been improved incalculably. It’s a radical improvement and he feels that his job prospects are now very high.

Practical skills His practical skill is improving. As stated above the complexity of the mechanizing and assembly of parts at EKIN is challenging him and it has taken the 7 months so far on the traineeship to begin to gain skill at certain tasks. The company agrees that Gustavo is a handy person and that he is gaining in skill in good time; that it takes a long period of time for new employees to gain these level of skills.

Social skills Gustavo mentions that working with different collegaues on different shifts gives him a vision of what it means to work with one person or another and the multiple ways of doing things (the ability to adapt on a personal level). He also mentions the ability to resolve conflicts as when working, the priority is task achievement and personal level disputes have to be dealt with - while in college or socially you may choose to ignore someone or a problem.

Better preparation for a job/position Gustavo feels he is much better prepared for a job in the sector and can talk about his real hands on experience (challenges and achievements) at an interview. He has lived real life complications in achieving an objective and knows what it means to work in a team.

Main success factors that contribute to effective work-based learning: From the student´s point of view the main success factor is principally the attitude and interest of the apprentice (ganas - the desire to learn), persistence, patience, openness... Having good support for learning. A tutor who is available to deal with doubts and give clear instruction and support.

Main benefits of effective work-based learning His employment prospects mainly Competences gained - practical skill, resilience, problem solving, team working

Main obstacles to effective work-based learning Not Gustavo´s case but he imagines that not having real responsibility or tasks to work on (challenges) and not enough time in training to really acquire skills

All those present valued the advantages of WBL and apprenticeships. If WBL as in its present form was not applied, the company stated that they would not be able to find or source the skilled workers they need locally and the selection would be more complicated; training would take longer. Certified students would need to be trained after their studies and a double social investment in that person required (in terms of time and resources). For the VET manager and tutor, if WBL did not exist in any form, students would be inadequately prepared for the world of work. For the student, the same. Many graduates would reach the job market to compete for jobs for which no one is specifically prepared.

6.6 Social value/impacts and the outcomes of apprentices and WBL Social Investment was understood by the company and VET school representatives as investment in socially positive actions such as contributing to the local economy, environment, social wellbeing etc. However, the company had not thought much about the issue specifically to date in terms of WBL. It would be interesting to develop this aspect for companies to be more aware of what they actively contribute socially through collaborating in training opportunites for young people / VET students.


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SROI and Social Impact: The focus group mentioned the above - employment and socio

economic development of a local area. The company EKIN aims to employ local people as part of their company vision. Initiating the discussion on this the VET school manager and tutor also spoke of the role of eduaction in contributing to ´ lifelong learning´ and a highly skilled population in an area and the importance of this for a knowledge economy.

Persons affected by apprenticeships/WBL Companies obviously are affected in gaining future employees trained more specifically to their needs; the company workforce as a whole, areas, managers, HR, tutors (experience in absorbing and supporting young trainees, successful selection of employees), partners and families of the apprentices, the local area and businesses (higher employment leads to more complete socio economic development - in commerce, real estate, local infraestructure, socio-cultural prosperity...), VET centres, managers, staff and students (closer ties to businesses and companies to create up to date educational offers, opportunities for graduate employment etc.)

Changes due to apprenticeships Those affected by apprenticeships change in terms of

positives such as greater skillset and practical, effective collaborative learning (mindset) for all those involved in educating and training as well as for the trainee; greater opportunities and ease of transition to the job market (a better platform from which to jump); greater returns economically from adequate skilled production for the company and greater economic prosperity for the trainee (working while learning), future worker, local area etc.

o After the apprenticeship experience, Gustavo appreciates that he is:

Better skilled

More employable

More aware what EKIN (and companies) asks for

More confident and mature; persistent, patient, resourceful; a better

team asset

He now manages challenges more confidently and with more patience and realises the importance of social skill in working to objectives with colleagues of many different types. The HR manager openly stated that one of the main criteria in selecting a person for a post is that they are ´just nice and normal´; the ability to get along with others and to be flexible in learning and when facing problems and challenges is essential. Apprentices learn to appreciate this fact and how important it is to gain employment. For the company, time spent over a year training an apprentice gives them ample experience of that person and facilitates their decision to hire or not if openings are available.

Negative changes from apprenticeships/WBL While individual experiences and problems can arise in a WBL experience or apprenticeship that is accepted as part of ´real life´ but no negative changes could be attributed by anyone in the focus group.

Changes deriving from apprenticeships were perceived to be both immediate and long term. Immediate changes such as the moment to moment skill and competence acquisition for


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the trainee, collaboration between VET and companies and broader, more complete educational training were appreciated. In the short to longer term, the benefits were as mentioned above in terms of employment and prosperity for individuals, companies, families and society at large - in terms of competitiveness, individual and social wellbeing, culture...

The VET manager considers that without apprenticeships, the professional and economic competitiveness for student trainee, educational system/training centres, companies and societies can happen but much more slowly which in real terms means lower competitiveness, slower growth and lower social progress. As Spain and the Basque Country need to lift high numbers of people (especially young people) out of unemployment, apprenticeships and investment by companies in WBL is a positive way to strengthen and support overall growth. Contributions are global as govt. and citizens in their professional roles within education and different economic sectors and students as future workers all contribute to improving the provision of opportunities and results.

In conclusion the focus group members developed a deeper understanding of the possibilities and advantages of WBL. All rated highly the potential for increased employment (due to social anxiety in this respect) while the company rated ease of incorporating skilled workers and competitiveness and VET school stakeholders valued the quality of educational provision as well as employment. Interestingly, all were able to envision and appreciate more and more benefits (competences, the wider social benefits for so many persons) as the discussion progressed.

7. Recommendations for further research - questionnaire survey of SMEs in the BASQUE COUNTRY, SPAIN

Following research and the focus group discussion in the Basque Country, we recommend that questionnaires for SME´s aim to evaluate company perceptions on the most evident aspects of apprenticeships and also wider considerations that they may not have taken into account to date - such as the social and longer term impact of apprenticeship training. It is necessary to find out why companies choose to be (or not to be) involved in apprenticeship training. As the company participating in the focus group (EKIN) is involved in the dual system, they could not authoritatively inform about company attitudes or approaches different to their own. We know from their participation that there are many advantages, and for them the support and collaboration with VET and the Basque Govt. are sufficient. This is evidently not the case for all companies and as the VET manager responsible for attracting companies has stated, smaller companies or those with not such highly specific skills find it more challenging or less beneficial to dedicate time and long term investment in an apprentice when they can get support and give students some experience in traditional 3 month work experience programmes and a whole series of scholarship programmes for graduates. The questionnaire for companies in Spain could cover for consideration and rating:

- The various systems of WBL and specific advantages/disadvantages of each: FCT (work based module) or Dual system. Listing individual advantages for consideration to highlight perhaps unseen advantages

- Global knowledge of present facilities and support for apprenticeships in the Basque Country (legal, logistical, practical, financial, educational…) and evaluation of what would


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be required in each aspect to further facilitate apprenticeships in their company - The value of the multiple (immediate and long term) social returns (for the wider

economy, society, education, young people, employment, prosperity…) - If / how many / with what confidence staff are available to train apprentices in their

company. What is lacking/what would be needed in this respect A series of open questions to evaluate what would enable or facilitate their participation

8. Results from SME survey in the Basque Country: SPAIN

Politeknika Txorierri received a total of 21 completed questionnaires from SMEs in the local area to inform of their impressions and needs at present regarding apprenticeship training provision.

Number of respondents

SME: SIZE Number of employees

5 0-10 11 11-50 3 51-100 1 101-250 1 >250

Most of the SME’s who responded were from the Services Sector: IT, Telecommunications Design, Educational Services, Sales, Food Industry, Consulting, Sports Services, Paint, Recycling and Logistical Distribution. 6 were from the Industrial sector which carries significant weight in the region: Machining Tools, Machining Processes, Mechanical Manufacturing, Automotive Parts, Electrical Product Production and the Metal sector. As one of the companies consulted was a large multinational with more than 250 employees this input has not been included in the final analysis. Methodology Responses were based on the Likter 7-point scale which assigns a numerical value from 1 to 7 to each response.

Strongly disagree 1 Disagree 2 Somewhat disagree 3 Neither agree or disagree 4 Somewhat agree 5 Agree 6 Strongly agree 7

Sample responses have been gathered and the information synthesized to present the following values allowing for results analysis.

MEDIAN: the median (average) sample response MODE: the mode determines which value occurs most frequently in the sample

An average above four (the neutral value) can be considered as overall approval or agreement with the statement in question, while a value below four would indicate disapproval.


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IQR: The inter-quartile range value is also given.31


Most companies (75%) consulted in the region are already involved in work based learning (FCT module) or apprenticeship provision (the dual system). Only 2 companies (10%) have no interest in becoming involved in dual or apprenticeship training. The remainder have yet to or would consider future involvement.

Yes 15 75% No, but we are considering it 2 10% No, and we do not have an interest 2 10% I don´t know 1 5%


30% of companies have already integrated policies on WBL or apprenticeships within their organization; a further 20% are considering introducing formal policy. 15% have no intention of changing policy in this direction but interestingly 35% have no stance on the issue and could potentially be open to changing policy.

Yes 6 30% No, but we are considering it 4 20% No, and we do not have an interest 3 15% I do not know 7 35%

3. Opinion on WBL and apprenticeship in companies

Overall companies surveyed agreed that WBL and apprenticeships influence all the areas suggested as most answers average above 5.5 (somewhat agree) with many closer to 6 (agree). The most polarized response (IQR) was regarding perceived the enhanced profitability of the organization due to apprenticeships. It seems that most companies value the contribution of student apprentices and trainees but agree that this does not necessarily stem from “value for money” as the costs and risks can balance the benefits. What is clearly seen is that supporting apprenticeships enhances the company image and reputation and most clearly helps reduce recruitment and training costs involved in pooling future employees and ensuring the availability of skilled workers by investing in the future workforce. What is most highly valued (average 6.6 - strong agreement) is the opportunity to get to know future potential employees well before contracting. COMPANY EFFECTS Median Mode IQR Overall

agree/disagree has a positive impact on organization’s performance 6,1 5 1 Agree contributes to higher productivity by hiring the former WBL trainees

5,8 5 2 Agree

enhances organization’s profitability 5,9 7 3 Agree contributes to reducing the cost of external recruitment and 6,1 7 2,25 Agree

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The IQR lists responses in numerical order and divides them into four equal groups. The last number in each group is referred to as the quartile. The first number is then subtracted from the third, to give us what's called the inter-quartile range or IQR. This indicates that respondents’ opinions are not so far apart if the range is one or two points. If the range is three or four pints it shows that the statement drew strongly polarized responses.


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internal induction (introducing staff to a new job and organization) increase staff morale (overall outlook, attitude, satisfaction, and confidence that employees feel at work)

5,7 4 2 Agree

gives the opportunity to get to know future employees 6,6 6 1 Agree enhances company image and reputation 5,7 7 2,25 Agree increases staff retention and work satisfaction 5,5 6 2,25 Agree provides an effective way to address the problem of inadequate skills supply

5,6 6 2 Agree


6,4 7 2 Agree


6,1 6 1 Agree

does not bring “value for money” 5,8 5 2 Agree brings more benefits than costs 5,6 4 1 Agree brings more risks than benefits 5,2 4 1,25 Agree is investment in future skills rather as a way to sustain low-cost production

5,8 6 1,25 Agree


5,5 5 2 Agree


5,5 5 2 Agree

Other, please specify: Reduces costs but increases risks Reduces recruitment costs

4. Opinion on effects of WBL and Apprenticeships on society

Again the SME’s surveyed mostly agreed that all the effects of WBL and apprenticeships on society suggested in the questionnaire are highly relevant with most responses averaging close to 6 (agree). For society it is agreed that apprenticeships and work based training do increase the employability of graduates, reduce youth unemployment, contribute successfully to the intergenerational exchange and provide access to employment for vulnerable groups or students at risk of dropping out of education. Aspects of WBL and apprenticeships (also considered influential as none of the average values is below 5.6) which showed most discrepancies in opinion however were regarding the contribution to efficient intergenerational exchange, if they contributed to greater trust and social cohesion between citizens, companies and govt. more active citizenship or higher economic returns allowing for investment in other areas. SOCIETY EFFECTS Median Mode IQR Overall


5,9 5 1 Agree

contributes to developing more relevant and integrated curricula at schools

6,0 5 1,25 Agree

reduced youth employment 6,0 5 1,25 Agree higher inclusion in society, helps social integration and participation, particularly for vulnerable groups

5,9 5 2,25 Agree

higher inclusion in society, helps to keep dropout rates low 5,9 5 2 Agree higher economic return through reducing public expenditure and freeing up funds for other priorities

5,6 4 2 Agree

a better social cohesion and cooperation in the region 6,0 5 1,25 Agree


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5,7 4 2 Agree

improves intergenerational exchange 6,0 7 2,25 Agree improves active citizenship 5,6 5 1,25 Agree Other, please specify: Brings students closer to the labour

market

5. Opinions regarding national legislation on WBL and apprenticeships

SMES surveyed agree that current national legislation is motivating companies and vocational education providers to work together in training provision and is duly encouraging these stakeholders to work together on training content, assessments and certification. They also largely feel that apprenticeships are more easily suited to larger organizations and companies than SMEs. There is less agreement (responses mostly correspond to somewhat agree) on the established structure of dialogue and coordination between the stakeholders in decision making and the safeguarding of rights and responsibilities of each of these groups. There is equal reserved agreement on the legislated financing and its adequacy. While not in disagreement as to the quality of provision, this is felt that it could be improved. SUPPORT, ENVIRONMENT Median Mode IQR Overall


4,8 3 2 Neutral


4,7 3 2 Neutral


5,3 5 2,25 Agree

has appropriately set the WBL financial framework 4,7 3 2 Neutral is motivating to engage both companies and vocational education and training providers

5,1 5 2 Agree

is more suited to larger companies than SMEs 5,1 4 1,25 Agree Other, please specify:

6. Support measures indicated that SMEs consulted know of and feel would make

apprenticeships more attractive and accessible to them and would motivate

companies to take on apprentices

Only half of SMEs consulted offered measures they felt would make apprenticeship provision more attractive and accessible to them. Of these at least half mention the need for increased financial support - in the form of incentives, grants and relief contracts for post apprenticeship contracting. Others repeat the need for increased or better information and clearer and simpler tools for implementing the process. Two mention the need to be informed of technologies and skills offered in colleges (closer collaboration). Other suggestions involve measures or guarantees to reduce the risk of negative traineeship experience in the form of poor performance and behaviour, poor skills matching etc. and more flexibility in dates and working hours.


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No response given

Don’t know

Responses Given

1 9 Presentation of SME associations, simple tools, financial support Grants, relief contracts after the internship period, adequate profile of

the apprentice in relation to the necessity Financial support Guarantee good behaviour of the intern Clear framework Information Flexibility of dates and working hours of the intern More information for the companies, economic incentives and advice on

the new technologies taught in the centres Financial support, workers trained on new technologies, different point

of views and approaches Financial aid

7. Opinions of SMEs with no prior experience with apprentices

Encouragingly the majority of SME’s with no prior experience of apprenticeship training agree (average response 5.9 - agree) that they would have the capacity to host an apprentice and somewhat agree at present (average response 5.1) that non-financial support is sufficient; this response however received the most polarized responses. They show the same level of interest in variations of apprenticeship training (easier and shorter periods). As evidenced in previous responses, what companies with no previous experience of apprenticeships are most concerned about is adequate financial investment. Averaging 3.9 however, this response evidences an almost neutral response.

Median Mode IQR Overall

agree/disagree have the capacity to host WBL 5,9 5 1,25 Agree are interested in easier and shorter form of WBL or apprenticesthip

5,1 4 1,25 Agree

get sufficient financial support 3,9 2 2 Neutral

get sufficient non-financial support 5,1 4 3 Agree

It seems that more support both financial and non financial would be considered beneficial for companies who have no experience of dual training apprenticeships.

8. Overall opinions about the system

The SME’s consulted most clearly indicate agreement on the need for more information about the various means of providing WBL or apprenticeships. There is some agreement also that school curricula should be adapted to meet the real market and changing skills needs of SMEs and that companies should provide more effective feedback loops with VET and VET should ensure more efficient support to SMEs through local business-education partnerships to address this. Less agreement or lower positive perception is expressed on the level of awareness raising activities to promote Vet and apprenticeships, companies´ motivation and capacity to assign qualified trainers and tutors and adequate apprenticeship provision for disadvantaged learners.


Project N°: 2017-1-SK01-KA202-035375


PERCEPTION OF THE SYSTEM WORKING Median Mode IQR Overall agree/disagree

SMEs require more information about apprenticeships since they do not have a clear idea of the different forms of WBL 5,7 5 1,25

Agree


4,5 5 2 Neutral


4,7

5

2 Neutral


4,7 5 2 Neutral


4,9 3 2 Neutral


5,1 4 1,25 Agree


5,3 5 1,25 Agree


5,3 5 1 Agree



Companies mention most frequently the following: (see full responses below)

adequate company and student/apprentice motivation both to train and prepare

well on the one hand and to learn on the other

adequate matching of apprentice/trainee and company (task, supporting

curriculum, maturity…)

adequate communication and coordination between company, VET school and

student

adequate financing and training for company tutoring

Adequacy to SMEs' necessities, effective agreements between SMEs, financial support to SMEs

That the companies are motivated to train apprentices in order to obtain a proper future labour situation for both parts

Good financial aid, interest from SMEs, VET institutions and students

Reduce hiring costs

Cooperation between SMEs and VET centres, financial support, adequacy of curricula to SMEs' necessities

Clear description of the tasks

Company involvement in the programme, a good choice of company suitable for the students' studies, and the degree of maturity of the students to adapt to the labour environment

Formation courses, communication between students-companies-VET centres, to promote a steady learning process by working on different tasks from time to time


Project N°: 2017-1-SK01-KA202-035375


10. In your opinion, which are the main obstacles for effective work-based learning in

your company?

On analysis of responses, the obstacles that companies agree as most relevant in order of agreement:

too much bureaucracy and paperwork

lack of involvement of Chambers of Commerce and other professional associations

high investment in terms of time and money, having an impact on profits

lack of assurance in quality of apprenticeships/ quality control measures

lack of legal framework for adequate insurance and certification/evaluation etc.

These two aspects mentioned (ensuring the aspects of quality and the legal basis of apprenticeships) demonstrate a need for more information as the necessary frameworks do exist. These responses show a lack of information filtering through.

Other aspects which companies agree to some degree that are obstacles to involvement are:

the frustration of having trainees poached by other companies after the company

investment in training

lack of optimal public policy

lack of availability of in company qualified trainers and tutors

the informal recognition of WBL

lack of student engagement and resonance with the company

lack of support/ commitment for WBL from sectors involved (VET and companies)

COMPANY OBSTACLES Median Mode IQR Overall agree/disagree

optimal public policy support does not exist 5,4 5 2,25 Agree formal recognition of WBL 4,9 3 2 Neutral informal recognition of WBL 5,0 4 1 Agree low interest of vocational and education training schools in WBL

4,4 3

2

Neutral


4,5 4 2 Agree


5,5 5 1,25 Agree


5,6

6

2

Agree


5,6 4

2

Agree


4,9

5

2

Neutral


5,2 5

2,25

Agree

low involvement and capacity of chambers of commerce and other professional associations

5,9

5

1,25

Agree


4,7 3

2

Neutral


Project N°: 2017-1-SK01-KA202-035375


high financial costs having impact on profits 5,0 3 2 Agree high time cost having an impact on profits 5,7 4 2,25 Agree too much bureaucracy and documentation to provide in order to start the WBL experience

6,1

7

2,25

Agree lack of interest and engagement of the students, most of the time students don’t have a real idea of what the company is doing

5,0

3

2

Agree

Other, please specify: -Is not easy to offer an internship where the intern develops professionally -SMEs think that WBL is directed at large companies

11. Opinions on the kind of support companies need for WBL and apprenticeships

Companies showed clear agreement with almost all of the aspects suggested that (would) support companies to carry out apprenticeships and other forms of WBL (see table below). All suggestions received average responses of agreement (6.0 or higher) with many suggestions showing strong agreement - 7 - as the majority mode of response. These include staff development and training in mentor guidance, the creation of support networks and tutorial groups, creation of teaching and learning resources and training provided by higher education and VET for in company trainers (potentially online ICT support). The current lack of these officially recognized mechanisms in Spain is perceived as a shortcoming for companies undertaking apprenticeship training. Also regarded as highly necessary, the need for greater public investment in the system especially to design and implement WBL projects. While there is some divergence in response from companies on these issues (see those responses with IQR values of 2+), as a whole all the suggestions are universally perceived as necessary support for companies. As the table shows these include everything from internationally based WBL cooperation, flexible frameworks for WBL projects, reduced cost to company hosting apprenticeship (i.e. higher investment or financing from govt.), WBL partnerships and research into and implementation of official competence evaluation parameters and certification. SUPPORT NEEDED FOR COMPANIES Median Mode IQR Overall

agree/disagree staff development 6,2 7 2,25 Agree development of ICT platform/ guide/website 5,9 7 3 Agree development of mentor guidance 6,2 7 2 Agree support network and tutorial groups 6,0 7 2,25 Agree creation of teaching and learning resources 6,3 7 2 Agree employer training offered by the higher education/training institutions

6,3 7 2,25 Agree

reduction in the direct cost of programmes to employers 6,1 6 3 Agree development of WBL partnerships and effective communication with the professional and the apprentices

6,0 5 1 Agree


6,1 5 2 Agree


6,0 5 1,25 Agree


6,4 5 1,25 Agree


6,2 5 1,25 Agree


Project N°: 2017-1-SK01-KA202-035375



12. Do you know any institution in your country which provides support for WBL and

employer engagement activities (e.g. Work-related Learning Service or Centre for

Work-based Learning Partnership or The Employer Engagement Unit)

Tellingly, only 10% of those responding to the survey were able to name WBL support institutions. This indicates that work based learning partnership support is not a widely known concept.

Yes 2 10%

No 18 90%

If you answered Yes, Which:

CEBEK EGAZ Txorierri


The costs calculated and identified by the majority of SMEs surveyed were:

Time

Formal preparation and training of tutors

Wages

Other expenditure for apprentices

Allowances

Supervision and mentoring

This indicates that SME’s in the region evaluate the highest costs in terms of ages and reduced productivity for those tutoring and supervising/mentoring which all leads to reduced profitability. All costs suggested (except for fees, duties and taxes) however were considered relevant by at least 25% (5) of the companies.

COSTS Yes No I do not know

regular wages of apprentices 11 4 5 irregular wages of apprentices 7 9 4 compensation for any living expenditure of apprentices 11 6 3 allowances paid to trainees 10 7 3 supervision/mentoring costs 10 7 3 tools and materials 8 9 3 administration costs 6 11 3 fees for off-the-job training 5 12 3 recruitment and administrative costs: including financial and capital costs 5 12 3 quality costs: correction of mistakes’ costs, quality assurance costs 7 9 4 infrastructure costs 4 13 3 fees, duties and taxes 2 15 3 time costs 15 2 3 opportunity cost 9 5 6 preparation of qualified mentors and trainers 14 3 3 Other, please specify


Project N°: 2017-1-SK01-KA202-035375


9. Recommendations for Outcome 1 (O1): Model for Return on

Investment of WBL and apprenticeship preparation

Based on the input from SMEs in the Basque Region (SPAIN), the Model for Return on Investment prepared by the project consortium should take into consideration the real need for:

Informing companies more clearly but at the same time more simply of the opportunities, possibilities and attractions of WBL and apprenticeship collaboration at national/regional level:

- Visible benefits to demonstrate: pooling of skilled labour, reduced recruiting costs, huge benefit of getting to know apprentices before hiring, workforce relief, renovation in digital (other technological) skills offered by student apprentices etc.

Some information on national policy mechanisms, financial support, legal basis etc. Make

more attractive by o offering best practice scenarios o clarifying FAQs in an attractive visual way o demonstrating support mechanisms

This would include clear information on the legal framework but also on practical facets of the collaboration such as collaborative programme design and support for WBL projects: clear curricular programme, achievement and evaluation. Steps to create this if lacking.

Encourage and promote the flexibility of apprenticeship programmes to fit the company’s current market and (future) skills needs

Encourage the institution of collaborative business-education partnerships: to include o examples of how to establish such partnerships and opportunities to do

so; snowballing existing collaborations; actively engaging local business associations - chambers of commerce etc.

o training and support facilities within VET and higher education for company trainers/mentors: easily accessible resources and mentoring (based on feedback offered to Question 11 of the SME survey - what support companies need)

o company engagement with VET schools to update curricula and training provision

o communication and systematic collaboration models (co creation and open dialogue encounters)

o Advertising and promoting of work based learning partnerships and specialist support: i.e. creation/promotion of Centres for Work Based Learning or Employer Engagement Units

Offer realistic and simple costs and benefits (ROI) analysis tool: to include all the potential costs and benefits involved, including enhanced social returns. It would be important to emphasize the social aspects which most Spanish SMEs agreed on in Question 4 of the questionnaire: enhanced employability, improved social fabric, intergenerational exchange etc.

Encourage productive WBL and apprenticeship experiences to offer guarantees or best


Project N°: 2017-1-SK01-KA202-035375


possible outcomes for all parties: Increasing contact, engagement and commitment of student apprentices in making

mature contributions to the company

Increasing implication and formal policy led contributions of companies in quality

training experiences (again collaboration agreements with VET schools essential). HOW?

Creation of simple quality assurance commitments if not already existing (contracts) for all

parties

Demonstration of mature systems of student-company profiling and matching within VET

Support mentoring for disadvantaged learners

CONCLUSIONS While bureaucracy and time investment are evidently an initial drawback and off-putting factor for SMEs, there will evidently always be a minimum of this to process as the legal basis and framework contribute to quality assurance and the necessary formal recognition of the apprenticeship or WBL. It is also not within the scope of the project to campaign for or ensure higher public financial investment even though this would always be the most attractive measure for SMEs. While this cannot be downplayed and existing practical information has to be made available via links and/or real time support from specialists in VET colleges or employment services etc. the model should concentrate on allowing companies the opportunity to easily place the entire process in a simple panorama that offers confidence: activating curiosity; offering access to practices that lead to a good return on investment for all; visibly offsetting costs with invaluable professional, social and economic development.


Project N°: 2017-1-SK01-KA202-035375


Rerefences

1. SPAIN

POPULATION

http://www.worldometers.info/world-population/spain-population/

Economic data - SPAIN https://es.wikipedia.org/wiki/Econom%C3%ADa_de_Espa%C3%B1a

https://en.wikipedia.org/wiki/Economy_of_Spain

https://www.weforum.org/agenda/2017/03/worlds-biggest-economies-in-2017/

https://www.idealista.com/news/finanzas/economia/2017/10/10/748412-fmi-espana-sera-

la-economia-occidental-que-mas-crecera-en-2017-y-2018

Economic Data - Basque Country

Analisis de la Economia Vasca: Sectores Productivos INFORME ANUAL 2015

http://www.euskadi.eus/contenidos/informacion/estudios_publicaciones_dep/es_publica/a

djuntos/sector_productivo.pdf

OECD - Better Life INDEX

http://www.oecdbetterlifeindex.org/countries/spain/

2. LABOUR MARKET

UNEMPLOYMENT

National Institute for Statistics (SPAIN) - Instituto Nacional de Estadística

http://www.ine.es/jaxiT3/Datos.htm?t=4247

https://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-

countries/

SPANISH Ministry of Industry, Energy and Tourism (2016) IPYME SME STATISTICS:

Evolution and Indicators (no. 14 February 2016)


OECD - Employment Outlook

https://www.oecd.org/spain/Employment-Outlook-Spain-EN.pdf

3. Economic sectors and enterprises

Companies per sector in the Basque Country.

EUSTAT: Basque Institute of Statistics

http://www.eustat.eus/banku/id_3452/indexLista.html

4. VET in Spain

STATISTICS

Drop out statistics: EL MUNDO 26.04.2017 Tasas de Abandono Escolar - España

http://www.elmundo.es/sociedad/2017/04/26/5900b5e322601db06d8b45ca.html

Evolution of VET in Spain

http://www.anie-anies.es/wp-

content/uploads/2014/06/La_evolucion_de_la_formacion_profesional1.pdf

https://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-countries/

https://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-countries/


https://www.oecd.org/spain/Employment-Outlook-Spain-EN.pdf

http://www.eustat.eus/banku/id_3452/indexLista.html

http://www.elmundo.es/sociedad/2017/04/26/5900b5e322601db06d8b45ca.html

http://www.anie-anies.es/wp-content/uploads/2014/06/La_evolucion_de_la_formacion_profesional1.pdf

http://www.anie-anies.es/wp-content/uploads/2014/06/La_evolucion_de_la_formacion_profesional1.pdf


Project N°: 2017-1-SK01-KA202-035375


Professional Families in Spanish VET

http://todofp.es/que-como-y-donde-estudiar/que-estudiar/familia/logse.html

SPANISH Ministry of Education (22.12.2016) STATISTICS - Students in VET

https://www.mecd.gob.es/dms/mecd/servicios-al-ciudadano-

mecd/estadisticas/educacion/no-universitaria/alumnado/FPI/Nota-14-15.pdf

Basque Country needs more skilled workers in Industry

http://www.elcorreo.com/bizkaia/economia/201506/03/euskadi-necesita-estudiantes-para-

20150602215505.html

5. PTW

PTW: REGULATING LAWS

Boletin Oficial del Estado (1990) Ley Orgánica 1/1990 de 3 de octubre, de Ordenación

General del Sistema Educativo

https://www.boe.es/diario_boe/txt.php?id=BOE-A-1990-24172

Garrigues LABORAL (17.2012): Real Decreto 1529/2012, de 8 de noviembre, por el que

se desarrolla el contrato para la formación y el aprendizaje y se establecen las bases de la

formación profesional dual

REAL DECRETO 1529/2012


DUAL SYSTEM BASQUE COUNTRY

https://www.fpeuskadidual.eus/

http://todofp.es/que-como-y-donde-estudiar/que-estudiar/familia/logse.html

https://www.mecd.gob.es/dms/mecd/servicios-al-ciudadano-mecd/estadisticas/educacion/no-universitaria/alumnado/FPI/Nota-14-15.pdf

https://www.mecd.gob.es/dms/mecd/servicios-al-ciudadano-mecd/estadisticas/educacion/no-universitaria/alumnado/FPI/Nota-14-15.pdf

https://www.boe.es/diario_boe/txt.php?id=BOE-A-1990-24172


Documents

repository.roiwbl.eurepository.roiwbl.eu/Synthesis Report on WBL and Apprenticeships in... · Return on Investment of Work Based Learning and apprenticeships Project N°: 2017-1-SK01-KA202-035375