POLICY

RECOMME

NDATIONS

for the Int

egration

of

Work-bas

ed Learnin

g

and Appr

enticeship

in

the VET S

ystem

Project: The project NewWBL (New Models in Work-based Learning) was designed before the background of the VET reform process in Eastern Europe. Work-based learning (WBL) has been and still remains the best method for teaching and learning skills and obtaining skilled workers. WBL helps young people to master not only relevant occupational skills, but also other work-related competences, including communication, problem solving, allocation of resources, and dealing with supervisors and co-workers. WBL combines what young people learn on the job and in the classroom. The key question guiding our project is not whether WBL works, but how it works. We want to understand under what conditions and for which purposes WBL works best. In other words, we want to examine the conditions that contribute to good WBL. The overall purpose of the project is to review WBL approaches from an industry point of view, to determine the financial and legislative framework in which WBL operates, and develop new models for WBL that respond to current and future challenges. The aims of the NewWBL project are to create an environment for a sustainable programme that will enable participants to move from adolescence into adulthood as productive workers, foster the creation of a cross-national system (recommendations and guidelines) that will achieve these purposes, and to address the issues at a policy level to improve access to and the success of work-based learning.

Acknowledgement: This publication was prepared with the support of the NewWBL project partners: Chamber of Commerce and Industry of Slovenia – CCIS (Slovenia), Center Republike Slovenije za poklicno izobraževanje – CPI (Slovenia), Länsirannikon Koulutus Oy – WinNova (Finland), Valsts Izglitibas Satura Centrs – VISC (Latvia), Employers’ Confederation of Latvia – LDDK (Latvia), Institute for the Training of Personnel in International Institutions – ITPIO (Bulgaria), Chamber of Commerce and Industry Dobrich – CCID (Bulgaria), Bundesinstitut für Berufsbildung – BIBB (Germany), Regional Inspectorate of Education Blagoevgrad – RIE (Bulgaria).

Disclaimer: The information and views set out in this publication are those of the project partners of the NewWBL project and do not necessarily reflect the official opinion of the European Union/ERASMUS+ Programme. Neither the European Union/ERASMUS+ Programme institutions and bodies nor any person acting on their behalf may be held responsible for the use which may be made of the information contained therein.

The publication is available at: http://newwbl.eu/

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Table of content

Introduction

Challenges

Common Recommendations for Policy Actions

1. Create the framework conditions for partnerships to implement WBL/apprenticeship

2. Establishing a network of support to VET schools and companies for the

planning, organisation and provision of WBL/apprenticeship

3. Changes in the current concept of VET schools

Country Specific Recommendations

BULGARIA

LATVIA

SLOVENIA

4

5

11

12

20

23

25

26

32

37

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Introduction

VET reform high on the political agenda in Eastern Europe

Vocational and Educational Training (VET) systems in almost all Eastern European countries are adapting their legislation and existing practices in order to move from the current school-based to a more work-based learning system. Pressure from the business world for higher employability of young people but also the understanding of governments that dual VET systems, especially apprenticeships, increase the attractiveness and quality of VET and helps to reduce and prevent youth unemployment, has led to this reform process.

The project NewWBL responds to the challenges resulting from the reform process and supports the new political course in three Eastern European countries: Bulgaria, Latvia and Slovenia. While new legislative framework will be or has been very recently established, the countries face the challenge to create the structures and partnerships fostering the implementation of apprenticeship and other forms of work-based learning (WBL) in practice.

In the school-based systems, companies and their representative organisations have been involved in the provision of VET often only formally and insufficiently. Their roles and responsibilities have to be newly defined. This is not an easy process, as it requires that VET actors in the Eastern European countries find their models assuring successful implementation of dual learning systems and developing a vision for the future.

The NewWBL project tried to answer these challenges with the development of new models of work-based learning/apprenticeship. This publication presents the policy recommendations as result of the project in order to implement the developed models.

Grit Ackermann March 2018

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Challenges

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What were the main concerns from the business world in Eastern European countries?Years of experience showed that the existing structures or legislative frameworks in Eastern Europe did not encourage the participation of employers and their representative organisations in the process of providing work-based learning. VET schools faced difficulties in keeping up with modern equipment, machinery, raw materials and supplies, which companies use for their work, so VET graduates often lacked important skills when entering the labour market. However, VET graduates did not lack only professional skills, but also important soft skills that can be only acquired in real working environments.

Companies saw the necessity for VET students to spend more time in real working environments and on that basis the dialogue between VET schools and employers and their representative organisations has become more intensive and meaningful within the last few years in Eastern Europe. However, dissatisfaction with the old VET system does not mean that business is fully in favour of work-based learning and apprenticeship. So far, no obligations nor direct funds for VET have been on their side. With the introduction of work-based learning, they see many new costs and obligations for them: provision of a work place and HR resources to select and work properly with the apprentice, additional legal obligations and administrative work, remuneration of the apprentice etc. In some countries, it is unclear what the legal status of the apprentice will be and what the concrete role of employers will be in defining the framework of working conditions and remuneration.

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Challenge: Ensuring adequate VET systems response to labour market needs in terms of qualifications and knowledge, skills and competences of VET graduatesEmployers are often not satisfied with the knowledge, skills and competences of VET graduates. Furthermore, VET schools produce graduates in occupations that are not needed; on the other hand, companies lack skilled workers in several sectors. Besides this insufficient compliance of VET with the needs of the labour market, there is no effective system in place for the identification of current and future qualifications and skills needs. Career guidance for VET occupations starts too late, is too little integrated within the current school systems and stops too early, especially for VET students, due to the assumption that VET students have already made their choice.

“At the present moment in Bulgaria the format for expression of the real needs of companies of man-power doesn’t exist. We have a lack of a planning mechanism for the training of staff, declared as needed by business. The principle "money follows the student" works to the detriment of vocational schools. No overview of the development of individual branches and their needs for skilled workers. In the country there remains insufficient, uncompetitive and untrained staff, which reflects on the quality and price of the product. The labour market situation – more demand and less supply of skilled labour.So, the employers, we have to be very active, to intervene substantially in the process of implementing the dual system in order to meet the needs for skilled workers. And I am ready for cooperation and financing the training of the staff that we need. And I am prepared for collaboration with VET Providers in terms of methodological support – preparation of the syllabus for the implementation of the work-based learning in the enterprise, the learning materials and VET teachers to lead the process of training of the future workforce," V. Velev – Manager of Neoperl Bulgaria SA

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Challenge: Improving awareness and attractiveness of WBL / VET among pupils and parents (improved career guidance) as well as companies Although WBL and apprenticeship have been on the (political) agenda for the past few years, there is still a lack of information about WBL/apprenticeship. This concerns companies, especially SMEs and companies in non-urban areas, but also pupils and their parents. They lack information on what WBL/apprenticeship is (how it differs from previous work placements), and the opportunities and benefits for companies and for students. In some countries, basic promotional materials for apprenticeship/WBL is missing. In general, VET occupations have a poor image and enrolment in the VET career path is decreasing. No information is available on the image of apprenticeship.

Challenge: Ensuring WBL/apprenticeship an equally recognised place in the VET system as school-based VETApprenticeship and WBL bring uncertainty for old and new actors in VET

VET schools used to have an exclusive role in the provision of vocational training. They face the situation of having to share their responsibilities with new partners. This step is even more difficult if tasks are shared and transferred from the public to the private sector. The major concern of VET schools is whether companies can assure the required quality in training content and its appropriate provision.

The financing of VET schools and centres depends mostly on the number of VET students and their training duration in the school. With the introduction of WBL and apprenticeship, VET students will spend considerably more time in companies and outside the VET school, reducing the financing the VET school receives for the student (fewer teaching hours at school, …) This makes it (financially) unattractive for VET schools to take an active role in the transition from the school-based to a more WBL-based VET system.

Apprenticeship/WBL completely lacks support structures. The current VET systems are designed to support school-based VET. The involvement of employers and their representative organisations exists mostly only formally on national level. On a regional level there exist no structures at all, and

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cooperation between VET schools and companies depends on the initiative of the school. Furthermore, in Eastern Europe chambers and other employers’ organisations are organised voluntarily and which roles and responsibilities are entrusted to them by governments is an open issue.

At least in some countries, the policy-making level lacks also some strategic vision for the development and future of WBL and apprenticeship (no goals have been set).

Challenge: Assuring Quality in WBL/apprenticeship How companies can ensure an appropriate quality of training is a major concern of the VET schools. No support network exists for employers. Especially SME would need support to get involved in WBL/apprenticeship (finding candidates, offering places, …) and acquire the required training / competences for trainers (tutors) in companies, as well as for the verification of skills and networking with other companies in WBL (at sectoral level).

Requirements for companies’ tutors are being prepared. In some countries, no training has been organised. In others, the training provisions for tutors are separate initiatives (financed short term with EU funds), often not coordinated at national or regional level. VET schools are staffed with teachers and have difficulties (staff with respective competences) in finding more companies to get involved in VET and offer them support.

An open issue is also the verification of skills (acquired in apprenticeship/WBL) and how it will be organised – who takes which responsibilities.

“The importance of work-based learning in the Bulgarian VET system is growing, especially after the re-cently adopted legislative changes, regulating dual training as a way for acquisition of vocational qual-ifications. Unfortunately, at present there is no unified mechanism in our country that defines the set of requirements to the in-company tutor’s profile, as well as the terms and conditions for improvement of this specific qualification. The number of companies that have well-prepared tutors, as a guarantee for a really good quality of production practice of VET students, is quite low.”Mariana Pavlova, Vice-president of the National Agency for Vocational Education and Training, Bulgaria

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VET students have the choice between the old and the new VET system

Along with the new legislative frameworks, pilot projects in apprenticeship and work-based learning have started in Eastern Europe. It is too early to analyse and to assess the results of these pilots. It is clear that the effective introduction of apprenticeship depends on how the Eastern Europe countries succeed in including the private sector in the partnership for VET. The school-based VET education should not compete with apprenticeship, but flexible solutions, taking into account the needs of regions, business sectors and the individual are needed.

“Employers-entrepreneurs who are willing to invest their time and money resources in training new specialists undoubtedly have an important role in the implementation of work-based learning. However, quite a lot of employers still take an observer role. Of course, entrepreneurs have a choice: to train a young person themselves or to take one from the free labour market. After all, both of them will need some training, but as we know, the sooner the entrepreneurs start to work with the potential employ-ees, investing in their development, the more loyal employees they can get.”I.Šusta, Deputy Director, Department of Education, Ministry of Education and Science

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Common Recommendations for Policy Actions

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1. Create the framework conditions for partnerships to implement WBL/apprenticeship

Strong and committed national and local partnerships based on efficient coordination, transparent communication and trustworthy cooperation must be established. The roles and responsibilities of involved organisations in these partnerships must be clear and precisely defined. All stakeholders’ mutual agreement or consensus on the common vision of WBL is fundamental for further development strategy planning and setting up an action plan for its implementation.

Framework conditions, namely the regulative framework and financing, should be established to enable national partnerships working for the successful implementation of WBL and apprenticeship. The partnership would comprise partners from all relevant organisations, not only in the field of education, but also from the business world, labour market and social partners. A sustainable funding model with efficient cost sharing developed on national and regional level needs to be established.

A National partnerships for apprenticeship/WBL

In some countries there is no efficient national coordination body, or the coordinating body does not include all relevant stakeholders. Consequently, there is a lack of commitment to implement WBL and apprenticeship. A national coordination body should be formed to represent the national partnership. This national partnership should recognise that VET requires wider responsibility, and not only under the Ministry of Education as has been the case until now. The Ministry responsible for the economy should be involved in particular, but also employers and employee representative organisations at national level, labour market representatives as well as representatives of the regions. The tasks and responsibilities that such a national coordinating body should take over are as follows:

National coordination is needed

A national coordination body should take over the coordination of the introduction of apprenticeship and WBL. This coordination body needs to be institutionalised: The members and their responsibilities should be regulated, the tasks, activities and responsibilities of the coordinating body should be

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regulated as well, and there should be stable financing, to enable the operation of the body. The national coordination body is responsible for the coordination of the areas listed below.

The legal framework for implementation of WBL in Latvia was established by 2016, along with the reg-ulations of coordination arrangements of Sector Expert Councils (SEC). In 2017, 12 SEC were approved, representing the all main industry branches of Latvia. 11 SEC are coordinated by the Employers’ Confed-eration of Latvia (LDDK) and the Food Processing and Agriculture SEC is coordinated by the union the “Farmers’ Organisation Co-operation Council.The main functions of SECs in WBL are to:

1. promote cooperation between companies and VET institutions on issues related to the imple-mentation of VET programmes, including support of WBL and work placements;

2. evaluate and collect information about the companies involved in WBL;3. consult companies on issues related to WBL;4. evaluate the implementation of WBL and propose improvements to the WBL system;5. evaluate the compliance of the company with the individual plan for WBL and to make a con-

clusion (verdict) which gives rights for companies to participate in WBL. In 2017, LDDK launched a seven-year national ESF project to improve WBL provision by providing financial support for enterprises, VET schools and learners where an important role is allocated to SECs. In the LDDK, we consider the establishment of SECs and the stipulation of their functions in a legal framework as a great success of sector social partners which improves their responsibility for long-term human resources development in their respective sectors but also ensures that vocational education meets labour market requirements.Ruta Porniece, Head of the Education and Employment Unit of the Employers’ Confederation of Latvia

Research, monitoring and evaluation of the VET reform process

Apprenticeship and WBL is introduced to ensure relevant and high-quality skills and competences for young people, thus improving their employability.

The performance and efficiency of the new apprenticeship and WBL system needs to be monitored and evaluated. The coordinating body along with other responsible VET authorities should appoint an organisation to implement research and monitoring to gain evidence and understanding of the success of implementing apprenticeship and WBL. Regional partnership need to be included in the monitoring and evaluation process as well as sectoral organisations.

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Based on the result on the performance (of the implementation) of apprenticeship and WBL, the national coordination body can prepare proposals for policy improvement and (if necessary) for appropriate legislative changes.

Annual conference on Apprenticeship and WBL

The annual conference on apprenticeship and WBL should be an institutionalised event that reviews the performance of apprenticeship and WBL in a wider context of actors in VET. It is the occasion to present and discuss proposals for policy improvement and (if necessary) for appropriate legislative changes to improve the quality of apprenticeship and WBL.

Ensure financing to support the implementation of apprenticeship and WBL

The financing of VET needs to be reconsidered taking into account that new forms of VET were introduced. The implementation of WBL and apprenticeship needs new structures, new governance and new support measures to ensure the involvement of all key actors and the preparation of relevant measures. The responsible policy bodies together with the national coordination body should prepare a financing plan for structures and activities. Different funding opportunities (structural funds) should be included.

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Joint Baltic Initiative for Development of WBLAs Baltic countries work to expand the WBL and apprenticeship in VET, there is a need for systems for training WBL tutors. So far, the training of VET and workplace tutors has been based on separate initi-atives and not coordinated among the 3 countries, and not yet fully coordinated within countries. In many cases these initiatives have been financed by short-term EU projects. National training systems for WBL tutors are yet to take shape, but all 3 Baltic countries have national plans to use the forthcom-ing years for WBL tutor training. One of the activities in support of WBL is implementation of Erasmus + Policy experimentation project Testing new approaches to training VET and workplace tutors for work-based learning (TTT4WBL). The objective of the TTT4WBL project is to test a professional development model for WBL tutors: Joint training of tutors from VET and tutors from enterprises in 3 Baltic countries - Latvia, Estonia and Lithuania. The aim of experimentation is to show the impact of joint training of VET and workplace tutors. The main target group involved in research are VET tutors and workplace tutors – participants of joint training, as well as trainers, VET managers, students and representatives of stakeholders directly linked to the organisation and governance of WBL. The experimentation is designed to validate the hypothe-ses that joint training of VET and workplace tutors can:- improve competences for supervising WBL;- ensure pedagogical skills of workplace and VET tutors to guide apprentices;- ensure pedagogical skills of VET teachers to guide workplace tutors;- improve cooperation and communication between VET and enterprises and support involvement of SMEs;- improve quality of WBL CurriculaInta Baranovska, VISC

Regular mid- and long-term forecasting of labour market needs in terms of qualifications, knowledge, skills and competences of VET graduates

One of the main short-comings of school-based VET is the large mismatch between occupations produced by the VET schools and the occupations needed on the labour market. This goes hand-in-hand with a lack of forecasting of skills and labour market needs. Our urgent recommendation is to establish regular mid- and long-term forecasting of labour market needs in terms of qualifications, knowledge, skills and competences of VET graduates taking into account finding a balance between the skills needs of training companies and the employability of students. The national coordination body as well as regional and sectoral organisations need to be regularly informed about the outcomes of the forecasts. The results should be made available to the public.

Our Platform for skill forecasting was established as a pilot project in the electro industry for one re-gion in Slovenia. We assumed that many companies, especially SMEs do not know enough about future skills and competence trends. In our model for skills forecasting we took into account global trends and used data basis like O*Net base, OOH, ISCO, as well as national data. We also included experts´ knowl-edge of various industries to contribute to skills forecasting. With the support of IT experts in artificial intelligence, we are able to produce excellent forecasts on current needs and future trends in skills and the labour market. For the future we want to extend the Platform to more business sectors and make it available all over Slovenia.On the basis of forecasts in skills and competences, the Platform has already created a process of lifelong career orientation and identification of gaps in the competences of employees and the unem-ployed. The Platform tools and materials are also used for individual career plans. With a long-term pre-diction of needs for competencies, profiles and professions, it is possible to complement the definition of skills shortages with forecasts for a period of 5 to 7 years. On this basis, it is possible to define, for instance, a scholarship policy for professions with skills shortages. Our Platform, once it is extended and working properly, will foster an agile educational system and a prosperous economy by performing long-term forecasting of skills and competence needs, providing information for lifelong career guidance, and monitoring and complementing the offer of education and training.Andreja Sever, Chamber of Commerce and Industry of Slovenia

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Establishing a mechanism for ensuring adequate VET response to the results from labour market monitoring and skills forecasts

The results of the above-mentioned skills and labour market forecasts need to translate into policy actions. The national coordination body and the regional partnerships review the results of the labour market monitoring and skill forecasts and discuss and suggest adequate measures in close cooperation with the sectoral organisations.

Integrate the promotion of WBL/apprenticeship in career guidance

The concept of apprenticeship is not widely known in Eastern European countries. Teachers, pupils, parents, companies, employment agencies and not least also VET schools need to know more about the apprenticeship and WBL as a new career choice for young people. But apprenticeship should be also a career option for in later life. The promotion of WBL/apprenticeship needs to be integrated into the strategy for national career guidance, to empower individuals (students/pupils, employees or unemployed people) with well-founded lifelong career choices. The national coordination body for apprenticeship and WBL should have the opportunity to contribute to national strategies and a concept for career guidance and their implementation.

Planning of VET image campaigns with focus on WBL/apprenticeship

Apprenticeship and WBL need a greater visibility among the public. Image campaigns focusing on the promotion of apprenticeship and WBL can help raise the image of VET. The national coordination body should plan such campaigns in close cooperation with sectoral organisations and regional partnerships.

Preparation and implementation of an action plan for support to companies and VET schools to implement WBL and apprenticeship

A support network for companies and VET schools need to be established. The national coordination body is responsible for the preparation of such a national action plan and the planning of support measures for companies and VET schools to implement WBL/apprenticeship and the monitoring of their implementation. A responsible organisation need to be appointed and financing for the implementation of such measures need to be assured (financing plan). The national action plan needs to translate into regional action plans.

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B Regional and local partnerships

Regional and local partnership are needed to implement apprenticeship and WBL “on the ground”. Such regional partnerships need to institutionalised, with a clear strategy for their responsibilities and tasks. VET schools, sectoral organisations, regional chambers/employers’ representatives, representatives of VET and economic development of the region and other actors relevant for apprenticeship and WBL need to be included. The partnership should create new structures, ensuring that VET schools and companies work together for the benefit of students, companies and the regional economy.

In Germany, stakeholders work closely together to ensure the best possible apprenticeships. This coopera-tion varies in the concrete arrangement. It also covers a rather strategic level, for steering apprenticeship on a regional level, as the level of day-to-day training. On a strategic level, not only schools, enterprises and chambers / relevant bodies work together but also trade unions: In each chamber, a committee for VET (Berufsbildungsausschuss ) is implemented. In this committee, representatives of teachers, employers and employees (with equal representation) work to-gether in all important aspects of VET. This includes e.g., the shortening (or prolongation) of the duration of training or the construction of own inter-company vocational training centres. Furthermore, represent-atives of teachers, employers and employees also constitute the examination committee of the intermedi-ate and final examination in IVET . On the level of all-day training, the relation between chambers and companies in apprenticeship training is twofold. On the one hand, the chambers have to monitor and control the training within the company, so one task is to keep records of all apprenticeship contracts (as well as contract cancellations). Each company is obliged to register an apprenticeship contract with the chamber. If there are any problems between the company and the apprentice, the chamber can take the role of a mediator to solve these problems. Furthermore, the chamber has the task of checking the suitability of a company if it wants to train apprentices. On the other hand, the chamber supports the company in the day-to-day business of ap-prenticeships as e.g. by preparing model documents for the documentation of the training or supporting companies in developing an in-company training plan or finding partners for a training consortium. Cooperation between schools and enterprises is mostly organised by the schools. They offer, for example, once a year a consultation day between teachers and in-company trainers. During these consultations, matters of the organisation of actual training can be discussed, including content- and person-related aspects, e.g. matching problems of school and enterprise learning periods, problems of the apprentice, etc. Many enterprises also ask schools to report more regularly, e.g. on the (non-)attendance or the perfor-mance of their apprentices to be able to react immediately if there are any difficulties in school.These different types of cooperation between all involved actors not only ensure a high-quality appren-ticeship but respect the interests of all stakeholders. The cooperation is based on a long tradition of working together and often, the main actors (teachers in the school, in-company trainers, and responsible people in the chamber) have known each other for several years and have been able to build up mutual trust.Marthe Geiben, Research Associate at the Federal Institute for Vocational Education and Training (BIBB/Germany)

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The regional partnership should take over the following tasks and responsibilities: Monitoring and evaluation of the implementation of WBL and apprenticeship

The regional partners cooperate in the monitoring and evaluation processes. It is their task to react on the evaluation result for their region and plan corrective measures. The involvement of a responsible national quality assurance agency should be strengthened especially in introduction phase of WBL to promote equal understanding and implementation of WBL. Financing

The regional partnership need to be supported with financial means to implement measures needed in their regions. This can comprise support measures for companies and VET schools, monitoring activities, or the implementation of image campaigns for apprenticeship and WBL to name only a few.

“The success of the dual VET system in Germany, Austria and Switzerland is due, in my opinion, to a great extent on the fact that membership of the chamber is obligatory for all companies. In this way, they can ensure that all companies are informed and provided with support in apprenticeship. In Slovenia, like in all other Eastern European countries, the membership of chambers is voluntary and of course, my member companies expect my team to provide services to them in the field of apprentice-ship. But what about the other companies?“Robert Grah, Director of the Pomurska Chamber of Commerce and Industry, Slovenia

Forecasting of skills and labour market needs for regional planning

The regional partnerships need to be equipped with data on future skills and labour market needs to plan their career guidance actions and support measures on the regional level. The data will help them develop regional strategies and action plans to make apprenticeship and WBL a success in their region.

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Implementing career guidance and image campaigns

Career guidance needs to be more regionally oriented to qualify people according to the needs of the local/regional economy, however taking into account global trends. The regional partnerships are in charge of implementing career guidance measures and image campaigns. The regional partnerships can provide information to organisations in career guidance on the structure of the regional economy and the responding skills and labour market needs, including regional development plans. The models offer (www.newwbl.eu/models) suggestions for a range of measures and activities aimed at career guidance such as the organisation of VET fairs, job-shadowing placements, guided company visits for school pupils, skills competitions, etc. , but also to offer opportunities for school teachers to create real work-life experiences to enable them to bring them to the class room.

The regional or local partnerships play an important role in assuring the involvement of companies in the provision of career guidance activities.

Implementation of support to companies (support network)

Support networks for the successful implementation of apprenticeships and WBL need to exist at regional and local level. The regional and local partners play a crucial role in planning and providing support measures. Small and medium-sized companies in particular need more assistance to offer apprenticeships. Regional/local support measures complement the measures at national level. Implementation of the training for in-company tutors

As there has been hardly any experience with apprenticeship in the past in eastern European countries, there has also been no training for the tutors and trainers that are responsible for the apprentices / VET students in the companies. Responsible bodies need to be appointed and trained accordingly to implement the training for in-company tutors and trainers. Close cooperation with VET schools and chambers is very advisable.

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2. Establishing a network of support to VET schools and companies for the planning, organisation and provision of WBL/apprenticeship

The introduction of WBL and apprenticeship will not succeed without support for the companies and VET schools who take over new tasks and responsibilities. SMEs in particular need encouragement to get involved in WBL and apprenticeship. There has to be well-established non-fi nancial support for companies and VET schools. The national coordinating body and the regional / local partnerships play a crucial role in implementation and the respective organisations should be appointed for implementing specifi c measures.

Advice and services need to be provided to companies and VET schools through all phases of their involvement in WBL and apprenticeship.

We have identifi ed

the following critical phases that need

support measures, either for the company providing apprenticeships or the VET

school or for both:

Match-making between the

triangle enterprise – VET student/

apprentice – VET school

Concluding partnership

agreements – roles and responsibilities in compliance with existing regulatory

framework

Defi nition of competences to be

acquired by the student during the training in

the company

Implementation of control over the quality of training

provisionCommunication of

the VET teacher with the student

during in-company training

Monitoring student’s progress – current / interim assessment

Final assessment of the student/

apprentice

Keeping the necessary

documentation related to WBL

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The models developed by the NewWBL project (www.newwbl.eu/models) provide a good range of proposals and actions to build an efficient support network. Any support network needs to build on old and new key actors in VET and their competences. Such measures can include for instance a platform for the exchange of experiences and information for in-company trainers, a match –making platform for VET students and companies, the production of practice-oriented information and learning/teaching/training materials, the provision of administrative support to small companies, and others.

Our key recommendation to policy level is to

• Appoint the national coordination body to prepare a strategy or action plan for the building of a support network for the implementation of apprenticeship and WBL

• Appoint relevant (new and old) key actors for the implementation of support measures

• Institutionalise the tasks and responsibilities of these actors

• Ensure a source of funding to finance the provision of the measures

“The company tutors in work-based learning may not be prepared with traditional teacher training programmes, and the same refers to school trainers. Nowadays, the real expertise cannot be found in one player. Joint ‘tandem training’ of VET and company tutors and trainers – when real co-creation of knowledge takes place – may be a solution to the challenge.”Ilze Buligina, Senior expert, Ministry of Education and Science, Latvia

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Project No. BG051PO001/3.3.07-0001Project “Students’ and Pupils’ Practices”, funded under the Opera-tional Programme Human Resources Development in Bulgaria, 2012–2015The project was initiated in response to the need to improve the quality of training in vocation-al schools and universities by providing actual work placements on the basis of the university/school-business partnership. The duration of practice for both groups is 240 full hours. The practices were open to school students between the ages of 16 and 21, studying in all forms of training in vo-cational schools, from general education schools with classes for training in professions to vocational colleges in the case that they are not involved in a labour contract during the practice period. Under the project a web-based platform praktiki.mon.bg was developed that allowed the employers offering placements for practice to register in the programme and students to apply for participation. http://praktiki.mon.bg/Project implementation allowed testing of a model for school/university – enterprise partnership which responds to the needs both of the education sector of ensuring real work conditions for practical train-ing and of the business sector which needs employees with well-developed skills. Further implemen-tation of the model for a longer period will no doubt contribute to the improvement of the quality of practical training in the education system. Ludmil Kovachev, ITPIO, Bulgaria

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3. Changes in the current concept of VET schools

With the introduction of WBL and apprenticeship, VET students spend less time in VET schools and more time in enterprises. This requires changes in the current concept of VET schools too.

Changed profile of VET teachers and a new profile for in-company trainers VET teachers will take over new tasks and responsibilities. They have to be in greater contact with companies and in-company tutors, following the progress of the apprentice in the company. An updated occupational profile (role and duties) of VET teachers and a profile for in-company trainers is needed with respect to the introduction of WBL/apprenticeship, but also in view of new educational trends and labour market needs. In order to improve VET teachers’ and in-company trainers’ working conditions and provide constant professional support to them, we have the following recommendations for policy level

• Including WBL and apprenticeship in the education of VET teachers (initial and continuous)

• Development of a flexible training programme for company tutors

• Encourage work placements and exchange programmes for VET teachers and company tutors

• Ensure a better recognition of work experience outside the school system for VET teachers

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“The introduction of dual training in the country requires close constant cooperation between the school and the company. This interaction takes place not only at an institutional level, but also through active communication between the teacher in production practice and the in-company tutor, who to-gether have to take decisions and find solutions for different issues and problems, related to WBL plan-ning, provision, assessment of students’ progress and achievements etc. This in turn determines new requirements for the content and quality of teachers’ and in-company tutors’ professional activities. That is why actions should be undertaken aimed at providing initial and continuous training of these main actors in the process of WBL that is adequate for the new requirements, and that ensures the necessary effectiveness of their interaction.”Emil Terziyski, Headmaster of the Agricultural Vocation School “Kliment Timirryazev”, Sandanski, Bulgar-ia

The financing of VET schools should stimulate WBL/apprenticeship, quality and be responsiveness to labour market needs

In many countries, the financing of VET schools is based on quantitative indicators related to the number of students or/and the time students spend at school. Indicators like performance or results of VET schools, or their responsiveness to labour market needs, have only a little influence on the financing of VET schools.

The number of students in VET is decreasing and VET schools have only little (financial) incentives to encourage and promote apprenticeship or WBL. This should change.

We recommend the design of the financing of VET schools in such a way that it does not hinder the introduction of WBL/apprenticeship, but stimulates its implementation from the side of the VET school too. We encourage a general reconsideration of the financing of VET schools in order to make them more responsive to labour market needs, and reward them for performance and results orientation.

The national coordinating body could take an advisory role in this context.

“In Finland we changed the funding system for vocational education and training. In the past, funding was based on student years, today it is based on four elements: core funding, performance-based fund-ing, effectiveness-based funding and strategy funding. The weight of a certain performance indicator is determined in relation to all performance indicators that form the basis for funding (awarded quali-fications, completed modules). The most funding (50%) still comes from core funding, which is based on student years. This funding creates the foundation for the provision of VET in all fields and for all students. 35% of the funding is performance-based. This means that this part of funding is based on the qualification and modules that a VET school offers. This type of funding shall encourage targeted education and qualification in accordance with competence needs. It is measured by the completed qualifications and modules in accordance with set objectives. The share of 15% of funding is based on effectiveness, it is measured by the number of graduates in employment or further education. These percentages together represent the funding of the VET school. The VET school can additionally obtain a maximum of 4% of all funding as so-called strategy funding. With this reform in the financing of VET schools want we want to encourage a redirection of education to fields where labour force is needed. It shall be ensured that education corresponds to the needs of working life and is of high quality.”Liisa Sarasoja, Winnova

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Country Specifi c Recommendations

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BULGARIA

1. Create the framework conditions for partnerships to implement WBL/apprenticeship

A. National partnerships for apprenticeship/WBL

A.1. Expanding the functions of the National Agency for Vocational Education and Training (NAVET) with a responsibility to coordinate WBL implementation in the country

Currently NAVET coordinates all institutions and organisations related to VET in the country. It manages and implements its activities on a tripartite principle. The Agency is responsible for the development and updating of the main documents that regulate VET in the country – List of professions for acqusition of vocational qualification and State Educational Standards for acqusition of vocational qualification in the different professions.

Considering NAVET’s institutional profile it is recommendable to assign to it the task of development and updating of a WBL National Standard that defines the requirements with respect to companies providing WBL, and all aspects related to planning, organisation, provision, monitoring and assessment of WBL.

Another advisable change is the restructuring of the Expert Committees in vocational fields functioning in NAVET (also on a tripartite principle) into Sector Councils and assign to them additional tasks – development and updating of Sector WBL standards and certification of companies providing WBL.

NAVET should initiate stakeholder discussion on the potential development of joint VET WBL qualifications with the Balkan/ neighbouring countries and organisation of WBL mobilities. This will contribute to the improved employability of VET graduates in the region and to the exchange of experience of VET and WBL between countries.

A.2. Establishing of the National VET Research Institute

The main tasks of the National VET Institute should include:

• Conducting regular research for the identification of labour market needs and requirements with respect to qualifications and knowledge, skills and competences of VET graduates in the mid- and long-term perspectives;

• Conducting research aimed at assessing the impact of planned and introduced changes and elaboration of analyses and recommendations regarding necessary corrections, improvements, developments of policy, practice, legislation;

• Conducting regular research for the identification of good practice at the regional, local and school levels; maintaining a national portal containing systematised information allowing their multiplication; providing methodological support in their implementation by other actors;

• Elaboration of methodological materials in support of implementation of the VET legislative basis, including all issues related to planning, organisation and provision of school-based and work-based learning.

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A.3. Regular update of the List of Professions and State Educational Standards for acquisition of qalifications in professions

A reliable basis for the updating of both documents will be the qualifications and skills mid- and long term forecasts. This way, the labour market relevance of VET, and WBL in particular, will be substantially improved.

A.4. Introduction of a new approach to social partnership in VET

Currently, the VET schools that are a very important actor in the implementation of the national VET policy in the field are practically not directly involved in the policy-making process. Their input in the discussions for identification of problems, difficulties, achievements, as well as in finding working solutions will be extremely valuable. This input could be ensured by establishing a National VET schools’ association recognised by the State as a social partner institution.

A.5. Further development of the national career guidance system aimed at systematic VET and WBL promotion

Considering the current state of career guidance services providers in school education, it is recommendable to ensure their sustainability – the career guidance centres were established under a project funded by the ESF and after the project end funding should be ensured for their functioning as permanent structures.

Moreover, it is necessary to establish a national structure for career guidance system coordination and management. Its main functions should be coordination of actions of all actors responsible for the career guidance system functioning and development, building up and maintaining an information base about professions, the labour market, and education and training opportunities in the country, providing methodological support to career guidance centres, quality assurance of the services provision to all target groups, professional development of guidance counsellors. Special attention should be paid to the promotion of benefits of WBL for students and companies using adequate approaches, instruments and information channels.

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A.6. Establishing and maintaining a National Register of companies providing WBL

In order to facilitate the contact between VET schools and companies it is advisable to establish and maintain a National Register of companies providing WBL, classified by regions. This task of including in the register companies certified by the Sector Councils could be assigned to the proposed VET research institute Thus, all WBL providers that correspond to unified requirements would be visible for VET schools, students and their parents. A.7. Introduction of legislative regulations for encouraging companies to provide opportunities for WBL

Such regulations could be:

• Incentives for companies certified to provide WBL – tax deductions. The money saved by companies should be used for payment to students.

• Support in funding the production practice/ dual training – enterprises to pay to students a minimum sum (% of the salary for the respective job positions), the government to provide funds to the schools that organise WBL (considering the duration and quality achieved).

B. Regional partnerships

B.1. Establishing of regional structures for the coordination of activities related to WBL provision

This structure could be a Committee to the existing Councils of Regional Development functioning in all regions. The proposed Committee for coordination of activities related to WBL provision in each region should include representatives of Regional Departments of Education, regional and local authorities, regional organisations of Chambers, VET schools from all sectors represented on the respective territory, NGOs active in VET.

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Its tasks have to encompass implementation of the following activities:

• Providing support for mid- and long-term qualifications and skills forecasting; • VET and WBL promotion on a regular basis;• Monitoring WBL implementation• Providing support to VET schools and companies in the region for the organisation of WBL;• Elaboration of a regional training programme for in-company mentors and teachers in

practical training that includes topics, timeframe and providers; • Maintaining regular contacts and exchange of experience with the other regional Committees;• Identification of good WBL practices in the region and other regions and creation of the

necessary conditions for their multiplication.In order to ensure the impact of Regional Committees’ activities at national level it is necessary for the Ministry of Education and Science to organise a national meeting of VET schools and enterprises by professional fields once a year for the exchange of experience in the field of WBL and publish the results on its institutional website. Such meetings will contribute to the identification of difficulties and problems that require changes of existing legislation, elaboration of new rules and methodological supporting materials etc., necessary for effective and quality WBL. B.2. Improve the quality control of WBL

Currently the control is focused on documents that provide information about the place where WBL was conducted and the tasks performed by the students. The inspections by teachers from VET schools on the field are not enough. It is recommendable Regional Departments of Education to require from VET schools to elaborate and implement Rules for on the field inspections of WBL that include timing, criteria, ways of reporting, recommendations for improvement, if necessary, in partnership with the enterprises they cooperate in providing WBL. B3. Organisation of annual regional meetings of VET school – enterprise/s partnerships in different branches for exchange of experience in WBL organisation and provision

The aim of these events is to provide opportunities for exchange of experience in WBL organisation and provision. This will contribute to identification and multiplication of good practice, as well as to defining areas that need improvement. It is recommendable that these events are hosted by the respective Regional governor thus stressing the importance of WBL.

2. Establishing a network of support to VET schools and companies for the planning, organisation and provision of WBL/apprenticeship 2.1. Providing methodological support to VET schools and companies

Considering that dual training is a new form for acquisition of vocational qualification in the country it is necessary to elaborate methodological materials designated to VET schools and companies with respect to planning, organisation, provision, monitoring, provision and assessment of WBL based on the different legislative and regulatory documents related to WBL. These materials could be elaborated by the proposed national VET research institute.

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2.1. Introduction of WBL mediators

In order to facilitate the cooperation between VET schools and companies it is recommendable to appoint WBL mediators in every region in the country – at least 1 representing the VET schools and 1 representing the companies in the respective territory (the number of mediators will depend on the number of VET schools and companies providing WBL). The mediators from both sides will cooperate in WBL planning- and organisation-related issues. They will also support WBL organisation in mobility (transregional, transnational). The appointed WBL mediators should be members of the proposed Regional Committee for coordination of activities related to WBL provision.

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3. Changes in the current concept of VET schools 3.1. Regulating training providers of VET teachers and in-company mentors in the field of WBL

The experience of VET teachers and in-company mentors in WBL is limited to the and provision of production practice of students, which is of different and relatively short duration. The introduction of dual training in mass practice requires systematic training of these actors in the field of WBL. It is advisable first to regulate the institutions/ organisations that have the capacity to train them.

3.2. Regulating WBL in mobility – transregional, transnational

WBL organisation and provision in mobilty both in other regions in the respective country and in another country is strongly recommended at EU level as a way to broaden the opportunities for adequate WBL and increase attractiveness of VET in general. In order to introduce WBL in mobility in the national practice it is necessary to include this possibility in the VET legislative basis.

3.3. Improving initial VET teachers qualification in the field of WBL

Universities providing intitial VET teachers’ qualifications should include in their programmes issues related to WBL planning, organisation, monitorng of provision and assessment of students’ achievements. Moreover, it is recommendable to provide distance learning courses on WBL-related issues for VET teachers’ professional development.

3.4. Establishing a mechanism for validation of in-company mentors’ knowledge, skills and competences

The aim of this mechanism is to provide opportunity to experienced in-company mentors to acquire a pedagogical capcity which will allow them work as teachers in VET schools. This will contribute to improvement in training quality.

3.5. Changing the rule “Money follows the student” for VET schools financing

The current rule does not stimulate schools to organise WBL and it should be changed, taking into consideration whether the school organises WBL, as well as the quality of its provision.

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LATVIA 1. Coordination of national level activities in work-based learning

In Latvia, the Law on VET and Cabinet of Ministers’ regulations provide a framework for the implementation of work-based learning (WBL). In 2015, work-based learning (WBL) was defined as one of the forms of implementation vocational education in the Law on VET. In July 2016, the government approved the WBL implementing regulations and defined the key stakeholders in WBL – Sector Expert Councils, VET schools and enterprises, and their roles. Sector Expert Councils promote and evaluate WBL implementation, encourage cooperation between VET schools and enterprises and propose changes of WBL legislation. According to the Law on VET the Employers’ Confederation of Latvia (LDDK) coordinates the work and activities of 11 Sector Expert Councils, although the Latvian Agricultural Organisation Cooperation Council coordinates the Sector Expert Council in the agricultural production and processing sectors.

In the period 2017-2023, the LDDK is implementing a European Social Fund project to increase the involvement of students and enterprises in WBL where Sector Expert Councils are given a greater role in the promotion of WBL and involvement of enterprises in WBL.

Recognising the role of Sector Expert Councils in WBL, we recommend strengthening the role of Sector Expert Councils in all levels by allocating sufficient financial resources, e.g. from the ESF and State budget.

Various national level activities are ongoing and funding from various sources has been obtained/ made available to promote and implement work-based learning (WBL). The various activities are financially supported by the national budget – e.g. incentives to VET institutions’ (VET competence centres) management to introduce WBL, European Social Fund project to increase the involvement of students and enterprises in WBL, several Erasmus+ programme projects concerning WBL and training practice of VET students, projects by social partners, stakeholders, international organisations and bodies, e.g. the German Baltic Chamber of Commerce (AHK), the International Labour Organisation and other. At the same time there is a risk that coherence among various developments may be temporal or limited. Allocation of permanent state financial resources for WBL should be considered after implementation of the ESF project to maintain the interest of enterprises and ensure a cost-sharing approach.

In order to ensure effective use of resources and sustainability of initiatives, we recommend to the national Ministry of Education and Science to implement the mapping of the various WBL initiatives and via discussions among the key stakeholders, especially with Sector Expert Councils, of these activities – to agree on the coherence and sustainability of the results/ deliverables of the various activities/ projects.

To ensure a broader coverage and sharing of best practice within the national context taking into consideration the still non-homogeneous coverage of WBL developments by all the VET institutions (competence centres), the role of the VET Institutions Association should be strengthened and enhanced to carry out this task in co-operation with the responsible public authorities. When implementing the leaning of work-based learning with the ESF support care should be taken to envisage an equal share of responsibilities and incentives for all the involved parties.

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2. Early career guidance with a more active employers’ representative involvement

In Latvia institutional mechanisms for better involvement of enterprises and other stakeholders (e.g. social partners, Sector Expert Councils, VET institutions’ Conventions) in VET have been created within respective legal frameworks (the Law on VET). The main aim is to ensure compliance of VET programmes and the knowledge and skills of graduates with the labour market demands and developments. The activities of formalised institutional mechanisms will not be effective if young people do not see the VET system as an attractive option for their studies and future work. Active and targeted involvement of labour market players, especially employers, in career guidance activities would address a key challenge of the Latvian VET system – to attract a critical mass of students to VET in priority areas of the national economy. We have to ensure better compliance of WBL programmes in relation to the labour market, especially at regional level.

We recommend that the responsible bodies take an active role in career guidance activities targeted at the learners at an earlier stage. Activities have to be primarily practice and work oriented and offer a broad spectrum of potential choices and trial possibilities. In these activities involvement of employers’ representative is crucial.

The WBL awareness-raising campaigns should be targeted more towards the parents and families, in order to raise overall VET prestige in society and eliminate stereotypes. VET and WBL promotion campaigns should be organised on a regular basis at national and regional levels, e.g. as part of European Skills Week.

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We recommend promoting WBL ambassadors by involving highly respected members of society from different sectors to share their experience and inspire young people to follow VET and WBL pathways.

WBL qualifications at different levels of the NQF should encourage students to follow their career pathways from lower to top level positions in the national economy – thus also eliminating the stereotype that VET pathway is linked to low level jobs and social status. Promoting success stories among the younger generation would also contribute to eliminating stereotypes of VET and WBL.

3. Further promoting innovation and development of VET institutions

In Latvia VET institutions are encouraged to develop into VET competence/ excellence centres – according to criteria stipulated by the Cabinet of Ministers’ Regulation. Each VET institution is supposed to draft and submit to the Ministry of Education and Science its Development Strategy and its Internationalisation Strategy. At the same time, these strategies do not address the full spectrum of future challenges in line with European VET policy and global developments in all cases.

To ensure a broader coverage and sharing best practice of WBL within the VET schools, we recommend strengthening the role of the Association of VET Institutions. Regular annual best practice sharing of implementation of WBL in the regional and national contexts should be further developed in close cooperation with LDDK.

We recommend that in the development and implementation of the VET schools financing model the criteria for increasing funding should include the following:

1) Involvement in WBL implementation;2) Orientation towards innovation- and technology-oriented programmes to prepare highly trained competitive medium-level specialists; 3) Addressing European level policy developments, like application of ECVET principles and work towards piloting joint VET programmes;4) Maximum use of the possibilities offered by Europass.

In order to ensure the quality of WBL and provide up-to-date content in VET programmes we recommend that State Education Quality Service provide additional support for VET schools by preparing and promoting guidelines, organising training, etc.

Diverse approaches to the share of WBL at workplace level should be taken into account for WBL at different EQF levels, in WBL which is accompanied by a secondary education degree etc. Provision of WBL at different EQF levels should be supported by the legal framework.

Stakeholder discussion should also be initiated regarding how to diversify the VET diploma (qualification certificate) so that students have fully followed a WBL programme in order to raise the prestige of WBL.

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4. Coordination of policies to ensure involvement enterprises of all sizes in WBL

In Latvia, like in many other European countries, the majority of enterprises (around 98%) are small and micro enterprises. It is challenging for SMEs and micro enterprises to comply with the national VET and WBL regulation regarding high-quality training practices for students and WBL developments. Increasing participation of small and micro enterprises is an important condition for successful implementation of WBL.

We recommend joining the resources of the involved ministries, public administrations and others stakeholders to implement additional support to SMEs by creating financial and non-financial incentives for enterprises to assume a socially responsible role in VET and WBL processes. A system for enterprise certification in WBL should be developed and go hand in hand with the incentive system for increased enterprise involvement in WBL. All bureaucratic obstacles for enterprises to participate in WBL should be reduced to improve the provision of WBL. The status and prestige of tutors/ mentors in enterprises should be enhanced and promoted in the enterprises and in society. New and innovative approaches in the training of VET WBL trainers and enterprise tutors should be tested and introduced at system level. E.g. the ‘tandem training’ approach currently under development within the Erasmus+ project TTT4WBL should be closely followed to assess the potential applications in the future at national level. When implementing WBL with ESF support care should be taken to envisage an equal share of responsibilities and incentives for all the involved parties.

We recommend on-going monitoring and analysis of enterprises’ involvement in WBL in order to reduce bureaucratic obstacles for enterprises. The role of employers’ organisations and Sector Expert Councils in this process is crucial.

In order to improve overall policy on VET, we recommend providing national research on VET and WBL thus promoting research-informed policy on VET and WBL.

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5. Further promoting joint Baltic VET and WBL developments

Since 2014/2015 joint VET and WBL initiatives of Baltic countries via the Baltic Alliance for Apprenticeships (BAfA) have been developed through the implementation of Erasmus + programme projects “National Authorities for Apprenticeships: Implementing Work Based Learning in Latvia, Lithuania and Estonia (WBL-Balt) and “Testing New Approaches to Training VET and Workplace Tutors for Work Based Learning - TTT4WBL”

We recommend that the joint Baltic experiences and best practice acquired in the framework of BAfA through the Erasmus+ projects WBL Balt and TTT4WBL should be enhanced, further developed and promoted. Stakeholder discussion should be initiated on the potential development of joint VET WBL qualifications in the Baltics and support to WBL Baltic mobilities to strengthen the competitiveness of the Baltic labour force developed by the VET systems through mutually enriching VET and WBL experiences and approaches. The experience acquired by Latvia individually and of BAfA in the Baltic context can be further developed and presented to broader international audiences as an example of good practice.

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SLOVENIA National coordination body and vision for the integration of apprenticeship in the VET system

The introduction of apprenticeship in Slovenia is coordinated by the Ministry of Education, Science and Sports (MIZŠ) and the coordination of the piloting of the apprenticeship in selected occupation and regions in Slovenia has been entrusted to the Institute of the Republic of Slovenia for Vocational Education and Training (CPI). However, there is no organised partnership at national level involving key stakeholders in apprenticeship. Further, the introduction of apprenticeship is not supported by a strategic document or action plan nor is the introduction of apprenticeship part of a strategy for the future of VET in Slovenia.

The Law on Apprenticeship, which entered into force in 2017 stipulates the establishment of a national body for apprenticeship. We recommend the implementation of the law and establishment of such a formalised partnership at national level, including the Ministry of Education, Science and Sports (MIZŠ), Institute of the Republic of Slovenia for Vocational Education and Training (CPI), the Ministry of Economic Development and Technology (MGRT), the Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ), chambers, trade unions and VET school representatives. The partnership should act as coordinating body and should be headed by an organisation that is committed to the introduction of apprenticeship in Slovenia. The operation of the partnership (not the member organisations) should have stable and continuous financing from public sources.

There should be a formal mechanism for co-decision-making for the national partnership on key issues and questions related to the implementation of apprenticeship in Slovenia.

The partnership needs to initiate a broad dialogue and discussion with all interested publics on apprenticeship and its integration in the current VET system, leading to a vision and a strategic document supporting the integration of apprentices in the VET system of Slovenia.

Integration of apprenticeship in career guidance

All institutions and actors in career guidance lack information and information materials on apprenticeship, the apprenticeship programmes that are available, and the participating VET schools and regions in Slovenia. We strongly recommend the production of general and specific information materials for apprenticeship programmes for primary schools, VET schools, pupils, parents and companies and the general public. The information should be disseminated via a wide range of communication channels including an attractive website and social media channels.

VET career guidance in Slovenia merely informs about the content of VET programmes. We strongly recommend the inclusion of information about future career options and employment prospects in career guidance. Apprenticeship should be presented as a new career option that enables a better integration of young people in the labour market. Career guidance should offer real work experience to pupils in primary schools, starting at an earlier age. Measures to provide real work experience could include visits to companies to see different occupations in practice and meet professionals, company information open days, offering the possibility of short term internships to pupils during the last 2–3 year of primary school, etc. We believe that such measures would increase the currently low number of pupils interested in apprenticeship.

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“The labour market needs are huge and there is a lack of skilled workers. I see apprenticeship as the right way to ensure adequate VET system response to labour market needs in terms of qualification and knowledge, skills and competences of VET graduates. Another thing is that the demand from the side of the companies is there, however, so many professions are still not recognised as good professions – e.g. metalworking – it is not the same profession as it was 25 years ago. There is a lot to be done in improv-ing awareness and attractivenes of WBL/VET, especially among students and parents and starting with improving career guidance” Aleksandra Čepon Igličar, Employment Service of Slovenia

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VET enrolment should follow labour and skill needs

In Slovenia we have a strong interest among companies to offer apprenticeships, especially in occupations with skill shortages. We recommend the introduction of a realistic ceiling to enrolment in school-based VET programmes in professions that have only limited employment prospects according to the labour and skills needs forecasted by the companies. We understand that such a ceiling could first cause financing problems in the VET schools offering these professions, but we believe that a reorganisation towards professions in the apprenticeship programme is the right step in the future for such a VET school. We further recommend the creation of (financial) incentives for VET schools to increase enrolment in apprenticeship programmes.

The regions wish to expand apprenticeship to all regions in Slovenia including a wide range of professions

An ad hoc partnership between VET schools, chambers and companies has developed in the regions participating in the apprenticeship piloting programme. It shows that on the regional level too key actors are committed to the implementation of apprenticeship. The development of the apprenticeship partnership should be fostered all over Slovenia and these partnerships should receive financial and non-financial support and incentives to continue and widen their work.

Currently, four professions are included in the apprenticeship programme, four more professional profiles will be added in the year 2018/2019, implemented by selected VET centres in Slovenia. We recommend the expansion of the apprenticeship programme to all regions and all VET centres in Slovenia, offering apprenticeships in a broad range of professions in all industry sectors. Regional partnerships believe that a stronger focus on professional profiles with labour market shortages would accelerate the acceptance of apprenticeship as career option and contribute to the prosperity of the regions.

“We recommend the inclusion of apprenticeship in the activities of career guidance centres for life-long learning too. In some sectors, apprenticeship could be an alternative for drop outs from secondary general or higher study programmes. Special measures to motivate unemployed people to start with an apprenticeship to reenter the labour market could be developed. It would be necessary for compa-nies and chambers to be more involved in career guidance and the promotion of occupations. During their time in primary school, when young people decide on their first career step, chamber or company representatives should get the possibility to present occupations that are offered as apprenticeships, for instance during job fairs, at information days in schools, at meetings with career guidance advisers etc. In this way the pupils and their parents would get a better picture of which occupations are offered within the apprenticeship scheme and what apprenticeship actually means in practice.”Ana Žemva Novak, Chamber of Commerce and Industry of Slovenia

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Network of support for VET schools and companies offering apprenticeship

There are no (potential) in-company trainers or VET teachers with own apprenticeship experience in Slovenia. Not only companies but also the VET schools lack information about the theoretical and practical aspects of apprenticeship, they would need general information on apprenticeship and how to implement it in their VET schools. Support is also needed on how to work more closely with companies.

Currently, there is only basic support available for VET schools, companies and people interested in apprenticeship. This support results from single initiatives or EU-funded projects of actors in apprenticeship such as the Institute of the Republic of Slovenia for Vocational Education and Training (CPI), chambers and VET schools. We recommend the appointment of a coordinating body and preparation of an action plan to build a national and regional network of support covering all aspects of apprenticeship.

We consider the following actions as necessary first steps

• Information portal for apprenticeship and WBL in Slovenia - web platform• Support for in-company trainers – additional learning materials, especially for in-company

trainers without own apprenticeship experience, online assistance, support in conflict situation, etc.

• Establishing a network of apprenticeship advisers to support enrolment of companies into apprenticeship and WBL, concluding of contracts with apprentices, administrative and organisational support, but also to motivate companies to engage in apprenticeship

• System of quality assurance and assessment taking into account the views of VET schools and businesses

Changes in concept of VET schools

Changes to the profile of VET teachers and in-company trainers

At the moment, school curricula are too rigid in relation to the execution of WBL; school as an organisation and school teachers have to be more flexible, especially about the timeline of the school year, so they can individualise the school curriculum for each student, taking into account the specificities in the different business branches and specific companies as well as the possible specific characteristics of groups of participants. Important for the successful implementation of prepared Learning Outcomes Catalogues is strong cooperation between teachers and mentors, with special focus on seeking new forms of cooperation that are less formal. In that case, all involved will know what the goals of the teaching processes are. School teachers should also visit students at their in-company placements, to monitor their progress in training and see how they are developing their skills. It is also important that in-company trainers and school teachers do job rotation, so both get an insight into each other’s work. School teachers get to see what roles, responsibilities and duties in-company trainers have, and they can also observe the real-life work and conditions under which students are trained. On the other hand, in-company trainers are introduced to the school process and work.

Another important part of improving WBL is firstly the revision of the training programmes of in-company trainers and, later on, preparing a new extended programme which can meet their need for greater pedagogical support. A special programme for HR managers for integration of new employment and apprenticeship is needed.

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Another profile that needs to be redefined is that of a WBL organiser in schools. Currently, there is typically one WBL organiser at each school who is responsible for everything concerned with WBL for students. Based on analyses of the work tasks of WBL organisers, there should be a new system, where teachers of practical lessons of each modules and/or employees of inter-company training centres (MIC) would be more actively involved, so tasks that currently one WBL organiser has to handle on his/her own would be shared among more teachers who would also be able to track the learning process of each student more carefully and with better understanding of the situation.

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“It is very important for us to have apprentices, but to have them here in the company, to raise them and after 3 years to have independent workers. I think this is far more valuable than the costs that the company has with it. It is the same, for example, when you employ a new person. You need six months to teach him and introduce him to the job and then you have to give him a normal salary, with all the associated benefits and costs. So, I do not see here, as far as finances are concerned, such a heavy cost. It seems to me that this is more an investment in a person.Here, we should give more emphasis to the fact that mentors in the company are mostly craftsmen who are specialists in their field and do not have pedagogical knowledge. At the moment, mentor training is short and funded through projects, but we have to keep in mind the differences between the new generations and older ones and also train mentors to be able to bridge this gap.One of the possibilities is for teachers to go into companies as well, because technology is rapidly progressing and changing, while the school system remains, in my opinion, the same; it is not flexible enough. And you cannot follow all these changes and teach students if you do not have basic knowl-edge of what is happening on the market. It is a possibility that should be exploited – I am aware that teachers cannot afford to miss six months of school, but it would be very valuable for them to come to the company at least for a month, to go through the process, to learn and then to share knowledge further. Integration of education and business is necessary, especially vocational education.”

Tina Menard, Head of the HR Department of Poclain Hydraulics

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Partners:

Chamber of Commerce and Industry Slovenia (GZS)Web: http://www.gzs.si/

Slovenian Institute for Vocational Education and Training (CPI)Web: http://www.cpi.si/

Länsirannikon Koulutus Oy WinNova (WinNova)Web: http://www.winnova.fi/

National Centre for Education, Latvia (VISC)Web: http://www.visc.gov.lv/

Employers’ Confederation of Latvia (LDDK)Web: http://www.lddk.lv/

Institute for Training of Personnel in International Organisations (ITPIO)

Chamber of Commerce and Industry – Dobrich (CCID)Web: http://www.cci.dobrich.net/

Federal Institute for Vocational Education and Training Bundesinstitut fur Berufsbildung (BIBB)Web: https://www.bibb.de/

Regional Inspectorate of Education (RIE)Web: http://www.rio-blg.com/

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