Study on quality assurance systems in work based learning and ...
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<str<strong>on</strong>g>Study</str<strong>on</strong>g> <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong>learn<strong>in</strong>g <strong>and</strong> assessment <strong>in</strong> European VETSelected cases <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeshipprogrammes - F<strong>in</strong>al reportEuropean Net<strong>work</strong> for Quality Assurance<strong>in</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g
FACODenmarkKim FaurschouMaja PedersenAnne McNeillThis study has been commissi<strong>on</strong>ed with<strong>in</strong> the frame<strong>work</strong> of the ENQA-VET <strong>work</strong> programme 2008-2009.© European Net<strong>work</strong> for Quality Assurance <strong>in</strong> VET, 2009All rights reserved.You are welcome to use this material but please remember to quote ENQA-VET <strong>in</strong> all references.
5.1.1 Strategies for Apprenticeship ....................................................................................................................................605.1.2 Laws <strong>and</strong> regulati<strong>on</strong>s ....................................................................................................................................................615.1.3 Quality structures <strong>and</strong> <strong>systems</strong> .................................................................................................................................645.1.4 Qualificati<strong>on</strong>s <strong>and</strong> curricula.......................................................................................................................................685.1.5 Guidance ..............................................................................................................................................................................705.2 STAKEHOLDER INVOLVEMENT .................................................................................................. 715.2.1 Organisati<strong>on</strong>al structures ...........................................................................................................................................725.2.2 Fund<strong>in</strong>g ................................................................................................................................................................................785.2.3 Motivati<strong>on</strong>...........................................................................................................................................................................815.2.4 Cooperati<strong>on</strong>........................................................................................................................................................................865.3 SELECTION CRITERIA FOR ENTERPRISES .................................................................................. 875.3.1 Tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s......................................................................................................................................................885.3.2 Equipment...........................................................................................................................................................................895.3.3 Tra<strong>in</strong>er competences .....................................................................................................................................................905.4 CONCLUSIONS IN RELATION TO PLANNING ................................................................................ 916. IMPLEMENTATION.................................................................................................................................. 946.1 QUALITY ASSURANCE .............................................................................................................. 946.1.1 General <strong>quality</strong> guidel<strong>in</strong>es...........................................................................................................................................946.1.2 Quality st<strong>and</strong>ards ............................................................................................................................................................966.1.3 Inspecti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong>..........................................................................................................................................976.2 RESOURCES ......................................................................................................................... 1006.2.1 Fund<strong>in</strong>g ............................................................................................................................................................................. 1006.2.2 Equipment <strong>and</strong> technology ...................................................................................................................................... 1036.2.3 Tra<strong>in</strong>ers............................................................................................................................................................................. 1036.3 STAKEHOLDERS INVOLVEMENT .............................................................................................. 1066.3.1 Enterprises....................................................................................................................................................................... 1066.3.2 VET colleges .................................................................................................................................................................... 1096.3.3 Partnerships <strong>and</strong> cooperati<strong>on</strong>................................................................................................................................ 1116.4 CONCLUSIONS IN RELATION TO IMPLEMENTATION ................................................................... 1157. EVALUATION ........................................................................................................................................ 1177.1 MOTIVES FOR EVALUATION .................................................................................................... 1177.2 EVALUATION AREAS .............................................................................................................. 1197.2.1 Ongo<strong>in</strong>g assessments of the learners................................................................................................................. 1197.2.2 F<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>s ...................................................................................................................................................... 1197.2.3 Assessment of educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g providers........................................................................................... 1207.3 EVALUATION METHODOLOGY ................................................................................................. 1237.4 APPRENTICE INVOLVEMENT ................................................................................................... 1267.5 CONCLUSIONS IN RELATION TO EVALUATION........................................................................... 1288. REVIEW ................................................................................................................................................. 1298.1 PROCEDURES, MECHANISMS, INSTRUMENTS .......................................................................... 1298.2 REGULAR REVIEWS AND ADJUSTMENTS.................................................................................. 1308.2.1 Learners <strong>and</strong> tra<strong>in</strong>er feedback............................................................................................................................... 1308.2.2 Feed back to VETcolleges........................................................................................................................................ 1328.2.3 Feed back to system level.......................................................................................................................................... 1338.3 STRATEGIC LEARNING ........................................................................................................... 1358.4 INFORMATION STRATEGY....................................................................................................... 1378.5 CONCLUSIONS IN RELATION TO REVIEW ................................................................................. 1409. QUALITY ASSURANCE OF APPRENTICESHIP PROGRAMMES – REFLECTIONS ANDCONCLUSIONS ......................................................................................................................................... 1429.1 RESEARCH AND METHODOLOGY ............................................................................................ 1429.2 QUALITY OF APPRENTICESHIP PROGRAMMES IN GENERAL....................................................... 1443
9.3 EUROPEAN LEVEL ................................................................................................................. 1469.4 NATIONAL SYSTEM LEVEL ...................................................................................................... 1479.5 SOCIAL PARTNERS LEVEL...................................................................................................... 1499.6 ENTERPRISE LEVEL ............................................................................................................... 1509.7 VET-COLLEGE LEVEL ............................................................................................................ 1519.8 APPRENTICE/LEARNER LEVEL ................................................................................................ 152ANNEXES .................................................................................................................................................. 154ANNEX 1. SOURCES FROM UK AND ENGLAND .............................................................................. 154ANNEX 2. SOURCES FROM GERMANY .......................................................................................... 156ANNEX 3. SOURCES FROM ROMANIA ........................................................................................... 159ANNEX 4. SOURCES FROM THE NETHERLANDS ............................................................................ 160ANNEX 5. THE ENGLISH TRAINING QUALITY STANDARDS. STATEMENTS FOR PART A:RESPONSIVENESS. ..................................................................................................................... 161ANNEX 6. THE ENGLISH TRAINING QUALITY STANDARDS. STATEMENTS FOR PART B: EXPERTICE. . 162ANNEX 7. SOURCES FROM LEONARDO DA VINCI PROJECTS .......................................................... 163ANNEX 8. OVERVIEW OF LEONARDO DA VINCI PROJECTS WITHIN WBL AND QUALITY ..................... 166ANNEX 9. QUESTIONNAIRE .......................................................................................................... 170ANNEX 10. QUALITY CRITERIA FROM BIBB REPORT 9/09 ........................................................... 175ANNEX 11. KEY FINDINGS FROM THE PEER LEARNING ACTIVITY IN DENMARK/SWEDEN 2008.......... 176ANNEX 12. KEY MESSAGES FROM THE CONFERENCE ON WBL IN WIESBADEN, GERMANY 2009..... 177ANNEX 13. GENERAL SOURCES................................................................................................... 1784
Introducti<strong>on</strong>A str<strong>on</strong>g <strong>quality</strong> <strong>assurance</strong> process to underp<strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment has thepotential to c<strong>on</strong>tribute to the overall <strong>quality</strong> <strong>assurance</strong> of VET. Apprenticeship is <strong>on</strong> of the majortypes of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> will be the focus of this study.Irrespective of the c<strong>on</strong>text (such as company tra<strong>in</strong><strong>in</strong>g, sector-<strong>based</strong> trade body etc) <strong>and</strong> theparticular arrangements for deliver<strong>in</strong>g the tra<strong>in</strong><strong>in</strong>g, mak<strong>in</strong>g c<strong>on</strong>sistent, reliable <strong>and</strong> validjudgements when <strong>in</strong>dividuals are assessed is an important aspect of the design <strong>and</strong>implementati<strong>on</strong> of a VET <strong>quality</strong> <strong>assurance</strong> system.This study seeks to identify the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g at a local,nati<strong>on</strong>al <strong>and</strong> European level. The range of <strong>in</strong>terventi<strong>on</strong>s that are used to support <strong>quality</strong> <strong>assurance</strong><strong>in</strong> assessment will be collated <strong>and</strong> analysed. The study will draw c<strong>on</strong>clusi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to therange of methods used to assure <strong>quality</strong> <strong>in</strong> assessment <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> comment <strong>on</strong>how these <strong>systems</strong> affect each of the key groups <strong>in</strong>volved <strong>in</strong> VET.This study is a part of a group of ENQA-VET activities with<strong>in</strong> the pillar of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g. Thefirst activity was the peer learn<strong>in</strong>g activity <strong>in</strong> Denmark <strong>and</strong> Sweden <strong>in</strong> October 2008 with 19participants <strong>and</strong> experts from 16 countries. This <strong>work</strong> was followed by the c<strong>on</strong>ference <strong>on</strong> <strong>work</strong><strong>based</strong> learn<strong>in</strong>g <strong>in</strong> Wiesbaden, Germany <strong>in</strong> December 2008 with more than 140 participants.This study builds <strong>on</strong> the former activities <strong>and</strong> goes a step further <strong>and</strong> deeper with<strong>in</strong> <strong>quality</strong><strong>assurance</strong> <strong>systems</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment. The depth of the study was <strong>in</strong> the callfor proposals limited to five cases <strong>and</strong> around 50 days of research.The study will cover a number of different aspects of <strong>quality</strong> <strong>assurance</strong> of apprenticeshipprogrammes; <strong>and</strong> the structure of the f<strong>in</strong>al report is <strong>in</strong>spired by the recently endorsed EuropeanQuality Assurance Reference Frame<strong>work</strong> (EQARF).The study is not <strong>in</strong>tended to be representative of all European <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> with<strong>in</strong>WBL <strong>and</strong> apprenticeship programmes. The five cases are not enough to make a representativestudy, but we are c<strong>on</strong>v<strong>in</strong>ced, that the five cases can give <strong>in</strong>spirati<strong>on</strong> <strong>and</strong> that the study can createa good overview of the different answers to the questi<strong>on</strong>:What is <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeship programmes?There are differences between the way apprenticeship programmes are organised <strong>and</strong> differences<strong>in</strong> the history <strong>and</strong> c<strong>on</strong>text of apprenticeship programmes <strong>in</strong> the European Member States.But the similarities are both many <strong>and</strong> more important to focus <strong>on</strong> – from an analytical <strong>and</strong> acti<strong>on</strong>orientedpo<strong>in</strong>t of view.The differences <strong>and</strong> similarities of the apprenticeship programmes <strong>in</strong>fluence the way <strong>in</strong> which the<strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessments are organised. Aga<strong>in</strong>, we focus <strong>on</strong> the comm<strong>on</strong> aspects.Every Member State has structures for <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET. The <strong>quality</strong> <strong>assurance</strong> <strong>in</strong>apprenticeship programmes follow, <strong>in</strong> pr<strong>in</strong>ciple, this <strong>quality</strong> logic – but with special attenti<strong>on</strong> to thespecific characteristics of apprenticeship programmes.The report starts with a number of European <strong>and</strong> Nati<strong>on</strong>al policy recommendati<strong>on</strong>s for all the<strong>in</strong>volved stakeholders: Social partners, Enterprises, Vet-colleges <strong>and</strong> apprentices.5
In the Research methodology, both the objectives of the study <strong>and</strong> the research def<strong>in</strong>iti<strong>on</strong>s <strong>and</strong>methods are presented. The cases <strong>and</strong> the selecti<strong>on</strong> process are described <strong>in</strong> chapter 3.The methodological f<strong>in</strong>d<strong>in</strong>gs cover a number of more general c<strong>on</strong>clusi<strong>on</strong>s about <strong>quality</strong> <strong>assurance</strong><strong>and</strong> assessment of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> especially about apprenticeship programmes.The analysis of what <strong>quality</strong> <strong>assurance</strong> is <strong>in</strong> apprenticeship programmes is structured accord<strong>in</strong>g tothe EQARF.Each of the four steps/areas <strong>in</strong> the <strong>quality</strong> circle are described separately <strong>and</strong> cover key questi<strong>on</strong>s,selected answers, <strong>in</strong>dicators for <strong>quality</strong> <strong>and</strong> examples of best practice at both European, nati<strong>on</strong>al,VET-college, apprentice <strong>and</strong> enterprise level <strong>in</strong> chapters 5 to 8.The report c<strong>on</strong>cludes with reflecti<strong>on</strong>s <strong>on</strong> a number of European <strong>and</strong> Nati<strong>on</strong>al policies <strong>and</strong>c<strong>on</strong>clusi<strong>on</strong>s for the key stakeholders, Social Partners, Enterprises, VET Colleges <strong>and</strong> Apprentices.6
Executive summaryObjectives, methodology <strong>and</strong> limitati<strong>on</strong>sThe ma<strong>in</strong> objective of this study is to describe <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> of apprenticeshipprogrammes (as the most important form of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g) <strong>in</strong> a selected number of MemberStates <strong>and</strong> Le<strong>on</strong>ardo da V<strong>in</strong>ci projects <strong>and</strong> to make a number of recommendati<strong>on</strong>s of <strong>in</strong>terest to allstakeholders <strong>based</strong> <strong>on</strong> the analysis <strong>and</strong> c<strong>on</strong>clusi<strong>on</strong>s.The <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> Engl<strong>and</strong>, Germany, Romania, The Netherl<strong>and</strong>s <strong>and</strong> from anumber of Le<strong>on</strong>ardo da V<strong>in</strong>ci projects have been the unit of analysis <strong>in</strong> the study. Acomprehensive desk research has been supplemented with a questi<strong>on</strong>naire <strong>and</strong> a number of<strong>in</strong>terviews <strong>in</strong> order to c<strong>on</strong>struct these case studies.The study is not <strong>in</strong>tended to be representative of all European <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> with<strong>in</strong><strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> apprenticeship programmes. Five cases are not enough to make arepresentative study, but we are c<strong>on</strong>v<strong>in</strong>ced, that they are sufficient to provide <strong>in</strong>spirati<strong>on</strong> <strong>and</strong> thatthe study provides a good overview of the different answers to the questi<strong>on</strong>: What is <strong>quality</strong><strong>assurance</strong> <strong>systems</strong> for apprenticeship programmes?The European Quality Assurance Frame<strong>work</strong> has been used to structure the analysis of the cases.C<strong>on</strong>clusi<strong>on</strong>sThe <strong>quality</strong> of the apprenticeship programmes reviewed is <strong>in</strong> general high, <strong>and</strong> apprenticeshipprogrammes are c<strong>on</strong>sidered as <strong>on</strong>e of the most (if not the most) important types of vocati<strong>on</strong>aleducati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g.The total <strong>quality</strong> of the apprenticeship programmes comes from the <strong>quality</strong> of the learn<strong>in</strong>g provider,the <strong>quality</strong> of the employer (<strong>and</strong> ma<strong>in</strong>ly the tra<strong>in</strong>ers), the <strong>quality</strong> of the apprentice frame<strong>work</strong> <strong>and</strong>the learner.There are, <strong>in</strong> pr<strong>in</strong>ciple, two ma<strong>in</strong> issues <strong>in</strong> relati<strong>on</strong> to the <strong>quality</strong> of apprenticeship programmes: the<strong>quality</strong> of <strong>work</strong>place learn<strong>in</strong>g (c<strong>on</strong>tent, guidance, assessment) <strong>and</strong> the <strong>quality</strong> of the c<strong>on</strong>necti<strong>on</strong>between <strong>work</strong>place <strong>and</strong> school-<strong>based</strong> learn<strong>in</strong>g.A limited number of output-<strong>in</strong>dicators (<strong>in</strong>spired by the <strong>in</strong>dicators <strong>in</strong> the EQARF) were c<strong>on</strong>sidered asthe most useful <strong>in</strong> order to get a good picture of the <strong>quality</strong> of apprenticeship programmes.The cooperati<strong>on</strong> between the stakeholders <strong>and</strong> especially between the VET-colleges <strong>and</strong> theenterprises is c<strong>on</strong>sidered as the <strong>quality</strong> area with the highest room for improvement. Specifically,the learners menti<strong>on</strong> the lack of coord<strong>in</strong>ati<strong>on</strong> between what is learned <strong>in</strong> the VET-colleges <strong>and</strong>what is tra<strong>in</strong>ed <strong>in</strong> the enterprises.Apprenticeship programmes are currently be<strong>in</strong>g reformed <strong>and</strong> revitalised <strong>in</strong> a number of MemberStates together with focused activities <strong>in</strong> order to change the culture around the apprenticeshipprogramme <strong>and</strong> the image of these.The study c<strong>on</strong>cludes that there has been a clear EU <strong>in</strong>fluence <strong>on</strong> the nati<strong>on</strong>al <strong>quality</strong> <strong>assurance</strong><strong>systems</strong>, <strong>and</strong> that the Le<strong>on</strong>ardo da V<strong>in</strong>ci programme c<strong>on</strong>t<strong>in</strong>ues to c<strong>on</strong>tribute to furtherdevelopment.7
The study shows that there are different laws <strong>and</strong> regulati<strong>on</strong>s <strong>and</strong> that the <strong>quality</strong> <strong>assurance</strong> needsto be organised <strong>and</strong> regulated. Fund<strong>in</strong>g is a key activity at nati<strong>on</strong>al level <strong>and</strong> is used to motivate<strong>and</strong> sancti<strong>on</strong> the different stakeholders.The major nati<strong>on</strong>al challenge is to secure the right number of apprenticeship places <strong>and</strong> to securea high level of communicati<strong>on</strong> <strong>and</strong> cooperati<strong>on</strong> between all the stakeholders.The social partners have different roles <strong>and</strong> resp<strong>on</strong>sibilities e.g. resp<strong>on</strong>sibility for the f<strong>in</strong>alexam<strong>in</strong>ati<strong>on</strong>s <strong>in</strong> some Member States.The <strong>quality</strong> of the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> enterprises is, <strong>in</strong> general, high, but enterprises need to be motivated <strong>in</strong>order to participate actively <strong>in</strong> the apprenticeship programmes. The ma<strong>in</strong> motivati<strong>on</strong>s for tak<strong>in</strong>gpart <strong>in</strong> apprenticeship programmes for the enterprises are that it is possible to develop youngemployees who meet the company's particular requirements, it is a part of their policy, it is possibleto choose the best employees, it creates more flexible employees, to secure future employeeswith<strong>in</strong> the professi<strong>on</strong>, <strong>and</strong> the enterprise c<strong>on</strong>tributes to give the youth a perspective <strong>and</strong> directi<strong>on</strong><strong>in</strong> life.The technical <strong>and</strong> pedagogical qualificati<strong>on</strong>s of the tra<strong>in</strong>ers are the most important <strong>quality</strong> criteriafor most apprentices.The VET-colleges play very different roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. Theactivities range from be<strong>in</strong>g resp<strong>on</strong>sible for the <strong>quality</strong> to be<strong>in</strong>g a part of the exam<strong>in</strong>ati<strong>on</strong> <strong>and</strong>assessment process. However teachers do not have c<strong>on</strong>tacts with the enterprises regularlyenough <strong>and</strong> the c<strong>on</strong>tact is very often dependent of the <strong>in</strong>dividual teacher <strong>and</strong> tra<strong>in</strong>er.The learners are, <strong>in</strong> general, satisfied with the <strong>quality</strong> of their apprenticeship programmes. Theroles of the learner differ from be<strong>in</strong>g a student to be<strong>in</strong>g an employee. The learners need to givefeedback to the enterprises <strong>and</strong> the VET-colleges <strong>and</strong> to know more about apprenticeshipprogrammes <strong>and</strong> about their rights <strong>and</strong> resp<strong>on</strong>sibilities.Recommendati<strong>on</strong>sThe selected recommendati<strong>on</strong>s cover the most important areas for improvement, <strong>and</strong> are <strong>based</strong><strong>on</strong> the complete study <strong>and</strong> are closely l<strong>in</strong>ked to the c<strong>on</strong>clusi<strong>on</strong>s of the study.Primarily, all the stakeholders should c<strong>on</strong>t<strong>in</strong>ue the good <strong>work</strong> they are do<strong>in</strong>g at the moment. Theyshould focus <strong>on</strong> cooperati<strong>on</strong> <strong>and</strong> use the follow<strong>in</strong>g output-<strong>in</strong>dicators (<strong>in</strong>spired by the <strong>in</strong>dicators <strong>in</strong>the EQARF) <strong>in</strong> order to get a good picture of the <strong>quality</strong> of apprenticeship programmes:• The employment rate of the apprentices/students• The completi<strong>on</strong> rate of the apprentices/students• Satisfacti<strong>on</strong> rate of <strong>in</strong>dividuals <strong>and</strong> employers with acquired skills/competences• The time lapse between the completi<strong>on</strong> of tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> successfulemployment be<strong>in</strong>g secured- important po<strong>in</strong>t perhaps reformulate to read “ the time lapsebetween tra<strong>in</strong><strong>in</strong>g/WBL <strong>and</strong> successful employment “ – your decisi<strong>on</strong>At European level the Le<strong>on</strong>ardo da V<strong>in</strong>ci programme should be used even more <strong>and</strong> the ENQA-VET should c<strong>on</strong>t<strong>in</strong>ue its activities to support the Member States <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of VET.The nati<strong>on</strong>al system level should, as a primary objective, ensure the adequate supply ofapprenticeship places, support communicati<strong>on</strong> between the stakeholders, secure the <strong>quality</strong> of allapprenticeship programmes <strong>and</strong> update the procedures for new apprenticeship programmes.8
The Social Partners should upgrade the focus <strong>on</strong> <strong>quality</strong> <strong>and</strong> support the supply of apprenticeshipplaces.The enterprises should focus <strong>on</strong> the skills of the tra<strong>in</strong>er, provide more places for apprenticeship,cooperate with the VET-colleges <strong>and</strong> focus <strong>on</strong> the learners.The VET-colleges should have a closer c<strong>on</strong>tact to the tra<strong>in</strong>ers <strong>and</strong> enterprises, <strong>and</strong> focus <strong>on</strong> thelearner.The apprentices should to be more active <strong>and</strong> be encouraged <strong>and</strong> supported to underst<strong>and</strong> theirrights <strong>and</strong> resp<strong>on</strong>sibilities.Future research should focus <strong>on</strong> how to get the enterprises to supply places for apprenticeship,<strong>on</strong> good practices for cooperati<strong>on</strong> between enterprises, VET-colleges <strong>and</strong> learners <strong>and</strong> <strong>on</strong> the<strong>in</strong>ternal organisati<strong>on</strong> of the <strong>quality</strong> <strong>assurance</strong> of the apprenticeship programmes.9
1. Policy recommendati<strong>on</strong>sThis first chapter presents a limited <strong>and</strong> focused number of proposals for recommendati<strong>on</strong>s forfuture progress. The objective is to c<strong>on</strong>tribute to policy development, <strong>and</strong> to enhance the <strong>work</strong>with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g (WBL) <strong>and</strong> apprenticeship programmes <strong>in</strong>European VET.The selected recommendati<strong>on</strong>s will cover the most important areas for improvement, <strong>and</strong> will beaccompanied with a short descripti<strong>on</strong> <strong>and</strong> justificati<strong>on</strong>.The recommendati<strong>on</strong>s are <strong>based</strong> <strong>on</strong> the complete study <strong>and</strong> are closely l<strong>in</strong>ked to the c<strong>on</strong>clusi<strong>on</strong>s<strong>in</strong> the last chapter of the study.The first secti<strong>on</strong> will come with some more general recommendati<strong>on</strong>s to all the stakeholders. Thefollow<strong>in</strong>g secti<strong>on</strong>s will present the recommendati<strong>on</strong>s for each of the stakeholders at European,Nati<strong>on</strong>al system, Social Partner, Enterprise, VET-college <strong>and</strong> apprentice level.F<strong>in</strong>ally a number of recommendati<strong>on</strong>s for further research will be presented <strong>and</strong> justified.It is our hope that the study will <strong>in</strong>spire many readers to make their own c<strong>on</strong>clusi<strong>on</strong>s <strong>and</strong> to make<strong>and</strong> implement their own recommendati<strong>on</strong>s <strong>in</strong> order to further raise the <strong>quality</strong> of apprenticeshipprogrammes <strong>in</strong> Europe.1.1 Recommendati<strong>on</strong>s for all stakeholdersC<strong>on</strong>t<strong>in</strong>ue the good <strong>work</strong>Studies, surveys <strong>and</strong> the <strong>in</strong>terviews all c<strong>on</strong>clude that the <strong>quality</strong> <strong>in</strong> general is high. This c<strong>on</strong>clusi<strong>on</strong>is supported from enterprises, apprentices, social partners, VET-colleges <strong>and</strong> system level.The current reforms <strong>and</strong> revitalizati<strong>on</strong> of the apprenticeship programme are the start of a new era<strong>and</strong> modernisati<strong>on</strong> of the traditi<strong>on</strong>al apprenticeship programmes. These developments need to befollowed closely <strong>and</strong> best practice should be presented <strong>in</strong> order to <strong>in</strong>spire other Member States<strong>and</strong> stakeholders.The culture around the apprenticeship programmes have been under changes too. Attracti<strong>on</strong> ofhigh performance learners, clear l<strong>in</strong>ks to further <strong>and</strong> higher educati<strong>on</strong>, competiti<strong>on</strong>s <strong>and</strong> awards,focused <strong>in</strong>formati<strong>on</strong> strategies are am<strong>on</strong>g the objectives <strong>and</strong> tool to create a new <strong>and</strong> morepositive culture around apprenticeship programmes.Use a limited number of <strong>in</strong>dicatorsThe follow<strong>in</strong>g output-<strong>in</strong>dicators (<strong>in</strong>spired by the <strong>in</strong>dicators <strong>in</strong> the EQARF) were c<strong>on</strong>sidered by theresp<strong>on</strong>dents as the most useful <strong>in</strong> order to get a good picture of the <strong>quality</strong> of apprenticeshipprogrammes:• The employment rate of the apprentices/students• The completi<strong>on</strong> rate of the apprentices/students• Satisfacti<strong>on</strong> rate of <strong>in</strong>dividuals <strong>and</strong> employers with acquired skills/competences• The time from tra<strong>in</strong><strong>in</strong>g/WBL to jobs/the labour market10
These <strong>in</strong>dicators are relatively simple but give a very good overview of the out-put <strong>quality</strong> <strong>and</strong><strong>in</strong>directly also of the <strong>in</strong>put <strong>and</strong> process <strong>quality</strong> of apprenticeship programmes when they are usedtogether.Focus <strong>on</strong> cooperati<strong>on</strong>The cooperati<strong>on</strong> between the stakeholder <strong>and</strong> especially between the VET-colleges <strong>and</strong> theenterprises are c<strong>on</strong>sidered as the <strong>quality</strong> area ´with the highest room for improvement. Inparticular, the learners menti<strong>on</strong> the lack of coord<strong>in</strong>ati<strong>on</strong> between what is learned <strong>in</strong> the VETcolleges<strong>and</strong> what is tra<strong>in</strong>ed <strong>in</strong> the enterprises.This needs to be taken seriously by all stakeholders.1.2 Recommendati<strong>on</strong>s at European levelMaximise the use the Le<strong>on</strong>ardo da V<strong>in</strong>ci programmeA number of LdV-projects focus <strong>on</strong> aspects of <strong>quality</strong> <strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong>apprenticeship programmes. This <strong>work</strong> has to be c<strong>on</strong>t<strong>in</strong>ued <strong>and</strong> upgraded <strong>in</strong> order to securefurther <strong>in</strong>novati<strong>on</strong>, exchange best practice, <strong>and</strong> transfer of <strong>in</strong>novative practices, c<strong>on</strong>tents, methods<strong>and</strong> procedures with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes.The <strong>in</strong>ternal organisati<strong>on</strong> of the <strong>quality</strong> <strong>assurance</strong> of the apprenticeship programmes, how to getnew enterprises to supply places for apprenticeships, good practice <strong>in</strong> cooperati<strong>on</strong> betweenenterprises, VET-colleges <strong>and</strong> learners are all examples of potential topics for new LdV-projects.C<strong>on</strong>t<strong>in</strong>ue the <strong>work</strong> d<strong>on</strong>e by ENQA-VET to support the Member statesQuality <strong>assurance</strong> <strong>systems</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> with that <strong>quality</strong> <strong>assurance</strong> ofapprenticeship programmes has been <strong>on</strong>e of the pillars <strong>in</strong> the ENQA-VET <strong>work</strong> plan for the lastyears. This <strong>work</strong> can be c<strong>on</strong>t<strong>in</strong>ued with focus <strong>on</strong> how to solve the ma<strong>in</strong> challenges <strong>in</strong> relati<strong>on</strong> to the<strong>quality</strong> of apprenticeship programmes: the supply of apprenticeship places <strong>and</strong> the cooperati<strong>on</strong>between the stakeholders <strong>in</strong> relati<strong>on</strong> to <strong>quality</strong> <strong>assurance</strong> of the apprenticeship programme.This will support the Member States own developments with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeshipprogrammes.1.3 Recommendati<strong>on</strong>s at Nati<strong>on</strong>al system levelSecure the supply of apprenticeship placesThere needs to be a significant <strong>and</strong> rapid <strong>in</strong>crease <strong>in</strong> the number of Apprenticeships frame<strong>work</strong>savailable.The knowledge of the benefits <strong>and</strong> challenges related to apprenticeship programmes varies am<strong>on</strong>gthe enterprises. This lack of transparency of facts <strong>and</strong> examples can prevent enterprises fromsupply<strong>in</strong>g places for apprenticeship.The m<strong>in</strong>istries should improve the way <strong>in</strong> which they present <strong>and</strong> spread best practice – it shouldbe both faster <strong>and</strong> more structured, but still keep the freedom of the different actors to choose fromthe opti<strong>on</strong>s available to them.The publicati<strong>on</strong> of studies like this <strong>in</strong> a more popular versi<strong>on</strong> <strong>and</strong> the creati<strong>on</strong> of focused<strong>in</strong>formati<strong>on</strong> to different types <strong>on</strong> enterprises could provide further motivati<strong>on</strong> to enterprises,particularly if supported by cost/ benefits <strong>and</strong> actual case studies relat<strong>in</strong>g to their sector or trade..11
The many nati<strong>on</strong>al <strong>and</strong> <strong>in</strong>ternati<strong>on</strong>al awards <strong>and</strong> competiti<strong>on</strong>s for apprentices helps raise theknowledge about apprenticeship programmes <strong>and</strong> helps to create a more positive image ofapprenticeship programmes.Support the communicati<strong>on</strong> between the stakeholdersA f<strong>in</strong>d<strong>in</strong>g of our study is that the <strong>quality</strong> criteria c<strong>on</strong>cern<strong>in</strong>g cooperati<strong>on</strong> of learn<strong>in</strong>g sites were ratedlowest by the apprentices. They often have the impressi<strong>on</strong> that their <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g <strong>and</strong> theireducati<strong>on</strong> at school are not closely c<strong>on</strong>nected. Therefore collaborati<strong>on</strong>, <strong>in</strong> which <strong>in</strong>-companytra<strong>in</strong>ers <strong>and</strong> vocati<strong>on</strong>al school teachers <strong>work</strong> together to design projects <strong>and</strong> tasks for theapprentices, should be supported.Focus <strong>on</strong> learner centred soluti<strong>on</strong>s which take account of the needs of the learner <strong>and</strong> specify theamount, c<strong>on</strong>tent <strong>and</strong> tim<strong>in</strong>g of the communicati<strong>on</strong> between the other stakeholders <strong>and</strong> the learner.Secure the <strong>quality</strong> of all apprenticeship programmesEven if the <strong>quality</strong> of apprenticeship programmes <strong>in</strong> general is high are there differences betweenthe enterprises <strong>and</strong> the VET-colleges. In general, the <strong>quality</strong> of the apprenticeship programme isvery dependent of the skills <strong>and</strong> motivati<strong>on</strong> of a limited number of pers<strong>on</strong>s: the tra<strong>in</strong>er <strong>in</strong> theenterprise as the key stakeholder <strong>and</strong> the teachers at the VET-colleges together with the learner.One potential soluti<strong>on</strong> is the <strong>in</strong>troducti<strong>on</strong> <strong>and</strong> use of nati<strong>on</strong>al st<strong>and</strong>ards for the wholeapprenticeship program <strong>in</strong>clud<strong>in</strong>g both the activities at VET-colleges <strong>and</strong> <strong>in</strong> the enterprises.In general the <strong>quality</strong> <strong>assurance</strong> activities <strong>in</strong> the enterprises are not as transparent as the <strong>quality</strong><strong>assurance</strong> activities <strong>in</strong> other parts of the educati<strong>on</strong>al system. Seen from a learner perspective theexpectati<strong>on</strong>s to the <strong>quality</strong> of the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> must be the same, <strong>in</strong>dependent ofwhere the tra<strong>in</strong><strong>in</strong>g <strong>and</strong> teach<strong>in</strong>g are located.This can either be solved by <strong>in</strong>troduc<strong>in</strong>g <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> for the enterprises or at leastsome k<strong>in</strong>d of <strong>quality</strong> <strong>assurance</strong> c<strong>on</strong>trol <strong>and</strong>/or supervisi<strong>on</strong> <strong>in</strong> additi<strong>on</strong> to what exists at the moment.Update the procedures for new apprenticeship programmesThere seems to be a need for a system where Apprenticeship frame<strong>work</strong>s, tailored to the needs of<strong>in</strong>dividual employers <strong>and</strong> the market <strong>in</strong> general, can be brought quickly <strong>in</strong>to play.The current structures with Social Partners organized <strong>in</strong> the exist<strong>in</strong>g sectors, trades <strong>and</strong> <strong>in</strong>dustriesis a challenge <strong>in</strong> relati<strong>on</strong> to the flexibility of the system for creat<strong>in</strong>g new apprenticeshipprogrammes. This area <strong>and</strong> the potential alternative organizati<strong>on</strong> of it will be a key topic <strong>in</strong> thefuture <strong>in</strong> order to secure, that the educati<strong>on</strong>al system can deliver the skills <strong>and</strong> competences that isdem<strong>and</strong>ed.1.4 Recommendati<strong>on</strong>s at Social Partners levelUpgrade the focus <strong>on</strong> <strong>quality</strong>The Social Partners are key actors <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g even ifthey have different roles <strong>in</strong> the Member States.In pr<strong>in</strong>ciple <strong>quality</strong> should be an area where the Social Partners cooperate <strong>and</strong> where they havealmost the same targets <strong>and</strong> objectives for the <strong>work</strong>.Use this situati<strong>on</strong> to focus even more <strong>on</strong> the <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> development of apprenticeshipprogrammes. This can be d<strong>on</strong>e by mak<strong>in</strong>g comm<strong>on</strong> studies or studies with the same theme, butwith different po<strong>in</strong>t of view, by creat<strong>in</strong>g comm<strong>on</strong> projects <strong>and</strong> by spread<strong>in</strong>g good practice.12
Support the supply of apprenticeship placesThe Social Partners are, <strong>in</strong> pr<strong>in</strong>ciple, the stakeholders closest to the soluti<strong>on</strong> to the challenge ofrais<strong>in</strong>g the supply of the places for apprenticeship. Both of the Social Partners can c<strong>on</strong>tribute tothis <strong>work</strong> by f<strong>in</strong>d<strong>in</strong>g the arguments for <strong>and</strong> aga<strong>in</strong>st supply<strong>in</strong>g places for apprenticeship <strong>and</strong> byanalys<strong>in</strong>g these answers <strong>in</strong> order to se if there are any possibilities for change.1.5 Recommendati<strong>on</strong>s at Enterprise levelProvide more places for apprenticeshipThe dem<strong>and</strong> for apprenticeship places is much higher than the supply of the places, <strong>and</strong> thedem<strong>and</strong> is expected to stay high <strong>and</strong> even grow the com<strong>in</strong>g years.Every enterprise is important <strong>in</strong> this process, <strong>and</strong> every enterprise should be encouraged tosupply places or at least make the decisi<strong>on</strong> of not supply<strong>in</strong>g a place <strong>based</strong> <strong>on</strong> real facts <strong>and</strong>knowledge.The majority of enterprises do not supply any places for apprenticeship. There must be a hugepotential with<strong>in</strong> these enterprises either <strong>on</strong> the exist<strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s or after changes <strong>in</strong> thec<strong>on</strong>diti<strong>on</strong>s. This group of enterprises needs to be actively <strong>in</strong>volved <strong>in</strong> a discussi<strong>on</strong> <strong>on</strong> potentialc<strong>on</strong>diti<strong>on</strong>s <strong>in</strong> order to supply places for apprenticeship. This can be organised through theemployers’ organisati<strong>on</strong>s sector by sector.Many enterprises use the paper<strong>work</strong> as <strong>on</strong>e of the decisi<strong>on</strong>s for not be<strong>in</strong>g <strong>in</strong>volved <strong>in</strong> Apprenticeprogrammes. VET-colleges or other tra<strong>in</strong><strong>in</strong>g providers can help the enterprises with manag<strong>in</strong>g therecruitment <strong>and</strong> <strong>on</strong>go<strong>in</strong>g paper<strong>work</strong>, design<strong>in</strong>g structured off-the-job tra<strong>in</strong><strong>in</strong>g <strong>and</strong> provid<strong>in</strong>g othertasks that the enterprises f<strong>in</strong>d too time-c<strong>on</strong>sum<strong>in</strong>g.Cooperate even further with the VET-collegesThe cooperati<strong>on</strong> with the VET-colleges can be regulated by law <strong>in</strong> different ways, but despite theorganisati<strong>on</strong>al soluti<strong>on</strong>s the key challenges are still, that two different stakeholders are resp<strong>on</strong>siblefor ensur<strong>in</strong>g that the learner gets a high <strong>quality</strong> educati<strong>on</strong>.It is not enough just to <strong>in</strong>sist <strong>on</strong> the rules <strong>and</strong> the way the resp<strong>on</strong>sibilities are organised accord<strong>in</strong>gto the law; both stakeholders must actively take their part of the resp<strong>on</strong>sibility <strong>and</strong> cooperateclosely <strong>in</strong> order to secure the <strong>quality</strong> of the apprenticeship programme.Pers<strong>on</strong>al c<strong>on</strong>tacts between tra<strong>in</strong>ers <strong>and</strong> teachers, a culture of exchanges of pers<strong>on</strong>nel,participati<strong>on</strong> <strong>in</strong> local, regi<strong>on</strong>al or <strong>in</strong>ternati<strong>on</strong>al projects are all potential <strong>in</strong>struments to enhance thecooperati<strong>on</strong> between the enterprises <strong>and</strong> the VET-colleges.Focus <strong>on</strong> the learnerIt seems still to be problematic to coord<strong>in</strong>ate the learn<strong>in</strong>g c<strong>on</strong>tent <strong>and</strong> focus for the <strong>in</strong>dividualstudent, even if the apprentices/learners <strong>and</strong> the enterprises have regular c<strong>on</strong>tacts to the schools,There needs to be more focus <strong>on</strong> the <strong>in</strong>dividual students <strong>and</strong> their learn<strong>in</strong>g, <strong>and</strong> less <strong>on</strong> thest<strong>and</strong>ardised activities.Many enterprises focus <strong>on</strong> their feedback to the VET-colleges <strong>on</strong> the apprentice as a pers<strong>on</strong> <strong>and</strong>not so much <strong>on</strong> the learn<strong>in</strong>g development of the apprentice. This has to be changed, so the learner<strong>and</strong> the learn<strong>in</strong>g are the focus of the communicati<strong>on</strong> <strong>and</strong> coord<strong>in</strong>ati<strong>on</strong> between the enterprises <strong>and</strong>the VET-colleges.13
If the apprentices not are very active or mature it should be an obligati<strong>on</strong> of the enterprises tosupport the apprentices <strong>in</strong> rais<strong>in</strong>g questi<strong>on</strong>s <strong>and</strong> achiev<strong>in</strong>g feedback about their <strong>work</strong> <strong>and</strong> theirlearn<strong>in</strong>g.Focus <strong>on</strong> the tra<strong>in</strong>ers skillsThe pers<strong>on</strong>al, technical <strong>and</strong> pedagogical qualificati<strong>on</strong>s of the tra<strong>in</strong>ers are the most important<strong>quality</strong> criteria for most apprentices. The qualificati<strong>on</strong>s are regulated differently, but generally thereare a number of <strong>quality</strong> criteria for the tra<strong>in</strong>ers. This <strong>work</strong> needs to be c<strong>on</strong>t<strong>in</strong>ued <strong>and</strong> developedfurther <strong>in</strong> order to raise the tra<strong>in</strong>ers’ m<strong>in</strong>imum skills <strong>and</strong> qualificati<strong>on</strong>s.This can be d<strong>on</strong>e <strong>in</strong> a number of ways rang<strong>in</strong>g from the <strong>in</strong>troducti<strong>on</strong> of clear nati<strong>on</strong>al m<strong>in</strong>imum<strong>quality</strong> criteria for tra<strong>in</strong>ers to more soft <strong>and</strong> <strong>in</strong>dividual soluti<strong>on</strong>s like participati<strong>on</strong> <strong>in</strong> nati<strong>on</strong>al or LdVprojects.One of the skills that the learners appreciate but also miss most is the skill of giv<strong>in</strong>g c<strong>on</strong>structivefeedback to the learner. Many apprentices have also the impressi<strong>on</strong> that there is not a very highfault tolerance dur<strong>in</strong>g <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g. And from the apprentices’ po<strong>in</strong>t of view, there is oftentoo little time to discuss their <strong>work</strong><strong>in</strong>g results.The major problem seems to be <strong>in</strong>tegrated <strong>in</strong> the job of the tra<strong>in</strong>er – the tra<strong>in</strong>er is ma<strong>in</strong>ly a normalemployee, who has a normal job to do – very often with higher priority than the tra<strong>in</strong><strong>in</strong>g of theapprentices. Time for reflecti<strong>on</strong> <strong>and</strong> the use of positive feedback are both areas with a potential forfurther development. This can be d<strong>on</strong>e by changes <strong>in</strong> the <strong>in</strong>ternal job-descripti<strong>on</strong>s or by upgrad<strong>in</strong>gthe functi<strong>on</strong> as a tra<strong>in</strong>er.1.6 Recommendati<strong>on</strong>s at VET-college levelCloser c<strong>on</strong>tact to the tra<strong>in</strong>ers <strong>and</strong> enterprisesThe cooperati<strong>on</strong> between the tra<strong>in</strong>er, the teacher <strong>and</strong> the learner are extremely important for the<strong>quality</strong> of the learn<strong>in</strong>g <strong>and</strong> for the apprenticeship programme.The c<strong>on</strong>tacts between the teachers <strong>and</strong> the tra<strong>in</strong>ers require resources (time <strong>and</strong> competences) tosecure that every apprentice gets the same degree of support. The pers<strong>on</strong>al relati<strong>on</strong>ships betweenthe teachers <strong>and</strong> tra<strong>in</strong>ers are also important for the <strong>quality</strong> of the learn<strong>in</strong>g for the learner. One wayof build<strong>in</strong>g-up pers<strong>on</strong>al relati<strong>on</strong>ships is to have teachers <strong>in</strong> practice <strong>in</strong> the enterprises <strong>and</strong> tra<strong>in</strong>ers<strong>in</strong> practice at the VET-colleges. Even short periods of exchange can be very efficient for build<strong>in</strong>grelati<strong>on</strong>ships <strong>and</strong> <strong>in</strong>creas<strong>in</strong>g underst<strong>and</strong><strong>in</strong>g of the different c<strong>on</strong>texts <strong>and</strong> c<strong>on</strong>stra<strong>in</strong>tsMotivat<strong>in</strong>g the top-management <strong>in</strong> VET-colleges to be more <strong>in</strong>volved <strong>in</strong> c<strong>on</strong>tact with theenterprises <strong>and</strong> to create an atmosphere of openness <strong>and</strong> <strong>in</strong>terest <strong>in</strong> the relati<strong>on</strong>ship with theenterprises is a critical factor <strong>in</strong> achiev<strong>in</strong>g greater cooperati<strong>on</strong> <strong>and</strong> coord<strong>in</strong>ati<strong>on</strong>.The c<strong>on</strong>structi<strong>on</strong> of clearly def<strong>in</strong>ed structures for how the VET-colleges <strong>and</strong> the enterprisesdiscuss <strong>and</strong> communicate <strong>in</strong> relati<strong>on</strong> to the learn<strong>in</strong>g c<strong>on</strong>tent <strong>and</strong> the tim<strong>in</strong>g of the learn<strong>in</strong>g can bemade. This can be d<strong>on</strong>e by the use of a review schedule with fixed dates <strong>and</strong> agendas for themeet<strong>in</strong>gs.Focus <strong>on</strong> the learnerThe teachers <strong>and</strong> the VET-colleges have, <strong>in</strong> general, the pedagogical <strong>and</strong> didactical skills <strong>in</strong> orderto focus <strong>on</strong> the learner <strong>and</strong> to ensure that the other stakeholders do the same. The teacher can bethe pers<strong>on</strong> that sets the scene <strong>in</strong> relati<strong>on</strong> to the learner, <strong>and</strong> tries to support the learner both at theVET-college <strong>and</strong> <strong>in</strong> the enterprise.14
The creati<strong>on</strong> of a st<strong>and</strong>ardised <strong>and</strong> m<strong>and</strong>atory feedback system from the colleges to theapprentices might be a good idea <strong>in</strong> some countries.1.7 Recommendati<strong>on</strong>s at Apprentice levelBe more activeThe apprentices/learners are a key participant <strong>in</strong> the <strong>quality</strong> <strong>assurance</strong> of their own educati<strong>on</strong>.They have the possibility to react immediately <strong>and</strong> to ask about both the plans <strong>and</strong> the dailyactivities if they feel it necessary. But this requires that they are active <strong>and</strong> mature enough to be<strong>in</strong>volved it the <strong>quality</strong> <strong>assurance</strong>.They have to learn how to give feedback to their companies so that the tra<strong>in</strong><strong>in</strong>g processes mightbe changed. Especially the vocati<strong>on</strong>al schools <strong>and</strong> the trade uni<strong>on</strong>s should help equip theapprentices for this difficult task.The study showed differences <strong>in</strong> the apprentices/learners level of maturity <strong>and</strong> activity.The students c<strong>on</strong>t<strong>in</strong>ue to dem<strong>and</strong> <strong>quality</strong> <strong>in</strong> their educati<strong>on</strong> <strong>and</strong> compare the <strong>work</strong><strong>in</strong>g <strong>and</strong> learn<strong>in</strong>gc<strong>on</strong>diti<strong>on</strong>s <strong>in</strong>ternally with those of other students. This creates a pressure <strong>on</strong> the average <strong>quality</strong>for all enterprises. If the apprentices are not very active or mature it should be an obligati<strong>on</strong> of theenterprises to support the apprentices to raise questi<strong>on</strong>s <strong>and</strong> seek feedback <strong>on</strong> their programme.Know your rights <strong>and</strong> resp<strong>on</strong>sibilitiesThe learners should know their rights <strong>and</strong> resp<strong>on</strong>sibilities <strong>in</strong>dependent of whether they arestudents or employees. The preparati<strong>on</strong> of students should beg<strong>in</strong> before start<strong>in</strong>g theapprenticeship, so the students know what to expect at the enterprise <strong>and</strong> at the VET-college. Allapprentices shall have the right to a <strong>quality</strong> educati<strong>on</strong> – <strong>in</strong>dependent of <strong>in</strong>dividual teachers <strong>and</strong>tra<strong>in</strong>ers.One way of secur<strong>in</strong>g that the learners know their rights <strong>and</strong> resp<strong>on</strong>sibilities is to def<strong>in</strong>e this as afixed part of <strong>in</strong>ducti<strong>on</strong> of every apprenticeship programme.1.8 Recommendati<strong>on</strong>s for further ResearchThe research resulted <strong>in</strong> a number of more general f<strong>in</strong>d<strong>in</strong>gs <strong>and</strong> c<strong>on</strong>clusi<strong>on</strong>s, ma<strong>in</strong>ly related to theresearch process <strong>and</strong> to the availability of data.How to get new enterprises to supply places for apprenticeships?The supply of places for apprenticeship is lower than the dem<strong>and</strong> for the places. Further researchshould try to answer the questi<strong>on</strong>: how are the supply of places <strong>in</strong>creased?The research should focus <strong>on</strong> both how to get the enterprises that at the moment supply places toc<strong>on</strong>t<strong>in</strong>ue with it, <strong>and</strong> especially how the many enterprises without experience with apprenticeshipplaces can be motivated <strong>and</strong> encouraged to supply places.New approaches to apprenticeship places are a further area for this research.Good practices for cooperati<strong>on</strong> between enterprises, VET-colleges <strong>and</strong> learnersThe cooperati<strong>on</strong> between the stakeholders is the <strong>quality</strong> criteria with the lowest rat<strong>in</strong>gs am<strong>on</strong>g thestudents <strong>in</strong> <strong>on</strong>e of the studies.Further research could search for the motives beh<strong>in</strong>d this fact <strong>and</strong> identify best practice <strong>in</strong> order tohelp the stakeholders cooperate better.15
The <strong>in</strong>ternal organisati<strong>on</strong> of the <strong>quality</strong> <strong>assurance</strong> of the apprenticeship programmesThe study showed a clear lack of transparency of the <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> the enterprises <strong>and</strong> thatit is difficult to get an overview of <strong>and</strong> an <strong>in</strong>sight <strong>in</strong> the <strong>quality</strong> <strong>assurance</strong> activities <strong>in</strong> theenterprises.The tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprises is an <strong>in</strong>tegrated part of the public funded apprenticeship programme<strong>and</strong> should, accord<strong>in</strong>g to this, follow the same rules for transparency <strong>and</strong> <strong>quality</strong> <strong>assurance</strong> asother vocati<strong>on</strong>al educati<strong>on</strong>. But our knowledge is still limited about this important part of thevocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g system. Further research <strong>on</strong> the <strong>in</strong>ternal organisati<strong>on</strong> of the<strong>quality</strong> <strong>assurance</strong> of the apprenticeship programmes <strong>in</strong> the enterprises is expected to support thegeneral knowledge of <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> to <strong>in</strong>spire <strong>and</strong> challenge the <strong>quality</strong> <strong>assurance</strong>mechanisms <strong>and</strong> <strong>systems</strong> <strong>in</strong> the VET-colleges.2. Research objectives <strong>and</strong> methodology2.1 Objectives of the <str<strong>on</strong>g>Study</str<strong>on</strong>g>This study will focus <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment <strong>in</strong>general <strong>and</strong> more specifically <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes <strong>in</strong> EuropeanVET. WBL <strong>and</strong> apprenticeship programmes are both key aspects of any VET system.The study• will help to <strong>in</strong>form <strong>and</strong> guide current practice through highlight<strong>in</strong>g successes• will c<strong>on</strong>sider how <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> for assess<strong>in</strong>g <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g affects tra<strong>in</strong><strong>in</strong>gproviders (VET <strong>in</strong>stituti<strong>on</strong>s) <strong>and</strong> company tra<strong>in</strong>ers at local, nati<strong>on</strong>al <strong>and</strong> European level• seek to ga<strong>in</strong> a better underst<strong>and</strong><strong>in</strong>g of how any <strong>quality</strong> <strong>assurance</strong> system ensures tra<strong>in</strong>ers <strong>and</strong>assessors are kept fully <strong>in</strong>formed• will help ENQA-VET evaluate how to support the effectiveness of the <strong>quality</strong> <strong>assurance</strong><strong>systems</strong> <strong>and</strong> processes that underp<strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment• will provide sufficient <strong>in</strong>formati<strong>on</strong> for ENQA-VET to be c<strong>on</strong>fident about how <strong>quality</strong> <strong>assurance</strong><strong>systems</strong> can <strong>and</strong> do support <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment• will be a “tool-box” for <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes from which the readersmay chose to be <strong>in</strong>spired by what they c<strong>on</strong>sider most relevant to themIt is not possible to cover all aspects of <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong>assessment, because this study deals with five different cases <strong>and</strong> is carried out <strong>on</strong> a limited timescale of around 50 days of research.Apprenticeship programmes will, as the major type of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g, be the focus of thestudy.The study is not expected to be representative of <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> European <strong>work</strong><strong>based</strong> learn<strong>in</strong>g <strong>and</strong> apprenticeship programmes. But the selected cases will, together with thecomprehensive desk research, cover the most important aspects of <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong>apprenticeship programmes <strong>in</strong> European VET.16
The cases will not describe a complete picture of <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> apprenticeshipprogrammes <strong>in</strong> each case-country, but will, <strong>in</strong> general illustrate <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong>apprenticeship programmes <strong>and</strong>• Search for comm<strong>on</strong> pr<strong>in</strong>ciples• Present a distillati<strong>on</strong> of the cases• Present different ways apprenticeship programmes are <strong>quality</strong> assured• Have an analytical approach• Make c<strong>on</strong>clusi<strong>on</strong>s <strong>and</strong> recommendati<strong>on</strong>s for all stakeholders2.2 Work <strong>based</strong> learn<strong>in</strong>gWords like “<strong>quality</strong>”, “assessment” <strong>and</strong> “<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g” are def<strong>in</strong>ed <strong>in</strong> many ways with<strong>in</strong> theEuropean VET <strong>systems</strong> <strong>and</strong> am<strong>on</strong>g the many different stakeholders <strong>and</strong> participants. It is not the<strong>in</strong>tenti<strong>on</strong> here to f<strong>in</strong>d the <strong>on</strong>e <strong>and</strong> <strong>on</strong>ly def<strong>in</strong>iti<strong>on</strong> or to decide <strong>on</strong> such a def<strong>in</strong>iti<strong>on</strong>, but to give anoverview of the dimensi<strong>on</strong>s with<strong>in</strong> the different def<strong>in</strong>iti<strong>on</strong>s.2.2.1 Def<strong>in</strong>iti<strong>on</strong>s of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>gUs<strong>in</strong>g a very broad def<strong>in</strong>iti<strong>on</strong> makes it possible to get a better overview of the dimensi<strong>on</strong>s with<strong>in</strong><strong>work</strong> <strong>based</strong> learn<strong>in</strong>g, <strong>and</strong> allow room for Nati<strong>on</strong>al, Regi<strong>on</strong>al <strong>and</strong> Sector <strong>based</strong> priorities <strong>and</strong>differences.Work <strong>based</strong> learn<strong>in</strong>g (WBL) covers a broad range of tra<strong>in</strong><strong>in</strong>g activities <strong>in</strong>clud<strong>in</strong>g company tra<strong>in</strong><strong>in</strong>g,apprenticeship programmes, tra<strong>in</strong><strong>in</strong>g <strong>in</strong> partnership with a tra<strong>in</strong><strong>in</strong>g provider, sector-<strong>based</strong> tra<strong>in</strong><strong>in</strong>g<strong>and</strong> placements abroad to name a few. A huge number of Le<strong>on</strong>ardo da V<strong>in</strong>ci projects organisedifferent aspects of placements abroad, <strong>in</strong>clud<strong>in</strong>g <strong>quality</strong> <strong>assurance</strong> aspects 1 .After hav<strong>in</strong>g exam<strong>in</strong>ed the extensive literature c<strong>on</strong>cern<strong>in</strong>g WBL <strong>and</strong> apprenticeships, two th<strong>in</strong>gshave become clear.Firstly, <strong>in</strong> many academic articles, authors fail to def<strong>in</strong>e what WBL is, even though they are writ<strong>in</strong>gabout how to improve it or have d<strong>on</strong>e a comparative case study of different countries. There is alack of comm<strong>on</strong> underst<strong>and</strong><strong>in</strong>g of the def<strong>in</strong>iti<strong>on</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g by all stakeholders. Thelanguage barriers between employers <strong>and</strong> VET-providers are clear (New Eng<strong>in</strong>eer<strong>in</strong>g Foundati<strong>on</strong>.The Path to Productivity. 2008, p. 8).Sec<strong>on</strong>dly, it has become clear that a number of general def<strong>in</strong>iti<strong>on</strong>s exist <strong>and</strong> even different termsfor <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g: ‘s<strong>and</strong>wich-programmes’, ‘alternati<strong>on</strong> educati<strong>on</strong> <strong>and</strong> learn<strong>in</strong>g programmes’(Schuetze, 2004, OECD, 2008:1). This does not necessarily have to be a negative aspect, butmany of the def<strong>in</strong>iti<strong>on</strong>s c<strong>on</strong>ta<strong>in</strong> the same elements or are too descriptive <strong>and</strong> <strong>on</strong>e-dimensi<strong>on</strong>al.However, <strong>in</strong> some cases, the def<strong>in</strong>iti<strong>on</strong>s c<strong>on</strong>ta<strong>in</strong> some benchmarks <strong>and</strong> disclose the purpose ofWBL <strong>and</strong> apprentice programmes:1 Such as “Placement Support – Development of Support Materials for Foreign Placements <strong>in</strong> SMEs(NL/01/B/F/PP-123135), Learn<strong>in</strong>g from different vocati<strong>on</strong>al <strong>systems</strong> – development of tools to <strong>in</strong>tegrate <strong>and</strong>assess abroad <strong>work</strong> placement (D/2004/EX/4303500323), European Work Placements for Students(A/06/A/F/PL-158.802), BE CuLT eXTeND (DE/08/LLP-LdV/TOI/147131) <strong>and</strong> INNOVET Mobility(AT/08/LLP-LdV/IVT/158044).17
Vocati<strong>on</strong>al programmes differ from academic programmes not <strong>on</strong>ly <strong>in</strong> curricula, but alsobecause they generally prepare the students for specific types of occupati<strong>on</strong>s <strong>and</strong> <strong>in</strong> somecases for direct entry <strong>in</strong>to the labour market.Pre-vocati<strong>on</strong>al (or pre-technical) educati<strong>on</strong> is designed to <strong>in</strong>troduce participants to the world of<strong>work</strong> <strong>and</strong> prepare them for entry <strong>in</strong>to further vocati<strong>on</strong>al/technical educati<strong>on</strong>.Vocati<strong>on</strong>al/technical educati<strong>on</strong> prepares participants for direct entry <strong>in</strong>to specific occupati<strong>on</strong>swithout further tra<strong>in</strong><strong>in</strong>g.School-<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g: less than 75% of the curriculum is presented <strong>in</strong> the schoolenvir<strong>on</strong>ment or through distance educati<strong>on</strong>. It c<strong>on</strong>ta<strong>in</strong>s programmes that <strong>in</strong>volve alternateperiods of attendance at educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s <strong>and</strong> participati<strong>on</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong> tra<strong>in</strong><strong>in</strong>g, alsoknown as ‘s<strong>and</strong>wich programmes’. (OECD, 2008:1)Apprenticeship: a type of employment c<strong>on</strong>tract. Under the c<strong>on</strong>tract, employers call <strong>on</strong> the<strong>work</strong> of apprentices, but at the same time are resp<strong>on</strong>sible for pass<strong>in</strong>g <strong>on</strong> the c<strong>on</strong>cepts <strong>and</strong>techniques that apprentices need to become skilled <strong>work</strong>ers. Apprentices must attend tra<strong>in</strong><strong>in</strong>gschemes (of a m<strong>in</strong>imum of 240 hours per year under the age of 18 <strong>and</strong> 120 hours per yearthereafter) provided by services outside the <strong>work</strong>place. Apprenticeship is part of the vocati<strong>on</strong>altra<strong>in</strong><strong>in</strong>g system. (http://kms.cedefop.europa.eu/blobs/EN00000493001.html)Apprenticeship is a k<strong>in</strong>d of alternance learn<strong>in</strong>g that takes place at two <strong>in</strong>tr<strong>in</strong>sically differentlearn<strong>in</strong>g envir<strong>on</strong>ments <strong>and</strong> that, due to the didactic-pedagogical <strong>in</strong>tegrati<strong>on</strong> of these twolearn<strong>in</strong>g envir<strong>on</strong>ments, gives added value.(Source: Apprenticeship: dead-end sectors <strong>and</strong> occupati<strong>on</strong>s? Implicati<strong>on</strong>s of structural change <strong>and</strong> newemployment possibilities for apprenticeship tra<strong>in</strong><strong>in</strong>g. Arie Gelderblom <strong>in</strong> Cedefop (ed) Vocati<strong>on</strong>aleducati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g – the European research field Background report – Volume I Luxembourg: Officefor Official Publicati<strong>on</strong>s of the European Communities, 1998. ISBN 92-828-3613-4)Smith, Betts (2000) have a three-dimensi<strong>on</strong>al def<strong>in</strong>iti<strong>on</strong> of WBL: learn<strong>in</strong>g about <strong>work</strong> is<strong>in</strong>formati<strong>on</strong>al, learn<strong>in</strong>g at <strong>work</strong> is locati<strong>on</strong>al <strong>and</strong> learn<strong>in</strong>g through <strong>work</strong> is experimental. Theyc<strong>on</strong>t<strong>in</strong>ue to state that to properly def<strong>in</strong>e WBL, learn<strong>in</strong>g must reflect the significant qualitativechanges. These changes are emerg<strong>in</strong>g <strong>in</strong> its def<strong>in</strong>iti<strong>on</strong>, which has been possible through therecogniti<strong>on</strong> of active partnerships between employers, students <strong>and</strong> educati<strong>on</strong>al providers.The def<strong>in</strong>iti<strong>on</strong>s above each c<strong>on</strong>tribute to some of the dimensi<strong>on</strong>s of WBL, which are important forthe <strong>quality</strong> <strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g. These dimensi<strong>on</strong>s can be summarised <strong>and</strong>presented visually as <strong>in</strong> Figure 1.18
Figure 1. A systemic view of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g 2The figure gives a good overview of a number of key <strong>quality</strong> <strong>assurance</strong> elements like the differentactors, <strong>and</strong> especially “The <strong>work</strong>group <strong>and</strong> the <strong>in</strong>dividual” (the student/the learner) <strong>and</strong> the “FormalVET” (the VET-system <strong>and</strong> the VET-schools).Work <strong>based</strong> learn<strong>in</strong>g can be summed up <strong>and</strong> def<strong>in</strong>ed as“learn<strong>in</strong>g or tra<strong>in</strong><strong>in</strong>g undertaken <strong>in</strong> the <strong>work</strong>place, usually <strong>on</strong> the job, <strong>in</strong>clud<strong>in</strong>g apprenticeships, <strong>on</strong>the-jobtra<strong>in</strong><strong>in</strong>g under normal operati<strong>on</strong>al c<strong>on</strong>diti<strong>on</strong>s, <strong>and</strong> <strong>on</strong>-site tra<strong>in</strong><strong>in</strong>g, which is c<strong>on</strong>ducted awayfrom the <strong>work</strong> process (e.g. <strong>in</strong> a tra<strong>in</strong><strong>in</strong>g room.). Work <strong>based</strong> learn<strong>in</strong>g can be a part of a formaleducati<strong>on</strong> <strong>and</strong> d<strong>on</strong>e <strong>in</strong> close cooperati<strong>on</strong> with a VET-provider/school.”2.2.2 Def<strong>in</strong>iti<strong>on</strong>s of apprenticeship programmesThe focus <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes was decided at the Interim reportmeet<strong>in</strong>g (24.4.2009) <strong>in</strong> order to focus the limited research resources <strong>on</strong> this most important type ofWBL.2 http://www.ncver.edu.au/research/core/cp0207.pdf19
Cedefop 3 def<strong>in</strong>es apprenticeship as:A systematic, l<strong>on</strong>g-term tra<strong>in</strong><strong>in</strong>g alternat<strong>in</strong>g periods at the <strong>work</strong>place <strong>and</strong> <strong>in</strong> an educati<strong>on</strong>al<strong>in</strong>stituti<strong>on</strong> or tra<strong>in</strong><strong>in</strong>g centre. The apprentice is c<strong>on</strong>tractually l<strong>in</strong>ked to the employer <strong>and</strong> receivesremunerati<strong>on</strong> (wage or allowance). The employer assumes resp<strong>on</strong>sibility for provid<strong>in</strong>g thetra<strong>in</strong>ee with tra<strong>in</strong><strong>in</strong>g lead<strong>in</strong>g to a specific occupati<strong>on</strong>.Comments: – <strong>in</strong> French, the term ‘apprentissage’ relates to both apprenticeship <strong>and</strong> the processof learn<strong>in</strong>g (see ‘learn<strong>in</strong>g’); – the German ‘dual system’ is an example of apprenticeship.Related term: alternance tra<strong>in</strong><strong>in</strong>g, which is def<strong>in</strong>ed asAn educati<strong>on</strong> or tra<strong>in</strong><strong>in</strong>g comb<strong>in</strong><strong>in</strong>g periods <strong>in</strong> an educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong> or tra<strong>in</strong><strong>in</strong>g centre <strong>and</strong> <strong>in</strong>the <strong>work</strong>place. The alternance scheme can take place <strong>on</strong> a weekly, m<strong>on</strong>thly or yearly basis.Depend<strong>in</strong>g <strong>on</strong> the country <strong>and</strong> applicable status, participants may be c<strong>on</strong>tractually l<strong>in</strong>ked to theemployer <strong>and</strong>/or receive a remunerati<strong>on</strong>.Comment: the German ‘dual system’ is an example of alternance tra<strong>in</strong><strong>in</strong>g.OECD 4 provides <strong>in</strong>ternati<strong>on</strong>al comparable <strong>in</strong>formati<strong>on</strong> <strong>on</strong> the typical characteristics ofapprenticeship programmes <strong>and</strong> other <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g programmes.In most OECD countries (Australia, Austria, Belgium, the Czech Republic, Denmark, F<strong>in</strong>l<strong>and</strong>,France,Germany, Hungary, Irel<strong>and</strong>, Luxembourg, Mexico, the Netherl<strong>and</strong>s, New Zeal<strong>and</strong>, Norway,Pol<strong>and</strong>, the Slovak Republic, Switzerl<strong>and</strong>, Turkey <strong>and</strong> the United K<strong>in</strong>gdom) <strong>and</strong> partner countries(Israel, the Russian Federati<strong>on</strong> <strong>and</strong> Slovenia), some form of apprenticeship system exists.In some countries (e.g. Austria, Germany <strong>and</strong> Hungary), apprenticeship c<strong>on</strong>tracts are establishedbetween a student (not the vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g school) <strong>and</strong> a company. For the most part, themajority of countries have comb<strong>in</strong>ed school <strong>and</strong> <strong>work</strong> <strong>based</strong> apprenticeship programmes. Inc<strong>on</strong>trast, apprenticeship <strong>systems</strong> do not exist <strong>in</strong> Japan, Korea, Spa<strong>in</strong> <strong>and</strong> Sweden. In the UnitedStates, there are apprenticeship programmes, but they are not part of the formal educati<strong>on</strong> system.The m<strong>in</strong>imum entry requirement for apprenticeship programmes varies but is typically thecompleti<strong>on</strong> of lower sec<strong>on</strong>dary educati<strong>on</strong> (Canada, the Czech Republic, Denmark, F<strong>in</strong>l<strong>and</strong>,France, Germany, Irel<strong>and</strong>, Luxembourg, Mexico, the Netherl<strong>and</strong>s, Norway, Pol<strong>and</strong> <strong>and</strong> the SlovakRepublic, <strong>and</strong> the partner countries Israel <strong>and</strong> Slovenia). In Austria, the m<strong>in</strong>imum entryrequirement is the completi<strong>on</strong> of n<strong>in</strong>e years of compulsory school<strong>in</strong>g. In Australia, Belgium, theNetherl<strong>and</strong>s, the United K<strong>in</strong>gdom <strong>and</strong> the United States, entry is governed (<strong>in</strong> full or <strong>in</strong> part) by agecriteria, while <strong>in</strong> New Zeal<strong>and</strong>, participants must be employed. In Turkey, the m<strong>in</strong>imumrequirement is completi<strong>on</strong> of primary educati<strong>on</strong>, but entrants must be at least 14 years old <strong>and</strong>have a c<strong>on</strong>tract with a <strong>work</strong>place. The Russian Federati<strong>on</strong> has no legal frame<strong>work</strong> for entry <strong>in</strong>toapprenticeship programmes.In some countries the durati<strong>on</strong> of apprenticeship programmes is st<strong>and</strong>ardised; it ranges from <strong>on</strong>eto four years <strong>in</strong> Canada, the Czech Republic, Denmark, France, Germany, Irel<strong>and</strong>, New Zeal<strong>and</strong>,Norway, Pol<strong>and</strong> <strong>and</strong> the United K<strong>in</strong>gdom, <strong>and</strong> the partner countries Israel <strong>and</strong> Slovenia. In other3 Term<strong>in</strong>ology of European educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g policy. A selecti<strong>on</strong> of 100 key terms. Luxembourg: Officefor Official Publicati<strong>on</strong>s of the European Communities, 2008.4 Educati<strong>on</strong> at a Glance 2008, OECD INDICATORS, p. 326ff20
countries (e.g. Austria <strong>and</strong> Belgium), it varies accord<strong>in</strong>g to subject, specific qualificati<strong>on</strong> sought,previous knowledge <strong>and</strong>/or experience.In most countries, the successful completi<strong>on</strong> of an apprenticeship programme usually results <strong>in</strong> theaward<strong>in</strong>g of an upper sec<strong>on</strong>dary or post-sec<strong>on</strong>dary qualificati<strong>on</strong>. In some countries, higherqualificati<strong>on</strong>s are possible (such as an advanced diploma <strong>in</strong> Australia).The follow<strong>in</strong>g overview is presented <strong>in</strong> <strong>on</strong>e of the few analysis of apprenticeship <strong>in</strong> Europe.The profiles of apprenticeship programmes <strong>in</strong> selected countries <strong>in</strong> EuropeBetween 70<strong>and</strong> 80 percent of timespent <strong>in</strong> the<strong>work</strong>placeFixed durati<strong>on</strong>ofapprenticeshipc<strong>on</strong>tract (3-4years)Statutoryentitlement tooff-the-jobeducati<strong>on</strong> <strong>and</strong>tra<strong>in</strong><strong>in</strong>gExternally-setexam<strong>in</strong>ati<strong>on</strong>sfor award ofapprenticeshipcertificati<strong>on</strong>Completedapprenticeshipleads t<strong>on</strong>ati<strong>on</strong>allyrecognisedqualificati<strong>on</strong>Austria yes yes yes yes yesGermany yes yes yes yes yesSwitzerl<strong>and</strong> yes yes yes yes yesDenmark yes yes yes yes yesFrance yes yes yes yes yesNetherl<strong>and</strong>s yes yes yes yes yesUK yes no no yes yesSource: Apprenticeship <strong>in</strong> Europe. Fad<strong>in</strong>g or Flourish<strong>in</strong>g by Hilary Steedman. L<strong>on</strong>d<strong>on</strong> School of Ec<strong>on</strong>omics<strong>and</strong> Political Science, December 2005A typical apprenticeship programme has between 70 <strong>and</strong> 80 % of the time spent <strong>in</strong> the <strong>work</strong>place;the durati<strong>on</strong> of the apprenticeship c<strong>on</strong>tract is fixed; there is a statutory entitlement to of-the-jobeducati<strong>on</strong>; the exam<strong>in</strong>ati<strong>on</strong>s for award of apprenticeship certificati<strong>on</strong> are externally set <strong>and</strong> acompleted apprenticeship leads to nati<strong>on</strong>ally recognised qualificati<strong>on</strong>s. UK was the <strong>on</strong>ly MemberState with a slightly different profile <strong>in</strong> 2005 as the table shows. The English Apprenticeship haschanged recently, so the two times NO will today be replaced by two times YES.If we <strong>in</strong>troduce some other <strong>quality</strong> criteria for the descripti<strong>on</strong> of the different Nati<strong>on</strong>alapprenticeship programmes the picture will maybe be more heterogeneous.The resp<strong>on</strong>sible organisati<strong>on</strong> for the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprises is <strong>on</strong>e of these criteria that togetherwith the role of the apprentices/students will be described later <strong>in</strong> this study.The same questi<strong>on</strong>s were raised <strong>in</strong> our questi<strong>on</strong>naire <strong>in</strong> order to <strong>in</strong>vestigate, if the c<strong>on</strong>clusi<strong>on</strong>sfrom December 2005 still were valid. The answers was not always the same with<strong>in</strong> the differentMember States, <strong>and</strong> many of the Member States have developed more flexible models, whichmakes both a clear YES possible, as well as a NO for some parts of the apprenticeshipprogrammes.An example is the Dutch apprenticeship c<strong>on</strong>tracts where the durati<strong>on</strong> depends <strong>on</strong> the learn<strong>in</strong>gpathway (school <strong>based</strong> or <strong>work</strong> <strong>based</strong>) <strong>and</strong> the level of educati<strong>on</strong>al educati<strong>on</strong>.21
2.3 Quality <strong>assurance</strong>Quality <strong>assurance</strong> <strong>and</strong> development have been <strong>on</strong> the European VET-agenda for many years <strong>and</strong>many VET-colleges have, over decades, been <strong>in</strong>spired by the <strong>quality</strong> <strong>systems</strong> <strong>in</strong> the enterprisesthey had c<strong>on</strong>tact with especially <strong>in</strong> relati<strong>on</strong> to apprenticeship programmes.The European <strong>work</strong> <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET was set at the top of the agenda by therequirements <strong>in</strong> the Lisb<strong>on</strong> European Council 2000 <strong>in</strong> order to make Europe to a knowledge-<strong>based</strong>society. This process were supported by the Barcel<strong>on</strong>a European Council <strong>in</strong> 2002 sett<strong>in</strong>g thetarget of mak<strong>in</strong>g Europe's educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>systems</strong> a world <strong>quality</strong> reference by 2010.Follow<strong>in</strong>g the Council Resoluti<strong>on</strong> of 19 December 2002 <strong>on</strong> the promoti<strong>on</strong> of enhanced Europeancooperati<strong>on</strong> <strong>in</strong> vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g 5 ("the Copenhagen process"), <strong>and</strong> as an outcomeof subsequent cooperative <strong>work</strong> between the Commissi<strong>on</strong>, the Member States, social partners, theEEA-EFTA <strong>and</strong> the c<strong>and</strong>idate countries <strong>on</strong> the Quality Assurance priority, a Comm<strong>on</strong> QualityAssurance Frame<strong>work</strong> ("CQAF") was developed, tak<strong>in</strong>g account of exist<strong>in</strong>g experience <strong>and</strong>"good practice" <strong>in</strong> the different participat<strong>in</strong>g countries.The Educati<strong>on</strong> Council <strong>in</strong> May 2004 6 endorsed the CQAF approach <strong>and</strong> <strong>in</strong>vited Member States<strong>and</strong> the Commissi<strong>on</strong>, with<strong>in</strong> their respective competencies, to promote it <strong>on</strong> a voluntary basis,together with relevant stakeholders.The European Net<strong>work</strong> for Quality Assurance <strong>in</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g provided aEuropean platform that made possible appropriate follow-up to the Council C<strong>on</strong>clusi<strong>on</strong>s of 2004<strong>and</strong> the Hels<strong>in</strong>ki Communiqué, <strong>and</strong> facilitated susta<strong>in</strong>able cooperati<strong>on</strong> between countries.The CQAF has <strong>in</strong>spired the first proposals for the study, <strong>and</strong> gave the methodological base for thetender to the study. The f<strong>in</strong>al EQARF summarises the ma<strong>in</strong> c<strong>on</strong>tents of the CQAF <strong>and</strong> is used asthe methodological structure for this f<strong>in</strong>al report.The Recommendati<strong>on</strong> <strong>on</strong> the Establishment of a European Quality Assurance ReferenceFrame<strong>work</strong> for Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (EQARF) has been officially adopted by theEuropean Parliament <strong>and</strong> Council <strong>on</strong> 18 June 2009 7 .2.3.1 Quality <strong>in</strong> generalQuality <strong>assurance</strong> <strong>and</strong> development <strong>in</strong> VET have been discussed <strong>in</strong>tensively <strong>in</strong> recent years. Thema<strong>in</strong> arguments for this focus <strong>on</strong> <strong>quality</strong> are the broad cost/benefit-relati<strong>on</strong> of VET, which can beoptimised by better <strong>quality</strong>. However, it shows that <strong>quality</strong> <strong>assurance</strong> is c<strong>on</strong>nected to cost too. Another ec<strong>on</strong>omical argument is the c<strong>on</strong>tributi<strong>on</strong> of the <strong>quality</strong> of the educati<strong>on</strong>s to the resultsachieved <strong>in</strong> the <strong>in</strong>dividual enterprises <strong>and</strong> <strong>in</strong> the countries <strong>and</strong> Europe as a whole. A number ofn<strong>on</strong>-ec<strong>on</strong>omic arguments like democracy, pers<strong>on</strong>al development, transparency, mobility,citizenship are also important parts of the <strong>quality</strong> discussi<strong>on</strong>.But <strong>quality</strong> is noth<strong>in</strong>g new <strong>in</strong> VET. It has played an important role until now. Am<strong>on</strong>g the ma<strong>in</strong><strong>quality</strong> activities from the past <strong>in</strong>clude:• The huge number of apprentices employed all over Europe• The modernisati<strong>on</strong> of exist<strong>in</strong>g <strong>and</strong> the development of new educati<strong>on</strong>al areas• The creati<strong>on</strong> of comm<strong>on</strong> <strong>quality</strong> structures <strong>and</strong> <strong>in</strong>struments5 OJ C 13, 18.1.2003, p. 2.6 Council C<strong>on</strong>clusi<strong>on</strong>s <strong>on</strong> Quality Assurance <strong>in</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g, 28 May 2004.7 http://eur-lex.europa.eu/JOHtml.do?uri=OJ:C:2009:155:SOM:EN:HTML22
• The number of tests <strong>and</strong> developments <strong>and</strong> <strong>in</strong>novative teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g methodsThe <strong>assurance</strong> <strong>and</strong> steer<strong>in</strong>g of the <strong>quality</strong> of VET have ma<strong>in</strong>ly, until now, focused <strong>on</strong> <strong>in</strong>put <strong>and</strong>structural aspects. The <strong>quality</strong> discussi<strong>on</strong> the last years has changed the directi<strong>on</strong> to a str<strong>on</strong>gerfocus <strong>on</strong> process <strong>and</strong> output aspects, <strong>in</strong> order to cope with the chang<strong>in</strong>g market situati<strong>on</strong>s <strong>and</strong> theexpectati<strong>on</strong>s for the competences needed <strong>in</strong> the future.2.3.2 The European Quality Assurance Reference Frame<strong>work</strong> structureThe Recommendati<strong>on</strong> of the European parliament <strong>and</strong> of the Council <strong>on</strong> the establishment of aEuropean Quality Assurance Reference Frame<strong>work</strong> for Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g(EQARF) is the latest development (adopted 18 June 2009) with <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET atEuropean level.The Recommendati<strong>on</strong> establishes a European Quality Assurance Reference Frame<strong>work</strong> ("theFrame<strong>work</strong>") as a reference <strong>in</strong>strument to help Member States to promote <strong>and</strong> m<strong>on</strong>itor c<strong>on</strong>t<strong>in</strong>uousimprovement of their VET <strong>systems</strong> <strong>based</strong> <strong>on</strong> comm<strong>on</strong> European references, which builds <strong>on</strong> <strong>and</strong>further develops the CQAF. The Frame<strong>work</strong> should c<strong>on</strong>tribute to <strong>quality</strong> improvement <strong>in</strong> VET <strong>and</strong>to <strong>in</strong>creased transparency of, <strong>and</strong> c<strong>on</strong>sistency <strong>in</strong>, VET policy developments between MemberStates, thereby promot<strong>in</strong>g mutual trust, mobility of <strong>work</strong>ers <strong>and</strong> learners, <strong>and</strong> lifel<strong>on</strong>g learn<strong>in</strong>g.The EQARF is comprised of a <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> improvement cycle (plann<strong>in</strong>g,implementati<strong>on</strong>, evaluati<strong>on</strong>/assessment <strong>and</strong> review/revisi<strong>on</strong>) <strong>based</strong> <strong>on</strong> a selecti<strong>on</strong> of <strong>quality</strong>criteria, descriptors <strong>and</strong> <strong>in</strong>dicators applicable to <strong>quality</strong> management at both VET-system <strong>and</strong>VET-provider levels. The aim is not to <strong>in</strong>troduce new st<strong>and</strong>ards, but to supportMember States' efforts, whilst preserv<strong>in</strong>g the diversity of their approaches.The Frame<strong>work</strong> should be regarded rather as a "toolbox", from which the various users maychoose those descriptors <strong>and</strong> <strong>in</strong>dicators that they c<strong>on</strong>sider most relevant to the requirements oftheir particular <strong>quality</strong> <strong>assurance</strong> system.The proposed descriptors <strong>and</strong> <strong>in</strong>dicators are provided as guidance <strong>on</strong>ly <strong>and</strong> may be selected <strong>and</strong>applied by users of the Frame<strong>work</strong> <strong>in</strong> accordance with all or part of their requirements <strong>and</strong> exist<strong>in</strong>gsett<strong>in</strong>gs.The EQARF is useful <strong>in</strong> this study, because it supports the many methodological challenges by• Creat<strong>in</strong>g an analytical structure• Rais<strong>in</strong>g a number of key research questi<strong>on</strong>s• Provid<strong>in</strong>g a comm<strong>on</strong> language of <strong>quality</strong>• Focus<strong>in</strong>g <strong>on</strong> relatively limited number of key aspects of <strong>quality</strong> <strong>assurance</strong>• Us<strong>in</strong>g this known, accepted <strong>and</strong> used frame<strong>work</strong> <strong>on</strong> a relatively limited researched area like<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessmentThe ma<strong>in</strong> parts of the methodology <strong>in</strong> this study are <strong>in</strong>spired by the EQARF-structure, the <strong>quality</strong>circle, the key questi<strong>on</strong>s <strong>and</strong> the different analytical levels.The EQARF is used as the analytical frame<strong>work</strong> <strong>and</strong> has resulted <strong>in</strong> a number of ma<strong>in</strong> researchquesti<strong>on</strong>s, which will be answered <strong>in</strong> this f<strong>in</strong>al report. These research questi<strong>on</strong>s are a key part ofthe methodology, <strong>and</strong> will be answered by a comb<strong>in</strong>ati<strong>on</strong> of exist<strong>in</strong>g materials <strong>and</strong> the collecti<strong>on</strong> ofnew data via <strong>in</strong>terviews <strong>and</strong> other direct c<strong>on</strong>tacts.23
2.3.3 Quality outside European VETQuality <strong>assurance</strong> of VET is <strong>on</strong> the agenda <strong>in</strong> most countries <strong>and</strong> regi<strong>on</strong>s all over the world. A partof the desk research focused <strong>on</strong> the experiences <strong>and</strong> good practice from areas outside EuropeanVET.Some of these f<strong>in</strong>d<strong>in</strong>gs from Australia <strong>and</strong> from a number of UK universities are presented <strong>in</strong> thissecti<strong>on</strong>. The objective is to <strong>in</strong>spire <strong>and</strong> support the <strong>work</strong> <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeshipprogrammes <strong>in</strong> Europe.AustraliaOne of the Australian focus areas is to support the VET-providers <strong>in</strong> build<strong>in</strong>g capacity <strong>and</strong> creat<strong>in</strong>g<strong>in</strong>centives to engage <strong>in</strong> WBL. This <strong>in</strong>cludes support<strong>in</strong>g staff development with respect tosupport<strong>in</strong>g, deliver<strong>in</strong>g <strong>and</strong> assess<strong>in</strong>g WBL. It also helps support the VET-providers capacity tomanage market-<strong>in</strong>telligence <strong>on</strong> skills issues <strong>and</strong> to undertake regular evaluati<strong>on</strong> of employersatisfacti<strong>on</strong> with graduate skills <strong>and</strong> qualities.The follow<strong>in</strong>g six essential <strong>in</strong>gredients will – accord<strong>in</strong>g to the Australian Government - help tomake WBL a positive <strong>and</strong> valuable experience 8 :1. Efficient, effective <strong>and</strong> appropriately resourced <strong>in</strong>ternal organisati<strong>on</strong>al arrangements2. Str<strong>on</strong>g <strong>and</strong> endur<strong>in</strong>g relati<strong>on</strong>ships with clients <strong>and</strong> stakeholders3. Manag<strong>in</strong>g dem<strong>and</strong> for places sensitively <strong>and</strong> effectively4. Work-place preparati<strong>on</strong> arrangements are systematic <strong>and</strong> c<strong>on</strong>sistently rigorous foremployers <strong>and</strong> students5. Aim for mutually beneficial <strong>and</strong> reward<strong>in</strong>g <strong>work</strong>-place experiences for employers <strong>and</strong>students of all backgrounds6. Reliability of the outcomes of the student’s <strong>work</strong>-place experienceUniversitiesQuality is high <strong>on</strong> the agenda at the universities as the follow<strong>in</strong>g examples from UK shows.In Engl<strong>and</strong>, QAA Quality Assurance Agency for higher educati<strong>on</strong> checks how universities ma<strong>in</strong>ta<strong>in</strong>their own academic st<strong>and</strong>ards <strong>and</strong> <strong>quality</strong>. QAA review <strong>and</strong> report <strong>on</strong> how they meet theirresp<strong>on</strong>sibilities identify good practice <strong>and</strong> make recommendati<strong>on</strong>s for improvement. In additi<strong>on</strong>,they publish guidel<strong>in</strong>es to help <strong>in</strong>stituti<strong>on</strong>s develop effective <strong>systems</strong> to ensure students have thebest learn<strong>in</strong>g experienceOne c<strong>on</strong>crete example can be found from the University of Bath, which has developed a “QualityAssurance Code of Practise” <strong>in</strong>tended for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g tutors, students, learn<strong>in</strong>g providers.At Salford University (UK), WBL has been a major part of the BSc C<strong>on</strong>structi<strong>on</strong> Managementdegree. A completely detailed structure of placement assessment is provided to all students,thereby remov<strong>in</strong>g any possibility of ambiguity over what is <strong>and</strong> is not assessed. Each company hasto provide a tra<strong>in</strong><strong>in</strong>g coord<strong>in</strong>ator <strong>and</strong> a placement supervisor. The tra<strong>in</strong><strong>in</strong>g coord<strong>in</strong>ator is thetra<strong>in</strong><strong>in</strong>g manager <strong>in</strong> the company <strong>and</strong> is the pers<strong>on</strong> that the student deals with throughout thecourse. The supervisor is normally a senior member of a project or office team. They areresp<strong>on</strong>sible for student tra<strong>in</strong><strong>in</strong>g <strong>and</strong> assessment whilst they are <strong>on</strong> the placement.Once <strong>on</strong> placement, the student discusses with their supervisor their job resp<strong>on</strong>sibilities <strong>and</strong> theirPlacement Development Plan (IPDP). The supervisor is resp<strong>on</strong>sible for assess<strong>in</strong>g the students’8 Australian Government, Department of Educati<strong>on</strong>, Science <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g: Quality of Structured WorkplaceLearn<strong>in</strong>g. https://transit.dest.gov.au/24
performance <strong>and</strong> for liais<strong>in</strong>g with the university <strong>in</strong> areas of difficulty relat<strong>in</strong>g to the students’performance.The company assessment is <strong>based</strong> <strong>on</strong> the students’ performance achieved aga<strong>in</strong>st their ownIPDP. Performance is measured <strong>in</strong> terms of skills <strong>and</strong> competences that a student would beexpected to have developed by the end of each year of placement. However, despite theimportance of the company assessment, it does not c<strong>on</strong>tribute towards the f<strong>in</strong>al academic marks.Nevertheless, it is a requirement of the programme that the companies’ assessment should rema<strong>in</strong>at least at “satisfactory” to ensure c<strong>on</strong>t<strong>in</strong>ued sp<strong>on</strong>sorship.Salford University (UK) has developed a University “Placement Report”. It has been designed torecord <strong>and</strong> evaluate experience that has been ga<strong>in</strong>ed by the student <strong>in</strong> the course of theplacement. The report <strong>in</strong>cludes; placement details, placement descripti<strong>on</strong>, job role, case study, <strong>and</strong>placement review <strong>and</strong> report presentati<strong>on</strong>.In the UK, <strong>quality</strong> improvement for employer resp<strong>on</strong>siveness is a central comp<strong>on</strong>ent of the reformof the further educati<strong>on</strong> system. Key features relat<strong>in</strong>g to this aspect of the service <strong>in</strong>clude:• Help<strong>in</strong>g employers to identify the likely impact of tra<strong>in</strong><strong>in</strong>g <strong>and</strong> development <strong>on</strong> theirbus<strong>in</strong>ess <strong>and</strong> to measure the impact <strong>in</strong> the short <strong>and</strong> l<strong>on</strong>g terms• Evaluat<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g <strong>and</strong> hav<strong>in</strong>g rigorous <strong>quality</strong> <strong>assurance</strong> arrangements to c<strong>on</strong>t<strong>in</strong>uallyimprove the service• Shar<strong>in</strong>g <strong>in</strong>formati<strong>on</strong> <strong>and</strong> good practise with colleagues to enable every<strong>on</strong>e to improveLearn<strong>in</strong>g <strong>and</strong> Skills Improvement Service is resp<strong>on</strong>sible for the key messages <strong>and</strong> has producedsix pamphlets that c<strong>on</strong>sider how the FE sector can develop employer resp<strong>on</strong>sive provisi<strong>on</strong>. The fullreview is available from www.excellentgateway.org.uk/research.2.4 The research processThe <strong>work</strong> <strong>on</strong> the study started after a few rounds of tenders <strong>and</strong> due to this a bit later thanorig<strong>in</strong>ally planned. The revised road map of the study shows the major milest<strong>on</strong>es of the study.Schedule for the studyDeadl<strong>in</strong>eTopic/activity31.1.2009 Kick-of meet<strong>in</strong>g1.1.09 – 1.5.09 Desk research24.4.2009 Interim report7.5.2009 Interim report meet<strong>in</strong>g8.5.09 – 30.6.09 Field research, <strong>in</strong>terviews30.6.09 -1.8.09 Analysis1.8.09 – 1.9.09 C<strong>on</strong>clusi<strong>on</strong>s13.8.2009 Draft report meet<strong>in</strong>g1.10.09 Draft report submitted for comment approvalF<strong>in</strong>al report agreedReports published to webThe research process has <strong>in</strong> general been more time-c<strong>on</strong>sum<strong>in</strong>g <strong>and</strong> difficult that expected fromthe start of the <strong>work</strong>. The major challenge was to c<strong>on</strong>struct good cases, because these had to becollected from many different sources. Sec<strong>on</strong>dly the different experts were very busy, so it wasdifficult to plan <strong>and</strong> make the <strong>in</strong>terviews.25
It was expected that the cases were already described, or at least partly described, <strong>and</strong> “<strong>on</strong>ly hadto be found” <strong>in</strong> the exist<strong>in</strong>g literature of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> apprenticeship programmes. Butthis was not the case, so the research team decided to c<strong>on</strong>struct/collect the cases <strong>based</strong> <strong>on</strong> anumber of both primary <strong>and</strong> sec<strong>on</strong>dary sources.The c<strong>on</strong>ference <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> Wiesbaden (December 2008) gave a better overview ofpromis<strong>in</strong>g <strong>and</strong> emerg<strong>in</strong>g practices with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong>assessment <strong>in</strong> European VET.The European Quality Assurance Reference Frame<strong>work</strong> (EQARF) is used as the analyticalframe<strong>work</strong> <strong>and</strong> has resulted <strong>in</strong> a number of ma<strong>in</strong> research questi<strong>on</strong>s to be answered. Theseresearch questi<strong>on</strong>s are a key part of the methodology, <strong>and</strong> are expected to be answered by acomb<strong>in</strong>ati<strong>on</strong> of exist<strong>in</strong>g materials <strong>and</strong> the collecti<strong>on</strong> of new data via <strong>in</strong>terviews <strong>and</strong> other directc<strong>on</strong>tacts.The first structures, analysis <strong>and</strong> c<strong>on</strong>clusi<strong>on</strong>s were discussed with the ENQA-VET board at theInterim meet<strong>in</strong>g <strong>in</strong> April 2009. A number of c<strong>on</strong>structive ideas <strong>and</strong> proposals were presented <strong>and</strong>discussed, <strong>and</strong> a few key challenges were solved as well.First of all there was an agreement that the study <strong>and</strong> the research questi<strong>on</strong>s should focus <strong>on</strong><strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. The many other different activities with<strong>in</strong> <strong>work</strong><strong>based</strong> learn<strong>in</strong>g are still important, but this study will focus <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeshipprogrammes <strong>on</strong>ly.Sec<strong>on</strong>dly was the discussi<strong>on</strong> of the relevant cases <strong>and</strong> how to get the best use of the limitednumber of the five cases that the study would cover: A group of potential cases were proposed <strong>and</strong>agreed <strong>on</strong>.Last but not least was the decisi<strong>on</strong> to limit the questi<strong>on</strong>s <strong>and</strong> potential questi<strong>on</strong>naires to theessence of <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeship programmes. This will support gett<strong>in</strong>g resp<strong>on</strong>sesthat are focused, reliable <strong>and</strong> valid.The overall research process started with a focus <strong>on</strong> the key <strong>quality</strong> dimensi<strong>on</strong>s <strong>and</strong> <strong>on</strong> the key<strong>quality</strong> stakeholders. The cases were c<strong>on</strong>structed <strong>in</strong> order to ensure that both the key <strong>quality</strong>dimensi<strong>on</strong>s <strong>and</strong> the key <strong>quality</strong> stakeholders were found <strong>and</strong> described. The descripti<strong>on</strong>s <strong>in</strong> thecom<strong>in</strong>g chapters are organised accord<strong>in</strong>g to the key <strong>quality</strong> dimensi<strong>on</strong>s. In the f<strong>in</strong>al c<strong>on</strong>clusi<strong>on</strong>s<strong>and</strong> especially <strong>in</strong> the recommendati<strong>on</strong>s the perspectives are changed aga<strong>in</strong>. Here the focus will be<strong>on</strong> the different groups of stakeholders, <strong>and</strong> <strong>on</strong> what they can do <strong>in</strong> order to assure <strong>and</strong> furtherdevelop the <strong>quality</strong> of apprenticeship programmes.2.4.1 Desk researchThe desk-research has been very comprehensive dur<strong>in</strong>g the whole research process.In order to ga<strong>in</strong> a general overview of the exist<strong>in</strong>g material <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g, google <strong>and</strong>google-scholar were used. By us<strong>in</strong>g this search eng<strong>in</strong>e, we were able to retrieve articles publishedvia the key academic journals. After hav<strong>in</strong>g found the academic journals, they were browsed forrelevant articles. Hav<strong>in</strong>g found some relevant articles, these were read through <strong>and</strong> moreimportantly, the references used <strong>in</strong> the various articles were checked to see if they were relevantfor out study.26
Furthermore, official websites were also searched <strong>on</strong>, such as the official website for Le<strong>on</strong>ardo daV<strong>in</strong>ci projects, for M<strong>in</strong>istries of Educati<strong>on</strong> <strong>and</strong> official government organisati<strong>on</strong>s who <strong>work</strong> <strong>on</strong>educati<strong>on</strong>, <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> apprenticeship programmes.However, it was surpris<strong>in</strong>g to discover that many of the official websites were not as easy t<strong>on</strong>avigate around <strong>and</strong> it was therefore difficult to f<strong>in</strong>d relevant documents. However, with the help ofsome of the c<strong>on</strong>tacts, we have been able to retrieve official reports <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g.This general research <strong>on</strong>l<strong>in</strong>e was an important first step <strong>in</strong> gather<strong>in</strong>g <strong>in</strong>formati<strong>on</strong> <strong>on</strong> <strong>work</strong> <strong>based</strong>learn<strong>in</strong>g <strong>in</strong> the various countries, as this provided a sound basis for our <strong>in</strong>terviews with the variousc<strong>on</strong>tacts.The overview of the ma<strong>in</strong> activities with<strong>in</strong> the desk research is presented below.The c<strong>on</strong>clusi<strong>on</strong>s from the peer learn<strong>in</strong>g <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> Copenhagen/Hässleholm <strong>in</strong>October 2008 were the start<strong>in</strong>g po<strong>in</strong>t for the research process together with the Call for Tender.Desk research – ma<strong>in</strong> activitiesTopic/SourceC<strong>on</strong>ference <strong>on</strong> <strong>work</strong> <strong>based</strong>learn<strong>in</strong>g <strong>in</strong> Wiesbaden,Germany <strong>in</strong> December2008General <strong>in</strong>formati<strong>on</strong> aboutWBL <strong>and</strong> apprenticeshipprogrammesCedefopOECDMethodology <strong>and</strong> results.Participati<strong>on</strong> <strong>and</strong> presentati<strong>on</strong> of the ma<strong>in</strong> results from the peerlearn<strong>in</strong>g <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> Copenhagen/Hässleholm <strong>in</strong>October 2008.The C<strong>on</strong>ference resulted <strong>in</strong> a number of pers<strong>on</strong>al c<strong>on</strong>tacts withkey actors from the different Member States.Desk research <strong>on</strong> l<strong>in</strong>e, libraries <strong>and</strong> <strong>on</strong> a number of differentdatabases.Review of exist<strong>in</strong>g literature, articles <strong>and</strong> research, primarilylook<strong>in</strong>g at academic journals such as: Journal of educati<strong>on</strong> <strong>and</strong>tra<strong>in</strong><strong>in</strong>g, Educati<strong>on</strong> + Tra<strong>in</strong><strong>in</strong>g, Journal of vocati<strong>on</strong>al educati<strong>on</strong>,Cedefops virtual community, OECD’s Educati<strong>on</strong> at a glance, <strong>and</strong>official sites for government <strong>in</strong>stituti<strong>on</strong>s/organisati<strong>on</strong>s.Collecti<strong>on</strong>, collati<strong>on</strong> <strong>and</strong> analysis of published reports <strong>and</strong>statistics (at nati<strong>on</strong>al <strong>and</strong> European level).A comprehensive review of sector or occupati<strong>on</strong>ally <strong>based</strong><strong>in</strong>itiatives <strong>and</strong> company-<strong>based</strong> programmes.The homepage of Cedefop <strong>and</strong> especially the Virtual Communityof Quality Assurance 9 <strong>in</strong> VET has been used <strong>in</strong> order to f<strong>in</strong>dpotentially <strong>in</strong>terest<strong>in</strong>g materials for this study.This part of the desk research <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g gave morethan 100 matches.The reports from the two CEDEFOP peer learn<strong>in</strong>g activities:Assur<strong>in</strong>g the <strong>quality</strong> of the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> enterprises <strong>and</strong> the <strong>quality</strong> ofthe cooperati<strong>on</strong> between VET-schools <strong>and</strong> enterprises (2007) <strong>and</strong>the Peer review <strong>and</strong> cross country analysis <strong>on</strong> <strong>quality</strong> of tra<strong>in</strong><strong>in</strong>g <strong>in</strong>Enterprises (2005) <strong>in</strong>spired the further <strong>work</strong>.The search for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> Educati<strong>on</strong> at a Glance2008, OECD INDICATORS resulted <strong>on</strong>ly <strong>in</strong> two matches, <strong>on</strong>e at9 http://communities.cedefop.europa.eu/<strong>quality</strong>27
Le<strong>on</strong>ardo projects <strong>on</strong> WBLInvestigati<strong>on</strong> of exist<strong>in</strong>geffective practices <strong>and</strong>identificati<strong>on</strong> of patterns<strong>and</strong> characteristics ofsuccesspage 28, menti<strong>on</strong><strong>in</strong>g how <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g is central tooccupati<strong>on</strong>al advancement for adults <strong>in</strong> a number of countries <strong>and</strong>the other at page 326, menti<strong>on</strong><strong>in</strong>g apprenticeship programmes.Desk research (The Le<strong>on</strong>ardo da V<strong>in</strong>ci project database) <strong>and</strong>follow-up c<strong>on</strong>tacts <strong>on</strong> selected important projects.This resulted <strong>in</strong> a (limited number) of potentially <strong>in</strong>terest<strong>in</strong>gprojects with<strong>in</strong> different aspects of WB <strong>and</strong> apprenticeshipprogrammes.Field<strong>work</strong>, <strong>in</strong>terviews, pers<strong>on</strong>al c<strong>on</strong>tact net<strong>work</strong>.The desk research resulted <strong>in</strong> the creati<strong>on</strong> of a questi<strong>on</strong>naire (annex 9), with the key researchquesti<strong>on</strong>s this study wanted to answer. The questi<strong>on</strong>naire was mailed to a selected group ofresp<strong>on</strong>dents <strong>and</strong> their answers were the basis for further c<strong>on</strong>tacts <strong>and</strong> an <strong>in</strong>terview.The desk- research was followed by field<strong>work</strong> (ma<strong>in</strong>ly <strong>in</strong>terviews) <strong>in</strong> order to get a more <strong>in</strong>-depthoverview of the different practices <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes <strong>and</strong> <strong>in</strong> theoutcome <strong>and</strong> motivati<strong>on</strong>s of these practices.The <strong>in</strong>terviews <strong>and</strong> other direct c<strong>on</strong>tacts helped to get an <strong>in</strong>-depth overview of current practice <strong>and</strong>especially to highlight success <strong>and</strong> best practice.But before that a number of key research questi<strong>on</strong>s had to be developed, <strong>based</strong> <strong>on</strong> the objectivesof the study, the c<strong>on</strong>tent of the EQARF <strong>and</strong> <strong>based</strong> <strong>on</strong> the results from the desk research <strong>and</strong> otherENQA-VET activities with<strong>in</strong> WBL.2.4.2 Research questi<strong>on</strong>sThe number of <strong>in</strong>terest<strong>in</strong>g questi<strong>on</strong>s raised has been very high dur<strong>in</strong>g the research process. It hasbeen necessary to reduce the number of key questi<strong>on</strong>s due to the limited resources <strong>and</strong> ,evenmore important, the reliability <strong>and</strong> validity of the answers we could collect.The f<strong>in</strong>al questi<strong>on</strong>naire covered the follow<strong>in</strong>g areas of questi<strong>on</strong>s (se annex 9 for the questi<strong>on</strong>naire<strong>and</strong> the detailed questi<strong>on</strong>s):• general characteristics of apprenticeship• the Social Partners <strong>and</strong> enterprises roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment ofapprenticeship• the VET-providers (Schools) roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeship• the apprentices/students’ roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeship/WBL• the roles at System Level (M<strong>in</strong>istry) <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeship• how can the <strong>quality</strong> be measured by the use of <strong>in</strong>dicators• how the <strong>quality</strong> of apprenticeship can be raisedEach of the four steps/areas <strong>in</strong> the <strong>quality</strong> circle were <strong>in</strong>cluded <strong>in</strong> the questi<strong>on</strong>naire <strong>and</strong> <strong>in</strong> thefollow-up <strong>in</strong>terviews <strong>in</strong> order to collect answers <strong>and</strong> selected examples at European, nati<strong>on</strong>al, VETprovider<strong>and</strong> enterprise level.All the collected materials were analysed <strong>in</strong> order to give an overview of:28
• the role of nati<strong>on</strong>al agencies <strong>and</strong> M<strong>in</strong>istries;• the roles of enterprises;• the roles of the Social partners;• the c<strong>on</strong>tributi<strong>on</strong> of tra<strong>in</strong><strong>in</strong>g providers (VET <strong>in</strong>stituti<strong>on</strong>s), sector bodies, “Chambers’ ofCommerce” <strong>and</strong> other organisati<strong>on</strong>s with an <strong>in</strong>terest <strong>in</strong> <strong>quality</strong> assur<strong>in</strong>g <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g<strong>and</strong> assessment;• the c<strong>on</strong>tributi<strong>on</strong> of trade uni<strong>on</strong>s, professi<strong>on</strong>al bodies, representative organisati<strong>on</strong>s with an<strong>in</strong>terest <strong>in</strong> support<strong>in</strong>g <strong>in</strong>dividual learners;• the <strong>in</strong>stituti<strong>on</strong>al arrangements to support the tra<strong>in</strong><strong>in</strong>g of <strong>work</strong> <strong>based</strong> assessors <strong>and</strong> the <strong>quality</strong><strong>assurance</strong> processes used to ensure that valid <strong>and</strong> reliable judgements are made;• <strong>in</strong>formati<strong>on</strong> provided to learners (either those <strong>in</strong> tra<strong>in</strong><strong>in</strong>g providers who undertake a period of<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g, or those <strong>on</strong> company-<strong>based</strong> tra<strong>in</strong><strong>in</strong>g schemes) <strong>and</strong> employers <strong>and</strong>managers cover<strong>in</strong>g assessment <strong>and</strong> the <strong>quality</strong> <strong>assurance</strong> processes which support it;• <strong>in</strong>formati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g provided to assessors <strong>on</strong> the structure <strong>and</strong> <strong>systems</strong> of <strong>quality</strong><strong>assurance</strong> of VET;• analysis of how each of these approaches is effective <strong>in</strong> ensur<strong>in</strong>g valid, reliable <strong>and</strong> c<strong>on</strong>sistentassessments;• comment <strong>on</strong> how the EQARF is be<strong>in</strong>g, or can be used, to further support these approaches of<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment;2.4.3 InterviewsThe desk-research was followed by the creati<strong>on</strong> of a questi<strong>on</strong>naire cover<strong>in</strong>g the key questi<strong>on</strong>s <strong>in</strong>relati<strong>on</strong> to <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeship programmes.The resp<strong>on</strong>dents were found <strong>in</strong> close cooperati<strong>on</strong> with the different Member States representatives<strong>in</strong> ENQA-VET or with pers<strong>on</strong>s they had delegated this task to.There have been <strong>in</strong>terviews with pers<strong>on</strong>s from every case, <strong>and</strong> typically, <strong>on</strong>e represent<strong>in</strong>g thesystem level <strong>and</strong> the M<strong>in</strong>istry, <strong>on</strong>e pers<strong>on</strong> represent<strong>in</strong>g the Uni<strong>on</strong>s <strong>and</strong> <strong>on</strong>e pers<strong>on</strong> represent<strong>in</strong>gemployers’ po<strong>in</strong>t of view.In relati<strong>on</strong> to the Le<strong>on</strong>ardo da V<strong>in</strong>ci-projects the pers<strong>on</strong>al c<strong>on</strong>tact has been with the differentpartners ma<strong>in</strong>ly by mail or ph<strong>on</strong>e – partners that often represent research <strong>in</strong>stituti<strong>on</strong>s, VETcolleges,teachers tra<strong>in</strong><strong>in</strong>g organisati<strong>on</strong>s <strong>and</strong> other organisati<strong>on</strong>s to support the developmentwith<strong>in</strong> VET <strong>in</strong> general.The potential resp<strong>on</strong>dents were c<strong>on</strong>tacted by mail or ph<strong>on</strong>e <strong>in</strong> order to c<strong>on</strong>v<strong>in</strong>ce them of theimportance of the study <strong>and</strong> the value placed <strong>on</strong> their resp<strong>on</strong>ses. The questi<strong>on</strong>naires were thenmailed <strong>and</strong> after some follow up activity, c<strong>on</strong>tacts resp<strong>on</strong>ded with more or less clear answers.The next step was to read <strong>and</strong> analyse the answers <strong>and</strong> to c<strong>on</strong>tact the resp<strong>on</strong>dents <strong>in</strong> order to f<strong>in</strong>dthe proper time for an <strong>in</strong>terview by ph<strong>on</strong>e. These <strong>in</strong>terviews lasted between 30 <strong>and</strong> 60 m<strong>in</strong>utes <strong>and</strong>focused ma<strong>in</strong>ly <strong>on</strong> the unclear or uncovered areas <strong>in</strong> the answers to the questi<strong>on</strong>naire.The <strong>in</strong>terviews were very successful <strong>and</strong> all the <strong>in</strong>terviewed pers<strong>on</strong>s were will<strong>in</strong>g to share theirexpertise <strong>and</strong> experiences with the <strong>in</strong>terviewer <strong>and</strong> with the European VET-world.The results from the <strong>in</strong>terviews were added to the answers already given <strong>in</strong> the questi<strong>on</strong>naire <strong>and</strong>analysed together with these.29
2.5 Selecti<strong>on</strong> of casesThe tender stated that the study should cover five cases <strong>and</strong> the resources measured <strong>in</strong> time <strong>and</strong>m<strong>on</strong>ey were closely c<strong>on</strong>nected to this limited number of cases, <strong>and</strong> to the assumpti<strong>on</strong> that thecases were already described.A case can be def<strong>in</strong>ed “as the detailed <strong>and</strong> comprehensive descripti<strong>on</strong> of acti<strong>on</strong>s <strong>and</strong> activities <strong>in</strong><strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes <strong>in</strong> a Member State, a regi<strong>on</strong> or <strong>in</strong> a project.”In pr<strong>in</strong>ciple all Member States were possible cases for the study, but we needed <strong>on</strong>ly five cases.A brief profile of the Member States’ <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g practice was made <strong>based</strong> <strong>on</strong> theexperiences <strong>and</strong> the analysis from the Peer Learn<strong>in</strong>g Activity <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> c<strong>on</strong>necti<strong>on</strong>with the tender.A brief overview of the <strong>quality</strong> <strong>assurance</strong> procedures for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> a numberof Member States.Member StatePotential arguments for selecti<strong>on</strong>AustriaDual system.Informal l<strong>in</strong>ks between enterprises <strong>and</strong> vocati<strong>on</strong>al schools.Evaluati<strong>on</strong> of apprenticeship tra<strong>in</strong><strong>in</strong>g is ma<strong>in</strong>ly the task of thesocial partners.Regi<strong>on</strong>al apprenticeship offices.Grants for enterprises who keep a written documentati<strong>on</strong> of WBL.DenmarkDual system.Close <strong>in</strong>volvement of the social partners.The Trade Committees c<strong>on</strong>t<strong>in</strong>uously assure <strong>and</strong> develop the<strong>quality</strong>.Very different <strong>in</strong>volvement of the Trade Committees <strong>in</strong> <strong>quality</strong><strong>assurance</strong> of WBL.School-<strong>based</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g.Est<strong>on</strong>iaSimple organisati<strong>on</strong> of WBL with<strong>in</strong> the exist<strong>in</strong>g VET-system.The schools have the rights <strong>and</strong> resp<strong>on</strong>sibilities.Lack of know-how <strong>on</strong> WBL.F<strong>in</strong>l<strong>and</strong>Very comprehensive organisati<strong>on</strong> of the different types of WBL.WBL is <strong>based</strong> <strong>on</strong> c<strong>on</strong>tracts made between the educati<strong>on</strong>alproviders <strong>and</strong> the <strong>work</strong><strong>in</strong>g place.Quality recommendati<strong>on</strong>s.GermanyHas a dual system.Has high political focus <strong>on</strong> educati<strong>on</strong>.Company-<strong>based</strong> programmes.Irel<strong>and</strong>Skillnets: an enterprise-led support body to enhance the skills ofpeople <strong>in</strong> employment.180 private providers offer certificati<strong>on</strong>, <strong>and</strong> <strong>in</strong>clude WBL.ItalyHas a regi<strong>on</strong>al structure with nati<strong>on</strong>al schemes.The tra<strong>in</strong>eeship experiences addressed to unemployed people.The <strong>in</strong>structors’ <strong>in</strong>volvement <strong>in</strong> the tra<strong>in</strong>eeship.A study <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> WBL has started <strong>in</strong> 2009.LuxembourgApprenticeship for adults.New law with LLL perspective expected at the end of 2008.PortugalMobility projects under the LLL-programme <strong>in</strong>clude <strong>on</strong>-the-jobtra<strong>in</strong><strong>in</strong>g.A tutor guides the learners.30
Resp<strong>on</strong>sible tra<strong>in</strong><strong>in</strong>g teams <strong>in</strong> the enterprise.RomaniaMany <strong>on</strong>go<strong>in</strong>g reforms <strong>and</strong> implemented changes.Establishment of Sectoral Committees.Huge <strong>in</strong>vestment <strong>in</strong> educati<strong>on</strong>al structures <strong>and</strong> <strong>in</strong> the cooperati<strong>on</strong>between enterprises <strong>and</strong> VET-colleges.Spa<strong>in</strong>Work with dem<strong>and</strong> tra<strong>in</strong><strong>in</strong>g, supply tra<strong>in</strong><strong>in</strong>g, <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong>alternati<strong>on</strong> with employment.Tra<strong>in</strong><strong>in</strong>g <strong>in</strong> alternati<strong>on</strong> <strong>in</strong>cludes a c<strong>on</strong>tract for learn<strong>in</strong>g.Systems under development.SwedenHas a very sophisticated system for advanced VET.Output oriented advanced VET.Decentralised system with a str<strong>on</strong>g focus <strong>on</strong> student assessment.W<strong>in</strong>-w<strong>in</strong>-w<strong>in</strong> situati<strong>on</strong>.The Netherl<strong>and</strong>sAccreditati<strong>on</strong> of enterprises before they can tra<strong>in</strong> a tra<strong>in</strong>ee.L<strong>in</strong>ks between the associati<strong>on</strong> of VET-colleges <strong>and</strong> theassociati<strong>on</strong>s of enterprises.Research from the associati<strong>on</strong> of VET-students <strong>on</strong> QA <strong>in</strong> WBL.Source: The PLA-report <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> Copenhagen/Hässleholm. October 2008.A group of potential case-countries <strong>and</strong> case-projects were selected together with the ENQA-VETchair <strong>and</strong> the ENQA-VET secretariat at the Kick-off meet<strong>in</strong>g <strong>in</strong> Vienna <strong>on</strong> 30 January 2009.The selecti<strong>on</strong> criteria for the five cases were a comb<strong>in</strong>ati<strong>on</strong> of c<strong>on</strong>tent, different approaches,different levels, different Member State motivati<strong>on</strong> <strong>and</strong> availability. The selecti<strong>on</strong> criteria <strong>and</strong> thepotential Member States were discussed at the kick-off meet<strong>in</strong>g. This resulted <strong>in</strong> a pre-selecti<strong>on</strong> ofthe follow<strong>in</strong>g n<strong>in</strong>e potential cases:• Austria• Czech Republic• Germany• Italy• Lithuania• Romania• UK• Two Le<strong>on</strong>ardo da V<strong>in</strong>ci projects from the last yearsData was collected from Germany, Austria, UK, Romania <strong>and</strong> Lithuania together with acomprehensive analysis of potential Le<strong>on</strong>ardo da V<strong>in</strong>ci projects.The f<strong>in</strong>al selecti<strong>on</strong> of the planned five cases was made at the Interim Report meet<strong>in</strong>g <strong>in</strong> April 2009,<strong>based</strong> <strong>on</strong> the available data with<strong>in</strong> each of the cases.The <strong>work</strong> with all the potential cases showed, that not all Member States very ready <strong>and</strong> will<strong>in</strong>g toparticipate <strong>in</strong> this study e.g. the feedback from Italy stated that they were not ready to participate<strong>in</strong>, <strong>and</strong> c<strong>on</strong>tribute, to the study.Austria was very will<strong>in</strong>g <strong>and</strong> helpful <strong>in</strong> relati<strong>on</strong> to participate, but had a relatively similar dualsystemwith apprenticeship as <strong>in</strong> Germany, so this, was not <strong>on</strong>e of the f<strong>in</strong>al cases.The other Member States have all actively supported the idea of be<strong>in</strong>g a case for the study. Theanalysis of the Le<strong>on</strong>ardo da V<strong>in</strong>ci projects has resulted <strong>in</strong> a limited number of potentially <strong>in</strong>terest<strong>in</strong>gprojects, which resulted <strong>in</strong> the follow<strong>in</strong>g f<strong>in</strong>al selecti<strong>on</strong> of the cases at the Interim report meet<strong>in</strong>g <strong>in</strong>April 2009:Germany, Romania, UK, Spa<strong>in</strong> <strong>and</strong> alternatively The Netherl<strong>and</strong>s, <strong>and</strong> the Le<strong>on</strong>ardo da V<strong>in</strong>ciprojects as an <strong>in</strong>dividual group of cases.31
Spa<strong>in</strong> was planned to participate, represent<strong>in</strong>g the south of Europe, but were not able toparticipate. The f<strong>in</strong>al selecti<strong>on</strong> of the cases were then made dur<strong>in</strong>g June 2009 <strong>and</strong> resulted <strong>in</strong> thefollow<strong>in</strong>g five cases:• Engl<strong>and</strong>/UK• Germany• Romania• The Netherl<strong>and</strong>s• The Le<strong>on</strong>ardo da V<strong>in</strong>ci projects with<strong>in</strong> <strong>quality</strong> <strong>and</strong> WBL2.6 ENQA-VET activities with<strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>gENQA-VET has decided to have a number of different activities with<strong>in</strong> the area of <strong>quality</strong><strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> the <strong>work</strong>-plan for 2008-2009. The synergy between thedifferent activities is important <strong>and</strong> show a progressi<strong>on</strong> <strong>in</strong> learn<strong>in</strong>g <strong>and</strong> knowledge about <strong>quality</strong><strong>assurance</strong> <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g.The ENQA-VET pillar of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g c<strong>on</strong>sists of <strong>on</strong>e peer learn<strong>in</strong>g activity, <strong>on</strong>e c<strong>on</strong>ferenceco-organized with the German BIBB <strong>and</strong> this study. The progressi<strong>on</strong> is seen both <strong>in</strong> the potentialaudience of the activity, the focus of the different activities <strong>and</strong> especially <strong>in</strong> relati<strong>on</strong> to the validity<strong>and</strong> reliability of the c<strong>on</strong>clusi<strong>on</strong>s <strong>and</strong> recommendati<strong>on</strong>s.2.6.1 The peer learn<strong>in</strong>g activity <strong>in</strong> Denmark/Sweden 2008The ENQA-VET peer learn<strong>in</strong>g activity <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g 10 has been important <strong>in</strong> a widerEuropean <strong>quality</strong> <strong>assurance</strong> c<strong>on</strong>text. It has supported the Copenhagen process <strong>in</strong> <strong>in</strong>creas<strong>in</strong>g the<strong>quality</strong> <strong>in</strong> VET <strong>and</strong> it has made European cooperati<strong>on</strong> <strong>in</strong> the area of <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VETstr<strong>on</strong>ger.The peer learn<strong>in</strong>g c<strong>on</strong>cept is central <strong>in</strong> mak<strong>in</strong>g European cooperati<strong>on</strong> <strong>in</strong> the area of <strong>quality</strong><strong>assurance</strong> even str<strong>on</strong>ger. Br<strong>in</strong>g<strong>in</strong>g 19 participants <strong>and</strong> experts from 16 countries together to viewbest practice <strong>in</strong> <strong>systems</strong> <strong>and</strong> processes <strong>in</strong> operati<strong>on</strong> <strong>in</strong> Denmark <strong>and</strong> Sweden <strong>and</strong> to reflect back<strong>on</strong> the significance of these <strong>in</strong> their own professi<strong>on</strong>al c<strong>on</strong>texts, is European cooperati<strong>on</strong> at its best.The key f<strong>in</strong>d<strong>in</strong>gs <strong>and</strong> c<strong>on</strong>clusi<strong>on</strong>s are presented <strong>in</strong> annex 11 <strong>and</strong> were the basis for the follow<strong>in</strong>grecommendati<strong>on</strong>s. In order to support the Copenhagen process by <strong>in</strong>creas<strong>in</strong>g the <strong>quality</strong> <strong>in</strong> VET<strong>and</strong> <strong>in</strong> order to strengthen European cooperati<strong>on</strong> <strong>in</strong> the area of <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET is itrecommended:At European policy level to• Give more attenti<strong>on</strong> to WBL• C<strong>on</strong>duct more research with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of WBL• Develop <strong>quality</strong> <strong>in</strong>dicators for WBL• Develop mechanisms to predict future dem<strong>and</strong>• Motivate enterprises even further <strong>in</strong> relati<strong>on</strong> to WBL• Upgrade the skills of the tra<strong>in</strong>ers <strong>in</strong> the enterprises• Use the Le<strong>on</strong>ardo da V<strong>in</strong>ci programme to support European projects <strong>on</strong> WBL10 Source: The PLA-report <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> Copenhagen/Hässleholm. October 2008.http://www.enqavet.eu/peer-learn<strong>in</strong>g-activities-2008.html32
At Nati<strong>on</strong>al policy level to• Upgrade the documentati<strong>on</strong> <strong>on</strong> WBL• Involve WBL enterprises more <strong>in</strong> the nati<strong>on</strong>al <strong>quality</strong> <strong>assurance</strong> <strong>work</strong>• Develop nati<strong>on</strong>al st<strong>and</strong>ards <strong>and</strong> <strong>quality</strong> criteria for WBL• Develop benchmark<strong>in</strong>g methods for WBL• Develop new <strong>and</strong> more future oriented structures for advis<strong>in</strong>g <strong>on</strong> future trends <strong>and</strong>competences• Use comm<strong>on</strong> <strong>quality</strong> <strong>assurance</strong> structures <strong>in</strong> both enterprises <strong>and</strong> VET-collegesAt enterprise level to• Ensure a balance between student’s educati<strong>on</strong>al needs <strong>and</strong> short term needs of theenterprises• Upgrade the tra<strong>in</strong><strong>in</strong>g of the tra<strong>in</strong>ers• Create sectoral or cross-sectoral net<strong>work</strong>s with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of WBLAt VET-college level to• C<strong>on</strong>tribute to the tra<strong>in</strong><strong>in</strong>g of tra<strong>in</strong>ers <strong>in</strong> the enterprises• Enhance the teachers knowledge about the daily <strong>work</strong> <strong>in</strong> the enterprisesSome of these recommendati<strong>on</strong>s are already implemented by the c<strong>on</strong>ference <strong>in</strong> Wiesbaden <strong>and</strong>by this study <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> apprenticeshipprogrammes.2.6.2 The c<strong>on</strong>ference <strong>in</strong> Wiesbaden, Germany 2009The c<strong>on</strong>ference “Quality <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g meet<strong>in</strong>g dem<strong>and</strong>s of labour market <strong>and</strong> lifel<strong>on</strong>glearn<strong>in</strong>g” was held <strong>in</strong> Wiesbaden <strong>in</strong> December 2008 11 .Some 140 experts gathered <strong>in</strong> Wiesbaden from across Europe, <strong>and</strong> many from the host-country,Germany.Progress <strong>in</strong> the field of VET <strong>quality</strong> development <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g (WBL) was the underly<strong>in</strong>gtheme of their discussi<strong>on</strong>s. The participants noted the importance of VET <strong>systems</strong> <strong>and</strong> <strong>in</strong> particular<strong>quality</strong> <strong>assurance</strong>, <strong>quality</strong> development <strong>and</strong> <strong>quality</strong> management <strong>in</strong> the c<strong>on</strong>text of the CopenhagenProcess 2002, the Educati<strong>on</strong> Council C<strong>on</strong>clusi<strong>on</strong>s 2004 <strong>and</strong> the Bordeaux Communiqué 2008.The development <strong>and</strong> dissem<strong>in</strong>ati<strong>on</strong> of strategies, c<strong>on</strong>cepts <strong>and</strong> tools require research <strong>and</strong>net<strong>work</strong><strong>in</strong>g <strong>and</strong> the Wiesbaden C<strong>on</strong>ference proved to be a useful platform <strong>in</strong> enabl<strong>in</strong>g this process.The purpose of the C<strong>on</strong>ference, as an <strong>in</strong>tegral part of the ENQA-VET <strong>work</strong> programme for 2008-2009, was to create a structured <strong>and</strong> susta<strong>in</strong>able platform for Member States to exchange<strong>in</strong>formati<strong>on</strong> <strong>and</strong> experience, debate, mutual learn<strong>in</strong>g <strong>and</strong> enable c<strong>on</strong>sensus build<strong>in</strong>g.The aim of the c<strong>on</strong>ference was to develop comm<strong>on</strong> criteria for present<strong>in</strong>g nati<strong>on</strong>al <strong>quality</strong><strong>assurance</strong> <strong>systems</strong> <strong>in</strong> the field of WBL (promot<strong>in</strong>g mutual c<strong>on</strong>fidence) <strong>and</strong> to identify furtheropportunities for European cooperati<strong>on</strong> (<strong>in</strong>clud<strong>in</strong>g the need for further research) while at the sametime c<strong>on</strong>sider<strong>in</strong>g the diversity of the European vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>systems</strong>.11 Source: http://www.enqavet.eu/c<strong>on</strong>ferences.html33
The c<strong>on</strong>ference also c<strong>on</strong>sidered how <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> WBL could best c<strong>on</strong>tribute to theimplementati<strong>on</strong> of the European Quality Assurance Reference Frame<strong>work</strong> (EQARF).The key messages from the C<strong>on</strong>ference are presented <strong>in</strong> annex 12, <strong>and</strong> were the basis for thefollow<strong>in</strong>g recommendati<strong>on</strong>s:• C<strong>on</strong>ferences are an important development <strong>and</strong> dissem<strong>in</strong>ati<strong>on</strong> tool <strong>in</strong> provid<strong>in</strong>g a basis for<strong>on</strong>go<strong>in</strong>g <strong>work</strong> <strong>on</strong> WBL;• The efficient dissem<strong>in</strong>ati<strong>on</strong> of results, f<strong>in</strong>d<strong>in</strong>gs <strong>and</strong> recommendati<strong>on</strong>s to all stakeholders is veryimportant. The Quality Assurance Nati<strong>on</strong>al Reference Po<strong>in</strong>ts (QANRPs) can play a key role <strong>in</strong>the process of support<strong>in</strong>g <strong>quality</strong> <strong>assurance</strong>;• There are clear similarities <strong>and</strong> differences <strong>in</strong> the European approaches, specifically thedifference <strong>in</strong> the availability of resources for further improvement;• In the field of <strong>quality</strong> management of WBL <strong>in</strong> companies, especially <strong>in</strong> small <strong>and</strong> medium sizedenterprises a paradigm shift from <strong>in</strong>put towards outcomes <strong>based</strong> learn<strong>in</strong>g necessitates furtherdevelopment of st<strong>and</strong>ards to enhance transparency <strong>and</strong> visibility;• In areas of cooperati<strong>on</strong> between schools, companies <strong>and</strong> other learn<strong>in</strong>g sites the “w<strong>in</strong>-w<strong>in</strong>-w<strong>in</strong>”situati<strong>on</strong> of <strong>quality</strong> assured cooperati<strong>on</strong> needs to be promoted to all stakeholders;• In c<strong>on</strong>sider<strong>in</strong>g validati<strong>on</strong> of <strong>in</strong>formal <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g it is very important to highlightbenefits as well as costs;The presentati<strong>on</strong>s at <strong>and</strong> the participants <strong>in</strong> the c<strong>on</strong>ference have been a good support to the study.The many pers<strong>on</strong>al c<strong>on</strong>tacts from the c<strong>on</strong>ference made access to potential resp<strong>on</strong>dents moreeffective <strong>and</strong> efficient.2.6.3 The <str<strong>on</strong>g>Study</str<strong>on</strong>g> <strong>on</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g, 2009This ENQA-VET-study <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g builds <strong>on</strong> <strong>and</strong> goes furtherthan the two above menti<strong>on</strong>ed ENQA-VET activities.The study describes <strong>in</strong> more detail five cases <strong>and</strong> examples of <strong>quality</strong> <strong>assurance</strong> or at least <strong>quality</strong>aspects with<strong>in</strong> apprenticeship programmes <strong>and</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> general. The selecti<strong>on</strong> ofthe cases <strong>and</strong> especially the developed methodology <strong>and</strong> questi<strong>on</strong>s benefited heavily of the otherENQA-VET activities.The significant amount of <strong>work</strong> with<strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g from ENQA-VET is a major strategicc<strong>on</strong>tributi<strong>on</strong> at both European <strong>and</strong> nati<strong>on</strong>al level. The many participants <strong>and</strong> c<strong>on</strong>tributors show ahigh <strong>in</strong>terest <strong>in</strong> the topic <strong>and</strong> the importance of the <strong>work</strong> d<strong>on</strong>e by ENQA-VET.2.7 Methodological c<strong>on</strong>clusi<strong>on</strong>sThe major expected risks of the project were the limited exist<strong>in</strong>g material relat<strong>in</strong>g to <strong>quality</strong><strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment <strong>in</strong> general <strong>and</strong> more specifically <strong>on</strong>apprenticeship programmes. The many pers<strong>on</strong>al c<strong>on</strong>tacts <strong>and</strong> especially the desk researchshowed that there is a lack of material with a focus <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeshipprogrammes <strong>in</strong> most Member States.Most of the available material is of a general nature, <strong>and</strong> the <strong>quality</strong> <strong>and</strong> assessment aspects arenot explicitly described. Many of the academic articles found are very descriptive <strong>in</strong> nature <strong>and</strong>focus <strong>on</strong> how the different VET <strong>systems</strong> came <strong>in</strong>to existence <strong>and</strong> how they have evolved, therebyneglect<strong>in</strong>g the <strong>quality</strong> dimensi<strong>on</strong>. There is a clear need for reflective studies that evaluate thestrengths <strong>and</strong> weaknesses of a system with a clear focus <strong>on</strong> <strong>quality</strong> <strong>and</strong> assessment, <strong>and</strong> whichpresent best practice of <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> for WBL.34
The significant amount of <strong>work</strong> with<strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g from ENQA-VET is a major strategicc<strong>on</strong>tributi<strong>on</strong> at both European <strong>and</strong> nati<strong>on</strong>al level. The many participants <strong>and</strong> c<strong>on</strong>tributors showed ahigh <strong>in</strong>terest <strong>in</strong> the topic <strong>and</strong> the importance of the <strong>work</strong> d<strong>on</strong>e by ENQA-VET.We believe that the selected methodology <strong>and</strong> the selected key c<strong>on</strong>tacts <strong>and</strong> searches togetherensure that the results are both reliable <strong>and</strong> valid.The study is not <strong>in</strong>tended to be representative for all European <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> with<strong>in</strong>WBL <strong>and</strong> apprenticeship programmes. The five cases are not enough to make a representativestudy, but we are c<strong>on</strong>v<strong>in</strong>ced, that they are sufficient to give <strong>in</strong>spirati<strong>on</strong> <strong>and</strong> that the study providesa good overview of the different answers to the questi<strong>on</strong>:What is <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeship programmes?The EQARF is useful <strong>in</strong> this study, because it supports the many methodological challenges by• Creat<strong>in</strong>g an analytical structure• Rais<strong>in</strong>g a number of key research questi<strong>on</strong>s• Provid<strong>in</strong>g a comm<strong>on</strong> language of <strong>quality</strong>• Focus<strong>in</strong>g <strong>on</strong> relatively limited number of key aspects of <strong>quality</strong> <strong>assurance</strong>• Us<strong>in</strong>g this known, accepted <strong>and</strong> used frame<strong>work</strong> <strong>on</strong> a relatively limited researched area like<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessmentThe desk research has created a good overview of the exist<strong>in</strong>g literature <strong>and</strong> of the key aspects ofboth <strong>quality</strong> <strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> especially apprenticeship programmes. Thisliterature has been used to identify promis<strong>in</strong>g or emerg<strong>in</strong>g practice, which were <strong>in</strong>vestigated furtherthrough the field research.The desk research has ma<strong>in</strong>ly collected data about plans, guidel<strong>in</strong>es <strong>and</strong> expectati<strong>on</strong>s from publicauthorities <strong>and</strong> VET-providers to the <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of WBL. The deskresearch described ma<strong>in</strong>ly relatively limited the WBL-reality, which then was covered by the fieldresearch <strong>and</strong> especially by the <strong>in</strong>terviews.The <strong>in</strong>terviews cover the plans, <strong>in</strong>tenti<strong>on</strong>s, visi<strong>on</strong>s <strong>and</strong> reflecti<strong>on</strong>s <strong>on</strong> the reality; reflecti<strong>on</strong>s <strong>on</strong> thedaily <strong>work</strong> with <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. In additi<strong>on</strong>, proposals for future<strong>work</strong> <strong>and</strong> for how to raise the <strong>quality</strong> of the apprenticeship programmes are <strong>in</strong>cluded <strong>in</strong> the<strong>in</strong>terviews.35
3. Cases <strong>and</strong> c<strong>on</strong>textsThe call for proposals specifies that five cases should be found, described, analysed <strong>and</strong> searchedfor comm<strong>on</strong> pr<strong>in</strong>ciples. The study will ma<strong>in</strong>ly build <strong>on</strong> these five cases, which have beenc<strong>on</strong>structed by the research team.Clear <strong>and</strong> comprehensive descripti<strong>on</strong>s of the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> apprenticeshipprogrammes were not available. Descripti<strong>on</strong>s of the different aspects of <strong>quality</strong> <strong>assurance</strong> havebeen collected <strong>and</strong> are “the build<strong>in</strong>g bricks” of the cases. The <strong>in</strong>tenti<strong>on</strong> is not to cover all details ofthe nati<strong>on</strong>al <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong>, but to give the readers the possibility to c<strong>on</strong>t<strong>in</strong>ue theresearch <strong>in</strong> the orig<strong>in</strong>al sources <strong>and</strong> to be <strong>in</strong>spired by the <strong>work</strong> d<strong>on</strong>e <strong>in</strong> the case countries.3.1 Introducti<strong>on</strong> to the casesThe four Member State cases will c<strong>on</strong>tribute with Nati<strong>on</strong>al <strong>and</strong> regi<strong>on</strong>al examples, experiences,best practice <strong>and</strong> reflecti<strong>on</strong>s with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeshipprogrammes.These Member States have relatively different traditi<strong>on</strong>s of apprenticeship programmes <strong>in</strong> general,which <strong>in</strong>fluence the way <strong>in</strong> which <strong>quality</strong> can be <strong>and</strong> is assured.Steedman (2005) describe <strong>in</strong> her study for the European Commissi<strong>on</strong> apprenticeship programmes<strong>in</strong> Europe as a comb<strong>in</strong>ati<strong>on</strong> of two dimensi<strong>on</strong>s:• The degree of employer commitment• The degree of the apprentices <strong>in</strong>tegrati<strong>on</strong> <strong>in</strong>to full-time educati<strong>on</strong> structuresEmployers’ commitment is here measured as the employer commitment to provid<strong>in</strong>g apprenticeplaces, <strong>and</strong> their resp<strong>on</strong>sibilities for the <strong>quality</strong> of the tra<strong>in</strong><strong>in</strong>g. Her c<strong>on</strong>clusi<strong>on</strong>s are presentedbelow.Apprenticeship: <strong>in</strong>tegrati<strong>on</strong> <strong>and</strong> employer commitment.Employer commitmenthighApprentices <strong>in</strong>tegrated<strong>in</strong>to full-time educati<strong>on</strong>structuresEmployer commitmentmoderateEmployer commitmentlowFranceNetherl<strong>and</strong>sSome apprenticeDenmarkUK<strong>in</strong>tegrati<strong>on</strong> <strong>in</strong>to fulltimestructuresAustriaNo apprentice Germany<strong>in</strong>tegrati<strong>on</strong> <strong>in</strong>to fulltimestructuresSwitzerl<strong>and</strong>Source: Apprenticeship <strong>in</strong> Europe. Fad<strong>in</strong>g or Flourish<strong>in</strong>g by Hilary Steedman. L<strong>on</strong>d<strong>on</strong> School of Ec<strong>on</strong>omics<strong>and</strong> Political Science, December 2005.The dimensi<strong>on</strong>s are difficult to measure <strong>and</strong> get comm<strong>on</strong> agreement <strong>on</strong>, which is illustrated by theanswers from the case countries <strong>in</strong> the follow<strong>in</strong>g chapters. However, the dimensi<strong>on</strong>s are useful <strong>in</strong>the selecti<strong>on</strong> of cases with different approaches to apprenticeship programmes.The Le<strong>on</strong>ardo da V<strong>in</strong>ci-projects (LdV) are def<strong>in</strong>ed as the fifth case, but these c<strong>on</strong>sist of a numberof cases. Each LdV-project can be seen as a case of <strong>quality</strong> <strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g orapprenticeship programmes.36
The presentati<strong>on</strong> of the LdV-projects will focus <strong>on</strong> the key WBL-aspects of the projects <strong>and</strong>specifically <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes.The follow<strong>in</strong>g five secti<strong>on</strong>s will give a very short <strong>in</strong>troducti<strong>on</strong> to the VET-<strong>systems</strong> <strong>and</strong> the c<strong>on</strong>textsfor the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> the different selected Member States, Regi<strong>on</strong>s <strong>and</strong> projects.The ma<strong>in</strong> objective is to give the reader a short <strong>in</strong>troducti<strong>on</strong> to the c<strong>on</strong>text of the different cases,<strong>and</strong> not to give a detailed overview of the complete VET-<strong>systems</strong>. Detailed <strong>in</strong>formati<strong>on</strong> is available<strong>on</strong> the ENQA-VET homepage 12 <strong>and</strong> <strong>on</strong> the different nati<strong>on</strong>al homepages, where the descripti<strong>on</strong>sare c<strong>on</strong>t<strong>in</strong>uously updated.3.2 Engl<strong>and</strong>A brief history of Apprenticeships 13Brita<strong>in</strong> has a l<strong>on</strong>g history of Apprenticeships, which stretches back to the guilds of the MiddleAges. In 1563 the system became more prescribed <strong>and</strong> regulated: the Elizabethan Statute ofArtificers set out terms <strong>and</strong> c<strong>on</strong>diti<strong>on</strong>s for tra<strong>in</strong><strong>in</strong>g (<strong>in</strong>clud<strong>in</strong>g a durati<strong>on</strong> of seven years) <strong>and</strong> for themaster–Apprentice relati<strong>on</strong>ship. Apprenticeships exp<strong>and</strong>ed <strong>in</strong> the follow<strong>in</strong>g two centuries, with newlegislati<strong>on</strong> <strong>on</strong> <strong>work</strong><strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s, envir<strong>on</strong>ment <strong>and</strong> the c<strong>on</strong>duct of Apprentices <strong>in</strong> their leisure time.Another milest<strong>on</strong>e of legislati<strong>on</strong> was passed <strong>in</strong> 1802 – the Health <strong>and</strong> Morals of Apprentices Act,whose provisi<strong>on</strong>s <strong>in</strong>cluded a 12-hour <strong>work</strong><strong>in</strong>g day <strong>and</strong> a requirement that factory Apprentices weretaught read<strong>in</strong>g, writ<strong>in</strong>g <strong>and</strong> arithmetic.By the late n<strong>in</strong>eteenth century, Apprenticeships had spread from artisan trades such as build<strong>in</strong>g<strong>and</strong> pr<strong>in</strong>t<strong>in</strong>g to the newer <strong>in</strong>dustries of eng<strong>in</strong>eer<strong>in</strong>g <strong>and</strong> shipbuild<strong>in</strong>g – <strong>and</strong> later to plumb<strong>in</strong>g <strong>and</strong>electrical <strong>work</strong>. Although there were approximately 240,000 Apprentices by the mid 1960s, therewere grow<strong>in</strong>g c<strong>on</strong>cerns about the effectiveness of Apprenticeship tra<strong>in</strong><strong>in</strong>g. It was criticised for itsexclusivity, for be<strong>in</strong>g male-dom<strong>in</strong>ated, for focus<strong>in</strong>g <strong>on</strong> serv<strong>in</strong>g time rather than <strong>on</strong> outcomes, <strong>and</strong>for a failure to embrace new <strong>and</strong> exp<strong>and</strong><strong>in</strong>g occupati<strong>on</strong>s. Numbers had decreased to some 53,000(‘average <strong>in</strong> learn<strong>in</strong>g‘ figure) by 1990.S<strong>in</strong>ce the mid 1990s, governments have been rebuild<strong>in</strong>g the programme <strong>in</strong> an adjusted ec<strong>on</strong>omic<strong>and</strong> <strong>in</strong>stituti<strong>on</strong>al c<strong>on</strong>text. This has required state support, as has been the case <strong>in</strong> almost allcountries with a sizeable Apprenticeship programme (the level of state <strong>in</strong>terventi<strong>on</strong> <strong>in</strong> this countryhas varied over recent decades, from levy-funded programmes via the <strong>in</strong>dustrial tra<strong>in</strong><strong>in</strong>g boards <strong>in</strong>the 1960s <strong>and</strong> 1970s, to no support or <strong>in</strong>terventi<strong>on</strong> at all <strong>in</strong> the early 1990s).S<strong>in</strong>ce 1997 a number of the programme elements have been reformed.In 1998, the Tra<strong>in</strong><strong>in</strong>g St<strong>and</strong>ards Council (subsequently the Adult Learn<strong>in</strong>g Inspectorate) began an<strong>in</strong>specti<strong>on</strong> of <strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g providers. In 2007, resp<strong>on</strong>sibility for <strong>in</strong>specti<strong>on</strong> was transferredto Ofsted. In 2000, the LSC took <strong>on</strong> resp<strong>on</strong>sibility for fund<strong>in</strong>g Apprenticeships from the Tra<strong>in</strong><strong>in</strong>g<strong>and</strong> Enterprise Councils. The technical certificate was <strong>in</strong>troduced <strong>in</strong> 2003/04 to explicitly requiretheoretical knowledge from Apprentices (<strong>and</strong>, implicitly, structured off-<strong>work</strong>stati<strong>on</strong> tra<strong>in</strong><strong>in</strong>g). TheApprenticeships bluepr<strong>in</strong>t was <strong>in</strong>troduced <strong>in</strong> 2005 to provide updated guidance for Sector SkillsCouncils <strong>on</strong> how to def<strong>in</strong>e their Apprenticeship frame<strong>work</strong>s.The result of these changes, coupled with the <strong>in</strong>creased <strong>in</strong>vestment made by the Governments<strong>in</strong>ce 1997, has been a major improvement <strong>in</strong> the number of Apprentices <strong>and</strong> <strong>in</strong> the <strong>quality</strong> of12 www.enqavet.eu13 Source: World-class Apprenticeships: Unlock<strong>in</strong>g Talent, Build<strong>in</strong>g Skills for All. Department for Innovati<strong>on</strong>,Universities <strong>and</strong> Skills. Ref. no. 285723. 2008.37
Apprenticeships. The number of learners of all ages start<strong>in</strong>g <strong>on</strong> the programme has more th<strong>and</strong>oubled from around 75,000 to around 180,000 today. Completi<strong>on</strong> rates – which <strong>on</strong>ce <strong>in</strong>dicatedsevere problems with recruitment practice <strong>and</strong> <strong>quality</strong> – have been transformed. In 2001 <strong>on</strong>ly 24%of learners completed the full frame<strong>work</strong>, <strong>and</strong> today the figure st<strong>and</strong>s at 63% (<strong>and</strong> this is ris<strong>in</strong>g).More than 100,000 learners now leave the programme each year hav<strong>in</strong>g passed all elements ofthe frame<strong>work</strong> for their chosen occupati<strong>on</strong>. This is unprecedented <strong>in</strong> this country. By 2010/11,more than 900,000 learners will have completed a full Apprenticeship.Apprenticeships – what they are <strong>and</strong> how they <strong>work</strong>There are four core participants <strong>in</strong> any government-funded Apprenticeship:• The employer offers a place, is the primary provider of learn<strong>in</strong>g <strong>in</strong> the <strong>work</strong>place (which may<strong>in</strong>clude structured tra<strong>in</strong><strong>in</strong>g away from the <strong>work</strong>stati<strong>on</strong>), pays the apprentice a wage, <strong>and</strong>supports their learn<strong>in</strong>g time requirements.• The apprentice is expected to c<strong>on</strong>tribute to the productivity of the employer <strong>and</strong> to undertakethe requisite learn<strong>in</strong>g.• The tra<strong>in</strong><strong>in</strong>g provider (which might be a further educati<strong>on</strong> college, group tra<strong>in</strong><strong>in</strong>g associati<strong>on</strong> orother <strong>work</strong>-<strong>based</strong>-learn<strong>in</strong>g provider) provides off-the-job tuiti<strong>on</strong> <strong>and</strong> often takes <strong>on</strong> much of theadm<strong>in</strong>istrative <strong>work</strong>load associated with the Apprenticeship <strong>on</strong> behalf of the employer.• The Government – via the LSC – provides funds to cover the tra<strong>in</strong><strong>in</strong>g costs of theApprenticeship, although typically not the wage costs of tra<strong>in</strong><strong>in</strong>g time.An Apprenticeship is not a qualificati<strong>on</strong> <strong>in</strong> itself, but it c<strong>on</strong>ta<strong>in</strong>s a knowledge-<strong>based</strong> element (thetheoretical knowledge underp<strong>in</strong>n<strong>in</strong>g a job <strong>in</strong> a certa<strong>in</strong> occupati<strong>on</strong> <strong>and</strong> <strong>in</strong>dustry, typically certified viaa Technical Certificate), a competence-<strong>based</strong> element (the ability to discharge the functi<strong>on</strong>s of acerta<strong>in</strong> occupati<strong>on</strong>, typically certified via <strong>work</strong>-<strong>based</strong> assessed nati<strong>on</strong>al vocati<strong>on</strong>al qualificati<strong>on</strong>s(NVQs)), transferable or ‘key skills’ (literacy <strong>and</strong> numeracy), <strong>and</strong> a module <strong>on</strong> employment rights<strong>and</strong> resp<strong>on</strong>sibilities.Comp<strong>on</strong>ent qualificati<strong>on</strong>s with<strong>in</strong> Apprenticeship frame<strong>work</strong>s are also accredited by Ofqual.There are two ma<strong>in</strong> levels of Apprenticeship available for those aged 16 <strong>and</strong> over: Apprenticeships(equivalent to five good GCSE passes) <strong>and</strong> Advanced Apprenticeships (equivalent to two A-levelpasses).Rules Govern<strong>in</strong>g Apprenticeship Frame<strong>work</strong>sThe Apprenticeships, Skills, Children <strong>and</strong> Learn<strong>in</strong>g Bill set the Apprenticeships Programme <strong>on</strong> astatutory basis, <strong>and</strong> <strong>on</strong>e not def<strong>in</strong>ed by Government fund<strong>in</strong>g. The Bill makes provisi<strong>on</strong> for astatutory functi<strong>on</strong> to be placed <strong>on</strong> the Secretary of State to approve the core elements that are toapply to every apprenticeship frame<strong>work</strong>, regardless of career or level (the specificati<strong>on</strong> ofapprenticeship st<strong>and</strong>ards, the ‘specificati<strong>on</strong>’, currently known as the ‘bluepr<strong>in</strong>t’); (Clauses 11-15);<strong>and</strong> for the opportunity for organisati<strong>on</strong>s, such as Sector Skills Councils <strong>and</strong> employers, to submitApprenticeship Frame<strong>work</strong>s (high level curricula for an apprenticeship <strong>in</strong> a specified career) <strong>in</strong>draft to authorised pers<strong>on</strong>s <strong>and</strong> to the Secretary of State for issue if they comply with thespecificati<strong>on</strong>; (Clauses 7-10).Every Apprenticeship frame<strong>work</strong> must c<strong>on</strong>form to m<strong>in</strong>imum requirements set out <strong>in</strong> theSpecificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> <strong>on</strong> which they are currently c<strong>on</strong>sult<strong>in</strong>g.38
The model apprenticeship agreement is the c<strong>on</strong>tract between the employer <strong>and</strong> apprentice.F<strong>in</strong>ally, an apprenticeship certificate is awarded to an apprentice who successfully completes theelements of the specific frame<strong>work</strong> while employed under an apprenticeship agreement.Apprenticeships are available with different types of employers from large nati<strong>on</strong>al companies suchas British Gas, BMW <strong>and</strong> Orange to smaller local companies.The time taken to complete an Apprenticeship varies depend<strong>in</strong>g <strong>on</strong> the actual type ofApprenticeship be<strong>in</strong>g undertaken, <strong>and</strong> how the apprentice structures their <strong>work</strong> <strong>and</strong> study. Forexample, the practical <strong>and</strong> academic dem<strong>and</strong>s are quite different for an eng<strong>in</strong>eer<strong>in</strong>g qualificati<strong>on</strong>compared with a hairdress<strong>in</strong>g qualificati<strong>on</strong>.BIS/DCSF Jo<strong>in</strong>t Apprenticeships Unit made (July 2009) an overview of the Headl<strong>in</strong>e Messages ofthe Policy commitments, key facts, data <strong>and</strong> recent progress. A part of this overview is presentedhere; the other parts are <strong>in</strong>tegrated <strong>in</strong> the follow<strong>in</strong>g chapters.Apprenticeships are a key route to build<strong>in</strong>g the nati<strong>on</strong>al skills base <strong>and</strong> at a time of ec<strong>on</strong>omicdownturn it is vital that we c<strong>on</strong>t<strong>in</strong>ue to <strong>in</strong>vest <strong>in</strong> people <strong>and</strong> their skills. Government is committedto significant growth <strong>in</strong> Apprenticeships for young people <strong>and</strong> adults.In order to fulfil this commitment we need to <strong>in</strong>crease the number of employers offer<strong>in</strong>gApprenticeships. Government is already committed to <strong>in</strong>creas<strong>in</strong>g spend<strong>in</strong>g <strong>on</strong> Apprentices <strong>in</strong>2009/10 to over £1 billi<strong>on</strong>.• In January 2009 the Prime M<strong>in</strong>ister announced a £140 milli<strong>on</strong> package for 35,000 additi<strong>on</strong>alApprenticeship places over 2009/10 to help strengthen the Country's competitiveness <strong>and</strong>extend opportunities to people fac<strong>in</strong>g redundancy; at least 21,000 of these extra places will be<strong>in</strong> the public sector.• We are putt<strong>in</strong>g <strong>in</strong> place procedures to use the public procurement process to encouragecompanies, <strong>in</strong>clud<strong>in</strong>g SMEs, with access to Government-funded c<strong>on</strong>tracts to offerApprenticeships.• In the Apprenticeships, Skills, Children <strong>and</strong> Learn<strong>in</strong>g Bill, currently before Parliament, we are<strong>in</strong>troduc<strong>in</strong>g legislati<strong>on</strong> which, for the first time, will put the Apprenticeship programme <strong>on</strong> astatutory basis <strong>and</strong> ensure that an Apprenticeship place is available for all suitably qualifiedyoung people by 2013.• We will ma<strong>in</strong>ta<strong>in</strong> our commitment to meet<strong>in</strong>g the dem<strong>and</strong> from suitably qualified young people.• Over 130,000 employers are offer<strong>in</strong>g Apprenticeship places; there are over 180 different typesof Apprenticeships available across 80 <strong>in</strong>dustry sectors.• Those with a Level 2 Apprenticeship earn <strong>on</strong> average around £65,000 more over their lifetimethan those with a Level 2 qualificati<strong>on</strong> or below.• The Statistical First Release (SFR) published <strong>in</strong> June 2009 showed that there were 196,000Apprenticeship starts <strong>in</strong> the first 9 m<strong>on</strong>ths of the 2008/09 academic year, an <strong>in</strong>crease of 15%<strong>on</strong> the same period <strong>in</strong> 2007/08.• The new Nati<strong>on</strong>al Apprenticeship Service became operati<strong>on</strong>al <strong>in</strong> April, provid<strong>in</strong>g a dedicatedservice <strong>and</strong> s<strong>in</strong>gle c<strong>on</strong>tact po<strong>in</strong>t for employers <strong>and</strong> Apprentices. A key part of this service isthe new <strong>on</strong>l<strong>in</strong>e system for Apprenticeship vacancy match<strong>in</strong>g.• In May, an £11 milli<strong>on</strong> package was announced to provide 3,000 more Apprenticeshipopportunities. This new approach will see large employers exp<strong>and</strong><strong>in</strong>g exist<strong>in</strong>g Apprenticeship39
programmes <strong>and</strong> allow small bus<strong>in</strong>esses to benefit from the expertise of companies whichhave been tra<strong>in</strong><strong>in</strong>g Apprentices for some time.The current reforms <strong>and</strong> the ambitious strategy of Apprenticeship are expected to be new to mostof the readers of this study. It will be very <strong>in</strong>terest<strong>in</strong>g to follow the implementati<strong>on</strong> of the Englishstrategy <strong>and</strong> especially the results of the many activities <strong>and</strong> changes.3.3 GermanyThe organisati<strong>on</strong> of the apprenticeship system is the result of the collaborati<strong>on</strong> between the public<strong>and</strong> private sector <strong>and</strong> refers to any public or private <strong>in</strong>stituti<strong>on</strong> or activities that (<strong>in</strong>)directly serve toprovide occupati<strong>on</strong>al qualificati<strong>on</strong>s. Vocati<strong>on</strong>al educati<strong>on</strong> is <strong>based</strong> <strong>on</strong> <strong>in</strong>stituti<strong>on</strong>al procedures <strong>and</strong>tripartite negotiati<strong>on</strong>s that <strong>in</strong>clude three major actors: public authorities, employer organisati<strong>on</strong>s<strong>and</strong> trade uni<strong>on</strong>s (Tremblay, le Bot, 2000).There are different stakeholders <strong>in</strong> the German dual apprenticeship system:• The Federal Institute for Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g, or Bundes<strong>in</strong>stitut für Berufsbildung (BIBB) 14 ,which is a pr<strong>in</strong>cipal stakeholder, who is accountable to the German Federal government.BIBB is resp<strong>on</strong>sible for research <strong>and</strong> development <strong>in</strong> <strong>work</strong>place vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g. It alsofuncti<strong>on</strong>s as a service provider <strong>and</strong> advisor to the Federal government <strong>and</strong> vocati<strong>on</strong>aleducati<strong>on</strong> practi<strong>on</strong>ers. Its tasks <strong>in</strong>clude the development of bases for <strong>in</strong>itial <strong>and</strong> c<strong>on</strong>t<strong>in</strong>u<strong>in</strong>gvocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g. Furthermore, it also possesses a m<strong>and</strong>ate to modernize <strong>and</strong> improvevocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>on</strong> the basis of technological, ec<strong>on</strong>omic <strong>and</strong> social developments.• Federal government• VET providers• The Länder, who each are resp<strong>on</strong>sible for establish<strong>in</strong>g its <strong>in</strong>structi<strong>on</strong> program <strong>based</strong> <strong>on</strong> thecore curriculum adopted by the M<strong>in</strong>istry of Educati<strong>on</strong>.• Different stakeholders: regi<strong>on</strong>al chambers of commerce <strong>and</strong> <strong>in</strong>dustry, which representgroups of firms <strong>in</strong> the same <strong>in</strong>dustry sector, are resp<strong>on</strong>sible for supervis<strong>in</strong>g the vocati<strong>on</strong>altra<strong>in</strong><strong>in</strong>g process <strong>and</strong> validati<strong>on</strong> of exams.• The enterprises that deliver the tra<strong>in</strong><strong>in</strong>g of the apprentices <strong>in</strong> the enterprisesIn Germany the Federal Government – <strong>in</strong> this c<strong>on</strong>text generally represented by the FederalM<strong>in</strong>istry of Ec<strong>on</strong>omics <strong>and</strong> Technology <strong>and</strong> the Federal M<strong>in</strong>istry of Educati<strong>on</strong> <strong>and</strong> Research – isresp<strong>on</strong>sible for <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g while the <strong>in</strong>dividual Länder are resp<strong>on</strong>sible for thevocati<strong>on</strong>al schools. Thus, the federal m<strong>in</strong>istries are <strong>in</strong>volved <strong>in</strong> diverse activities c<strong>on</strong>cern<strong>in</strong>gapprenticeship/WBL. The most important competences of the Federal M<strong>in</strong>istry of Educati<strong>on</strong> <strong>and</strong>Research are stated <strong>in</strong> BBiG (Berufsbildungsgesetz):• Recogniti<strong>on</strong> of Initial Tra<strong>in</strong><strong>in</strong>g Occupati<strong>on</strong>s by ord<strong>in</strong>ance (see BBiG secti<strong>on</strong> 4)• Pass other ord<strong>in</strong>ances c<strong>on</strong>cern<strong>in</strong>g <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g (e.g. “Ord<strong>in</strong>ance <strong>on</strong> Tra<strong>in</strong>er Aptitude”(AEVO))• Report <strong>on</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g: “The Federal M<strong>in</strong>istry of Educati<strong>on</strong> <strong>and</strong>Research shall c<strong>on</strong>stantly track developments <strong>in</strong> vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> shallsubmit a corresp<strong>on</strong>d<strong>in</strong>g report (Report <strong>on</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g) to the FederalGovernment by 1 April each year.”• Membership <strong>on</strong> the board of the Federal Institute for Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (BIBB),which, am<strong>on</strong>g other duties has the task to advise the Federal Government <strong>on</strong> basic issuesrelat<strong>in</strong>g to vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> to determ<strong>in</strong>e the annual research programmeof the BIBB (see secti<strong>on</strong> 92 BBiG)14 For more <strong>in</strong>formati<strong>on</strong>, please see: http://www.bibb.de40
3.4 RomaniaWBL <strong>in</strong> <strong>in</strong>itial VET 15 (TVET) <strong>in</strong> Romania 16The effects of the communist regime, dur<strong>in</strong>g which all schools were obliged to developpartnerships with enterprises <strong>and</strong> WBL was part of the study programme. This created a sensitiveenvir<strong>on</strong>ment for chang<strong>in</strong>g the c<strong>on</strong>cept dur<strong>in</strong>g mid 90’s. Therefore “trust” has a peculiar mean<strong>in</strong>g <strong>in</strong>the Romanian TVET system; rebuild<strong>in</strong>g trust <strong>and</strong> ownership development am<strong>on</strong>g the ma<strong>in</strong>stakeholders (schools <strong>and</strong> enterprises, but also teachers <strong>and</strong> enterprise representatives) weremajor challenges.S<strong>in</strong>ce 1998, <strong>in</strong> Romanian TVET, WBL is part of the nati<strong>on</strong>al curricula. It c<strong>on</strong>sists of 4 – 8 weeks /year (depend<strong>in</strong>g <strong>on</strong> the level of the qualificati<strong>on</strong>) of tra<strong>in</strong><strong>in</strong>g <strong>in</strong> <strong>work</strong>places. In the assessment ofTVET schools management, <strong>quality</strong> criteria related to partnerships with enterprises to facilitateWBL play a major role.Start<strong>in</strong>g with 2007, WBL for TVET students is regulated by a compulsory WBL Agreement,endorsed by a M<strong>in</strong>istry of Educati<strong>on</strong> decisi<strong>on</strong>. The Agreement promotes participative management<strong>and</strong> <strong>in</strong>creased ownership of all those <strong>in</strong>volved <strong>in</strong> the process. It is signed by both the TVET schools<strong>and</strong> the enterprise facilitat<strong>in</strong>g students’ WBL. The Agreement sets out how the tra<strong>in</strong><strong>in</strong>g provider willcooperate with the employer throughout the process.Star<strong>in</strong>g with 2007, the Sectoral Operati<strong>on</strong>al Programme Human Resources Development 2007-2013 (SOP HRD), <strong>on</strong>e of the programmes f<strong>in</strong>anced from the European Social Fund <strong>in</strong> Romania,offers a tremendous opportunity to improve the <strong>quality</strong> of TVET students’ WBL. Over 50 milli<strong>on</strong>euros were allocated to support partnerships between TVET schools <strong>and</strong> enterprises, tra<strong>in</strong><strong>in</strong>g ofenterprise tutors, m<strong>on</strong>itor<strong>in</strong>g <strong>and</strong> assessment of WBL, dissem<strong>in</strong>ati<strong>on</strong> of good practice.The implementati<strong>on</strong> of WBL at system, enterprise <strong>and</strong> school level 171. Initial vocati<strong>on</strong>al educati<strong>on</strong> is organized <strong>in</strong> "schools of arts <strong>and</strong> trades", vocati<strong>on</strong>al <strong>and</strong>technological high schools <strong>and</strong> technical post - high schools. The Work Based Learn<strong>in</strong>g is <strong>based</strong><strong>on</strong> tra<strong>in</strong><strong>in</strong>g st<strong>and</strong>ards validated by Sectoral Committees. The f<strong>in</strong>al evaluati<strong>on</strong> of <strong>in</strong>itial vocati<strong>on</strong>aleducati<strong>on</strong> is organized by schools <strong>in</strong> partnership with the companies which host the practice of thestudents.2. Development of c<strong>on</strong>t<strong>in</strong>uous educati<strong>on</strong> programs (formal educati<strong>on</strong> <strong>and</strong> apprenticeship) <strong>based</strong><strong>on</strong> occupati<strong>on</strong>al st<strong>and</strong>ards is realized by authorized tra<strong>in</strong><strong>in</strong>g providers <strong>and</strong> companies. The tra<strong>in</strong><strong>in</strong>gproviders are authorized <strong>based</strong> <strong>on</strong> a <strong>quality</strong> <strong>assurance</strong> documentati<strong>on</strong> which <strong>in</strong>cludes curriculum,tra<strong>in</strong><strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s <strong>and</strong> tra<strong>in</strong>ers. The companies which organise apprenticeships are authorised bythe M<strong>in</strong>istry of Labour. The f<strong>in</strong>al evaluati<strong>on</strong> of each program (tra<strong>in</strong><strong>in</strong>g <strong>and</strong> apprenticeship) is d<strong>on</strong>eby a committee composed of 2 evaluators com<strong>in</strong>g from the local Nati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Board for Adults<strong>and</strong> <strong>on</strong>e representative from the tra<strong>in</strong><strong>in</strong>g provider. Any authorized process <strong>and</strong> program must usean occupati<strong>on</strong>al st<strong>and</strong>ard which is developed by experts from the <strong>work</strong><strong>in</strong>g life, recommended bythe Sectoral Committees which validates the st<strong>and</strong>ards. The whole process of occupati<strong>on</strong>alst<strong>and</strong>ards development is organized by the Nati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Board for Adults Educati<strong>on</strong>.15 Initial VET (IVET or TVET) is part of the pre university system of educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g16 Builds <strong>on</strong> answers from Dana Stroie, Nati<strong>on</strong>al Centre for TVET development, Romania17 Builds <strong>on</strong> the answers from Felicia Zarojanu, Nati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Board For Adults' Educati<strong>on</strong> to thequesti<strong>on</strong>naire for the Peer Learn<strong>in</strong>g Activity <strong>on</strong> Quality Assurance procedures for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g,October 1-3, 2008 – Copenhagen.41
3. Assessment of competencies achieved <strong>in</strong> ways other than formal is organised by authorizedcentres. The nati<strong>on</strong>al authority for the authorizati<strong>on</strong> of Competencies Assessment Centres is theNati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Board for Adults Educati<strong>on</strong> <strong>and</strong> the process follows the occupati<strong>on</strong>al st<strong>and</strong>ardused, the assessment experts <strong>and</strong> the evaluati<strong>on</strong> tests.The organisati<strong>on</strong> of WBL1. The <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> <strong>in</strong>itial vocati<strong>on</strong>al educati<strong>on</strong> is organized by the M<strong>in</strong>istry of Educati<strong>on</strong><strong>based</strong> <strong>on</strong> tra<strong>in</strong><strong>in</strong>g st<strong>and</strong>ards.2. The <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> c<strong>on</strong>t<strong>in</strong>uous educati<strong>on</strong> is organized by tra<strong>in</strong><strong>in</strong>g providers (centres,schools <strong>and</strong> companies) <strong>based</strong> <strong>on</strong> occupati<strong>on</strong>al st<strong>and</strong>ards which development is organized by theNati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Board for Adults Educati<strong>on</strong>.3. The Competencies Assessment Centres are authorized by the same Nati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Board forAdults Educati<strong>on</strong> <strong>and</strong> the whole assessment process is organized by these centres <strong>based</strong> <strong>on</strong>evaluati<strong>on</strong> tests decided by the assessors.3.5 The Netherl<strong>and</strong>sIn the Netherl<strong>and</strong>s apprenticeship or <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g has been more or less rediscovered <strong>in</strong>the late n<strong>in</strong>eties, but with new learn<strong>in</strong>g <strong>and</strong> <strong>work</strong><strong>in</strong>g arrangements <strong>and</strong> with new c<strong>on</strong>necti<strong>on</strong>sbetween school <strong>and</strong> <strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g. It has become part of an elaborated system ofvocati<strong>on</strong>al educati<strong>on</strong>, which <strong>in</strong>cludes two ma<strong>in</strong> pathways with different comb<strong>in</strong>ati<strong>on</strong>s of school <strong>and</strong><strong>work</strong>place learn<strong>in</strong>g. As objectives of vocati<strong>on</strong>al educati<strong>on</strong> have been exp<strong>and</strong>ed to <strong>in</strong>clude botheffective problem-solv<strong>in</strong>g <strong>on</strong> the job <strong>and</strong> <strong>work</strong> process knowledge, <strong>work</strong>place learn<strong>in</strong>g has becomemore important.In the Netherl<strong>and</strong>s, there are approx. 320.000 school <strong>based</strong> VET-students <strong>and</strong> 180.000 <strong>work</strong><strong>based</strong> VET-students. The tra<strong>in</strong><strong>in</strong>g for both groups is offered by 70 VET-<strong>in</strong>stituti<strong>on</strong>s <strong>in</strong> theNetherl<strong>and</strong>s:• 40 ROCs (Regi<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g Centres)• 12 AOCs (Agricultural Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g Centres)• 18 Vakscholen (Tra<strong>in</strong><strong>in</strong>g centres <strong>in</strong> <strong>on</strong>e specific branch)These <strong>work</strong> <strong>in</strong> cooperati<strong>on</strong> with more than 185.000 accredited learn<strong>in</strong>g companies.All VET-colleges are, <strong>in</strong> close cooperati<strong>on</strong> with the surround<strong>in</strong>g, regi<strong>on</strong>al service, trade <strong>and</strong><strong>in</strong>dustry <strong>in</strong> charge of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g.In The Netherl<strong>and</strong>s the <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET is regulated by the WEB (The new Adult <strong>and</strong>Vocati<strong>on</strong>al Educati<strong>on</strong> Act) went <strong>in</strong>to force <strong>in</strong> 1996 18 .With the implementati<strong>on</strong> of the WEB, the two learn<strong>in</strong>g pathways <strong>in</strong> VET (<strong>work</strong> <strong>based</strong> or school<strong>based</strong>) were put <strong>in</strong> the same qualificati<strong>on</strong> frame<strong>work</strong>. This means that the same qualificati<strong>on</strong> canbe achieved through different learn<strong>in</strong>g pathways.1. The school <strong>based</strong> pathway (BOL)About 65% of the VET students attend the school <strong>based</strong> learn<strong>in</strong>g pathway. They have the status ofa student (grosso modo equal to students <strong>in</strong> HE), <strong>in</strong>clud<strong>in</strong>g the right for student-grants <strong>and</strong>generally they are not paid for the compulsory periods of <strong>work</strong> placement dur<strong>in</strong>g their educati<strong>on</strong>.The share of <strong>work</strong> placement as part of the entire curriculum varies from m<strong>in</strong>imal 20% to amaximum of 60%, depend<strong>in</strong>g <strong>on</strong> the didactical approach, the branch <strong>and</strong> the level of18 Builds <strong>on</strong> “Self-regulati<strong>on</strong> <strong>and</strong> Quality Assurance <strong>in</strong> Dutch Sec<strong>on</strong>dary Vocati<strong>on</strong>al Educati<strong>on</strong>”, by JosVerkroost, Siep Jurna; 2001C<strong>on</strong>tributi<strong>on</strong> to the European FORUM <strong>on</strong> Quality <strong>in</strong> VET. Updated by Thea v<strong>and</strong>en Boom, November 200742
educati<strong>on</strong>/tra<strong>in</strong><strong>in</strong>g. Colleges have a high degree of aut<strong>on</strong>omy regard<strong>in</strong>g the choices that are madehere.2. The <strong>work</strong> <strong>based</strong> pathway (BBL)About 35% of the VET students attend this learn<strong>in</strong>g pathway. They have the status of anapprentice <strong>and</strong> they are paid for their <strong>work</strong> accord<strong>in</strong>g to the agreements made by the socialpartners. Generally, they comb<strong>in</strong>e four days <strong>work</strong><strong>in</strong>g <strong>in</strong> the week with <strong>on</strong>e day College. There arehowever some different models accord<strong>in</strong>g to the sector.Both learn<strong>in</strong>g pathways offer programs <strong>on</strong> four different levels, rang<strong>in</strong>g from the assist<strong>in</strong>g level tothe mid-management level with qualificati<strong>on</strong> profiles that are drawn up by branch commissi<strong>on</strong>srepresent<strong>in</strong>g the social partners <strong>and</strong> the world of educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g. A recognized <strong>work</strong>placement period (WBL) <strong>in</strong> both models can <strong>on</strong>ly be d<strong>on</strong>e at a recognized learn<strong>in</strong>g company. Theaccreditati<strong>on</strong> of these companies is d<strong>on</strong>e by so called ’Centres of Expertise’. In the Netherl<strong>and</strong>s,there are 17 Centres of Expertise, cover<strong>in</strong>g all a certa<strong>in</strong> branch from trade <strong>and</strong> <strong>in</strong>dustry.The proporti<strong>on</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g versus school <strong>based</strong> learn<strong>in</strong>g slightly fluctuates accord<strong>in</strong>g tothe ec<strong>on</strong>omic situati<strong>on</strong>.The WEB also regulates the obligati<strong>on</strong> to employ <strong>in</strong>struments, so that the stakeholders of the<strong>in</strong>stituti<strong>on</strong>s can substantiate their claims to <strong>quality</strong> com<strong>in</strong>g from educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s. These<strong>in</strong>clude the Educati<strong>on</strong> <strong>and</strong> On-the-Job Tra<strong>in</strong><strong>in</strong>g agreements that <strong>in</strong>stituti<strong>on</strong>s enter with participants<strong>and</strong> – with respect to the <strong>on</strong>-the-job tra<strong>in</strong><strong>in</strong>g agreement --, with each <strong>on</strong>-the-job tra<strong>in</strong><strong>in</strong>g company.There are also st<strong>and</strong>ard regulati<strong>on</strong>s for these <strong>in</strong>struments. There are st<strong>and</strong>ard agreements thatregulate most relati<strong>on</strong>s between the <strong>in</strong>stituti<strong>on</strong>s <strong>and</strong> other closely-<strong>in</strong>terested parties.Intr<strong>in</strong>sic <strong>quality</strong>: centrally-established educati<strong>on</strong>al goalsEducati<strong>on</strong> should take place with<strong>in</strong> the frame<strong>work</strong> of a nati<strong>on</strong>al qualificati<strong>on</strong> structure, s<strong>in</strong>cequalificati<strong>on</strong>s <strong>and</strong> the educati<strong>on</strong>al goals of tra<strong>in</strong><strong>in</strong>g are centrally developed (not at <strong>in</strong>stituti<strong>on</strong>allevel). This task has been assigned to Centres of Expertise for VET-labour market (KBB). EachKBB does this for a group of tra<strong>in</strong><strong>in</strong>g courses <strong>in</strong> a specific sector of the labour market. A KBBc<strong>on</strong>sists of representatives of bus<strong>in</strong>ess <strong>on</strong> the <strong>on</strong>e h<strong>and</strong> <strong>and</strong> of educati<strong>on</strong> <strong>in</strong> its sector, <strong>on</strong> theother.Quality <strong>assurance</strong> resp<strong>on</strong>sibility of <strong>in</strong>stituti<strong>on</strong>sEducati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s are primarily resp<strong>on</strong>sible for <strong>quality</strong> <strong>assurance</strong>. Their job is to determ<strong>in</strong>e,assess, assure <strong>and</strong>, where necessary, improve the <strong>quality</strong> of their own vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g courses.The <strong>in</strong>stituti<strong>on</strong>s are free to choose their own model of <strong>quality</strong> <strong>assurance</strong>, but a number ofregulati<strong>on</strong>s exist for their <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> (QAS):Fund<strong>in</strong>gEducati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s are primarily resp<strong>on</strong>sible for identify<strong>in</strong>g fail<strong>in</strong>gs <strong>and</strong> for tak<strong>in</strong>g thenecessary improvement measures, for example, rais<strong>in</strong>g the expertise of teach<strong>in</strong>g staff. Theseparate means used for <strong>in</strong>-service tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>quality</strong> improvement / renewal projects (prior tothe <strong>in</strong>troducti<strong>on</strong> of the WEB <strong>in</strong> 1996) have therefore been <strong>in</strong>corporated <strong>in</strong> the lump-sum amountsfor the <strong>in</strong>stituti<strong>on</strong>s. The government directs <strong>in</strong>novative efforts through the use of specific projectfunds (earmarked funds outside the lump-sum compensati<strong>on</strong>) to support the further developmentof ‘good practice’.With its new fund<strong>in</strong>g system, which went <strong>in</strong>to effect 1 January 2000, the government is focus<strong>in</strong>g <strong>on</strong>the achievement levels of participants <strong>and</strong> <strong>on</strong> educati<strong>on</strong>al achievement:43
- <strong>in</strong> the area of accessibility: an amount <strong>based</strong> <strong>on</strong> the number of participants, with a b<strong>on</strong>us forthe number of participants at the lowest tra<strong>in</strong><strong>in</strong>g levels,- <strong>in</strong> the area of qualificati<strong>on</strong>s: an amount <strong>based</strong> <strong>on</strong> the number of participants who receivecertificatesEighty percent of the nati<strong>on</strong>al budget will be paid <strong>on</strong> the basis of participants <strong>and</strong> 20 percent <strong>on</strong> thebasis of certificates.C<strong>on</strong>troll<strong>in</strong>g the <strong>quality</strong> of exam<strong>in</strong>ati<strong>on</strong>sExam<strong>in</strong>ati<strong>on</strong>s clearly reveal whether participants have actually mastered the <strong>in</strong>tended learn<strong>in</strong>ggoals. Besides the <strong>quality</strong> of educati<strong>on</strong>, <strong>in</strong>stituti<strong>on</strong>s are also resp<strong>on</strong>sible for the <strong>quality</strong> ofexam<strong>in</strong>ati<strong>on</strong>s <strong>and</strong>, c<strong>on</strong>sequently, for <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> public accountability <strong>in</strong> this regard.To create additi<strong>on</strong>al guarantees, there are external c<strong>on</strong>trols (external legitimacy) prescribed toensure the <strong>quality</strong> of exam<strong>in</strong>ati<strong>on</strong>s. A separate private entity KCE (Quality Centre Exam<strong>in</strong>ati<strong>on</strong>s forVET) assessed the <strong>quality</strong> of exam<strong>in</strong>ati<strong>on</strong>s from 2004 until 2007. At the end of 2007 this task wastransferred to the <strong>in</strong>spectorate as a part of the <strong>in</strong>tegrated supervisi<strong>on</strong>.From self-evaluati<strong>on</strong> report to annual report <strong>on</strong> <strong>quality</strong> performanceAccord<strong>in</strong>g to the WEB a regulati<strong>on</strong> requires periodic publish<strong>in</strong>g of the assessment, of the <strong>quality</strong> ofeducati<strong>on</strong> <strong>and</strong> improvement plans. This required annually for exam<strong>in</strong>ati<strong>on</strong> results .The selfevaluati<strong>on</strong>reports (s<strong>in</strong>ce 2003) are no l<strong>on</strong>ger required by law. The public <strong>in</strong>formati<strong>on</strong> from<strong>in</strong>stituti<strong>on</strong>s will develop <strong>in</strong>to an <strong>in</strong>tegrated annual report. This annual report will c<strong>on</strong>ta<strong>in</strong> relevant<strong>in</strong>formati<strong>on</strong> for stakeholders (horiz<strong>on</strong>tal) <strong>and</strong> for <strong>in</strong>spectorate/government (vertical). This process is<strong>in</strong> development here <strong>in</strong> late summer 2009.3.6 Le<strong>on</strong>ardo da V<strong>in</strong>ci projectsThe Le<strong>on</strong>ardo da V<strong>in</strong>ci programme 19 l<strong>in</strong>ks policy to practice <strong>in</strong> the field of vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong>tra<strong>in</strong><strong>in</strong>g (VET). Projects range from those giv<strong>in</strong>g <strong>in</strong>dividuals the chance to improve theircompetences, knowledge <strong>and</strong> skills through a period abroad, to Europe-wide co-operati<strong>on</strong>between tra<strong>in</strong><strong>in</strong>g organisati<strong>on</strong>s.The Le<strong>on</strong>ardo da V<strong>in</strong>ci programme is a major part of the European Commissi<strong>on</strong>'s Lifel<strong>on</strong>gLearn<strong>in</strong>g Programme. The programme funds a wide range of acti<strong>on</strong>s, notably cross-border mobility<strong>in</strong>itiatives; co-operati<strong>on</strong> projects to develop <strong>and</strong> spread <strong>in</strong>novati<strong>on</strong>; <strong>and</strong> thematic net<strong>work</strong>s. Thepotential beneficiaries are similarly wide – from tra<strong>in</strong>ees <strong>in</strong> <strong>in</strong>itial vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g, to peoplealready <strong>in</strong> the labour market, as well as VET professi<strong>on</strong>als <strong>and</strong> private or public organisati<strong>on</strong>sactive <strong>in</strong> this field.Le<strong>on</strong>ardo da V<strong>in</strong>ci enables VET organisati<strong>on</strong>s to <strong>work</strong> with European partners, exchange bestpractices, <strong>in</strong>crease the expertise of their staff <strong>and</strong> resp<strong>on</strong>d to the teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g needs ofpeople. It therefore supports efforts to make vocati<strong>on</strong>al educati<strong>on</strong> more attractive to young people.By help<strong>in</strong>g European citizens to acquire new skills, knowledge <strong>and</strong> qualificati<strong>on</strong>s, the programmealso aims to bolster the competitiveness of the European labour market.Innovati<strong>on</strong> projects have always been at the core of the Le<strong>on</strong>ardo da V<strong>in</strong>ci programme. They aimto improve the <strong>quality</strong> of tra<strong>in</strong><strong>in</strong>g <strong>systems</strong> through the development <strong>and</strong> transfer of <strong>in</strong>novativepolicies, c<strong>on</strong>tents, methods <strong>and</strong> procedures with<strong>in</strong> vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g. The selected<strong>and</strong> analysed LdV-projects are examples of the importance <strong>and</strong> show the huge potential of theLe<strong>on</strong>ardo Programme <strong>in</strong> order to improve the <strong>quality</strong> of VET <strong>in</strong> general <strong>and</strong> <strong>in</strong> apprenticeprogrammes more specifically.19 http://ec.europa.eu/educati<strong>on</strong>/lifel<strong>on</strong>g-learn<strong>in</strong>g-programme/doc82_en.htm44
The official Le<strong>on</strong>ardo da V<strong>in</strong>ci project homepage has been analysed <strong>and</strong> searched for <strong>work</strong> <strong>based</strong>learn<strong>in</strong>g projects.All types of approved Le<strong>on</strong>ardo da V<strong>in</strong>ci projects (that Nati<strong>on</strong>al Agencies <strong>and</strong> EACEA areresp<strong>on</strong>sible for) can be found <strong>on</strong> the ADAM portal:http://www.adameurope.eu/adam/homepageView.htm .Searches <strong>on</strong> “<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g” <strong>in</strong> this database resulted <strong>in</strong> more than 900 matches. All ofthese projects have been analysed first of all <strong>in</strong> relati<strong>on</strong> to their title <strong>in</strong> order to extract potential<strong>in</strong>terest<strong>in</strong>g WBL-projects. This resulted <strong>in</strong> a selecti<strong>on</strong> of around 150 projects that needed furtheranalysis.Searches <strong>on</strong> “apprenticeship” <strong>in</strong> the database resulted <strong>in</strong> around 31 projects, which all has beenanalysed <strong>in</strong> relati<strong>on</strong> to their <strong>quality</strong> focus.The basic project <strong>in</strong>formati<strong>on</strong> (Title, Project number, Year, Project type, Status, Country, Market<strong>in</strong>gtxt, Summary, Descripti<strong>on</strong>, Themes, Product types, Product <strong>in</strong>formati<strong>on</strong> <strong>and</strong> Project homepage)were pr<strong>in</strong>ted for all these projects. The presentati<strong>on</strong> of the projects was read <strong>in</strong> detail <strong>in</strong> order tof<strong>in</strong>d projects with<strong>in</strong> the area of <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g. A more detailed analysisof these projects resulted <strong>in</strong> a limited group of potential <strong>in</strong>terest<strong>in</strong>g <strong>and</strong> WBL-relevant projects, aspresented <strong>in</strong> annex 8.Analysis of the objectives, goals, products <strong>and</strong> c<strong>on</strong>tents shows, that the recent years LdV-projectswith<strong>in</strong> <strong>quality</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> apprenticeship focus <strong>on</strong>• Quality <strong>assurance</strong>• Quality st<strong>and</strong>ards• Quality management <strong>systems</strong>• Partnerships• Teachers <strong>and</strong> tra<strong>in</strong>ers• Evaluati<strong>on</strong>• Work placements abroad• Analysis of tra<strong>in</strong><strong>in</strong>g needs• Promoti<strong>on</strong> of apprenticeship programmesThese LdV-projects have been analysed <strong>and</strong>/or been c<strong>on</strong>tacted <strong>in</strong> order to get materials <strong>and</strong>results for further analysis. The resp<strong>on</strong>ses have been ranged from: ‘the pers<strong>on</strong>s are not <strong>in</strong> theorganisati<strong>on</strong> any more’ to fast <strong>and</strong> positive resp<strong>on</strong>ses with relevant materials.The c<strong>on</strong>tent of <strong>and</strong> experiences from the most <strong>in</strong>terest<strong>in</strong>g projects will be presented <strong>in</strong> the f<strong>in</strong>d<strong>in</strong>gstogether with the c<strong>on</strong>clusi<strong>on</strong>s from the four Member State cases.3.7 C<strong>on</strong>clusi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to the casesThe cases are collected <strong>and</strong> c<strong>on</strong>structed from a wide range of sources <strong>in</strong> order to cover thecomplexity of <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> apprenticeship programmes.The ma<strong>in</strong> parts of the case-materials are descripti<strong>on</strong>s of plans <strong>and</strong> visi<strong>on</strong>s for the <strong>quality</strong><strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g. Many of the member States are c<strong>on</strong>t<strong>in</strong>uously <strong>in</strong> a process ofreform<strong>in</strong>g <strong>and</strong> improv<strong>in</strong>g the <strong>quality</strong> of VET <strong>in</strong> general, which <strong>in</strong>cludes <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> themore specific apprenticeship programmes. Some have formulated Nati<strong>on</strong>al strategies forApprenticeship as <strong>in</strong> Engl<strong>and</strong>, where the government has decided that Apprenticeships will play acentral role <strong>in</strong> their plans for grow<strong>in</strong>g skills <strong>in</strong> the ec<strong>on</strong>omy.45
Apprenticeship programmes can be organised by more than <strong>on</strong>e pathway as <strong>in</strong> the Netherl<strong>and</strong>s.Two learn<strong>in</strong>g pathways <strong>in</strong> VET (<strong>work</strong> <strong>based</strong> or school <strong>based</strong>) are <strong>in</strong> the same qualificati<strong>on</strong>frame<strong>work</strong>, so that the same qualificati<strong>on</strong> can be achieved through different learn<strong>in</strong>g pathwaysboth <strong>in</strong>clud<strong>in</strong>g <strong>work</strong> placement as part of the entire curriculum.Some Member States like Germany have recently made a series of different research reports <strong>on</strong><strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. The <strong>quality</strong> is described <strong>and</strong> analysed fromdifferent po<strong>in</strong>ts of view e.g. both the enterprises <strong>and</strong> the apprentices.This k<strong>in</strong>d of research <strong>and</strong> especially the many different angles/po<strong>in</strong>ts-of-view <strong>on</strong> the same topiccan <strong>in</strong>spire other Member States to c<strong>on</strong>sider, if such research can be helpful <strong>in</strong> their own <strong>work</strong> <strong>on</strong>assur<strong>in</strong>g <strong>and</strong> develop<strong>in</strong>g the <strong>quality</strong> of apprenticeship programmes.There are differences between the way apprenticeship programmes are organised <strong>and</strong> differences<strong>in</strong> the history <strong>and</strong> c<strong>on</strong>text of apprenticeship programmes <strong>in</strong> the different member States.But there are many similarities which are important to focus <strong>on</strong> from an analytical <strong>and</strong> acti<strong>on</strong>orientedpo<strong>in</strong>t of view.The differences <strong>and</strong> similarities of the apprenticeship programmes <strong>in</strong>fluence the way <strong>in</strong> which the<strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment are organised. But aga<strong>in</strong> we focus <strong>on</strong> the comm<strong>on</strong> aspects.Every Member State has structures for <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET. The <strong>quality</strong> <strong>assurance</strong> <strong>in</strong>apprenticeship programmes follows, <strong>in</strong> pr<strong>in</strong>ciple, this <strong>quality</strong> logic – but with special attenti<strong>on</strong> to thespecific characteristics of apprenticeship programmes.The ma<strong>in</strong> challenge <strong>and</strong> advantage of apprentice programmes <strong>in</strong> relati<strong>on</strong> to the more traditi<strong>on</strong>alVET at colleges are first of all, that the learn<strong>in</strong>g takes place <strong>in</strong> enterprises. Sec<strong>on</strong>dly, that thelearn<strong>in</strong>g <strong>in</strong> the enterprise is a part of a complete educati<strong>on</strong> with learn<strong>in</strong>g both at VET-colleges <strong>and</strong><strong>in</strong> enterprises.This is comm<strong>on</strong> for all member States <strong>and</strong> can – even if the ma<strong>in</strong> problems <strong>and</strong> challenges are thesame – be planned, organised <strong>and</strong> implemented differently. But <strong>in</strong> pr<strong>in</strong>ciple, the key <strong>quality</strong><strong>assurance</strong> questi<strong>on</strong>s are the same <strong>in</strong> all Member States <strong>in</strong> relati<strong>on</strong> to apprenticeship programmes:• How can the <strong>quality</strong> of apprenticeship programmes be assured <strong>and</strong> developed?• How can the <strong>quality</strong> of learn<strong>in</strong>g <strong>in</strong> the enterprise be assured <strong>and</strong> developed?• How can the communicati<strong>on</strong> <strong>and</strong> coord<strong>in</strong>ati<strong>on</strong> between all the participants be planned,organised <strong>and</strong> implemented <strong>in</strong> order to assure <strong>and</strong> develop the <strong>quality</strong> of the learn<strong>in</strong>g –both <strong>in</strong> the enterprise <strong>and</strong> <strong>in</strong> the total educati<strong>on</strong>?• Who should do what <strong>and</strong> when <strong>in</strong> relati<strong>on</strong> to <strong>quality</strong> <strong>assurance</strong>?These questi<strong>on</strong>s will together with a number of other questi<strong>on</strong>s be answered <strong>in</strong> the com<strong>in</strong>gchapters.46
4. Methodological f<strong>in</strong>d<strong>in</strong>gsThe methodological f<strong>in</strong>d<strong>in</strong>gs below focus <strong>on</strong> the c<strong>on</strong>structi<strong>on</strong> of the cases, def<strong>in</strong>iti<strong>on</strong>s, <strong>quality</strong>models <strong>and</strong> the different c<strong>on</strong>texts around apprenticeship programmes.4.1 The cases has to be c<strong>on</strong>structedThe many pers<strong>on</strong>al c<strong>on</strong>tacts <strong>and</strong> especially the desk research showed, <strong>in</strong> general, that completedescripti<strong>on</strong>s <strong>and</strong> cases cover<strong>in</strong>g <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeship programmes <strong>in</strong> the <strong>in</strong>dividualMember States does not exist. Most of the available material is of a general nature, cover s<strong>in</strong>gleaspects of the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong>, are plans <strong>and</strong> <strong>in</strong>tenti<strong>on</strong>s <strong>and</strong> the <strong>quality</strong> <strong>and</strong> assessmentaspects are not explicitly described.Furthermore, the official websites of government <strong>in</strong>stituti<strong>on</strong>s/agencies were not as easy to navigatearound. It was expected that many of the websites would functi<strong>on</strong> well <strong>in</strong> English as <strong>in</strong> theirrespective language, but this was not the case either. Nevertheless, it was possible to f<strong>in</strong>d somerelevant reports <strong>on</strong> some of the websites.The different materials e.g. studies, research, surveys, official descripti<strong>on</strong>s of the apprenticeshipprogrammes <strong>and</strong> structures covered <strong>on</strong>ly <strong>on</strong>e or more aspects related to <strong>quality</strong> <strong>assurance</strong> ofapprenticeship programmes. The ma<strong>in</strong> <strong>work</strong> for the research team was to extract the <strong>quality</strong>aspects <strong>and</strong> to c<strong>on</strong>struct the <strong>in</strong>dividual cases.Some of the case countries are <strong>in</strong> the process of revis<strong>in</strong>g their apprenticeship programmes <strong>and</strong>structures around it. This means, from a research po<strong>in</strong>t of view, that a number of visi<strong>on</strong>s, strategies<strong>and</strong> plans exists for the future, but there are few tangible results available.Quality <strong>assurance</strong> of apprenticeship programmes are complex <strong>and</strong> need to be covered from manydifferent angles, <strong>in</strong> order to create an overview.The Germans have, last year, completed an impressive piece of <strong>work</strong> with<strong>in</strong> research <strong>on</strong> <strong>quality</strong><strong>assurance</strong> <strong>in</strong> VET <strong>in</strong> general <strong>and</strong> especially <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes.The background for all these German research activities was a comb<strong>in</strong>ati<strong>on</strong> of a dem<strong>and</strong> forfurther development of the <strong>quality</strong> <strong>in</strong> VET <strong>in</strong> Germany <strong>and</strong> the lack of data to give directi<strong>on</strong> for thisdevelopment. The ma<strong>in</strong> former sources were:• Evaluati<strong>on</strong>s from <strong>in</strong>dividual enterprises <strong>and</strong> VET-colleges• Studies <strong>on</strong> the <strong>quality</strong> of VET <strong>in</strong> <strong>in</strong>dividual regi<strong>on</strong>s• The lack of data <strong>on</strong> the <strong>quality</strong> of VET at nati<strong>on</strong>al levelHowever, n<strong>on</strong>e of these sources gave an overview of the <strong>quality</strong> of VET <strong>in</strong> Germany. BIBB decidedto fill this gap of knowledge <strong>and</strong> data by implement<strong>in</strong>g two research projects with<strong>in</strong> <strong>quality</strong> <strong>in</strong> VET.The first project focuses <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> educati<strong>on</strong>s <strong>in</strong> enterprises 20 . The sec<strong>on</strong>d projectfocuses <strong>on</strong> <strong>quality</strong> <strong>in</strong> VET <strong>in</strong> both enterprises <strong>and</strong> VET-colleges as seen from the po<strong>in</strong>t of thelearner/apprentice 21 .The research <strong>on</strong> the apprentices was made <strong>in</strong> the first part of 2008 <strong>and</strong> around 6000 learners from15 selected branches were asked to answer a number of questi<strong>on</strong>s.20 Qualitätssicherung <strong>in</strong> der betrieblichen Ausbildung.21 Ausbildung aus Sicht der Auszubildenden.47
The po<strong>in</strong>t of view of the enterprises is also covered by German research 22 . The key questi<strong>on</strong>s are• What c<strong>on</strong>nect the enterprises with high <strong>quality</strong> VET?• Which st<strong>and</strong>ards do the use <strong>and</strong> how do they assess their own <strong>work</strong>?• Which str<strong>on</strong>g <strong>and</strong> weak po<strong>in</strong>ts of the <strong>quality</strong> <strong>in</strong> VET <strong>in</strong> the enterprises can be found <strong>and</strong> underwhich c<strong>on</strong>diti<strong>on</strong>s?The ma<strong>in</strong> challenge of our study has been to collect all the exist<strong>in</strong>g data <strong>on</strong> <strong>quality</strong> <strong>assurance</strong>, toselect the topics <strong>and</strong> materials <strong>and</strong> f<strong>in</strong>ally to c<strong>on</strong>struct a Nati<strong>on</strong>al or Regi<strong>on</strong>al case cover<strong>in</strong>g thekey dimensi<strong>on</strong>s of <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeship programmes.4.2 Lack of clear <strong>and</strong> comm<strong>on</strong>ly used <strong>and</strong> accepted def<strong>in</strong>iti<strong>on</strong>sMost <strong>in</strong>dividuals have their own pers<strong>on</strong>al def<strong>in</strong>iti<strong>on</strong> of <strong>quality</strong>, so too have the enterprises <strong>and</strong><strong>in</strong>stituti<strong>on</strong>s.QualityOdile Qu<strong>in</strong>t<strong>in</strong> 23 is the BIBB research Heft 109 quoted for: „Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (VET)covers a wide range of situati<strong>on</strong>s, stakeholders <strong>and</strong> beneficiaries. Thus, to def<strong>in</strong>e <strong>quality</strong> we mustc<strong>on</strong>sider this range of situati<strong>on</strong>s <strong>and</strong> <strong>in</strong>terests (…).”Cedefop 24 presents a number of different def<strong>in</strong>iti<strong>on</strong>s of <strong>quality</strong>.The totality of characteristics of an entity that bear <strong>on</strong> its ability to satisfy stated <strong>and</strong> implied needs.Source: ISO 8402orDegree to which a set of <strong>in</strong>herent characteristics fulfils requirements.Source: ISO 9000 - Quality management <strong>systems</strong> Fundamentals <strong>and</strong> vocabularyThe c<strong>on</strong>sistent c<strong>on</strong>formance of a product or service to a given set of st<strong>and</strong>ards or expectati<strong>on</strong>s.Source: ISO-9000orThe sum of features <strong>and</strong> properties/characteristics of a product or service that bear <strong>on</strong> its ability tosatisfy stated or implied needs.Source: USEPA, Quality Assurance Divisi<strong>on</strong>, Wash<strong>in</strong>gt<strong>on</strong> D.C., Glossary of <strong>quality</strong> <strong>assurance</strong>terms <strong>and</strong> related acr<strong>on</strong>ymshttp://www.hanford.gov/dqo/glossaries/Glossary_of_Quality_Assurance_Terms1.pdfWhile there is real <strong>in</strong>terest <strong>in</strong> the questi<strong>on</strong>s relat<strong>in</strong>g to <strong>quality</strong> <strong>in</strong> VET, there is a lack oftransparency <strong>in</strong> the way <strong>in</strong> which organisati<strong>on</strong>s describe <strong>and</strong> def<strong>in</strong>e <strong>quality</strong> when assess<strong>in</strong>g <strong>and</strong>22 BIBB Heft 109. Ideal und Realität Betrieblicher Ausbildungsqualität. 2009.23 In: HEGMANN, K., WILBERS, K. (Hrsg.): Qualität <strong>in</strong> Schule und Betrieb: Forschungsergebnisse und gutePraxis. Programm der 15. Hochschultage Berufliche Bildung, Nürnberg 2008, S. 20.24 Quality <strong>in</strong> tra<strong>in</strong><strong>in</strong>g La qualité dans la formati<strong>on</strong> Glossary (Work<strong>in</strong>g paper / Document de travail). November200348
judg<strong>in</strong>g it. This creates complexity but does provide the opportunity to view <strong>quality</strong> fro a wide rangeof perspectives.The descripti<strong>on</strong>s <strong>and</strong> analysis <strong>in</strong> the follow<strong>in</strong>g chapters will cover different perspectives of <strong>quality</strong><strong>and</strong> try to show both the diversity <strong>and</strong> the comm<strong>on</strong> dimensi<strong>on</strong>s <strong>and</strong> tools with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong>of apprenticeship programmes.Work <strong>based</strong> learn<strong>in</strong>gSearch<strong>in</strong>g for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> the different libraries, <strong>in</strong>ternati<strong>on</strong>al databases <strong>and</strong> <strong>in</strong> thedifferent nati<strong>on</strong>al databases <strong>and</strong> other relevant web-pages shows that a number of differentmethods of spell<strong>in</strong>g “<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g” <strong>and</strong> a number of different translati<strong>on</strong>s <strong>and</strong> more or lessclear def<strong>in</strong>iti<strong>on</strong>s exist.After hav<strong>in</strong>g exam<strong>in</strong>ed the extensive literature c<strong>on</strong>cern<strong>in</strong>g vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong>apprenticeships, two th<strong>in</strong>gs have become clear. Firstly, <strong>in</strong> many academic articles, authors fail todef<strong>in</strong>e what WBL is, even though that this is the subject of their study: They take it as given thatthe reader knows what is meant by it. Even authors writ<strong>in</strong>g about how to improve WBL or haved<strong>on</strong>e a comparative case study of different countries seem to fail to def<strong>in</strong>e what WBL is. Sec<strong>on</strong>dly,it has become clear that a number of general def<strong>in</strong>iti<strong>on</strong>s exist <strong>and</strong> even different terms for <strong>work</strong><strong>based</strong> learn<strong>in</strong>g (see chapter 2.2.1).Different search criteria have been used at the Cedefop-virtual community <strong>on</strong> <strong>quality</strong> <strong>in</strong> VEThomepage25 , <strong>and</strong> resulted <strong>in</strong> very different results <strong>and</strong> numbers of matches: Work<strong>based</strong> learn<strong>in</strong>g(23 matches), Work <strong>based</strong> learn<strong>in</strong>g (120 matches) <strong>and</strong> WBL (1 match).This shows both how important the search criteria are, but also how many different spell<strong>in</strong>gs as<strong>in</strong>gle database can use, <strong>and</strong> aga<strong>in</strong> the lack of comm<strong>on</strong>ly used c<strong>on</strong>cepts <strong>and</strong> def<strong>in</strong>iti<strong>on</strong>s. There isa lack of comm<strong>on</strong> underst<strong>and</strong><strong>in</strong>g of the def<strong>in</strong>iti<strong>on</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g am<strong>on</strong>g all stakeholders.Apprenticeship programmesApprenticeship programmes have different structures all over Europe, but the def<strong>in</strong>iti<strong>on</strong>s are <strong>based</strong><strong>on</strong> the same key dimensi<strong>on</strong>s e.g. the comb<strong>in</strong>ati<strong>on</strong> of tra<strong>in</strong><strong>in</strong>g <strong>in</strong> enterprises <strong>and</strong> teach<strong>in</strong>g at VETcolleges.4.3 Quality modelsOne way of answer<strong>in</strong>g the questi<strong>on</strong>: what is <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes? Isto analyse the <strong>quality</strong> models used <strong>in</strong> the different case countries <strong>and</strong> <strong>in</strong> their different studies.In many of the academic articles that have been read, a lack of focus <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong>assessment is visible. Many articles are very descriptive <strong>in</strong> nature <strong>and</strong> rather than focus<strong>in</strong>g <strong>on</strong>provid<strong>in</strong>g a clear <strong>quality</strong> assessment of WBL, they mostly focus <strong>on</strong> the evoluti<strong>on</strong> of the system <strong>and</strong>whether a country-specific system is transferable to other countries. Furthermore, they might focus<strong>on</strong> the <strong>in</strong>herent strengths <strong>and</strong> weaknesses of a WBL system, but will not focus <strong>on</strong> the actual <strong>quality</strong>dimensi<strong>on</strong> of the system.However, <strong>in</strong> recent years a number of studies have been made, c<strong>on</strong>tribut<strong>in</strong>g with aspects of <strong>and</strong>detailed data from the daily life of apprentices.One of the ma<strong>in</strong> objectives of this study is to answer the questi<strong>on</strong>:25 http://communities.cedefop.europa.eu/<strong>quality</strong>?49
What is <strong>quality</strong> <strong>assurance</strong> of apprenticeship programme?One way of answer<strong>in</strong>g this questi<strong>on</strong> is by show<strong>in</strong>g the <strong>quality</strong> th<strong>in</strong>k<strong>in</strong>g <strong>and</strong> the <strong>quality</strong> modelsbeh<strong>in</strong>d the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> apprenticeship programmes. Each of the <strong>quality</strong> modelsgives an overview of the key <strong>quality</strong> dimensi<strong>on</strong>s, the activities, the actors <strong>and</strong> very often therelati<strong>on</strong>s between the actors <strong>and</strong> activities.There seems to be two basic structures for the <strong>quality</strong> models depend<strong>in</strong>g <strong>on</strong> the types of the<strong>quality</strong> criteria:1. Input, process <strong>and</strong> output <strong>quality</strong>2. Quality aspects of key activitiesThe Dutch <strong>and</strong> German examples below will show some of the <strong>quality</strong> models <strong>in</strong> more detail.Each of the German research studies <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes startswith the c<strong>on</strong>structi<strong>on</strong> of a <strong>quality</strong> model. The motivati<strong>on</strong> for this is clear: we need to know the<strong>quality</strong>-criteria with<strong>in</strong> VET, <strong>in</strong> order to <strong>in</strong>vestigate how the apprentices assess the <strong>quality</strong> of theireducati<strong>on</strong>. But, what are the criteria for assess<strong>in</strong>g the <strong>quality</strong> of an educati<strong>on</strong>?There is a comm<strong>on</strong> agreement with<strong>in</strong> research, politics <strong>and</strong> praxis that <strong>quality</strong> of educati<strong>on</strong> is anextremely complex topic to cover, <strong>and</strong> that a huge number of criteria is needed <strong>in</strong> order to give acomprehensive <strong>and</strong> fair picture of the educati<strong>on</strong>al <strong>quality</strong>.In general the <strong>quality</strong> criteria can be organised accord<strong>in</strong>g to:Input-<strong>quality</strong>: The prec<strong>on</strong>diti<strong>on</strong>s for the educati<strong>on</strong> <strong>in</strong> the enterprises <strong>and</strong> <strong>in</strong> the VET-collegesProcess-<strong>quality</strong>: The educati<strong>on</strong>al processOutput-<strong>quality</strong>: The results of the educati<strong>on</strong>For each of these overarch<strong>in</strong>g <strong>quality</strong> dimensi<strong>on</strong>s a number of <strong>quality</strong> criteria are discussed <strong>in</strong>order to f<strong>in</strong>d “what is a good dual educati<strong>on</strong> <strong>in</strong> Germany? as seen from a learners perspective”.The <strong>quality</strong> model <strong>in</strong> the research <strong>on</strong> “Educati<strong>on</strong> seen from the po<strong>in</strong>t of view of the learner (BIBBReport 9/09)” c<strong>on</strong>sists of 52 <strong>quality</strong> criteria, divided between <strong>in</strong>put, process <strong>and</strong> output-<strong>quality</strong>.Input- <strong>and</strong> process-<strong>quality</strong> are difficult to separate <strong>in</strong> practice because the prec<strong>on</strong>diti<strong>on</strong>s for theeducati<strong>on</strong> <strong>on</strong>ly get value, when they are actively used <strong>in</strong> the educati<strong>on</strong>al process. The Germanmodel <strong>work</strong>s with 42 <strong>quality</strong> criteria for <strong>in</strong>put- <strong>and</strong> process-<strong>quality</strong> <strong>and</strong> 10 criteria for output<strong>quality</strong>. 26The selected <strong>in</strong>put- <strong>and</strong> process <strong>quality</strong> criteria focus <strong>on</strong> areas that are especially important seenfrom both a VET-pedagogical <strong>and</strong> from an educati<strong>on</strong>al policy po<strong>in</strong>t of view. There is an extra focus<strong>on</strong> the <strong>quality</strong> criteria related to the enterprises, due to the fact that the majority of the educati<strong>on</strong>takes place <strong>in</strong> the enterprises. Important criteria from the <strong>quality</strong> of the activities <strong>in</strong> the VETcollegesare <strong>in</strong>cluded too, together with criteria for the cooperati<strong>on</strong> between enterprises <strong>and</strong> VETcolleges.A small number of more pers<strong>on</strong>al <strong>and</strong> youth-specific <strong>quality</strong> criteria are added <strong>in</strong> order to cover thespecific expectati<strong>on</strong>s <strong>and</strong> values of the learners <strong>in</strong> relati<strong>on</strong> to their educati<strong>on</strong> <strong>and</strong> their life.The Law “Berufsbildungsgesetz” gives the ma<strong>in</strong> <strong>quality</strong> goals <strong>and</strong> the ma<strong>in</strong> <strong>quality</strong> criteria foroutput-<strong>quality</strong>. The output criteria shall both cover the more specific results <strong>in</strong> relati<strong>on</strong> to thelearn<strong>in</strong>g with<strong>in</strong> the <strong>in</strong>dividual sectors <strong>and</strong> the possibility of further studies.26 The complete overview of the <strong>quality</strong> criteria are presented <strong>in</strong> annex 10.50
A f<strong>in</strong>al <strong>and</strong> more methodological criteri<strong>on</strong> for the selecti<strong>on</strong> of the 52 <strong>quality</strong> criteria were, that the<strong>quality</strong> criteria shall be useful for all the different sectors, <strong>and</strong> not cover sector-specific <strong>quality</strong>criteria.The selected <strong>quality</strong> criteria will shortly be presented 27 below – together with the <strong>quality</strong> model - <strong>in</strong>order to show the reader, both the logic beh<strong>in</strong>d the <strong>quality</strong> model <strong>and</strong> the ma<strong>in</strong> c<strong>on</strong>tents.The follow<strong>in</strong>g <strong>quality</strong> criteria support a good dual educati<strong>on</strong>.Quality criteriaDescripti<strong>on</strong>Input- <strong>and</strong> process-<strong>quality</strong>At enterprise levelThe organisati<strong>on</strong> of the learn<strong>in</strong>g27 Further <strong>in</strong>formati<strong>on</strong> is available at: …………………………………….51
At VET-college levelCooperati<strong>on</strong> between enterprises <strong>and</strong> VETcollegesYouth specific <strong>quality</strong> criteriaOutput-<strong>quality</strong>The c<strong>on</strong>tents, methods <strong>and</strong> learn<strong>in</strong>g climateQualificati<strong>on</strong>s <strong>and</strong> attitude of the tra<strong>in</strong>ersMaterial c<strong>on</strong>diti<strong>on</strong>s <strong>and</strong> resourcesMaterialQualificati<strong>on</strong>s <strong>and</strong> attitude of the teachersLearn<strong>in</strong>g climateThe use <strong>in</strong> the enterprises of the c<strong>on</strong>tentlearned <strong>in</strong> the VET-collegesThe use <strong>in</strong> the VET-colleges of the c<strong>on</strong>tentlearned <strong>in</strong> the enterprisesAre projects planned <strong>and</strong> implemented <strong>in</strong>cooperati<strong>on</strong> between the enterprise <strong>and</strong> theVET-colleges.The possibility for the apprentice to planholidaysThe possibility for have some time freeThe possibility to earn some m<strong>on</strong>ey dur<strong>in</strong>g theeducati<strong>on</strong>.The results of the educati<strong>on</strong> <strong>in</strong> relati<strong>on</strong> to theenterprise, to the branch, to further educati<strong>on</strong><strong>and</strong> to pers<strong>on</strong>al aspects like self-c<strong>on</strong>fidence<strong>and</strong> recogniti<strong>on</strong>.How to measure <strong>quality</strong>?The first step <strong>in</strong> order to measure the learners’ assessment of the <strong>quality</strong> of their educati<strong>on</strong> was todevelop <strong>and</strong> agree the <strong>quality</strong> criteria. The next step is to decide <strong>on</strong> the way to questi<strong>on</strong> <strong>and</strong> theway to measure the answers.The German questi<strong>on</strong>naire raises a number of questi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to the <strong>quality</strong> criteria. Theanswers <strong>in</strong> relati<strong>on</strong> to the <strong>in</strong>put <strong>and</strong> process-<strong>quality</strong>-criteria are measured <strong>on</strong> a 6-step-scale from(1) “are very often <strong>in</strong> my educati<strong>on</strong>” to (6) are not at all <strong>in</strong> my educati<strong>on</strong>. The output-criteria aremeasured by the same student <strong>in</strong> relati<strong>on</strong> to their expectati<strong>on</strong>s about the future results <strong>and</strong> outputof their educati<strong>on</strong>. The answers are here measured <strong>on</strong> a 6-step-scale rang<strong>in</strong>g from (1) “is expectedto be fulfilled” to (6) “is expected not at all to be fulfilled”.How to weight the different <strong>quality</strong> criteria?Based <strong>on</strong> the selected <strong>quality</strong> criteria <strong>and</strong> a measurement of the apprentices’ degree of satisfacti<strong>on</strong>with the <strong>in</strong>dividual <strong>quality</strong> criteria is the next step to calculate the overall <strong>quality</strong> percepti<strong>on</strong>. Shall allthe criteria have the same weight or are some criteria more important than others?The Germans decided to ask a number (35) of experts 28 <strong>in</strong> order to rate the different <strong>quality</strong>criteria. This resulted <strong>in</strong> the follow<strong>in</strong>g weights <strong>in</strong> relati<strong>on</strong> to a total <strong>quality</strong>-<strong>in</strong>dex:Enterprise (60%)VET-college (20%)Cooperati<strong>on</strong> between enterprises <strong>and</strong> VET-colleges (15%)Youth specific <strong>quality</strong> criteria (5%)Annex 10 shows <strong>in</strong> detail the different weights of the <strong>quality</strong> criteria.28 The resp<strong>on</strong>sible for the research states, that the students op<strong>in</strong>i<strong>on</strong>s almost are the same as the <strong>on</strong>e madeby the experts.52
Many of the c<strong>on</strong>clusi<strong>on</strong>s from the research are presented <strong>in</strong> the follow<strong>in</strong>g chapters. The students’assessments of the educati<strong>on</strong>s <strong>quality</strong> differ between the sectors, but will not be presented here.The German research will c<strong>on</strong>t<strong>in</strong>ue with more detailed analysis of both different sectors <strong>and</strong>regi<strong>on</strong>s – all with the purpose of support<strong>in</strong>g the further <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> development of thedual educati<strong>on</strong>s <strong>in</strong> Germany.The <strong>in</strong>put, process <strong>and</strong> output structure is also used <strong>in</strong> the next example from Germany, where thepo<strong>in</strong>ts of view is the enterprises. 4599 enterprises were c<strong>on</strong>tacted <strong>and</strong> 29,6 % of them answered,which gives a total of 1362 answers.This German study <strong>on</strong> <strong>quality</strong> <strong>in</strong> VET, seen from the po<strong>in</strong>t of view of the enterprises, has alsodeveloped a <strong>quality</strong> model. This <strong>quality</strong> model builds <strong>on</strong> the fact, that educati<strong>on</strong> is a part of theactivities <strong>in</strong> the enterprise. Educati<strong>on</strong> is not isolated from their activities <strong>and</strong> processes, but is afundamental part of the activities that goes <strong>on</strong> <strong>in</strong> the enterprise.Quality <strong>in</strong> VET is seen as a multidimensi<strong>on</strong>al unit, which <strong>in</strong>cludes different <strong>and</strong> <strong>in</strong>terrelated partqualitieslike <strong>in</strong>put, process <strong>and</strong> output <strong>quality</strong>. See the model below.53
The <strong>in</strong>put-<strong>quality</strong> <strong>in</strong>cludes first of all the c<strong>on</strong>text <strong>and</strong> the resources available for the educati<strong>on</strong>,where process-<strong>quality</strong> ma<strong>in</strong>ly focuses <strong>on</strong> the learn<strong>in</strong>g process <strong>and</strong> the use of the resources <strong>and</strong>c<strong>on</strong>text. But the borders between the <strong>quality</strong> dimensi<strong>on</strong>s are float<strong>in</strong>g, because the resources <strong>on</strong>lyare active when they are used directly <strong>in</strong> the educati<strong>on</strong>. Output <strong>quality</strong> focuses <strong>on</strong> the degree ofachievement of the goals <strong>and</strong> objectives – both for the apprentice <strong>and</strong> for the enterprise.The questi<strong>on</strong>naire covered the follow<strong>in</strong>g areas.A. Background data <strong>on</strong> the enterpriseB. The enterprises c<strong>on</strong>text <strong>and</strong> strategiesC. Educati<strong>on</strong>al strategyD. Recruitment strategyE. Pers<strong>on</strong>nel for the educati<strong>on</strong>F. Steer<strong>in</strong>g of the educati<strong>on</strong>G. Input, process <strong>and</strong> output <strong>quality</strong> of the educati<strong>on</strong>A 6-po<strong>in</strong>t scale was used to measure the degree of importance rang<strong>in</strong>g from (1) not important to(6) very important. The questi<strong>on</strong>s cover both how the enterprises expect/hope/plan the <strong>work</strong> to be<strong>and</strong> how the reality is.The <strong>quality</strong> criteria can be organised across the <strong>in</strong>put, process <strong>and</strong> output <strong>quality</strong> dimensi<strong>on</strong>s asthe Dutch <strong>quality</strong> model below shows. The Dutch educati<strong>on</strong>al system <strong>work</strong> with a <strong>quality</strong> modelwith a number of <strong>quality</strong> aspects <strong>and</strong> with<strong>in</strong> each of these a number of <strong>quality</strong> criteria.Aspects <strong>and</strong> criteria of the rat<strong>in</strong>g frame<strong>work</strong> for Dutch adult educati<strong>on</strong> <strong>and</strong> vocati<strong>on</strong>altra<strong>in</strong><strong>in</strong>g (BE)QUALITY ASPECT CRITERION1 Govern<strong>in</strong>g capacity1.1 Assessment1.2 Accountability1.3 Improvement1.4 Internal supervisi<strong>on</strong>2 Legal requirements 2.1 Legal requirements3 Accessibility4 Programme5 Learn<strong>in</strong>g process6 Guidance7 Interacti<strong>on</strong> <strong>and</strong> safety3.1 Access given to disadvantaged groups3.2 Results of disadvantaged groups4.1 Coherence4.2 Tailor-made approach4.3 Programme time4.4 Services4.5 Adult educati<strong>on</strong> exam<strong>in</strong>ati<strong>on</strong>s5.1 Learn<strong>in</strong>g time5.2 Work formats5.3 Guidance6.1 Intake6.2 Career guidance6.3 Collaborati<strong>on</strong>6.4 Registrati<strong>on</strong>7.1 Treatment7.2 Safety54
8 Result8a Result of adult educati<strong>on</strong>8.1 Results of level 18.2 Results of level 28.3 Results of level 38.4 Results of level 48.5 Informati<strong>on</strong> <strong>on</strong> external success rate8a.1 Result of adult educati<strong>on</strong>The different <strong>quality</strong> models c<strong>on</strong>sist of the same general structure <strong>and</strong> with a number of <strong>quality</strong>criteria the resp<strong>on</strong>dents shall assess. The measurement of the <strong>quality</strong> can be made more or lesscomplicated. Scales with e.g. 6 levels rang<strong>in</strong>g from positive to negative are often used to rate theresp<strong>on</strong>dents degree of satisfacti<strong>on</strong> with the different <strong>quality</strong> criteria.The f<strong>in</strong>al calculati<strong>on</strong> of the total <strong>quality</strong> can be calculated <strong>based</strong> <strong>on</strong> advanced calculati<strong>on</strong>s us<strong>in</strong>gdifferent weights of the <strong>in</strong>dividual <strong>quality</strong> criteria. Alternatively a total <strong>quality</strong> <strong>in</strong>dex can be avoided,<strong>and</strong> <strong>on</strong>ly the assessment of the <strong>in</strong>dividual <strong>quality</strong> criteria be presented.4.4 The different c<strong>on</strong>texts around apprenticeship programmes4.4.1 Enterprises versus VET-collegesEnterprises <strong>and</strong> VET-colleges create very different c<strong>on</strong>texts for learn<strong>in</strong>g <strong>and</strong> have fundamentallydifferent logics <strong>and</strong> motives beh<strong>in</strong>d their activities related to learn<strong>in</strong>g.Learn<strong>in</strong>g <strong>in</strong> the enterprise shall c<strong>on</strong>tribute to achiev<strong>in</strong>g the goals of the enterprise, <strong>and</strong> the successof the learn<strong>in</strong>g will be measured <strong>in</strong> relati<strong>on</strong> to the c<strong>on</strong>tributi<strong>on</strong> of the learn<strong>in</strong>g to the goalachievement.The learn<strong>in</strong>g <strong>in</strong> enterprises is not clearly related to any certa<strong>in</strong> time span, but isexpected to happen as effectively <strong>and</strong> efficient as possible.Learn<strong>in</strong>g at VET-schools is a part of an educati<strong>on</strong>; a progressive process, that is expected to last apredef<strong>in</strong>ed time span. The success of the learn<strong>in</strong>g is related to the expected time span <strong>and</strong> to thecurricula.The different c<strong>on</strong>texts of learn<strong>in</strong>g <strong>in</strong> enterprises <strong>and</strong> VET-schools can be seen <strong>in</strong> the ways the<strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>and</strong> assessments are developed <strong>and</strong> <strong>work</strong>s.The <strong>quality</strong> focus <strong>in</strong> enterprises is <strong>on</strong> how the learn<strong>in</strong>g c<strong>on</strong>tributes to the goals <strong>and</strong> objectives ofthe enterprise.The <strong>quality</strong> focus at VET-schools is <strong>on</strong> time <strong>and</strong> curricula, <strong>and</strong> the achievement of the objectives ofthe educati<strong>on</strong>.The two different c<strong>on</strong>texts: enterprises <strong>and</strong> VET-schools create a number of potential opportunities<strong>and</strong> threats for both the learners <strong>and</strong> others <strong>in</strong> relati<strong>on</strong> to <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment.The prec<strong>on</strong>diti<strong>on</strong>s <strong>and</strong> the logics of the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> are different, <strong>and</strong> still they areboth a part of the <strong>in</strong>dividual learner’s educati<strong>on</strong>.The above differences <strong>in</strong> c<strong>on</strong>text between enterprises <strong>and</strong> VET-colleges are very traditi<strong>on</strong>al <strong>and</strong>especially evident <strong>in</strong> SME’s. But there are enterprises that look at the situati<strong>on</strong> differently <strong>and</strong> froma broader society perspective.Larger enterprises have often taken the resp<strong>on</strong>sibility of educat<strong>in</strong>g apprentices not <strong>on</strong>ly for theirown enterprise, but for the sector <strong>and</strong> even for competitors. This social resp<strong>on</strong>sibility has beenmenti<strong>on</strong>ed both by the Romanian <strong>and</strong> German employers representative <strong>in</strong> the <strong>in</strong>terviews.55
The Romanian employer’s representative motivates the social resp<strong>on</strong>sibility with the need forrais<strong>in</strong>g the general level of competences <strong>in</strong> the sector. The German employer’s representativeadds that a big enterprise like METRO needs to take a part of the resp<strong>on</strong>sibility for thedevelopment <strong>and</strong> employment <strong>in</strong> the regi<strong>on</strong>s where they are represented.4.4.2 Cooperati<strong>on</strong> <strong>and</strong> communicati<strong>on</strong>Cooperati<strong>on</strong> <strong>and</strong> communicati<strong>on</strong> is needed between all stakeholders <strong>in</strong> order to get the overalleducati<strong>on</strong> to be a success. But how can such a dialogue be organised? And which analyticalalternatives exist for dialogue?Scharmer (2000) has looked at these questi<strong>on</strong>s <strong>and</strong> proposes a four-field logic of “languag<strong>in</strong>g”between those who need to communicate <strong>and</strong> cooperate <strong>on</strong> learn<strong>in</strong>g.The s<strong>in</strong>gle most critical issue affect<strong>in</strong>g success or failure of knowledge <strong>in</strong>frastructures is whetherthe communicati<strong>on</strong> <strong>in</strong> use has the c<strong>on</strong>versati<strong>on</strong>al complexity required to access the particular typeof knowledge. Many Knowledge Management <strong>systems</strong> fail because they do not meet this criteri<strong>on</strong>.Without the capacity for dialogue, for <strong>in</strong>stance, teams are unable to express their tacit, taken-forgrantedassumpti<strong>on</strong>s about how reality <strong>work</strong>s. This is often the situati<strong>on</strong> between enterprises <strong>and</strong>VET-providers.With<strong>in</strong> each of these four different ways of communicati<strong>on</strong>, people relate to each other at adifferent level of c<strong>on</strong>versati<strong>on</strong>al complexity by us<strong>in</strong>g different k<strong>in</strong>ds of language structures:- <strong>in</strong> field-logic I by talk<strong>in</strong>g nice, or us<strong>in</strong>g rule-reproduc<strong>in</strong>g language games,- <strong>in</strong> field-logic II by talk<strong>in</strong>g tough, or us<strong>in</strong>g rule-reveal<strong>in</strong>g language games,- <strong>in</strong> field-logic III by us<strong>in</strong>g reflective dialogue, or rule-<strong>in</strong>tuit<strong>in</strong>g language games, <strong>and</strong>- <strong>in</strong> field-logic IV by us<strong>in</strong>g generative dialogue, or rule-generat<strong>in</strong>g language games.The current situati<strong>on</strong> <strong>in</strong> many countries is that the partners <strong>on</strong>ly very seldom <strong>in</strong>tervene <strong>in</strong> the otherpartner’s activities <strong>and</strong> resp<strong>on</strong>sibilities. The current f<strong>in</strong>ancial crisis has made this fear of<strong>in</strong>terventi<strong>on</strong> <strong>and</strong> need of talk<strong>in</strong>g nice to daily practice <strong>in</strong> many countries, <strong>in</strong> order no to disturb thecooperati<strong>on</strong> between the VET-schools <strong>and</strong> enterprises.The Dutch dialogue <strong>and</strong> communicati<strong>on</strong> goes directly via schools <strong>and</strong> enterprises, but sometimesalso via the educati<strong>on</strong>-advisors. These educati<strong>on</strong>-advisors are very important. The <strong>work</strong> from theirhome, are travell<strong>in</strong>g a lot, are check<strong>in</strong>g the <strong>quality</strong>, try to match supply <strong>and</strong> dem<strong>and</strong>, solveproblems, know the labour market, <strong>work</strong> <strong>in</strong> every regi<strong>on</strong> with a few pers<strong>on</strong>s. COLO has five of thesame type, just <strong>work</strong><strong>in</strong>g <strong>on</strong> higher level.The Dutch students are communicat<strong>in</strong>g directly with the school, the school <strong>and</strong> the enterprisecommunicates also directly or via a centre of expertise (educati<strong>on</strong>-advisor).But this is not enough <strong>in</strong> order to ensure a high <strong>quality</strong> of dialogue <strong>and</strong> <strong>on</strong> the comm<strong>on</strong> learn<strong>in</strong>g.There is a need to move the c<strong>on</strong>versati<strong>on</strong> through all four types of communicati<strong>on</strong>.The leadership challenge is to help teams <strong>and</strong> <strong>in</strong>stituti<strong>on</strong>s get “unstuck” <strong>in</strong> “talk<strong>in</strong>g nice”, <strong>and</strong><strong>in</strong>crease their capacity to move up across all four types of communicati<strong>on</strong>. What sort of<strong>in</strong>terventi<strong>on</strong>s or speech acts can help leaders move between the different types of communicati<strong>on</strong>?In shift<strong>in</strong>g from ”talk<strong>in</strong>g nice” to “talk<strong>in</strong>g tough”, the pr<strong>in</strong>cipal leverage is <strong>based</strong> <strong>on</strong> rec<strong>on</strong>nect<strong>in</strong>gwhat we th<strong>in</strong>k with what we say. An example of this k<strong>in</strong>d of <strong>in</strong>terventi<strong>on</strong> would be to create a spacethat allows participants to articulate oppos<strong>in</strong>g views <strong>and</strong> to c<strong>on</strong>fr<strong>on</strong>t difficult issues. Br<strong>in</strong>g the56
enterprises <strong>and</strong> the VET-providers together as we see it <strong>in</strong> all Member States. No learn<strong>in</strong>g orgenu<strong>in</strong>e knowledge creati<strong>on</strong> will ever occur without mov<strong>in</strong>g the field-logic from be<strong>in</strong>g “polite” <strong>and</strong> to“say what you th<strong>in</strong>k”, for ”be<strong>in</strong>g polite” <strong>on</strong>ly reproduces what is already known.The pr<strong>in</strong>cipal leverage <strong>in</strong> ”reflective dialogue” is <strong>based</strong> <strong>on</strong> rec<strong>on</strong>nect<strong>in</strong>g what we th<strong>in</strong>k <strong>and</strong> say withwhat we do. The pr<strong>in</strong>cipal leverage <strong>in</strong> mov<strong>in</strong>g from ”reflective dialogue” to “generative dialogue” is<strong>based</strong> <strong>on</strong> rec<strong>on</strong>nect<strong>in</strong>g what we th<strong>in</strong>k, say, <strong>and</strong> do with what we see. The issue is how to movefrom reflective dialogue--that is, from talk that revolves around tacit-embodied knowledge to theemergent space of pre-sens<strong>in</strong>g, that is, toward the self-transcend<strong>in</strong>g dimensi<strong>on</strong> of know<strong>in</strong>g.The four ways of communicati<strong>on</strong>-logics represent four generic attractors that def<strong>in</strong>e the rulesaccord<strong>in</strong>g to which the drama of human c<strong>on</strong>versati<strong>on</strong> plays out. They differ <strong>in</strong> the degree ofcomplexity that they are able to capture <strong>and</strong> represent. The more teams <strong>and</strong> companies learn tomove with ease across all four types of communicati<strong>on</strong> or field-logics of c<strong>on</strong>versati<strong>on</strong>al acti<strong>on</strong>, themore they will succeed <strong>in</strong> turn<strong>in</strong>g their relati<strong>on</strong>ships <strong>in</strong>to shared bodies of imag<strong>in</strong>ati<strong>on</strong>, <strong>in</strong>spirati<strong>on</strong>,<strong>and</strong> <strong>in</strong>tuiti<strong>on</strong> for c<strong>on</strong>t<strong>in</strong>uous, radical <strong>in</strong>novati<strong>on</strong>.Quality improvement is a shared resp<strong>on</strong>sibility between employers, VET providers <strong>and</strong> agencies.In provid<strong>in</strong>g relevant tra<strong>in</strong><strong>in</strong>g the VET providers must be employer-resp<strong>on</strong>sive. To do this theyshould help employers to identify the likely impact of tra<strong>in</strong><strong>in</strong>g, to develop tra<strong>in</strong><strong>in</strong>g portfolios drivenby employer <strong>and</strong> labour market needs, to evaluate all tra<strong>in</strong><strong>in</strong>g <strong>and</strong> establish <strong>quality</strong> <strong>assurance</strong>arrangements. The employers create the dem<strong>and</strong> for learn<strong>in</strong>g <strong>and</strong> skills. To make this dem<strong>and</strong>explicit for the providers <strong>and</strong> the employee is crucial for the development of relevant tra<strong>in</strong><strong>in</strong>g for thelabour market. There is a need to establish reliable communicati<strong>on</strong> channels between the VETproviders <strong>and</strong> the employers.4.5 General methodological c<strong>on</strong>clusi<strong>on</strong>sNo detailed <strong>and</strong> comprehensive descripti<strong>on</strong>s of <strong>and</strong> cases <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeshipprogrammes exist <strong>in</strong> the selected Member States. The cases have been c<strong>on</strong>structed dur<strong>in</strong>g theresearch process from a comb<strong>in</strong>ati<strong>on</strong> of different sources. A number of recent studies c<strong>on</strong>tributewith aspects of <strong>and</strong> detailed data from the daily life of apprentices.The current revisi<strong>on</strong> <strong>and</strong> revitalisati<strong>on</strong> of the apprenticeship programmes <strong>and</strong> the structures aroundthese <strong>in</strong> some of the case countries means, from a research po<strong>in</strong>t of view, that a number ofvisi<strong>on</strong>s, strategies <strong>and</strong> plans exist for the future, but there is a lack of tangible results available.Quality <strong>assurance</strong> of apprenticeship programmes is complex <strong>and</strong> needs to be covered from manydifferent angles, <strong>in</strong> order to create an overview. Each of the many stakeholders has their owndef<strong>in</strong>iti<strong>on</strong> of <strong>quality</strong>, their own <strong>quality</strong> criteria <strong>and</strong> priorities <strong>and</strong> often their own <strong>quality</strong> model.There is a comm<strong>on</strong> agreement with<strong>in</strong> research, politics <strong>and</strong> praxis that <strong>quality</strong> of educati<strong>on</strong> is anextremely complex topic to cover, <strong>and</strong> that a huge number of criteria is needed <strong>in</strong> order to give acomprehensive <strong>and</strong> fair picture of the educati<strong>on</strong>al <strong>quality</strong>.Each of the <strong>quality</strong> models gives an overview of the key <strong>quality</strong> dimensi<strong>on</strong>s, the activities, theactors <strong>and</strong> very often the relati<strong>on</strong>s between the actors <strong>and</strong> activities. There seems to be two basicstructures for the <strong>quality</strong> models depend<strong>in</strong>g <strong>on</strong> the types of the <strong>quality</strong> criteria:• Input, process <strong>and</strong> output <strong>quality</strong>• Quality aspects of key activities <strong>and</strong> at key actors57
Comm<strong>on</strong> to all the <strong>quality</strong> models is the number of <strong>quality</strong> criteria that, with different weights, areused/can be used to make a measurement of the overall <strong>quality</strong>. Alternatively a total <strong>quality</strong> <strong>in</strong>dexcan be avoided, <strong>and</strong> <strong>on</strong>ly the assessment of the <strong>in</strong>dividual <strong>quality</strong> criteria be presented.58
5. Plann<strong>in</strong>g“Plann<strong>in</strong>g reflects a strategic visi<strong>on</strong> shared by the relevant stakeholders <strong>and</strong> <strong>in</strong>cludes explicitgoals/objectives, acti<strong>on</strong>s <strong>and</strong> <strong>in</strong>dicators” states the Recommendati<strong>on</strong> <strong>on</strong> the EQARF.A number of <strong>in</strong>dicative descriptors of plann<strong>in</strong>g are used <strong>in</strong> the EQARF <strong>in</strong> order to support MemberStates with the implementati<strong>on</strong> of the Frame<strong>work</strong> which <strong>in</strong>clude• goals <strong>and</strong> objectives• stakeholders <strong>in</strong>volved• targets <strong>and</strong> m<strong>on</strong>itor<strong>in</strong>g• identificati<strong>on</strong> of tra<strong>in</strong><strong>in</strong>g needs• organisati<strong>on</strong> of <strong>quality</strong> management• <strong>in</strong>volvement of staff <strong>in</strong> the plann<strong>in</strong>g <strong>and</strong> cooperati<strong>on</strong> between VET-providersOne of the ma<strong>in</strong> objectives of this study is to extract the <strong>quality</strong> dimensi<strong>on</strong>s of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g<strong>in</strong> general <strong>and</strong> especially <strong>in</strong> apprenticeship programmes. This <strong>and</strong> the follow<strong>in</strong>g chapters will beorganised accord<strong>in</strong>g to a number of key <strong>quality</strong> dimensi<strong>on</strong>s <strong>and</strong> <strong>quality</strong> descriptors for the <strong>quality</strong> ofapprenticeship programmes. The roles of the stakeholders differ between the key <strong>quality</strong>dimensi<strong>on</strong>s <strong>and</strong> will be presented with<strong>in</strong> each of the <strong>quality</strong> dimensi<strong>on</strong>s.This first chapter will focus <strong>on</strong> the activities related to the plann<strong>in</strong>g of the apprentice programme<strong>and</strong> the related <strong>quality</strong> <strong>assurance</strong> aspects of this. The next chapter will c<strong>on</strong>t<strong>in</strong>ue with theimplementati<strong>on</strong> of the apprentice programme <strong>and</strong> present a number of <strong>quality</strong> aspects with<strong>in</strong>implementati<strong>on</strong>. Evaluati<strong>on</strong> of the apprenticeship programme <strong>and</strong> the review of the evaluati<strong>on</strong>s willcomplete the last steps of the <strong>quality</strong> circle.The key <strong>quality</strong> dimensi<strong>on</strong>s with<strong>in</strong> the area of plann<strong>in</strong>g can be seen as:• Goals <strong>and</strong> objectives• Stakeholder <strong>in</strong>volvement• Selecti<strong>on</strong> criteria for enterprisesThe presentati<strong>on</strong>s <strong>and</strong> analysis of experiences <strong>and</strong> best practice will then be organised accord<strong>in</strong>gto the key <strong>quality</strong> activities <strong>and</strong> actors.5.1 Goals <strong>and</strong> objectivesOne of the case countries had recently def<strong>in</strong>ed a comprehensive strategy for Apprenticeship. Thisnew strategy will be presented <strong>in</strong> order to <strong>in</strong>spire the readers <strong>and</strong> to show the complexity of astrategy with<strong>in</strong> Apprenticeship.Each of the case countries has a law <strong>and</strong> a number of regulati<strong>on</strong>s that sets the overall goals <strong>and</strong>objectives with the apprenticeship programmes. Quality structures <strong>and</strong> <strong>systems</strong> exist forapprenticeship programmes together with descripti<strong>on</strong>s of qualificati<strong>on</strong>s, curricula <strong>and</strong> guidance. Allthese <strong>quality</strong> dimensi<strong>on</strong>s will be described <strong>in</strong> the next four secti<strong>on</strong>s of this chapter.Even if the case countries have different goals <strong>and</strong> ways of achiev<strong>in</strong>g these goals theGovernments role <strong>and</strong> overall goals can be expressed as <strong>in</strong> Engl<strong>and</strong>: “We need to ensure that our59
employment <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>systems</strong> are able to resp<strong>on</strong>d effectively to all levels of needs – not <strong>on</strong>lyhelp<strong>in</strong>g people <strong>in</strong>to <strong>work</strong>, but also enabl<strong>in</strong>g them to get <strong>on</strong> at <strong>work</strong>.” 295.1.1 Strategies for ApprenticeshipAll of the case countries have a more or less clearly def<strong>in</strong>ed <strong>and</strong> presented strategy forApprenticeship programmes. The most recently developed strategy, The English, will be presentedhere.The English strategy for Apprenticeship 30 dur<strong>in</strong>g the com<strong>in</strong>g years are primarily focused <strong>on</strong>provid<strong>in</strong>g high <strong>quality</strong> employers places <strong>and</strong> ensur<strong>in</strong>g that the focus is <strong>on</strong> do<strong>in</strong>g this <strong>in</strong> order tobuild the number of skilled, productive people <strong>in</strong> the ec<strong>on</strong>omy.The more detailed objectives <strong>and</strong> <strong>in</strong>dicative targets <strong>in</strong>clude the <strong>in</strong>troducti<strong>on</strong> of an entitlement to anApprenticeship place for each suitable qualified young pers<strong>on</strong> from 2013, to raise the educati<strong>on</strong><strong>and</strong> tra<strong>in</strong><strong>in</strong>g participati<strong>on</strong> age, first to 17 <strong>and</strong> then to 18, to have the public budgets to reflect theaspirati<strong>on</strong>s for 400.000 Apprentices <strong>in</strong> Engl<strong>and</strong> by 2020, <strong>and</strong> to be aim<strong>in</strong>g for significant growth <strong>in</strong>Apprenticeship for those aged 25 or over.The major tools to achieve these strategic goals are• Strengthen<strong>in</strong>g the Apprenticeships• A new delivery system• Boost<strong>in</strong>g employer supply• Culture change around the value of Apprenticeships• Address<strong>in</strong>g <strong>in</strong>e<strong>quality</strong>Strengthen<strong>in</strong>g the ApprenticeshipsApprenticeships will be strengthened by a number of activities <strong>in</strong>clud<strong>in</strong>g protecti<strong>on</strong> of theApprenticeship br<strong>and</strong>, <strong>in</strong>tegrati<strong>on</strong> of Apprenticeship <strong>in</strong> the rest of learn<strong>in</strong>g, by issu<strong>in</strong>g Nati<strong>on</strong>alcompleti<strong>on</strong> certificates <strong>and</strong> by def<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>in</strong>creas<strong>in</strong>g the <strong>quality</strong> of the Apprenticeship experience.A clear descripti<strong>on</strong> of the rights <strong>and</strong> resp<strong>on</strong>sibilities of both employers <strong>and</strong> Apprentices is a majorpart of <strong>in</strong>creas<strong>in</strong>g the <strong>quality</strong> of Apprenticeship.A new delivery systemThe new delivery system will be c<strong>on</strong>structed with the Nati<strong>on</strong>al Apprenticeship Service (NAS) asend-to-end accountable for the Apprenticeship programme. A dedicated field force, significantstaff<strong>in</strong>g at regi<strong>on</strong>al <strong>and</strong> sub-regi<strong>on</strong>al level will together with leadership of NAS secure the newdelivery system.Boost<strong>in</strong>g employer supplyThe key to success for the Apprentice programme is the supply of learn<strong>in</strong>g places from thebus<strong>in</strong>ess community. This will be d<strong>on</strong>e by <strong>in</strong>troduc<strong>in</strong>g a greater range <strong>and</strong> flexibility forApprenticeships, by recognise all Apprentice experience as “an Apprenticeship”, by better fund<strong>in</strong>gof the enterprises, by committ<strong>in</strong>g the public sector to be more active <strong>in</strong> Apprenticeshipprogrammes, <strong>and</strong> by promot<strong>in</strong>g Apprenticeship <strong>in</strong> strategic projects like the Olympic <strong>and</strong>Paralympics games.29 World-class Apprenticeships: Unlock<strong>in</strong>g Talent, Build<strong>in</strong>g Skills for All. Department for Innovati<strong>on</strong>,Universities <strong>and</strong> Skills. Ref. no. 285723. 2008.30 Source: World-class Apprenticeships: Unlock<strong>in</strong>g Talent, Build<strong>in</strong>g Skills for All. Department for Innovati<strong>on</strong>,Universities <strong>and</strong> Skills. Ref. no. 285723. 2008.60
Currently the penetrati<strong>on</strong> of the Apprenticeship programme is very uneven: by sector, by regi<strong>on</strong>,with<strong>in</strong> sectors by regi<strong>on</strong>, <strong>and</strong> by employer size (to name just some of the axes of variati<strong>on</strong>).Culture change around the value of ApprenticeshipsThe culture has to change around the value of Apprenticeship <strong>in</strong> order to make it more popularboth am<strong>on</strong>g the learners <strong>and</strong> am<strong>on</strong>g their friends, parents, relatives <strong>and</strong> <strong>in</strong> the enterprises. This is<strong>in</strong> Engl<strong>and</strong> planned to be d<strong>on</strong>e by sett<strong>in</strong>g up dedicated <strong>in</strong>formati<strong>on</strong> channels for Apprenticeship, bycelebrati<strong>on</strong> of the achievements of Apprentices <strong>and</strong> by build<strong>in</strong>g clear progressi<strong>on</strong> routes to highereducati<strong>on</strong>.Address<strong>in</strong>g <strong>in</strong>e<strong>quality</strong>The profile of Apprentices does not fit with the profile of the populati<strong>on</strong> <strong>and</strong> the employment <strong>in</strong>general tak<strong>in</strong>g sex, orig<strong>in</strong>, <strong>and</strong> needs for special attenti<strong>on</strong> <strong>in</strong> c<strong>on</strong>siderati<strong>on</strong>. This <strong>in</strong>e<strong>quality</strong> isplanned to be reduced by a number of positive acti<strong>on</strong>s taken for under-represented learners<strong>in</strong>clud<strong>in</strong>g <strong>in</strong>creased fund<strong>in</strong>g <strong>in</strong> order to create places for those learners. Pilots, “Super-mentors”<strong>and</strong> c<strong>on</strong>tractual wage regulati<strong>on</strong>s are am<strong>on</strong>g the other tools to secure the possibilities for alllearners.Strategies like the English give a good overview of both how simple the goals <strong>and</strong> objectives canbe <strong>and</strong> how complicated <strong>and</strong> multifaceted the required tools are.5.1.2 Laws <strong>and</strong> regulati<strong>on</strong>sThe th<strong>in</strong>k<strong>in</strong>g beh<strong>in</strong>d the laws has changed over the last five to ten years <strong>and</strong> is c<strong>on</strong>stantly underrevisi<strong>on</strong> <strong>and</strong> has resulted <strong>in</strong> new roles for those <strong>in</strong>volved <strong>in</strong> VET <strong>and</strong> apprenticeship programmes.With the shift of executive resp<strong>on</strong>sibility from the Dutch government to educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s, thegovernment’s role changed from supplier to buyer of educati<strong>on</strong>al products. Its regulatory rolechanged from provid<strong>in</strong>g detailed regulati<strong>on</strong>s for organis<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g to general regulati<strong>on</strong>s about thetask assignments of the <strong>in</strong>stituti<strong>on</strong>s <strong>and</strong> the prec<strong>on</strong>diti<strong>on</strong>s with<strong>in</strong> which educati<strong>on</strong>al suppliers had tooperate.General policy aims are, <strong>in</strong> The Netherl<strong>and</strong>s, designed to achieve the follow<strong>in</strong>g:• greater accessibility: more participants (<strong>in</strong> particular, greater accessibility for disadvantagedgroups – both youth <strong>and</strong> adults),• greater yield of graduates <strong>and</strong> fewer early-school leavers, more added value (qualificati<strong>on</strong>ga<strong>in</strong>s),• more tailored educati<strong>on</strong>, effective educati<strong>on</strong>al tracks, study <strong>and</strong> career choice <strong>in</strong>formati<strong>on</strong>, <strong>in</strong>l<strong>in</strong>e with the shift<strong>in</strong>g needs <strong>and</strong> capabilities of a heterogeneous participat<strong>in</strong>g populati<strong>on</strong>,• better l<strong>in</strong>ks between the educati<strong>on</strong> <strong>on</strong> offer <strong>and</strong> the chang<strong>in</strong>g dem<strong>and</strong>s of society, particularlythe dem<strong>and</strong>s of the labour market.The Dutch described practices <strong>in</strong> school <strong>based</strong> (BOL) <strong>and</strong> <strong>work</strong> <strong>based</strong> (BBL) pathways are <strong>based</strong><strong>on</strong> the 1996 Adult <strong>and</strong> Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Act (Wet Educatie en Beroeps<strong>on</strong>derwijs, WEB), whichhas been evaluated <strong>in</strong> 2001. S<strong>in</strong>ce then, the M<strong>in</strong>istry has aimed at develop<strong>in</strong>g a new qualificati<strong>on</strong>system, which is <strong>based</strong> <strong>on</strong> competences <strong>and</strong> is more closely l<strong>in</strong>ked to vocati<strong>on</strong>al practice <strong>and</strong>should provide a more solid basis for the adaptability of <strong>work</strong>ers to a c<strong>on</strong>t<strong>in</strong>uously chang<strong>in</strong>g labourmarket. This development is still c<strong>on</strong>t<strong>in</strong>u<strong>in</strong>g.The “Supervisi<strong>on</strong> frame<strong>work</strong> vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>and</strong> Adult educati<strong>on</strong> (VET), 2007 gives a goodoverview of the roles of the different actors <strong>and</strong> the supervisi<strong>on</strong> from the Inspectorate of Educati<strong>on</strong>.61
The German regulati<strong>on</strong>s differ from the Dutch, ma<strong>in</strong>ly due to the two level governance structure <strong>in</strong>Germany: nati<strong>on</strong>al (“Bund”) <strong>and</strong> Regi<strong>on</strong>al (“Länder”).In Germany regulates the follow<strong>in</strong>g laws <strong>and</strong> regulati<strong>on</strong>s VET:• The German Vocati<strong>on</strong>al Act “Berufsbildungsgesetz” <strong>and</strong> “Ausbildungsordnungen” regulate thepart of the educati<strong>on</strong> <strong>in</strong> the enterprises.• The regi<strong>on</strong>al Länder have each their own laws for the VET-colleges: “Schulgesetze” <strong>and</strong> theirlocal learn<strong>in</strong>g plans “Lehrpläne” which regulates the activities <strong>in</strong> the VET-colleges.This comb<strong>in</strong>ati<strong>on</strong> of laws <strong>and</strong> regulati<strong>on</strong>s leaves a high degree of freedom to the enterprises. Butthe m<strong>in</strong>istry can – <strong>in</strong> very rare occasi<strong>on</strong>s – withdraw the enterprises permissi<strong>on</strong> to tra<strong>in</strong> apprenticese.g. due to a high rate of drop outs.The current reforms of the Romanian VET-system builds <strong>on</strong> experiences from a number ofcountries but seem to be more complicated <strong>in</strong> relati<strong>on</strong> to the number of laws <strong>in</strong>volved than thesituati<strong>on</strong> <strong>in</strong> Germany <strong>and</strong> The Netherl<strong>and</strong>s.In Romania exists a number of the laws <strong>and</strong> orders that support the <strong>quality</strong> <strong>assurance</strong> of WBL:• Nati<strong>on</strong>al Council for Quality Assurance, accord<strong>in</strong>g to M<strong>in</strong>istry Order 6308/19.12.2008• Educati<strong>on</strong> Law 84/1995 , modified <strong>and</strong> republished,• Law 87/13.04.2006 regard<strong>in</strong>g assur<strong>in</strong>g educati<strong>on</strong>al <strong>quality</strong>;• VET Qualificati<strong>on</strong>s Catalogue;• Order 4931/29.07.2008 <strong>on</strong> the approv<strong>in</strong>g of the methodology regard<strong>in</strong>g transfer <strong>and</strong>recogniti<strong>on</strong> of learn<strong>in</strong>g outcome acquired by students <strong>in</strong> VET <strong>and</strong> stages of WBL;• Order 4338/09.06.2008 regard<strong>in</strong>g the approv<strong>in</strong>g of methodological reference po<strong>in</strong>ts fordesign<strong>in</strong>g Curriculum <strong>in</strong> local development <strong>in</strong> VET;• Professi<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g St<strong>and</strong>ards;• Law 87/13.04.2006 for approv<strong>in</strong>g of Government Decisi<strong>on</strong> no 75/2005 <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong>educati<strong>on</strong>;• Order by the M<strong>in</strong>ister of Educati<strong>on</strong> no 6308/19.12.2008 regard<strong>in</strong>g approv<strong>in</strong>g of the <strong>quality</strong><strong>assurance</strong> tools <strong>in</strong> VET;• Self-Assessment Manual for <strong>quality</strong> Assurance <strong>in</strong> VET;• Inspecti<strong>on</strong> Manual for external m<strong>on</strong>itor<strong>in</strong>g of <strong>quality</strong> <strong>in</strong> VET.One of the Romanian resp<strong>on</strong>dents’ menti<strong>on</strong>s that a market-oriented argument is miss<strong>in</strong>g: there areno regulati<strong>on</strong>s for the payments of the students. This is c<strong>on</strong>sidered as a very important aspect of<strong>quality</strong> of WBL, both seen from the learner <strong>and</strong> enterprise side.Apprenticeship <strong>in</strong> Engl<strong>and</strong> is not regulated like <strong>in</strong> the other case countries. The n<strong>on</strong>-statutory“Bluepr<strong>in</strong>t for Apprenticeships 31 ” is made for sector skills councils, employers <strong>and</strong> award<strong>in</strong>g bodies<strong>in</strong>volved <strong>in</strong> the design of Apprenticeship frame<strong>work</strong>. The c<strong>on</strong>tent of each Apprenticeship isdesigned by Sector Skills Councils, Sector Bodies <strong>and</strong> their employers <strong>in</strong> accordance with thedesign pr<strong>in</strong>ciples of the Apprenticeship Bluepr<strong>in</strong>t. The Bluepr<strong>in</strong>t provides the specificati<strong>on</strong> forApprenticeships <strong>and</strong> is used by Sector Skills Councils to design <strong>and</strong> revise Apprenticeshipframe<strong>work</strong>s.The Bluepr<strong>in</strong>t sets out the essential c<strong>on</strong>tent <strong>and</strong> areas where flexibility is possible as a basis foragreement by those pr<strong>in</strong>cipally c<strong>on</strong>cerned with the design <strong>and</strong> implementati<strong>on</strong> of Apprenticeships.Apprenticeships are <strong>in</strong>tended to provide an <strong>in</strong>tegrated programme of learn<strong>in</strong>g lead<strong>in</strong>g to theacquisiti<strong>on</strong> <strong>and</strong> applicati<strong>on</strong> of the skills, knowledge <strong>and</strong> underst<strong>and</strong><strong>in</strong>g required by employers.31 “Bluepr<strong>in</strong>t for Apprenticeship”. LSC September 2005. www.lsc.gov.uk.62
The Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> (SASE) will replace the exist<strong>in</strong>g n<strong>on</strong>statutory‘Bluepr<strong>in</strong>t’ for Apprenticeships <strong>and</strong> is <strong>in</strong> resp<strong>on</strong>se to the commitments set out <strong>in</strong> WorldClass Apprenticeship, published <strong>in</strong> January 2008.The c<strong>on</strong>sultati<strong>on</strong> document 32 will set out the role of the Nati<strong>on</strong>al Apprenticeships Service (NAS)which will become the ma<strong>in</strong> organisati<strong>on</strong> resp<strong>on</strong>sible for the successful delivery of Apprenticeshipprovisi<strong>on</strong> from April 2009. The document will c<strong>on</strong>sult <strong>on</strong> the role of Sector Skills Councils (SSCs) <strong>in</strong>support<strong>in</strong>g Apprenticeship growth <strong>and</strong> develop<strong>in</strong>g high <strong>quality</strong> Apprenticeship frame<strong>work</strong>s.The c<strong>on</strong>sultati<strong>on</strong> document will set out m<strong>in</strong>imum nati<strong>on</strong>al requirements for Apprenticeshipframe<strong>work</strong>s, <strong>in</strong>clud<strong>in</strong>g vocati<strong>on</strong>al <strong>and</strong> transferable skills, off-<strong>work</strong>stati<strong>on</strong> learn<strong>in</strong>g time <strong>and</strong> m<strong>in</strong>imumentry requirements. The Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> will be published atthe end of August 2009.The SASE will set out the Government’s expectati<strong>on</strong>s to ensure that Apprenticeship programmesmeet the needs of <strong>in</strong>dividuals <strong>and</strong> employers, <strong>and</strong> deliver comprehensive programmes ofvocati<strong>on</strong>al <strong>and</strong> academic tra<strong>in</strong><strong>in</strong>g of the highest <strong>quality</strong>. The Government are <strong>in</strong>troduc<strong>in</strong>g legislati<strong>on</strong>which, for the first time, will put the Apprenticeship programme <strong>on</strong> a statutory basis <strong>and</strong> br<strong>in</strong>g theSASE <strong>in</strong>to effect.Laws <strong>and</strong> regulati<strong>on</strong>s steer the overarch<strong>in</strong>g activities with<strong>in</strong> apprenticeship programmes <strong>and</strong> the<strong>quality</strong> <strong>assurance</strong>. The apprenticeship c<strong>on</strong>tract regulates the daily activities between theapprentice, the enterprise <strong>and</strong> the VET-provider.The Dutch Practical Tra<strong>in</strong><strong>in</strong>g C<strong>on</strong>tract under the Adult <strong>and</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> Act is a c<strong>on</strong>tractbetween the educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>, the participant <strong>and</strong> the organizati<strong>on</strong> provid<strong>in</strong>g practical tra<strong>in</strong><strong>in</strong>g.I c<strong>on</strong>ta<strong>in</strong>s 19 articles cover<strong>in</strong>g areas e.g. the occupati<strong>on</strong>al practice tra<strong>in</strong><strong>in</strong>g, supervisi<strong>on</strong>,reimbursements, c<strong>on</strong>tent of the tra<strong>in</strong><strong>in</strong>g, assessment, term<strong>in</strong>ati<strong>on</strong>, <strong>in</strong>surance, c<strong>on</strong>fidentiality. Thec<strong>on</strong>tract is signed by all three partners.The completi<strong>on</strong> of an Apprenticeship frame<strong>work</strong> shows both current <strong>and</strong> potential employers thatthe holder has achieved competence <strong>in</strong> the skills covered by the Apprenticeship, hasdem<strong>on</strong>strated the knowledge required by the Apprenticeship <strong>and</strong> has atta<strong>in</strong>ed the level oftransferable skills required by all Apprenticeships.The c<strong>on</strong>tent of each Apprenticeship is designed by Sector Skills Councils, Sector Bodies <strong>and</strong> theiremployers <strong>in</strong> accordance with the follow<strong>in</strong>g:All apprentice frame<strong>work</strong>s must comprise:• a competence <strong>based</strong> element• a knowledge <strong>based</strong> element• transferable, or ‘key’, skills• employment rights <strong>and</strong> resp<strong>on</strong>sibilities.Apprenticeship frame<strong>work</strong>s will be achieved through a comb<strong>in</strong>ati<strong>on</strong> of requirements made <strong>in</strong> theSpecificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong>, <strong>and</strong> through directi<strong>on</strong>s or guidance wherethe matter is not a c<strong>on</strong>diti<strong>on</strong> which apprentices necessarily have to fulfil for the purposes ofcertificati<strong>on</strong>.32 “C<strong>on</strong>sultati<strong>on</strong> <strong>on</strong> the Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> (SASE) February 2009,Department for Innovati<strong>on</strong>, Universities <strong>and</strong> Skills. www.dius.gov.uk63
5.1.3 Quality structures <strong>and</strong> <strong>systems</strong>A number of different laws state the goals <strong>and</strong> objectives of the apprenticeship programme <strong>and</strong> thelaws def<strong>in</strong>e, together with a number of regulati<strong>on</strong>s, the <strong>quality</strong> <strong>assurance</strong>s <strong>systems</strong>.The <strong>quality</strong> structures <strong>and</strong> <strong>systems</strong> can be described from two angles. The first cover<strong>in</strong>g thestructures <strong>and</strong> st<strong>and</strong>ards for <strong>quality</strong>; the sec<strong>on</strong>d cover<strong>in</strong>g the different roles <strong>in</strong> relati<strong>on</strong> to <strong>quality</strong>e.g. <strong>quality</strong> <strong>assurance</strong> teams <strong>and</strong> <strong>in</strong>spectors, VET-colleges, enterprises <strong>and</strong> apprentices.The Dutch WEB set the rules <strong>and</strong> c<strong>on</strong>diti<strong>on</strong>s for <strong>quality</strong> through a creati<strong>on</strong> of structures.The Dutch WEB was the first law to place all types of (sec<strong>on</strong>dary) vocati<strong>on</strong>al <strong>and</strong> adult educati<strong>on</strong><strong>in</strong> a coherent frame<strong>work</strong>. The aim was to do away with the exist<strong>in</strong>g barriers between adult <strong>and</strong>vocati<strong>on</strong>al educati<strong>on</strong>, as well as between different forms of <strong>and</strong> educati<strong>on</strong>al tracks <strong>in</strong> vocati<strong>on</strong>aleducati<strong>on</strong>. A s<strong>in</strong>gle <strong>quality</strong> regime would apply to all vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g.The WEB also laid the basis for broad educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s – all tra<strong>in</strong><strong>in</strong>g ‘under a s<strong>in</strong>gle roof’,al<strong>on</strong>g with regi<strong>on</strong>al, large-scale operati<strong>on</strong>, so that educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s would have sufficientcritical mass to make optimum use of policy leeway <strong>and</strong> act decisively to deliver the necessarymade-to-measure educati<strong>on</strong> to meet external needs.With this Act, there was a desire from the Dutch government to create a system of ‘checks <strong>and</strong>balances’ to ensure the resp<strong>on</strong>siveness of the BVE (adult <strong>and</strong> vocati<strong>on</strong>al educati<strong>on</strong>) sector vis-àvisits social envir<strong>on</strong>ment <strong>and</strong> <strong>in</strong>herent dynamic. The BVE system should be largely self-regulat<strong>in</strong>g.This would allow the government (<strong>in</strong> its role as lawmaker) to occupy a more modest positi<strong>on</strong>, whilestill provid<strong>in</strong>g sufficient guarantees of <strong>quality</strong>, which rema<strong>in</strong>s the ultimate resp<strong>on</strong>sibility of theM<strong>in</strong>ister.Quality st<strong>and</strong>ards are <strong>on</strong>e key aspect of the <strong>quality</strong> structures.The Tra<strong>in</strong><strong>in</strong>g Quality St<strong>and</strong>ard is the <strong>on</strong>ly St<strong>and</strong>ard dedicated to help<strong>in</strong>g employers identify not justhigh <strong>quality</strong> tra<strong>in</strong><strong>in</strong>g, but the organisati<strong>on</strong>s best equipped to ensure tra<strong>in</strong><strong>in</strong>g is both flexible <strong>and</strong>approached <strong>in</strong> a manner that will help to establish the return <strong>on</strong> the enterprises <strong>in</strong>vestment.The St<strong>and</strong>ard’s Assessment frame<strong>work</strong> was developed by c<strong>on</strong>sult<strong>in</strong>g with over 600 employersacross the country to f<strong>in</strong>d out what was most important to them when buy<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g - so you canbe sure a TQS provider knows what really matters to a bus<strong>in</strong>ess.In Engl<strong>and</strong>, the Tra<strong>in</strong><strong>in</strong>g Quality St<strong>and</strong>ard 33 is an assessment frame<strong>work</strong> designed to recognise<strong>and</strong> celebrate the best organisati<strong>on</strong>s deliver<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g <strong>and</strong> development soluti<strong>on</strong>s to employers.The St<strong>and</strong>ard allows organisati<strong>on</strong>s to expla<strong>in</strong> their strategy, the approaches they deploy, <strong>and</strong> theresults they achieve, <strong>and</strong> to submit this for robust assessment with the potential of certificati<strong>on</strong> forthose meet<strong>in</strong>g the high st<strong>and</strong>ards set for capability <strong>and</strong> performance. The St<strong>and</strong>ard has beencreated by the Learn<strong>in</strong>g <strong>and</strong> Skills Council to develop a new higher st<strong>and</strong>ard for the certificati<strong>on</strong> oftra<strong>in</strong><strong>in</strong>g providers, <strong>in</strong>clud<strong>in</strong>g those previously recognised as Centres of Vocati<strong>on</strong>al Excellence.The Tra<strong>in</strong><strong>in</strong>g Quality St<strong>and</strong>ard recognises <strong>and</strong> celebrates the best organisati<strong>on</strong>s deliver<strong>in</strong>g tra<strong>in</strong><strong>in</strong>gto employers. The St<strong>and</strong>ard highlights high <strong>quality</strong>, high impact tra<strong>in</strong><strong>in</strong>g, by look<strong>in</strong>g at theorganisati<strong>on</strong>’s resp<strong>on</strong>siveness, flexibility, expertise <strong>and</strong> commitment to c<strong>on</strong>t<strong>in</strong>uous improvement.The St<strong>and</strong>ard is a mark for tra<strong>in</strong><strong>in</strong>g providers to aspire to because it’s tough to achieve – <strong>and</strong>through it, their performance is what really sets them apart from the competiti<strong>on</strong>.33 http://www.tra<strong>in</strong><strong>in</strong>g<strong>quality</strong>st<strong>and</strong>ard.co.uk/64
Providers hold<strong>in</strong>g the St<strong>and</strong>ard’s mark have been rigorously assessed to ensure they have thecapability, the performance track record <strong>and</strong> the customer endorsement to make them a goodchoice for employers.The Assessment Process <strong>in</strong>cludes talk<strong>in</strong>g to past customers of tra<strong>in</strong><strong>in</strong>g providers mak<strong>in</strong>g them<strong>in</strong>tegral to the evidence base <strong>and</strong> assessment process, mean<strong>in</strong>g that the tra<strong>in</strong><strong>in</strong>g received isendorsed by those who have already experienced it.32 statements make up the assessment frame<strong>work</strong> of the Tra<strong>in</strong><strong>in</strong>g Quality St<strong>and</strong>ard, with 22Indicators across two Parts, A for Resp<strong>on</strong>siveness (Annex 5) <strong>and</strong> 10 <strong>in</strong>dicators <strong>in</strong> part B forExpertise (Annex 6).The Mapp<strong>in</strong>g Guide 34 is for use by organisati<strong>on</strong>s prepar<strong>in</strong>g applicati<strong>on</strong>s for the English Tra<strong>in</strong><strong>in</strong>gQuality St<strong>and</strong>ard. It sets out a set of maps to allow identificati<strong>on</strong> of evidence prepared <strong>in</strong> apply<strong>in</strong>gfor, or assess<strong>in</strong>g aga<strong>in</strong>st, five other <strong>quality</strong> assessment frame<strong>work</strong>s: Customer First, CustomerService Excellence, the EFQM Excellence Model, Investors <strong>in</strong>People <strong>and</strong> matrix.An applicati<strong>on</strong> provides an evidence <strong>based</strong> narrative aga<strong>in</strong>st each of the <strong>in</strong>dicators <strong>in</strong> theassessment frame<strong>work</strong>. For many organisati<strong>on</strong>s, this is <strong>work</strong> that’s been d<strong>on</strong>e for different aspectsof their operati<strong>on</strong>s, because they’ve already implemented other <strong>quality</strong> frame<strong>work</strong>s.It is a comm<strong>on</strong> challenge <strong>in</strong> all Member States that the <strong>quality</strong> requirements <strong>and</strong> practices differam<strong>on</strong>g the many stakeholders. Coord<strong>in</strong>ati<strong>on</strong> like this <strong>and</strong> the possibility for mak<strong>in</strong>g use of priorlearn<strong>in</strong>g is <strong>on</strong>e way of mak<strong>in</strong>g more efficient <strong>quality</strong> structures across the different levels.The English VET-colleges/providers are resp<strong>on</strong>sible for the <strong>quality</strong> of their own provisi<strong>on</strong>, <strong>and</strong>are required to ensure that they have robust self assessment <strong>and</strong> <strong>in</strong>ternal <strong>quality</strong> <strong>assurance</strong>processes <strong>in</strong> place.The Government sets the Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> which allApprenticeships must comply with. Departments develop the <strong>quality</strong> <strong>assurance</strong> structures(Frame<strong>work</strong> for Excellence) <strong>in</strong> partnership with the LSC <strong>and</strong> sector.One of the priorities of the English Nati<strong>on</strong>al Apprenticeship Service (NAS) is <strong>in</strong> 2009-2010 todevelop <strong>and</strong> implement Service Quality St<strong>and</strong>ards to all key stakeholder groups. This is plannedto be d<strong>on</strong>e through the follow<strong>in</strong>g activities:• Map each customer journey to ensure that every lead is maximised.• Benchmark <strong>and</strong> m<strong>on</strong>itor employer <strong>and</strong> learner service delivery st<strong>and</strong>ards.• Remove unnecessary bureaucracy throughout the entire Apprenticeship process.• Extend electr<strong>on</strong>ic record-keep<strong>in</strong>g to reduce the burden <strong>on</strong> employers <strong>and</strong> providers.• Develop <strong>and</strong> agree a Provider Quality Improvement Plan.The different stakeholders are <strong>in</strong>fluenced both by the <strong>quality</strong> structures <strong>and</strong> st<strong>and</strong>ards <strong>and</strong>especially the public organisati<strong>on</strong>s <strong>and</strong> agencies c<strong>on</strong>troll<strong>in</strong>g the <strong>quality</strong> are important.The Quality Assurance team at the English Learn<strong>in</strong>g <strong>and</strong> Skills Council c<strong>on</strong>sists of the follow<strong>in</strong>gthree areas:• E<strong>quality</strong> <strong>and</strong> Diversity34 http://www.tra<strong>in</strong><strong>in</strong>g<strong>quality</strong>st<strong>and</strong>ard.co.uk/uploaded/files/tqs-mapp<strong>in</strong>gguide-1v0.pdf65
• Health <strong>and</strong> Safety• Quality Assurance <strong>and</strong> Interventi<strong>on</strong>C<strong>on</strong>cern<strong>in</strong>g the c<strong>on</strong>trol <strong>on</strong> <strong>quality</strong>, the government, by way of the ‘Inspecti<strong>on</strong>’, does research at theVET colleges, but not at the companies for WBL. The <strong>quality</strong> of this has to be guaranteed by the‘Centres of Expertise’.The <strong>quality</strong> roles of the VET-colleges differ across the case countries.The <strong>in</strong>ternal <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> the external supervisi<strong>on</strong> is d<strong>on</strong>e by the Inspectorate <strong>in</strong> theNetherl<strong>and</strong>s, <strong>and</strong> is <strong>on</strong>e <strong>in</strong>strument for ensur<strong>in</strong>g public accountability for <strong>quality</strong> <strong>and</strong> <strong>quality</strong><strong>assurance</strong> to all <strong>in</strong>terested parties. The Dutch VET-colleges are resp<strong>on</strong>sible for the wholeeducati<strong>on</strong> track <strong>in</strong>cluded apprenticeship WBL, but will not have a detailed overview of the daily<strong>work</strong> of the students <strong>in</strong> the enterprises. The school will have a part of the overview <strong>and</strong> will be ableto react if somebody compla<strong>in</strong>s. The Centres of Expertises will also have the same possibility toc<strong>on</strong>tact <strong>and</strong> supervise the enterprises. This is, <strong>in</strong> genera,l a challenge for the schools. How muchcan they <strong>in</strong>tervene? And how low a <strong>quality</strong> will the students accept <strong>in</strong> order to keep their apprenticeplace <strong>in</strong> the enterprise?A general challenge is that the <strong>quality</strong> <strong>assurance</strong> can be under pressure dur<strong>in</strong>g ec<strong>on</strong>omic crisis,so, bad <strong>quality</strong> might be accepted because the alternative is too problematic.The Dutch educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s are primarily resp<strong>on</strong>sible for <strong>quality</strong> <strong>assurance</strong>. Their job is todeterm<strong>in</strong>e, assess, assure <strong>and</strong>, where necessary, improve the <strong>quality</strong> of their own vocati<strong>on</strong>altra<strong>in</strong><strong>in</strong>g courses. Educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s must meet the follow<strong>in</strong>g legal requirements:• organise <strong>and</strong> employ a <strong>quality</strong>-<strong>assurance</strong> system to guarantee the <strong>quality</strong> of tra<strong>in</strong><strong>in</strong>g <strong>and</strong>exam<strong>in</strong>ati<strong>on</strong>s;• establish relevant policy <strong>and</strong> goals <strong>in</strong> dialogue with stakeholders <strong>and</strong> <strong>in</strong> cooperati<strong>on</strong> withother <strong>in</strong>stituti<strong>on</strong>s• assess periodically the <strong>quality</strong> of educati<strong>on</strong> with <strong>in</strong>volvement of <strong>in</strong>dependent experts <strong>and</strong>relevant stakeholders• publish periodically (for exam<strong>in</strong>ati<strong>on</strong> results annual) assessment, results of <strong>quality</strong> ofeducati<strong>on</strong> <strong>and</strong> improvement plansEvery Dutch school develops its own plan accord<strong>in</strong>g to their philosophy <strong>and</strong> their possibilities.Unfortunately the th<strong>in</strong>k<strong>in</strong>g is generally rather c<strong>on</strong>servative accord<strong>in</strong>g to <strong>on</strong>e of our resp<strong>on</strong>dents.Schools make plann<strong>in</strong>g for a school year accord<strong>in</strong>g to their needs, not necessarily accord<strong>in</strong>g to theneeds of a student. Why do courses generally last <strong>on</strong>e, two or three years? Why not <strong>on</strong>e year <strong>and</strong>four m<strong>on</strong>ths if that is the time that a student might need?In Germany the 16 Länder (federal states) are <strong>in</strong> charge of VET at schools. Therefore there aredifferent state educati<strong>on</strong> acts. Overall there is a tendency to def<strong>in</strong>e the output <strong>quality</strong> which shouldbe reached by the vocati<strong>on</strong>al schools while they have greater leeway to organize their processes.This “new public management” should motivate schools to enhance their profile (see Euler 2005).The <strong>quality</strong> <strong>assurance</strong> of the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprises is the most important <strong>quality</strong> <strong>assurance</strong>activity.The German tra<strong>in</strong><strong>in</strong>g enterprises are resp<strong>on</strong>sible for the <strong>quality</strong> <strong>assurance</strong> with<strong>in</strong> the enterprise.The <strong>quality</strong> of the tra<strong>in</strong><strong>in</strong>g is c<strong>on</strong>trolled by the relevant chambers.66
The Romanian employers are <strong>in</strong>volved <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of the WBL process through:• Participat<strong>in</strong>g <strong>in</strong> the design of the whole WBL process• Facilitat<strong>in</strong>g appropriate <strong>work</strong> placement assignments for the students• Nom<strong>in</strong>at<strong>in</strong>g tutors with appropriate qualificati<strong>on</strong> <strong>and</strong> <strong>work</strong> experience, to supervise the studentsthroughout the process• Us<strong>in</strong>g appropriate formative assessment methods <strong>and</strong> <strong>in</strong>struments, designed / agreed by bothschools <strong>and</strong> employers representatives.Employers’ representatives are fully <strong>in</strong>volved <strong>in</strong> the process of assessment of WBL competences.The German <strong>work</strong>ers councils take active part <strong>in</strong> the <strong>work</strong> <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> closecooperati<strong>on</strong> with the trade uni<strong>on</strong>ists with<strong>in</strong> the competence body for VET <strong>and</strong> with<strong>in</strong> the chambersfor commerce <strong>and</strong> <strong>in</strong>dustry.The Uni<strong>on</strong>s <strong>in</strong> Germany focus <strong>on</strong> ‘that every apprentice shall have access to an educati<strong>on</strong> with thesame high level of <strong>quality</strong> – <strong>in</strong>dependent of the apprentice, the tra<strong>in</strong>er, the area of educati<strong>on</strong> <strong>and</strong>the enterprise’. The Uni<strong>on</strong>s propose the <strong>in</strong>troducti<strong>on</strong> <strong>and</strong> c<strong>on</strong>trol of a nati<strong>on</strong> wide m<strong>in</strong>imumst<strong>and</strong>ard for the <strong>quality</strong> of the apprentice programme - a st<strong>and</strong>ard that goes further than theTra<strong>in</strong><strong>in</strong>g Act.The 17 Centres of expertise functi<strong>on</strong> also guarantees the <strong>quality</strong> of the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprises<strong>and</strong> are resp<strong>on</strong>sible for offer<strong>in</strong>g enough apprenticeships <strong>and</strong> for a good <strong>work</strong>place tra<strong>in</strong>er. Theyare the l<strong>in</strong>k between employers <strong>and</strong> educati<strong>on</strong>. Besides develop<strong>in</strong>g <strong>and</strong> updat<strong>in</strong>g qualificati<strong>on</strong> files<strong>and</strong> the qualificati<strong>on</strong> structure, the Dutch Centres of Expertise recruit tra<strong>in</strong><strong>in</strong>g firms <strong>and</strong> m<strong>on</strong>itor the<strong>quality</strong> of these tra<strong>in</strong><strong>in</strong>g firms. Centres of Expertise <strong>and</strong> educati<strong>on</strong>al <strong>in</strong>stitutes ensure sufficient<strong>in</strong>flux of new <strong>and</strong> qualified talent <strong>in</strong> the various sectors. Together with the Centres of Expertise, thesocial partners, tra<strong>in</strong><strong>in</strong>g firms, stakeholders <strong>on</strong> educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> government make ac<strong>on</strong>tributi<strong>on</strong> to good <strong>and</strong> attractive vocati<strong>on</strong>al educati<strong>on</strong>. The <strong>in</strong>terests of the Centres of Expertise<strong>on</strong> regi<strong>on</strong>al, nati<strong>on</strong>al <strong>and</strong> <strong>in</strong>ternati<strong>on</strong>al level are represented by their associati<strong>on</strong> Colo.The <strong>quality</strong> of the Dutch apprenticeship however is heavily debated. There are two ma<strong>in</strong> issues:the <strong>quality</strong> of <strong>work</strong>place learn<strong>in</strong>g <strong>in</strong> terms of c<strong>on</strong>tent, guidance <strong>and</strong> assessment <strong>and</strong> the <strong>quality</strong> ofthe c<strong>on</strong>necti<strong>on</strong> between <strong>work</strong>place <strong>and</strong> school-<strong>based</strong> learn<strong>in</strong>g.All aspects of WBL (<strong>in</strong>clud<strong>in</strong>g QA requirements) <strong>in</strong> Romania are detailed <strong>in</strong> an Annex to thecompulsory Agreement signed between the school <strong>and</strong> the enterprise facilitat<strong>in</strong>g WBL.Employers are <strong>in</strong>volved <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of the WBL process through:- Participat<strong>in</strong>g <strong>in</strong> the design of the whole WBL process- Facilitat<strong>in</strong>g appropriate <strong>work</strong> placement assignments for the students- Nom<strong>in</strong>at<strong>in</strong>g tutors with appropriate qualificati<strong>on</strong> <strong>and</strong> <strong>work</strong> experience, to supervise thestudents throughout the process- Us<strong>in</strong>g appropriate formative assessment methods <strong>and</strong> <strong>in</strong>struments, designed / agreed by bothschools <strong>and</strong> employers representatives.- A comb<strong>in</strong>ati<strong>on</strong> of practical assessment <strong>and</strong> <strong>in</strong>terviews <strong>in</strong> cooperati<strong>on</strong> between schools <strong>and</strong>enterprisesEmployers’ representatives <strong>in</strong> Romania are fully <strong>in</strong>volved <strong>in</strong> the process of assessment of WBLcompetences <strong>and</strong> the tutors have the ma<strong>in</strong> resp<strong>on</strong>sibility <strong>and</strong> they are <strong>in</strong>volved <strong>in</strong> meet<strong>in</strong>gs <strong>and</strong>practical tra<strong>in</strong><strong>in</strong>g.The apprentice is a major participant <strong>in</strong> the <strong>quality</strong> <strong>assurance</strong> even if their roles differ between thecase countries.67
The German apprentices have no stipulated role <strong>in</strong> relati<strong>on</strong> to <strong>quality</strong> <strong>assurance</strong> of their owneducati<strong>on</strong>. The <strong>work</strong>ers council at the majority of the larger enterprises can support the students<strong>and</strong> make a difference. But even here the apprentices are dependent <strong>on</strong> the level of activity thatthe <strong>work</strong>ers council has.The <strong>in</strong>terest of the Dutch students is represented through the organizati<strong>on</strong> JOB (youth <strong>in</strong> VET).They also c<strong>on</strong>duct a research <strong>on</strong> the op<strong>in</strong>i<strong>on</strong> of students about the <strong>quality</strong> <strong>assurance</strong> of WBL. If the<strong>quality</strong> of the apprenticeships is low, the apprentices should report this to the school.Plann<strong>in</strong>g is a key part of the <strong>quality</strong> process. One of the LdV-projects: “Develop<strong>in</strong>g the plann<strong>in</strong>g of<strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g by transferr<strong>in</strong>g <strong>and</strong> implement<strong>in</strong>g exist<strong>in</strong>g good practises <strong>in</strong> Comm<strong>on</strong> QualityAssurance Frame<strong>work</strong> (WBL-TOI_MANUAL)” 35 focuses <strong>on</strong> the plann<strong>in</strong>g experiences acrossEurope.In this project the tools <strong>and</strong> methods which reveal <strong>and</strong> share the tacit knowledge associated withthe good practises <strong>and</strong> the descripti<strong>on</strong> of the transfer process to be developed <strong>in</strong> CQAF-model arecollected <strong>in</strong> a Draft Manual. The guidel<strong>in</strong>es of the Draft Manual will be piloted <strong>and</strong> validated dur<strong>in</strong>gthe project <strong>in</strong> real transfer of good practises of <strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g between partners. Especiallythe focus is <strong>on</strong> plann<strong>in</strong>g of the <strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g accord<strong>in</strong>g to needs of partners <strong>and</strong> nati<strong>on</strong>alexperiences. The apprenticeship tra<strong>in</strong><strong>in</strong>g partners are <strong>in</strong>volved, too.5.1.4 Qualificati<strong>on</strong>s <strong>and</strong> curriculaIn Germany, legislati<strong>on</strong> <strong>on</strong> educati<strong>on</strong> describes the m<strong>in</strong>imum st<strong>and</strong>ards for the <strong>work</strong>place(companies) part of vocati<strong>on</strong>al educati<strong>on</strong>. To secure the completi<strong>on</strong> <strong>and</strong> <strong>quality</strong> of the <strong>work</strong>placement of the students, companies are required by law to create a curriculum, which is tofuncti<strong>on</strong> as the guid<strong>in</strong>g pr<strong>in</strong>ciple of the learn<strong>in</strong>g process at the <strong>work</strong>place. In a questi<strong>on</strong>nairec<strong>on</strong>ducted by BIBB <strong>in</strong> 2005, almost all companies resp<strong>on</strong>ded positively to the questi<strong>on</strong>, whethertheir educati<strong>on</strong> took place as is required by law. However, the smaller companies stated that theymake use of the curricula created by the Chambers of Commerce.The structures for qualificati<strong>on</strong>s <strong>and</strong> curricula <strong>in</strong>fluence the <strong>quality</strong> <strong>assurance</strong> activities <strong>in</strong> relati<strong>on</strong> towhich qualificati<strong>on</strong>s shall be achieved by the apprentices <strong>and</strong> how this <strong>work</strong> is structured throughthe different curricula. The length of the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> enterprises is a part of the curricula <strong>and</strong> differsbetween the case countries from around 70 % of the time to much less as the Romanian exampleshows.WBL has been a part of the nati<strong>on</strong>al curricula <strong>in</strong> Romania s<strong>in</strong>ce 1998, <strong>and</strong> c<strong>on</strong>sists of 4 to 8 weeksof tra<strong>in</strong><strong>in</strong>g <strong>in</strong> <strong>work</strong>places every year, depend<strong>in</strong>g <strong>on</strong> the level of the qualificati<strong>on</strong>.S<strong>in</strong>ce 2007, WBL for TVET students <strong>in</strong> Romania is regulated by a compulsory WBL agreement,endorsed by a decisi<strong>on</strong> of the M<strong>in</strong>istry of Educati<strong>on</strong>.The qualificati<strong>on</strong>s can be split <strong>in</strong>to competence-<strong>based</strong> <strong>and</strong> knowledge-<strong>based</strong> qualificati<strong>on</strong>s.The c<strong>on</strong>sultati<strong>on</strong> papers for the Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> (SASE)(p.6ff) <strong>in</strong>clude a secti<strong>on</strong> <strong>on</strong> “Qualificati<strong>on</strong>s C<strong>on</strong>cerned with the Sector”. They raise a number ofchallenges <strong>and</strong> ask all stakeholders for resp<strong>on</strong>ses <strong>and</strong> reflecti<strong>on</strong>s <strong>on</strong> their proposals:“Apprenticeships traditi<strong>on</strong>ally c<strong>on</strong>sist of both skills <strong>and</strong> knowledge which, for the majority of exist<strong>in</strong>gApprenticeship frame<strong>work</strong>s, have had separate ‘competence-<strong>based</strong>’ <strong>and</strong> ‘knowledge-<strong>based</strong>’qualificati<strong>on</strong>s.”35 2008-1-FI1-LEO05-00452. http://www.adam-europe.eu/adam/project/view.htm?prj=4616.68
We propose that where the knowledge <strong>and</strong> competence elements are comb<strong>in</strong>ed, they should beseparately identified <strong>and</strong> separately assessed, though they do not need to be accredited asseparate qualificati<strong>on</strong>s. We believe that it is important to reta<strong>in</strong> this dist<strong>in</strong>ctiveness between the twocomp<strong>on</strong>ents <strong>in</strong> order to allow <strong>in</strong>dividuals to ga<strong>in</strong> credit towards an Apprenticeship throughparticipati<strong>on</strong> <strong>in</strong> other programmes.An SSC/SSB may <strong>in</strong>clude more than <strong>on</strong>e qualificati<strong>on</strong> of each type as alternatives with<strong>in</strong> anApprenticeship frame<strong>work</strong>. This would allow opti<strong>on</strong>s for apprentices <strong>and</strong> providers – for examplesome knowledge-<strong>based</strong> qualificati<strong>on</strong>s lead more readily to higher-level opportunities while othersare more occupati<strong>on</strong>ally focused. Different apprentices may be suited to different qualificati<strong>on</strong>s, allof which fulfil the basic requirements of relevance to performance <strong>in</strong>, <strong>and</strong> relevant knowledgec<strong>on</strong>cern<strong>in</strong>g, the occupati<strong>on</strong>.The c<strong>on</strong>sultati<strong>on</strong> process will result <strong>in</strong> the f<strong>in</strong>al decisi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to these qualificati<strong>on</strong>s, but agenu<strong>in</strong>e choice between <strong>work</strong>-<strong>based</strong> <strong>and</strong> classroom-<strong>based</strong> learn<strong>in</strong>g for more learners is a part ofthe Apprenticeship strategy <strong>in</strong> Engl<strong>and</strong>, as it is <strong>in</strong> the Netherl<strong>and</strong>s.Educati<strong>on</strong> <strong>in</strong> The Netherl<strong>and</strong>s should take place with<strong>in</strong> the frame<strong>work</strong> of a nati<strong>on</strong>al qualificati<strong>on</strong>structure, s<strong>in</strong>ce qualificati<strong>on</strong>s <strong>and</strong> the educati<strong>on</strong>al goals of tra<strong>in</strong><strong>in</strong>g are centrally developed (not at<strong>in</strong>stituti<strong>on</strong>al level). This task has been assigned to Centres of Expertise for VET-labour market(KBB). Each KBB does this for a group of tra<strong>in</strong><strong>in</strong>g courses <strong>in</strong> a specific sector of the labour market.The nati<strong>on</strong>al qualificati<strong>on</strong> structure provides a guarantee that the qualificati<strong>on</strong>s <strong>and</strong> certificateshave nati<strong>on</strong>al st<strong>and</strong><strong>in</strong>g. It also ensures that vocati<strong>on</strong>al educati<strong>on</strong> is transparent, with <strong>in</strong>ternati<strong>on</strong>allycomparable levels.Coherence is <strong>on</strong>e of the Dutch <strong>quality</strong> criteria <strong>in</strong> relati<strong>on</strong> to WBL. The programme shall, both <strong>in</strong> the<strong>in</strong>stituti<strong>on</strong> <strong>and</strong> <strong>in</strong> practical tra<strong>in</strong><strong>in</strong>g, offer a sufficient frame<strong>work</strong>, be coherent <strong>in</strong> its c<strong>on</strong>tent <strong>and</strong>teach<strong>in</strong>g <strong>and</strong> be co-ord<strong>in</strong>ated with the exit qualificati<strong>on</strong>s / qualificati<strong>on</strong> dossiers, <strong>in</strong>clud<strong>in</strong>g thelearn<strong>in</strong>g <strong>and</strong> citizenship competencies.The Dutch curriculum is the resp<strong>on</strong>sibility of the VET-Colleges. The qualificati<strong>on</strong> files however arethe result of the advice from so-called branch <strong>based</strong> Commissi<strong>on</strong>s <strong>based</strong> <strong>on</strong> parity betweeneducati<strong>on</strong> <strong>and</strong> employers. The qualificati<strong>on</strong> files deliver a descripti<strong>on</strong> of the <strong>work</strong> processes <strong>and</strong>the required competences. The descripti<strong>on</strong>s are made <strong>on</strong> three levels (A, B <strong>and</strong> C) rank<strong>in</strong>g fromdescripti<strong>on</strong> <strong>in</strong> rough l<strong>in</strong>es (A) to a very detailed descripti<strong>on</strong> <strong>in</strong> the C part. Although the plann<strong>in</strong>g ofthe learn<strong>in</strong>g process is made by the college, this is generally d<strong>on</strong>e <strong>in</strong> cooperati<strong>on</strong> with thecompany, which provides the <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g.The learn<strong>in</strong>g targets for the period of <strong>in</strong>ternship are formulated <strong>in</strong> close c<strong>on</strong>sultati<strong>on</strong> with the Dutchcompany, the college <strong>and</strong> the apprentice. Learn<strong>in</strong>g outcomes for every VET program areformulated as competences (skills, knowledge <strong>and</strong> job related attitude). There are however noguidel<strong>in</strong>es about competences to be learnt <strong>on</strong> the job <strong>and</strong> competences to be learnt at the College.This is up the <strong>in</strong>volved actors (triangle company-college-student) <strong>and</strong> might differ from case tocase.The degrees of freedom for the key stakeholders (enterprise, VET-colleges, learner) <strong>in</strong> relati<strong>on</strong> tocurricula <strong>and</strong> <strong>in</strong> how the qualificati<strong>on</strong>s can be achieved varies am<strong>on</strong>g the case countries. But thereare trends toward a number of daily activities be<strong>in</strong>g decided <strong>in</strong> cooperati<strong>on</strong> between enterprises,VET-colleges <strong>and</strong> learners.69
5.1.5 GuidanceGuidance is a key <strong>quality</strong> activity both <strong>in</strong> relati<strong>on</strong> to all the actors <strong>and</strong> especially to the VETproviders<strong>and</strong> learners. Guidance is needed before, dur<strong>in</strong>g <strong>and</strong> after the apprenticeshipprogramme. The Dutch example shows the possibilities for the apprentices to raise the <strong>quality</strong> oftheir choices of apprenticeship place.The Dutch student has <strong>in</strong>fluence <strong>on</strong> a good match for a suitable apprenticeship by some<strong>in</strong>struments. For example: www.stagemarkt.nl. The learn<strong>in</strong>g companies present themselves <strong>and</strong>the c<strong>on</strong>tent of the apprenticeship. The student has the possibility to select a suitableapprenticeship.Work <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> The Netherl<strong>and</strong>s is carried out <strong>in</strong> companies or other organizati<strong>on</strong>s offer<strong>in</strong>ga real <strong>work</strong><strong>in</strong>g envir<strong>on</strong>ment. The tasks to be fulfilled dur<strong>in</strong>g the <strong>work</strong> placement period are theresult of the needs of the student, the possibilities of the company <strong>and</strong> the requirements of the VETprogram. There is a high <strong>in</strong>dividual differentiati<strong>on</strong>, which requires a high <strong>quality</strong> of c<strong>on</strong>necti<strong>on</strong>between <strong>work</strong>place <strong>and</strong> school-<strong>based</strong> learn<strong>in</strong>g <strong>and</strong> the <strong>in</strong>teracti<strong>on</strong> (guidance) between college <strong>and</strong>company.The expected learn<strong>in</strong>g outcomes from the <strong>work</strong> placement period are formulated <strong>and</strong> recorded <strong>in</strong> a<strong>work</strong> placement assignment document. Every student has a <strong>work</strong> supervisor from the company,who is resp<strong>on</strong>sible for the guidance <strong>on</strong> the job <strong>and</strong> for the approval of the expected learn<strong>in</strong>goutcomes. Generally, it is expected that the tra<strong>in</strong>ee <strong>work</strong>s <strong>on</strong> the learn<strong>in</strong>g targets by be<strong>in</strong>g <strong>in</strong>volved<strong>in</strong>to day to-day operati<strong>on</strong>s of the company, with a chang<strong>in</strong>g focus accord<strong>in</strong>g to his expectedlearn<strong>in</strong>g outcomes. Moreover it is expected that a tutor from the college ma<strong>in</strong>ta<strong>in</strong>s regular c<strong>on</strong>tactwith the <strong>work</strong> supervisor <strong>and</strong> the student. In this respect, <strong>in</strong> all situati<strong>on</strong>s there is always thecommunicati<strong>on</strong>/guidance triangle of supervisor company- tutor college – student.One of the Dutch requirements of such a learn<strong>in</strong>g-company is, that the student guidance is d<strong>on</strong>eby a <strong>work</strong> supervisor who is <strong>in</strong> possessi<strong>on</strong> of a supervisor certificate, also delivered by the ‘Centresof Expertise’.Some of the Dutch <strong>quality</strong> criteria are related to guidance both <strong>in</strong> the <strong>in</strong>stituti<strong>on</strong> <strong>and</strong> <strong>in</strong> practicaltra<strong>in</strong><strong>in</strong>g.Dutch <strong>quality</strong> criteria: GuidanceNo. Quality criteria Descripti<strong>on</strong>5.3 Guidance The students are given effective <strong>and</strong> simulat<strong>in</strong>g guidance <strong>in</strong>their <strong>in</strong>dividual learn<strong>in</strong>g process dur<strong>in</strong>g educati<strong>on</strong>al activitiesboth <strong>in</strong> the <strong>in</strong>stituti<strong>on</strong> <strong>and</strong> <strong>in</strong> practical tra<strong>in</strong><strong>in</strong>g. The guidance isgeared to the degree of the student's <strong>in</strong>dependence.6. Guidance Students are given careful guidance <strong>in</strong> their school career.6.1 Intake Students are given detailed <strong>in</strong>formati<strong>on</strong>, <strong>in</strong>take <strong>and</strong> placementthrough active exchange with relevant schools or departments.6.2 Career guidance From the time of their enrolment, students are given careful,<strong>in</strong>dividual guidance <strong>in</strong> mapp<strong>in</strong>g out their career, with theprogress of their studies, with elective processes, with transfers,pers<strong>on</strong>al problems <strong>and</strong> with potential school-leav<strong>in</strong>g.6.3 Collaborati<strong>on</strong> For the sake of preventi<strong>on</strong> <strong>and</strong> <strong>in</strong>terventi<strong>on</strong>s, structuralcollaborati<strong>on</strong> with cha<strong>in</strong> partners takes place <strong>in</strong> the case of riskstudents.6.4 Registrati<strong>on</strong> Data <strong>on</strong> the school career of the students <strong>and</strong> potential risksare systematically registered <strong>and</strong> lead to the identificati<strong>on</strong> ofproblems <strong>on</strong> time.70
Source: Supervisi<strong>on</strong> Frame<strong>work</strong> for Adult Educati<strong>on</strong> <strong>and</strong> Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g 2007, established 12 July 2007by the IGOGuidance is a part of the new delivery system <strong>in</strong> Engl<strong>and</strong>. Supportive <strong>work</strong> to help careersguidance staff <strong>in</strong> schools <strong>and</strong> colleges is expected to offer well <strong>in</strong>formed <strong>and</strong> balanced advice to alltheir students about the Apprenticeship programme. The NAS field force staff may be <strong>in</strong>vited byschools <strong>and</strong> colleges to participate <strong>in</strong> careers guidance even<strong>in</strong>gs or other events to give studentsdirect <strong>in</strong>formati<strong>on</strong>, but it is not expected that the NAS field force will be the direct, primary providersof careers guidance to school <strong>and</strong> college students.As a part of the Skills for Life Improvement Programme the UK Quality Improvement Agency hasdeveloped assessment <strong>and</strong> Learn<strong>in</strong>g Guidance Booklets. These booklets can help VET-providers<strong>in</strong> rais<strong>in</strong>g their <strong>quality</strong> with<strong>in</strong> assessment <strong>and</strong> guidance.The QUINORA LdV-project 36 , whose aim is to develop an <strong>in</strong>ternati<strong>on</strong>al <strong>quality</strong> <strong>assurance</strong>programme for tra<strong>in</strong><strong>in</strong>g measures <strong>in</strong> vocati<strong>on</strong>al careers guidance is <strong>on</strong>e of the few projects <strong>on</strong><strong>quality</strong> <strong>assurance</strong> of the guidance activities. The project have analysed the competencies thatEnglish careers guidance professi<strong>on</strong>als 37 tend to possess are <strong>and</strong> these <strong>in</strong>clude the follow<strong>in</strong>g:• Knowledge of <strong>in</strong>formati<strong>on</strong> related to the <strong>in</strong>dustry• The ability to deliver relevant <strong>in</strong>formati<strong>on</strong> effectively• Knowledge of the emoti<strong>on</strong>al skills necessary to achieve the desired outcome• The ability to provide tra<strong>in</strong><strong>in</strong>g for a range of <strong>in</strong>dividuals with differ<strong>in</strong>g needs• The ability to <strong>work</strong> with people with special needs• The ability to plan• The ability to establish positive <strong>work</strong><strong>in</strong>g relati<strong>on</strong>ships• The ability to provide counsell<strong>in</strong>g• The ability to evaluate <strong>and</strong> develop c<strong>on</strong>tributi<strong>on</strong>s• The ability to assist clients to ga<strong>in</strong> access to other services• The ability to negotiate• The ability to manage <strong>in</strong>formati<strong>on</strong> <strong>and</strong> activities• The ability to propose projects• The ability to promote the importance of the type of <strong>in</strong>structi<strong>on</strong> offered• Knowledge of pers<strong>on</strong>al roles <strong>and</strong> resp<strong>on</strong>sibilities• The ability to use skills assessment tools• Instituti<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>and</strong> net<strong>work</strong><strong>in</strong>g.Comprehensive overviews of the competences of the careers guidance professi<strong>on</strong>als make itpossible to make clear profiles <strong>and</strong> to tra<strong>in</strong> accord<strong>in</strong>g to these profiles.5.2 Stakeholder <strong>in</strong>volvementThe stakeholders are <strong>in</strong>volved <strong>in</strong> the plann<strong>in</strong>g of the apprentice programmes <strong>and</strong> <strong>in</strong> the <strong>quality</strong><strong>assurance</strong> of the same programme <strong>in</strong> a number of ways. The organisati<strong>on</strong>al structures for this<strong>work</strong>, the fund<strong>in</strong>g, the motivati<strong>on</strong> <strong>and</strong> the cooperati<strong>on</strong> of the stakeholders are all key <strong>quality</strong>dimensi<strong>on</strong>s of the apprenticeship programme, <strong>and</strong> will be described <strong>in</strong> the follow<strong>in</strong>g four secti<strong>on</strong>s.36 Project number A/05/B/F/PP-158.201.37 http://theresearchcentre.co.uk/files/docs/publicati<strong>on</strong>s/rs4106.pdf71
5.2.1 Organisati<strong>on</strong>al structuresThe <strong>quality</strong> of apprenticeship programmes is directly <strong>in</strong>fluenced by the way the educati<strong>on</strong>al system<strong>in</strong> general <strong>and</strong> VET specifically are organised. In order to give a better overview of the <strong>in</strong>dividualorganisati<strong>on</strong>al structures, this secti<strong>on</strong> is organised by case countries <strong>and</strong> regi<strong>on</strong>s.Engl<strong>and</strong>Engl<strong>and</strong> has changed its structures with<strong>in</strong> Apprenticeship recently <strong>and</strong> is still <strong>in</strong> the c<strong>on</strong>sultati<strong>on</strong>phase <strong>on</strong> the Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> (SASE).The proposed c<strong>on</strong>tributi<strong>on</strong> of the resp<strong>on</strong>sibilities is presented <strong>in</strong> the figure below 38 .Nati<strong>on</strong>al Apprenticeship ServiceThe Nati<strong>on</strong>al Apprenticeship Service (NAS) will become the ma<strong>in</strong> organisati<strong>on</strong> resp<strong>on</strong>sible for thesuccessful delivery of Apprenticeship provisi<strong>on</strong> with a remit to oversee an ‘end to end’resp<strong>on</strong>sibility for Apprenticeship delivery. It was launched <strong>in</strong> April 2009.In the c<strong>on</strong>text of the SASE, its primary role will be to provide the fund<strong>in</strong>g for Apprenticeships <strong>and</strong> toensure that places are available, <strong>work</strong><strong>in</strong>g with employers <strong>and</strong> Sector Skills Councils (SSCs),St<strong>and</strong>ard Sett<strong>in</strong>g Bodies (SSBs), Trades Uni<strong>on</strong>s <strong>and</strong> tra<strong>in</strong><strong>in</strong>g providers to support Apprenticeshiptra<strong>in</strong><strong>in</strong>g at all levels. The NAS will be housed with<strong>in</strong> the Learn<strong>in</strong>g <strong>and</strong> Skills Council (LSC) <strong>and</strong>subsequently will be part of the Skills Fund<strong>in</strong>g Agency (SFA). It will <strong>work</strong> with the Young People’sLearn<strong>in</strong>g Agency, employers, learn<strong>in</strong>g providers <strong>and</strong> Local Authorities to ensure that sufficientApprenticeship places are available to meet dem<strong>and</strong>.A core part of the NAS role will be to <strong>work</strong> with employers to provide high <strong>quality</strong> Apprenticeshipplaces that br<strong>in</strong>g a benefit both to the <strong>in</strong>dividual <strong>and</strong> the employer through a better skilled, moreproductive employee. The NAS will also ma<strong>in</strong>ta<strong>in</strong> the <strong>on</strong>l<strong>in</strong>e vacancy match<strong>in</strong>g system to enable38 Source: World-class Apprenticeships: Unlock<strong>in</strong>g Talent, Build<strong>in</strong>g Skills for All. Department for Innovati<strong>on</strong>,Universities <strong>and</strong> Skills. Ref. no. 285723. 2008 p. 30.72
employers to advertise Apprenticeship opportunities, <strong>and</strong> for potential apprentices to apply for suchvacancies. The NAS field force will <strong>work</strong> with a range of stakeholders <strong>in</strong>clud<strong>in</strong>g uni<strong>on</strong> learn<strong>in</strong>grepresentatives <strong>and</strong> through C<strong>on</strong>nexi<strong>on</strong>s, schools, Jobcentre Plus <strong>and</strong> other advice <strong>and</strong> guidanceorganisati<strong>on</strong>s to raise awareness of Apprenticeship opportunities.The NAS will keep the delivery of the Apprenticeship system under c<strong>on</strong>stant review to ensure thatdelivery is as efficient as possible. It will support tra<strong>in</strong><strong>in</strong>g providers to c<strong>on</strong>t<strong>in</strong>ue to enhance theiroffer, <strong>and</strong> will <strong>work</strong> with the Learn<strong>in</strong>g <strong>and</strong> Skills Improvement Service (LSIS) to ensure <strong>quality</strong>provisi<strong>on</strong>. In additi<strong>on</strong>, it will c<strong>on</strong>t<strong>in</strong>ue to <strong>work</strong> with the Alliance of Sector Skills Councils to ensurethat st<strong>and</strong>ards are ma<strong>in</strong>ta<strong>in</strong>ed so that Apprenticeship rema<strong>in</strong>s a high <strong>quality</strong> tra<strong>in</strong><strong>in</strong>g route for<strong>in</strong>dividuals <strong>and</strong> employers.The NAS will also be resp<strong>on</strong>sible for award<strong>in</strong>g the Apprenticeship certificate at the end of theApprenticeship as well as record<strong>in</strong>g data <strong>on</strong> the number of starts <strong>and</strong> completi<strong>on</strong>s by apprentices.Sector Skills Councils (SSCs) <strong>and</strong> St<strong>and</strong>ard Sett<strong>in</strong>g Bodies (SSBs)SSCs/SSBs have a key role to play <strong>in</strong> develop<strong>in</strong>g the provisi<strong>on</strong> for Apprenticeships <strong>and</strong> <strong>in</strong>support<strong>in</strong>g Apprenticeship growth. They will have a key role <strong>in</strong> relati<strong>on</strong> to the c<strong>on</strong>tent <strong>and</strong>st<strong>and</strong>ards of Apprenticeship frame<strong>work</strong>s. SSCs/SSBs will:• Develop frame<strong>work</strong>s which comply with the SASE, <strong>and</strong> <strong>work</strong> with others to ensure thatframe<strong>work</strong>s with<strong>in</strong> the sector comply with SASE;• Set <strong>and</strong> m<strong>on</strong>itor st<strong>and</strong>ards for the sector which go bey<strong>on</strong>d the m<strong>in</strong>imum requirements of theSASE;• Issue frame<strong>work</strong>s <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong> their currency;• Ensure that there is coherence <strong>in</strong> the range of Apprenticeship frame<strong>work</strong>s with<strong>in</strong> their sector.Follow<strong>in</strong>g implementati<strong>on</strong> of the Qualificati<strong>on</strong>s <strong>and</strong> Credit Frame<strong>work</strong> (QCF) the LSC/ SFA will <strong>on</strong>lyfund qualificati<strong>on</strong>s, sitt<strong>in</strong>g with<strong>in</strong> an Apprenticeship frame<strong>work</strong>, which have been accredited underthe QCF. The SSCs/SSBs will be resp<strong>on</strong>sible for approv<strong>in</strong>g the qualificati<strong>on</strong>s that will form part ofan Apprenticeship frame<strong>work</strong>. For qualificati<strong>on</strong>s used by 14–19 year olds, the Jo<strong>in</strong>t AdvisoryCommittee for Qualificati<strong>on</strong>s Approval will have resp<strong>on</strong>sibility for c<strong>on</strong>firm<strong>in</strong>g the eligibility of thesequalificati<strong>on</strong>s for public fund<strong>in</strong>g. For “provisi<strong>on</strong>”, all vocati<strong>on</strong>al qualificati<strong>on</strong>s eligible for publicfund<strong>in</strong>g will be approved by the SSCs before be<strong>in</strong>g entered <strong>on</strong> the QCF. This will provide a bank ofexist<strong>in</strong>g qualificati<strong>on</strong>s <strong>and</strong> units that SSCs/SSBs <strong>and</strong> employers, through their SSC/SSBs, maydraw <strong>on</strong> to develop an Apprenticeship frame<strong>work</strong>.Employers, through their SSC/SSBs, who wish to develop an Apprenticeship frame<strong>work</strong> will submita short descripti<strong>on</strong> of their plans, the qualificati<strong>on</strong>s <strong>and</strong> units they wish to use <strong>and</strong> how they meetthe requirements set out <strong>in</strong> the SASE plus any further important elements that the SSC/SSBc<strong>on</strong>siders desirable for the sector. Employers will also be able to use their own qualificati<strong>on</strong>s orunits, accredited <strong>on</strong>to the QCF, so that they may tailor their Apprenticeship appropriately. Allqualificati<strong>on</strong>s with<strong>in</strong> the frame<strong>work</strong> that seek public fund<strong>in</strong>g will need to be accredited <strong>on</strong> the QCF.All Apprenticeship frame<strong>work</strong>s must show clear progressi<strong>on</strong> routes <strong>in</strong>to <strong>and</strong> from Apprenticeships.The SSC/SSBs are tak<strong>in</strong>g the lead <strong>in</strong> draw<strong>in</strong>g up the c<strong>on</strong>tent of Diplomas, <strong>and</strong> have a key role <strong>in</strong>the design <strong>and</strong> c<strong>on</strong>tent of all vocati<strong>on</strong>al programmes <strong>and</strong> qualificati<strong>on</strong>s <strong>and</strong> so will have a coreresp<strong>on</strong>sibility to show route maps for learn<strong>in</strong>g.The Alliance of Sector Skills Councils will be resp<strong>on</strong>sible for promot<strong>in</strong>g c<strong>on</strong>t<strong>in</strong>uous improvement<strong>and</strong> c<strong>on</strong>sistency across Apprenticeship frame<strong>work</strong>s through a process of peer review <strong>and</strong> support.73
Trade uni<strong>on</strong>s support their members, <strong>in</strong>clud<strong>in</strong>g apprentices <strong>in</strong> terms of welfare, tra<strong>in</strong><strong>in</strong>g <strong>quality</strong>,e<strong>quality</strong> of opportunity.The Learn<strong>in</strong>g <strong>and</strong> Skills Council (LSC)The Learn<strong>in</strong>g <strong>and</strong> Skills Council 39 exists to make Engl<strong>and</strong> better skilled <strong>and</strong> more competitive.LSC have a s<strong>in</strong>gle goal: to improve the skills of Engl<strong>and</strong>’s young people <strong>and</strong> adults to ensure wehave a <strong>work</strong>force of world-class st<strong>and</strong>ard.The LSC is a n<strong>on</strong>-departmental public body which began <strong>work</strong> <strong>in</strong> 2001.LSC are resp<strong>on</strong>sible for plann<strong>in</strong>g <strong>and</strong> fund<strong>in</strong>g high <strong>quality</strong> educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g for every<strong>on</strong>e <strong>in</strong>Engl<strong>and</strong> other than those <strong>in</strong> universities. They have a nati<strong>on</strong>al office <strong>in</strong> Coventry <strong>and</strong> n<strong>in</strong>e regi<strong>on</strong>aloffices oversee<strong>in</strong>g the <strong>work</strong> of local partnership teams throughout the county. Their annual budgetfor 2006-07 is £10.4 billi<strong>on</strong>.The LSC’s major tasks are to:• raise participati<strong>on</strong> <strong>and</strong> achievement by young people• <strong>in</strong>crease adult dem<strong>and</strong> for learn<strong>in</strong>g• raise skills levels for nati<strong>on</strong>al competitiveness• improve the <strong>quality</strong> of educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g delivery• equalise opportunities through better access to learn<strong>in</strong>g• improve the effectiveness <strong>and</strong> efficiency of the sectorTheir visi<strong>on</strong> is that by 2010, young people <strong>and</strong> adults <strong>in</strong> Engl<strong>and</strong> have knowledge <strong>and</strong> skillsmatch<strong>in</strong>g the best <strong>in</strong> the world <strong>and</strong> are part of a truly competitive <strong>work</strong>force.The employersNAS describe the arguments for <strong>and</strong> the roles of the employers at their homepage 40 :“Apprenticeships are the proven way to tra<strong>in</strong> your <strong>work</strong>force. Apprenticeships can make yourorganisati<strong>on</strong> more effective, productive <strong>and</strong> competitive by address<strong>in</strong>g your skills gaps directly,even <strong>in</strong> uncerta<strong>in</strong> ec<strong>on</strong>omic times.There are real bus<strong>in</strong>ess benefits to tak<strong>in</strong>g <strong>on</strong> apprentices. This secti<strong>on</strong> outl<strong>in</strong>es these benefits aswell as answer<strong>in</strong>g other questi<strong>on</strong>s you may have about Apprenticeships.The Apprenticeship programme has been designed to help your employees reach a high level ofcompetency <strong>and</strong> performance <strong>and</strong> with over 180 different types of Apprenticeships, there’s boundto be a place for an apprentice <strong>in</strong> your organisati<strong>on</strong>.As Apprenticeships are <strong>work</strong>-<strong>based</strong> tra<strong>in</strong><strong>in</strong>g programmes, most of the tra<strong>in</strong><strong>in</strong>g is ‘<strong>on</strong> the job’ – atyour premises. The rest can be provided by a local college or by a specialist learn<strong>in</strong>g provider, oryou could deliver everyth<strong>in</strong>g yourself.As the employer you must give your apprentices an <strong>in</strong>ducti<strong>on</strong> <strong>in</strong>to their role <strong>and</strong> provide <strong>on</strong>-thejobtra<strong>in</strong><strong>in</strong>g. You are also resp<strong>on</strong>sible for pay<strong>in</strong>g your apprentices’ wages.”In the frequent questi<strong>on</strong>s <strong>and</strong> answers is described what Apprenticeship <strong>in</strong>volves for an employer:• A m<strong>in</strong>imum of 16 hours per week paid employment.• A knowledge <strong>based</strong> element.• A competency <strong>based</strong> element.• Transferable or “key skills”.• A module <strong>on</strong> employment rights <strong>and</strong> resp<strong>on</strong>sibilities.39 http://www.lsc.gov.uk/aboutus/40 http://www.apprenticeships.org.uk/About-Us.aspx74
The roles of the employer are <strong>on</strong>e of the frequently raised questi<strong>on</strong>s from potential Apprentices,<strong>and</strong> the answer are here 41 :“The employer will give you an <strong>in</strong>ducti<strong>on</strong> <strong>in</strong>to the company <strong>and</strong> your role. They provide <strong>on</strong>-the-jobtra<strong>in</strong><strong>in</strong>g <strong>and</strong> pay your wages. Each apprentice has a manager at <strong>work</strong> who will be resp<strong>on</strong>sible forhelp<strong>in</strong>g you throughout your tra<strong>in</strong><strong>in</strong>g.”Learn<strong>in</strong>g provider (VET-college)A learn<strong>in</strong>g provider is usually a local college or specialist tra<strong>in</strong><strong>in</strong>g organisati<strong>on</strong> resp<strong>on</strong>sible for anapprentice's off-the-job tra<strong>in</strong><strong>in</strong>g. When an enterprise takes <strong>on</strong> an apprentice the learn<strong>in</strong>g providerwill appo<strong>in</strong>t a mentor who will <strong>work</strong> with the enterprise to make sure that the tra<strong>in</strong><strong>in</strong>g is wellplanned. Once the apprentice beg<strong>in</strong>s the mentor will follow their progress <strong>and</strong> deal with any issuesthat may arise.A learn<strong>in</strong>g provider will provide an employer representative who will be able to support <strong>and</strong> guidethe enterprises <strong>in</strong>terested <strong>in</strong> Apprenticeship. They will <strong>work</strong> with the enterprise to:• help the enterprise to decide which Apprenticeship is right for the enterprise;• expla<strong>in</strong> the way that Apprenticeships might <strong>work</strong> for the enterprise <strong>and</strong> if fund<strong>in</strong>g is available;• agree a tra<strong>in</strong><strong>in</strong>g plan with the enterprises apprentice;• recruit an apprentice or support the enterprises exist<strong>in</strong>g staff <strong>in</strong>to Apprenticeships;• manage the tra<strong>in</strong><strong>in</strong>g <strong>and</strong> evaluati<strong>on</strong>; <strong>and</strong>• ensure that nati<strong>on</strong>al <strong>quality</strong> st<strong>and</strong>ards are met <strong>and</strong> deliver <strong>in</strong>tegrated, coherent tra<strong>in</strong><strong>in</strong>gIf the enterprises wish to f<strong>in</strong>d a learn<strong>in</strong>g provider themselves the NAS have a facility that allowsenterprises to search for a provider <strong>in</strong> their area by sector or Apprenticeship frame<strong>work</strong>.The learn<strong>in</strong>g providers will need to register their details <strong>on</strong> the LSC Qualified ProviderFrame<strong>work</strong> 42 . Once registered the learn<strong>in</strong>g providers will be able to apply to become pre- qualified.If they are successful <strong>in</strong> their applicati<strong>on</strong> to pre-qualify, they will then become eligible to receive<strong>in</strong>vitati<strong>on</strong>s to tender from LSC when they run their tender<strong>in</strong>g rounds. The learn<strong>in</strong>g provider canapply to pre-qualify at any time dur<strong>in</strong>g the year, accord<strong>in</strong>g to their bus<strong>in</strong>ess needThe Qualified Provider Frame<strong>work</strong>As of 31st October 2008, the LSC has opened a Qualified Provider Frame<strong>work</strong> (QPF) for providersof educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g services. The Qualified Provider Frame<strong>work</strong> is a ma<strong>in</strong>ta<strong>in</strong>ed list of allproviders from which the LSC will secure educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g services. This list will <strong>in</strong>corporatethose providers with whom the LSC will negotiate <strong>and</strong>/or <strong>in</strong>vite to tender.The Qualified Provider Frame<strong>work</strong> will streaml<strong>in</strong>e the way the LSC commissi<strong>on</strong>s <strong>and</strong> c<strong>on</strong>tracts forprovisi<strong>on</strong> <strong>and</strong> will remove barriers for new providers wish<strong>in</strong>g to <strong>work</strong> with the LSC.The organisati<strong>on</strong> of the <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> Engl<strong>and</strong> still <strong>in</strong>cludes a number of participants,agencies <strong>and</strong> departments. The ma<strong>in</strong> resp<strong>on</strong>sibilities of the <strong>quality</strong> <strong>assurance</strong> are with<strong>in</strong> theNati<strong>on</strong>al Apprenticeship Service housed with<strong>in</strong> the Learn<strong>in</strong>g <strong>and</strong> Skills Council.41 http://www.apprenticeships.org.uk/Be-An-Apprentice/Other-Questi<strong>on</strong>s.aspx#Questi<strong>on</strong>11142 http://www.lsc.gov.uk/providers/commissi<strong>on</strong><strong>in</strong>g/newproviders/75
The Netherl<strong>and</strong>sThe Dutch legislati<strong>on</strong> is limited. The WEB prescribes the follow<strong>in</strong>g central tasks for educati<strong>on</strong>al<strong>in</strong>stituti<strong>on</strong>s. These entail provid<strong>in</strong>g vocati<strong>on</strong>al <strong>and</strong> adult educati<strong>on</strong> geared towards:• qualificati<strong>on</strong>s,• accessibility,• effective educati<strong>on</strong>al tracks <strong>and</strong> <strong>in</strong>formati<strong>on</strong>,• alignment with external developmentsThese tasks can be seen as key po<strong>in</strong>ts of educati<strong>on</strong>al <strong>quality</strong>. The WEB does not provide aspecificati<strong>on</strong> of these tasks. It is up to the <strong>in</strong>stituti<strong>on</strong>s to flesh them out, <strong>in</strong> <strong>in</strong>teracti<strong>on</strong> with thevarious <strong>in</strong>stituti<strong>on</strong>ally-related actors.The m<strong>in</strong>istry improves the <strong>in</strong>ternal <strong>quality</strong> <strong>assurance</strong> between the relevant actors at system level(VET council, COLO, employers’ representative <strong>and</strong> the department), by the use of many differenttools: meet<strong>in</strong>gs with all participants, QA <strong>systems</strong> <strong>in</strong> the centres, transparency of performance<strong>in</strong>dicators <strong>and</strong> <strong>in</strong> the future more comm<strong>on</strong> accreditati<strong>on</strong> criteria.The Dutch M<strong>in</strong>istry is resp<strong>on</strong>sible for the supervisi<strong>on</strong> <strong>in</strong> the schools <strong>on</strong> the educati<strong>on</strong> track <strong>and</strong> forthe supervisi<strong>on</strong> of the centres of expertise by the <strong>in</strong>spectorate. The <strong>in</strong>put (qualificati<strong>on</strong> dossier),throughput (educati<strong>on</strong> process) <strong>and</strong> output (exam<strong>in</strong>ati<strong>on</strong>) of the apprenticeship is subject ofsupervisi<strong>on</strong> <strong>in</strong> The Netherl<strong>and</strong>s.Further, the legislati<strong>on</strong> chiefly provides (pre) c<strong>on</strong>diti<strong>on</strong>s. Matters arranged <strong>in</strong> the past viaorganisati<strong>on</strong>al <strong>and</strong> exam<strong>in</strong>ati<strong>on</strong> decisi<strong>on</strong>s now have to be regulated by the <strong>in</strong>stituti<strong>on</strong>s themselves<strong>in</strong> Tra<strong>in</strong><strong>in</strong>g <strong>and</strong> Exam<strong>in</strong>ati<strong>on</strong> Rules. This <strong>in</strong>volves the use of st<strong>and</strong>ard regulati<strong>on</strong>s.Centres of Expertise <strong>and</strong> COLO 43The Dutch Social Partners are both represented <strong>in</strong> the (boards) of the VET-colleges <strong>and</strong> of theCentres of Expertise. The accreditati<strong>on</strong> of the Dutch learn<strong>in</strong>g companies is d<strong>on</strong>e by 17 ‘Centres ofExpertise’, cover<strong>in</strong>g the entire world of services, trade <strong>and</strong> <strong>in</strong>dustry. The representati<strong>on</strong> with<strong>in</strong> theboard of the ‘centers of expertise’ is always tripartite, with representatives from employers,employees <strong>and</strong> educati<strong>on</strong>.The Centres of Expertise have a big role <strong>in</strong> def<strong>in</strong><strong>in</strong>g the <strong>quality</strong> of the apprenticeships. Theexpertise centres are <strong>in</strong> charge of the requirements (the “what”) <strong>and</strong> the Colleges of theprogrammes (the “how”).The Centres of Expertise <strong>on</strong> vocati<strong>on</strong>al educati<strong>on</strong>, tra<strong>in</strong><strong>in</strong>g <strong>and</strong> the labour market are the<strong>in</strong>stituti<strong>on</strong>s that develop the Dutch qualificati<strong>on</strong> structure for vocati<strong>on</strong>al educati<strong>on</strong>. Together withcompanies <strong>and</strong> schools they are resp<strong>on</strong>sible for senior sec<strong>on</strong>dary vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong>tra<strong>in</strong><strong>in</strong>g.Centres of Expertise <strong>and</strong> educati<strong>on</strong>al <strong>in</strong>stitutes ensure sufficient <strong>in</strong>flux of new <strong>and</strong> qualified talent <strong>in</strong>the various sectors. Together with the Centres of Expertise, the social partners, tra<strong>in</strong><strong>in</strong>g firms,stakeholders <strong>on</strong> educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> government make a c<strong>on</strong>tributi<strong>on</strong> to good <strong>and</strong> attractivevocati<strong>on</strong>al educati<strong>on</strong>.The <strong>in</strong>terests of the Centres of Expertise <strong>on</strong> regi<strong>on</strong>al, nati<strong>on</strong>al <strong>and</strong> <strong>in</strong>ternati<strong>on</strong>al level arerepresented by their associati<strong>on</strong> COLO.43 http://www.colo.nl/homepage.html76
VET-collegesThe Dutch WEB assumes that educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s are primarily resp<strong>on</strong>sible for:• (the <strong>quality</strong> of) educati<strong>on</strong> <strong>and</strong> exam<strong>in</strong>ati<strong>on</strong>s,• <strong>quality</strong> <strong>assurance</strong>,• public accountabilityWith<strong>in</strong> the legal frame<strong>work</strong> <strong>and</strong> the c<strong>on</strong>text of the nati<strong>on</strong>al qualificati<strong>on</strong> structure, the <strong>in</strong>stituti<strong>on</strong>sdeterm<strong>in</strong>e the organisati<strong>on</strong> of tra<strong>in</strong><strong>in</strong>g <strong>and</strong> exam<strong>in</strong>ati<strong>on</strong>s. For example, the <strong>in</strong>stituti<strong>on</strong>s themselvesestablish the tra<strong>in</strong><strong>in</strong>g <strong>and</strong> exam<strong>in</strong>ati<strong>on</strong> rules for each course. They must do so <strong>in</strong> close cooperati<strong>on</strong>with the parties most directly affected, so that the tra<strong>in</strong><strong>in</strong>g is <strong>in</strong> tune with the needs.MBA-RaadThe c<strong>on</strong>tacts/communicati<strong>on</strong> between the VET-provider <strong>and</strong> the enterprise <strong>in</strong> The Netherl<strong>and</strong>s areorganised throughout a net<strong>work</strong> of <strong>quality</strong> <strong>assurance</strong> advisors of all vet providers. This net<strong>work</strong> isorganised by the Dutch Associati<strong>on</strong> of Vet providers (MBO Raad).The c<strong>on</strong>tacts <strong>and</strong> communicati<strong>on</strong> is organised <strong>in</strong> three periods of qualificati<strong>on</strong>. 1. Before:development of the qualificati<strong>on</strong>. 2. Dur<strong>in</strong>g with the learn<strong>in</strong>g companies (visit<strong>in</strong>g <strong>and</strong> guidanceschool). 3. After: by the assessment of the student <strong>and</strong> after f<strong>in</strong>ish<strong>in</strong>g school by analyz<strong>in</strong>g match<strong>in</strong>g<strong>and</strong> supply <strong>in</strong>directly.In The Netherl<strong>and</strong>s there is a c<strong>on</strong>tract, menti<strong>on</strong><strong>in</strong>g the activities of the students <strong>and</strong> the envisagedlearn<strong>in</strong>g outcomes. In order to encourage employers to take tra<strong>in</strong>ees <strong>on</strong> board, college, company<strong>and</strong> student are try<strong>in</strong>g to f<strong>in</strong>d a way that not <strong>on</strong>ly helps the student to fulfill his <strong>in</strong>ternship, but thatalso meets some needs of the company.GermanyThe Social Partners <strong>in</strong> Germany are <strong>in</strong>volved <strong>in</strong> the follow<strong>in</strong>g activities/<strong>in</strong>stituti<strong>on</strong>s which c<strong>on</strong>cern<strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeship/WBL:a) Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Committee of the Competent Body (see divisi<strong>on</strong> 3 BBiG): Competent bodieshave to establish vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g committees c<strong>on</strong>sist<strong>in</strong>g of employers’ <strong>and</strong> employees’representatives <strong>and</strong> vocati<strong>on</strong>al school teachers. The committees shall be <strong>in</strong>formed of <strong>and</strong>c<strong>on</strong>sulted <strong>on</strong> all important matters related to vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g. They shall also endeavour tosteadily improve the <strong>quality</strong> of vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g.b) Board of the Federal Institute for Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (BIBB) (see secti<strong>on</strong> 92BBiG): Representatives of the employees’ <strong>and</strong> the employers’ are members of the board of theBIBB. It is the board’s task – am<strong>on</strong>g other duties – to advise the Federal Government <strong>on</strong> basicissues relat<strong>in</strong>g to vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> to determ<strong>in</strong>e the annual researchprogramme of the BIBB. Through their membership <strong>in</strong> the board the Social Partners are <strong>in</strong>volved <strong>in</strong>decisi<strong>on</strong>s c<strong>on</strong>cern<strong>in</strong>g <strong>quality</strong> <strong>assurance</strong> of apprenticeship.The German BBiG also states that the “competent bodies” are resp<strong>on</strong>sible for the actualsupervisi<strong>on</strong> of <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g. Competent bodies <strong>in</strong>clude the chambers, relevant bodies <strong>in</strong> thepublic service sector <strong>and</strong> relevant bodies that fall under the purview of the churches or otherreligious communities established under public law.„These bodies have the task of:• supervis<strong>in</strong>g the provisi<strong>on</strong> of vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g preparati<strong>on</strong>, <strong>in</strong>itial vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>and</strong>retra<strong>in</strong><strong>in</strong>g,• ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the register of tra<strong>in</strong><strong>in</strong>g c<strong>on</strong>tracts <strong>in</strong> which the essential provisi<strong>on</strong>s of each <strong>in</strong>itialtra<strong>in</strong><strong>in</strong>g c<strong>on</strong>tract are to be entered (<strong>in</strong> the skilled trades, this is known as the apprentice roll),• advis<strong>in</strong>g firms <strong>on</strong> all tra<strong>in</strong><strong>in</strong>g issues via tra<strong>in</strong><strong>in</strong>g advisors,• m<strong>on</strong>itor<strong>in</strong>g the aptitude of tra<strong>in</strong><strong>in</strong>g pers<strong>on</strong>nel <strong>and</strong> the suitability of tra<strong>in</strong><strong>in</strong>g firms,77
• c<strong>on</strong>duct<strong>in</strong>g <strong>in</strong>terim, f<strong>in</strong>al <strong>and</strong> journeyman exam<strong>in</strong>ati<strong>on</strong>s,• support<strong>in</strong>g <strong>and</strong> provid<strong>in</strong>g flank<strong>in</strong>g assistance for periods of tra<strong>in</strong><strong>in</strong>g undertaken abroad 44 .”.In the German “Betriebsrat” the social partners have <strong>in</strong>fluence <strong>on</strong> questi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to <strong>quality</strong><strong>assurance</strong> <strong>and</strong> <strong>on</strong> the assessment of the enterprises <strong>in</strong>volved <strong>in</strong> tra<strong>in</strong><strong>in</strong>g.C<strong>on</strong>clusi<strong>on</strong> <strong>on</strong> the case countriesThe organisati<strong>on</strong>al structures are relatively complex <strong>and</strong> build <strong>on</strong> numbers of years of cooperati<strong>on</strong>between the many different stakeholders <strong>and</strong> the development of educati<strong>on</strong>al structures that isflexible <strong>in</strong> relati<strong>on</strong> to an ever chang<strong>in</strong>g labour market.The laws <strong>on</strong> VET describe the tasks for the different actors <strong>and</strong> a number of regulati<strong>on</strong>s,organisati<strong>on</strong>s, c<strong>on</strong>tracts, formal <strong>and</strong> <strong>in</strong>formal communicati<strong>on</strong> <strong>and</strong> negotiati<strong>on</strong>s secures, that thedaily activities get a high degree of <strong>quality</strong>.The resp<strong>on</strong>sibility for the <strong>quality</strong> <strong>assurance</strong> of the apprentice programmes is placed differently.One soluti<strong>on</strong> is that the enterprises <strong>and</strong> their organisati<strong>on</strong>s together with the uni<strong>on</strong>s have thisresp<strong>on</strong>sibility. Alternatively there is a model with the VET-colleges as resp<strong>on</strong>sible <strong>in</strong> closecooperati<strong>on</strong> with the enterprises <strong>and</strong> the Social partners.5.2.2 Fund<strong>in</strong>gFund<strong>in</strong>g is a key topic when <strong>quality</strong> is discussed. The central questi<strong>on</strong>s are: what shall be funded?<strong>and</strong>, who shall be resp<strong>on</strong>sible for the fund<strong>in</strong>g?The key activities to be funded are the <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> enterprises, <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VETcolleges<strong>and</strong> the learners <strong>and</strong> apprentices. The roles of the Governments <strong>and</strong> their agencies <strong>and</strong>the overall result of the fund<strong>in</strong>g are also part of the <strong>quality</strong> dimensi<strong>on</strong>s of fund<strong>in</strong>g.OECD 45 states that <strong>in</strong> most OECD countries, expenditure per student varies between general <strong>and</strong>vocati<strong>on</strong>al programmes. In the 14 OECD countries for which data are available, expenditure perstudent <strong>in</strong> upper sec<strong>on</strong>dary vocati<strong>on</strong>al programmes <strong>in</strong> 2005 was, <strong>on</strong> average, USD 925 higherthan <strong>in</strong> general programmes.In countries with dual-system apprenticeship programmes at the upper sec<strong>on</strong>dary level (e.g.Austria, Germany, Luxembourg, the Netherl<strong>and</strong>s <strong>and</strong> Switzerl<strong>and</strong>) the difference betweenexpenditure per student <strong>in</strong> general <strong>and</strong> <strong>in</strong> vocati<strong>on</strong>al programmes tends to be larger. For example,Germany <strong>and</strong> Switzerl<strong>and</strong> spend USD 6 284 <strong>and</strong> USD 7 118 more per student, respectively, <strong>in</strong>vocati<strong>on</strong>al than <strong>in</strong> general programmes, with employers c<strong>on</strong>tribut<strong>in</strong>g a large part. This difference issmaller <strong>in</strong> Austria (USD 793). The Netherl<strong>and</strong>s has higher expenditure per student <strong>in</strong> generalprogrammes than <strong>in</strong> vocati<strong>on</strong>al programmes, while Luxembourg’s expenditure per student issimilar for both. Am<strong>on</strong>g the four other countries – Australia, the Czech Republic, F<strong>in</strong>l<strong>and</strong> <strong>and</strong> theSlovak Republic – with 60% or more of upper sec<strong>on</strong>dary students enrolled <strong>in</strong> vocati<strong>on</strong>alprogrammes, the Czech Republic <strong>and</strong> F<strong>in</strong>l<strong>and</strong> spend more per student enrolled <strong>in</strong> vocati<strong>on</strong>alprogrammes than <strong>in</strong> general programmes.The <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> the enterprises can be funded by the enterprises or by the governments,directly or <strong>in</strong>directly as the examples from Germany, The Netherl<strong>and</strong>s <strong>and</strong> Engl<strong>and</strong> shows.The use of <strong>quality</strong> <strong>assurance</strong> <strong>in</strong>struments dur<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g <strong>in</strong> Germany f<strong>in</strong>anced by the companiesthemselves. The supervisi<strong>on</strong> of <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g is funded by the competent bodies(Chambers) which are f<strong>in</strong>anced by their members (<strong>in</strong> most cases is companies). Other activities44 See Federal Institute for Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g 2006: 14-15.45 Educati<strong>on</strong> at a Glance 2008, OECD INDICATORS. P. 32978
c<strong>on</strong>cern<strong>in</strong>g <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET are funded by employees’ or employers’’ associati<strong>on</strong>s <strong>and</strong>public funds. The Uni<strong>on</strong>s raised doubts <strong>in</strong> relati<strong>on</strong> to the enterprises will<strong>in</strong>gness to pay for the<strong>quality</strong> <strong>assurance</strong>, especially if the <strong>quality</strong> <strong>assurance</strong> of the apprenticeship programme requiresextra resources from the enterprise. This is especially a challenge for <strong>and</strong> a problem with<strong>in</strong> SMEs.The fee for the f<strong>in</strong>al assessment/exam<strong>in</strong>ati<strong>on</strong> (offered by the competent chambers) is paid by thetra<strong>in</strong><strong>in</strong>g enterprise. The size of the fee varies with the complexity of the exam<strong>in</strong>ati<strong>on</strong> <strong>and</strong> theequipment needed. The fees comprise all services of the chamber c<strong>on</strong>cern<strong>in</strong>g the vocati<strong>on</strong>altra<strong>in</strong><strong>in</strong>g <strong>in</strong>clud<strong>in</strong>g the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong> <strong>and</strong> are ma<strong>in</strong>ly from 260 to 700 Euro 46 .Fund<strong>in</strong>g can be seen as a ‘game’ between the Dutch enterprises <strong>and</strong> the government. Enterpriseswould like to receive m<strong>on</strong>ey for offer<strong>in</strong>g apprenticeships to students. But the government th<strong>in</strong>ks it isthe resp<strong>on</strong>sibility of the sector to teach students. In the Netherl<strong>and</strong>s the enterprises take their partof the costs of the WBL. There is more or less a good agreement between the government <strong>and</strong> thesocial partners. There is now <strong>and</strong> than a discussi<strong>on</strong> about the <strong>in</strong>vestments <strong>and</strong> f<strong>in</strong>ancialarrangements.The discussi<strong>on</strong> between the government <strong>and</strong> the enterprises is about m<strong>on</strong>ey. The schools haveraised the time used for tra<strong>in</strong><strong>in</strong>g <strong>in</strong> enterprises (but still with<strong>in</strong> the law <strong>and</strong> regulati<strong>on</strong>s) <strong>and</strong> theenterprises f<strong>in</strong>d that they need to get paid further for these activities. This discussi<strong>on</strong> about m<strong>on</strong>eyis – accord<strong>in</strong>g to the M<strong>in</strong>istry - very traditi<strong>on</strong>al <strong>and</strong> comm<strong>on</strong>.The Dutch government gives f<strong>in</strong>ancial support for the most relevant actors (VET-schools, centresfor expertise <strong>and</strong> student representative JOB,). The Dutch m<strong>in</strong>istry of F<strong>in</strong>ance gives tax reducti<strong>on</strong>sto the learn<strong>in</strong>g companies <strong>and</strong> subsidies the Centers of Expertise for the <strong>quality</strong> ofapprenticeships.One of the priorities of the English Nati<strong>on</strong>al Apprenticeship Service (NAS) <strong>in</strong> 2009/2010 is toensure that the fund<strong>in</strong>g for Apprenticeship places is available, resp<strong>on</strong>sive to need <strong>and</strong> deliversvalue for m<strong>on</strong>ey. This is planned to be d<strong>on</strong>e by the follow<strong>in</strong>g means:• Develop a clear process for fund<strong>in</strong>g Apprenticeship places, ensur<strong>in</strong>g c<strong>on</strong>sistency with the SkillsFund<strong>in</strong>g Agency (SFA) <strong>and</strong> the Young People’s Learn<strong>in</strong>g Agency (YPLA).• Ensure clarity of shared services between the three organisati<strong>on</strong>s (SFA, YPLA <strong>and</strong> NAS).• C<strong>on</strong>t<strong>in</strong>uously review whether Apprenticeship provisi<strong>on</strong> offers value for m<strong>on</strong>ey.• Embed key bus<strong>in</strong>ess processes, <strong>systems</strong> <strong>and</strong> c<strong>on</strong>trols.Fund<strong>in</strong>g is <strong>on</strong>e of the tools planned for boost<strong>in</strong>g employer supply of Apprenticeship places <strong>in</strong>Engl<strong>and</strong>. This is expected to be d<strong>on</strong>e through both direct <strong>in</strong>centives payments <strong>and</strong> by additi<strong>on</strong>alfund<strong>in</strong>g for Apprenticeships for those aged 25 or over.The direct <strong>in</strong>centives payments will be <strong>in</strong>troduced (<strong>in</strong> additi<strong>on</strong> to formal tra<strong>in</strong><strong>in</strong>g costs) for somebus<strong>in</strong>esses to encourage growth <strong>in</strong> Apprenticeship places. Similar <strong>in</strong>centives will be <strong>in</strong>troduced toencourage large companies to ‘over-tra<strong>in</strong>’ for their supply cha<strong>in</strong>. Pilots will be set up to <strong>in</strong>creasethe age ceil<strong>in</strong>gs for fully-funded Apprenticeships for sectors with barriers to recruit<strong>in</strong>g under-18s,<strong>and</strong> there will be statutory back<strong>in</strong>g for an Apprenticeship Agreement to clarify employer <strong>and</strong>Apprentice expectati<strong>on</strong>s.Trade Uni<strong>on</strong> C<strong>on</strong>gress <strong>in</strong> Engl<strong>and</strong> receives (project) fund<strong>in</strong>g to raise awareness promoteApprenticeships, <strong>and</strong> provide guidance to uni<strong>on</strong> representatives.46 IHK-Gebühren für die Berufsausbildung. Industrie-und H<strong>and</strong>elskammer zu Berl<strong>in</strong> I Fasanenstraße 85 I10623 Berl<strong>in</strong>79
The <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> the VET-colleges is funded more or less <strong>in</strong> the same way <strong>in</strong> the casecountries.The <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> the part-time VET-colleges is the resp<strong>on</strong>sibility of the Ländergovernments.The cost of the tra<strong>in</strong><strong>in</strong>g (<strong>and</strong> assessment) <strong>in</strong> Apprenticeships <strong>in</strong> Engl<strong>and</strong> is generally governmentfunded (100% for 16-18 year olds, less for adults), but the <strong>in</strong>dividual/employer can pay wherefund<strong>in</strong>g is not available. The <strong>quality</strong> <strong>assurance</strong> of the tra<strong>in</strong><strong>in</strong>g is managed through <strong>in</strong>specti<strong>on</strong> etcby publicly funded bodies.LearnersThe learners are funded <strong>in</strong> a number of different ways, depend<strong>in</strong>g <strong>on</strong> their status as a student oras an employee.The employers <strong>in</strong> Engl<strong>and</strong> pays either the apprentice a wage or the Government – via the LSC –provides funds to cover the tra<strong>in</strong><strong>in</strong>g costs of the Apprenticeship, although typically not the wagecosts of tra<strong>in</strong><strong>in</strong>g time.The m<strong>in</strong>imum Apprentice wage will rise from £80 to £95 per week from 1 August 2009. However,as skills develop, many employers tend to <strong>in</strong>crease wages – <strong>in</strong> fact; research has found thatapprentices earn an average of £ 170 net pay per week.Apprenticeship fund<strong>in</strong>g is available from the Nati<strong>on</strong>al Apprenticeship Service. The size of thec<strong>on</strong>tributi<strong>on</strong> varies depend<strong>in</strong>g <strong>on</strong> the sector <strong>and</strong> the age of the c<strong>and</strong>idate. If the apprentice is aged16–18, organisati<strong>on</strong>s will receive 100 per cent of the cost of the tra<strong>in</strong><strong>in</strong>g; if they are 19+, they willreceive up to 50 per cent.This is paid directly to the organisati<strong>on</strong> that provides <strong>and</strong> supports the Apprenticeship; <strong>in</strong> mostcases this will be a learn<strong>in</strong>g provider. Large employers with a direct c<strong>on</strong>tract with the Nati<strong>on</strong>alApprenticeship Service may receive the fund<strong>in</strong>g themselves.The Governments <strong>and</strong> their agencies can <strong>in</strong>troduce new stakeholders <strong>and</strong> fund<strong>in</strong>g mechanisms asthe example from Engl<strong>and</strong> shows.The NAS support employers through the process of recruit<strong>in</strong>g <strong>and</strong> tra<strong>in</strong><strong>in</strong>g a c<strong>and</strong>idate, <strong>in</strong>clud<strong>in</strong>gsignpost<strong>in</strong>g them to providers <strong>and</strong> advis<strong>in</strong>g <strong>on</strong> the Apprenticeship frame<strong>work</strong>s available. TheNati<strong>on</strong>al Apprenticeship Service also manages Apprenticeships vacancies - a free <strong>on</strong>l<strong>in</strong>erecruitment tool that can be used to match apprentices with prospective employers.There is also the cost of the supervisi<strong>on</strong>, support <strong>and</strong> mentor<strong>in</strong>g that is needed to put <strong>in</strong> place tosupport the apprentice. These associated costs are not <strong>in</strong>significant - however, the Nati<strong>on</strong>alApprenticeship Service will match employer’s commitment to hir<strong>in</strong>g apprentices by cover<strong>in</strong>g <strong>in</strong> full,or <strong>in</strong> part, the tra<strong>in</strong><strong>in</strong>g costs.In the New Opportunities White Paper: Fair Chances for the Future (January 2009), The EnglishGovernment has committed to help <strong>in</strong>dividuals <strong>and</strong> bus<strong>in</strong>esses through the downturn by provid<strong>in</strong>ganother 35,000 Apprenticeship places, br<strong>in</strong>g<strong>in</strong>g the total number of apprentices to well over aquarter of a milli<strong>on</strong> for the first time ever. In order to fulfil this commitment, they will need to <strong>work</strong>closely with employers, particularly small <strong>and</strong> medium-sized enterprises, to underst<strong>and</strong> <strong>and</strong>resp<strong>on</strong>d to their chang<strong>in</strong>g needs.80
One of the ways these ambitious targets 47 are expected to be fulfilled is to create up to 10 newApprenticeship tra<strong>in</strong><strong>in</strong>g associati<strong>on</strong>s across the country by the end of 2009, with the potential todeliver up to 15,000 Apprenticeship places by 2014/15. This will develop new <strong>and</strong> <strong>in</strong>novativeapproaches draw<strong>in</strong>g <strong>on</strong> the Australian model, where apprentices are employed by a recruitmentagency <strong>and</strong> hired out to host bus<strong>in</strong>esses.The discussi<strong>on</strong> about fund<strong>in</strong>g can be seen from a more overall ec<strong>on</strong>omic perspective.The ma<strong>in</strong> c<strong>on</strong>clusi<strong>on</strong> of the German study 48 is that the companies benefit from provid<strong>in</strong>g <strong>in</strong>-housevocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g. More detailed analysis shows that the variance between the enterprises for allcalculated values is high. This means that some enterprises benefit <strong>and</strong> some lose from provid<strong>in</strong>g<strong>in</strong>-house vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g. This is an area for improvement if the purpose is to give theenterprises the same <strong>work</strong><strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s.First of all the study shows that there are major differences between the eastern <strong>and</strong> the westernpart of Germany. Sec<strong>on</strong>dly larger enterprises have substantially higher net costs than SMEs.Differences are also seen between tra<strong>in</strong><strong>in</strong>g sectors, the amount of tra<strong>in</strong><strong>in</strong>g <strong>work</strong>shops, the lengthof the tra<strong>in</strong><strong>in</strong>g,In the Dutch school <strong>based</strong> pathway (BOL) the learner has the status of a student <strong>in</strong>clud<strong>in</strong>g the rightfor student-grants <strong>and</strong> generally they are not paid for the compulsory periods of <strong>work</strong> placementdur<strong>in</strong>g their educati<strong>on</strong>. This is almost like the Romanian students c<strong>on</strong>diti<strong>on</strong>s.In the Dutch <strong>work</strong> <strong>based</strong> pathway (BBL) the learner has the status of an apprentice <strong>and</strong> they arepaid for their <strong>work</strong> accord<strong>in</strong>g to the agreements made by the social partners.The German apprentices are employed <strong>in</strong> the enterprises <strong>and</strong> get a salary/compensati<strong>on</strong> around800 Euro per m<strong>on</strong>th. This amount is paid by the enterprise.5.2.3 Motivati<strong>on</strong>The drivers beh<strong>in</strong>d the different stakeholders are important <strong>quality</strong> dimensi<strong>on</strong>s, show<strong>in</strong>g whatmotivates each to c<strong>on</strong>tribute to the <strong>quality</strong> of apprenticeship programmes.The English n<strong>on</strong>-statutory “Bluepr<strong>in</strong>t for Apprenticeships” describes that each “owner” commitssometh<strong>in</strong>g different to the Apprenticeship <strong>and</strong> seeks someth<strong>in</strong>g different from it, as presented <strong>in</strong>the table below:Investment <strong>and</strong> Returns of Apprenticeship <strong>in</strong> Engl<strong>and</strong>Owner Commitment Return <strong>on</strong> <strong>in</strong>vestmentEmployer Primary provider of learn<strong>in</strong>g <strong>in</strong>the <strong>work</strong>placeSupport for young pers<strong>on</strong>’slearn<strong>in</strong>g <strong>and</strong> wagesApprenticeParticipates <strong>in</strong> tra<strong>in</strong><strong>in</strong>gCompletes rigorous tra<strong>in</strong><strong>in</strong>gprocess(possibly) lower start<strong>in</strong>g wagesthan peersWell-tra<strong>in</strong>ed, highly-productive <strong>and</strong> motivatedemployeeReputati<strong>on</strong> for valu<strong>in</strong>g its people <strong>and</strong> be<strong>in</strong>gprepared to <strong>in</strong>vest <strong>in</strong> their developmentStatusSecure employmentBroad, relevant <strong>and</strong> transferable skills <strong>and</strong>qualificati<strong>on</strong>sOpportunities for progressi<strong>on</strong> <strong>in</strong> learn<strong>in</strong>g <strong>and</strong>47 Test<strong>in</strong>g Alternative Delivery Models: Group Tra<strong>in</strong><strong>in</strong>g Associati<strong>on</strong>s <strong>and</strong> Apprenticeship Tra<strong>in</strong><strong>in</strong>g Agencies.Nati<strong>on</strong>al Apprenticeship service. 2009.48 BIBB REPORT Issue 8/09 exists <strong>in</strong> both a German <strong>and</strong> English versi<strong>on</strong>81
Government Funds the learn<strong>in</strong>g<strong>work</strong>Reputati<strong>on</strong> for be<strong>in</strong>g committed to learn<strong>in</strong>g <strong>and</strong>self-developmentSuccessful apprentices c<strong>on</strong>tribute more to theec<strong>on</strong>omy <strong>and</strong> societyMore efficient labour marketReputati<strong>on</strong> for be<strong>in</strong>g committed to meet<strong>in</strong>g <strong>and</strong>balanc<strong>in</strong>g the needs of both employers <strong>and</strong><strong>in</strong>dividualsThe motives at system-level, for employers, VET-colleges <strong>and</strong> apprentices are described below.System-levelSteedman (2008) 49 presents a number of general motives for why governments are subsidis<strong>in</strong>gapprenticeship:Benefits to young people <strong>and</strong> to the ec<strong>on</strong>omy• Easier transiti<strong>on</strong> from school to <strong>work</strong>• Provides transferable skills• Higher earn<strong>in</strong>gs• More effective learn<strong>in</strong>g envir<strong>on</strong>ment than school classroom for many young peopleBenefits to bus<strong>in</strong>ess <strong>and</strong> the ec<strong>on</strong>omy• Many more bus<strong>in</strong>ess now need all their employees to have “customer-fac<strong>in</strong>g” soft skills• Apprenticeship is <strong>in</strong>creas<strong>in</strong>gly designed to develop these skills <strong>in</strong> young people <strong>in</strong> additi<strong>on</strong> tospecific occupati<strong>on</strong>al skills <strong>and</strong> knowledge• If well-designed <strong>and</strong> adm<strong>in</strong>istrated, apprenticeship can provide cost-effective tra<strong>in</strong><strong>in</strong>g forbus<strong>in</strong>ess.Many of these motives <strong>and</strong> arguments will be found <strong>in</strong> the cases below.The Dutch M<strong>in</strong>istry has an <strong>in</strong>terest <strong>in</strong> a good ec<strong>on</strong>omy, via new employees, so they see the needfolr <strong>in</strong>vest<strong>in</strong>g <strong>in</strong> apprenticeships for students. In the other cases the c<strong>on</strong>clusi<strong>on</strong>s <strong>and</strong> argumentsare the same at system-level.Apprenticeships are a key to the English Government’s strategies <strong>on</strong> skills <strong>and</strong> 14-19 educati<strong>on</strong>alreform <strong>and</strong> <strong>in</strong>vestment <strong>in</strong> the programme has been greatly exp<strong>and</strong>ed (over £1bn <strong>in</strong> 2009/10).The returns to Apprenticeship are shown <strong>in</strong> the figure below <strong>and</strong> show clearly, the ec<strong>on</strong>omicmotivati<strong>on</strong> for the English Government to boost the Apprenticeship programme.49 Steedman Hilary: Vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g: policy developments <strong>in</strong> Europe 2008. Centre forEc<strong>on</strong>omic Performance.82
9 The net present value (NPV) calculates the NPV of the benefits (<strong>in</strong>clud<strong>in</strong>g <strong>in</strong>creased earn<strong>in</strong>gs for the<strong>in</strong>dividual, employment ga<strong>in</strong>s <strong>and</strong> an uplift for n<strong>on</strong>-wage labour costs – but not <strong>in</strong>clud<strong>in</strong>g the wider socialbenefits of people do<strong>in</strong>g Apprenticeships, e.g. improved health, reduced crime) m<strong>in</strong>us the costs (<strong>in</strong>clud<strong>in</strong>gestimates of productivity costs for the length of time a young pers<strong>on</strong> spends out of <strong>work</strong>) plus employer costs(provid<strong>in</strong>g equipment <strong>and</strong> materials) <strong>and</strong> government costs (subsidy element). These are discounted overtime us<strong>in</strong>g the Treasury-approved discount rate accord<strong>in</strong>g to when the costs <strong>and</strong> benefits are <strong>in</strong>curred(benefits are assumed over <strong>work</strong><strong>in</strong>g life – around 40 years – <strong>and</strong> costs are assumed over the durati<strong>on</strong> of theApprenticeship). Rate of return is also known as an <strong>in</strong>ternal rate of return – the discount rate that serves todrive the NPV of an <strong>in</strong>vestment to zero. The higher the rate of return, the more attractive the <strong>in</strong>vestmentappears to be aga<strong>in</strong>st a risk-free <strong>in</strong>vestment that provides – accord<strong>in</strong>g to the Treasury’s Green Book – a rateof return of 3.5%.Apprenticeship <strong>in</strong> Engl<strong>and</strong> has the highest net present value am<strong>on</strong>g the vocati<strong>on</strong>al qualificati<strong>on</strong>s,<strong>and</strong> a number of n<strong>on</strong>-ec<strong>on</strong>omic benefits exist as well. Apprenticeships have been shown tofacilitate the often-difficult transiti<strong>on</strong> between full-time learn<strong>in</strong>g <strong>and</strong> <strong>work</strong> 50 , together with the factthat it provides choice for learners <strong>and</strong> is an important opti<strong>on</strong> for those who learn most successfully<strong>in</strong> <strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g envir<strong>on</strong>ments. This comb<strong>in</strong>ati<strong>on</strong> of ec<strong>on</strong>omic <strong>and</strong> social benefits is <strong>on</strong>e ofthe major arguments of re-vitalisati<strong>on</strong> of Apprenticeship Programmes we see <strong>in</strong> several countries.One of the priorities of the English Nati<strong>on</strong>al Apprenticeship Service (NAS) <strong>in</strong> 2009/2010 is to<strong>in</strong>crease the number, <strong>quality</strong> <strong>and</strong> background of people apply<strong>in</strong>g for Apprenticeships, <strong>and</strong> <strong>in</strong>particular support<strong>in</strong>g 16- to 18-year-olds. This is expected to be d<strong>on</strong>e by the follow<strong>in</strong>g activities:• Build relati<strong>on</strong>ships with key partner organisati<strong>on</strong>s to stimulate a dem<strong>and</strong> from learners, e.g.C<strong>on</strong>nexi<strong>on</strong>s, Jobcentre Plus, nextstep.• Develop plans to engage young people currently <strong>in</strong> employment without tra<strong>in</strong><strong>in</strong>g.• Introduce mentor<strong>in</strong>g support for those learners who need it.• Improve the number of learners from diverse backgrounds <strong>on</strong> the Apprenticeship programme.• Work with DCSF to establish Apprenticeships al<strong>on</strong>gside other 14–19 opti<strong>on</strong>s.• Highlight the range of opti<strong>on</strong>s <strong>and</strong> careers available with<strong>in</strong> Apprenticeships for young people.• Work with partner organisati<strong>on</strong>s to <strong>in</strong>crease progressi<strong>on</strong> opportunities for learners.• Provide case studies <strong>and</strong> role models to highlight the opportunities of Apprenticeships.Enterprises50 OECD (2000) From Initial Educati<strong>on</strong> to Work<strong>in</strong>g Life: Mak<strong>in</strong>g Transiti<strong>on</strong>s Work, Paris: OECD.83
The enterprises are ma<strong>in</strong>ly motivated by the same parameters <strong>in</strong> all the case countries.The Dutch employers are high committed accord<strong>in</strong>g to the MBA Raad <strong>and</strong> medium seen from thepo<strong>in</strong>t of view of the M<strong>in</strong>istry <strong>and</strong> COLO. But the daily activities <strong>in</strong> the SMEs are a challenge for thepotential <strong>and</strong> realistic level of <strong>in</strong>volvement of the employers. The medium judgement is a k<strong>in</strong>d ofaverage for all enterprises, <strong>in</strong>dicat<strong>in</strong>g that some are very committed <strong>and</strong> some not.New employees are important for the Dutch Social Partners, so they realize the need of <strong>in</strong>vest<strong>in</strong>g<strong>in</strong> apprenticeships for students. Social partners want qualified employees <strong>and</strong> also the <strong>assurance</strong>of enough qualified pers<strong>on</strong>nel <strong>in</strong> the future.The German enterprises are motivated by tra<strong>in</strong><strong>in</strong>g ma<strong>in</strong>ly their own future <strong>work</strong>force. It is <strong>in</strong> their<strong>in</strong>terest to provide tra<strong>in</strong><strong>in</strong>g which leads to a high st<strong>and</strong>ard of skills. Tra<strong>in</strong><strong>in</strong>g is <strong>in</strong>tegrated <strong>in</strong> the<strong>work</strong> process of the company, which are generally <strong>quality</strong> assured. The enterprises seethemselves as resp<strong>on</strong>sible for that the apprentices pass the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>.The representatives from the German employers see no major change <strong>in</strong> the will<strong>in</strong>gness of theemployers to c<strong>on</strong>t<strong>in</strong>ue the <strong>in</strong>vestment <strong>in</strong> the apprentice programmes. “They are fully aware of thefuture <strong>work</strong>force they will need (for the background of the demographic change) <strong>and</strong> that it is up tothem to tra<strong>in</strong> for it” states Susanne Müller from BDA, Berl<strong>in</strong>.The German 2005 BIBB study showed that companies are devoted to secur<strong>in</strong>g <strong>quality</strong> <strong>assurance</strong><strong>in</strong> educati<strong>on</strong> <strong>and</strong> want to spend even more resources <strong>on</strong> it <strong>in</strong> the future. Importantly, this is notbecause the companies are forced to do this, but because they themselves see the relevancy <strong>and</strong>necessity of <strong>quality</strong> <strong>assurance</strong>.There is a mutual <strong>in</strong>terest of the German Social Partners to assure an excellent apprenticeship.From the employees’ po<strong>in</strong>t of view the apprentices should be qualified for skilled occupati<strong>on</strong>alactivity <strong>in</strong> a chang<strong>in</strong>g <strong>work</strong><strong>in</strong>g world. From the employers’ po<strong>in</strong>t of view lack of skilled employeesshould be avoided.In the Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Act (BBiG) it is also stated that the vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g committee of thecompetent bodies shall improve the <strong>quality</strong> of vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g (see secti<strong>on</strong> 79 BBiG).Enterprises can co-operate <strong>in</strong> Engl<strong>and</strong> by match-mak<strong>in</strong>g of SME groups with<strong>in</strong> sectors <strong>and</strong>regi<strong>on</strong>s, to enable SMEs to share Apprentices (with <strong>on</strong>e act<strong>in</strong>g as “lead”) <strong>and</strong> to provideadequately broad experience.Romania has – due to the historical development of the society – a special need for rebuild<strong>in</strong>g trust<strong>and</strong> for development of ownership am<strong>on</strong>g the ma<strong>in</strong> stakeholders (schools <strong>and</strong> enterprises,teachers <strong>and</strong> enterprise representatives) <strong>in</strong> the VET –system.The Romanian enterprises are ma<strong>in</strong>ly motivated to participate <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> due to:• The need for help<strong>in</strong>g h<strong>and</strong>s• It is a cost efficient way of recruit<strong>in</strong>g well tra<strong>in</strong>ed employees• The general improvement <strong>in</strong> the level of qualificati<strong>on</strong>s with<strong>in</strong> the sector <strong>and</strong> <strong>in</strong> the country <strong>in</strong>general• A faster <strong>in</strong>tegrati<strong>on</strong> of the student <strong>in</strong> the enterprises after the educati<strong>on</strong> is over• The schools get practical experience• Participati<strong>on</strong> <strong>in</strong> jo<strong>in</strong>t programmes enables the access to structural fund<strong>in</strong>gIn total the apprenticeship programmes <strong>in</strong> Romania are seen as a w<strong>in</strong>-w<strong>in</strong>-w<strong>in</strong> situati<strong>on</strong> for thelearner, the school <strong>and</strong> the enterprise.84
LearnersIn Romania the students are ma<strong>in</strong>ly motivated by the fact, that a high <strong>quality</strong> WBL <strong>in</strong>creases theiremployment chances <strong>and</strong> c<strong>on</strong>tributes to their professi<strong>on</strong>al development. The employers’resp<strong>on</strong>dent adds further, that students can make their viewpo<strong>in</strong>t known, they can actively be<strong>in</strong>volved <strong>in</strong> their own tra<strong>in</strong><strong>in</strong>g <strong>and</strong> f<strong>in</strong>ally they can get better qualificati<strong>on</strong>s.The learners can be motivated <strong>in</strong> a number of ways. The Nati<strong>on</strong>al Apprenticeship Service (NAS) <strong>in</strong>Engl<strong>and</strong> present a range of apprentice case studies 51 at their homepage. Each case study 52 tellsyou how the apprentice has benefited from their Apprenticeship <strong>and</strong> what they have achieved.Example of a case:“Sam<strong>in</strong>a Bi is 21 years old <strong>and</strong> lives <strong>in</strong> Keighley. Sam<strong>in</strong>a started an apprenticeship with AiredaleGeneral Hospital where she now <strong>work</strong>s full time as a <strong>work</strong> force <strong>in</strong>formati<strong>on</strong> assistant <strong>in</strong> the humanresources. Sam<strong>in</strong>a wanted to <strong>work</strong> <strong>and</strong> ga<strong>in</strong> qualificati<strong>on</strong>s <strong>and</strong> may <strong>on</strong>e day go to university. Thecommunity motivated Sam<strong>in</strong>a to do well <strong>and</strong> her older sister has always been a great support toher.”The brochure 53 : Interested <strong>in</strong> earn<strong>in</strong>g while you are learn<strong>in</strong>g? - Learner brochure - June 2009 istargeted at the learners <strong>and</strong> expla<strong>in</strong>s what Apprenticeships are, the levels <strong>and</strong> types ofApprenticeships available as well as outl<strong>in</strong>e the next steps needed to undertake <strong>in</strong> order to take anApprenticeship.The short answer from Germany is, that it is <strong>in</strong> the students own <strong>in</strong>terest to ga<strong>in</strong> excellent tra<strong>in</strong><strong>in</strong>g.The German research BIBB 9/09 c<strong>on</strong>cludes that the learners’ expectati<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to theoutcome <strong>quality</strong> of their educati<strong>on</strong> are very high, <strong>and</strong> even higher than their assessment of theeducati<strong>on</strong> they are a part of at the moment. The highest expectati<strong>on</strong>s to the output <strong>quality</strong> aream<strong>on</strong>g the bankers <strong>and</strong> the lowest am<strong>on</strong>g pa<strong>in</strong>ters <strong>and</strong> salespers<strong>on</strong>s <strong>in</strong> the retail-sector.Good apprenticeships for the Dutch apprentices are a good experience for learn<strong>in</strong>g a professi<strong>on</strong>.The general <strong>work</strong><strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s <strong>and</strong> atmosphere is am<strong>on</strong>g the Dutch <strong>quality</strong> criteria for WBL,together with treatment. Students <strong>and</strong> staff are expected to treat <strong>on</strong>e another with respect <strong>and</strong>c<strong>on</strong>siderati<strong>on</strong> both <strong>in</strong> the <strong>in</strong>stituti<strong>on</strong> <strong>and</strong> <strong>in</strong> practical tra<strong>in</strong><strong>in</strong>g.Safety is another <strong>quality</strong> criteri<strong>on</strong>. Students shall be sufficiently safe socially <strong>and</strong> physically <strong>in</strong> the<strong>in</strong>stituti<strong>on</strong> <strong>and</strong> <strong>in</strong> the practical tra<strong>in</strong><strong>in</strong>g.VET-collegesThe motivati<strong>on</strong>s of the VET-providers are a comb<strong>in</strong>ati<strong>on</strong> of “it is our job” <strong>and</strong> “we want to make adifference with the youth”.The English VET-colleges will also be likely to be motivated to do so as it will <strong>in</strong>crease the chancesof reta<strong>in</strong><strong>in</strong>g <strong>and</strong> grow<strong>in</strong>g their c<strong>on</strong>tract with the LSC.51 L<strong>in</strong>k: http://www.apprenticeships.org.uk/Be-An-Apprentice/Apprentice-Case-Studies.aspx52 Each of the many cases <strong>in</strong>cludes a picture of the apprentice, <strong>and</strong> manages to pers<strong>on</strong>alise theApprenticeship.53 http://www.apprenticeships.org.uk/About-Us/~/media/Documents/NAS-Learner-Brochure-June-2009.ashx85
5.2.4 Cooperati<strong>on</strong>Cooperati<strong>on</strong> am<strong>on</strong>g all stakeholders is a prec<strong>on</strong>diti<strong>on</strong> for <strong>quality</strong> <strong>assurance</strong> of WBL, <strong>and</strong> isdescribed <strong>in</strong> the laws <strong>and</strong> regulati<strong>on</strong>s for apprenticeship programmes. Especially important is thecooperati<strong>on</strong> between the employers <strong>and</strong> the VET-colleges central for the <strong>quality</strong> of theapprenticeship programmes.The first example from Engl<strong>and</strong> show a number of different stakeholders <strong>and</strong> the areas they are<strong>in</strong>volved with<strong>in</strong>.Vocati<strong>on</strong>al Partnerships net<strong>work</strong>s exists across the whole system of Vocati<strong>on</strong>al Educati<strong>on</strong> &Tra<strong>in</strong><strong>in</strong>g <strong>in</strong> theUK 54 . The key partners <strong>and</strong> net<strong>work</strong>s represent the VET organisati<strong>on</strong>s’ <strong>in</strong>frastructure <strong>and</strong> br<strong>in</strong>g arange of capabilities that embrace the complete system from policy to practice i.e. –• Government, Department for Educati<strong>on</strong> & Skills [DfES] - development of educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>gpolicy, approv<strong>in</strong>g <strong>and</strong> fund<strong>in</strong>g Sector Skills Councils• Learn<strong>in</strong>g Skills Council [LSC] – strategic <strong>in</strong>tegrati<strong>on</strong>, plann<strong>in</strong>g <strong>and</strong> fund<strong>in</strong>g of all postcompulsory learn<strong>in</strong>g below higher educati<strong>on</strong>• Sector Skill Councils [SSCs], <strong>in</strong> all occupati<strong>on</strong>al; areas - development of occupati<strong>on</strong>alst<strong>and</strong>ards, occupati<strong>on</strong>al mapp<strong>in</strong>g <strong>and</strong> functi<strong>on</strong>al analysis, facilitat<strong>in</strong>g nati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g targets• Award<strong>in</strong>g Bodies [ABs] i.e. Edexcel, City & Guilds, EMTA, AAT - centre approval <strong>and</strong>qualificati<strong>on</strong> certificati<strong>on</strong>• Tra<strong>in</strong><strong>in</strong>g Inspecti<strong>on</strong> bodies i.e. Adult Learn<strong>in</strong>g Inspectorate [ALI] – development <strong>and</strong>implementati<strong>on</strong> of <strong>in</strong>specti<strong>on</strong> frame<strong>work</strong>s for ensur<strong>in</strong>g the <strong>quality</strong> of tra<strong>in</strong><strong>in</strong>g <strong>and</strong> theeffectiveness of learn<strong>in</strong>g• Regulatory bodies i.e. Qualificati<strong>on</strong> & Curriculum Authority [QCA] / Scottish Qualificati<strong>on</strong>Authority [SQA] - qualificati<strong>on</strong> <strong>systems</strong> <strong>and</strong> accreditati<strong>on</strong> <strong>and</strong> <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong>• Delivery <strong>and</strong> c<strong>on</strong>sultancy i.e. FE Colleges, tra<strong>in</strong><strong>in</strong>g <strong>and</strong> c<strong>on</strong>sultancy organisati<strong>on</strong>s – stafftra<strong>in</strong><strong>in</strong>g <strong>and</strong> development, curriculum materials.• Management organisati<strong>on</strong>s i.e. British Council - c<strong>on</strong>tract <strong>and</strong> project managementThe cooperati<strong>on</strong> between enterprises <strong>and</strong> VET-colleges <strong>and</strong> apprentices has room forimprovement.The German research BIBB 9/09 c<strong>on</strong>cludes that the organisati<strong>on</strong> of the learn<strong>in</strong>g <strong>and</strong> thecooperati<strong>on</strong> between the enterprises <strong>and</strong> VET-colleges are the <strong>quality</strong> criteria the learners aremost dissatisfied with. The arguments for this are, that the enterprises are relatively weak at giv<strong>in</strong>gfeed back (orally <strong>and</strong> written) to the learners both dur<strong>in</strong>g the daily activities <strong>and</strong> at the end of theeducati<strong>on</strong>.The same problem exists <strong>in</strong> relati<strong>on</strong> to the lack of a clear <strong>and</strong> detailed plann<strong>in</strong>g of what the learnercan expect to learn <strong>in</strong> the enterprise.The follow<strong>in</strong>g cases from Engl<strong>and</strong> <strong>and</strong> The Netherl<strong>and</strong>s show examples of ways VET-colleges canhelp enterprises or how the system-level can <strong>in</strong>troduce structures to support the cooperati<strong>on</strong>.In the UK-report “Reach<strong>in</strong>g further Workforce development through employer-FE collegepartnership” thirteen case studies of employer-college engagement are described. The keyc<strong>on</strong>clusi<strong>on</strong>s from this research project as central to strengthen<strong>in</strong>g employer-college partnership<strong>and</strong> by that raise the <strong>quality</strong> of WBL by manag<strong>in</strong>g the client <strong>in</strong>terface are:• Def<strong>in</strong><strong>in</strong>g objectives <strong>and</strong> positive outcomes <strong>in</strong> bus<strong>in</strong>ess terms at the outset is important forrelati<strong>on</strong>s with clients <strong>and</strong> for provid<strong>in</strong>g a basis for measurement54 The UK Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g System, Sue Tapp<strong>in</strong>, British Council86
• Review meet<strong>in</strong>gs should be held at the end of tra<strong>in</strong><strong>in</strong>g <strong>in</strong>terventi<strong>on</strong>s to assess outcomes,gather feedback <strong>and</strong> to c<strong>on</strong>sider further potential tra<strong>in</strong><strong>in</strong>g needsThe tra<strong>in</strong><strong>in</strong>g providers <strong>in</strong> Engl<strong>and</strong> help with manag<strong>in</strong>g the recruitment <strong>and</strong> <strong>on</strong>go<strong>in</strong>g paper<strong>work</strong>,design<strong>in</strong>g structured off-the-job tra<strong>in</strong><strong>in</strong>g <strong>and</strong> provide the elements of the Apprenticeship that aremost efficiently delivered ‘at scale’ (like tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the transferable skills that might not beadequately picked up <strong>on</strong> the job <strong>in</strong> a small company). This reduces the burdens of the enterprises<strong>and</strong> the strategy beh<strong>in</strong>d is to attract even more enterprises to supply Apprenticeship places.All Dutch colleges have a regi<strong>on</strong>al net<strong>work</strong> of companies <strong>and</strong> organisati<strong>on</strong>s, which are <strong>in</strong>volved <strong>in</strong>WBL. There is a practical c<strong>on</strong>tract between the student <strong>and</strong> the learn<strong>in</strong>g company <strong>in</strong> TheNetherl<strong>and</strong>s. In the future there will be an apprentice code for support<strong>in</strong>g the <strong>quality</strong> of theapprenticeship as a part of a practical c<strong>on</strong>tract. The code is a comm<strong>on</strong> agreement between MBORaad (VET council), COLO, the employers <strong>and</strong> m<strong>in</strong>istry OCW. The code is <strong>in</strong>troduced because ofcompla<strong>in</strong>ts from students <strong>on</strong> the guidance <strong>and</strong> <strong>quality</strong> <strong>and</strong> c<strong>on</strong>tent of WBL <strong>and</strong> because theaccreditati<strong>on</strong> criteria for tra<strong>in</strong>ers differs between sectors/centres of expertise.Lack of cooperati<strong>on</strong> is also a topic <strong>in</strong> many countries, as the example from Engl<strong>and</strong> shows.The cooperati<strong>on</strong> between Apprentice programmes <strong>and</strong> the public sector <strong>in</strong> Engl<strong>and</strong> shows anumber of <strong>in</strong>c<strong>on</strong>sistencies <strong>in</strong> the public sector’s usage of Apprenticeships. This has resulted <strong>in</strong>,that a part of the boost<strong>in</strong>g employer supply of Apprenticeship places is expected to come from thepublic sector. At the moment the public sector employs around 20 % of the nati<strong>on</strong>al <strong>work</strong>force 55 ,but provides less than 10 % of the apprenticeship places.5.3 Selecti<strong>on</strong> criteria for enterprisesNot every enterprise can be resp<strong>on</strong>sible for an apprenticeship programme. The enterprises have tomatch a certa<strong>in</strong> st<strong>and</strong>ard or to be able to deliver a certa<strong>in</strong> <strong>quality</strong>. The enterprises can be selectedto be tra<strong>in</strong><strong>in</strong>g enterprises <strong>in</strong> a number of ways with different degrees of formal procedures foraccreditati<strong>on</strong> <strong>and</strong> certificati<strong>on</strong>. First of all the enterprises have to fulfil the general tra<strong>in</strong><strong>in</strong>gregulati<strong>on</strong>s. Equipment, technology <strong>and</strong> tra<strong>in</strong>er competences <strong>and</strong> motivati<strong>on</strong> are other key <strong>quality</strong>dimensi<strong>on</strong>s of the apprenticeship programmes.In May 2003, the German government suspended the regulati<strong>on</strong> for the educati<strong>on</strong> enterprises 56 , <strong>in</strong>order to get even more enterprises motivated to take apprentices. The decisi<strong>on</strong> <strong>on</strong> reduc<strong>in</strong>g therequirements for the enterprises was heavily <strong>in</strong>fluenced by the labour market <strong>in</strong> 2003.The regulati<strong>on</strong>, <strong>in</strong>clud<strong>in</strong>g a descripti<strong>on</strong> of the competences of the <strong>in</strong>ternal tra<strong>in</strong>ers <strong>in</strong> theenterprises, are now revised <strong>and</strong> updated <strong>in</strong> order to be <strong>in</strong> operati<strong>on</strong> aga<strong>in</strong> from August 1 st 2009.There exist no clear <strong>and</strong> comm<strong>on</strong> st<strong>and</strong>ards for the tra<strong>in</strong><strong>in</strong>g enterprises <strong>in</strong> Engl<strong>and</strong>. Each sectorhas their special requirements <strong>and</strong> each Apprenticeship frame<strong>work</strong> specifies the qualificati<strong>on</strong>s. Theemployers are <strong>in</strong>volved <strong>in</strong> the design of the frame<strong>work</strong>s accord<strong>in</strong>g to the needs of the sectortogether with Sector Skills Councils.The German <str<strong>on</strong>g>Study</str<strong>on</strong>g> (BIBB heft 109) shows, that the German enterprises set high expectati<strong>on</strong>s forthe <strong>quality</strong> <strong>in</strong> their <strong>work</strong> with the apprentices.55 There are age restricti<strong>on</strong> issues <strong>in</strong> certa<strong>in</strong> parts of the public sector, for <strong>in</strong>stance <strong>in</strong> the police force <strong>and</strong>some care occupati<strong>on</strong>s.56 Ausbilder-Eignungsverordnung (AEVO)87
The c<strong>on</strong>text of the educati<strong>on</strong> <strong>in</strong> the enterprises is seen as a prec<strong>on</strong>diti<strong>on</strong> for a high <strong>quality</strong>educati<strong>on</strong>, <strong>and</strong> can be described <strong>in</strong> three ma<strong>in</strong> areas: equipment, pers<strong>on</strong>al, organisati<strong>on</strong>.The follow<strong>in</strong>g three secti<strong>on</strong>s will describe the major selecti<strong>on</strong> <strong>and</strong> <strong>quality</strong> criteria of enterprises<strong>in</strong>volved <strong>in</strong> apprenticeship programmes: tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s, equipment <strong>and</strong> tra<strong>in</strong>er competences.5.3.1 Tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>sThe enterprises tra<strong>in</strong><strong>in</strong>g activities have to follow a number of more or less flexible tra<strong>in</strong><strong>in</strong>gregulati<strong>on</strong>s. These regulati<strong>on</strong>s can be general, describ<strong>in</strong>g <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g, off-<strong>work</strong>stati<strong>on</strong>tra<strong>in</strong><strong>in</strong>g, employee rights <strong>and</strong> resp<strong>on</strong>sibilities <strong>and</strong> how to h<strong>and</strong>le new learn<strong>in</strong>g.The German “Rahmenlehrplan” <strong>and</strong> the “Ausbildungsordnung” sets the m<strong>in</strong>imum requirements forevery educati<strong>on</strong>al area/occupati<strong>on</strong>. These are made centrally <strong>and</strong> def<strong>in</strong>e more or less a m<strong>in</strong>imum<strong>quality</strong> st<strong>and</strong>ard.The appropriate Federal M<strong>in</strong>istries are resp<strong>on</strong>sible for the tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s which set them<strong>in</strong>imum st<strong>and</strong>ards of the <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g. The relevant M<strong>in</strong>istries of the Länder areresp<strong>on</strong>sible for the frame<strong>work</strong> curricula <strong>in</strong> part-time-VET-colleges.In the com<strong>in</strong>g Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> is it proposed to <strong>in</strong>troducem<strong>in</strong>imum off-<strong>work</strong>stati<strong>on</strong> tra<strong>in</strong><strong>in</strong>g. The c<strong>on</strong>sultati<strong>on</strong> paper states:“In World Class Apprenticeships we recommended that the SASE should <strong>in</strong>clude a requirement for‘a reas<strong>on</strong>able absolute m<strong>in</strong>imum for off-<strong>work</strong>stati<strong>on</strong> learn<strong>in</strong>g time.’ M<strong>in</strong>isters have also committedto a m<strong>in</strong>imum of 280 Guided Learn<strong>in</strong>g Hours (GLH) per year for all Apprenticeship frame<strong>work</strong>s.We have c<strong>on</strong>sidered whether we should simply ask SSC/SSBs to state a m<strong>in</strong>imum `off <strong>work</strong>stati<strong>on</strong>learn<strong>in</strong>g time` (which might differ <strong>in</strong> each case) or whether we should set out an absolute m<strong>in</strong>imumfor all frame<strong>work</strong>s. However we are attracted to sett<strong>in</strong>g a nati<strong>on</strong>al m<strong>in</strong>imum <strong>in</strong> order to guaranteethat all apprentices can benefit from dedicated time for acquir<strong>in</strong>g knowledge, receiv<strong>in</strong>g <strong>in</strong>structi<strong>on</strong><strong>and</strong> reflect<strong>in</strong>g <strong>on</strong> their performance, away from the pressures of <strong>work</strong>. We should welcome views<strong>on</strong> what that m<strong>in</strong>imum might be.We suggest a def<strong>in</strong>iti<strong>on</strong> of ‘off-<strong>work</strong>stati<strong>on</strong> tra<strong>in</strong><strong>in</strong>g’ as a period of “<strong>in</strong>structi<strong>on</strong> or supervised study,c<strong>on</strong>ducted at a separate physical locati<strong>on</strong> from that <strong>in</strong> which an apprentice normally <strong>work</strong>s”. Thiscould <strong>in</strong>clude periods of study which take place <strong>in</strong> an employer’s premises <strong>and</strong> ‘near the job’ (forexample <strong>in</strong> a company tra<strong>in</strong><strong>in</strong>g room), but it does not <strong>in</strong>clude periods of private, unsupervisedstudy. We would expect this tra<strong>in</strong><strong>in</strong>g to take place dur<strong>in</strong>g normal <strong>work</strong><strong>in</strong>g hours, <strong>and</strong> this will bemade clear <strong>in</strong> the Apprenticeship Agreement.”Employee Rights <strong>and</strong> Resp<strong>on</strong>sibilities (ERR) are proposed to be <strong>in</strong>cluded <strong>in</strong> the com<strong>in</strong>gSpecificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong>. The c<strong>on</strong>sultati<strong>on</strong> paper states:“We propose to make it a requirement for apprentices to learn about their rights <strong>and</strong>resp<strong>on</strong>sibilities as a <strong>work</strong>er, particularly <strong>in</strong> the fields of equal opportunities <strong>and</strong> health <strong>and</strong> safety.There are arguments for <strong>and</strong> aga<strong>in</strong>st <strong>in</strong>troduc<strong>in</strong>g a formal, separate credit for ERR.We propose that ERR should be <strong>in</strong>cluded <strong>in</strong> a qualificati<strong>on</strong>, though we do not specify the form ofthis qualificati<strong>on</strong>, which is left to the SSC/SSB. Frame<strong>work</strong>s would have to require the formalassessment, <strong>and</strong> pass<strong>in</strong>g, of the ERR material.”88
The Social Partners are <strong>in</strong>volved <strong>in</strong> develop<strong>in</strong>g new/revis<strong>in</strong>g exist<strong>in</strong>g <strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s (seesecti<strong>on</strong> 5 BBiG): In case of new vocati<strong>on</strong>al <strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s be<strong>in</strong>g developed or exist<strong>in</strong>g<strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s be<strong>in</strong>g revised the employers’ associati<strong>on</strong>s <strong>and</strong> the trade uni<strong>on</strong>s areclosely <strong>in</strong>tegrated <strong>in</strong> the process (see Federal Institute for Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g 2006:22). In this way they c<strong>on</strong>tribute their expertise <strong>and</strong> dem<strong>and</strong>s to the tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s. In otherwords: The Social Partners help to def<strong>in</strong>e the output <strong>quality</strong> which should be reached throughtra<strong>in</strong><strong>in</strong>g (“the vocati<strong>on</strong>al skills, knowledge <strong>and</strong> qualificati<strong>on</strong>s to at least be imparted <strong>in</strong> the course of<strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g” see BBiG).The review of the “old educati<strong>on</strong>s” <strong>and</strong> the c<strong>on</strong>siderati<strong>on</strong> <strong>in</strong> relati<strong>on</strong> to change the “Lehrpläne” canbe very seldom, <strong>and</strong> no automatic mechanism regulates this activity, which the Länder areresp<strong>on</strong>sible for. These differences <strong>in</strong> tim<strong>in</strong>g between the requirements of the market <strong>and</strong> the daily<strong>work</strong> at the VET-colleges <strong>in</strong> relati<strong>on</strong> to the Lehrpläne can bee seen as a dilemma for the VETcolleges.The VET-colleges shall follow the Lehrpläne even if the reality has changed <strong>and</strong> themarket c<strong>on</strong>diti<strong>on</strong>s are different. This will result <strong>in</strong>, that the VET-colleges ma<strong>in</strong>ly will be beh<strong>in</strong>d manyof the enterprises <strong>in</strong> equipment <strong>and</strong> <strong>in</strong>sight <strong>in</strong> the market.New educati<strong>on</strong>al areas can be challenged by how they can comb<strong>in</strong>e the different Lehrnfelder <strong>in</strong>order to create a new educati<strong>on</strong>.5.3.2 EquipmentThe enterprises are expected to have the updated technology <strong>and</strong> equipment, which is neededboth for their daily bus<strong>in</strong>ess <strong>and</strong> for apprenticeship programmes. All the resp<strong>on</strong>dents across thecase countries judge the enterprises equipment <strong>and</strong> technology to be sufficient <strong>and</strong> of high <strong>quality</strong>.The German research BIBB 9/09 c<strong>on</strong>cludes that the enterprises are assessed more positively thanthe VET-colleges <strong>in</strong> relati<strong>on</strong> to a number of key <strong>quality</strong> criteria accord<strong>in</strong>g to the learners.89
Both the pers<strong>on</strong>al <strong>and</strong> the technical resources of the enterprises are assessed more positive bythe learners <strong>in</strong> the German research.The German study (BIBB Heft 109) shows, that – accord<strong>in</strong>g to the enterprises –the technicalequipment is updated, that the learn<strong>in</strong>g materials are available for the apprentices <strong>and</strong> that theapprentices have their own <strong>work</strong><strong>in</strong>g places.5.3.3 Tra<strong>in</strong>er competencesThe tra<strong>in</strong>ers are the s<strong>in</strong>gle most important <strong>quality</strong> factor <strong>in</strong> relati<strong>on</strong> to the <strong>quality</strong> <strong>assurance</strong> ofapprenticeship programmes. Despite the importance of the tra<strong>in</strong>ers, the regulati<strong>on</strong>s <strong>and</strong>st<strong>and</strong>ards for the tra<strong>in</strong>ers are very different am<strong>on</strong>g the case countries.Dutch companies, ma<strong>in</strong>ly SMEs are deliver<strong>in</strong>g <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g. In the health <strong>and</strong> careprograms, WBL is offered by hospitals, rest homes etc. These companies or <strong>in</strong>stituti<strong>on</strong>s need to beaccredited by the sector <strong>based</strong> ‘Centres of Expertise’ as a learn<strong>in</strong>g-company. One of therequirements of such a learn<strong>in</strong>g-company is that the student guidance is d<strong>on</strong>e by a <strong>work</strong>supervisor who is <strong>in</strong> possessi<strong>on</strong> of a supervisor certificate, also delivered by the ‘Centres ofExpertise’.In the <strong>work</strong> <strong>based</strong> system (BBL) students generally <strong>work</strong> four days <strong>in</strong> the week <strong>and</strong> attend schoolfor <strong>on</strong>e day. In some sectors however (shipp<strong>in</strong>g), the school part is d<strong>on</strong>e <strong>in</strong> a number of blocks.In the school <strong>based</strong> system (BOL), the <strong>in</strong>ternships are generally d<strong>on</strong>e <strong>in</strong> a number of blocks, butwith the <strong>in</strong>troducti<strong>on</strong> of ‘competence <strong>based</strong> learn<strong>in</strong>g’, there are more <strong>and</strong> more examples of<strong>in</strong>tegrated learn<strong>in</strong>g, result<strong>in</strong>g <strong>in</strong> a few days school <strong>and</strong> a few days company <strong>in</strong> a week.Supervisi<strong>on</strong> of the apprentice is <strong>on</strong>e of the Dutch <strong>quality</strong> criteria <strong>and</strong> is covered <strong>in</strong> article 3 of theDutch practical tra<strong>in</strong><strong>in</strong>g c<strong>on</strong>tract:1a. The organizati<strong>on</strong> shall appo<strong>in</strong>t(name) .......................................................................as practical <strong>work</strong> supervisor, charged with the supervisi<strong>on</strong> of the participant <strong>in</strong> the organizati<strong>on</strong>.1b. From its staff, the organizati<strong>on</strong> shall appo<strong>in</strong>t(name) .......................................................................as practical <strong>work</strong> teacher, charged with the supervisi<strong>on</strong> of the participant.The enterprises <strong>and</strong> especially the practical <strong>work</strong> supervisor <strong>and</strong> the practical <strong>work</strong> teacher aremotivated <strong>and</strong> committed to the apprentice by sign<strong>in</strong>g this c<strong>on</strong>tract.The German enterprises (BIBB Heft 109) have the highest expectati<strong>on</strong>s to the pers<strong>on</strong>alcompetences – both pedagogically <strong>and</strong> with<strong>in</strong> the professi<strong>on</strong> of the tra<strong>in</strong>ers with<strong>in</strong> the enterprises.The study shows, that the tra<strong>in</strong>ers competences almost match the enterprises expectati<strong>on</strong>s, butwith the largest difference between ideal <strong>and</strong> reality with<strong>in</strong> the pedagogical competences of thetra<strong>in</strong>ers.One of the major changes <strong>in</strong> the revised <strong>and</strong> updated German regulati<strong>on</strong> for the tra<strong>in</strong><strong>in</strong>genterprises is the focus <strong>on</strong> the pedagogical competences of the tra<strong>in</strong>ers <strong>in</strong> the enterprises. Thenew requirements are further restructured <strong>and</strong> def<strong>in</strong>ed/described as competences.90
The new profile for the German tra<strong>in</strong>ers is described <strong>in</strong> four acti<strong>on</strong> fields:• Test of educati<strong>on</strong>al prec<strong>on</strong>diti<strong>on</strong>s <strong>and</strong> plann<strong>in</strong>g of the educati<strong>on</strong>• Preparati<strong>on</strong> of the educati<strong>on</strong> <strong>and</strong> participati<strong>on</strong> <strong>in</strong> motivati<strong>on</strong>• Implementati<strong>on</strong> of the educati<strong>on</strong>• F<strong>in</strong>alisati<strong>on</strong> of the educati<strong>on</strong>With<strong>in</strong> each of these acti<strong>on</strong> fields are a number of competences for the German tra<strong>in</strong>ers <strong>in</strong> theenterprises described.The organisati<strong>on</strong>al c<strong>on</strong>text <strong>in</strong> the German <str<strong>on</strong>g>Study</str<strong>on</strong>g> (BIBB Heft 109) is measured by how theenterprises appreciate areas like: the possibilities for tra<strong>in</strong>ers to get a further pedagogicaleducati<strong>on</strong> with<strong>in</strong> their sector, <strong>and</strong> the time the tra<strong>in</strong>ers have to tra<strong>in</strong> the apprentices.The largest difference between the ideal-situati<strong>on</strong> <strong>and</strong> the reality is found with<strong>in</strong> the tra<strong>in</strong><strong>in</strong>gpossibilities for the tra<strong>in</strong>ers <strong>and</strong> the time for tra<strong>in</strong><strong>in</strong>g. Both areas have room for improvement.The German <str<strong>on</strong>g>Study</str<strong>on</strong>g> (BIBB Heft 109) shows a high degree of match between the ideal situati<strong>on</strong> <strong>and</strong>the reality <strong>in</strong> relati<strong>on</strong> to how the educati<strong>on</strong> is implemented didactical <strong>and</strong> methodological.The ma<strong>in</strong> areas for improvement are with<strong>in</strong> simulati<strong>on</strong>, self-study programmes, project <strong>work</strong>together with m<strong>on</strong>thly agreements of learn<strong>in</strong>g objectives <strong>and</strong> the feed back from the apprentices tothe tra<strong>in</strong>er.Romania has a Pedagogical Annex to the compulsory WBL agreement, <strong>and</strong> this annex is signedby the learner, the schoolteacher <strong>and</strong> the tutor (the enterprise’s representative) <strong>and</strong> <strong>in</strong>cludes:• WBL schedule <strong>and</strong> <strong>work</strong> placement assignments• Roles <strong>and</strong> resp<strong>on</strong>sibilities of the schoolteacher <strong>and</strong> the enterprise tutor• Competence units/competences/learn<strong>in</strong>g situati<strong>on</strong>s related to <strong>work</strong> places• Assessment methods <strong>and</strong> <strong>in</strong>strumentsThe German research BIBB 9/09 c<strong>on</strong>cludes that the learners <strong>in</strong> general are satisfied with the<strong>quality</strong> of their educati<strong>on</strong> – both <strong>in</strong> the enterprises <strong>and</strong> at the VET-colleges. Especially positiveare the learners judgement of the enterprises’ tra<strong>in</strong>ers attitude <strong>and</strong> skills together with thetechnical equipment of the enterprises.5.4 C<strong>on</strong>clusi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to plann<strong>in</strong>g“Plann<strong>in</strong>g reflects a strategic visi<strong>on</strong> shared by the relevant stakeholders <strong>and</strong> <strong>in</strong>cludes explicitgoals/objectives, acti<strong>on</strong>s <strong>and</strong> <strong>in</strong>dicators” states the Recommendati<strong>on</strong> <strong>on</strong> the EQARF.Strategies for apprenticeship programmes show both the objectives <strong>and</strong> the huge number ofdifferent tools used to achieve the goals <strong>and</strong> objectives. The laws <strong>and</strong> regulati<strong>on</strong>s vary <strong>in</strong>complexity <strong>and</strong> focus between the case countries, but are l<strong>in</strong>ked directly to the overall policy goals<strong>and</strong> objectives. Most of the law <strong>and</strong> regulati<strong>on</strong>s are relatively broad <strong>and</strong> leave room for the Socialpartners, the VET-colleges <strong>and</strong> the enterprises to make their own decisi<strong>on</strong>s. One of the majordifferences <strong>in</strong> the laws is the resp<strong>on</strong>sibility for the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprises – this can be the VETcollegesas <strong>in</strong> The Netherl<strong>and</strong>s or it can be the Social partners <strong>and</strong> especially the enterprises as <strong>in</strong>Germany.The apprenticeship c<strong>on</strong>tracts are a key tool <strong>in</strong> regulat<strong>in</strong>g <strong>and</strong> specify<strong>in</strong>g the cooperati<strong>on</strong> betweenthe enterprise, the learner <strong>and</strong> the VET-college.91
The <strong>quality</strong> structures <strong>and</strong> <strong>systems</strong> follow many of the same pr<strong>in</strong>ciples <strong>and</strong> structures e.g. the rolesof the social partners, the systematic approach, broad <strong>quality</strong> discussi<strong>on</strong>s. The <strong>quality</strong> challengesare found with<strong>in</strong> the degree of cooperati<strong>on</strong> between enterprises <strong>and</strong> VET-colleges, the differentpossibilities for SME <strong>and</strong> larger enterprises, the motivati<strong>on</strong> <strong>and</strong> <strong>in</strong>volvement of the tra<strong>in</strong>ers <strong>and</strong>teachers, the pressure the current ec<strong>on</strong>omic crisis put <strong>on</strong> the apprentices <strong>and</strong> VET-colleges <strong>in</strong>order to accept even low <strong>quality</strong> of tra<strong>in</strong><strong>in</strong>g, the c<strong>on</strong>tent, guidance <strong>and</strong> assessment of WBL, thelength of the <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> the plann<strong>in</strong>g cycles of the VET-colleges, the apprenticessecurity for a m<strong>in</strong>imum <strong>quality</strong> of their apprentice programme.It is a comm<strong>on</strong> challenge <strong>in</strong> all Member States that the <strong>quality</strong> requirements <strong>and</strong> practices differam<strong>on</strong>g the many stakeholders. Coord<strong>in</strong>ati<strong>on</strong> like this <strong>and</strong> the possibility for mak<strong>in</strong>g use of priorlearn<strong>in</strong>g is <strong>on</strong>e way of mak<strong>in</strong>g more efficient <strong>quality</strong> structures across the different levels.The qualificati<strong>on</strong>s are ma<strong>in</strong>ly <strong>in</strong>fluenced or def<strong>in</strong>ed by the Social Partners <strong>in</strong> cooperati<strong>on</strong> with theresp<strong>on</strong>sible m<strong>in</strong>istries. The Social Partners are organised <strong>in</strong> sectors <strong>and</strong> branches <strong>and</strong> thequalificati<strong>on</strong>s are closely related to the nati<strong>on</strong>al or local labour markets needs <strong>and</strong> often def<strong>in</strong>ed ascompetences (skills, knowledge <strong>and</strong> job related attitude).The curricula <strong>and</strong> especially the learn<strong>in</strong>g targets can be def<strong>in</strong>ed by cooperati<strong>on</strong> between theenterprises, the VET-college <strong>and</strong> the apprentice.Guidance is an important <strong>quality</strong> criteri<strong>on</strong> for apprentices, <strong>and</strong> can be supported by both a tutorfrom the VET-college <strong>and</strong> by a <strong>work</strong> supervisor from the enterprise.The organisati<strong>on</strong>al structures are relatively complex <strong>and</strong> build <strong>on</strong> numbers of years of cooperati<strong>on</strong>between the many different stakeholders <strong>and</strong> the development of educati<strong>on</strong>al structures, that isflexible <strong>in</strong> relati<strong>on</strong> to an ever chang<strong>in</strong>g labour market.The laws <strong>on</strong> VET describe the tasks for the different stakeholders <strong>and</strong> a number of regulati<strong>on</strong>s,organisati<strong>on</strong>s, c<strong>on</strong>tracts, formal <strong>and</strong> <strong>in</strong>formal communicati<strong>on</strong> <strong>and</strong> negotiati<strong>on</strong>s ensures that thedaily activities get a high degree of <strong>quality</strong>.The resp<strong>on</strong>sibility for the <strong>quality</strong> <strong>assurance</strong> of the apprentice programmes are placed differently.One soluti<strong>on</strong> is that the enterprises <strong>and</strong> their organisati<strong>on</strong>s together with the uni<strong>on</strong>s have thisresp<strong>on</strong>sibility. An alternative model is with the VET-colleges as resp<strong>on</strong>sible <strong>in</strong> close cooperati<strong>on</strong>with the enterprises <strong>and</strong> the Social partners.The fund<strong>in</strong>g of apprenticeship programmes is relatively complex, <strong>and</strong> it is difficult to separate theamounts used <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> from the many other (educati<strong>on</strong>al) activities <strong>in</strong> the enterprise.Discussi<strong>on</strong>s <strong>on</strong> who shall do which activities <strong>and</strong> how they shall be paid for there <strong>work</strong>, is high <strong>on</strong>the agenda <strong>in</strong> all the cases.The apprentices can either be employed, at have a c<strong>on</strong>tract with the enterprise or they can bestudents with an educati<strong>on</strong>al c<strong>on</strong>tract with the VET-college.Calculati<strong>on</strong>s show that some enterprises get a positive ec<strong>on</strong>omic result from tak<strong>in</strong>g part <strong>in</strong>apprenticeship programmes, even <strong>in</strong> the short term.The motivati<strong>on</strong> of the different stakeholders is almost the same across the cases. The M<strong>in</strong>istriesfocus <strong>on</strong> policy objectives like ec<strong>on</strong>omic development, human resources, life l<strong>on</strong>g learn<strong>in</strong>g. Theenterprises are motivated by both the ec<strong>on</strong>omic aspects, the resp<strong>on</strong>sibility for the future pers<strong>on</strong>nelboth <strong>in</strong> the <strong>in</strong>dividual enterprise <strong>and</strong> <strong>in</strong> the professi<strong>on</strong> <strong>and</strong> sector <strong>and</strong> the possibility to give theyouth a perspective <strong>and</strong> directi<strong>on</strong> <strong>in</strong> life.92
Cooperati<strong>on</strong> am<strong>on</strong>g all stakeholders is a prec<strong>on</strong>diti<strong>on</strong> for <strong>quality</strong> <strong>assurance</strong> of WBL, <strong>and</strong> is planned<strong>and</strong> described <strong>in</strong> the laws <strong>and</strong> regulati<strong>on</strong>s for apprenticeship programmes. The major challenge is,how to ensure that all those <strong>in</strong>volved <strong>in</strong> fact follow these plans <strong>and</strong> <strong>work</strong> together <strong>in</strong> the samedirecti<strong>on</strong>. This can be d<strong>on</strong>e by giv<strong>in</strong>g the different stakeholders <strong>and</strong> especially the enterprises, thesocial partners <strong>and</strong> the VET-colleges a certa<strong>in</strong> degree of freedom for organis<strong>in</strong>g their own <strong>work</strong>.Cooperati<strong>on</strong> is the <strong>quality</strong> criteria that the apprentices are most unsatisfied with, <strong>and</strong> an area ofgreat importance <strong>and</strong> with possibilities for further progress.General tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s show the basic expectati<strong>on</strong>s from the enterprises, <strong>and</strong> can be seen asfundamental <strong>quality</strong> st<strong>and</strong>ards that every enterprise has to take <strong>in</strong> c<strong>on</strong>siderati<strong>on</strong> <strong>and</strong> to fulfil.The tra<strong>in</strong>ers <strong>in</strong> the enterprises are the most important <strong>quality</strong> dimensi<strong>on</strong> of apprenticeshipprogrammes. The tra<strong>in</strong>ers are expected to both have technical <strong>and</strong> pedagogical skills. Therequirements for the tra<strong>in</strong>ers differ between the cases, but the profile of a good tra<strong>in</strong>er is the same<strong>in</strong> all the enterprises.The largest difference between the ideal-situati<strong>on</strong> <strong>and</strong> the reality is found with<strong>in</strong> the tra<strong>in</strong><strong>in</strong>gpossibilities for the tra<strong>in</strong>ers <strong>and</strong> the time for tra<strong>in</strong><strong>in</strong>g. Both areas have room for improvement.The apprentices assess the enterprises much more positively than they assess the VET-colleges<strong>on</strong> the key <strong>quality</strong> dimensi<strong>on</strong>s.93
6. Implementati<strong>on</strong>“Implementati<strong>on</strong> plans are devised <strong>in</strong> c<strong>on</strong>sultati<strong>on</strong> with stakeholders <strong>and</strong> <strong>in</strong>clude explicitpr<strong>in</strong>ciples” states the Recommendati<strong>on</strong> <strong>on</strong> the EQARF.A number of <strong>in</strong>dicative descriptors of implementati<strong>on</strong> are used <strong>in</strong> the EQARF <strong>in</strong> order to supportMember States with the implementati<strong>on</strong> of the Frame<strong>work</strong> e.g. Resources aligned <strong>and</strong> assignedpartnerships, stakeholder <strong>in</strong>volvement, resources, capacity, tools, guidel<strong>in</strong>es <strong>and</strong> st<strong>and</strong>ards,<strong>quality</strong> <strong>assurance</strong> frame<strong>work</strong>s.The last chapter covered ma<strong>in</strong>ly the <strong>quality</strong> aspects of the plans <strong>and</strong> objectives of theapprenticeship programme. This chapter will focus more <strong>on</strong> the daily activities <strong>and</strong> the activitiesd<strong>on</strong>e <strong>in</strong> order to implement the plans. The follow<strong>in</strong>g secti<strong>on</strong>s will cover <strong>quality</strong> <strong>assurance</strong>,resources <strong>and</strong> stakeholders <strong>in</strong>volvement <strong>in</strong> the implementati<strong>on</strong> activities.6.1 Quality <strong>assurance</strong>The <strong>quality</strong> <strong>assurance</strong> of the implementati<strong>on</strong> activities <strong>in</strong>cludes a number of general <strong>quality</strong>guidel<strong>in</strong>es, <strong>quality</strong> st<strong>and</strong>ards together with <strong>in</strong>specti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong>.6.1.1 General <strong>quality</strong> guidel<strong>in</strong>esQuality is regulated <strong>in</strong> a number of ways, where laws, orders together with other regulati<strong>on</strong>s set thegeneral regulati<strong>on</strong>s, as the cases below shows.In Germany the Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Act (BBiG) is the most important law at system level to supportthe <strong>quality</strong> of apprenticeship. It regulates how employers, trade uni<strong>on</strong>s, chambers <strong>and</strong> governmentbodies <strong>work</strong> together to achieve an excellent <strong>quality</strong> <strong>in</strong> VET. Especially the <strong>in</strong>volvement of allplayers <strong>in</strong> the development of <strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>s <strong>and</strong> <strong>in</strong> the <strong>work</strong> of the board of the BIBBensures the <strong>in</strong>clusi<strong>on</strong> of the different <strong>in</strong>terests.The annual report <strong>on</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g of the Federal M<strong>in</strong>istry of Educati<strong>on</strong> <strong>and</strong>Research (<strong>in</strong>clud<strong>in</strong>g the annual “Data Report” of the BIBB) provides <strong>in</strong>formati<strong>on</strong> aboutdevelopments c<strong>on</strong>cern<strong>in</strong>g apprenticeship. Based <strong>on</strong> this <strong>in</strong>formati<strong>on</strong> activities to enhance <strong>quality</strong> ofapprenticeship are established.The situati<strong>on</strong> is the same <strong>in</strong> The Netherl<strong>and</strong>s, where the Dutch <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET isregulated by the WEB <strong>and</strong> focus <strong>on</strong> the follow<strong>in</strong>g topics 57• Instrumentati<strong>on</strong> of a <strong>quality</strong> dialogue with <strong>in</strong>terested parties• Intr<strong>in</strong>sic <strong>quality</strong>: centrally-established educati<strong>on</strong>al goals• Quality <strong>assurance</strong> resp<strong>on</strong>sibility of <strong>in</strong>stituti<strong>on</strong>s• Quality Assurance System (QAS)• Improvement, reform <strong>and</strong> promoti<strong>on</strong> of expertise• C<strong>on</strong>troll<strong>in</strong>g the <strong>quality</strong> of exam<strong>in</strong>ati<strong>on</strong>s• Settl<strong>in</strong>g for Quality <strong>and</strong> Sancti<strong>on</strong>s57 Self-regulati<strong>on</strong> <strong>and</strong> Quality Assurance <strong>in</strong> Dutch Sec<strong>on</strong>dary Vocati<strong>on</strong>al Educati<strong>on</strong> Jos Verkroost, SiepJurna; 2001C<strong>on</strong>tributi<strong>on</strong> to the European FORUM <strong>on</strong> Quality <strong>in</strong> VET. Updated by Thea van den Boom,November 200794
• From self-evaluati<strong>on</strong> report to annual report <strong>on</strong> <strong>quality</strong> performanceThe Dutch <strong>in</strong>stituti<strong>on</strong>s are free to choose their own model of <strong>quality</strong> <strong>assurance</strong>, but the follow<strong>in</strong>gregulati<strong>on</strong>s apply to their Quality Assurance System:• <strong>quality</strong> <strong>assurance</strong> should relate to the central tasks of the <strong>in</strong>stituti<strong>on</strong>s: qualificati<strong>on</strong>s,accessibility, effective educati<strong>on</strong>al tracks, study <strong>and</strong> career-choice <strong>in</strong>formati<strong>on</strong>,• all elements of the <strong>quality</strong>-<strong>assurance</strong> cycle should be realised:• formulat<strong>in</strong>g goals or <strong>quality</strong> st<strong>and</strong>ards, targeted results• establish<strong>in</strong>g assessment methods (<strong>in</strong>clud<strong>in</strong>g measur<strong>in</strong>g <strong>in</strong>struments) <strong>and</strong> assessment(<strong>in</strong>clud<strong>in</strong>g the commitments of extraneous parties),• establish<strong>in</strong>g/measur<strong>in</strong>g the results achieved,• evaluat<strong>in</strong>g the results achieved with respect to goals/st<strong>and</strong>ards,• (<strong>in</strong> the event of shortcom<strong>in</strong>gs) <strong>in</strong>stitut<strong>in</strong>g improvement measures,• where necessary, adjust<strong>in</strong>g the goals <strong>and</strong> measurement <strong>in</strong>struments• outside experts <strong>and</strong> other educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s should be brought <strong>in</strong> to evaluate <strong>quality</strong>;• exam<strong>in</strong>ati<strong>on</strong> <strong>in</strong>stituti<strong>on</strong>s should be brought <strong>in</strong> for external evaluati<strong>on</strong> (outside legitimacy) of the<strong>quality</strong> of exam<strong>in</strong>ati<strong>on</strong>sThe case from the Netherl<strong>and</strong>s above shows the mix between public steer<strong>in</strong>g <strong>and</strong> the freedom ofthe VET-providers. The Romanian case show how a pedagogical annex is used to force the <strong>work</strong><strong>and</strong> the <strong>quality</strong> of apprenticeship programmes.In Romania is there an order 58 that set the agenda for <strong>quality</strong> <strong>assurance</strong> regard<strong>in</strong>g approv<strong>in</strong>g of the<strong>quality</strong> <strong>assurance</strong> tools <strong>in</strong> VET. The different aspects of the <strong>quality</strong> <strong>assurance</strong> system aredescribed, <strong>in</strong>clud<strong>in</strong>g the way <strong>in</strong> which <strong>in</strong>formati<strong>on</strong> is collected from VET providers.The relati<strong>on</strong>s between the learner, the school <strong>and</strong> the enterprises are often regulated <strong>and</strong>described <strong>in</strong> a formal c<strong>on</strong>tract. In Romania are the WBL-Agreement supplemented by aPedagogical Annex signed by the learner, the school teacher <strong>and</strong> the tutor (the enterprise’srepresentative).This pedagogical annex <strong>in</strong>cludes 12 po<strong>in</strong>ts focus<strong>in</strong>g <strong>on</strong>:• WBL schedule <strong>and</strong> <strong>work</strong> placement assignments• roles <strong>and</strong> resp<strong>on</strong>sibilities of the school teacher <strong>and</strong> the enterprise tutor• competence units / competences / learn<strong>in</strong>g situati<strong>on</strong>s related to <strong>work</strong> places• assessment methods <strong>and</strong> <strong>in</strong>strumentsThis pedagogical annex is a key part of the <strong>quality</strong> <strong>assurance</strong>, especially due to the specificati<strong>on</strong> ofthe rights <strong>and</strong> resp<strong>on</strong>sibilities of the different stakeholders.Quality guidel<strong>in</strong>es can be collected <strong>and</strong> presented <strong>in</strong> a <strong>quality</strong> management h<strong>and</strong>book, as it isd<strong>on</strong>e <strong>in</strong> the LdV-project “Improvement of Quality Management System for vocati<strong>on</strong>al educati<strong>on</strong><strong>and</strong> tra<strong>in</strong><strong>in</strong>g organizati<strong>on</strong>s <strong>in</strong> the field of agriculture” 59 . The objective is the <strong>in</strong>troducti<strong>on</strong> of the<strong>in</strong>ternati<strong>on</strong>al st<strong>and</strong>ard of the Quality Management System - ISO 9001:2000. This <strong>in</strong>ternati<strong>on</strong>alst<strong>and</strong>ard promotes the procedural approach to applicati<strong>on</strong> <strong>in</strong> creat<strong>in</strong>g, implement<strong>in</strong>g <strong>and</strong> improv<strong>in</strong>gthe efficiency of the Quality Management System <strong>and</strong> is targeted to ensure that the user issatisfied as much as possible. The project focuses <strong>on</strong> the system for vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong>tra<strong>in</strong><strong>in</strong>g <strong>and</strong> tra<strong>in</strong><strong>in</strong>g organisati<strong>on</strong>s <strong>in</strong> the fields of agriculture.58 Order by the M<strong>in</strong>ister of Educati<strong>on</strong> no 6308/19.12.200859 LdV/TOI/2007/LV/007 <strong>and</strong> www.lzukt.lt/en/files/proj_tp1.pdf95
Quality <strong>systems</strong> like these are expected to assure <strong>and</strong> develop the <strong>quality</strong> for all those <strong>in</strong>volved<strong>and</strong> activities <strong>in</strong>clud<strong>in</strong>g apprenticeship programmes.C<strong>on</strong>clusi<strong>on</strong>The general <strong>quality</strong> guidel<strong>in</strong>es are set by laws, regulati<strong>on</strong>s <strong>and</strong> orders depend<strong>in</strong>g <strong>on</strong> the differenttraditi<strong>on</strong>s <strong>in</strong> the case countries. Quality is explicitly menti<strong>on</strong>ed <strong>and</strong> described, both <strong>in</strong> detail but alsowith a certa<strong>in</strong> degree of freedom for different stakeholders.6.1.2 Quality st<strong>and</strong>ardsQuality st<strong>and</strong>ards can be def<strong>in</strong>ed <strong>and</strong> set <strong>in</strong> many different ways, rang<strong>in</strong>g from maximumst<strong>and</strong>ards (visi<strong>on</strong>s) to m<strong>in</strong>imum st<strong>and</strong>ards, which every organisati<strong>on</strong> shall achieve <strong>in</strong> order to keepthe required <strong>quality</strong> level.The implementati<strong>on</strong> of the Dutch qualificati<strong>on</strong> file is a matter of regi<strong>on</strong>al agreements between theVET-Colleges <strong>and</strong> the companies <strong>and</strong> it is the college who decides where the learn<strong>in</strong>g takes place.This is part of the <strong>in</strong>stituti<strong>on</strong>al aut<strong>on</strong>omy, although it needs to meet the required nati<strong>on</strong>al <strong>quality</strong>st<strong>and</strong>ards. One of these <strong>quality</strong> st<strong>and</strong>ards is that WBL can <strong>on</strong>ly take place <strong>in</strong> recognized learn<strong>in</strong>gcompanies. Accreditati<strong>on</strong> of these companies is the legal task of the sector <strong>based</strong> Centres ofExpertise.Not all activities have nati<strong>on</strong>al <strong>quality</strong> st<strong>and</strong>ards, which the LdV-projects <strong>on</strong> learn<strong>in</strong>g periodsabroad show.Learn<strong>in</strong>g periods abroad are a key element <strong>in</strong> most Member States’ VET, <strong>and</strong> very often supported<strong>and</strong> organised as Le<strong>on</strong>ardo da V<strong>in</strong>ci projects.The LdV-project: “Vocati<strong>on</strong>al Qualificati<strong>on</strong> Transfer System” (A/03/B/F/PP-158.034) <strong>in</strong>cludes aproposal for <strong>quality</strong> <strong>assurance</strong> of learn<strong>in</strong>g periods abroad, <strong>in</strong>clud<strong>in</strong>g the <strong>in</strong>troducti<strong>on</strong> of a number ofm<strong>in</strong>imum st<strong>and</strong>ards for a company or school to tra<strong>in</strong> <strong>and</strong> coach students at a placement abroad:1. The host<strong>in</strong>g organisati<strong>on</strong> provides a safe tra<strong>in</strong><strong>in</strong>g envir<strong>on</strong>ment for the student <strong>in</strong> which thestudent can develop <strong>and</strong> learn;2. The host<strong>in</strong>g organisati<strong>on</strong> <strong>in</strong>forms the student <strong>and</strong> the send<strong>in</strong>g organisati<strong>on</strong> <strong>on</strong> theapplicable laws <strong>and</strong> regulati<strong>on</strong>s regard<strong>in</strong>g the terms <strong>and</strong> c<strong>on</strong>diti<strong>on</strong>s of employment <strong>and</strong>tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the specific country <strong>and</strong> abides by these regulati<strong>on</strong>s;3. The host<strong>in</strong>g organisati<strong>on</strong> takes <strong>in</strong>to c<strong>on</strong>siderati<strong>on</strong> the level of the student: the years oftra<strong>in</strong><strong>in</strong>g/<strong>work</strong> experience;4. The host<strong>in</strong>g organisati<strong>on</strong> has an e-mail <strong>and</strong> a permanent <strong>in</strong>ternet access <strong>and</strong> provides thestudent access to it when necessary;5. The host<strong>in</strong>g organisati<strong>on</strong> allows enough time, room, means <strong>and</strong> resources for the tra<strong>in</strong><strong>in</strong>g<strong>and</strong> coach<strong>in</strong>g the student;6. The student can practise (when necessary under guidance) the daily company activities <strong>in</strong>relati<strong>on</strong> to the educati<strong>on</strong> of the student (<strong>in</strong> case the host<strong>in</strong>g organisati<strong>on</strong> is a company);7. The student can attend the needed school classes <strong>in</strong> relati<strong>on</strong> to the educati<strong>on</strong> of thestudent (<strong>in</strong> case the host<strong>in</strong>g organisati<strong>on</strong> is a school);8. The host<strong>in</strong>g organisati<strong>on</strong> appo<strong>in</strong>ts a pers<strong>on</strong> who will be the representative of the <strong>work</strong><strong>in</strong>gplace / school tra<strong>in</strong><strong>in</strong>g <strong>in</strong> tra<strong>in</strong><strong>in</strong>g, coach<strong>in</strong>g <strong>and</strong> supervis<strong>in</strong>g the student;9. The host<strong>in</strong>g organisati<strong>on</strong> provides a detailed programme/plan <strong>in</strong>clud<strong>in</strong>g an <strong>in</strong>troducti<strong>on</strong>programme, evaluati<strong>on</strong> <strong>in</strong>terviews with the student <strong>on</strong> the progress of the placement <strong>and</strong>the f<strong>in</strong>al assessment of the student;10. The host<strong>in</strong>g organisati<strong>on</strong> cooperates with the send<strong>in</strong>g organisati<strong>on</strong> <strong>and</strong> makes theappropriate tra<strong>in</strong><strong>in</strong>g agreements as described further <strong>on</strong> <strong>in</strong> the MoU;96
11. The host<strong>in</strong>g organisati<strong>on</strong> gives the necessary <strong>in</strong>formati<strong>on</strong> <strong>on</strong> the c<strong>on</strong>diti<strong>on</strong>s <strong>and</strong> equipmentc<strong>on</strong>cern<strong>in</strong>g the <strong>work</strong> itself <strong>and</strong> the <strong>work</strong> envir<strong>on</strong>ment (<strong>in</strong> case the host<strong>in</strong>g organisati<strong>on</strong> is acompany) or c<strong>on</strong>cern<strong>in</strong>g the tra<strong>in</strong><strong>in</strong>g <strong>and</strong> classes to be attended (<strong>in</strong> case the host<strong>in</strong>gorganisati<strong>on</strong> is a tra<strong>in</strong><strong>in</strong>g <strong>in</strong>stitute).12. A representative of the host<strong>in</strong>g organisati<strong>on</strong>, <strong>on</strong> behalf of the send<strong>in</strong>g organisati<strong>on</strong>,m<strong>on</strong>itors <strong>and</strong> evaluates the achievement of the learn<strong>in</strong>g objectives.13. The student <strong>work</strong>s under the supervisi<strong>on</strong> <strong>and</strong> resp<strong>on</strong>sibility of the host<strong>in</strong>g organisati<strong>on</strong>,follow<strong>in</strong>g the specific <strong>work</strong><strong>in</strong>g hours (<strong>in</strong> case the host<strong>in</strong>g organisati<strong>on</strong> is a company).14. The student attends classes <strong>and</strong> fulfils other tasks that are part of the agreed tra<strong>in</strong><strong>in</strong>g plan(<strong>in</strong> case the host<strong>in</strong>g organisati<strong>on</strong> is a tra<strong>in</strong><strong>in</strong>g <strong>in</strong>stitute).15. The student follows the discipl<strong>in</strong>e <strong>and</strong> <strong>work</strong><strong>in</strong>g / schools hours, <strong>and</strong> respects the rules <strong>in</strong>force <strong>and</strong> legal provisi<strong>on</strong>s c<strong>on</strong>cern<strong>in</strong>g professi<strong>on</strong>al c<strong>on</strong>fidentiality.The LdV-project “Vocati<strong>on</strong>al Qualificati<strong>on</strong> Transfer System” can add to the example above <strong>and</strong>proposes a Mobility procedure 60 where the activities are split between the tra<strong>in</strong><strong>in</strong>g provider <strong>in</strong> thehome country <strong>and</strong> the tra<strong>in</strong><strong>in</strong>g provider <strong>in</strong> the host country. The procedure are organised <strong>in</strong> aprelim<strong>in</strong>ary, an implementati<strong>on</strong> <strong>and</strong> a f<strong>in</strong>al phase.Another LdV-project: Practical Approaches to optimize <strong>and</strong> implement jo<strong>in</strong>t cross-border vocati<strong>on</strong>aleducati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong> crafts <strong>and</strong> skilled trades 61 has developed a Checklist for LaWA (learn <strong>and</strong><strong>work</strong> abroad) implementati<strong>on</strong>. 62 Most of the c<strong>on</strong>clusi<strong>on</strong>s support the f<strong>in</strong>d<strong>in</strong>g <strong>in</strong> the other projects.6.1.3 Inspecti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong>Quality can be assured <strong>in</strong> many different ways, rang<strong>in</strong>g from c<strong>on</strong>trol <strong>and</strong> <strong>in</strong>specti<strong>on</strong> to supervisi<strong>on</strong><strong>and</strong> motivati<strong>on</strong>. In general is the <strong>quality</strong> <strong>assurance</strong> from system-level a mixture of these tools <strong>and</strong><strong>in</strong>struments.The <strong>in</strong>specti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong> is often h<strong>and</strong>led by a Governmental agency like the cases fromEngl<strong>and</strong> <strong>and</strong> the Netherl<strong>and</strong>s shows.Ofsted are resp<strong>on</strong>sible <strong>in</strong> Engl<strong>and</strong> for regulati<strong>on</strong> of tra<strong>in</strong><strong>in</strong>g providers’ <strong>and</strong> <strong>in</strong>specti<strong>on</strong> reports arepublished. They report directly to Parliament. Feedback from employers is channelled through theNati<strong>on</strong>al Apprentice Service (NAS).The Dutch <strong>in</strong>spectorate has recently changed their tasks <strong>and</strong> ways of <strong>work</strong><strong>in</strong>g towards a moresupportive <strong>and</strong> focused type of supervisi<strong>on</strong>. The follow<strong>in</strong>g case will show how they <strong>work</strong>.The Dutch Inspectorate is resp<strong>on</strong>sible for the supervisi<strong>on</strong> of the VET-colleges, who aga<strong>in</strong> areresp<strong>on</strong>sible for VET <strong>in</strong>clud<strong>in</strong>g the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> enterprises.To give the supervisi<strong>on</strong> directi<strong>on</strong>, the Inspectorate will have to provide answers to a number ofquesti<strong>on</strong>s. The central questi<strong>on</strong> <strong>in</strong> the supervisi<strong>on</strong> is:• Is the educati<strong>on</strong> that is provided of sufficient <strong>quality</strong>?This central questi<strong>on</strong> can be divided <strong>in</strong>to sub questi<strong>on</strong>s, parallel to the <strong>quality</strong> aspects.60 VQST model. A proposal for a structured descripti<strong>on</strong> of <strong>work</strong>-related competences <strong>and</strong> their acquisiti<strong>on</strong>.Kar<strong>in</strong> Luomi-Messerer & Jörg Markowitsch. (Eds.). September 2006. Page 24ff.61 DE/07/LLP-LdV/TOI/147032. http://www.adameurope.eu/adam/project/view.htm?prj=2930&page=1&prd=11.62 http://www.lawa-<strong>quality</strong>.eu/en/<strong>in</strong>dex.html.97
If the questi<strong>on</strong> is or is expected to be answered negatively, then <strong>in</strong> accordance with Article 11 ofthe WOT, the causes of the deficiencies are determ<strong>in</strong>ed <strong>in</strong> a subsequent study. So <strong>in</strong> these casesan additi<strong>on</strong>al questi<strong>on</strong> arises:• What are the causes of this <strong>in</strong>sufficient <strong>quality</strong>?In the study <strong>in</strong>to the causes there are no restricti<strong>on</strong>s for the Inspectorate: <strong>in</strong> pr<strong>in</strong>ciple, everypossible circumstance can be looked at to provide an explanati<strong>on</strong>.If <strong>in</strong>sufficient <strong>quality</strong> is found, then after a time a study <strong>in</strong>to <strong>quality</strong> improvement is c<strong>on</strong>ducted. Thisperta<strong>in</strong>s to two matters: what improvements have been made <strong>and</strong> did these improvements havethe <strong>in</strong>tended effect, <strong>in</strong> other words, is the <strong>quality</strong> now sufficient? Thus, three questi<strong>on</strong>s are askedhere:What measures were taken to achieve an improvement?Have the specific deficiencies now been rectified?Is the educati<strong>on</strong> that is provided now of sufficient <strong>quality</strong>?These fundamental questi<strong>on</strong>s can be used for every Inspectorate or supervisi<strong>on</strong> organisati<strong>on</strong> <strong>in</strong>order to <strong>quality</strong> assure the apprenticeship programmes.Even the more detailed <strong>quality</strong> criteria used by the Dutch Inspectorate can be found <strong>in</strong> otherMember States, but is presented here <strong>in</strong> order to give a detailed <strong>and</strong> <strong>in</strong>-depth picture of the Dutchway of <strong>work</strong><strong>in</strong>g. .The <strong>quality</strong> aspects <strong>and</strong> criteria used <strong>in</strong> the Dutch supervisi<strong>on</strong> systemQuality criteria Descripti<strong>on</strong>Govern<strong>in</strong>g capacity There is a systematic assessment, accountability <strong>and</strong> an improvement <strong>in</strong>the <strong>quality</strong> of the achievements delivered <strong>in</strong> comb<strong>in</strong>ati<strong>on</strong> with <strong>in</strong>ternalsupervisi<strong>on</strong>.Legal requirements The legal requirements are met.AccessibilityThe access given to <strong>and</strong> results of disadvantaged students meet theobjectives of the <strong>in</strong>stituti<strong>on</strong> which were set <strong>in</strong> dialogue with thecommunity.ProgrammeThe set-up <strong>and</strong> implementati<strong>on</strong> of the programme are effective <strong>and</strong>meticulous.Learn<strong>in</strong>g process The learn<strong>in</strong>g process is effective <strong>and</strong> stimulat<strong>in</strong>g.GuidanceStudents are given careful guidance <strong>in</strong> their school career.Interacti<strong>on</strong> <strong>and</strong> safetyResultThe <strong>in</strong>stituti<strong>on</strong> offers students a respectful <strong>and</strong> safe envir<strong>on</strong>ment.The <strong>in</strong>stituti<strong>on</strong> / organisati<strong>on</strong>al unit realises a sufficient result <strong>in</strong> vocati<strong>on</strong>aleducati<strong>on</strong>.The proporti<strong>on</strong>ate supervisi<strong>on</strong> is <strong>based</strong> n risk profiles. The risks are identified by the Inspectorate<strong>on</strong> signals, annual accounts, results <strong>and</strong> govern<strong>in</strong>g capacity. One of the reas<strong>on</strong>s for updat<strong>in</strong>gsupervisi<strong>on</strong> <strong>and</strong> <strong>in</strong>specti<strong>on</strong>s was the <strong>in</strong>troducti<strong>on</strong> of ‘good governance’. With the updatedsupervisi<strong>on</strong> the <strong>in</strong>spectorate focuses <strong>on</strong> further strengthen<strong>in</strong>g the resp<strong>on</strong>sibility of educati<strong>on</strong>al<strong>in</strong>stituti<strong>on</strong>s for the <strong>quality</strong> of educati<strong>on</strong>. It refers to the <strong>in</strong>ternal supervisi<strong>on</strong> provided by aSupervisory Board over the degree to which the educati<strong>on</strong>al achievements agreed to are be<strong>in</strong>gdelivered, comb<strong>in</strong>ed with the account given to the dialogue with <strong>in</strong>terested parties form the<strong>in</strong>stituti<strong>on</strong>, such as students <strong>and</strong> the labour market.98
The aim is to secure <strong>in</strong>tensive supervisi<strong>on</strong> where necessary <strong>and</strong> remote supervisi<strong>on</strong> wherepossible.The focus of <strong>and</strong> th<strong>in</strong>k<strong>in</strong>g beh<strong>in</strong>d deliver<strong>in</strong>g “good governance” has resulted <strong>in</strong> new structures forthe <strong>in</strong>specti<strong>on</strong> <strong>in</strong> the Netherl<strong>and</strong>s. The Inspectorate had to change their procedures as the casebelow shows.The “Periodical Quality Research” (PKO) is made every 3 years, <strong>and</strong> is <strong>based</strong> <strong>on</strong> supervisi<strong>on</strong> <strong>on</strong>risk profiles.Each the <strong>in</strong>stituti<strong>on</strong> will be visited. The risk profile will be discussed with the management board<strong>and</strong> supervisi<strong>on</strong> arrangement will be set.If necessary the <strong>in</strong>spectorate can do a ‘Research of Quality Improvement’ (OKV): <strong>in</strong> the case ofserious fail<strong>in</strong>gs the <strong>in</strong>spector visits the school with<strong>in</strong> 2 years after the PKO (<strong>and</strong> NO) to see if the<strong>quality</strong> of the <strong>in</strong>volved processes or results has been improved.An Incidental Research’ (IO) is possible: <strong>in</strong>vestigati<strong>on</strong> because of serious compla<strong>in</strong>ts or questi<strong>on</strong>sasked by the parliament or by the m<strong>in</strong>ister.Also thematic research e.g. <strong>on</strong> competence <strong>based</strong> learn<strong>in</strong>g or drop-outs is <strong>in</strong>struments.The Dutch selective supervisi<strong>on</strong> with<strong>in</strong> VET (BE)Phase When Purpose Source Role ofgovern<strong>in</strong>gcapacity1. First detecti<strong>on</strong>phase at<strong>in</strong>stituti<strong>on</strong>s <strong>and</strong>units2. Sec<strong>on</strong>ddetecti<strong>on</strong> phase3. Problemanalysis4. Interventi<strong>on</strong>s,<strong>in</strong>clud<strong>in</strong>g theassessment ofthe <strong>quality</strong> of theeducati<strong>on</strong>providedAnnually <strong>and</strong>, <strong>in</strong>the case of new<strong>in</strong>formati<strong>on</strong>,immediatelyAnnually <strong>and</strong>, <strong>in</strong>the case of new<strong>in</strong>formati<strong>on</strong>,immediatelyAnnually <strong>and</strong>, <strong>in</strong>the case of new<strong>in</strong>formati<strong>on</strong>,immediatelyImmediately afterestablish<strong>in</strong>g thearrangementSelecti<strong>on</strong> forfurther analysis<strong>based</strong> <strong>on</strong> risks <strong>in</strong>results, signals,annual reports<strong>and</strong> govern<strong>in</strong>gcapacitySelectorganisati<strong>on</strong>alunits for furtherproblem analysisDeterm<strong>in</strong>e thesupervisi<strong>on</strong>arrangement with<strong>in</strong>terventi<strong>on</strong>sWhere a risk isfound, give aformalassessment ofthe <strong>quality</strong> of theeducati<strong>on</strong>, <strong>and</strong> if<strong>quality</strong> is<strong>in</strong>sufficient,BasicRegistrati<strong>on</strong>Educati<strong>on</strong>Number (BRON)Annual ReportInformati<strong>on</strong>supervisorsSignalsSee above 63 ,plus possibleother sourcesoutside the<strong>in</strong>stituti<strong>on</strong>.See above, plus:Specific<strong>in</strong>formati<strong>on</strong> fromthe <strong>in</strong>stituti<strong>on</strong> <strong>on</strong>the problemDiscussi<strong>on</strong>dur<strong>in</strong>g an annualdiscussi<strong>on</strong>See above, plus,if necessary,observati<strong>on</strong>s,discussi<strong>on</strong>s,review of basicdocumentsGovern<strong>in</strong>gcapacity is <strong>on</strong>e ofthe detecti<strong>on</strong>factorsGovern<strong>in</strong>gcapacity is <strong>on</strong>e ofthe detecti<strong>on</strong>factorsGovern<strong>in</strong>gcapacity has animpact <strong>on</strong>supervisi<strong>on</strong>arrangementAdditi<strong>on</strong>al<strong>in</strong>specti<strong>on</strong> <strong>on</strong> siteis complementaryto the <strong>in</strong>ternalassessments ofthe <strong>in</strong>stituti<strong>on</strong>.ResultSelecti<strong>on</strong> of<strong>in</strong>stituti<strong>on</strong>s <strong>and</strong>units for furtheranalysis. Other<strong>in</strong>stituti<strong>on</strong>s aregiven the basicarrangement.Selecti<strong>on</strong> of<strong>in</strong>stituti<strong>on</strong>s <strong>and</strong>units for problemanalysis.Other <strong>in</strong>stituti<strong>on</strong>sare given thebasicarrangement.Supervisi<strong>on</strong>arrangementFormaldeterm<strong>in</strong>ati<strong>on</strong> ofthe <strong>quality</strong> of the<strong>in</strong>stituti<strong>on</strong> or theorganisati<strong>on</strong>alunit63 Currently, <strong>in</strong> the c<strong>on</strong>text of the educati<strong>on</strong> number, there is no registrati<strong>on</strong> of the organisati<strong>on</strong>al unit wherea student is enrolled. The possibility for <strong>in</strong>troduc<strong>in</strong>g this registrati<strong>on</strong> is be<strong>in</strong>g studied at present. Until thisstudy has been completed, result data <strong>on</strong> organisati<strong>on</strong>al units will have to be collected with a separatesurvey.99
5. Subsequent<strong>in</strong>terventi<strong>on</strong>sTailor-madeapproachascerta<strong>in</strong> thecauses of this.Removal of the<strong>quality</strong> problemThe samesources asbeforeIf applicable, thesame as beforeProblem solved:basicarrangementif not: sancti<strong>on</strong>sSource: Supervisi<strong>on</strong> Frame<strong>work</strong> for Adult Educati<strong>on</strong> <strong>and</strong> Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g 2007, established 12 July 2007 by the IGO p. 6.The public accountability documents are the start<strong>in</strong>g po<strong>in</strong>t for the new supervisi<strong>on</strong>. The <strong>in</strong>ternalaccountability documents <strong>and</strong> basic documents <strong>on</strong>ly play a role if the external accountabilitydocuments (still) provide <strong>in</strong>sufficient <strong>in</strong>formati<strong>on</strong>. In this supervisi<strong>on</strong>, the Inspectorate wants to call<strong>on</strong> as little ‘adm<strong>in</strong>istrative effort’ as possible <strong>and</strong> therefore relies as much as possible <strong>on</strong> the<strong>in</strong>formati<strong>on</strong> that is already available to the government.The risk detecti<strong>on</strong> takes place immediately <strong>and</strong> as deep as possible <strong>in</strong>to the <strong>in</strong>stituti<strong>on</strong>. Thisprevents <strong>in</strong>stituti<strong>on</strong>s or larger units from hav<strong>in</strong>g to be <strong>in</strong>spected further over their full breadth whilethe problem possibly arises <strong>on</strong>ly <strong>in</strong> a small part of it. Locat<strong>in</strong>g the problem quickly c<strong>on</strong>tributes to areducti<strong>on</strong> <strong>in</strong> the supervisi<strong>on</strong> load.This Dutch approach to <strong>in</strong>specti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong> is <strong>based</strong> <strong>on</strong> a close cooperati<strong>on</strong> betweenSocial partners, enterprises, VET-colleges <strong>and</strong> the M<strong>in</strong>istry <strong>and</strong> <strong>on</strong> a high level of trust am<strong>on</strong>gthese partners.C<strong>on</strong>clusi<strong>on</strong>Quality can be assured <strong>in</strong> many different ways, rang<strong>in</strong>g from c<strong>on</strong>trol <strong>and</strong> <strong>in</strong>specti<strong>on</strong> to supervisi<strong>on</strong><strong>and</strong> motivati<strong>on</strong>. In general the <strong>quality</strong> <strong>assurance</strong> is, from system-level, a mixture of these tools <strong>and</strong><strong>in</strong>struments.The key questi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to <strong>in</strong>specti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong> can be seen as:• Is the educati<strong>on</strong> that is provided of sufficient <strong>quality</strong>?• What are the causes of this <strong>in</strong>sufficient <strong>quality</strong>?• What measures were taken to achieve an improvement?• Have the specific deficiencies now been rectified?• Is the educati<strong>on</strong> that is provided now of sufficient <strong>quality</strong>?Systematic <strong>and</strong> well described procedures are needed <strong>in</strong> order to secure the <strong>quality</strong> of the<strong>in</strong>specti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong>.6.2 ResourcesFund<strong>in</strong>g, equipment <strong>and</strong> technology <strong>and</strong> tra<strong>in</strong>ers are am<strong>on</strong>g the key resources <strong>in</strong>volved <strong>in</strong> this partof the <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes.6.2.1 Fund<strong>in</strong>gFund<strong>in</strong>g is important <strong>in</strong> secur<strong>in</strong>g the <strong>quality</strong>, <strong>and</strong> can be d<strong>on</strong>e <strong>in</strong> many ways <strong>and</strong> with manyarguments. The case from the Netherl<strong>and</strong>s shows a fund<strong>in</strong>g pr<strong>in</strong>ciple that is seen <strong>in</strong> manycountries.The Dutch government pays the Centres of Expertise <strong>and</strong> the schools (the amount is dependant<strong>on</strong> of the number of students). The Centres of Expertise are different <strong>in</strong> size both f<strong>in</strong>ancially <strong>and</strong> <strong>in</strong>relati<strong>on</strong> to number of employees. This results <strong>in</strong> different c<strong>on</strong>tributi<strong>on</strong>s from the Centres ofExpertise <strong>in</strong> relati<strong>on</strong> to their <strong>work</strong> <strong>on</strong> the educati<strong>on</strong>al <strong>quality</strong>. The COLO receive different fees from100
the <strong>in</strong>dividual Centres of Expertise due to the differences <strong>in</strong> the number of students, but seeks tooffer each Centre the same level of service.The Dutch educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s are primarily resp<strong>on</strong>sible for identify<strong>in</strong>g fail<strong>in</strong>gs <strong>and</strong> for tak<strong>in</strong>gthe necessary improvement measures, for example, rais<strong>in</strong>g the expertise of teach<strong>in</strong>g staff. Theseparate means used for <strong>in</strong>-service tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>quality</strong> improvement / renewal projects (prior tothe <strong>in</strong>troducti<strong>on</strong> of the WEB <strong>in</strong> 1996) have therefore been <strong>in</strong>corporated <strong>in</strong> the lump-sum amountsfor the <strong>in</strong>stituti<strong>on</strong>s. The government directs <strong>in</strong>novative efforts through the use of specific projectfunds (earmarked funds outside the lump-sum compensati<strong>on</strong>) to support the further developmentof ‘good practice’.The fund<strong>in</strong>g of the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprises is often discussed. The example from Romania showhow the costs can be shared.The costs of the <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeship <strong>in</strong> Romania are sharedbetween the m<strong>in</strong>istry <strong>and</strong> the enterprises. The ma<strong>in</strong> cost for the enterprises is the time used by the<strong>in</strong>ternal tra<strong>in</strong>ers. This time is a part of the total salary cost <strong>in</strong> the enterprises, <strong>and</strong> the tra<strong>in</strong>ers d<strong>on</strong>ot get extra paid for their tra<strong>in</strong><strong>in</strong>g resp<strong>on</strong>sibilities.The basic assumpti<strong>on</strong> <strong>in</strong> discussi<strong>on</strong>s <strong>on</strong> fund<strong>in</strong>g of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g is often, thatapprenticeship/WBL always causes costs for the enterprises. Based <strong>on</strong> the 2007 BIBB Cost-Benefit Survey is this not always the case <strong>in</strong> Germany:“The <strong>in</strong>itial f<strong>in</strong>d<strong>in</strong>gs from the current BIBB survey 64 Costs <strong>and</strong> Benefits of In-company Vocati<strong>on</strong>alTra<strong>in</strong><strong>in</strong>g show that the surveyed 2986 enterprises generally benefit from provid<strong>in</strong>g <strong>in</strong>-companyvocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g for youths. Although enterprises <strong>in</strong>cur numerous costs as a result of provid<strong>in</strong>gtra<strong>in</strong><strong>in</strong>g, these costs can be compensated for by reta<strong>in</strong><strong>in</strong>g tra<strong>in</strong>ees up<strong>on</strong> completi<strong>on</strong> of theirtra<strong>in</strong><strong>in</strong>g, thus elim<strong>in</strong>at<strong>in</strong>g the costs of recruit<strong>in</strong>g <strong>and</strong> familiaris<strong>in</strong>g new skilled <strong>work</strong>ers from outside.Compensati<strong>on</strong> also arises from other less easily quantified factors such as image ga<strong>in</strong>s. At anyrate, <strong>on</strong>e third of the enterprises generate positive net ga<strong>in</strong>s by putt<strong>in</strong>g their tra<strong>in</strong>ees to productiveuse. For these firms, hir<strong>in</strong>g their tra<strong>in</strong>ees is <strong>on</strong>e way to generate further benefits. Retenti<strong>on</strong> is nothowever an absolute prerequisite for a positive cost-benefit balance. Just how important theproductive <strong>work</strong> d<strong>on</strong>e by tra<strong>in</strong>ees is for enterprises is evident <strong>in</strong> other areas as well. Asked directlyabout this, 55% of the enterprises surveyed said that be<strong>in</strong>g able to deploy tra<strong>in</strong>ees as <strong>work</strong>ersdur<strong>in</strong>g their tra<strong>in</strong><strong>in</strong>g is an important reas<strong>on</strong> for provid<strong>in</strong>g <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g. Only 17%do not c<strong>on</strong>sider this important.The companies' assessments also c<strong>on</strong>firm that provid<strong>in</strong>g <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g is worththeir while f<strong>in</strong>ancially. The majority of firms surveyed are satisfied with the balance between costs<strong>and</strong> benefits. Only 11% are dissatisfied. The majority also view positively their ability to meet theirtra<strong>in</strong><strong>in</strong>g needs by provid<strong>in</strong>g dual vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g. More than half of the enterprises surveyedsaid they were satisfied with the dual vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g system, while <strong>on</strong>ly some 14% were not.”(Wenzelmann/Schönfeld/Pfeifer/Di<strong>on</strong>isius 2009)The German c<strong>on</strong>clusi<strong>on</strong> above is a bit c<strong>on</strong>troversial, the calculati<strong>on</strong>s <strong>and</strong> the more detailedc<strong>on</strong>clusi<strong>on</strong> will be presented below.The tra<strong>in</strong><strong>in</strong>g costs <strong>and</strong> ga<strong>in</strong>s were calculated <strong>on</strong> the basis of a comprehensive calculati<strong>on</strong> model <strong>in</strong>which various key variables were first separately calculated <strong>and</strong> the added together to determ<strong>in</strong>etotal costs <strong>and</strong> total ga<strong>in</strong>s.64 BIBB REPORT Issue 8/09 exists <strong>in</strong> both a German <strong>and</strong> English versi<strong>on</strong>101
The gross costs are the sum of the pers<strong>on</strong>nel costs for the tra<strong>in</strong>ers <strong>and</strong> <strong>in</strong>structi<strong>on</strong> pers<strong>on</strong>nel,equipment <strong>and</strong> material costs <strong>and</strong> miscellaneous costs – as shown <strong>in</strong> the table below.Pers<strong>on</strong>nel costs for tra<strong>in</strong>ees account for 61% (€ 9,490) of the gross costs <strong>on</strong> average <strong>and</strong> c<strong>on</strong>sistof the annual gross wages <strong>and</strong> the voluntary <strong>and</strong> statutory social security c<strong>on</strong>tributi<strong>on</strong>s.Instructi<strong>on</strong> pers<strong>on</strong>nel are broken down by full-time <strong>in</strong>structors, employees who provide <strong>in</strong>structi<strong>on</strong><strong>in</strong> additi<strong>on</strong> to their regular <strong>work</strong> (part-time <strong>in</strong>structors) <strong>and</strong> external <strong>in</strong>structors. C<strong>on</strong>duct<strong>in</strong>g tra<strong>in</strong><strong>in</strong>gis the primary job of full-time <strong>in</strong>structors. External tra<strong>in</strong>ers are hired to provide special <strong>in</strong>structi<strong>on</strong> <strong>in</strong><strong>in</strong>-house classes or at the tra<strong>in</strong><strong>in</strong>g <strong>work</strong>shop. In this case, the calculati<strong>on</strong> <strong>in</strong>cludes the externaltra<strong>in</strong>er's fees, travel expenses <strong>and</strong> accommodati<strong>on</strong>s. Pers<strong>on</strong>nel costs for <strong>in</strong>structors average atotal of € 3,292 per tra<strong>in</strong>ee. This represents approximately 22% of the gross costs.Equipment <strong>and</strong> material costs average € 691 or approximately 5% of the total gross costs. Thiscategory <strong>in</strong>cludes costs that are <strong>in</strong>curred at the <strong>in</strong>dividual company learn<strong>in</strong>g venues (<strong>work</strong>place,tra<strong>in</strong><strong>in</strong>g <strong>work</strong>shop <strong>and</strong> <strong>in</strong>-house classes) such as the cost of tools <strong>and</strong> equipment, costs for thetra<strong>in</strong><strong>in</strong>g <strong>work</strong>shop <strong>and</strong> <strong>in</strong>-house <strong>in</strong>structi<strong>on</strong> <strong>and</strong> for the expendable materials that are needed forthe tra<strong>in</strong>ees to practise <strong>on</strong>. Miscellaneous costs average € 1,814 per year. They account for 12%of the gross costs <strong>and</strong> <strong>in</strong>clude chamber fees, the costs of <strong>in</strong>structi<strong>on</strong> materials, for external courses<strong>and</strong> the adm<strong>in</strong>istrative costs for <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g.Tra<strong>in</strong>ees generate not <strong>on</strong>ly costs for the firm provid<strong>in</strong>g their tra<strong>in</strong><strong>in</strong>g. As a rule, they also make asignificant c<strong>on</strong>tributi<strong>on</strong> to their company's regular producti<strong>on</strong> <strong>and</strong> services. This productive <strong>work</strong>lowers the company's costs <strong>and</strong> therefore has to be c<strong>on</strong>sidered a ga<strong>in</strong> <strong>and</strong> deducted from thegross costs.The ga<strong>in</strong>s from productive <strong>work</strong> were calculated us<strong>in</strong>g the equivalence pr<strong>in</strong>ciple. In other words,the costs were determ<strong>in</strong>ed that would arise for the company were tra<strong>in</strong>ee tasks to be performed byregular employees.Not quite <strong>on</strong>e out of every ten enterprises receives funds from fund<strong>in</strong>g programmes sp<strong>on</strong>sored bythe federal government or a state government, the European Social Fund (ESF) or the FederalEmployment Agency. These funds come to an average of € 168 per tra<strong>in</strong>ee <strong>and</strong> year. S<strong>in</strong>ce theyalso reduce the gross costs, they are added to the ga<strong>in</strong>s generated by the tra<strong>in</strong>ees' productive102
<strong>work</strong>. Thus the net cost of provid<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g - € 3,596 - is the difference between the gross costs<strong>and</strong> the ga<strong>in</strong>s.One additi<strong>on</strong>al benefit for the enterprises is that reta<strong>in</strong><strong>in</strong>g tra<strong>in</strong>ees up<strong>on</strong> completi<strong>on</strong> of their tra<strong>in</strong><strong>in</strong>gsaves recruitment costs. These costs <strong>in</strong> the study are calculated to be around EUR 4214. If thisfigure is <strong>in</strong>cluded <strong>in</strong> the calculati<strong>on</strong> the results will be positive <strong>and</strong> show a net ga<strong>in</strong> for theenterprises.6.2.2 Equipment <strong>and</strong> technologyThe Romanian resp<strong>on</strong>dents agree <strong>in</strong> that the enterprises partly have the updated technology <strong>in</strong>order to deliver high <strong>quality</strong> WBL. In additi<strong>on</strong>, the <strong>in</strong>ternati<strong>on</strong>ally represented enterprises use bestpractice from other countries to <strong>in</strong>spire the local Romanian soluti<strong>on</strong>s.Apprentices <strong>in</strong> Germany rate the material c<strong>on</strong>diti<strong>on</strong>s with<strong>in</strong> the companies relatively goodcompared to other <strong>quality</strong> criteria. However, the assessments vary from trade to trade (seeBeicht/Krewerth/Eberhard/Granato 2009:11).The Dutch enterprises accord<strong>in</strong>g to the MBA Raad, <strong>and</strong> COLO have the required updatedtechnology.6.2.3 Tra<strong>in</strong>ersTra<strong>in</strong>ers <strong>in</strong> the enterprises are the s<strong>in</strong>gle most important factor <strong>in</strong> relati<strong>on</strong> to the <strong>quality</strong> ofapprenticeship programmes as the follow<strong>in</strong>g cases <strong>and</strong> studies will show.The <strong>quality</strong> of the tra<strong>in</strong>ers <strong>in</strong> the <strong>work</strong>place <strong>in</strong> Germany are analysed from both apprentices <strong>and</strong>enterprises po<strong>in</strong>t of view.a) Apprentices po<strong>in</strong>t of view 65From the apprentices’ po<strong>in</strong>t of view the <strong>quality</strong> of <strong>in</strong>-company tra<strong>in</strong>ers is the most important for theoverall <strong>quality</strong> of their apprenticeship. Compared to other <strong>quality</strong> criteria the apprentices rate the<strong>quality</strong> of the <strong>in</strong>-company tra<strong>in</strong>ers very good. Especially the technical qualificati<strong>on</strong>s of <strong>in</strong>-companytra<strong>in</strong>ers <strong>and</strong> their ability to expla<strong>in</strong> tra<strong>in</strong><strong>in</strong>g subjects get high marks from the apprentices.The apprentices often have the impressi<strong>on</strong> that they could c<strong>on</strong>tact the tra<strong>in</strong>ers at any time if theyhave problems with a <strong>work</strong> task. As stated above however, from the apprentices´ po<strong>in</strong>t of viewthere is often not enough time to reflect <strong>on</strong> the <strong>work</strong> results together with the tra<strong>in</strong>ers. Anotherproblem seems to be that apprentices are often criticized for poor <strong>work</strong> results while goodperformances are seldom praised.b) Enterprises po<strong>in</strong>t of view 66From the enterprises po<strong>in</strong>t of view motivated <strong>and</strong> skilled tra<strong>in</strong>ers are also a very important factorfor successful tra<strong>in</strong><strong>in</strong>g. That’s why they assure that <strong>on</strong>ly pers<strong>on</strong>s with l<strong>on</strong>g <strong>work</strong><strong>in</strong>g experience <strong>and</strong>motivati<strong>on</strong> to tra<strong>in</strong> young people are assigned to carry out tra<strong>in</strong><strong>in</strong>g. The enterprises also rate theactual <strong>quality</strong> of tra<strong>in</strong>ers relatively good compared to other <strong>quality</strong> criteria.One reas<strong>on</strong> for the high <strong>quality</strong> of <strong>in</strong>-company tra<strong>in</strong>ers <strong>in</strong> Germany is the “Ord<strong>in</strong>ance <strong>on</strong> Tra<strong>in</strong>erAptitude” (AEVO) which specifies the didactic <strong>and</strong> methodological qualificati<strong>on</strong>s needed to65 see Beicht et al. 2009; Beicht/Krewerth 200966 see Ebb<strong>in</strong>ghaus 2009:37103
organize <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g (for overview see Ulmer/Gutschow 2009). Tra<strong>in</strong>ers have to pass atest to prove their aptitude <strong>and</strong> get the permissi<strong>on</strong> to tra<strong>in</strong> apprentices. From 2003 to 2009 therehas been a temporary suspensi<strong>on</strong> of the AEVO. A study <strong>on</strong> the effects of the suspensi<strong>on</strong> whichBIBB published <strong>in</strong> 2007 shows that specific lacks <strong>in</strong> <strong>quality</strong> occur if tra<strong>in</strong><strong>in</strong>g is organized by tra<strong>in</strong>erswho have not passed the AEVO test (see Ulmer/Jabl<strong>on</strong>ka 2007).The German Uni<strong>on</strong>s have supported the AEVO-process of mak<strong>in</strong>g the obligati<strong>on</strong>s of theenterprises <strong>and</strong> especially the tra<strong>in</strong>ers up to date, clear <strong>and</strong> focused. The Uni<strong>on</strong>s are especiallyfocused <strong>on</strong> tra<strong>in</strong>ers hav<strong>in</strong>g permissi<strong>on</strong> before they are allowed to tra<strong>in</strong>. This permissi<strong>on</strong> shall befollowed by c<strong>on</strong>trol <strong>and</strong> c<strong>on</strong>sequences for enterprises <strong>and</strong> tra<strong>in</strong>ers, that d<strong>on</strong>’t follow the rules.All German tra<strong>in</strong>ers have to fulfil legal st<strong>and</strong>ards <strong>in</strong> order to get the right to tra<strong>in</strong>. There are ofcourse differences between the enterprises, but the average <strong>quality</strong> of the tra<strong>in</strong>ers is judged by therepresentative of the enterprises to be good. The German research BIBB 9/09 c<strong>on</strong>cludes that thecompetences <strong>and</strong> attitude of the tra<strong>in</strong>ers <strong>in</strong> the enterprises are at a relatively high <strong>quality</strong> levelaccord<strong>in</strong>g to the learners.The German BIBB study (Heft 109) states that it is not problematic to f<strong>in</strong>d employees who want tobe tra<strong>in</strong>ers. The study c<strong>on</strong>cludes that the ma<strong>in</strong> <strong>in</strong>ternal criteria for selecti<strong>on</strong> of a tra<strong>in</strong>er are:• Pers<strong>on</strong>al motivati<strong>on</strong> <strong>and</strong> attitude to tra<strong>in</strong> apprentices• Several years of experience with<strong>in</strong> the topic• Fulfilled AEVO-test• Participated <strong>in</strong> other pedagogical tra<strong>in</strong><strong>in</strong>gMost of the German enterprises offer support to their tra<strong>in</strong>ers often with checklists, materials forthe apprentices, <strong>and</strong> evaluati<strong>on</strong> schemes.The German <strong>quality</strong> criteria for the tra<strong>in</strong>ers are relatively similar to the Dutch accreditati<strong>on</strong> criteriafor tra<strong>in</strong>ers.A part of the Dutch accreditati<strong>on</strong> of learn<strong>in</strong>g companies is to assure the <strong>quality</strong> of the tra<strong>in</strong>ers. TheQA-procedures of the accreditati<strong>on</strong> is subject of policy development <strong>and</strong> the Centres of Expertiseare supervised by the <strong>in</strong>spectorate.There will <strong>in</strong> future (2010) be further <strong>work</strong> <strong>on</strong> the QA-procedures of the accreditati<strong>on</strong>. At themoment each of the Centres of Expertise has, from each branch, their own (maybe different)criteria for accreditati<strong>on</strong> of the enterprises, but the M<strong>in</strong>istry are not sure about these criteria <strong>and</strong> ifthey are sufficient. As there are no <strong>in</strong>dicators of problems a collecti<strong>on</strong> of the different accreditati<strong>on</strong>criteria can help to support the positive development <strong>in</strong> the different Centres of Expertise – if theycan <strong>in</strong>spire each other.The Centres of Expertise have a slightly different po<strong>in</strong>t of view <strong>on</strong> this matter. They areguarantee<strong>in</strong>g the <strong>quality</strong> of the tra<strong>in</strong>ers, so it must be good. The group of Centres has last yearmade an overview of the <strong>quality</strong> criteria <strong>and</strong> they are <strong>in</strong> pr<strong>in</strong>ciple us<strong>in</strong>g the same criteria foraccreditati<strong>on</strong>. The criteria are collected <strong>in</strong> a protocol 67 . Practice show differences <strong>in</strong> the number ofcheck visits even if this not menti<strong>on</strong>ed <strong>in</strong> the protocol.The protocol was developed <strong>in</strong> June 2009 by the M<strong>in</strong>istry, MBO-Raad (represent<strong>in</strong>g the schools),Colo <strong>and</strong> MKN-Nederl<strong>and</strong> (social partner). In this document rules are formulated to improve the67 http://www.colo.nl/bpv-protocol-voor-betere-samenwerk<strong>in</strong>g/articles/bpv-protocol-voor-beteresamenwerk<strong>in</strong>g.html104
cooperati<strong>on</strong> between student, school, enterprises <strong>and</strong> the Centres of Expertise. The rules areabout preparati<strong>on</strong>, accompaniment, assessments <strong>and</strong> evaluati<strong>on</strong> of a tra<strong>in</strong>eeship 68 .There is <strong>in</strong> general a high level of satisfacti<strong>on</strong> <strong>in</strong> relati<strong>on</strong> to the tra<strong>in</strong>ers as the examples above <strong>and</strong>the case from Romania below shows.The <strong>quality</strong> of the tra<strong>in</strong>ers varies heavily between the different enterprises <strong>in</strong> Romania. A largenumber of enterprises nom<strong>in</strong>ate high <strong>quality</strong> tutors to supervise students dur<strong>in</strong>g their WBL stages,but there are also situati<strong>on</strong>s when, mostly due to lack of highly qualified pers<strong>on</strong>nel or due to thelack of time to spend with the students, the <strong>quality</strong> of tra<strong>in</strong>ers needs to be improved.The ma<strong>in</strong> activity to solve this challenge is the sectoral programme with focus <strong>on</strong> the relati<strong>on</strong>shipbetween schools <strong>and</strong> enterprises – a huge <strong>in</strong>vestment has been made here.One of the employer’s representatives states that the <strong>quality</strong> of the tra<strong>in</strong>ers is closely related to theobjectives of the tra<strong>in</strong>ers. Here the objectives are ma<strong>in</strong>ly the daily bus<strong>in</strong>ess, <strong>and</strong> the tra<strong>in</strong>ers arenot tra<strong>in</strong>ed to tra<strong>in</strong> students. Materials for the students are developed <strong>in</strong> some of the big<strong>in</strong>ternati<strong>on</strong>al enterprises <strong>and</strong> are very popular by the students, because it is so practical <strong>and</strong> betterthan many of the students other books.The tra<strong>in</strong>ers can be supported <strong>in</strong> different ways as the LdV-projects shows.The tools from the European pilot project "Work & Learn<strong>in</strong>g Partners" (WLP) the "KLearn" 69 shallhelp tra<strong>in</strong>ers <strong>in</strong> the <strong>in</strong>dividual enterprises, <strong>and</strong> focus especially <strong>on</strong> the pedagogical issues <strong>and</strong>skills.The head<strong>in</strong>g "KLearn" refers to the idea of promot<strong>in</strong>g "Knowledge up<strong>on</strong> <strong>on</strong>e's own learn<strong>in</strong>g". Thedeveloped set of Power po<strong>in</strong>t presentati<strong>on</strong>s draws attenti<strong>on</strong> to certa<strong>in</strong> pedagogic issues <strong>and</strong>tensi<strong>on</strong>s related to the development of <strong>work</strong>place learn<strong>in</strong>g <strong>and</strong> partnership cooperati<strong>on</strong>.The LdV-project “STOP & RESTART -- Spiral Tra<strong>in</strong><strong>in</strong>g for tra<strong>in</strong><strong>in</strong>g Operators: REfresh<strong>in</strong>g Skills,Tools And Remotivat<strong>in</strong>g <strong>on</strong> Target” 70 focus also <strong>on</strong> the tra<strong>in</strong><strong>in</strong>g of the tra<strong>in</strong>ers <strong>and</strong> mentors <strong>in</strong> theenterprises. This project has processed tra<strong>in</strong><strong>in</strong>g models <strong>and</strong> <strong>in</strong>struments for the operators (tra<strong>in</strong>ers,tutors <strong>and</strong> mentors) <strong>in</strong>volved <strong>in</strong> learn<strong>in</strong>g processes characterized by the theory-practicalalternati<strong>on</strong>.The outcomes of the project are, guidel<strong>in</strong>es/h<strong>and</strong>book for tra<strong>in</strong><strong>in</strong>g operators <strong>and</strong> <strong>in</strong> the producti<strong>on</strong>of prototypes for three tra<strong>in</strong><strong>in</strong>g pathways <strong>on</strong> multimedia <strong>and</strong> multi-language supports, enjoyable atdistance <strong>and</strong> directed to develop management competences (either with regard to thecompetences transmissi<strong>on</strong> moments -teach<strong>in</strong>g- either with the management moments - alternati<strong>on</strong>management) directed to tra<strong>in</strong>ers (com<strong>in</strong>g from the scholastic system <strong>and</strong> the bus<strong>in</strong>ess <strong>on</strong>e),pedagogical tutor/mentor; <strong>and</strong> bus<strong>in</strong>ess tutor/mentor.One of the other LdV-projects focus<strong>in</strong>g <strong>on</strong> tra<strong>in</strong>ers <strong>in</strong> the enterprises is the project “Sett<strong>in</strong>g Up AComm<strong>on</strong> European Strategy Toward Tutors Of Tra<strong>in</strong>ees In The Build<strong>in</strong>g Companies” 71 . The ma<strong>in</strong>outputs of this project are• Descripti<strong>on</strong> of the tutor<strong>in</strong>g functi<strong>on</strong> <strong>in</strong> small & medium sized c<strong>on</strong>structi<strong>on</strong> companies: analysisof nati<strong>on</strong>al <strong>systems</strong>.• Analysis of the percepti<strong>on</strong> of the tutor<strong>in</strong>g functi<strong>on</strong> <strong>in</strong> the partner countries.68 BPV is: Beroepspraktijk Vorm<strong>in</strong>g; <strong>and</strong> is the same as tra<strong>in</strong>eeship.69 Project number D/704/B/F/PP-146 169 <strong>and</strong> http://www.<strong>work</strong>place-learn<strong>in</strong>g-partners.org/tools/tutorial_tools70 Project Number I/03/B/F/PP–154058. http://www.adam-europe.eu/adam/project/view.htm?prj=397871 FR/06/B/P/PP-152512. http://www.adam-europe.eu/adam/project/view.htm?prj=3048 <strong>and</strong>www.copilote.org.105
• Reference frame for activities & competencies of the company tutors <strong>in</strong> the c<strong>on</strong>structi<strong>on</strong> sector<strong>in</strong> Europe.• Tools permitt<strong>in</strong>g to accompany the company tutors <strong>in</strong> their functi<strong>on</strong> as tra<strong>in</strong>ers.The LdV-projects have c<strong>on</strong>tributed to the <strong>quality</strong> of the tra<strong>in</strong>ers <strong>in</strong> a number of cases, as theprojects above show.The tra<strong>in</strong>ers <strong>in</strong> the enterprises <strong>and</strong> the teachers of the VET-colleges cooperate <strong>in</strong> a number ofways as the examples from Romania <strong>and</strong> the Netherl<strong>and</strong>s show.The case: “Together for educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g – partnership between S.C. „Daewoo MangaliaHeavy Industries” S.A. <strong>and</strong> 4 TVET schools <strong>in</strong> the naval c<strong>on</strong>structi<strong>on</strong> doma<strong>in</strong>” from Romaniadescribes a l<strong>on</strong>g term agreement (10 years) aim<strong>in</strong>g to improve the <strong>quality</strong> of WBL. The companyhas fully equipped Tra<strong>in</strong><strong>in</strong>g Centres, located <strong>in</strong> the schools’ premises. The Tra<strong>in</strong><strong>in</strong>g Centres arejo<strong>in</strong>tly used by TVET students for <strong>in</strong> – school tra<strong>in</strong><strong>in</strong>g <strong>and</strong> by the company’s staff for c<strong>on</strong>t<strong>in</strong>uousprofessi<strong>on</strong>al development <strong>work</strong>shops. All tutors <strong>in</strong>volved <strong>in</strong> TVET students’ <strong>work</strong> <strong>based</strong> learn<strong>in</strong>gstages attend regular tra<strong>in</strong><strong>in</strong>gs <strong>in</strong> order to update their theoretical knowledge <strong>and</strong> to improve theirpedagogical <strong>and</strong> communicati<strong>on</strong> skills.The focus is not <strong>on</strong>ly <strong>on</strong> the tra<strong>in</strong>ers <strong>in</strong> the enterprises, but can be <strong>on</strong> the teachers at the VETcolleges.The Dutch COLO has a project <strong>on</strong> how to get the teachers closer to the real life/labourmarket. This is a project together with the social partners.6.3 Stakeholders <strong>in</strong>volvementEnterprises, VET-colleges, partnerships <strong>and</strong> cooperati<strong>on</strong> are the key actors <strong>and</strong> activities that willbe described <strong>in</strong> this secti<strong>on</strong>.6.3.1 EnterprisesThe level of the enterprises commitment, the motivati<strong>on</strong>s <strong>and</strong> bus<strong>in</strong>ess benefits, the employerssatisfacti<strong>on</strong> with the results <strong>and</strong> how new enterprises can be attracted; will be presented <strong>in</strong> thissecti<strong>on</strong>.The employers are <strong>in</strong> general <strong>in</strong>terested <strong>in</strong> apprenticeship programmes as the case from Romaniaillustrates.The employer commitment <strong>in</strong> Romania is judged differently by the resp<strong>on</strong>dents. The M<strong>in</strong>istryargues for two groups of employer commitment – <strong>on</strong>e group with very high commitment <strong>and</strong> <strong>on</strong>elarge group with very low commitment. The employer resp<strong>on</strong>dent argues for a medium level ofemployer commitment, <strong>and</strong> expla<strong>in</strong>s this by the fact, that the tra<strong>in</strong>ers still are ma<strong>in</strong>ly focused <strong>on</strong> thedaily activities <strong>and</strong> have to tra<strong>in</strong> <strong>and</strong> support students as a part of their normal job.The reas<strong>on</strong>s for the motivati<strong>on</strong> of the employers <strong>and</strong> enterprises are relatively similar <strong>in</strong> the casecountries as the series of examples show below.The German study (BIBB Heft 109) shows that the enterprises are relatively satisfied with theresults they achieve <strong>on</strong> the enterprise oriented results e.g. to give the enterprise-culture to theyouth, to get new ideas <strong>in</strong> the enterprise, to get a positive image <strong>and</strong> to build a close relati<strong>on</strong>between the enterprise <strong>and</strong> the apprentices. The professi<strong>on</strong> oriented results like mak<strong>in</strong>g theapprentices proud of the professi<strong>on</strong>, to get good results <strong>in</strong> the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>, <strong>and</strong> to motivatethe apprentices to further educati<strong>on</strong> are seen as positive from the enterprise po<strong>in</strong>t of view.106
The German enterprises state that both the ideal <strong>and</strong> realised results <strong>in</strong> relati<strong>on</strong> to the world of<strong>work</strong><strong>in</strong>g are high. A good dual educati<strong>on</strong> shall make the apprentices <strong>in</strong>terested <strong>in</strong> be<strong>in</strong>g <strong>in</strong> the fr<strong>on</strong>tof the professi<strong>on</strong>, teaches the apprentices discipl<strong>in</strong>e, <strong>and</strong> helps the apprentices to f<strong>in</strong>d theirpositi<strong>on</strong> <strong>in</strong> the enterprise. The German enterprises state, that both the ideal <strong>and</strong> realised results <strong>in</strong>relati<strong>on</strong> to the world of liv<strong>in</strong>g are high. The dual educati<strong>on</strong> shall, am<strong>on</strong>g others, support that thestudents will be tolerant <strong>in</strong> relati<strong>on</strong> to other cultures, to be able to reflect critically <strong>on</strong> their own <strong>and</strong>others behaviour.The BIBB study (Heft 109) c<strong>on</strong>cludes, that the ma<strong>in</strong> motives for enterprises participat<strong>in</strong>g <strong>in</strong>educati<strong>on</strong> of apprentices are:• It is a fixed part of the enterprise policy for pers<strong>on</strong>nel• Own educated employees are more flexible• In order to give the youth a perspective <strong>and</strong> directi<strong>on</strong> <strong>in</strong> lifeThese motives are followed by motives like• Because educati<strong>on</strong> is an obligati<strong>on</strong> for the enterprises• To avoid lack of qualificati<strong>on</strong>s• It bel<strong>on</strong>gs to our enterprise traditi<strong>on</strong>• To reduce the degree of errors made <strong>in</strong> relati<strong>on</strong> hir<strong>in</strong>g new pers<strong>on</strong>s• The cost of an apprentice is lower as a normal employedThe benefits that the provisi<strong>on</strong> of <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g offers German 72 enterprisesc<strong>on</strong>sist of various elements that can be assessed <strong>on</strong>ly partly <strong>in</strong> m<strong>on</strong>etary terms. In order todeterm<strong>in</strong>e which of the elements is the most important for such companies, the firms <strong>in</strong> the samplewere asked to assess a number of statements that describe different aspects of these benefits.The resp<strong>on</strong>dents answered <strong>on</strong> the basis of a scale from 1 (very important) to 5 (not important atall).The ma<strong>in</strong> c<strong>on</strong>clusi<strong>on</strong>s from the study are presented below.Chart 6: Importance of reas<strong>on</strong>s for provid<strong>in</strong>g <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g (<strong>in</strong> %)72 BIBB Report 8/09107
Asked about the reas<strong>on</strong>s for provid<strong>in</strong>g <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g, 84% of the sample agreed 73with the statement that an enterprise provides <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>in</strong> order to developyoung employees who meet the company's particular requirements, mak<strong>in</strong>g this the most-citedreas<strong>on</strong> by far. Large segments of the sample also agreed with the follow<strong>in</strong>g statements, <strong>in</strong>dicat<strong>in</strong>gthat enterprises are very <strong>in</strong>terested <strong>in</strong> hir<strong>in</strong>g their tra<strong>in</strong>ees follow<strong>in</strong>g completi<strong>on</strong> of tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>in</strong>provid<strong>in</strong>g high-<strong>quality</strong> tra<strong>in</strong><strong>in</strong>g:• Enterprises provide <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>in</strong> order to be able to choose 'the best'tra<strong>in</strong>ees to reta<strong>in</strong> (70%).• Enterprises provide <strong>in</strong>-company vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>in</strong> order to avoid hir<strong>in</strong>g the wr<strong>on</strong>gpers<strong>on</strong> when recruit<strong>in</strong>g <strong>work</strong>ers from outside (60%).Many of the same motivati<strong>on</strong>s <strong>and</strong> arguments from the enterprises are found <strong>in</strong> Engl<strong>and</strong>, where aresearch 74 was commissi<strong>on</strong>ed for Apprenticeship Week 2009. Populus <strong>in</strong>terviewed a sample of500 resp<strong>on</strong>dents who were resp<strong>on</strong>sible for Apprenticeship programme recruitment <strong>in</strong> theircompanies by teleph<strong>on</strong>e between 5th January <strong>and</strong> 29th January 2009. Comparis<strong>on</strong>s are with asample of 204 resp<strong>on</strong>dents who were resp<strong>on</strong>sible for Apprenticeship programme recruitment <strong>in</strong>their companies <strong>and</strong> were <strong>in</strong>terviewed by teleph<strong>on</strong>e between 7th January <strong>and</strong> 6th February 2008.Company benefits from Apprenticeship Programmes.Apprentices will c<strong>on</strong>t<strong>in</strong>ue to play an important role with<strong>in</strong> bus<strong>in</strong>esses despite the current ec<strong>on</strong>omicdownturn. The majority of employers recognise that there are many benefits <strong>in</strong> provid<strong>in</strong>g anApprenticeship programme. 81% of bus<strong>in</strong>esses say that employ<strong>in</strong>g apprentices generates higheroverall productivity for their company, while over two thirds of bus<strong>in</strong>esses say that their programmemakes them more competitive <strong>in</strong> their <strong>in</strong>dustry (66%). Over two thirds of resp<strong>on</strong>dents say that theirprogrammes allow them to lower both recruitment (67%) <strong>and</strong> tra<strong>in</strong><strong>in</strong>g costs (71%) while alsoenabl<strong>in</strong>g them to fill vacancies more quickly (68%) with a better calibre of job applicant (74%). Themajority of employers th<strong>in</strong>k that Apprenticeship programmes are beneficial because they lead alower level of staff turnover (82%), while nearly all employers believe that their Apprenticeshipprogramme creates a greater level of motivati<strong>on</strong> <strong>and</strong> job satisfacti<strong>on</strong> am<strong>on</strong>g their staff (92%).Apprentices compared to other employeesAl<strong>on</strong>gside the perceived benefits of provid<strong>in</strong>g an Apprenticeship programme, employers recognisethat there are also many advantages <strong>in</strong> hir<strong>in</strong>g an apprentice rather than other recruits. Over twofifths of resp<strong>on</strong>dents say that apprentices have a greater level of job satisfacti<strong>on</strong> <strong>and</strong> motivati<strong>on</strong>(43%) together with a greater level of commitment (41%) compared to other employees.Employers also th<strong>in</strong>k that Apprenticeship programmes lead to a lower level of staff turnover overall(41%), with nearly three quarters agree<strong>in</strong>g that apprentices tended to be more loyal, rema<strong>in</strong><strong>in</strong>g attheir company l<strong>on</strong>ger than n<strong>on</strong>-apprentices (74%).Orientati<strong>on</strong> of all enterprises <strong>on</strong> these advantages of apprenticeship programmes can be d<strong>on</strong>e bythe use of advertis<strong>in</strong>g, homepages <strong>and</strong> brochures.73 http://www.bibb.de/en/51130.htm#fussnote_11#fussnote_1174 http://www.apprenticeships.org.uk/About-Us/~/media/Documents/Publicati<strong>on</strong>s/Apprenticeship-Week-2009-Bus<strong>in</strong>ess-Case-Research-Executive-Summary.ashx108
The employers <strong>in</strong> Engl<strong>and</strong> are the target group for a brochure 75 : The proven way to tra<strong>in</strong> your<strong>work</strong>force - Employer brochure - June 2009The brochure identifies the bus<strong>in</strong>ess benefits an apprentice br<strong>in</strong>gs to an organisati<strong>on</strong>. It alsohighlights the wide range of Apprenticeships that are available across a range of <strong>in</strong>dustry sectors.The brochure outl<strong>in</strong>es the next steps an enterprise need to take <strong>in</strong> order to take <strong>on</strong> an apprentice.The English Nati<strong>on</strong>al Apprentice Service <strong>work</strong>s <strong>in</strong>tensively <strong>on</strong> attract<strong>in</strong>g new employers to offerplaces for Apprenticeship. The employers secti<strong>on</strong> of their homepage 76 <strong>in</strong>cludes both a descripti<strong>on</strong>of the tra<strong>in</strong><strong>in</strong>g, the fund<strong>in</strong>g, the types of Apprenticeships <strong>and</strong> proposals for the employers’ nextsteps:Step 1. Your Apprenticeship representative will call to arrange a meet<strong>in</strong>g;Step 2. Your Apprenticeship representative will help you identify a suitable learn<strong>in</strong>g provider;Step 3. Discuss your specific needs with the learn<strong>in</strong>g provider;Step 4. C<strong>on</strong>firm the number of employees who will start Apprenticeships;Step 5. Start the recruitment process – new apprentices can be recruited us<strong>in</strong>g Apprenticeshipvacancies <strong>on</strong>l<strong>in</strong>e;Step 6. Employees start Apprenticeships.The homepage <strong>in</strong>cludes a number of cases from employers with experiences fromApprenticeships. The cases cover topics like why the enterprise is <strong>in</strong>volved <strong>in</strong> Apprenticeship <strong>and</strong>the benefit of the Apprenticeship seen from both the employer <strong>and</strong> the learner. The cases areillustrated with pictures of the pers<strong>on</strong>s <strong>and</strong> from the enterprises.The current f<strong>in</strong>ancial crisis might <strong>in</strong>fluence the dem<strong>and</strong> <strong>and</strong> the supply of apprenticeship places.But the example from Engl<strong>and</strong> shows that this is not the expectati<strong>on</strong>s from most of the employers.Although most employers are not tak<strong>in</strong>g <strong>on</strong> apprentices to help them through the ec<strong>on</strong>omicsituati<strong>on</strong> (78%), Apprenticeship programmes were expected to play a major part <strong>in</strong> theirrecruitment processes <strong>in</strong> the future (78%), with 82% of employers rely<strong>in</strong>g <strong>on</strong> their Apprenticeshipprogrammes’ <strong>in</strong> provid<strong>in</strong>g them with the skilled <strong>work</strong> they will need <strong>in</strong> the future.6.3.2 VET collegesThe roles of the VET-colleges have been described <strong>in</strong> other parts of the text, so the focus here willbe <strong>on</strong> the challenges of coord<strong>in</strong>ati<strong>on</strong> between VET-colleges <strong>and</strong> enterprises <strong>and</strong> <strong>on</strong> the roles of the<strong>in</strong>dividual teachers.The German teachers of the vocati<strong>on</strong>al schools take part <strong>in</strong> the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>s <strong>and</strong> aremembers of the Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Committees of the Competent Bodies.75 http://www.apprenticeships.org.uk/About-Us/~/media/Documents/NAS-Employer-Brochure-June-2009.ashx76 http://www.apprenticeships.org.uk/Employers.aspx109
The German apprentices have regular c<strong>on</strong>tacts with the schools, <strong>and</strong> so does the enterprises. Butit seems still to be problematic to coord<strong>in</strong>ate the learn<strong>in</strong>g c<strong>on</strong>tent <strong>and</strong> focus for the <strong>in</strong>dividualstudent.The German research BIBB 9/09 c<strong>on</strong>cludes that the competences <strong>and</strong> attitude of the teachers atthe VET-colleges are at a relatively high <strong>quality</strong> level accord<strong>in</strong>g to the learners.The German VET-colleges are resp<strong>on</strong>sible for the school part of the apprenticeship, but not for thecomplete educati<strong>on</strong>. This is a challenge for the cooperati<strong>on</strong> between enterprises <strong>and</strong> VETcolleges.The <strong>quality</strong> of the communicati<strong>on</strong> is dependent <strong>on</strong> <strong>in</strong>dividual teachers, their pers<strong>on</strong>almotivati<strong>on</strong>s <strong>and</strong> their <strong>work</strong><strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s. The amount of extra <strong>work</strong> for the teacher depends <strong>on</strong> thenumber of apprentices <strong>and</strong> especially <strong>on</strong> the number of different enterprises, where theapprentices <strong>work</strong>. This part of the teachers <strong>work</strong> <strong>and</strong> roles are regulated by the different Länder<strong>and</strong> their local M<strong>in</strong>istries.It is <strong>in</strong> general easier for larger enterprises (often with classes with apprentices) to secure a high<strong>quality</strong> c<strong>on</strong>tact <strong>and</strong> communicati<strong>on</strong> with the VET-colleges, than it is for the SMEs.The motivati<strong>on</strong> <strong>and</strong> the priorities of the top-managers <strong>in</strong> the German VET-colleges are <strong>in</strong>fluenc<strong>in</strong>gthe <strong>quality</strong> of the c<strong>on</strong>tacts to the enterprises.The Adult <strong>and</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> Act (WEB) <strong>and</strong> the external supervisi<strong>on</strong> by the <strong>in</strong>spectoratemotivate the Dutch VET-providers.The teachers are <strong>on</strong>e of the key target groups for the LdV-project FACILICODE 77 .The project will develop, test <strong>and</strong> improve a Teacher Tra<strong>in</strong><strong>in</strong>g Programme (TTP) that will supportHEI <strong>and</strong> VET teachers <strong>in</strong> plann<strong>in</strong>g <strong>and</strong> facilitat<strong>in</strong>g tailor-made c<strong>on</strong>t<strong>in</strong>u<strong>in</strong>g professi<strong>on</strong>aldevelopment. A number of SME’s will be <strong>in</strong>volved as test cases.HEI <strong>and</strong> VET teachers from project partners will be <strong>in</strong>troduced to tools <strong>and</strong> guidel<strong>in</strong>es to negotiatewith SME’s <strong>on</strong> identify<strong>in</strong>g needs, specify<strong>in</strong>g learn<strong>in</strong>g objectives <strong>and</strong> facilitate a tailor made learn<strong>in</strong>gprocess, <strong>based</strong> <strong>on</strong> the applicants experience from earlier projects with SME’s.An important aspect is to plan courses match<strong>in</strong>g the learner’s background <strong>and</strong> knowledge levelfrom educati<strong>on</strong> <strong>and</strong> <strong>work</strong> experience. One of the partners will br<strong>in</strong>g experience with Recogniti<strong>on</strong> ofPrior Learn<strong>in</strong>g <strong>in</strong>to the project <strong>and</strong> <strong>in</strong>to the TTP. Another partner will c<strong>on</strong>tribute with processes <strong>and</strong>methodology for Quality Assurance of tailor-made CPD.As outcomes from this project is a tra<strong>in</strong><strong>in</strong>g programme that will qualify HEI <strong>and</strong> VET teachers to be<strong>in</strong>volved <strong>on</strong> close cooperati<strong>on</strong> with SME’s <strong>on</strong> tailor-made knowledge transfer <strong>and</strong> skills <strong>and</strong>competence development. The TTP will be applicable <strong>in</strong> different European c<strong>on</strong>texts <strong>and</strong> different<strong>in</strong>dustrial sectors.C<strong>on</strong>clusi<strong>on</strong>The VET-colleges play very different roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. Theactivities range from be<strong>in</strong>g resp<strong>on</strong>sible for the <strong>quality</strong> to be<strong>in</strong>g a part of the exam<strong>in</strong>ati<strong>on</strong>. There areoften c<strong>on</strong>tacts between the enterprises <strong>and</strong> the VET-colleges, but it seems still to be problematic tocoord<strong>in</strong>ate the learn<strong>in</strong>g c<strong>on</strong>tent <strong>and</strong> focus for the <strong>in</strong>dividual student.The competences <strong>and</strong> attitude of the teachers at the VET-colleges are at a relatively high <strong>quality</strong>level accord<strong>in</strong>g to the learners. The motivati<strong>on</strong> <strong>and</strong> the priorities of the top-managers <strong>in</strong> the VETcollegesare <strong>in</strong>fluenc<strong>in</strong>g the <strong>quality</strong> of the c<strong>on</strong>tacts to the enterprises.77 LLP-LdV-Tol/2008/806 <strong>and</strong> http://cpd.aau.dk/facilicode/.110
6.3.3 Partnerships <strong>and</strong> cooperati<strong>on</strong>Quality <strong>assurance</strong> of apprenticeship programmes <strong>in</strong>volves a number of different stakeholders <strong>and</strong>requires a close cooperati<strong>on</strong> between these. This secti<strong>on</strong> will describe different ways ofcooperati<strong>on</strong>, how cooperati<strong>on</strong> can be enhanced <strong>in</strong>clud<strong>in</strong>g new ways of cooperati<strong>on</strong>.Str<strong>on</strong>ger partnership between the Government, the private sector, the third sector <strong>and</strong> <strong>in</strong>dividualsis <strong>on</strong>e of the tools <strong>in</strong> the English strategy for Apprenticeship the com<strong>in</strong>g years.Cooperati<strong>on</strong> can be enhanced by a number of activities like sp<strong>on</strong>sor<strong>in</strong>g, awards, ambassadors’net<strong>work</strong> like described <strong>in</strong> the cases from Engl<strong>and</strong>.Cooperati<strong>on</strong> exists between different stakeholders <strong>in</strong> Engl<strong>and</strong> as the follow<strong>in</strong>g example shows.City & Guilds are delighted to announce that it is sp<strong>on</strong>sor<strong>in</strong>g the 2009 Nati<strong>on</strong>al ApprenticeshipAwards to be held <strong>in</strong> July. This is the fifth successive year that City & Guilds is the premier sp<strong>on</strong>sorof the Apprenticeship Awards, highlight<strong>in</strong>g the successful partnership enjoyed by the Learn<strong>in</strong>g <strong>and</strong>Skills Council (LSC) <strong>and</strong> City & Guilds <strong>in</strong> promot<strong>in</strong>g Apprenticeships.Chris J<strong>on</strong>es, City & Guilds Director General commented: “City & Guilds, the UK's lead<strong>in</strong>gvocati<strong>on</strong>al award<strong>in</strong>g body, offers skills for a brighter future. We're proud to sp<strong>on</strong>sor theApprenticeship Awards for the fifth year runn<strong>in</strong>g.”The Apprenticeship Awards are designed to recognise employers who are successfully us<strong>in</strong>gApprenticeships to improve their bus<strong>in</strong>esses’ performance <strong>and</strong> champi<strong>on</strong> the key role apprenticesplay <strong>in</strong> today’s bus<strong>in</strong>ess world. Apprenticeships are crucial for provid<strong>in</strong>g employers with the skillsthey need to succeed, particularly <strong>in</strong> the current climate, spann<strong>in</strong>g the breadth of the ec<strong>on</strong>omyfrom accountancy <strong>and</strong> eng<strong>in</strong>eer<strong>in</strong>g, to c<strong>on</strong>structi<strong>on</strong>, creative <strong>in</strong>dustries <strong>and</strong> sport. Apprenticeshipsalso provide a high-<strong>quality</strong> alternative route to future career success for ambitious <strong>in</strong>dividuals.The English Apprenticeship Ambassadors Net<strong>work</strong> (AAN) supports the <strong>work</strong> of theApprenticeships Task Force, which aims to ensure that the Apprenticeships programme resp<strong>on</strong>dsto the chang<strong>in</strong>g needs of employers <strong>and</strong> young people. Beh<strong>in</strong>d ANN are a group of seniorbus<strong>in</strong>ess leaders who believe <strong>in</strong> Apprenticeships because they have seen the benefits thatApprenticeship br<strong>in</strong>g to their bus<strong>in</strong>esses, <strong>in</strong>clud<strong>in</strong>g <strong>in</strong>creased productivity, greater staff retenti<strong>on</strong>,<strong>in</strong>creased profitability <strong>and</strong> more highly motivated <strong>work</strong>forces. These are just a few of the benefitsthat make a compell<strong>in</strong>g bus<strong>in</strong>ess case for Apprenticeships <strong>and</strong> there is more specific evidenceavailable <strong>on</strong> the website.Studies have shown the problems related to cooperati<strong>on</strong>, <strong>and</strong> how to solve the problems.The cooperati<strong>on</strong> between the enterprises <strong>and</strong> the external partners (ma<strong>in</strong>ly the VET-colleges) are<strong>on</strong>e of the ma<strong>in</strong> areas for improvement accord<strong>in</strong>g to the German study (BIBB Heft 109).The study c<strong>on</strong>cludes very str<strong>on</strong>gly (p. 42): “In practice are there <strong>on</strong>ly very limited cooperati<strong>on</strong>between the actors” a c<strong>on</strong>clusi<strong>on</strong> that <strong>in</strong>volves both the cooperati<strong>on</strong> between the enterprises <strong>and</strong>the Chambers, the VET-colleges <strong>and</strong> other enterprises.The challenges <strong>in</strong> relati<strong>on</strong> to the Chambers are related to:• help for educati<strong>on</strong>al plans <strong>in</strong> the enterprise• advice <strong>in</strong> relati<strong>on</strong> to learn<strong>in</strong>g processes• certificati<strong>on</strong> of the educati<strong>on</strong>The challenges <strong>in</strong> relati<strong>on</strong> to the VET-colleges are:111
• implementati<strong>on</strong> of comm<strong>on</strong> projects• coord<strong>in</strong>ati<strong>on</strong> of learn<strong>in</strong>g <strong>and</strong> educati<strong>on</strong> plans• teachers praxis <strong>in</strong> enterprises• tra<strong>in</strong>ers participati<strong>on</strong> <strong>in</strong> the schools educati<strong>on</strong>al activities• Comm<strong>on</strong> <strong>work</strong><strong>in</strong>g teams• exchange of <strong>in</strong>formati<strong>on</strong>’s <strong>on</strong> <strong>work</strong><strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s <strong>and</strong> the effort of the apprenticesThe challenges <strong>in</strong> relati<strong>on</strong> to the other enterprises are• comm<strong>on</strong> educati<strong>on</strong>al projects with enterprises <strong>in</strong> the regi<strong>on</strong>• cooperati<strong>on</strong> with enterprises abroad• agreements <strong>on</strong> educati<strong>on</strong>al st<strong>and</strong>ardsThe projects below have a number of proposals <strong>in</strong> relati<strong>on</strong> to strengthen<strong>in</strong>g the employer – collegepartnerships.In the English report “Reach<strong>in</strong>g further Workforce development through employer-FE collegepartnership” thirteen case studies of employer-college engagement is described. Key c<strong>on</strong>clusi<strong>on</strong>semerge from this research project as central to strengthen<strong>in</strong>g employer-college partnership <strong>and</strong> bythat raise the <strong>quality</strong> of WBL by the college offer<strong>in</strong>g:VET-colleges• Colleges need to be clear about the place of employer engagement <strong>in</strong> their strategies.• Successful employer engagement <strong>in</strong>volves recognis<strong>in</strong>g the employer as the primary client <strong>and</strong>establish<strong>in</strong>g processes to support that – this can represent a major cultural adjustment• Dialogue with employers <strong>on</strong> tra<strong>in</strong><strong>in</strong>g issues must be <strong>based</strong> <strong>on</strong> skills needs <strong>and</strong> c<strong>on</strong>ducted <strong>in</strong>bus<strong>in</strong>ess language• Colleges have an essential role to play <strong>in</strong> <strong>in</strong>terpret<strong>in</strong>g <strong>and</strong> analys<strong>in</strong>g employers’ needs <strong>in</strong> waysthat allow effective tra<strong>in</strong><strong>in</strong>g programmes to be put <strong>in</strong> place.Employers• Employers must identify <strong>in</strong> broad terms the skills they need <strong>and</strong> help colleges underst<strong>and</strong> theseadequately to develop appropriate programmes• While employers are <strong>in</strong>terested <strong>in</strong> skills rather than qualificati<strong>on</strong>s, it is important they appreciatethe value placed <strong>on</strong> formal qualificati<strong>on</strong>s by employees <strong>and</strong> colleges• For <strong>work</strong>place delivery to be effective, employers must be able to offer adequate tra<strong>in</strong><strong>in</strong>g <strong>and</strong>assessment facilities• Def<strong>in</strong><strong>in</strong>g <strong>and</strong> agree<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g objectives at the outset helps ensure results are <strong>in</strong> l<strong>in</strong>e withexpectati<strong>on</strong>sAt the end of a programme, jo<strong>in</strong>tly review<strong>in</strong>g processes <strong>and</strong> results with the college helps shapeany future programme <strong>and</strong> identify return <strong>on</strong> <strong>in</strong>vestment.One of the Le<strong>on</strong>ardo da V<strong>in</strong>ci projects 78 : Improv<strong>in</strong>g Quality of Informal Learn<strong>in</strong>g through Tools <strong>and</strong>Instruments for Workplace Learn<strong>in</strong>g Partnerships (WLPs) focus <strong>on</strong> partnerships.This project seeks to develop sectoral Workplace Learn<strong>in</strong>g Partnerships (WLPs) − net<strong>work</strong>s ofspecialised enterprises with shared sectoral HRD <strong>in</strong>terests, which offer a broad range of <strong>in</strong>formallearn<strong>in</strong>g provisi<strong>on</strong>. Target sectors are − automotive supply cha<strong>in</strong>s <strong>and</strong> mach<strong>in</strong><strong>in</strong>g <strong>in</strong>dustry.78 Project number D/04/B/F/PP-146 169. Funded by the European Commissi<strong>on</strong> Le<strong>on</strong>ardo da V<strong>in</strong>ciProgramme, <strong>and</strong> led by ITB, University of Bremen, the project will <strong>in</strong>volve 30 partners from 9 Europeancountries112
The project 79 has developed tools for VET teachers, tra<strong>in</strong>ers <strong>and</strong> managers with which sectoral<strong>in</strong>formal learn<strong>in</strong>g opportunities can be fully exploited <strong>and</strong> WLPs can be <strong>in</strong>itiated <strong>and</strong> managed.The Work <strong>and</strong> Learn<strong>in</strong>g Partners (WLP) project developed two tools that help tra<strong>in</strong><strong>in</strong>g providers<strong>and</strong> enterprises to c<strong>on</strong>sider how to develop closer cooperati<strong>on</strong> to support <strong>work</strong>place learn<strong>in</strong>g.• Learn<strong>in</strong>g Potential Analysis (LPA) helps to clarify what areas of learn<strong>in</strong>g are well represented atcerta<strong>in</strong> <strong>work</strong>places (<strong>and</strong> which areas are not represented). By analys<strong>in</strong>g different learn<strong>in</strong>gc<strong>on</strong>texts it is possible to see how different <strong>work</strong>places can comb<strong>in</strong>e their areas of strength bypartnership-oriented cooperati<strong>on</strong>.• Learn<strong>in</strong>g Achievement Review (LAR) helps to clarify <strong>in</strong> which areas of learn<strong>in</strong>g the learnershave provided evidence <strong>on</strong> learn<strong>in</strong>g progress (<strong>and</strong> <strong>in</strong> which areas not). By undertak<strong>in</strong>g thisreview <strong>in</strong> different learn<strong>in</strong>g c<strong>on</strong>texts it is possible to see how the <strong>work</strong>place learn<strong>in</strong>g hassupported l<strong>on</strong>g-term learn<strong>in</strong>g goals.The comb<strong>in</strong>ati<strong>on</strong> of these two tools can be seen as a part of the <strong>quality</strong> <strong>assurance</strong> of the offers tothe apprentices <strong>and</strong> for the <strong>quality</strong> <strong>assurance</strong> of the cooperati<strong>on</strong> between different <strong>work</strong>places.The project has further developed support tools 80 for facilitators of <strong>work</strong>shops <strong>on</strong> partnershipdevelopment. The first <strong>work</strong>shop tool focuses <strong>on</strong> different prec<strong>on</strong>diti<strong>on</strong>s for <strong>work</strong>place learn<strong>in</strong>g <strong>and</strong>for related partnership c<strong>on</strong>cepts. The sec<strong>on</strong>d <strong>work</strong>shop tool focuses <strong>on</strong> different arrangements fornet<strong>work</strong>ed learn<strong>in</strong>g <strong>and</strong> <strong>on</strong> their relevance for develop<strong>in</strong>g local <strong>and</strong> regi<strong>on</strong>al patterns of 'knowledgemanagement'. The third <strong>work</strong>shop tool focuses <strong>on</strong> exam<strong>in</strong><strong>in</strong>g the specific issues regard<strong>in</strong>g thedevelopment <strong>work</strong>place learn<strong>in</strong>g <strong>and</strong> <strong>on</strong> the implicati<strong>on</strong>s for local or regi<strong>on</strong>al cooperati<strong>on</strong>. In thisrespect the tool makes l<strong>in</strong>ks to the different nati<strong>on</strong>al cases <strong>in</strong> the WLP project.The employers can be helped <strong>in</strong> order to select the right Tra<strong>in</strong><strong>in</strong>g provider as <strong>in</strong> Engl<strong>and</strong>.The English LSC has developed an Employer's Guide to Tra<strong>in</strong><strong>in</strong>g Providers 81 that will helpemployers to choose the most suitable tra<strong>in</strong><strong>in</strong>g provider for their bus<strong>in</strong>ess <strong>and</strong> <strong>work</strong>force needs.The Guide provides the employers with questi<strong>on</strong>s to ask <strong>and</strong> th<strong>in</strong>gs to c<strong>on</strong>sider when they arelook<strong>in</strong>g for tra<strong>in</strong><strong>in</strong>g provisi<strong>on</strong>. It also allows enterprises to search for providers who offer courses <strong>on</strong>a subject of their choice.The Social Partners are especially closely <strong>in</strong>volved <strong>in</strong> the <strong>quality</strong> <strong>assurance</strong> of apprenticeshipprogrammes.Educati<strong>on</strong> <strong>and</strong> <strong>quality</strong> <strong>assurance</strong> are, <strong>in</strong> general, an area, where the social partners ma<strong>in</strong>ly havethe same <strong>in</strong>terests. In Germany the cooperati<strong>on</strong> is good <strong>and</strong> most of the goals are the same. Thedifferences <strong>in</strong> po<strong>in</strong>t of view between the employers <strong>and</strong> the uni<strong>on</strong>s are <strong>in</strong> areas like e-learn<strong>in</strong>gwhere questi<strong>on</strong>s are raised around ‘Who shall pay for the equipment, the c<strong>on</strong>necti<strong>on</strong>s to <strong>in</strong>ternet<strong>and</strong> the time used’?New ways of cooperati<strong>on</strong> <strong>and</strong> partnerships between enterprises <strong>and</strong> apprentices are planned <strong>in</strong>Engl<strong>and</strong>, start<strong>in</strong>g with pilots <strong>in</strong> October 2009. The reas<strong>on</strong> beh<strong>in</strong>d this is the English Governmentcommitment to help <strong>in</strong>dividuals <strong>and</strong> bus<strong>in</strong>esses through the downturn by provid<strong>in</strong>g another 35,000Apprenticeship places, br<strong>in</strong>g<strong>in</strong>g the total number of apprentices to well over a quarter of a milli<strong>on</strong>for the first time ever. In order to fulfil this commitment, a closely cooperati<strong>on</strong> with employers,79 http://www.<strong>work</strong>place-learn<strong>in</strong>g-partners.org/80 http://www.<strong>work</strong>place-learn<strong>in</strong>g-partners.org/tools/<strong>work</strong>shop_tools81 http://www.lsc.gov.uk/whatwedo/employer/egtp.htm113
particularly small <strong>and</strong> medium-sized enterprises is needed, to underst<strong>and</strong> <strong>and</strong> resp<strong>on</strong>d to theirchang<strong>in</strong>g needs.One of the ways these ambitious targets 82 are expected to be fulfilled is to create up to 10 newApprenticeship tra<strong>in</strong><strong>in</strong>g associati<strong>on</strong>s across the country by the end of 2009, with the potential todeliver up to 15,000 Apprenticeship places by 2014/15. This will develop new <strong>and</strong> <strong>in</strong>novativeapproaches draw<strong>in</strong>g <strong>on</strong> the Australian model, where apprentices are employed by a recruitmentagency <strong>and</strong> hired out to host bus<strong>in</strong>esses.The apprentices are employed by the Tra<strong>in</strong><strong>in</strong>g Associati<strong>on</strong> <strong>and</strong> “hired out” as a flexible <strong>work</strong>forceto other employers, known as “host companies” for the <strong>work</strong>-<strong>based</strong> element of theirapprenticeship.Host companies pay the Tra<strong>in</strong><strong>in</strong>g Associati<strong>on</strong> a fee for the hire of the apprentice, which comprisestheir salary plus a service charge which covers the management costs of employ<strong>in</strong>g <strong>and</strong>support<strong>in</strong>g the apprentice.The Tra<strong>in</strong><strong>in</strong>g Agency takes <strong>on</strong> most of the adm<strong>in</strong>istrati<strong>on</strong>, deal<strong>in</strong>g with the payroll, support <strong>and</strong>supervisi<strong>on</strong> of the apprentice <strong>and</strong> be<strong>in</strong>g their legal employer.A benefit for host companies is that they can h<strong>and</strong> back the apprentice with two weeks’ notice,result<strong>in</strong>g <strong>in</strong> a far more flexible <strong>and</strong> dem<strong>and</strong>-led approach to the employment of apprentices. This isparticularly attractive <strong>in</strong> the current ec<strong>on</strong>omic climate, particularly for SMEs.The Nati<strong>on</strong>al Apprenticeship Service are at the moment (late Summer 2009) seek<strong>in</strong>g a smallnumber (i.e. 10-15) of high impact proposals, outl<strong>in</strong><strong>in</strong>g models which draw <strong>on</strong> the characteristics ofGTAs/ATAs <strong>and</strong> which will c<strong>on</strong>tribute towards a 15,000 starts target (by 2014), particularly for 16 to18 year old learners <strong>and</strong> impact <strong>on</strong> the follow<strong>in</strong>g identified needs:• SMEs• New <strong>and</strong> emerg<strong>in</strong>g sectors, particularly where GTA-type delivery is under-represented• sectors that tend not to take Apprentices, such as those that have previously largely recruitedgraduates• sectors with a very high proporti<strong>on</strong> of SMEs• Geographical areas <strong>and</strong> sectors with low proporti<strong>on</strong>al Apprenticeship penetrati<strong>on</strong>The proposals should dem<strong>on</strong>strate 83 clear evidence of need <strong>in</strong> terms of sector, geographical area<strong>and</strong> employer engagement. Proposals selected will need to dem<strong>on</strong>strate how they address thenumber of criteria e.g.:• Regi<strong>on</strong>al <strong>and</strong> sectoral need• Deadweight, displacement <strong>and</strong> additi<strong>on</strong>allity• Employer engagement• Innovative delivery modelsCooperati<strong>on</strong> can be seen even broader <strong>and</strong> from a pathway perspective, as the proposals <strong>in</strong> theC<strong>on</strong>sultati<strong>on</strong> <strong>on</strong> the Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> (SASE) <strong>on</strong> m<strong>in</strong>imumentry requirements <strong>and</strong> progressi<strong>on</strong> routes does.The c<strong>on</strong>sultati<strong>on</strong> paper states, that:“We would expect all frame<strong>work</strong>s to give details of clear entry routes <strong>in</strong>to Apprenticeships <strong>and</strong>progressi<strong>on</strong> routes <strong>on</strong> to further tra<strong>in</strong><strong>in</strong>g <strong>in</strong>clud<strong>in</strong>g higher educati<strong>on</strong>. We propose that82 Test<strong>in</strong>g Alternative Delivery Models: Group Tra<strong>in</strong><strong>in</strong>g Associati<strong>on</strong>s <strong>and</strong> Apprenticeship Tra<strong>in</strong><strong>in</strong>g Agencies.Nati<strong>on</strong>al Apprenticeship service. 2009.83 Test<strong>in</strong>g Alternative Delivery Models: Group Tra<strong>in</strong><strong>in</strong>g Associati<strong>on</strong>s <strong>and</strong> Apprenticeship Tra<strong>in</strong><strong>in</strong>g Agencies.Nati<strong>on</strong>al Apprenticeship service. 2009. p. 9114
Apprenticeship frame<strong>work</strong>s should set out the prior qualificati<strong>on</strong>s which are a necessary start<strong>in</strong>gpo<strong>in</strong>t for the learn<strong>in</strong>g expected <strong>in</strong> an Apprenticeship, <strong>in</strong>clud<strong>in</strong>g dem<strong>on</strong>strat<strong>in</strong>g how otherqualificati<strong>on</strong>s such as Diplomas, GCSE <strong>and</strong> A Levels can lead to routes <strong>in</strong>to an Apprenticeship.We would expect to <strong>in</strong>clude the pr<strong>in</strong>cipal occupati<strong>on</strong>s to which each frame<strong>work</strong> led, together withavenues of career progressi<strong>on</strong> with<strong>in</strong> the sector via further tra<strong>in</strong><strong>in</strong>g <strong>and</strong> educati<strong>on</strong>, <strong>and</strong> highereducati<strong>on</strong>.It is clearly desirable that there should be pathways between Diplomas <strong>and</strong> Apprenticeships, asyoung people <strong>in</strong> educati<strong>on</strong> move closer to the world of <strong>work</strong>. We would also wish to encourage thepossibility of young people enter<strong>in</strong>g Diplomas after their Apprenticeships, if this made sense tothem (for example to undertake more <strong>in</strong>tensive preparati<strong>on</strong> for higher educati<strong>on</strong>). The design ofadditi<strong>on</strong>al <strong>and</strong> specialised learn<strong>in</strong>g associated with Diplomas can clearly help, for example throughprovid<strong>in</strong>g a basis for the knowledge elements dem<strong>and</strong>ed <strong>in</strong> an Apprenticeship. We are less clearthat any requirements should be made of Apprenticeship frame<strong>work</strong>s <strong>in</strong> l<strong>in</strong>k<strong>in</strong>g with Diplomas,bey<strong>on</strong>d – as is d<strong>on</strong>e <strong>in</strong> the draft – specify<strong>in</strong>g that available progressi<strong>on</strong> routes should be set out.”6.4 C<strong>on</strong>clusi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to implementati<strong>on</strong>“Implementati<strong>on</strong> plans are devised <strong>in</strong> c<strong>on</strong>sultati<strong>on</strong> with stakeholders <strong>and</strong> <strong>in</strong>clude explicitpr<strong>in</strong>ciples” states the Recommendati<strong>on</strong> <strong>on</strong> the EQARF.The technical <strong>and</strong> pedagogical qualificati<strong>on</strong>s of the tra<strong>in</strong>ers are the most important <strong>quality</strong> criteriafor most apprentices. The qualificati<strong>on</strong>s are regulated differently, but generally are there a numberof <strong>quality</strong> criteria for the tra<strong>in</strong>ers. These regulati<strong>on</strong>s are under or have recently been revised <strong>in</strong>some of the case countries. The major changes are the upgrad<strong>in</strong>g of the pedagogicalcompetences of the tra<strong>in</strong>ers <strong>and</strong> the <strong>in</strong>troducti<strong>on</strong> of comm<strong>on</strong> criteria across trades.The major problem seems to be <strong>in</strong>tegrated <strong>in</strong> the job of the tra<strong>in</strong>er – the tra<strong>in</strong>er is ma<strong>in</strong>ly a normalemployee, who has a normal job to do – very often with higher priority than the tra<strong>in</strong><strong>in</strong>g of theapprentices. Time for reflecti<strong>on</strong> <strong>and</strong> the use of positive feedback are both areas with a potential forfurther development.Internally, <strong>in</strong> the enterprises, there are no problems related to f<strong>in</strong>d<strong>in</strong>g new tra<strong>in</strong>ers. The <strong>in</strong>ternalselecti<strong>on</strong> criteria are a comb<strong>in</strong>ati<strong>on</strong> of motivati<strong>on</strong> <strong>and</strong> attitude, experience, formal tests <strong>and</strong>pedagogical tra<strong>in</strong><strong>in</strong>g.The enterprises are, <strong>in</strong> general, highly motivated, but there exist huge differences related to trade<strong>and</strong> size of the enterprise. Larger enterprises seem to be more motivated than SMEs.The ma<strong>in</strong> motivati<strong>on</strong>s for tak<strong>in</strong>g part <strong>in</strong> apprenticeship programmes for the enterprises are that it ispossible to develop young employees who meet the company's particular requirements, it is a partof their policy, it is possible to choose the best employees, it creates more flexible employees, tosecure future employees with<strong>in</strong> the professi<strong>on</strong> <strong>and</strong> the enterprise c<strong>on</strong>tributes to give the youth aperspective <strong>and</strong> directi<strong>on</strong> <strong>in</strong> life.The technology <strong>and</strong> equipment are up to date <strong>in</strong> most enterprises, but there are differences whichexist between the trades.The VET-colleges play very different roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. Theactivities range from be<strong>in</strong>g resp<strong>on</strong>sible for the <strong>quality</strong> to be<strong>in</strong>g a part of the exam<strong>in</strong>ati<strong>on</strong>. There areoften c<strong>on</strong>tacts between the enterprises <strong>and</strong> the VET-colleges, but it seems still to be problematic tocoord<strong>in</strong>ate the learn<strong>in</strong>g c<strong>on</strong>tent <strong>and</strong> focus for the <strong>in</strong>dividual student.115
The cooperati<strong>on</strong> between the enterprises <strong>and</strong> the external partners (ma<strong>in</strong>ly the VET-colleges) are<strong>on</strong>e of the ma<strong>in</strong> areas for improvement accord<strong>in</strong>g to the apprentices. There are a number ofactivities that have to be solved <strong>and</strong> managed through partnerships <strong>and</strong> cooperati<strong>on</strong> between theSocial Partners, the enterprises, the VET-colleges <strong>and</strong> the apprentices.The cost of <strong>quality</strong> <strong>assurance</strong> can be covered <strong>in</strong> a number of ways. They can be shared by theM<strong>in</strong>istry <strong>and</strong> the enterprises, paid <strong>on</strong>ly by the m<strong>in</strong>istries via the VET-colleges or paid by theenterprises <strong>and</strong> their organisati<strong>on</strong>s.The ma<strong>in</strong> costs of an apprenticeship programme are pers<strong>on</strong>nel cost for tra<strong>in</strong>ees, pers<strong>on</strong>nel costsfor <strong>in</strong>structors <strong>and</strong> equipment <strong>and</strong> material costs. However, apprentices not <strong>on</strong>ly generate costs forthe firm provid<strong>in</strong>g their tra<strong>in</strong><strong>in</strong>g, they make a significant c<strong>on</strong>tributi<strong>on</strong> to their company's regularproducti<strong>on</strong> <strong>and</strong> services <strong>and</strong> save the enterprises for recruitment costs.The <strong>quality</strong> guidel<strong>in</strong>es are set by laws, regulati<strong>on</strong>s <strong>and</strong> orders depend<strong>in</strong>g <strong>on</strong> the different traditi<strong>on</strong>s<strong>in</strong> the case countries. Quality is explicitly menti<strong>on</strong>ed <strong>and</strong> described, both <strong>in</strong> detail but also with acerta<strong>in</strong> degree of freedom for different stakeholders. The <strong>quality</strong> st<strong>and</strong>ards are ma<strong>in</strong>ly m<strong>in</strong>imumst<strong>and</strong>ards.116
7. Evaluati<strong>on</strong>“Evaluati<strong>on</strong> of outcomes <strong>and</strong> processes is regularly carried out <strong>and</strong> supported by measurement”states the Recommendati<strong>on</strong> <strong>on</strong> the EQARF.A number of <strong>in</strong>dicative descriptors of evaluati<strong>on</strong> are used <strong>in</strong> the EQARF <strong>in</strong> order to supportMember States with the implementati<strong>on</strong> of the Frame<strong>work</strong> e.g. self assessment, evaluati<strong>on</strong> areas,stakeholder <strong>in</strong>volvement, <strong>quality</strong> st<strong>and</strong>ards <strong>and</strong> processes, data collecti<strong>on</strong>.The follow<strong>in</strong>g four secti<strong>on</strong>s will present examples of the ma<strong>in</strong> <strong>quality</strong> dimensi<strong>on</strong>s with<strong>in</strong> evaluati<strong>on</strong>.The motives for evaluati<strong>on</strong> are presented, followed by three different but complementaryevaluati<strong>on</strong> areas: <strong>on</strong>-go<strong>in</strong>g assessments of the learners, f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>s <strong>and</strong> assessment ofeducati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g providers.Evaluati<strong>on</strong> methodologies are described with a number of practical examples <strong>and</strong> f<strong>in</strong>ally the focus<strong>on</strong> the apprentices’ <strong>in</strong>volvement <strong>in</strong> evaluati<strong>on</strong>s is addressed.7.1 Motives for evaluati<strong>on</strong>Each assessment <strong>and</strong> evaluati<strong>on</strong> has it own objective as the follow<strong>in</strong>g examples will show.Certificates are <strong>on</strong>e type of show<strong>in</strong>g the results of the evaluati<strong>on</strong>s.In Germany, there are three types of certificati<strong>on</strong>, which can either be characterised as <strong>in</strong>ternal orexternal:• A certificate issued at the end of the tra<strong>in</strong><strong>in</strong>g period up<strong>on</strong> successful completi<strong>on</strong> of anati<strong>on</strong>al f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>• A certificate issued by the firm’s tra<strong>in</strong>er• An assessment issued by the vocati<strong>on</strong>al schoolThis German assessment <strong>and</strong> certificati<strong>on</strong> system helps ensure that st<strong>and</strong>ard competencies arema<strong>in</strong>ta<strong>in</strong>ed <strong>and</strong> not left solely under the c<strong>on</strong>trol of the tra<strong>in</strong><strong>in</strong>g provider. As <strong>on</strong>e might expect, eachassessment has its own objectives: where the certificate issued by the firm will show thecompetencies ga<strong>in</strong>ed <strong>in</strong> the field of practice at the firm, the assessment issued by the vocati<strong>on</strong>alschool will show the theoretical knowledge acquired at the school.The impact of this triple certificati<strong>on</strong> system <strong>on</strong> the German labour market seems to be quitecomplex, as not all assessments or certificates are always asked for, they are perceived more as arecogniti<strong>on</strong> <strong>and</strong> not a positi<strong>on</strong> <strong>in</strong> the labour market. Furthermore, the balance between thecertificates <strong>and</strong> their method of assessment is often debated: the Länder, who are <strong>in</strong> charge of theeducati<strong>on</strong> system prefer a more <strong>in</strong>ternal (school-<strong>based</strong>) assessment, whereas some firms want toplay an even bigger role <strong>in</strong> skills assessment. However, the positive effects of this certificati<strong>on</strong>cannot be denied, as it leads to highly st<strong>and</strong>ardised tra<strong>in</strong><strong>in</strong>g <strong>and</strong> sufficient <strong>in</strong>formati<strong>on</strong> about thejobseekers for the employers (Tremblay, le Bot, 2000.).The UK project “The assessment of Work <strong>based</strong> Learn<strong>in</strong>g <strong>in</strong> foundati<strong>on</strong> Degrees” 84 po<strong>in</strong>ts out thatthe aim of the assessment is not <strong>on</strong>ly to assure <strong>quality</strong> of provisi<strong>on</strong> <strong>and</strong> achievement by its end,but to develop the student as a reflective practiti<strong>on</strong>er. In additi<strong>on</strong> this must be d<strong>on</strong>e with<strong>in</strong>84 The Assessment of Work <strong>based</strong> Learn<strong>in</strong>g <strong>in</strong> Foundati<strong>on</strong> Degrees, Claire Taylor, Bishop GrossetesteCollege, L<strong>in</strong>coln117
appropriate <strong>quality</strong> benchmark st<strong>and</strong>ards <strong>and</strong>/or professi<strong>on</strong>al st<strong>and</strong>ards, <strong>and</strong> with due regard forthe <strong>work</strong>place sett<strong>in</strong>g <strong>in</strong> order to promote an authentic c<strong>on</strong>text.The objectives of the English Frame<strong>work</strong> for Excellence 85 is to <strong>in</strong>crease both the <strong>quality</strong> of FEprovisi<strong>on</strong> <strong>and</strong> the way <strong>in</strong> which that provisi<strong>on</strong> meets the needs of all users. In additi<strong>on</strong>, it willsimplify the way employers <strong>and</strong> learners chose the provider best-suited to their needs.The Frame<strong>work</strong> for Excellence is the Government’s performance assessment tool for furthereducati<strong>on</strong> colleges <strong>and</strong> post-16 educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g providers who receive fund<strong>in</strong>g from theLearn<strong>in</strong>g <strong>and</strong> Skills Council.The Frame<strong>work</strong> has been designed <strong>in</strong> c<strong>on</strong>sultati<strong>on</strong> with the sector <strong>and</strong> our partners <strong>in</strong>clud<strong>in</strong>g theDepartment for Bus<strong>in</strong>ess, Innovati<strong>on</strong> <strong>and</strong> Skills (BIS), Department of Children, Schools <strong>and</strong>Families (DCSF), Ofsted <strong>and</strong> the Learn<strong>in</strong>g <strong>and</strong> Skills Improvement Service (LSIS).It is a s<strong>in</strong>gle, unified frame<strong>work</strong> that will help <strong>in</strong>crease both the <strong>quality</strong> of FE provisi<strong>on</strong> <strong>and</strong> the way<strong>in</strong> which that provisi<strong>on</strong> meets the needs of all users. In additi<strong>on</strong>, it will simplify the way employers<strong>and</strong> learners choose the provider best-suited to their needs.From 2009, the Frame<strong>work</strong> is much simpler <strong>and</strong> more sensitive to the diverse nature of the furthereducati<strong>on</strong> sector. It has a small number of core performance <strong>in</strong>dicators that will apply to all types ofprovider. The core <strong>in</strong>dictors are supplemented by specific <strong>in</strong>dicators that are relevant to particulartypes of provider <strong>and</strong> provisi<strong>on</strong>.Another way of look<strong>in</strong>g at the motivati<strong>on</strong>s for mak<strong>in</strong>g evaluati<strong>on</strong>s is to focus <strong>on</strong> the results <strong>and</strong> the<strong>in</strong>formati<strong>on</strong> the results gives <strong>in</strong> relati<strong>on</strong> to further development <strong>and</strong> decisi<strong>on</strong>s.The survey of The Benefits of Complet<strong>in</strong>g an Apprenticeship report was carried out by BMG <strong>in</strong>Engl<strong>and</strong> throughout January 2009 <strong>and</strong> commissi<strong>on</strong>ed by the Learn<strong>in</strong>g <strong>and</strong> Skills Council. BMGspoke to a total of 3,808 apprentices. Of these, 3,215 had completed their Apprenticeships. Anadditi<strong>on</strong>al 593 apprentices who did not complete all their frame<strong>work</strong> elements were also<strong>in</strong>terviewed.Key Research F<strong>in</strong>d<strong>in</strong>gs of the survey is• Over 9 out of 10 apprentices are <strong>in</strong> <strong>work</strong> or educati<strong>on</strong> <strong>on</strong> complet<strong>in</strong>g their Apprenticeship,compar<strong>in</strong>g favourably with the nati<strong>on</strong>al unemployment rate;• Of those apprentices currently unemployed, just under two thirds (63 per cent) believe theirApprenticeship will directly help them f<strong>in</strong>d <strong>work</strong>;• Apprentices’ earn<strong>in</strong>g power has <strong>in</strong>creased significantly <strong>and</strong> over three quarters (76 per cent) ofapprentices believe that without their Apprenticeship they wouldn’t be earn<strong>in</strong>g their currentsalary;• Apprenticeships are a great route to further educati<strong>on</strong> – two thirds (60 per cent) of apprenticeswho completed an Advanced Apprenticeship showed an <strong>in</strong>terest <strong>in</strong> pursu<strong>in</strong>g a degree levelequivalent course;• An overwhelm<strong>in</strong>g majority (89 per cent) of apprentices would recommend an Apprenticeship toother people <strong>in</strong> similar circumstances to themselves.Studies or evaluati<strong>on</strong>s like these support the policy debate <strong>and</strong> give directi<strong>on</strong> for furtherdevelopment.85 http://ffe.lsc.gov.uk/118
7.2 Evaluati<strong>on</strong> areasThere exist a number of different evaluati<strong>on</strong> areas. This chapter will focus <strong>on</strong> three <strong>in</strong>terrelated <strong>and</strong>complementary evaluati<strong>on</strong> areas: <strong>on</strong>-go<strong>in</strong>g assessments of the learners, f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>s <strong>and</strong>assessment of educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g providers.7.2.1 On-go<strong>in</strong>g assessments of the learnersOn-go<strong>in</strong>g assessments are a key <strong>quality</strong> dimensi<strong>on</strong> <strong>in</strong> apprenticeship programmes <strong>and</strong> are a rightof the Dutch apprentices.Article 7 <strong>in</strong> the Dutch practical tra<strong>in</strong><strong>in</strong>g c<strong>on</strong>tract cover Participati<strong>on</strong> <strong>in</strong> Exam<strong>in</strong>ati<strong>on</strong>s <strong>and</strong> states:“The organizati<strong>on</strong> shall allow the participant to get tests or exam<strong>in</strong>ati<strong>on</strong>s held dur<strong>in</strong>g the period ofoccupati<strong>on</strong>al practice tra<strong>in</strong><strong>in</strong>g <strong>and</strong> set by the <strong>in</strong>stituti<strong>on</strong>.”The Romanian case: “Together for educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g – partnership between S.C. „DaewooMangalia Heavy Industries” S.A. <strong>and</strong> 4 TVET schools <strong>in</strong> the naval c<strong>on</strong>structi<strong>on</strong> doma<strong>in</strong>” describesa m<strong>on</strong>thly assessment of each student’s progress by both the tutor <strong>and</strong> the school representative.The case describes even how the company’s representatives take part <strong>in</strong> the certificati<strong>on</strong> exams ofthe TVET schools graduates.One of the challenges <strong>in</strong> the case countries is to secure a high <strong>quality</strong> guidance of the studentsdur<strong>in</strong>g their tra<strong>in</strong><strong>in</strong>g. The Dutch have found <strong>on</strong>e efficient <strong>and</strong> effective soluti<strong>on</strong>.There is an <strong>in</strong>creas<strong>in</strong>g use of ICT <strong>in</strong> the guidance of students <strong>in</strong> The Netherl<strong>and</strong>s. As it is notalways feasible for the college tutor to visit the student regularly at the company the possibilities ofICT cannot be underestimated.This soluti<strong>on</strong> can raise the <strong>quality</strong> of the c<strong>on</strong>tact between the learner <strong>and</strong> the VET-college <strong>and</strong>even the enterprise; <strong>on</strong>ly with a limited use of extra resources.In many countries, the educati<strong>on</strong>al plans are <strong>on</strong>e of the tools that should steer <strong>and</strong> focus the dailyactivities for the learner. But this requires that the educati<strong>on</strong>al plans are updated.The German study (BIBB Heft 109) shows that the educati<strong>on</strong>al plans not are adapted/updated asoften as the enterprises want to do it.The German experiences show that there is room for improvement <strong>in</strong> relati<strong>on</strong> to the update <strong>and</strong>use of the educati<strong>on</strong>al plans.7.2.2 F<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>sThe rules for the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong> are <strong>in</strong> general described <strong>in</strong> the laws <strong>and</strong> regulati<strong>on</strong>s <strong>in</strong>clud<strong>in</strong>g aspecificati<strong>on</strong> about the roles of the VET-colleges <strong>and</strong> the social partners <strong>in</strong> relati<strong>on</strong> toresp<strong>on</strong>sibilities of the exam<strong>in</strong>ati<strong>on</strong>s.The Dutch exam<strong>in</strong>ati<strong>on</strong> system has been reformed recently <strong>and</strong> gives a good overview of the<strong>quality</strong> elements. It is now characterised by• There will be nati<strong>on</strong>al st<strong>and</strong>ards for the <strong>quality</strong> of exam<strong>in</strong>ati<strong>on</strong>s.• Educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s will rema<strong>in</strong> resp<strong>on</strong>sible for the <strong>quality</strong> of exam<strong>in</strong>ati<strong>on</strong>s, al<strong>on</strong>g with(improv<strong>in</strong>g) <strong>in</strong>ternal <strong>assurance</strong> (that the exam<strong>in</strong>ati<strong>on</strong>s meet the st<strong>and</strong>ards) <strong>and</strong> publicaccountability for the <strong>quality</strong> of exam<strong>in</strong>ati<strong>on</strong>s <strong>and</strong> for performance.119
• External <strong>assurance</strong> (mak<strong>in</strong>g sure that the exam<strong>in</strong>ati<strong>on</strong>s comply with the st<strong>and</strong>ards) will beperformed by a s<strong>in</strong>gle authority, the KCE (<strong>in</strong>spectorate).• Without a statement of approval from the KCE (<strong>in</strong>spectorate), the M<strong>in</strong>ister will take away an<strong>in</strong>stituti<strong>on</strong>’s right to hold exam<strong>in</strong>ati<strong>on</strong>s. Instituti<strong>on</strong>s that cannot hold exam<strong>in</strong>ati<strong>on</strong>s shouldc<strong>on</strong>tract them out to an educati<strong>on</strong>al or specialist exam<strong>in</strong>ati<strong>on</strong> <strong>in</strong>stituti<strong>on</strong> that is capable <strong>and</strong>qualified to do so.• The Inspectorate c<strong>on</strong>ducts external reviews of the <strong>quality</strong> of KCE’s performance. This willchange <strong>in</strong> future when KCE is abolished.• A str<strong>on</strong>ger role for the Knowledge Centres for VET-labour market (KBB) <strong>and</strong> collaborati<strong>on</strong> withthe KCE <strong>in</strong> <strong>in</strong>ternal <strong>assurance</strong> <strong>and</strong> <strong>in</strong> actually hold<strong>in</strong>g exam<strong>in</strong>ati<strong>on</strong>s for the practical comp<strong>on</strong>entof tra<strong>in</strong><strong>in</strong>g courses.• A better positi<strong>on</strong><strong>in</strong>g of the exam<strong>in</strong>ati<strong>on</strong> cha<strong>in</strong>s <strong>in</strong> the total field of educati<strong>on</strong>; <strong>and</strong> parties hold<strong>in</strong>geach other accountable for their resp<strong>on</strong>sibilities <strong>in</strong> the cha<strong>in</strong>.A comm<strong>on</strong> development <strong>in</strong> the case countries is the focus <strong>on</strong> competences, as the Dutch exampleshows.Exam<strong>in</strong>ati<strong>on</strong>s <strong>in</strong> The Netherl<strong>and</strong>s are <strong>on</strong> both practice <strong>and</strong> theory. Students have to dem<strong>on</strong>stratemore <strong>and</strong> more their competences <strong>in</strong>stead of their theoretical knowledge. There are oralevaluati<strong>on</strong>s with the <strong>in</strong>structor from the company <strong>and</strong> the teacher from the school.The participants <strong>in</strong> <strong>and</strong> the resp<strong>on</strong>sibility for the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>s differ as the examples fromGermany <strong>and</strong> The Netherl<strong>and</strong>s show.The Social Partners <strong>in</strong> Germany are <strong>in</strong>volved <strong>in</strong> the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>. It is assessed if theapprentice has acquired the necessary vocati<strong>on</strong>al competence specified <strong>in</strong> the <strong>in</strong>itial tra<strong>in</strong><strong>in</strong>gregulati<strong>on</strong>. The competent bodies establish boards of exam<strong>in</strong>ers to adm<strong>in</strong>ister f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>swhich must <strong>in</strong>clude equal numbers of employers’ <strong>and</strong> employees’ representatives <strong>and</strong> at least <strong>on</strong>evocati<strong>on</strong>al school teacher.The German VET-colleges do not, <strong>in</strong> pr<strong>in</strong>ciple, play any role <strong>in</strong> the f<strong>in</strong>al assessment, except forBaden-Würtemberg, where schools offer the written part of the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>. The VETcollegeshave noth<strong>in</strong>g to do with the <strong>quality</strong> of the learn<strong>in</strong>g <strong>in</strong> the enterprises, even if there seem tobe a need for a closer cooperati<strong>on</strong> <strong>and</strong> a better communicati<strong>on</strong> between enterprises <strong>and</strong> VETcolleges<strong>in</strong> relati<strong>on</strong> to the <strong>quality</strong> of the <strong>in</strong>dividual apprentices learn<strong>in</strong>g.Article 6 <strong>in</strong> the Dutch practical tra<strong>in</strong><strong>in</strong>g c<strong>on</strong>tract cover Assessment, <strong>and</strong> states that• The f<strong>in</strong>al resp<strong>on</strong>sibility for assess<strong>in</strong>g whether or not the participant has achieved theatta<strong>in</strong>ment targets for the occupati<strong>on</strong>al practice tra<strong>in</strong><strong>in</strong>g shall rest with the <strong>in</strong>stituti<strong>on</strong>.• The <strong>in</strong>stituti<strong>on</strong> shall c<strong>on</strong>sult the op<strong>in</strong>i<strong>on</strong> of the organizati<strong>on</strong> with regard to those partialqualificati<strong>on</strong>s that do not require external legitimizati<strong>on</strong>.• The assessment procedure <strong>and</strong> the manner of exam<strong>in</strong><strong>in</strong>g the atta<strong>in</strong>ment targets foroccupati<strong>on</strong>al practice tra<strong>in</strong><strong>in</strong>g are set out <strong>in</strong> the educati<strong>on</strong>al <strong>and</strong> exam<strong>in</strong>ati<strong>on</strong> procedures ofthe programme.The Dutch VET-college shall co-organise this procedure with the enterprises.7.2.3 Assessment of educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g providersVET-colleges <strong>in</strong> the Netherl<strong>and</strong>s have the overall resp<strong>on</strong>sibility for the whole apprenticeshipprogramme. A number of st<strong>and</strong>ards are <strong>in</strong>troduced <strong>in</strong> order to evaluate VET-colleges.120
In the Dutch st<strong>and</strong>ards, a dist<strong>in</strong>cti<strong>on</strong> is made between the follow<strong>in</strong>g aspects of evaluati<strong>on</strong> <strong>and</strong>assessment of VET-colleges:Govern<strong>in</strong>g capacity: this plays a clear role <strong>in</strong> the detecti<strong>on</strong> phases <strong>and</strong> problem analysis. Inestablish<strong>in</strong>g the <strong>quality</strong> of the educati<strong>on</strong>, it is not taken <strong>in</strong>to c<strong>on</strong>siderati<strong>on</strong>.However, dur<strong>in</strong>g the annual discussi<strong>on</strong> at <strong>in</strong>stituti<strong>on</strong> level, the govern<strong>in</strong>g capacity is described <strong>in</strong>terms of phase of development.The legal requirements: these have to be met <strong>in</strong> any case. If <strong>on</strong>e or more legal provisi<strong>on</strong>s are notmet, then the legal requirements have not been met <strong>and</strong> this should be rectified with<strong>in</strong> the agreedperiod. This aspect plays no role <strong>in</strong> the st<strong>and</strong>ards used to assess the <strong>quality</strong> of the educati<strong>on</strong>.Accessibility: this is studied <strong>on</strong>ly if, <strong>in</strong> the detecti<strong>on</strong> phases <strong>and</strong> problem analysis, it is suspectedthat the <strong>in</strong>stituti<strong>on</strong> <strong>in</strong>sufficiently meets the legal requirement to ensure accessible educati<strong>on</strong>. Thestudy <strong>in</strong> this case is an aspect study at the <strong>in</strong>stituti<strong>on</strong> level. For a satisfactory assessment of theseaspects, both criteria should be satisfactory.The st<strong>and</strong>ards used <strong>in</strong> a <strong>quality</strong> study at an organisati<strong>on</strong>al unit, therefore, <strong>on</strong>ly <strong>in</strong>volve selectedaspects as follows.a. first the <strong>quality</strong> of the teach<strong>in</strong>g process is assessedb. then the results are assessedc. f<strong>in</strong>ally, a weight<strong>in</strong>g takes place for the assessment of the process <strong>and</strong> results.The Dutch system focuses <strong>on</strong> reduc<strong>in</strong>g the evaluati<strong>on</strong>s <strong>and</strong> the resources of the Inspectorate to am<strong>in</strong>imum <strong>and</strong> <strong>on</strong>ly to go <strong>in</strong>to details if this is absolutely needed, as the example shows.The English way of h<strong>and</strong>l<strong>in</strong>g the same challenges <strong>in</strong> relati<strong>on</strong> to assessment of the VET-collegesperformance are ma<strong>in</strong>ly h<strong>and</strong>led by LSC <strong>and</strong> can be seen <strong>in</strong> their <strong>work</strong> plan for the com<strong>in</strong>g 18m<strong>on</strong>ths (2009/2010):• Integrate Frame<strong>work</strong> for Excellence surveys as far as possible with colleges’ <strong>and</strong> providers’own processes.• Make the timescale for the collecti<strong>on</strong> of resp<strong>on</strong>ses as flexible <strong>and</strong> as wide as possible to alignwith colleges’ <strong>and</strong> providers’ own surveys.• Provide access for colleges <strong>and</strong> providers to underly<strong>in</strong>g resp<strong>on</strong>se data at as detailed a level aswe can to support improvement activity.• Work with Ofsted <strong>and</strong> DCSF to create a s<strong>in</strong>gle survey for pilot<strong>in</strong>g by schools with sixth forms <strong>in</strong>2009/10, to <strong>in</strong>clude health <strong>and</strong> well-be<strong>in</strong>g questi<strong>on</strong>s relevant to Every Child Matters outcomes.• Agree less<strong>on</strong>s learnt from pilot<strong>in</strong>g <strong>and</strong> the first assessment exercise <strong>in</strong> 2009 <strong>and</strong> use this toprepare effectively for the planned publicati<strong>on</strong> of results <strong>in</strong> 2010.• Agree further development requirements <strong>and</strong> seek soluti<strong>on</strong>s to these.• Involve sector experts <strong>in</strong> technical aspects of future development <strong>work</strong>.• Enhance awareness <strong>and</strong> underst<strong>and</strong><strong>in</strong>g of the Frame<strong>work</strong>’s purpose, use <strong>and</strong> potential forimprov<strong>in</strong>g performance <strong>and</strong> achievements; <strong>and</strong> <strong>work</strong> to ensure this is communicated to all who<strong>work</strong> <strong>in</strong> <strong>and</strong> use the sector.These objectives for 2009 <strong>and</strong> 2010 have resulted <strong>in</strong> the follow<strong>in</strong>g performance <strong>in</strong>dicators <strong>in</strong> orderto m<strong>on</strong>itor <strong>and</strong> measure the performance.121
The English Frame<strong>work</strong> for Excellence has the follow<strong>in</strong>g performance <strong>in</strong>dicators for 2009/10Category Indicator Core or specific Published orunpublishedLearner <strong>and</strong>qualificati<strong>on</strong>successQualificati<strong>on</strong>success ratesCorePublishedLearner views Learner views Core PublishedLearnerdest<strong>in</strong>ati<strong>on</strong>sResp<strong>on</strong>sivenessemployersLearner dest<strong>in</strong>ati<strong>on</strong>s CorePublished(<strong>in</strong>clud<strong>in</strong>g a statement ofvolume of employmentoutcomes)Employer views Specific PublishedAmount of tra<strong>in</strong><strong>in</strong>gstatement of volume for<strong>in</strong>formati<strong>on</strong>; notgraded)Tra<strong>in</strong><strong>in</strong>g QualitySt<strong>and</strong>ardSpecificSpecificPublishedPublishedF<strong>in</strong>ancial health<strong>and</strong> managementF<strong>in</strong>ancial healthF<strong>in</strong>ancial managementSpecificSpecificUnpublishedUnpublished<strong>and</strong> c<strong>on</strong>trol evaluati<strong>on</strong>Use of resources Use of resources UnpublishedSource: http://read<strong>in</strong>groom.lsc.gov.uk/lsc/Nati<strong>on</strong>al/Frame<strong>work</strong>_for_Excellence_Outcomes_-_FINAL.pdfThis development towards <strong>in</strong>tegrated performance <strong>in</strong>dicators both at system level <strong>and</strong> at providerlevel are seen <strong>in</strong> the Dutch system too. This is a change of governance structure towards a more<strong>in</strong>tegrated <strong>and</strong> coord<strong>in</strong>ated approach, where M<strong>in</strong>istries <strong>work</strong> closer together with the providers <strong>on</strong>measur<strong>in</strong>g their performance.The employers view of the <strong>work</strong> d<strong>on</strong>e by the VET-colleges complement the different governmentalassessments, as the example from Engl<strong>and</strong> shows.The Resp<strong>on</strong>siveness to Employers performance <strong>in</strong>dicator c<strong>on</strong>siders employers views of theirprovider’s ability to meet their needs <strong>in</strong> key areas of delivery. Key areas corresp<strong>on</strong>d to the coreelements of the Tra<strong>in</strong><strong>in</strong>g Quality St<strong>and</strong>ard for Employer Resp<strong>on</strong>siveness 86 – <strong>in</strong> particular the‘Resp<strong>on</strong>d’, ‘Deliver’, ‘Relate’, <strong>and</strong> ‘Perform’ elements.The <strong>quality</strong> of the performance of the enterprises is also assessed as <strong>in</strong> Germany 87 .The German assessments are two-dimensi<strong>on</strong>al: firstly, they focus <strong>on</strong> the possible areas, <strong>in</strong> whichthe learners might be lack<strong>in</strong>g <strong>and</strong> focus <strong>on</strong> areas <strong>in</strong> which the learners are particularly str<strong>on</strong>g. Theother dimensi<strong>on</strong> is for the <strong>work</strong>place itself: to see whether they are able to apply the c<strong>on</strong>tent of thelearn<strong>in</strong>g <strong>in</strong> a proper way. One could therefore say that it acts as a “check” for the successfulness ofthe curriculum they employ.One of the other c<strong>on</strong>clusi<strong>on</strong>s from the German study <strong>on</strong> <strong>quality</strong> assessment <strong>in</strong> the <strong>work</strong>place, wasthat assessments of tra<strong>in</strong><strong>in</strong>g success are carried out more frequently, due to the fact that the86 http://www.tra<strong>in</strong><strong>in</strong>g<strong>quality</strong>st<strong>and</strong>ard.co.uk/<strong>in</strong>dex.php87 German 2005 BIBB study <strong>on</strong> <strong>quality</strong> assessment122
number of bigger firms has <strong>in</strong>creased. However, the frequency of these assessments is differentdepend<strong>in</strong>g <strong>on</strong> the size of the firm.The experiences <strong>and</strong> the roles of the mentors <strong>in</strong> relati<strong>on</strong> to assessments are important for the<strong>quality</strong> of the assessment.In additi<strong>on</strong>, the <strong>work</strong> <strong>in</strong> UK <strong>on</strong> assessment 88 has helped to rec<strong>on</strong>sider some aspects of thementor<strong>in</strong>g role. With<strong>in</strong> the <strong>work</strong>place, mentors must be supported <strong>in</strong> generat<strong>in</strong>g mentor<strong>in</strong>g skillsappropriate for the needs of students. This may <strong>in</strong>volve <strong>in</strong>duct<strong>in</strong>g mentors more fully <strong>in</strong>underst<strong>and</strong><strong>in</strong>g the range of assessment modes <strong>and</strong> criteria used <strong>on</strong> Foundati<strong>on</strong> Degrees. Inadditi<strong>on</strong>, it is essential for all participants <strong>in</strong>volved <strong>in</strong> <strong>work</strong> <strong>based</strong> programmes to have a sharedview of what <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g means <strong>in</strong> pr<strong>in</strong>ciple <strong>and</strong> practice, <strong>in</strong> order that the studentexperience is valid, effective <strong>and</strong> appropriate for <strong>work</strong> <strong>based</strong> routes.7.3 Evaluati<strong>on</strong> methodologyEvaluati<strong>on</strong> <strong>and</strong> assessment can be d<strong>on</strong>e <strong>in</strong> a number of different ways. A selecti<strong>on</strong> of differentmethodologies <strong>and</strong> fundamental questi<strong>on</strong>s will be presented <strong>in</strong> this secti<strong>on</strong>; start<strong>in</strong>g with thechallenge of evaluat<strong>in</strong>g <strong>and</strong> assess<strong>in</strong>g <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g.A UK project “The assessment of Work <strong>based</strong> Learn<strong>in</strong>g <strong>in</strong> foundati<strong>on</strong> Degrees 89 ” sought to<strong>in</strong>vestigate <strong>and</strong> develop approaches to the assessment of WBL. The project c<strong>on</strong>clusi<strong>on</strong> is that toassess WBL dem<strong>and</strong>s a secure knowledge of the <strong>work</strong>place c<strong>on</strong>text <strong>and</strong> of professi<strong>on</strong>al <strong>work</strong>placeknowledge by academic staff. High levels of evaluati<strong>on</strong> <strong>and</strong> reflecti<strong>on</strong> are dem<strong>and</strong>ed from students<strong>and</strong> materials from the tasks also provide learn<strong>in</strong>g <strong>in</strong> the <strong>work</strong>place is as much, if not more, aboutprocess as about output. In the report it is highlighted that the challenge for assessment of WBL isthe need to balance competency-<strong>based</strong> assessment (output) with assessment of process(reflecti<strong>on</strong> <strong>and</strong> self-directi<strong>on</strong>).The UK project “Assessment <strong>and</strong> Mentor<strong>in</strong>g of Work <strong>based</strong> Learn<strong>in</strong>g <strong>in</strong> Foundati<strong>on</strong> Degrees” 90 hasdeveloped approaches to the assessment of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> the c<strong>on</strong>text of Foundati<strong>on</strong>Degrees for Teach<strong>in</strong>g Assistants. C<strong>on</strong>sider<strong>in</strong>g a range of assessment approaches with<strong>in</strong> a casestudy methodology, it has <strong>in</strong>vestigated best practice <strong>in</strong> the light of student experience, the exist<strong>in</strong>gliterature <strong>on</strong> <strong>work</strong> <strong>based</strong> assessments, <strong>and</strong> the particular dem<strong>and</strong>s of the Foundati<strong>on</strong> Degreeformat. The project has built <strong>on</strong> the experience of the participat<strong>in</strong>g <strong>in</strong>stituti<strong>on</strong>s <strong>in</strong> runn<strong>in</strong>g aFoundati<strong>on</strong> Degree, <strong>and</strong> related <strong>work</strong> <strong>based</strong> courses, for Teach<strong>in</strong>g Assistants s<strong>in</strong>ce September2001.The c<strong>on</strong>clusi<strong>on</strong> of the project is that it is clear that diverse <strong>and</strong> <strong>in</strong>novative forms of assessment arewholly appropriate for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g. In additi<strong>on</strong>, the most appropriate <strong>and</strong> effectiveassessment modes are those where learn<strong>in</strong>g is situated <strong>in</strong> the <strong>work</strong>place yet fully underp<strong>in</strong>ned byrigorous academic scrut<strong>in</strong>y <strong>and</strong> reflecti<strong>on</strong>.There is scope for the further development of <strong>work</strong> <strong>in</strong> this area, <strong>in</strong>clud<strong>in</strong>g the <strong>in</strong>vestigati<strong>on</strong> ofadditi<strong>on</strong>al assessment modes. In this respect the list of ways <strong>in</strong> which we assess <strong>work</strong> <strong>based</strong>learn<strong>in</strong>g could be extended c<strong>on</strong>siderably, <strong>and</strong> could <strong>in</strong>clude the follow<strong>in</strong>g, plus more:88 The Assessment of Work <strong>based</strong> Learn<strong>in</strong>g <strong>in</strong> Foundati<strong>on</strong> Degrees, Claire Taylor, Bishop GrossetesteCollege, L<strong>in</strong>coln89 The Assessment of Work <strong>based</strong> Learn<strong>in</strong>g <strong>in</strong> Foundati<strong>on</strong> Degrees, Claire Taylor, Bishop GrossetesteCollege, L<strong>in</strong>coln90 The Assessment of Work <strong>based</strong> Learn<strong>in</strong>g <strong>in</strong> Foundati<strong>on</strong> Degrees, Claire Taylor, Bishop GrossetesteCollege, L<strong>in</strong>coln123
• Essay• Project report• Acti<strong>on</strong> plan• Individual presentati<strong>on</strong>• Group presentati<strong>on</strong>• Discussi<strong>on</strong>• Debate• Display• Problem solv<strong>in</strong>g scenario• Interview simulati<strong>on</strong>• Exam<strong>in</strong>ati<strong>on</strong>• Portfolio• Student-led projects <strong>and</strong> learn<strong>in</strong>g c<strong>on</strong>tracts• Onl<strong>in</strong>e taskThe pers<strong>on</strong>al learn<strong>in</strong>g <strong>and</strong> th<strong>in</strong>k<strong>in</strong>g skills are cover<strong>in</strong>g other parts of the learn<strong>in</strong>g of the apprentices.It is proposed <strong>in</strong> the Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards for Engl<strong>and</strong> to <strong>in</strong>tegrate theassessment of pers<strong>on</strong>al learn<strong>in</strong>g <strong>and</strong> th<strong>in</strong>k<strong>in</strong>g skills (PLTS) with the assessment of the ma<strong>in</strong>knowledge <strong>and</strong> skills of the Apprenticeship, <strong>and</strong> that they should not be taught through st<strong>and</strong>-al<strong>on</strong>eunits. The proposals <strong>and</strong> argumentati<strong>on</strong> c<strong>on</strong>t<strong>in</strong>ues:“We propose that while each frame<strong>work</strong> must c<strong>on</strong>ta<strong>in</strong> each of the six PLTS, it is for the SSC/SSBto ensure that PLTS can be referenced with<strong>in</strong> the relevant underp<strong>in</strong>n<strong>in</strong>g Nati<strong>on</strong>al Occupati<strong>on</strong>alSt<strong>and</strong>ards (NOS). SSC/SSBs should determ<strong>in</strong>e the extent, level <strong>and</strong> locati<strong>on</strong> of PLTS with<strong>in</strong> thevarious elements of their frame<strong>work</strong>s. However SSC/SSBs would be required to account for thepresence of PLTs by <strong>in</strong>dicat<strong>in</strong>g where, with<strong>in</strong> their frame<strong>work</strong>s, the learn<strong>in</strong>g <strong>and</strong> dem<strong>on</strong>strati<strong>on</strong> ofeach PLT would be required.We do not propose to require formal summative assessment of the PLTS although SSC/ SSBsmay require this if they wish. However, SSC/SSBs must avoid add<strong>in</strong>g unnecessary assessmentcomplexity. We propose at least formative assessment to ensure that apprentices be givenfeedback about their performance <strong>in</strong> the PLTS.”The ma<strong>in</strong> po<strong>in</strong>t of the English example above is to avoid unnecessary assessment complexity <strong>and</strong>to secure reliable <strong>and</strong> valid assessments of the pers<strong>on</strong>al learn<strong>in</strong>g <strong>and</strong> th<strong>in</strong>k<strong>in</strong>g skills.This is d<strong>on</strong>e <strong>in</strong> the Netherl<strong>and</strong>s by a comb<strong>in</strong>ati<strong>on</strong> of tools <strong>and</strong> activities.Assessment of learn<strong>in</strong>g success <strong>in</strong> The Netherl<strong>and</strong>s takes place <strong>in</strong> the form of regular progressreports which have to be compared to the <strong>in</strong>itial project plan. In additi<strong>on</strong>, c<strong>on</strong>versati<strong>on</strong> (visits)between the tutors from the college <strong>and</strong> the supervisor from the company, <strong>in</strong>clud<strong>in</strong>g the studentshould guarantee timely assessment. At the end of the <strong>in</strong>ternship there is a general assessment ofthe learn<strong>in</strong>g outcomes c<strong>on</strong>ducted by the triangle <strong>and</strong> the student is expected to draft a f<strong>in</strong>al report,which has to be approved by the tutor from the college <strong>and</strong> the supervisor from the company.All the evaluati<strong>on</strong> <strong>and</strong> the follow<strong>in</strong>g discussi<strong>on</strong>s <strong>and</strong> decisi<strong>on</strong>s builds <strong>on</strong> the assumpti<strong>on</strong>, that thedata is reliable <strong>and</strong> valid.One of the priorities of the English Nati<strong>on</strong>al Apprenticeship Service (NAS) <strong>in</strong> 2009/2010 is todevelop high-<strong>quality</strong> data <strong>and</strong> management <strong>in</strong>formati<strong>on</strong>, supported by <strong>on</strong>go<strong>in</strong>g research <strong>in</strong>toapprenticeship delivery. This is planned to be d<strong>on</strong>e by the follow<strong>in</strong>g means:124
• Develop enhanced datasets to enable us to drive the bus<strong>in</strong>ess plan <strong>and</strong> support strategicdecisi<strong>on</strong>-mak<strong>in</strong>g.• Develop an annual research programme to provide evidence <strong>and</strong> <strong>in</strong>sight.• Improve data to ensure effective m<strong>on</strong>itor<strong>in</strong>g of public sector employers.At the moment, there are various ways of count<strong>in</strong>g the number of Apprenticeships <strong>in</strong> Engl<strong>and</strong>.These methods have evolved over time as the programme has developed, <strong>and</strong> variability <strong>in</strong> thetim<strong>in</strong>g of Apprenticeship tra<strong>in</strong><strong>in</strong>g has also created complexity. The strategy for the com<strong>in</strong>g years<strong>in</strong>cludes some c<strong>on</strong>siderati<strong>on</strong>s about measurement. The focus <strong>in</strong> the future will be <strong>on</strong> the two most<strong>in</strong>structive metrics 91 : the number of people start<strong>in</strong>g an Apprenticeship <strong>in</strong> the year (‘starts’) <strong>and</strong> thepercentage of those who complete that Apprenticeship (‘completi<strong>on</strong> rate’).The Dutch <strong>in</strong>spectorate is very focused <strong>on</strong> the limitati<strong>on</strong>s of both the st<strong>and</strong>ards used <strong>and</strong> theevaluati<strong>on</strong> <strong>and</strong> assessment methodology.The c<strong>on</strong>siderati<strong>on</strong>s <strong>in</strong> these st<strong>and</strong>ards, firstly, are that the results of the educati<strong>on</strong> provided are ofa different order than the teach<strong>in</strong>g process that produced these results. Sec<strong>on</strong>dly, the results bydef<strong>in</strong>iti<strong>on</strong> come after the teach<strong>in</strong>g process (especially <strong>in</strong> multi-year programmes): a recentlyimproved process will take several years to lead to good results; a recently deteriorated processcan still produce good results.7.3.1 IndicatorsThe Recommendati<strong>on</strong> of the European Parliament <strong>and</strong> of the Council of 18 June 2009 <strong>on</strong> theestablishment of a European Quality Assurance Reference Frame<strong>work</strong> for Vocati<strong>on</strong>al Educati<strong>on</strong>presents a reference set of selected <strong>quality</strong> <strong>in</strong>dicators for assess<strong>in</strong>g <strong>quality</strong> <strong>in</strong> VET. These<strong>in</strong>dicators are presented <strong>in</strong> Annex 9 together with a group of proposals for new <strong>and</strong> more specific<strong>in</strong>dicators for the <strong>quality</strong> of apprenticeship programmes.The resp<strong>on</strong>dents to the questi<strong>on</strong>naire have been asked about the potential <strong>in</strong>dicators of <strong>quality</strong> ofapprenticeship programmes <strong>and</strong> dur<strong>in</strong>g the <strong>in</strong>terviews were the focus <strong>on</strong> mak<strong>in</strong>g a priority am<strong>on</strong>gthe many proposed <strong>in</strong>dicators.The follow<strong>in</strong>g <strong>in</strong>dicators were c<strong>on</strong>sidered as the most useful <strong>in</strong> order to get a good picture of the<strong>quality</strong> of apprenticeship programmes:• The employment rate of the apprentices/students• The completi<strong>on</strong> rate of the apprentices/students• Satisfacti<strong>on</strong> rate of <strong>in</strong>dividuals <strong>and</strong> employers with acquired skills/competences• The time from tra<strong>in</strong><strong>in</strong>g/WBL to jobs/the labour market• The stakeholders (social partners, students, parents, VET-providers,..) <strong>in</strong>volved (number,motivati<strong>on</strong>, activities, dialogue, ..)• Share of accredited tra<strong>in</strong><strong>in</strong>g placesThe <strong>in</strong>dicators are presented accord<strong>in</strong>g to the resp<strong>on</strong>dents’ priorities, which shows that output<strong>in</strong>dicators like employment rates, completi<strong>on</strong> rates <strong>and</strong> satisfacti<strong>on</strong> rates are c<strong>on</strong>sidered as thebest <strong>in</strong>dicators for the <strong>quality</strong> of apprenticeship programmes.91 Source: World-class Apprenticeships: Unlock<strong>in</strong>g Talent, Build<strong>in</strong>g Skills for All. Department for Innovati<strong>on</strong>,Universities <strong>and</strong> Skills. Ref. no. 285723. 2008.125
7.4 Apprentice <strong>in</strong>volvementThe apprentices are heavily <strong>in</strong>volved <strong>in</strong> the evaluati<strong>on</strong>s both as the object for the evaluati<strong>on</strong>s (e.g.exam<strong>in</strong>ati<strong>on</strong>s) <strong>and</strong> as the evaluators. This secti<strong>on</strong> will focus <strong>on</strong> the apprentices’ roles asevaluators.Student assessment is a key <strong>quality</strong> <strong>assurance</strong> mechanism, as <strong>on</strong>e of the LdV-projects 92 shows.Assessment focuses here <strong>on</strong> the students’ op<strong>in</strong>i<strong>on</strong>, the mentors’ op<strong>in</strong>i<strong>on</strong> <strong>and</strong> <strong>on</strong> social <strong>and</strong><strong>work</strong>/tra<strong>in</strong><strong>in</strong>g-related skills. The VQTS project has developed an ECVET approach (EuropeanCredit System for Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g) that <strong>in</strong>volves a system of a structureddescripti<strong>on</strong> of <strong>work</strong>-related competences <strong>and</strong> their acquisiti<strong>on</strong> (<strong>in</strong>clud<strong>in</strong>g Credit Po<strong>in</strong>ts). The VQTSmodel enhances transparency of vocati<strong>on</strong>al competences <strong>and</strong> <strong>in</strong> particular offers a soluti<strong>on</strong> for thedescripti<strong>on</strong> of the acquisiti<strong>on</strong> of <strong>work</strong>-related competences that could support the underst<strong>and</strong><strong>in</strong>gbetween the world of educati<strong>on</strong> <strong>and</strong> the world of <strong>work</strong>.The core elements of the VQTS model are the Competence Matrix <strong>and</strong> Competence Profiles:• A Competence Matrix displays competences of a specific occupati<strong>on</strong>al field <strong>in</strong> a table. Thecompetences are structured accord<strong>in</strong>g to core <strong>work</strong> tasks <strong>in</strong> the respective occupati<strong>on</strong>al field<strong>and</strong> the progress of competence development.• Competence Profiles (<strong>in</strong>clud<strong>in</strong>g Credit Po<strong>in</strong>ts) are formed from <strong>in</strong>dividual parts of thisCompetence Matrix. The "organisati<strong>on</strong>al profile” identifies competences relevant for a certa<strong>in</strong>tra<strong>in</strong><strong>in</strong>g programme or qualificati<strong>on</strong>. The "<strong>in</strong>dividual profile” notes the competences acquired bya pers<strong>on</strong> <strong>in</strong> tra<strong>in</strong><strong>in</strong>g.The VQTS model can be used for different purposes where the transparency of competenceprofiles is highly important (e.g. for transferr<strong>in</strong>g <strong>and</strong> recognis<strong>in</strong>g competences acquired with<strong>in</strong> theofficial VET system as well as competences achieved through n<strong>on</strong>-formal or <strong>in</strong>formal learn<strong>in</strong>g;develop<strong>in</strong>g qualificati<strong>on</strong>s, tra<strong>in</strong><strong>in</strong>g programmes <strong>and</strong> curricula; enhanc<strong>in</strong>g the visibility of differences<strong>in</strong> qualificati<strong>on</strong>s).The VQTS model can be used <strong>in</strong> the assessment <strong>and</strong> translati<strong>on</strong> of the apprentices’ competenceprofiles.The English LSC collects learner views 93 as part of its performance assessment tool theFrame<strong>work</strong> for Excellence, <strong>and</strong> most good providers will have a system <strong>in</strong> place for receiv<strong>in</strong>gregular learner feedback.The Learner Views Survey 94 is a very short survey, where the learner will be asked no more than17 questi<strong>on</strong>s. The key questi<strong>on</strong>s are:• How good was the <strong>in</strong>formati<strong>on</strong> you were given when you were choos<strong>in</strong>g your learn<strong>in</strong>gprogramme?• How good was the help staff gave you <strong>in</strong> the first few weeks of your learn<strong>in</strong>g programme?• How good is the tra<strong>in</strong><strong>in</strong>g <strong>on</strong> your learn<strong>in</strong>g programme?• How good is the respect staff show to you?• How good is the advice you have been given about what you can do after this learn<strong>in</strong>gprogramme?• How good is the support you get <strong>on</strong> this learn<strong>in</strong>g programme?• How good is the learn<strong>in</strong>g provider at listen<strong>in</strong>g to the views of learners?92 Format for a memor<strong>and</strong>um <strong>on</strong> underst<strong>and</strong><strong>in</strong>g for a VET-placement abroad us<strong>in</strong>g the VQTS-model. Draftversi<strong>on</strong>, 180209, Tom Arends <strong>and</strong> Mart<strong>in</strong> Bröcker (Kenteq) page 9. <strong>and</strong> http://vqts.netletter.at/.93 http://ffe.lsc.gov.uk/learnerviews/94 http://surveys.globalepanel.com/wix/p339946267.aspx126
• How good is the learn<strong>in</strong>g provider at act<strong>in</strong>g <strong>on</strong> those views?• Overall, how good do you th<strong>in</strong>k the learn<strong>in</strong>g provider is?The possible answers range from Very good, Good, Not good but not bad, Bad to Very bad.One of the <strong>in</strong>ternati<strong>on</strong>al enterprises <strong>in</strong> Romania uses a st<strong>and</strong>ard feed back template with thefollow<strong>in</strong>g topics <strong>in</strong>cluded:• Interest<strong>in</strong>g <strong>and</strong> attractiveness for the future,• theoretical c<strong>on</strong>tent,• practical c<strong>on</strong>tent, the development of the student, support, improvements,• liked most,• disliked mostThe apprentices are not <strong>on</strong>ly asked by the VET-colleges. The enterprises have often their ownevaluati<strong>on</strong>s as the Romania example shows.The reliability <strong>and</strong> validity of the assessments depends <strong>on</strong> the apprentices’ level of activity <strong>and</strong> howh<strong>on</strong>est the students are as the examples from Germany <strong>and</strong> Romania shows.The German apprentices are <strong>in</strong> general more active <strong>in</strong> the dialogue with<strong>in</strong> larger enterprises, <strong>and</strong>see the possibilities <strong>and</strong> the c<strong>on</strong>diti<strong>on</strong>s for dialogue <strong>in</strong> SME more problematic <strong>and</strong> difficult. In orderto secure the rights of the apprentice each apprentice has a c<strong>on</strong>tact pers<strong>on</strong> at the Chamber. Thispers<strong>on</strong> shall react if the student asks for help, but it seems to be a possibility, that <strong>on</strong>ly fewstudents know.The students are not so critical <strong>in</strong> the school, but raise questi<strong>on</strong>s <strong>and</strong> challenge the practice <strong>in</strong> theenterprises, accord<strong>in</strong>g the representative of the employers. The students often dem<strong>and</strong> <strong>quality</strong> <strong>in</strong>their educati<strong>on</strong> <strong>and</strong> compare the <strong>work</strong><strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s <strong>in</strong>ternally with the other students.This creates a pressure <strong>on</strong> the average <strong>quality</strong> for all enterprises.Students <strong>in</strong> Romania provide regular feedback regard<strong>in</strong>g the <strong>quality</strong> of the WBL. The degree ofh<strong>on</strong>esty is very dependent of how the assessments are organized: if the teachers are themoderators the students will not be completely h<strong>on</strong>est. But if the student’s council arranges theassessments the students are more h<strong>on</strong>est. So the validity <strong>and</strong> reliability of the assessmentdepends <strong>on</strong> the procedures <strong>and</strong> the evaluator.The students <strong>in</strong> the Romanian enterprises are judged relatively h<strong>on</strong>est <strong>and</strong> c<strong>on</strong>structive. Theexperiences of the enterprise are that the ma<strong>in</strong> reacti<strong>on</strong>s <strong>and</strong> problems will be found anyway <strong>and</strong>very often even more directly by c<strong>on</strong>tacts as so<strong>on</strong> as a problem exists.The high degree of freedom for the enterprises <strong>in</strong> the educati<strong>on</strong> <strong>and</strong> the limited knowledge aboutthe reality <strong>and</strong> daily life of the apprentices were the background for a German study 95 <strong>on</strong> the<strong>quality</strong> of the dual VET <strong>in</strong> Germany seen from the po<strong>in</strong>t of view of the apprentices. The knowledgeof how the enterprises <strong>and</strong> VET-colleges are h<strong>and</strong>l<strong>in</strong>g their relatively high degree of freedom <strong>in</strong>relati<strong>on</strong> to educati<strong>on</strong>al praxis was relatively limited until now. The same was the case for theapprentices’ assessment of the <strong>quality</strong> of the VET.The study has asked around 6000 apprentices from 15 dual branches.95 BIBB Report 9/09: Viel Licht – aber auch Schatten. Ursula Beicht, Andreas Krewerth, Verene Eberhard,M<strong>on</strong>a Granato.127
7.5 C<strong>on</strong>clusi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to evaluati<strong>on</strong>“Evaluati<strong>on</strong> of outcomes <strong>and</strong> processes is regularly carried out <strong>and</strong> supported by measurement”states the Recommendati<strong>on</strong> <strong>on</strong> the EQARF.The students’ op<strong>in</strong>i<strong>on</strong>, the mentors’ op<strong>in</strong>i<strong>on</strong> <strong>and</strong> social <strong>and</strong> <strong>work</strong>/tra<strong>in</strong><strong>in</strong>g-related skills are am<strong>on</strong>gthe key evaluati<strong>on</strong> areas. The resp<strong>on</strong>sible organisati<strong>on</strong> for the tra<strong>in</strong><strong>in</strong>g is also evaluated <strong>in</strong> relati<strong>on</strong>to govern<strong>in</strong>g capacity, legal requirements, <strong>and</strong> accessibility.The apprentices are <strong>in</strong>volved <strong>in</strong> the evaluati<strong>on</strong>s <strong>and</strong> assessments <strong>and</strong> give feedback both to theenterprises <strong>and</strong> to the teachers at the VET-colleges. Some enterprises have developed their ownst<strong>and</strong>ard feed back templates <strong>and</strong> use these <strong>in</strong> a structured way to collect the po<strong>in</strong>ts of view of theapprentices. The larger enterprises seem to be better than SMEs at structur<strong>in</strong>g <strong>and</strong> secur<strong>in</strong>g adialogue between the tra<strong>in</strong>ers <strong>and</strong> the apprenticesThe validity <strong>and</strong> reliability of some of the evaluati<strong>on</strong>s can be challenged due to the apprentices’dependence of the enterprises motivati<strong>on</strong> <strong>and</strong> <strong>in</strong>terest <strong>in</strong> c<strong>on</strong>t<strong>in</strong>u<strong>in</strong>g with the apprenticeshipprogramme.Most apprentices have m<strong>on</strong>thly meet<strong>in</strong>gs with the tra<strong>in</strong>ers <strong>and</strong> teachers, <strong>and</strong> get more or lessformal feedback <strong>on</strong> their progress <strong>and</strong> <strong>on</strong> their activities <strong>in</strong> general. The educati<strong>on</strong>al plans can bedeveloped further <strong>and</strong> especially the updat<strong>in</strong>g of the plans has a potential for progress.ICT can be a very efficient tool to support the communicati<strong>on</strong> <strong>and</strong> assessments between theapprentices, the enterprises <strong>and</strong> the teachers at the VET-college.The evaluati<strong>on</strong> methodologies are still relatively traditi<strong>on</strong>al with questi<strong>on</strong>naires as the majorevaluati<strong>on</strong> tool. Projects have presented a number of potential new methodologies for evaluat<strong>in</strong>gthe <strong>quality</strong> of apprenticeship programmes, which still need to be developed, tested <strong>and</strong> accepteddur<strong>in</strong>g the com<strong>in</strong>g years. The <strong>quality</strong> criteria for the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>s are generally clearlydescribed <strong>in</strong> the laws <strong>and</strong> regulati<strong>on</strong>s.The f<strong>in</strong>al exams can be held by the Social Partners, who will then be represented <strong>in</strong> equalnumbers together with a teacher from the VET-college.In other countries the VET-colleges are resp<strong>on</strong>sible for the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>, <strong>and</strong> the tra<strong>in</strong>er fromthe enterprise is a part of the exam<strong>in</strong>ati<strong>on</strong> team.A development towards <strong>in</strong>tegrated performance <strong>in</strong>dicators both at system level <strong>and</strong> at providerlevel are seen <strong>in</strong> some of the case countries.128
8. ReviewReview are not def<strong>in</strong>ed <strong>in</strong> the Recommendati<strong>on</strong> of the EQARF, but can be presented as: Reviewof evaluati<strong>on</strong>s is regularly carried out <strong>and</strong> is discussed with relevant stakeholders <strong>and</strong> appropriateacti<strong>on</strong> plans are put <strong>in</strong> place.A number of <strong>in</strong>dicative descriptors of review are used <strong>in</strong> the EQARF <strong>in</strong> order to support MemberStates with the implementati<strong>on</strong> of the Frame<strong>work</strong> e.g. procedures, mechanisms, <strong>in</strong>struments,learners <strong>and</strong> teachers feedback, strategic learn<strong>in</strong>g, <strong>in</strong>formati<strong>on</strong> strategy.8.1 Procedures, mechanisms, <strong>in</strong>strumentsReview can be d<strong>on</strong>e <strong>in</strong> a number of ways, as the examples below show.The tim<strong>in</strong>g is important as the case from Romania shows.In Romania the collecti<strong>on</strong> <strong>and</strong> analysis of annual feedback from enterprises are a part of the selfassessment procedure of all IVET providers. The most comm<strong>on</strong> techniques <strong>in</strong>volve c<strong>on</strong>tact withemployers, either through meet<strong>in</strong>gs or surveys. There is a direct c<strong>on</strong>tact to both schools <strong>and</strong>students <strong>in</strong>clud<strong>in</strong>g a m<strong>on</strong>thly feedback <strong>and</strong> feedback after the period is over.Questi<strong>on</strong>naires are used to assess the level of satisfacti<strong>on</strong> regard<strong>in</strong>g the <strong>quality</strong> of educati<strong>on</strong>alprovisi<strong>on</strong>, <strong>and</strong> obta<strong>in</strong> suggesti<strong>on</strong>s for further improv<strong>in</strong>g <strong>and</strong> adapt<strong>in</strong>g it.Coord<strong>in</strong>ati<strong>on</strong> of the review activities <strong>and</strong> the <strong>in</strong>volvement from system level are other aspects ofthe review procedures <strong>and</strong> mechanisms.At local level <strong>in</strong> Romania, the <strong>in</strong>spectorates do coord<strong>in</strong>ate the external m<strong>on</strong>itor<strong>in</strong>g process of allTVET providers. This <strong>in</strong>cludes the <strong>quality</strong> of WBL. Annual external m<strong>on</strong>itor<strong>in</strong>g reports areelaborated at local level <strong>and</strong> form the basis of the annual nati<strong>on</strong>al report <strong>on</strong> the <strong>quality</strong> of VETproviders (WBL <strong>in</strong>cluded), elaborated by the Nati<strong>on</strong>al Centre for VET Development <strong>and</strong> submittedto the M<strong>in</strong>istry of Educati<strong>on</strong>.The Romanian M<strong>in</strong>istry is closely <strong>in</strong>volved <strong>in</strong> the most important projects between enterprises <strong>and</strong>VET-colleges, <strong>and</strong> will either participate <strong>in</strong> the meet<strong>in</strong>gs or receive the m<strong>in</strong>utes. This makes thedecisi<strong>on</strong> process faster <strong>and</strong> more flexible <strong>and</strong> is seen as an important <strong>quality</strong> activity.The system level <strong>in</strong> Engl<strong>and</strong> <strong>work</strong>s <strong>on</strong> creat<strong>in</strong>g review mechanisms through the development of apolicy analysis programme.One of the priorities of the English Nati<strong>on</strong>al Apprenticeship Service (NAS) <strong>in</strong> 2009/2010 is todevelop a policy analysis programme which focuses <strong>on</strong> the immediate <strong>and</strong> l<strong>on</strong>ger-term needs toimprove the <strong>quality</strong> of Apprenticeships. This is expected to be d<strong>on</strong>e by the follow<strong>in</strong>g means:• Complete the c<strong>on</strong>sultati<strong>on</strong> <strong>on</strong> the Specificati<strong>on</strong> of Apprenticeship St<strong>and</strong>ards <strong>and</strong> beg<strong>in</strong> itsimplementati<strong>on</strong>.• Produce guidance <strong>on</strong> implement<strong>in</strong>g flexibilities for Apprenticeship tra<strong>in</strong><strong>in</strong>g through theec<strong>on</strong>omic downturn.• Review the strategy for Programme-Led Apprenticeships <strong>and</strong> make recommendati<strong>on</strong>s toM<strong>in</strong>isters.Another aspect of the review procedures, mechanisms <strong>and</strong> <strong>in</strong>struments are the limitati<strong>on</strong>s of theevaluati<strong>on</strong>s <strong>and</strong> the c<strong>on</strong>sequences for the review <strong>and</strong> the potential decisi<strong>on</strong>s that can be made.129
The case from The Netherl<strong>and</strong>s shows some of the limitati<strong>on</strong>s of the evaluati<strong>on</strong>s, <strong>and</strong> thechallenge of a public discussi<strong>on</strong> <strong>on</strong> <strong>quality</strong> <strong>in</strong> apprenticeship programmes.Through the close cooperati<strong>on</strong> between college <strong>and</strong> company <strong>in</strong> The Netherl<strong>and</strong>s, there is alwaysan evaluati<strong>on</strong> (<strong>in</strong>clud<strong>in</strong>g the student) to improve the situati<strong>on</strong> for the future <strong>and</strong> to create reflecti<strong>on</strong>for all those <strong>in</strong>volved. If policy goals <strong>and</strong> objectives are well described, they are also measurable.On the nati<strong>on</strong>al level, the discussi<strong>on</strong> <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> does not always match with the dailypractices <strong>in</strong> the colleges, due to large differences between the various regi<strong>on</strong>s, levels, <strong>and</strong>branches. It is very important to have a differentiated look at situati<strong>on</strong>s <strong>and</strong> problems of WBL, butresearch mostly gives <strong>on</strong>ly general descripti<strong>on</strong>s.The feedback <strong>and</strong> reacti<strong>on</strong> has to take this fact <strong>in</strong>to c<strong>on</strong>siderati<strong>on</strong> before major changes areproposed without detailed knowledge of the daily activities <strong>in</strong> the enterprises <strong>and</strong> <strong>in</strong> the VETcolleges.8.2 Regular reviews <strong>and</strong> adjustmentsLearners <strong>and</strong> teachers feedback, feedback from enterprises to VET-colleges, feedback to systemlevel are the most central regular reviews <strong>and</strong> adjustments.8.2.1 Learners <strong>and</strong> tra<strong>in</strong>er feedbackBoth learners <strong>and</strong> tra<strong>in</strong>ers give <strong>and</strong> receive feed-back from each other as the examples belowshows. Most countries have a number of ways for learners to come with their po<strong>in</strong>ts of view.In the UK, a number of policy proposals refer to listen<strong>in</strong>g to the voice of learners through a Nati<strong>on</strong>alLearner Panel <strong>and</strong> improved learner feedback. There are several students’ satisfacti<strong>on</strong> surveys <strong>in</strong>The Netherl<strong>and</strong>s held <strong>in</strong> a year (Od<strong>in</strong>, deelnemersm<strong>on</strong>itor, ROA <strong>and</strong> the Centres for Expertise.Also the schools m<strong>on</strong>itor the satisfacti<strong>on</strong>.The ma<strong>in</strong> trends <strong>in</strong> the Romanian students’ satisfacti<strong>on</strong> surveys 96 are• to give a bigger importance to the local <strong>and</strong> school decisi<strong>on</strong> curriculum• to develop school orientati<strong>on</strong> services• to develop more partnerships with the local companiesIn c<strong>on</strong>t<strong>in</strong>uous educati<strong>on</strong> the ma<strong>in</strong> trends <strong>in</strong> student/enterprises satisfacti<strong>on</strong> are:• a better percepti<strong>on</strong> of the market needs• better occupati<strong>on</strong>al st<strong>and</strong>ards with a higher impact <strong>on</strong> the market• certify<strong>in</strong>g the adults' tra<strong>in</strong>ers• development of modern adults' educati<strong>on</strong> methods• a high importance of the practice <strong>in</strong> the companies (2/3 parts from the whole) for qualificati<strong>on</strong>programs• certify<strong>in</strong>g the competencies evaluati<strong>on</strong> assessors• tra<strong>in</strong><strong>in</strong>g the c<strong>on</strong>t<strong>in</strong>uous tra<strong>in</strong><strong>in</strong>g programs evaluatorsMany of the arguments <strong>and</strong> trends seen <strong>in</strong> Romania can be found <strong>in</strong> the other case countries too.The apprentices give feedback to the enterprises as a part of the apprenticeship programme.96 Builds <strong>on</strong> the answers from Felicia Zarojanu, Nati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Board For Adults' Educati<strong>on</strong> to thequesti<strong>on</strong>naire for the Peer Learn<strong>in</strong>g Activity <strong>on</strong> Quality Assurance procedures for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g,October 1-3, 2008 – Copenhagen.130
For enterprises <strong>in</strong> Germany it is very important that apprentices give feed-back c<strong>on</strong>cern<strong>in</strong>g the<strong>quality</strong> of their apprenticeship. Also enterprises expect apprentices to take resp<strong>on</strong>sibility for theirown tra<strong>in</strong><strong>in</strong>g <strong>and</strong> to produce new ideas for the tra<strong>in</strong><strong>in</strong>g. In practice however, there is a gap betweenthese dem<strong>and</strong>s <strong>and</strong> reality (see Ebb<strong>in</strong>ghaus 2009:41). This is <strong>in</strong> l<strong>in</strong>e with the apprentices’ po<strong>in</strong>t ofview: They have the impressi<strong>on</strong> that they are relatively seldom asked <strong>in</strong> the enterprises how theyget al<strong>on</strong>g with their apprenticeship. There are <strong>on</strong>ly few enterprises obta<strong>in</strong><strong>in</strong>g written feedback fromtheir apprentices (see Beicht et al. 2009).On the other side is the feedback to the apprentices from the enterprises.In Germany is the feed-back from enterprises to students d<strong>on</strong>e at several different times.Dur<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g: There is no legal regulati<strong>on</strong> c<strong>on</strong>cern<strong>in</strong>g the feed-back from enterprises to studentsdur<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g. Therefore there is a great variety of feed-back cultures <strong>and</strong> a systematic approachto feedback is miss<strong>in</strong>g. The <strong>quality</strong> of the feed back is ma<strong>in</strong>ly dependent of the <strong>in</strong>dividual tra<strong>in</strong>ers<strong>and</strong> the <strong>in</strong>dividual apprentices. The apprentices can use the <strong>work</strong>ers councils that exist <strong>in</strong> most ofthe larger enterprises, to help them if it is needed. The <strong>work</strong>ers councils can even c<strong>on</strong>tribute to thefeed back if needed.The companies state that it is a very important <strong>quality</strong> criteri<strong>on</strong> for them to review the <strong>work</strong> resultswith the apprentices (see Ebb<strong>in</strong>ghaus 2009:39). However, from the apprentice’s po<strong>in</strong>t of view thereoften seems to be too little time for a systematic feedback (Beicht et al. 2009:11).Interim Exam<strong>in</strong>ati<strong>on</strong>s (see secti<strong>on</strong> 48 BBiG): Usually <strong>in</strong> their sec<strong>on</strong>d year of tra<strong>in</strong><strong>in</strong>g, apprenticeshave to pass an <strong>in</strong>terim exam<strong>in</strong>ati<strong>on</strong> adm<strong>in</strong>istered <strong>in</strong> accordance with the <strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g regulati<strong>on</strong>to ascerta<strong>in</strong> the level of competence they have atta<strong>in</strong>ed. The results of the <strong>in</strong>terim exam<strong>in</strong>ati<strong>on</strong> arean important po<strong>in</strong>t of reference for students <strong>and</strong> enterprises.At the end of tra<strong>in</strong><strong>in</strong>g (see secti<strong>on</strong> 16 BBiG): At the end of the <strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g relati<strong>on</strong>ship, tra<strong>in</strong><strong>in</strong>gemployers shall provide tra<strong>in</strong>ees with a written certificate. The certificate must c<strong>on</strong>ta<strong>in</strong> particularsof the nature, durati<strong>on</strong> <strong>and</strong> purpose of the <strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g as well as the vocati<strong>on</strong>al skills, knowledge<strong>and</strong> qualificati<strong>on</strong>s acquired by the tra<strong>in</strong>ees. If tra<strong>in</strong>ees so request, it shall also <strong>in</strong>clude particulars oftheir c<strong>on</strong>duct <strong>and</strong> performance.The key messages from the apprentices can be targeted at a broader audience as the examplefrom Germany shows.The German Deutscher Gewerkschaftsbund (Federati<strong>on</strong> of German Trade Uni<strong>on</strong>s) has the latestthree years publish a report <strong>on</strong> the <strong>quality</strong> <strong>in</strong> VET seen from the po<strong>in</strong>ts of the learner. The latestreport 97 (2008) builds <strong>on</strong> answers from 4725 learners <strong>in</strong> the 25 most popular educati<strong>on</strong>s.Quality is measured by the learners by the use of a series of <strong>quality</strong>-<strong>in</strong>dicators with differentweights:• The c<strong>on</strong>tent of the educati<strong>on</strong>o C<strong>on</strong>tent of the plans for the educati<strong>on</strong>o Amount of activities that do not bel<strong>on</strong>g to the educati<strong>on</strong>• The tra<strong>in</strong>ers qualificati<strong>on</strong>so Pedagogical skills of the tra<strong>in</strong>er (can he expla<strong>in</strong> it?…)• Educati<strong>on</strong> time <strong>and</strong> extra <strong>work</strong><strong>in</strong>g hourso Weekly number of <strong>work</strong><strong>in</strong>g hours97 Ausbildungsreport 2008. dgb-jugend. www.dgb-jugend.de/ausbildung131
o The calculati<strong>on</strong> of the time at the VET-collegeo Regularity of overtimeo Compensati<strong>on</strong> for the overtime• The salary/compensati<strong>on</strong> the students geto The amounto Regularity of the payments• The pers<strong>on</strong>al judgement of the <strong>quality</strong>o The “fachliche” <strong>quality</strong> <strong>in</strong> the enterpriseo Drop-out rateso The “fachliche” <strong>quality</strong> of the VET-collegeo Satisfacti<strong>on</strong> with the support organisati<strong>on</strong>s at <strong>work</strong> (Interessenvertretung)o Satisfacti<strong>on</strong> <strong>in</strong> relati<strong>on</strong> to c<strong>on</strong>t<strong>in</strong>ue <strong>in</strong> the enterpriseThis k<strong>in</strong>d of feedback from the apprentices is used <strong>in</strong> the <strong>on</strong>go<strong>in</strong>g improvement of the <strong>quality</strong> ofapprenticeship programmes <strong>in</strong> Germany.8.2.2 Feed back to VET-collegesThe VET-colleges get feed-back from the enterprises <strong>and</strong> students. The enterprises can give theirfeedback <strong>in</strong> different ways <strong>and</strong> with different focus as the examples show.Usually vocati<strong>on</strong>al schools host c<strong>on</strong>sultati<strong>on</strong> days <strong>in</strong> Germany. At these occasi<strong>on</strong>s <strong>in</strong>-companytra<strong>in</strong>ers could talk to the teachers about the learn<strong>in</strong>g progress of their apprentices. In additi<strong>on</strong> tothis, the competent bodies often run <strong>work</strong><strong>in</strong>g groups for the different trades <strong>in</strong> their district, where<strong>in</strong>-company tra<strong>in</strong>ers of different companies, representatives of the vocati<strong>on</strong>al school <strong>and</strong> thecompetent bodies discuss developments c<strong>on</strong>cern<strong>in</strong>g VET.The <strong>quality</strong> of the feedback is very often totally dependent of the <strong>in</strong>dividual tra<strong>in</strong>er <strong>and</strong> theenterprise, which can create huge differences for the students. Many German enterprises focus <strong>in</strong>their feedback to the VET-colleges <strong>on</strong> the apprentice as a pers<strong>on</strong> <strong>and</strong> not so much <strong>on</strong> the learn<strong>in</strong>gdevelopment of the apprentice.The Dutch Centres of Expertise organise meet<strong>in</strong>gs between the employer-organisati<strong>on</strong>s <strong>and</strong> theschools, via an ‘educati<strong>on</strong>-adviser’. Each Centre of Expertise has few educati<strong>on</strong>-advisers <strong>in</strong> theregi<strong>on</strong>s. They are mediat<strong>in</strong>g between enterprises <strong>and</strong> schools.The feedback is a good opportunity for both enterprises <strong>and</strong> VET-colleges to assure that they <strong>work</strong><strong>in</strong> the same directi<strong>on</strong>.Also the Dutch school organises feedback from enterprises to VET-colleges <strong>and</strong> students <strong>and</strong> viceversa by visit<strong>in</strong>g dur<strong>in</strong>g the apprenticeship WBL. There are at the moment no specific rules for theteacher’s visits at the enterprises. It is <strong>in</strong> general up to the teachers to decide, even if it is a part oftheir job. The will <strong>in</strong> the future be a “code” <strong>on</strong> this <strong>in</strong> order to ensure, that every student gets whatthey need or at least a certa<strong>in</strong> level of visits.The VET-providers will get feed-back from the system level too, as this example from Engl<strong>and</strong>shows. The English LSC are gett<strong>in</strong>g tougher with poorly-perform<strong>in</strong>g providers as part of meet<strong>in</strong>gtheir commitment to elim<strong>in</strong>at<strong>in</strong>g <strong>in</strong>adequate provisi<strong>on</strong> across the FE system. By withdraw<strong>in</strong>gdelivery c<strong>on</strong>tracts from poor providers <strong>and</strong> award<strong>in</strong>g them to better providers, the LSC has secureda massive improvement <strong>in</strong> the c<strong>on</strong>sistency <strong>and</strong> <strong>quality</strong> of providers, <strong>and</strong> will c<strong>on</strong>t<strong>in</strong>ue to do so.132
Specifically for Apprenticeship providers, will the LSC, through m<strong>in</strong>imum levels of performance <strong>and</strong>otherwise, reta<strong>in</strong> the challeng<strong>in</strong>g expectati<strong>on</strong>s of annually <strong>in</strong>creas<strong>in</strong>g completi<strong>on</strong> rates. This willensure that the taxpayer, Apprentices <strong>and</strong> their employers all get good value for m<strong>on</strong>ey. Wheretra<strong>in</strong><strong>in</strong>g providers fail to meet m<strong>in</strong>imum levels of frame<strong>work</strong> completi<strong>on</strong> rates, the LSC will<strong>in</strong>tervene.8.2.3 Feed back to system levelThe feedback to system level comes both from enterprises, students <strong>and</strong> VET-colleges, as thecases from The Netherl<strong>and</strong>s <strong>and</strong> Germany shows.The feedback from the enterprises <strong>and</strong> the VET-colleges to the m<strong>in</strong>istry <strong>in</strong> The Netherl<strong>and</strong>s goesvia the Educati<strong>on</strong> Inspecti<strong>on</strong> (part of the M<strong>in</strong>istry). The Educati<strong>on</strong> Inspecti<strong>on</strong> takes care of check<strong>in</strong>gthe <strong>quality</strong> of the educati<strong>on</strong>; schools, exam<strong>in</strong>ati<strong>on</strong> <strong>and</strong> the <strong>work</strong> of the Centres of Expertise. TheDutch <strong>in</strong>specti<strong>on</strong> seems – accord<strong>in</strong>g to the <strong>in</strong>terviews - to functi<strong>on</strong> f<strong>in</strong>e, but a close communicati<strong>on</strong>is needed <strong>in</strong> order to secure that the new rules are understood correctly.The German enterprises accumulate their feed back to the M<strong>in</strong>istry by head quarters of employers<strong>and</strong> trade uni<strong>on</strong>s. The <strong>work</strong> by the German Uni<strong>on</strong>s <strong>on</strong> the <strong>quality</strong> <strong>in</strong> VET seen from the po<strong>in</strong>t of thelearner – the so called Black Book - is discussed with the system level together with theemployers.There exist several committees, <strong>work</strong><strong>in</strong>g groups etc. with all relevant stakeholders <strong>in</strong> Germany thatgive feed back to the system level:• high political level with yearly meet<strong>in</strong>gs at M<strong>in</strong>istry of Ec<strong>on</strong>omics m<strong>on</strong>itor<strong>in</strong>g VET <strong>and</strong> withdiscussi<strong>on</strong>s of more political matters eg. number of places• BIBB committee with two yearly meet<strong>in</strong>gs• a number of various meet<strong>in</strong>gsThe feedback can be directed to both the Social partners <strong>and</strong> to the M<strong>in</strong>istry <strong>and</strong> system level, asthe follow<strong>in</strong>g example from Germany shows.The ma<strong>in</strong> c<strong>on</strong>clusi<strong>on</strong> of the German dgb-jugend study is, that the majority of the German studentsare satisfied with the <strong>quality</strong> of the educati<strong>on</strong> they get. The satisfacti<strong>on</strong> rate is closely c<strong>on</strong>nected tothe size of the enterprises <strong>and</strong> the sector. On average, the perceived higher <strong>quality</strong> is <strong>in</strong> largerenterprises <strong>and</strong> the ma<strong>in</strong> challenges are related to the SMEs. The sector of Industrial mechanics isthe <strong>on</strong>e the learners judge with the highest <strong>quality</strong>, where the hotel-sectors are seen as hav<strong>in</strong>g thelowest <strong>quality</strong> of the VET.But there exists still a number of problems that have to be solved accord<strong>in</strong>g to the study:• Delayed or completely miss<strong>in</strong>g payments to the students (Ausbildungsvergütungen)• Miss<strong>in</strong>g c<strong>on</strong>tent <strong>in</strong> the educati<strong>on</strong>• Too many n<strong>on</strong>-educati<strong>on</strong>al activities• Lack of support from the tra<strong>in</strong>ers• Too many extra <strong>work</strong><strong>in</strong>g hoursIn order to make the perceived <strong>quality</strong> of the learners even better, a number of acti<strong>on</strong>s areproposed.• The social partners (Kammern und Gewerbeaufsicht) have to accept, that everyth<strong>in</strong>g is not OK<strong>in</strong> all the enterprises.133
• At higher level the stakeholders (Politik <strong>and</strong> Verbände) shall secure, that their c<strong>on</strong>trol functi<strong>on</strong>sare used <strong>and</strong>, if needed, that sancti<strong>on</strong>s are taken <strong>in</strong> relati<strong>on</strong> to the enterprises that do not fulfiltheir obligati<strong>on</strong>s.Sancti<strong>on</strong>s must be <strong>on</strong>e of the potential c<strong>on</strong>sequences of the feedback, as the case from TheNetherl<strong>and</strong>s shows. Article 14 of the Dutch Educati<strong>on</strong> Supervisi<strong>on</strong> Act (WOT) says:1. If the Inspectorate judges that the <strong>quality</strong> of the educati<strong>on</strong> provided is seriously deficient orhas been deficient for a l<strong>on</strong>g time, it <strong>in</strong>forms Our M<strong>in</strong>ister 98 <strong>and</strong> makes proposals aboutmeasures to be taken.2. The Inspectorate <strong>in</strong>forms the board of the <strong>in</strong>stituti<strong>on</strong> about its proposals to Our M<strong>in</strong>ister.The Explanatory Statement attached to the WOT gives further <strong>in</strong>formati<strong>on</strong> (par 2.13). It states that“the supervisi<strong>on</strong> exercised by the Inspectorate can lead to the launch of a follow up process if thereis a serious <strong>and</strong>/or l<strong>on</strong>g term deficiency <strong>in</strong> the <strong>quality</strong> of educati<strong>on</strong>. As a rule, the Inspectorate will<strong>in</strong>form the M<strong>in</strong>ister <strong>on</strong>ly <strong>on</strong>ce all phases of the periodic <strong>quality</strong> study have been completed <strong>and</strong> itappears that the <strong>in</strong>stituti<strong>on</strong> is unable to realise the necessary improvement <strong>in</strong> <strong>quality</strong> under its ownsteam or with normal extra support”.In view of the judgement of the Inspectorate, the M<strong>in</strong>ister launches suitable management<strong>in</strong>itiatives, if he f<strong>in</strong>ds it necessary, aimed at the educati<strong>on</strong>al <strong>in</strong>stituti<strong>on</strong>s. If the <strong>quality</strong> of a studyprogramme is deficient for a number of years, or if legal regulati<strong>on</strong>s are not be<strong>in</strong>g met, the M<strong>in</strong>istercan <strong>in</strong>stitute sancti<strong>on</strong>s such as withhold<strong>in</strong>g fund<strong>in</strong>g. It is also possible for <strong>in</strong>centive measures to betaken. In the Adult <strong>and</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> Act (WEB), this possibility is <strong>in</strong>cluded <strong>in</strong> Articles 6.1.5<strong>and</strong> 6.2.3a.Fund<strong>in</strong>g is a further tool for award<strong>in</strong>g or sancti<strong>on</strong><strong>in</strong>g the patricipants <strong>in</strong> apprenticeshipprogrammes.With its new fund<strong>in</strong>g system, which went <strong>in</strong>to effect 1 January 2000, the Dutch government isfocus<strong>in</strong>g <strong>on</strong> the achievement levels of participants <strong>and</strong> <strong>on</strong> educati<strong>on</strong>al achievement:- <strong>in</strong> the area of accessibility: an amount <strong>based</strong> <strong>on</strong> the number of participants, with a b<strong>on</strong>us forthe number of participants at the lowest tra<strong>in</strong><strong>in</strong>g levels,- <strong>in</strong> the area of qualificati<strong>on</strong>s: an amount <strong>based</strong> <strong>on</strong> the number of participants who receivecertificates.Insufficient <strong>quality</strong> should not be ignored. The ma<strong>in</strong> expectati<strong>on</strong> of <strong>in</strong>terested, <strong>in</strong>stituti<strong>on</strong>ally-relatedparties is to hold the <strong>in</strong>stituti<strong>on</strong>s resp<strong>on</strong>sible for <strong>quality</strong> flaws <strong>in</strong> what they see as relevant <strong>quality</strong>aspects. C<strong>on</strong>tractual agreements can be enforced. The WEB also gives the M<strong>in</strong>ister authority toimpose two types of sancti<strong>on</strong>s <strong>on</strong> <strong>in</strong>stituti<strong>on</strong>s:• deprivati<strong>on</strong> of privileges (issu<strong>in</strong>g certificates <strong>and</strong>/or government fund<strong>in</strong>g) for courses wherethere is n<strong>on</strong>-compliance with legal rules (i.e. tra<strong>in</strong><strong>in</strong>g, exam<strong>in</strong>ati<strong>on</strong>s, <strong>quality</strong> <strong>assurance</strong>, publicaccountability) or <strong>in</strong> the event of protracted <strong>in</strong>sufficient <strong>quality</strong>;• withhold<strong>in</strong>g or suspensi<strong>on</strong> of funds when acti<strong>on</strong>s c<strong>on</strong>flict with legal provisi<strong>on</strong>sThese potential sancti<strong>on</strong>s give the government ‘a big stick’ <strong>in</strong> persuad<strong>in</strong>g <strong>in</strong>stituti<strong>on</strong>s to takesuitable (improvement) measures. The <strong>in</strong>tenti<strong>on</strong> is to ref<strong>in</strong>e further the <strong>in</strong>struments foradm<strong>in</strong>istrative <strong>in</strong>terventi<strong>on</strong>; there should be a made-to-measure resp<strong>on</strong>se.98 In this chapter this refers to the M<strong>in</strong>isters of OCW <strong>and</strong> LNV <strong>in</strong> so far as it c<strong>on</strong>cerns agricultural educati<strong>on</strong>.134
8.3 Strategic learn<strong>in</strong>gFeedback is <strong>in</strong> general the most problematic part of the <strong>quality</strong> circle. Generally it seems to bedifficult to follow the c<strong>on</strong>clusi<strong>on</strong>s from the evaluati<strong>on</strong>s <strong>and</strong> especially difficult to <strong>in</strong>troduce majorchanges.The cases <strong>in</strong> this secti<strong>on</strong> show a number of good examples of Member States that <strong>in</strong> fact have<strong>in</strong>troduced major changes <strong>based</strong> <strong>on</strong> the results of evaluati<strong>on</strong>s. This is seen as good examples ofstrategic learn<strong>in</strong>g <strong>in</strong> the case countries.Reviews of the students <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g activities can result <strong>in</strong> changes as the Romaniancase shows.The Romanian case: “Improv<strong>in</strong>g c<strong>on</strong>t<strong>in</strong>uity <strong>and</strong> coherence of competences’ development through<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g” – partnership between a TVET high school <strong>and</strong> a range of 4 stars hotels”from Romania describes how the TVET school self assesses its performance, collected <strong>and</strong>analysed feedback <strong>on</strong> WBL from students <strong>and</strong> <strong>work</strong> placement hotels’ representatives. This led toa review <strong>on</strong> the students’ <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g schedule, <strong>and</strong> a change <strong>in</strong> the amount <strong>and</strong> stagesof practical tra<strong>in</strong><strong>in</strong>g.The strategic learn<strong>in</strong>g can be made <strong>in</strong> different ways. The example from Germany shows how astudy resulted <strong>in</strong> a number of focus areas, that later were followed by acti<strong>on</strong> <strong>in</strong> order to secure abetter <strong>quality</strong> of the apprenticeship programmes.The German 2005 BIBB study identified some key areas, which should be focused <strong>on</strong> the future tosecure a better <strong>quality</strong> assessment <strong>and</strong> <strong>assurance</strong> <strong>in</strong> the German VET system:- Underst<strong>and</strong><strong>in</strong>g <strong>and</strong> goals of <strong>quality</strong> <strong>assurance</strong>,- Development, applicati<strong>on</strong> <strong>and</strong> l<strong>in</strong>kage of <strong>quality</strong>-assur<strong>in</strong>g <strong>in</strong>struments, such as the achievedoperati<strong>on</strong>alisati<strong>on</strong> <strong>and</strong> evaluati<strong>on</strong> of the objectives- Related to this could be a study, which focuses <strong>on</strong> analys<strong>in</strong>g <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> aspecialised l<strong>in</strong>e of bus<strong>in</strong>ess 99- To build <strong>on</strong> empirical f<strong>in</strong>d<strong>in</strong>gs, it should be attempted to create a phase- or level model of<strong>quality</strong> <strong>assurance</strong> <strong>in</strong> vocati<strong>on</strong>al educati<strong>on</strong>. This model should be used to further develop<strong>quality</strong> <strong>assurance</strong> <strong>and</strong> more specifically the <strong>in</strong>teracti<strong>on</strong> of the school <strong>and</strong> the <strong>work</strong>place.The Germans have c<strong>on</strong>t<strong>in</strong>ued their <strong>work</strong> after 2005, <strong>and</strong> made a number of coord<strong>in</strong>ated activities<strong>and</strong> research studies <strong>in</strong> order to secure a better <strong>quality</strong> assessment <strong>and</strong> <strong>assurance</strong> system. Manyof the research activities <strong>and</strong> studies are menti<strong>on</strong>ed throughout the different chapters of this study.Dutch evaluati<strong>on</strong>s have resulted <strong>in</strong> the creati<strong>on</strong> of a new qualificati<strong>on</strong> system.The described Dutch practices <strong>in</strong> BOL <strong>and</strong> BBL are <strong>based</strong> <strong>on</strong> the 1996 Adult <strong>and</strong> Vocati<strong>on</strong>alTra<strong>in</strong><strong>in</strong>g Act (Wet Educatie en Beroeps<strong>on</strong>derwijs, WEB), which was evaluated <strong>in</strong> 2001. At thebasis of this evaluati<strong>on</strong> the M<strong>in</strong>ister of Educati<strong>on</strong> c<strong>on</strong>sidered improvement necessary of thenati<strong>on</strong>al vocati<strong>on</strong>al skills st<strong>and</strong>ards, the so-called qualificati<strong>on</strong> system. S<strong>in</strong>ce then, the M<strong>in</strong>istry hasaimed at develop<strong>in</strong>g a new qualificati<strong>on</strong> system, which is <strong>based</strong> <strong>on</strong> competences <strong>and</strong> is moreclosely l<strong>in</strong>ked to vocati<strong>on</strong>al practice <strong>and</strong> should provide a more solid basis for the adaptability of<strong>work</strong>ers to a c<strong>on</strong>t<strong>in</strong>uously chang<strong>in</strong>g labor market. To date, this development is still go<strong>in</strong>g <strong>on</strong> .Compla<strong>in</strong>ts <strong>and</strong> different accreditati<strong>on</strong> criteria can also result <strong>in</strong> changes as the Dutch case shows.99 The are already published a number of studies made dur<strong>in</strong>g the latest years.135
There is a practical c<strong>on</strong>tract between the student <strong>and</strong> the learn<strong>in</strong>g company <strong>in</strong> The Netherl<strong>and</strong>s. Inthe future there will be an apprentice code for support<strong>in</strong>g the <strong>quality</strong> of the apprenticeship as a partof a practical c<strong>on</strong>tract. The code is a comm<strong>on</strong> agreement between MBO Raad (VET council), Colo,the employers <strong>and</strong> m<strong>in</strong>istry OCW. The code is <strong>in</strong>troduced because of compla<strong>in</strong>s from students <strong>on</strong>the guidance <strong>and</strong> <strong>quality</strong> <strong>and</strong> c<strong>on</strong>tent of WBL <strong>and</strong> due to the op<strong>in</strong>i<strong>on</strong> <strong>in</strong> the M<strong>in</strong>istry that theaccreditati<strong>on</strong> criteria for tra<strong>in</strong>ers differs between sectors <strong>and</strong> Centres of Expertise.Changes <strong>in</strong> the labour market <strong>and</strong> evaluati<strong>on</strong>s of different policies can result <strong>in</strong> strategic learn<strong>in</strong>g atsystem level, as the example from Germany shows.The German discussi<strong>on</strong> of suspend<strong>in</strong>g the regulati<strong>on</strong>s of the tra<strong>in</strong><strong>in</strong>g enterprises <strong>in</strong> 2003 to 2009were made with the expectati<strong>on</strong>, that it would make the enterprises more motivated <strong>in</strong> tak<strong>in</strong>g part<strong>in</strong> educati<strong>on</strong> <strong>and</strong> especially <strong>in</strong> creat<strong>in</strong>g places for apprentices.BIBB made an evaluati<strong>on</strong> of the situati<strong>on</strong> <strong>in</strong> 2006 <strong>and</strong> c<strong>on</strong>cluded 100 , that the decisi<strong>on</strong> had positivequantitative effect, even if the rise <strong>in</strong> new educati<strong>on</strong>al places was less than expected. Theevaluati<strong>on</strong> showed that the number of drop-outs <strong>in</strong>creased <strong>and</strong> this was especially the case <strong>in</strong>enterprises without AEVO-qualified pers<strong>on</strong>al 101 .The reacti<strong>on</strong> <strong>on</strong> the evaluati<strong>on</strong> from the German government was to update the regulati<strong>on</strong> togetherwith the Social Partners <strong>and</strong> the new regulati<strong>on</strong> started aga<strong>in</strong> August 1 st 2009.German apprentices <strong>and</strong> enterprises share the op<strong>in</strong>i<strong>on</strong> that cooperati<strong>on</strong> between the learn<strong>in</strong>g sitesis an area where further improvements must be achieved. In the research project “Apprenticeshipfrom the Apprentices Po<strong>in</strong>t of View” the <strong>quality</strong> criteria c<strong>on</strong>cern<strong>in</strong>g cooperati<strong>on</strong> between enterprises<strong>and</strong> VET schools reached the lowest evaluati<strong>on</strong> of all criteria.The German study (BIBB Heft 109) summarises p 47ff how the different <strong>quality</strong> areas/dimensi<strong>on</strong>sare assessed by the enterprises – both <strong>in</strong> relati<strong>on</strong> to the ideal situati<strong>on</strong> <strong>and</strong> to the reality. Thisoverview can <strong>and</strong> will be used by the enterprises <strong>in</strong> order to develop their <strong>work</strong> with apprentices<strong>and</strong> educati<strong>on</strong> even further. The figure below shows the ma<strong>in</strong> results: (figure 15 p. 48).100 BIBB, BWP 3/2009. Die Ausbilder-Eignungsverordnung 2009: Was ist neu?101 Ausbilder-Eignungsverordnung (AEVO) <strong>and</strong> the organisati<strong>on</strong> provides certified educati<strong>on</strong> fort he tra<strong>in</strong>ers.136
The ma<strong>in</strong> c<strong>on</strong>clusi<strong>on</strong>s of the German study are that the enterprises are very resp<strong>on</strong>sible <strong>in</strong> relati<strong>on</strong>to the <strong>quality</strong> of the dual educati<strong>on</strong>. The enterprises fulfil their own expectati<strong>on</strong>s even <strong>in</strong> a situati<strong>on</strong>where the st<strong>and</strong>ards for a good educati<strong>on</strong> very often are def<strong>in</strong>ed by the enterprises themselves.The cooperati<strong>on</strong> with others is clearly the area with the greatest potential for improvement. Theenterprises have a high focus <strong>on</strong> <strong>in</strong>put <strong>and</strong> c<strong>on</strong>text factors <strong>in</strong> order to secure the <strong>quality</strong> of the dualeducati<strong>on</strong>. This is especially <strong>in</strong>terest<strong>in</strong>g because the more general public discussi<strong>on</strong> <strong>in</strong> recentyears have focused ma<strong>in</strong>ly <strong>on</strong> process <strong>and</strong> output <strong>quality</strong> criteria.Most of the other <strong>quality</strong> areas can be developed further by the enterprises, but the potential forimprovement is relatively limited – even if the ideal targets can be discussed.Well documented overviews like this support the feedback process <strong>and</strong> potential changes.8.4 Informati<strong>on</strong> strategyQuality discussi<strong>on</strong>s <strong>in</strong> the public doma<strong>in</strong> are very often <strong>based</strong> <strong>on</strong> feel<strong>in</strong>gs <strong>and</strong> <strong>on</strong> s<strong>in</strong>gle <strong>and</strong>problematic cases with <strong>in</strong>dividual learners, enterprises <strong>and</strong> VET-colleges. A clear <strong>in</strong>formati<strong>on</strong>strategy comb<strong>in</strong>ed with valid <strong>and</strong> reliable research can raise the level of the public discussi<strong>on</strong> <strong>on</strong><strong>quality</strong> <strong>in</strong> apprenticeship programmes.A Market<strong>in</strong>g <strong>and</strong> Communicati<strong>on</strong> Strategy can support the awareness of the benefits ofapprenticeship programmes as the case from Engl<strong>and</strong> shows.137
One of the priorities of the English Nati<strong>on</strong>al Apprenticeship Service (NAS) <strong>in</strong> 2009/2010 is todeliver a Market<strong>in</strong>g <strong>and</strong> Communicati<strong>on</strong> Strategy that ensures that stakeholders are aware of thebenefits of Apprenticeships. This is planned to be d<strong>on</strong>e by the use of the follow<strong>in</strong>g activities:• Review current strategy <strong>and</strong> amend where appropriate.• Develop <strong>and</strong> publish <strong>in</strong>formati<strong>on</strong> for learners, employers, providers <strong>and</strong> <strong>in</strong>termediaries whichclearly describes the benefits of Apprenticeships.• Celebrate the success of apprentices <strong>and</strong> employers through a regi<strong>on</strong>al <strong>and</strong> nati<strong>on</strong>al Awardsprogramme.• Create a 2010 Apprenticeship Week which actively engages a full range of stakeholders.• Develop <strong>and</strong> implement a communicati<strong>on</strong> strategy to employers articulat<strong>in</strong>g the bus<strong>in</strong>ess case.• Manage <strong>and</strong> develop the Apprenticeships br<strong>and</strong>.The Uni<strong>on</strong>s can c<strong>on</strong>tribute to the public policy discussi<strong>on</strong> by present<strong>in</strong>g the <strong>quality</strong> of theapprenticeship programmes as the apprentices see it.The German dgb-jugend has, <strong>in</strong> the last three years, published a report <strong>on</strong> the <strong>quality</strong> <strong>in</strong> VET seenfrom the po<strong>in</strong>ts of the learner. The latest report 102 (2008) builds <strong>on</strong> answers from 4725 learners <strong>in</strong>the 25 most popular educati<strong>on</strong>s. The report is not <strong>in</strong>tended to be representative but gives a goodoverview of the challenges learners face <strong>in</strong> the German VET-system.The report is discussed at high political level with the key stakeholders from m<strong>in</strong>istries <strong>and</strong>employers, together with the Uni<strong>on</strong>s. The report gives a rank<strong>in</strong>g of the different educati<strong>on</strong>al areas<strong>in</strong> relati<strong>on</strong> to the perceived <strong>quality</strong> seen from the learners’ perspective.The purpose of this rank<strong>in</strong>g is first of all to make the <strong>quality</strong> <strong>and</strong> the <strong>work</strong><strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s transparent<strong>and</strong> to show a picture of the daily life for the learners. Sec<strong>on</strong>dly is it the hope that the rank<strong>in</strong>g will<strong>in</strong>fluence the enterprises <strong>and</strong> the different other participants to c<strong>on</strong>trol the <strong>quality</strong> <strong>and</strong> to developthe <strong>quality</strong> further.Rank<strong>in</strong>g seem to be a good tool for creat<strong>in</strong>g a discussi<strong>on</strong> <strong>on</strong> the <strong>quality</strong> with<strong>in</strong> the differenteducati<strong>on</strong>al areas. This way of dissem<strong>in</strong>ati<strong>on</strong> of the results of the study results <strong>in</strong> a public <strong>in</strong>terest<strong>in</strong> <strong>and</strong> access to the po<strong>in</strong>ts of view of the learners’ .The ma<strong>in</strong> c<strong>on</strong>clusi<strong>on</strong> is, that the majority of theGerman students are satisfied with the <strong>quality</strong> of the educati<strong>on</strong> they get.It is not <strong>on</strong>ly the German Uni<strong>on</strong>s that c<strong>on</strong>tributes actively to the public discussi<strong>on</strong> <strong>on</strong> <strong>quality</strong><strong>assurance</strong> of VET <strong>and</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g. BIBB has with two of the latest publicati<strong>on</strong>sc<strong>on</strong>tributed str<strong>on</strong>gly to a fact-<strong>based</strong> public discussi<strong>on</strong> <strong>on</strong> <strong>quality</strong> <strong>in</strong> VET.One of the reports describes the <strong>quality</strong> of the dual VET-system <strong>in</strong> Germany seen from the po<strong>in</strong>t ofview of the learners 103 .The other report 104 focuses <strong>on</strong> <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g as a worthwhile <strong>in</strong>vestment for enterprises,giv<strong>in</strong>g an overview of the costs <strong>and</strong> benefits for enterprises <strong>in</strong> relati<strong>on</strong> to <strong>in</strong>-company vocati<strong>on</strong>altra<strong>in</strong><strong>in</strong>g.Both these German reports give a good basis for decisi<strong>on</strong> mak<strong>in</strong>g <strong>and</strong> further progress with<strong>in</strong><strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeship programmes.Annual report<strong>in</strong>g <strong>on</strong> the <strong>in</strong>ternet makes it possible to keep a public eye <strong>on</strong> the developments, asthe Dutch case shows.102 Ausbildungsreport 2008. dgb-jugend. www.dgb-jugend.de/ausbildung103 BIBB Report 9/09: ……..104 BIBB Report 8/09 ……138
Accord<strong>in</strong>g to the Dutch WEB a regulati<strong>on</strong> requires periodic publicati<strong>on</strong> (annually for exam<strong>in</strong>ati<strong>on</strong>results) of the assessment, of the <strong>quality</strong> of educati<strong>on</strong> <strong>and</strong> improvement plans.The self-evaluati<strong>on</strong> reports (s<strong>in</strong>ce 2003) are no l<strong>on</strong>ger required by law <strong>in</strong> The Netherl<strong>and</strong>s. Thepublic <strong>in</strong>formati<strong>on</strong> from <strong>in</strong>stituti<strong>on</strong>s will develop <strong>in</strong>to an <strong>in</strong>tegrated annual report. This annual reportwill c<strong>on</strong>ta<strong>in</strong> relevant <strong>in</strong>formati<strong>on</strong> for stakeholders (horiz<strong>on</strong>tal) <strong>and</strong> for <strong>in</strong>spectorate/government(vertical). This process is <strong>in</strong> development.The Dutch report from the Inspectorate will c<strong>on</strong>ta<strong>in</strong> the supervisi<strong>on</strong> arrangements <strong>and</strong> results of allthe research. All reports - with the excepti<strong>on</strong> of the <strong>in</strong>cidental research (not automatically) – arepublished, <strong>on</strong> the <strong>in</strong>ternet. Also improvements are published. In this way all stakeholders have agood view of the <strong>quality</strong> of different <strong>in</strong>stituti<strong>on</strong>s <strong>and</strong> so benchmark<strong>in</strong>g is made possible. The site ofthe <strong>in</strong>spectorate (www.<strong>on</strong>derwijs<strong>in</strong>spectie.nl) also <strong>in</strong>cludes thematic reports <strong>on</strong> differenteducati<strong>on</strong>al topics. For the <strong>in</strong>stituti<strong>on</strong> c<strong>on</strong>cerned this publicity means an additi<strong>on</strong>al <strong>in</strong>centive toimprove <strong>quality</strong>.It is not <strong>on</strong>ly the German <strong>and</strong> Dutch cases that <strong>in</strong>clude strategies for reach<strong>in</strong>g a broader audience.The example from Engl<strong>and</strong> shows how both the Government <strong>and</strong> their agencies can <strong>in</strong>formstudents <strong>and</strong> the public <strong>in</strong> general of apprenticeship programmes.The Government <strong>in</strong> Engl<strong>and</strong> has taken steps to ensure that all young people hear the full storyabout Apprenticeship. It is further expected that the com<strong>in</strong>g Educati<strong>on</strong> <strong>and</strong> Skills Bill will place aduty <strong>on</strong> schools to present their pupils with a full range of opti<strong>on</strong>s for their learn<strong>in</strong>g at age 16<strong>on</strong>wards <strong>and</strong> not unduly promote any particular opti<strong>on</strong> over any other.The different awards <strong>and</strong> competiti<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to Apprenticeship support the external percepti<strong>on</strong>of the <strong>quality</strong> of Apprenticeship programmes as the example fro Engl<strong>and</strong> shows 105 :“The nati<strong>on</strong>al Apprenticeship Awards took place at Old Bill<strong>in</strong>gsgate <strong>in</strong> L<strong>on</strong>d<strong>on</strong> <strong>on</strong> Thursday 16thJuly 2009. Held at Old Bill<strong>in</strong>gsgate <strong>in</strong> Central L<strong>on</strong>d<strong>on</strong> <strong>on</strong> 16 July, the sixth Nati<strong>on</strong>al apprenticeshipAwards recognised the hard <strong>work</strong>, commitment <strong>and</strong> achievements of apprentices <strong>and</strong> employersfrom a vast range of sectors, from retail to upholstery <strong>and</strong> from eng<strong>in</strong>eer<strong>in</strong>g to hair <strong>and</strong> beauty.This year’s Awards attracted a total of 1,058 entries. All the apprentice <strong>and</strong> employer f<strong>in</strong>alists hadpreviously w<strong>on</strong> Regi<strong>on</strong>al Awards before proceed<strong>in</strong>g through to the Nati<strong>on</strong>al f<strong>in</strong>al, where <strong>on</strong>e f<strong>in</strong>alistfrom each category was crowned the overall w<strong>in</strong>ner.”The EuroSkills competiti<strong>on</strong> regulati<strong>on</strong>s <strong>and</strong> the possibilities for participat<strong>in</strong>g <strong>in</strong> competiti<strong>on</strong>s likethis, is also a part of the broad market<strong>in</strong>g of apprenticeship programmes as the LdV-project shows.The ma<strong>in</strong> objective of the project: “European Electr<strong>on</strong>ics Workshop Team Promot<strong>in</strong>g EuroSkills<strong>and</strong> Nati<strong>on</strong>al Competiti<strong>on</strong>s (EEWT)” 106 is to support participants <strong>in</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> further tra<strong>in</strong><strong>in</strong>gactivities <strong>in</strong> the acquisiti<strong>on</strong> <strong>and</strong> the use of knowledge, skills <strong>and</strong> qualificati<strong>on</strong>s to facilitate pers<strong>on</strong>aldevelopment. This means prepar<strong>in</strong>g of a technical outl<strong>in</strong>e <strong>and</strong> competiti<strong>on</strong> tasks proposals whichbase <strong>on</strong> EuroSkills competiti<strong>on</strong> regulati<strong>on</strong>.The competiti<strong>on</strong>s develop <strong>and</strong> promote vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> prepare students forthe challenges of <strong>work</strong><strong>in</strong>g life.School leavers from vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g measure their skills with each other <strong>in</strong> F<strong>in</strong>nSkills, the105 http://www.apprenticeships.org.uk/Awards.aspx106 Project Number 2008-1-FI1-LEO05-00458. http://www.adam-europe.eu/adam/project/view.htm?prj=4615<strong>and</strong> the Projecthomepage http://skills.turkuai.fi139
F<strong>in</strong>nish nati<strong>on</strong>al skills competiti<strong>on</strong>. The <strong>in</strong>ternati<strong>on</strong>al competiti<strong>on</strong> is known as WorldSkills <strong>and</strong> it isheld every sec<strong>on</strong>d year. Nowadays there is also EuroSkills – a European competiti<strong>on</strong> forchampi<strong>on</strong>ships. Different trades also arrange their own skills competiti<strong>on</strong>s. Am<strong>on</strong>g the best knownare the competiti<strong>on</strong>s <strong>in</strong> cater<strong>in</strong>g <strong>and</strong> hairdress<strong>in</strong>g.These competiti<strong>on</strong>s <strong>and</strong> especially the public <strong>in</strong>terest <strong>in</strong> these competiti<strong>on</strong>s <strong>and</strong> the apprenticeshipprogrammes which are beh<strong>in</strong>d them is a very effective way of gett<strong>in</strong>g positive attenti<strong>on</strong> aroundapprenticeship programmes.8.5 C<strong>on</strong>clusi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to ReviewReviews are not def<strong>in</strong>ed <strong>in</strong> the Recommendati<strong>on</strong> of the EQARF, but can be presented as: Reviewof evaluati<strong>on</strong>s is regularly carried out <strong>and</strong> is discussed with relevant stakeholders <strong>and</strong> appropriateacti<strong>on</strong> plans are put <strong>in</strong> place.The procedures, mechanisms <strong>and</strong> <strong>in</strong>struments for review <strong>and</strong> feedback are many <strong>and</strong> complex.The feedback is very often a part of the annual evaluati<strong>on</strong>s <strong>and</strong> self assessments d<strong>on</strong>e by theenterprises <strong>and</strong> the VET-colleges. Meet<strong>in</strong>gs, surveys, nati<strong>on</strong>al <strong>and</strong> local m<strong>on</strong>itor<strong>in</strong>g reports <strong>and</strong>questi<strong>on</strong>naires are used as <strong>in</strong>struments to assess the level of satisfacti<strong>on</strong> regard<strong>in</strong>g the <strong>quality</strong> ofeducati<strong>on</strong>al provisi<strong>on</strong>, <strong>and</strong> to make suggesti<strong>on</strong>s for further improv<strong>in</strong>g <strong>and</strong> adapt<strong>in</strong>g it.On the nati<strong>on</strong>al level, the discussi<strong>on</strong> <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> does not always match with the dailypractices <strong>in</strong> the colleges, due to large differences between the various regi<strong>on</strong>s, levels, <strong>and</strong> sectors.The learners have a number of different ways to give feedback about their po<strong>in</strong>t of view <strong>on</strong> the<strong>quality</strong> of the apprenticeship programmes they are a part of. This can be organised centrally asLearners panels or by M<strong>in</strong>istry <strong>in</strong>itiated research or by the student organisati<strong>on</strong>s <strong>and</strong> Uni<strong>on</strong>s.Even if this feedback is judged as a very important <strong>quality</strong> criteria by the employers <strong>and</strong> theapprentices there often seems to be too little time for a systematic feedback.The feedback can be given at different times dur<strong>in</strong>g the apprenticeship programme at <strong>in</strong>terimexam<strong>in</strong>ati<strong>on</strong>s or at the end of the tra<strong>in</strong><strong>in</strong>g.There are <strong>on</strong>ly few enterprises obta<strong>in</strong><strong>in</strong>g written feedback from their apprentices, even if this isjudged as very important by the enterprises.The feedback from enterprises to VET-colleges is organised <strong>in</strong> a number of different ways <strong>and</strong>both formal <strong>and</strong> <strong>in</strong>formal types of feedback exist.C<strong>on</strong>sultati<strong>on</strong> days at the VET-colleges, <strong>work</strong><strong>in</strong>g groups arranged by the Social Partners <strong>and</strong> theemployers’ organisati<strong>on</strong>s, educati<strong>on</strong>-advisors are am<strong>on</strong>g the methods used <strong>in</strong> the case countries.Many of these activities are more or less <strong>in</strong>formal, <strong>and</strong> there exists <strong>in</strong> general no specific formalrules for the feedback activities between the enterprises, the VET-colleges <strong>and</strong> the apprentices.This area is under development at the moment.The <strong>quality</strong> of the feedback is very often totally dependent <strong>on</strong> the <strong>in</strong>dividual tra<strong>in</strong>er <strong>and</strong> theenterprise, which can create huge differences for the students. Many enterprises focus theirfeedback to the VET-colleges <strong>on</strong> the apprentice as a pers<strong>on</strong> <strong>and</strong> not so much <strong>on</strong> the learn<strong>in</strong>gdevelopment of the apprentice.Feedback to system level is made both by the VET-colleges <strong>and</strong> by the enterprise, ma<strong>in</strong>ly throughtheir collective organisati<strong>on</strong>s. A number of committees <strong>and</strong> <strong>work</strong><strong>in</strong>g groups exist <strong>and</strong> deliverfeedback to system level at a number of meet<strong>in</strong>gs <strong>and</strong> through reports.140
The organisati<strong>on</strong>s that collect the feedback can focus <strong>on</strong> good governance of the VET-providers,<strong>on</strong> be<strong>in</strong>g selective <strong>in</strong> their supervisi<strong>on</strong> <strong>and</strong> <strong>in</strong>stead of assess<strong>in</strong>g <strong>in</strong>tenti<strong>on</strong>s <strong>and</strong> plann<strong>in</strong>g documentsthey want to focus <strong>on</strong> the educati<strong>on</strong> that student actually experience at the time of the <strong>in</strong>specti<strong>on</strong>Sancti<strong>on</strong>s are a part of the potential feedback <strong>and</strong> <strong>in</strong>clude withhold<strong>in</strong>g fund<strong>in</strong>g, deprivati<strong>on</strong> ofprivileges like issu<strong>in</strong>g certificates <strong>and</strong> receiv<strong>in</strong>g governmental fund<strong>in</strong>g <strong>and</strong> the right to provide VET.Fund<strong>in</strong>g is ma<strong>in</strong>ly related to the number of apprentices <strong>and</strong> can be c<strong>on</strong>nected to the number ofparticipant at different tra<strong>in</strong><strong>in</strong>g levels, number of participants who receive certificates comb<strong>in</strong>edwith a lump sum.The cases describe a number of good examples of strategic learn<strong>in</strong>g at system level <strong>in</strong> thedifferent case countries. Comm<strong>on</strong> for all the examples are, that problems <strong>and</strong> challengespresented by the evaluati<strong>on</strong>s are taken seriously <strong>and</strong> that acti<strong>on</strong> is taken <strong>in</strong> order to achieve ahigher degree of <strong>quality</strong> <strong>in</strong> apprenticeship programmes.The coord<strong>in</strong>ati<strong>on</strong>, systematic approach <strong>and</strong> amount of the <strong>work</strong> d<strong>on</strong>e differ between the casecountries but is ma<strong>in</strong>ly a comb<strong>in</strong>ati<strong>on</strong> of research, analysis, focused changes <strong>and</strong> implementati<strong>on</strong><strong>and</strong> follow-up <strong>on</strong> the <strong>work</strong>.The major c<strong>on</strong>tributi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to this strategic learn<strong>in</strong>g are the reviews of learn<strong>in</strong>g schedules,changes <strong>in</strong> the amount <strong>and</strong> stages of practical tra<strong>in</strong><strong>in</strong>g, a focus <strong>on</strong> cooperati<strong>on</strong> between all those<strong>in</strong>volved <strong>in</strong> apprenticeships, the development of an apprentice code for support<strong>in</strong>g the <strong>quality</strong> ofthe apprenticeship programme <strong>and</strong> research that provides documentati<strong>on</strong> of the daily activities ofapprentices. .Informati<strong>on</strong> has no value before it is available <strong>and</strong> used.Transparency of <strong>and</strong> <strong>in</strong>sight <strong>in</strong>to the daily life for the learners are, together with the possibility of<strong>in</strong>fluenc<strong>in</strong>g the decisi<strong>on</strong>s process, am<strong>on</strong>g the ma<strong>in</strong> arguments beh<strong>in</strong>d the different <strong>in</strong>formati<strong>on</strong>strategies <strong>in</strong> the case countries.The major <strong>in</strong>struments used <strong>in</strong> the <strong>in</strong>formati<strong>on</strong> strategies are the publicati<strong>on</strong> of studies <strong>and</strong>research, participati<strong>on</strong> <strong>in</strong> the public discussi<strong>on</strong>, participati<strong>on</strong> <strong>in</strong> the policy discussi<strong>on</strong>, mak<strong>in</strong>g thestudies, research, evaluati<strong>on</strong>s available <strong>on</strong> the <strong>in</strong>ternet <strong>in</strong> general <strong>and</strong> especially <strong>on</strong> the M<strong>in</strong>istries<strong>and</strong> VET-colleges homepages.141
9. Quality <strong>assurance</strong> of apprenticeship programmes –reflecti<strong>on</strong>s <strong>and</strong> c<strong>on</strong>clusi<strong>on</strong>sThe previous chapters present a number of examples of (best) practice <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> ofapprenticeship programmes. Many of the examples are very detailed <strong>in</strong> order to <strong>in</strong>spire readerswith practical <strong>and</strong> h<strong>and</strong>s-<strong>on</strong> examples <strong>on</strong> the topic. The references make it possible, relativelyefficiently, to f<strong>in</strong>d the orig<strong>in</strong>al source if more details or c<strong>on</strong>tact pers<strong>on</strong>s are needed. It is our hope,that the study will be used as a source of <strong>in</strong>spirati<strong>on</strong> <strong>and</strong> as a start<strong>in</strong>g po<strong>in</strong>t for acti<strong>on</strong> <strong>in</strong> order to<strong>quality</strong> assure apprenticeship programmes even further.This chapter will <strong>in</strong>clude a number of reflecti<strong>on</strong>s <strong>on</strong> the analysis <strong>in</strong> the previous chapters togetherwith the key c<strong>on</strong>clusi<strong>on</strong>s <strong>in</strong> order to answer the questi<strong>on</strong>:How can the <strong>quality</strong> of apprenticeship programmes be assured <strong>and</strong> further developed?This f<strong>in</strong>al chapter is organised accord<strong>in</strong>g to stakeholders <strong>and</strong> draws <strong>on</strong> the c<strong>on</strong>clusi<strong>on</strong>s from theplann<strong>in</strong>g, implementati<strong>on</strong>, evaluati<strong>on</strong> <strong>and</strong> review chapters. A structure like this makes it easier foreach stakeholder to f<strong>in</strong>d the c<strong>on</strong>clusi<strong>on</strong>s relevant to their organisati<strong>on</strong> – <strong>in</strong> order to further developof the <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes.The first secti<strong>on</strong>s cover the c<strong>on</strong>clusi<strong>on</strong>s related to research <strong>and</strong> methodology, <strong>in</strong> order to presentthe methodological frames <strong>and</strong> c<strong>on</strong>stra<strong>in</strong>ts of the study.The sec<strong>on</strong>d secti<strong>on</strong> will focus <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes <strong>in</strong> general. Thegeneral c<strong>on</strong>clusi<strong>on</strong>s here are useful for all stakeholders <strong>and</strong> summarise, <strong>in</strong> many ways, the overallc<strong>on</strong>text for <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes.The follow<strong>in</strong>g secti<strong>on</strong>s present the c<strong>on</strong>clusi<strong>on</strong>s for each of the stakeholders at European, Nati<strong>on</strong>alsystem, Social Partner, Enterprise, VET-college <strong>and</strong> apprentice level.9.1 Research <strong>and</strong> methodologyThe objectives of the studyThe study do not give a complete picture of <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> apprenticeshipprogrammes <strong>in</strong> each case-country, but do, <strong>in</strong> general illustrate <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong>apprenticeship programmes <strong>and</strong>• Search for comm<strong>on</strong> pr<strong>in</strong>ciples• Present a distillati<strong>on</strong> of the cases• Present different ways <strong>in</strong> which apprenticeship programmes are <strong>quality</strong> assured• Have an analytical approach• Make c<strong>on</strong>clusi<strong>on</strong>s <strong>and</strong> recommendati<strong>on</strong>s for all stakeholdersThe study is not <strong>in</strong>tended to be representative of all European <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> with<strong>in</strong>WBL <strong>and</strong> apprenticeship programmes. The five cases are not enough to provide a representativestudy, but we are c<strong>on</strong>v<strong>in</strong>ced, that they are sufficient to give <strong>in</strong>spirati<strong>on</strong> <strong>and</strong> that the study providesa good overview of the different answers to the questi<strong>on</strong>:What is <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeship programmes?142
The research methodologyThe <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> five cases from Engl<strong>and</strong>, Germany,Romania, The Netherl<strong>and</strong>s <strong>and</strong> from a number of Le<strong>on</strong>ardo da V<strong>in</strong>ci projects are the basis ofanalysis <strong>in</strong> this study.The desk research has created a good overview of the exist<strong>in</strong>g literature <strong>and</strong> of the key aspects ofboth <strong>quality</strong> <strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> especially apprenticeship programmes. Thisliterature has been used to identify promis<strong>in</strong>g or emerg<strong>in</strong>g practice, which were <strong>in</strong>vestigated furtherthrough the field research.The <strong>in</strong>terviews cover the plans, <strong>in</strong>tenti<strong>on</strong>s, visi<strong>on</strong>s <strong>and</strong> views <strong>on</strong> the reality <strong>and</strong> reflect <strong>on</strong> the day today <strong>work</strong> of <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> apprenticeship programmes. In additi<strong>on</strong>, proposals for future <strong>work</strong><strong>and</strong> for how to raise the <strong>quality</strong> of the apprenticeship programmes are <strong>in</strong>cluded <strong>in</strong> the <strong>in</strong>terviews.We believe that the selected methodology, key c<strong>on</strong>tacts <strong>and</strong> searches together ensure that theresults are both reliable <strong>and</strong> valid.The cases have to be c<strong>on</strong>structedComplete <strong>and</strong> comprehensive descripti<strong>on</strong>s of <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> apprenticeshipprogrammes do not exist <strong>in</strong> the case countries. In recent years a number of studies have beenmade with<strong>in</strong> research <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET <strong>in</strong> general <strong>and</strong> especially <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> ofapprenticeship programmes. This <strong>work</strong> has been the major source for this study together with thequesti<strong>on</strong>naire <strong>and</strong> the <strong>in</strong>terviews with key stakeholders.The EQARF structures the analysis of the casesThe EQARF is useful <strong>in</strong> this study, because it supports the many methodological challenges by• Creat<strong>in</strong>g an analytical structure• Rais<strong>in</strong>g a number of key research questi<strong>on</strong>s• Provid<strong>in</strong>g a comm<strong>on</strong> language of <strong>quality</strong>• Focus<strong>in</strong>g <strong>on</strong> relatively limited number of key aspects of <strong>quality</strong> <strong>assurance</strong>• Us<strong>in</strong>g this known, accepted <strong>and</strong> used frame<strong>work</strong> <strong>on</strong> a relatively limited researched area like<strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessmentThe def<strong>in</strong>iti<strong>on</strong>s of <strong>quality</strong> are subjective <strong>and</strong> c<strong>on</strong>text dependentQuality <strong>assurance</strong> of apprenticeship programmes is complex <strong>and</strong> needs to be covered from manydifferent angles, <strong>in</strong> order to create an overview. Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (VET) covers awide range of situati<strong>on</strong>s, stakeholders <strong>and</strong> beneficiaries. Thus, to def<strong>in</strong>e <strong>quality</strong> we must c<strong>on</strong>siderthis range of situati<strong>on</strong>s <strong>and</strong> <strong>in</strong>terests.Some of the nati<strong>on</strong>al studies <strong>and</strong> research look at the same <strong>quality</strong> dimensi<strong>on</strong>s, but from differentpo<strong>in</strong>t of views e.g. the apprentices <strong>and</strong> the enterprises. This research shows clearly both thedifferences <strong>and</strong> similarities <strong>in</strong> the def<strong>in</strong>iti<strong>on</strong>s of <strong>quality</strong> <strong>and</strong> of what is important for the <strong>in</strong>dividualactors.Instead of us<strong>in</strong>g energy <strong>on</strong> search<strong>in</strong>g for the right <strong>and</strong> comm<strong>on</strong>ly accepted def<strong>in</strong>iti<strong>on</strong> of <strong>quality</strong> wepropose that each stakeholder will accept the fact, that all def<strong>in</strong>iti<strong>on</strong>s of <strong>quality</strong> are subjective <strong>and</strong>c<strong>on</strong>text dependent.The <strong>quality</strong> models are relatively similarEach of the <strong>quality</strong> models gives an overview of the key <strong>quality</strong> dimensi<strong>on</strong>s, the activities, thestakeholders <strong>and</strong> very often the relati<strong>on</strong>ships between the stakeholders <strong>and</strong> activities. Thereseems to be two basic structures for the <strong>quality</strong> models depend<strong>in</strong>g <strong>on</strong> the types of the <strong>quality</strong>criteria:143
• Input, process <strong>and</strong> output <strong>quality</strong>• Quality aspects of key activities <strong>and</strong> at key actorsComm<strong>on</strong> to all the <strong>quality</strong> models is the number of <strong>quality</strong> criteria that, with different weights, areused/can be used to make a measurement of the overall <strong>quality</strong>. Alternatively a total <strong>quality</strong> <strong>in</strong>dexcan be avoided, <strong>and</strong> <strong>on</strong>ly the assessment of the <strong>in</strong>dividual <strong>quality</strong> criteria be presented.There are different c<strong>on</strong>texts around the apprenticeship programmesThe two different c<strong>on</strong>texts: enterprises <strong>and</strong> VET-schools create a number of potential opportunities<strong>and</strong> threats for both the learners <strong>and</strong> the others <strong>in</strong>volved <strong>in</strong> apprenticeship programmes, seen <strong>in</strong>relati<strong>on</strong> to <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment.The prec<strong>on</strong>diti<strong>on</strong>s <strong>and</strong> the logics of the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> are different, but both are still apart of the <strong>in</strong>dividual learner’s educati<strong>on</strong>. In pr<strong>in</strong>ciple, the key <strong>quality</strong> <strong>assurance</strong> questi<strong>on</strong>s are thesame <strong>in</strong> all Member States <strong>in</strong> relati<strong>on</strong> to apprenticeship programmes:• How can the <strong>quality</strong> of apprenticeship programmes be assured <strong>and</strong> developed?• How can the <strong>quality</strong> of learn<strong>in</strong>g <strong>in</strong> the enterprise be assured <strong>and</strong> developed?• How can the communicati<strong>on</strong> <strong>and</strong> coord<strong>in</strong>ati<strong>on</strong> between all the participants be planned,organised <strong>and</strong> implemented <strong>in</strong> order to assure <strong>and</strong> develop the <strong>quality</strong> of the learn<strong>in</strong>g –both <strong>in</strong> the enterprise <strong>and</strong> <strong>in</strong> the total educati<strong>on</strong>?• Who should do what <strong>and</strong> when <strong>in</strong> relati<strong>on</strong> to <strong>quality</strong> <strong>assurance</strong>?These questi<strong>on</strong>s are answered <strong>in</strong> the study.9.2 Quality of apprenticeship programmes <strong>in</strong> generalThe analysis of the selected case countries, regi<strong>on</strong>s <strong>and</strong> projects has shown, that a number ofsimilarities exist <strong>in</strong> relati<strong>on</strong> to the <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. The key <strong>quality</strong>questi<strong>on</strong>s are the same, the <strong>quality</strong> criteria are relatively similar <strong>and</strong> many of the activities d<strong>on</strong>e <strong>in</strong>order to secure the <strong>quality</strong> are similar across the cases. Differences exist too <strong>and</strong> are ma<strong>in</strong>lyrelated to the overall organisati<strong>on</strong> of the apprenticeship programmes <strong>and</strong> roles of the socialpartners.The <strong>quality</strong> of the apprenticeship programmes is, <strong>in</strong> general, highStudents <strong>and</strong> enterprises are <strong>in</strong>terested <strong>in</strong> <strong>and</strong> focused <strong>on</strong> the <strong>quality</strong> of the apprenticeshipprogramme. Studies, surveys <strong>and</strong> the <strong>in</strong>terviews all c<strong>on</strong>clude that the <strong>quality</strong> <strong>in</strong> general is high.This c<strong>on</strong>clusi<strong>on</strong> is supported from enterprises, apprentices, social partners, VET-colleges <strong>and</strong>system level.Apprenticeship programmes are a major part of Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g <strong>in</strong> all the casecountries. Apprenticeship programmes provide apprentices with real life <strong>work</strong> place experience,<strong>and</strong> the opportunity to develop <strong>in</strong>dustry related skills.The key <strong>quality</strong> criteria’s for apprenticeship programmesThe results from the studies, research <strong>and</strong> the experiences from the different cases show that<strong>quality</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> <strong>in</strong> apprenticeship programmes are both <strong>in</strong>fluenced <strong>and</strong> can bedeveloped by a number of <strong>quality</strong> criteria.The total <strong>quality</strong> of the apprenticeship programmes comes from the <strong>quality</strong> of the learn<strong>in</strong>g provider,the <strong>quality</strong> of the employer (<strong>and</strong> ma<strong>in</strong>ly the tra<strong>in</strong>ers), the <strong>quality</strong> of the apprentice frame<strong>work</strong> <strong>and</strong>the learner.144
There are, <strong>in</strong> pr<strong>in</strong>ciple, two ma<strong>in</strong> issues <strong>in</strong> relati<strong>on</strong> to the <strong>quality</strong> of apprenticeship programmes: the<strong>quality</strong> of <strong>work</strong>place learn<strong>in</strong>g (c<strong>on</strong>tent, guidance, assessment) <strong>and</strong> the <strong>quality</strong> of the c<strong>on</strong>necti<strong>on</strong>between <strong>work</strong>place <strong>and</strong> school-<strong>based</strong> learn<strong>in</strong>g.Am<strong>on</strong>g all the different <strong>quality</strong> dimensi<strong>on</strong>s, <strong>on</strong>e of the most important <strong>quality</strong> criteria is theformalizati<strong>on</strong> of the expectati<strong>on</strong>s of all actors <strong>and</strong> especially the learner <strong>and</strong> employer throughoutthe apprenticeship programme. Without clear goals <strong>and</strong> expectati<strong>on</strong>s is it not possible to securethe <strong>quality</strong>.Indicators for <strong>quality</strong> of apprenticeship programmesThe measurement of the <strong>quality</strong> of apprenticeship programmes is a relatively complex matter, dueto the fact that the def<strong>in</strong>iti<strong>on</strong> of <strong>quality</strong> is complex <strong>and</strong> c<strong>on</strong>text dependent. The best alternative to as<strong>in</strong>gle <strong>and</strong> specific measurement of <strong>quality</strong> is the <strong>in</strong>troducti<strong>on</strong> of a number of <strong>in</strong>dicators. Thepurpose of us<strong>in</strong>g a group of <strong>in</strong>dicators is to get a more nuanced picture of what the <strong>quality</strong> ofapprenticeship programmes is <strong>and</strong> can be.The follow<strong>in</strong>g output-<strong>in</strong>dicators (<strong>in</strong>spired by the <strong>in</strong>dicators <strong>in</strong> the EQARF) were c<strong>on</strong>sidered by theresp<strong>on</strong>dents as the most useful <strong>in</strong> order to get a good picture of the <strong>quality</strong> of apprenticeshipprogrammes:• The employment rate of the apprentices/students• The completi<strong>on</strong> rate of the apprentices/students• Satisfacti<strong>on</strong> rate of <strong>in</strong>dividuals <strong>and</strong> employers with acquired skills/competences• The time from tra<strong>in</strong><strong>in</strong>g/WBL to jobs/the labour marketOne of the trends is to develop comm<strong>on</strong> <strong>quality</strong> <strong>in</strong>dicators that can <strong>and</strong> will be used by allstakeholders.The <strong>quality</strong> of apprenticeship programmes varies across the providersThe different studies <strong>and</strong> research shows that the <strong>quality</strong> of apprenticeship programmes has a highvariance between the providers <strong>and</strong> enterprises. The <strong>in</strong>terviews supported this c<strong>on</strong>clusi<strong>on</strong>.One of the c<strong>on</strong>sequences of this high variance is that the learners get very different <strong>quality</strong> ofeducati<strong>on</strong>al experiences <strong>and</strong> that the f<strong>in</strong>al employer gets employees with very different qualities <strong>in</strong>terms of their competences.The cooperati<strong>on</strong> between the stakeholders has room for improvementThe cooperati<strong>on</strong> between the stakeholders <strong>and</strong> especially between the VET-colleges <strong>and</strong> theenterprises are c<strong>on</strong>sidered as the <strong>quality</strong> area ´with the highest room for improvement. Specifically,the learners menti<strong>on</strong> the lack of coord<strong>in</strong>ati<strong>on</strong> between what is learned <strong>in</strong> the VET-colleges <strong>and</strong>what is tra<strong>in</strong>ed <strong>in</strong> the enterprises.Some critics also argue that tra<strong>in</strong><strong>in</strong>g places fail to generate knowledge-<strong>based</strong> competencies <strong>and</strong><strong>on</strong>ly skill-<strong>based</strong> competencies <strong>based</strong> <strong>on</strong> experience. It can be said that apprenticeshipprogrammes are <strong>in</strong> a ‘stress field’ between private <strong>in</strong>terests <strong>and</strong> commitment <strong>on</strong> the <strong>on</strong>e h<strong>and</strong> <strong>and</strong>public <strong>and</strong> state <strong>in</strong>terventi<strong>on</strong> <strong>on</strong> the other.Both the enterprises, the VET-colleges <strong>and</strong> the Social Partners are aware of the challenges <strong>in</strong>relati<strong>on</strong> to communicati<strong>on</strong> <strong>and</strong> cooperati<strong>on</strong>. Different <strong>and</strong> more <strong>in</strong>tensive <strong>in</strong>teracti<strong>on</strong> patternsbetween employers, vocati<strong>on</strong>al schools <strong>and</strong> the students are developed <strong>in</strong> many countries toimprove the c<strong>on</strong>necti<strong>on</strong> between learn<strong>in</strong>g <strong>in</strong> school <strong>and</strong> <strong>in</strong> the <strong>work</strong>place.145
Many different <strong>in</strong>struments for review <strong>and</strong> feedbackThe procedures, mechanisms <strong>and</strong> <strong>in</strong>struments for review <strong>and</strong> feedback are many <strong>and</strong> complex.The feedback is very often a part of the annual evaluati<strong>on</strong>s <strong>and</strong> self assessments d<strong>on</strong>e by theenterprises <strong>and</strong> the VET-colleges. Meet<strong>in</strong>gs, surveys, nati<strong>on</strong>al <strong>and</strong> local m<strong>on</strong>itor<strong>in</strong>g reports <strong>and</strong>questi<strong>on</strong>naires are used as <strong>in</strong>struments to assess the level of satisfacti<strong>on</strong> regard<strong>in</strong>g the <strong>quality</strong> ofeducati<strong>on</strong>al provisi<strong>on</strong>, <strong>and</strong> to make suggesti<strong>on</strong>s for further improv<strong>in</strong>g <strong>and</strong> adapt<strong>in</strong>g it.The apprenticeship programmes are currently be<strong>in</strong>g reformed <strong>and</strong> revitalizedApprenticeship programmes are c<strong>on</strong>sidered extremely important for the ec<strong>on</strong>omic <strong>and</strong> socialdevelopment <strong>in</strong> the different case countries <strong>and</strong> regi<strong>on</strong>s.The case countries have <strong>work</strong>ed with new laws <strong>and</strong> regulati<strong>on</strong>, new <strong>in</strong>stituti<strong>on</strong>al structures, newtasks <strong>and</strong> approaches for <strong>in</strong>specti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong>, nati<strong>on</strong>al strategies <strong>and</strong> studies <strong>and</strong> research<strong>in</strong> order to reform <strong>and</strong> revitalize the apprenticeship programmes.Some of the case countries are currently revis<strong>in</strong>g their apprenticeship programmes <strong>and</strong> structuresaround it. This means, from a research po<strong>in</strong>t of view, that a number of visi<strong>on</strong>s, strategies <strong>and</strong> plansexist for the future, but there is a lack of tangible results available.The image of apprenticeship programmes are chang<strong>in</strong>gOne of the challenges of attract<strong>in</strong>g more apprentice places <strong>and</strong> learners has been the image ofapprenticeship programmes of not attract<strong>in</strong>g the high performance learners <strong>and</strong> of lack ofarticulati<strong>on</strong> to further <strong>and</strong> especially higher educati<strong>on</strong>.The culture around the apprenticeship programmes have been under change too. Attracti<strong>on</strong> ofhigh performance learners, clear l<strong>in</strong>ks to further <strong>and</strong> higher educati<strong>on</strong>, competiti<strong>on</strong>s <strong>and</strong> awards,focused <strong>in</strong>formati<strong>on</strong> strategies are am<strong>on</strong>g the objectives <strong>and</strong> tools to create a new <strong>and</strong> morepositive culture around apprenticeship programmes.A number of countries have <strong>work</strong>ed with the percepti<strong>on</strong> of apprenticeship programmes <strong>and</strong>developed <strong>in</strong>formati<strong>on</strong> strategies <strong>in</strong> order to change the image <strong>and</strong> to present the reality of modernapprenticeship programmes.The major <strong>in</strong>struments used <strong>in</strong> the <strong>in</strong>formati<strong>on</strong> strategies are the publicati<strong>on</strong> of studies <strong>and</strong>research, participati<strong>on</strong> <strong>in</strong> public discussi<strong>on</strong>, participati<strong>on</strong> <strong>in</strong> the policy discussi<strong>on</strong>, mak<strong>in</strong>g thestudies, research, evaluati<strong>on</strong>s available <strong>on</strong> the <strong>in</strong>ternet <strong>in</strong> general <strong>and</strong> especially <strong>on</strong> the M<strong>in</strong>istries<strong>and</strong> VET-colleges homepages.9.3 European levelClear EU <strong>in</strong>fluence <strong>on</strong> the Nati<strong>on</strong>al <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong>The European focus <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> development of VET dur<strong>in</strong>g the last ten years or sohas supported the developments <strong>in</strong> all Member States. Member states have <strong>in</strong>spired each other<strong>and</strong> realised, that comm<strong>on</strong> problems benefit from comm<strong>on</strong> soluti<strong>on</strong>s.The CQAF <strong>and</strong> the process aga<strong>in</strong>st the EQARF have supported the Member States <strong>in</strong> their <strong>work</strong><strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> VET <strong>in</strong> general <strong>and</strong> <strong>in</strong> WBL ma<strong>in</strong>ly by the focus <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong>by present<strong>in</strong>g a comm<strong>on</strong> reference frame<strong>work</strong> that can coexist with the exist<strong>in</strong>g different Nati<strong>on</strong>al<strong>and</strong> regi<strong>on</strong>al <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong>.The ENQA-VET activities with<strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g actively supports <strong>and</strong>enhances the development of best practice used <strong>in</strong> the different Member States.146
The Le<strong>on</strong>ardo da V<strong>in</strong>ci programme c<strong>on</strong>tributes to further development.A number of LdV-projects focus <strong>on</strong> aspects of <strong>quality</strong> <strong>assurance</strong> of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong>apprenticeship programmes. The selected <strong>and</strong> analysed LdV-projects are examples of theimportance <strong>and</strong> show the huge potential of the Le<strong>on</strong>ardo Programme <strong>in</strong> order to improve the<strong>quality</strong> of VET <strong>in</strong> general <strong>and</strong> <strong>in</strong> apprentice programmes more specifically.9.4 Nati<strong>on</strong>al system levelDifferent laws <strong>and</strong> regulati<strong>on</strong>sThe laws <strong>and</strong> regulati<strong>on</strong>s vary <strong>in</strong> complexity <strong>and</strong> focus between the case countries, but are l<strong>in</strong>keddirectly to the overall policy goals <strong>and</strong> objectives. Most of the law <strong>and</strong> regulati<strong>on</strong>s are relativelybroad <strong>and</strong> leave room for the Social partners, the VET-colleges <strong>and</strong> the enterprises to make theirown decisi<strong>on</strong>s. One of the major differences <strong>in</strong> the laws is the resp<strong>on</strong>sibility for the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> theenterprises.The <strong>quality</strong> <strong>assurance</strong> shall be organised <strong>and</strong> regulatedThe nati<strong>on</strong>al <strong>and</strong> regi<strong>on</strong>al apprenticeship programme have a l<strong>on</strong>g traditi<strong>on</strong> with structures that,until recently, had <strong>on</strong>ly changed relatively little. A number of <strong>quality</strong> related activities should beorganised from system level <strong>in</strong> order to secure the <strong>quality</strong> <strong>assurance</strong> of apprenticeshipprogrammes.Two major models for apprenticeship exist, <strong>and</strong> with<strong>in</strong> those two, <strong>in</strong> pr<strong>in</strong>ciple, different <strong>quality</strong><strong>systems</strong>:• Dem<strong>and</strong>-led, dual system characterised byEmployer commitmentWeak l<strong>in</strong>ks to tertiary educati<strong>on</strong>• Supply-led, low employer commitment characterised byStr<strong>on</strong>ger l<strong>in</strong>ks to tertiary level provisi<strong>on</strong>Collect<strong>in</strong>g <strong>and</strong> analys<strong>in</strong>g feedback from employers <strong>on</strong> a regular basis <strong>and</strong> us<strong>in</strong>g the results toimprove the WBL process is also an activity to be organised at system level. Each stakeholdersshould be challenged <strong>in</strong> order to ensure their <strong>quality</strong>.Some countries (E.g. The Netherl<strong>and</strong>s) have public <strong>in</strong>specti<strong>on</strong> <strong>and</strong> supervisi<strong>on</strong> as a part of the<strong>quality</strong> system. This <strong>in</strong>tegrated supervisi<strong>on</strong> is a simple approach to the <strong>in</strong>stituti<strong>on</strong>s <strong>and</strong> a limitati<strong>on</strong>of the supervisory burden of <strong>in</strong>stituti<strong>on</strong>s.Other countries (E.g. Germany) have separated resp<strong>on</strong>sibility for the learn<strong>in</strong>g <strong>in</strong> the VET-colleges<strong>and</strong> the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprises. The <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> for the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprisesare here ma<strong>in</strong>ly decided by the enterprises, <strong>and</strong> there exist no nati<strong>on</strong>al wide st<strong>and</strong>ards for <strong>quality</strong><strong>in</strong> apprenticeship programmes that ensures that every apprentice gets the same opportunities.The overall <strong>quality</strong> of the apprenticeship programme is not stipulated by the vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g act,<strong>and</strong> both the part <strong>in</strong> enterprises <strong>and</strong> the part <strong>in</strong> VET-colleges are not covered by the same law.In Engl<strong>and</strong>, they make use of Governmental agencies to raise the <strong>quality</strong> of Apprenticeshipthrough effective c<strong>on</strong>tract management, <strong>on</strong>go<strong>in</strong>g provider dialogue, closely <strong>in</strong>tegrati<strong>on</strong> with otherqualificati<strong>on</strong>s <strong>and</strong> pathways, a united approach to <strong>quality</strong>, <strong>and</strong> the use of success rate data to <strong>in</strong><strong>in</strong>form commissi<strong>on</strong><strong>in</strong>g decisi<strong>on</strong>s. The Government can even <strong>in</strong>fluence the <strong>quality</strong> of the147
apprenticeship programmes by avoid<strong>in</strong>g compet<strong>in</strong>g policy priorities, secur<strong>in</strong>g the resourcesneeded, <strong>and</strong> by a clear system of accountability <strong>and</strong> oversight.Fund<strong>in</strong>g is neededFund<strong>in</strong>g is a key activity related to <strong>quality</strong> <strong>assurance</strong>. Fund<strong>in</strong>g is very often a part of the politicaldiscussi<strong>on</strong>s <strong>and</strong> priorities. The fund<strong>in</strong>g can be more or less direct to the enterprises to the Socialpartners <strong>and</strong> the VET-colleges.The fund<strong>in</strong>g mechanisms applied at system level <strong>in</strong> relati<strong>on</strong> to the enterprises, range from directsubsidies to tax reducti<strong>on</strong>s. Fund<strong>in</strong>g of the VET-colleges is ma<strong>in</strong>ly related to the number ofapprentices <strong>and</strong> can be c<strong>on</strong>nected to the number of participants at different tra<strong>in</strong><strong>in</strong>g levels, numberof participants who receive certificates comb<strong>in</strong>ed with a lump sum.The fund<strong>in</strong>g of apprenticeship programmes is relatively complex, <strong>and</strong> it is difficult to separate theamounts used <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> from the many other (educati<strong>on</strong>al) activities <strong>in</strong> the enterprise.Discussi<strong>on</strong>s <strong>on</strong> who shall do which activities <strong>and</strong> how they shall be paid for their <strong>work</strong>, is high <strong>on</strong>the agenda <strong>in</strong> all the cases.The costs of <strong>quality</strong> <strong>assurance</strong> can be covered <strong>in</strong> a number of ways. They can be shared by theM<strong>in</strong>istry <strong>and</strong> the enterprises, paid <strong>on</strong>ly by the m<strong>in</strong>istries via the VET-colleges or paid by theenterprises <strong>and</strong> their organisati<strong>on</strong>s.The ma<strong>in</strong> costs of an apprenticeship programme are pers<strong>on</strong>nel costs for tra<strong>in</strong>ees, pers<strong>on</strong>nel costsfor <strong>in</strong>structors <strong>and</strong> equipment <strong>and</strong> material costs. However, apprentices generate not <strong>on</strong>ly costs forthe firm provid<strong>in</strong>g their tra<strong>in</strong><strong>in</strong>g, they make a significant c<strong>on</strong>tributi<strong>on</strong> to their company's regularproducti<strong>on</strong> <strong>and</strong> services <strong>and</strong> save <strong>on</strong> recruitment costs for the enterprises .Studies show that many enterprises have a positive ec<strong>on</strong>omic result <strong>in</strong> relati<strong>on</strong> to theapprenticeship programmes.Secur<strong>in</strong>g the right number of apprenticeship places is a challengeThe apprenticeship places are the prec<strong>on</strong>diti<strong>on</strong> for apprenticeship programmes. A permanentrecurr<strong>in</strong>g obstacle is the availability of the places, which depends heavily <strong>on</strong> the ec<strong>on</strong>omicsituati<strong>on</strong>.Only a limited number of enterprises supply places for apprenticeship <strong>and</strong> there is an unevendistributi<strong>on</strong> of the places with<strong>in</strong> sectors <strong>and</strong> regi<strong>on</strong>s.Some countries have decided to boost the employer supply <strong>and</strong> to raise the number of placesradically. This can be d<strong>on</strong>e by gett<strong>in</strong>g current suppliers to c<strong>on</strong>t<strong>in</strong>ue or exp<strong>and</strong> their activities or bygett<strong>in</strong>g new enterprises without experience of apprenticeship places to supply more places.One other way of gett<strong>in</strong>g more apprenticeship places is to develop new <strong>and</strong> <strong>in</strong>novativeapproaches, draw<strong>in</strong>g <strong>on</strong> the Australian model, where apprentices are employed by a recruitmentagency <strong>and</strong> hired out to host bus<strong>in</strong>esses.Host companies pay the Tra<strong>in</strong><strong>in</strong>g Associati<strong>on</strong> a fee for the hire of the apprentice.The Tra<strong>in</strong><strong>in</strong>g Agency takes <strong>on</strong> most of the adm<strong>in</strong>istrati<strong>on</strong>, deal<strong>in</strong>g with the payroll, support <strong>and</strong>supervisi<strong>on</strong> of the apprentice <strong>and</strong> be<strong>in</strong>g their legal employer.The learners show a grow<strong>in</strong>g <strong>in</strong>terest <strong>in</strong> apprenticeship places. One way of balanc<strong>in</strong>g the supply ofplaces with the dem<strong>and</strong> is to have more than <strong>on</strong>e educati<strong>on</strong>al pathway.There is a general expectati<strong>on</strong>, that there will be a period with lack of apprenticeship places, butthis will be solved <strong>in</strong> the l<strong>on</strong>g term due to the need for employees at the enterprises.148
Communicati<strong>on</strong> <strong>and</strong> cooperati<strong>on</strong> is needed am<strong>on</strong>g all stakeholdersStructured communicati<strong>on</strong> <strong>and</strong> cooperati<strong>on</strong> are needed at all levels <strong>and</strong> are organised <strong>in</strong> a numberof ways <strong>and</strong> with many stakeholders <strong>in</strong>volved <strong>and</strong> many committees, meet<strong>in</strong>gs <strong>on</strong> all levels <strong>and</strong>with different timescales.The cooperati<strong>on</strong> between the enterprises <strong>and</strong> the VET-colleges is the most important <strong>in</strong> relati<strong>on</strong> tothe <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. The social partners can also play a majorrole together with the organisati<strong>on</strong>s of the VET-providers.The cooperati<strong>on</strong> focuses <strong>on</strong> the grey z<strong>on</strong>es between the enterprises <strong>and</strong> the VET-colleges <strong>in</strong>relati<strong>on</strong> to their comm<strong>on</strong> task which is to c<strong>on</strong>tribute to <strong>and</strong> to <strong>quality</strong> assure the apprenticeshipprogramme. In Romania the key challenge is the lack of c<strong>on</strong>fidence between the differentstakeholders.Develop<strong>in</strong>g new apprenticeship frame<strong>work</strong>s takes too l<strong>on</strong>g timeThe process by which an Apprenticeship frame<strong>work</strong> comes <strong>in</strong>to existence can be a lengthy <strong>on</strong>e. Alead time of two years is not uncomm<strong>on</strong> from the start of the development phase to the firstApprentice be<strong>in</strong>g put <strong>on</strong>to a frame<strong>work</strong>.In other countries (like The Netherl<strong>and</strong>s) the VET- colleges can decide to develop their ownapprenticeship programmes <strong>and</strong> frame<strong>work</strong>s. The flexibility c<strong>on</strong>cern<strong>in</strong>g the curricula also leads to<strong>in</strong>stituti<strong>on</strong>al agreements, offer<strong>in</strong>g students the possibility to follow a program from the prevocati<strong>on</strong>allevel through the vocati<strong>on</strong>al level <strong>and</strong> end<strong>in</strong>g up at the polytechnic level. Theseun<strong>in</strong>terrupted learn<strong>in</strong>g pathways prevent early school leav<strong>in</strong>g <strong>and</strong> are highly time-efficient.Every learner shall have the same opportunitiesOne of the basic democratic pr<strong>in</strong>ciples <strong>in</strong> the educati<strong>on</strong>al <strong>systems</strong> is that every learner shall havethe same opportunities for pers<strong>on</strong>al development.This democratic pr<strong>in</strong>ciple can be reached <strong>in</strong> many ways e.g. by nati<strong>on</strong>al st<strong>and</strong>ards, more than <strong>on</strong>eeducati<strong>on</strong>al pathway, broader representati<strong>on</strong> of all types of enterprises <strong>in</strong> apprenticeshipprogrammes.The variati<strong>on</strong> <strong>in</strong> the <strong>quality</strong> of the apprenticeship programmes between the enterprises <strong>and</strong> thehigh level of dependency <strong>on</strong> the skills <strong>and</strong> motivati<strong>on</strong> of the <strong>in</strong>dividual tra<strong>in</strong>ers <strong>in</strong>fluence all aspectsof giv<strong>in</strong>g each learner the same opportunities.9.5 Social Partners levelThe Social Partners have different rolesThe Social Partners have different roles <strong>in</strong> the <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes <strong>in</strong>the case countries. The ma<strong>in</strong> roles are to come with estimates for the future dem<strong>and</strong> forcompetences, qualificati<strong>on</strong>s <strong>and</strong> skills, to ensure that the different apprenticeship programmes areup to date <strong>and</strong> to ensure that new programmes are developed, when there is a need for them.The qualificati<strong>on</strong>s are ma<strong>in</strong>ly <strong>in</strong>fluenced or def<strong>in</strong>ed by the Social Partners <strong>in</strong> cooperati<strong>on</strong> with theresp<strong>on</strong>sible m<strong>in</strong>istries. The Social Partners are organised <strong>in</strong> sectors <strong>and</strong> branches <strong>and</strong> thequalificati<strong>on</strong>s are closely related to the nati<strong>on</strong>al or local labour markets needs <strong>and</strong> often def<strong>in</strong>ed ascompetences (skills, knowledge <strong>and</strong> job related attitude).149
The Social Partners resp<strong>on</strong>sibilitiesThe Social Partners can be resp<strong>on</strong>sible for the f<strong>in</strong>al <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> the enterprises byarrang<strong>in</strong>g the f<strong>in</strong>al exam<strong>in</strong>ati<strong>on</strong>s or they can be more or less <strong>in</strong>volved <strong>in</strong> the <strong>work</strong> of def<strong>in</strong><strong>in</strong>g thec<strong>on</strong>tent of the different apprenticeship programmes.The Social Partners are <strong>in</strong>volved <strong>in</strong> projects related to <strong>quality</strong> <strong>assurance</strong> of apprenticeshipprogrammes.9.6 Enterprise levelThe <strong>quality</strong> of the enterprises tra<strong>in</strong><strong>in</strong>g is, <strong>in</strong> general, highThe technology <strong>and</strong> equipment are up to date <strong>in</strong> most enterprises, but there exists differencesbetween the trades <strong>and</strong> enterprises.The <strong>in</strong>ternal organisati<strong>on</strong> of the apprenticeship programme <strong>and</strong> especially the <strong>in</strong>ternal organisati<strong>on</strong>of the <strong>quality</strong> <strong>assurance</strong> is not very transparent <strong>in</strong> most enterprises.The larger enterprises seem to be better than SMEs at structur<strong>in</strong>g <strong>and</strong> secur<strong>in</strong>g a dialoguebetween the tra<strong>in</strong>ers <strong>and</strong> the apprenticesEnterprises have to be motivatedEnterprises are motivated to c<strong>on</strong>tribute to the <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes <strong>in</strong>many different ways. The enterprises can be supported both f<strong>in</strong>ancially <strong>and</strong> by manag<strong>in</strong>g therecruitment <strong>and</strong> <strong>on</strong>go<strong>in</strong>g paper<strong>work</strong>, by reduc<strong>in</strong>g the bureaucracy, by design<strong>in</strong>g structured off-thejobtra<strong>in</strong><strong>in</strong>g <strong>and</strong> by provid<strong>in</strong>g other tasks that the enterprises f<strong>in</strong>d too time-c<strong>on</strong>sum<strong>in</strong>g.The ma<strong>in</strong> motivati<strong>on</strong>s for tak<strong>in</strong>g part <strong>in</strong> apprenticeship programmes for the enterprises are that it ispossible to develop young employees who meet the company's particular requirements, it is a partof their policy, it is possible to choose the best employees, it creates more flexible employees, tosecure future employees with<strong>in</strong> the professi<strong>on</strong>, <strong>and</strong> the enterprise c<strong>on</strong>tributes to give the youth aperspective <strong>and</strong> directi<strong>on</strong> <strong>in</strong> life.The ec<strong>on</strong>omic benefit of be<strong>in</strong>g <strong>in</strong>volved <strong>in</strong> apprenticeship programmes has been studied <strong>in</strong>Germany, <strong>and</strong> the ma<strong>in</strong> c<strong>on</strong>clusi<strong>on</strong> is, that many of the enterprises have a positive ec<strong>on</strong>omic resultfrom their activities with<strong>in</strong> apprenticeship.In order to get more apprenticeship places is it necessary to c<strong>on</strong>v<strong>in</strong>ce enterprises with limited or noknowledge of apprenticeship programmes that they too should c<strong>on</strong>tribute. This group ofenterprises is relatively huge <strong>in</strong> all the countries, but it seems difficult to c<strong>on</strong>v<strong>in</strong>ce these enterprisesabout the benefits of supply<strong>in</strong>g an apprenticeship place.The skills of the tra<strong>in</strong>er is the most important <strong>quality</strong> dimensi<strong>on</strong>The technical <strong>and</strong> pedagogical qualificati<strong>on</strong>s of the tra<strong>in</strong>ers are the most important <strong>quality</strong> criteriafor most apprentices. The qualificati<strong>on</strong>s are regulated differently, but generally are there a numberof <strong>quality</strong> criteria for the tra<strong>in</strong>ers. These regulati<strong>on</strong>s are under or have recently been revised <strong>in</strong>some of the case countries. The major changes are the upgrad<strong>in</strong>g of the pedagogicalcompetences of the tra<strong>in</strong>ers <strong>and</strong> the <strong>in</strong>troducti<strong>on</strong> of comm<strong>on</strong> criteria across trades.The <strong>quality</strong> of the tra<strong>in</strong>ers at the enterprises is a comb<strong>in</strong>ati<strong>on</strong> of pers<strong>on</strong>al, technical <strong>and</strong>pedagogical skills <strong>and</strong> competences. A number of Le<strong>on</strong>ardo da V<strong>in</strong>ci projects have focused <strong>on</strong>different <strong>quality</strong> aspects of the tra<strong>in</strong>ers <strong>in</strong> the enterprises.150
One of the skills that the learners appreciate but also miss most is the skill of giv<strong>in</strong>g c<strong>on</strong>structivefeedback to the learner. Many apprentices also have the impressi<strong>on</strong> that there is not a very highfault tolerance dur<strong>in</strong>g <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g. And from the apprentices po<strong>in</strong>t of view there is often toolittle time to discuss their <strong>work</strong><strong>in</strong>g results.The <strong>quality</strong> of tra<strong>in</strong>ers varies <strong>in</strong> some of the case countries, but is generally assessed verypositively both by the apprentices <strong>and</strong> by the enterprises themselves. The major problem seems tobe <strong>in</strong>tegrated <strong>in</strong> the job of the tra<strong>in</strong>er – the tra<strong>in</strong>er is ma<strong>in</strong>ly a normal employee, who has a normaljob to do – very often with higher priority than the tra<strong>in</strong><strong>in</strong>g of the apprentices. Time for reflecti<strong>on</strong><strong>and</strong> the use of positive feedback are both areas with a potential for further development.Internally <strong>in</strong> the enterprises are there no problems related to f<strong>in</strong>d<strong>in</strong>g new tra<strong>in</strong>ers. The <strong>in</strong>ternalselecti<strong>on</strong> criteria are a comb<strong>in</strong>ati<strong>on</strong> of motivati<strong>on</strong> <strong>and</strong> attitude, experience, formal tests <strong>and</strong>pedagogical tra<strong>in</strong><strong>in</strong>g.Communicati<strong>on</strong> <strong>and</strong> cooperati<strong>on</strong> is importantAn open <strong>and</strong> h<strong>on</strong>est communicati<strong>on</strong> about the expectati<strong>on</strong>s of the apprentices <strong>and</strong> from the VETcollegesis important to the <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. Very often the <strong>quality</strong>is completely dependent of the engagement <strong>and</strong> motivati<strong>on</strong> of <strong>in</strong>dividual tra<strong>in</strong>ers <strong>and</strong> not securedby agreements between the enterprise <strong>and</strong> the learner or VET-college.The enterprises can raise the <strong>quality</strong> of the apprenticeship programmes by tak<strong>in</strong>g part <strong>in</strong> <strong>in</strong>novativeprojects, competiti<strong>on</strong>s, placements abroad, games etc.Not enough focus <strong>on</strong> the learnerThe focus <strong>in</strong> the enterprises is very often <strong>on</strong> the st<strong>and</strong>ardised activities with<strong>in</strong> the tra<strong>in</strong><strong>in</strong>g <strong>and</strong> thedaily <strong>work</strong> <strong>and</strong> not <strong>on</strong> the <strong>in</strong>dividual students <strong>and</strong> their learn<strong>in</strong>g. Many of the learners wouldappreciate more time <strong>on</strong> their jobs <strong>in</strong> the enterprises be<strong>in</strong>g devoted to help<strong>in</strong>g them to learn better.The dialogue between the learner, the tra<strong>in</strong>er <strong>and</strong> the teacher from the VET-college needs morefocus <strong>on</strong> the <strong>in</strong>dividual learner.It is difficult to c<strong>on</strong>trol <strong>and</strong> supervise the <strong>quality</strong> of the tra<strong>in</strong><strong>in</strong>gThe fact that most of the learn<strong>in</strong>g is physically located across many thous<strong>and</strong>s of <strong>work</strong>placescreates formidable challenges for <strong>quality</strong> c<strong>on</strong>trol. The challenge is the same regardless of who isresp<strong>on</strong>sible for the c<strong>on</strong>trol <strong>and</strong> supervisi<strong>on</strong> of the <strong>quality</strong> of the apprenticeship programmes.The enterprises are not very <strong>in</strong>terested <strong>in</strong> (new) <strong>systems</strong> for <strong>quality</strong> <strong>assurance</strong> of theapprenticeship programmes <strong>and</strong> the <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> the enterprises are, <strong>in</strong> general,not transparent <strong>and</strong> well described. Every s<strong>in</strong>gle company has different structures, processes etc.9.7 VET-college levelThe VET-colleges play different rolesThe VET-colleges play very different roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> of apprenticeship programmes. Theactivities range from be<strong>in</strong>g resp<strong>on</strong>sible for the <strong>quality</strong> to be<strong>in</strong>g a part of the exam<strong>in</strong>ati<strong>on</strong>. There areoften c<strong>on</strong>tacts between the enterprises <strong>and</strong> the VET-colleges, but it still seems to be problematic tocoord<strong>in</strong>ate the learn<strong>in</strong>g c<strong>on</strong>tent <strong>and</strong> focus for the <strong>in</strong>dividual student.151
The Dutch schools are resp<strong>on</strong>sible by law for the <strong>quality</strong> of the whole educati<strong>on</strong> programme –<strong>in</strong>clud<strong>in</strong>g the activities <strong>in</strong> the enterprise. This is a challenge for the VET-colleges even if TheCentres of Expertise also assure the <strong>quality</strong>. The German VET-colleges have no resp<strong>on</strong>sibility forthe <strong>quality</strong> of the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the enterprises.The teachers do not have regular c<strong>on</strong>tacts with the enterprisesThe relati<strong>on</strong>ship <strong>and</strong> level of cooperati<strong>on</strong> between the teachers at the VET-colleges <strong>and</strong> thetra<strong>in</strong>ers <strong>in</strong> the enterprises are important – <strong>in</strong>dependent of who has the official resp<strong>on</strong>sibility for the<strong>quality</strong> of the learn<strong>in</strong>g. The <strong>quality</strong> of these l<strong>in</strong>ks between teachers <strong>and</strong> tra<strong>in</strong>ers is very dependent<strong>on</strong> the motivati<strong>on</strong> <strong>and</strong> skills of both pers<strong>on</strong>s.Most college-tutors do not have enough time to visit the companies regularly, as the budget for theColleges is too limited to realize this <strong>in</strong> an optimal way.The competences <strong>and</strong> attitude of the teachers at the VET-colleges are at a relatively high <strong>quality</strong>level accord<strong>in</strong>g to the learners. The motivati<strong>on</strong> <strong>and</strong> the priorities of the top-managers <strong>in</strong> the VETcollegesare <strong>in</strong>fluenc<strong>in</strong>g the <strong>quality</strong> of the c<strong>on</strong>tacts to the enterprises.9.8 Apprentice/learner levelThe learners are <strong>in</strong> general satisfied with the <strong>quality</strong>The apprentices <strong>and</strong> students <strong>in</strong>volved <strong>in</strong> apprenticeship programmes are <strong>in</strong> general satisfied withtheir educati<strong>on</strong> <strong>and</strong> are particularly satisfied with the learn<strong>in</strong>g <strong>and</strong> the equipment <strong>in</strong> the enterpriserather than at the VET-colleges.The apprentices have often resp<strong>on</strong>sibility for complex <strong>work</strong> tasks at their <strong>work</strong>place. These <strong>work</strong>tasks are <strong>in</strong> many cases part of the real bus<strong>in</strong>ess processes of the companies. That is why, <strong>in</strong>many companies, the <strong>work</strong> apprentices do cover the cost of provid<strong>in</strong>g their tra<strong>in</strong><strong>in</strong>g. These <strong>work</strong><strong>in</strong>gc<strong>on</strong>diti<strong>on</strong>s are <strong>in</strong> l<strong>in</strong>e with the dem<strong>and</strong>s of the apprentices: For them it is very important to do real<strong>and</strong> complex <strong>work</strong> <strong>and</strong> to ga<strong>in</strong> recogniti<strong>on</strong> from the other employees.There is a risk at the moment with the f<strong>in</strong>ancial crises that the learners accept lower <strong>quality</strong> of theapprenticeship programmes <strong>and</strong> <strong>on</strong>ly focus <strong>on</strong> gett<strong>in</strong>g the apprenticeship place.The learners can be students <strong>and</strong> employeesThe learners can either be students or employees with an employment c<strong>on</strong>tract with the enterprisethat supplies the apprenticeship place. If the learners are employed they get a salary orcompensati<strong>on</strong> for their c<strong>on</strong>tributi<strong>on</strong>. If the learners are students they have the same right as otherstudents for subsidies <strong>and</strong> loans.The learners shall give feedback to the enterprises <strong>and</strong> VET-collegesLearn<strong>in</strong>g is a process that requires active participati<strong>on</strong> from both tra<strong>in</strong>ers <strong>and</strong> learners. Thelearners can be more active <strong>and</strong> they need to f<strong>in</strong>d an appropriate way to dem<strong>and</strong> adequatelearn<strong>in</strong>g c<strong>on</strong>diti<strong>on</strong>s <strong>in</strong> the companies. They have to learn how to give feedback to their companiesso that the tra<strong>in</strong><strong>in</strong>g processes might be changed.The communicati<strong>on</strong> to the VET-colleges is also important for the learners <strong>and</strong> can be organised <strong>in</strong>different ways. The students can communicate directly with the school, the school <strong>and</strong> theenterprises can communicate directly or via the Social Partners.152
Most apprentices have m<strong>on</strong>thly meet<strong>in</strong>gs with the tra<strong>in</strong>ers <strong>and</strong> teachers, <strong>and</strong> get more or lessformal feedback <strong>on</strong> their progress <strong>and</strong> <strong>on</strong> their activities <strong>in</strong> general. The educati<strong>on</strong>al plans can bedeveloped further <strong>and</strong> especially the updat<strong>in</strong>g of the plans has a potential for progress.ICT can be a very efficient tool for a part of the communicati<strong>on</strong> <strong>and</strong> assessments between theapprentices, the enterprises <strong>and</strong> the teachers at the VET-college.The learners should have a better knowledge about apprenticeship programmesThe knowledge of the advantages <strong>and</strong> disadvantages of the apprenticeship programmes varies alot between the learners. This <strong>in</strong>fluences both the choice of the educati<strong>on</strong>al pathway <strong>and</strong><strong>in</strong>fluences the realism of the expectati<strong>on</strong>s of an apprenticeship programme.The learners would benefit from a better knowledge about what they can expect from theenterprises <strong>and</strong> from the apprenticeship programme.The learners are <strong>in</strong> general not so focused <strong>on</strong> their rights (both as students <strong>and</strong> especially asapprentices) <strong>and</strong> the level of knowledge of the rights varies a lot <strong>and</strong> is generally low.153
AnnexesAnnex 1. Sources from UK <strong>and</strong> Engl<strong>and</strong>C<strong>on</strong>tact pers<strong>on</strong>sAlis<strong>on</strong> Rowl<strong>and</strong>Head of Strategy <strong>and</strong> PerformanceLSIS – Learn<strong>in</strong>g <strong>and</strong> Skills Improvement ServiceFriars House, Manor House Drive, Coventry CV1 2TEDirect L<strong>in</strong>e: 024 7662 7940www.lsis.org.ukChris Lewis. LSC (Learn<strong>in</strong>g <strong>and</strong> Skills Council). chris.lewis@lsc.gov.uk.J<strong>on</strong>athan Eddy. DBIS / DCSF Jo<strong>in</strong>t Apprenticeship Unit.j<strong>on</strong>athan.eddy@bis.gsi.gov.ukMillar MacD<strong>on</strong>ald OBE MInstLMBIS/DCSF Jo<strong>in</strong>t Apprenticeships Unit| W3c Moorfoot| Sheffield S1 4PQ|*T:0114 259 4315 |E: Millar.MacD<strong>on</strong>ald@bis.gsi.gov.ukLiz AitkenMart<strong>in</strong> Ward. NAS (Nati<strong>on</strong>al Apprenticeship Service). Mart<strong>in</strong>.Ward@lsc.gov.ukMike Davis. Ofsted. Mikedavis@ofsted.gov.ukMuriel GreenIa<strong>in</strong> Murray [IMurray@TUC.ORG.UK]SourcesQuality Improvement Agency: Support<strong>in</strong>g good practice <strong>in</strong> employer resp<strong>on</strong>siveness: a guide to<strong>quality</strong> improvement.Quality Improvement Agency: The Development Programme for Tra<strong>in</strong> to Ga<strong>in</strong>. 2007.Rais<strong>in</strong>g awareness of employer resp<strong>on</strong>siveness across the college.“Quality Assurance Code of Practise”, University of BathJanet L<strong>on</strong>sdaleBroaden<strong>in</strong>g <strong>and</strong> Develop<strong>in</strong>g Participati<strong>on</strong>Divisi<strong>on</strong> for Lifel<strong>on</strong>g Learn<strong>in</strong>gCarpenter HouseBroad QuayBathBA1 1UDTel: 01225 388703 / 388704154
dp@bath.ac.uk“Work- <strong>based</strong> Learn<strong>in</strong>g Pathway”, The Welsh Assembly GovernmentThe Learner Provisi<strong>on</strong> Team,Fund<strong>in</strong>g & Student F<strong>in</strong>ance,DCELLS,2nd Floor,Ffynn<strong>on</strong> Las,The Orchards,Ilex Close,Llanishen,Cardiff,CF14 5EZ.WBLEnq@Wales.GSI.gov.uk.About the project “The Assessment of Work <strong>based</strong> Learn<strong>in</strong>g <strong>in</strong> Foundati<strong>on</strong> Degrees”Claire TaylorProgramme Leader: FdA <strong>in</strong> Educati<strong>on</strong>al Studies for Teach<strong>in</strong>g AssistantsBishop Grosseteste College, L<strong>in</strong>coln, LN1 3DYSelected l<strong>in</strong>kshttp://wcs.excellencegateway.org.uk/case-studies.www.bus<strong>in</strong>essballs.com/kirkpatricklearn<strong>in</strong>gevaluati<strong>on</strong>model.htm.http://www.excellencegateway.org.uk/pdf/Reach<strong>in</strong>g-further.pdfhttp://wcs.excellencegateway.org.uk/case-studieshttp://www.lsis.org.uk/LSISHome.aspxhttp://www.ukces.org.uk/http://www.skllsforbus<strong>in</strong>ess.bizwww.bus<strong>in</strong>essballs.com/kirkpatricklearn<strong>in</strong>gevaluati<strong>on</strong>model.htmhttp://www.dius.gov.uk/news_<strong>and</strong>_speeches/press_releases/~/media/publicati<strong>on</strong>s/W/world_class_apprenticeshipshttp://www.dius.gov.uk/c<strong>on</strong>sultati<strong>on</strong>s/sasehttp://www.apprenticeships.org.uk/About-Us/Publicati<strong>on</strong>s.aspx155
Annex 2. Sources from GermanyC<strong>on</strong>tact pers<strong>on</strong>sBundes Institut für Berufsbildung:Arbeitsbereich 2.1: Berufsbildungsangebot und -nachfrage / BildungsbeteiligungAndreas Krewerth:krewerth@bibb.deTel.: 0049 (0) 228/107-1110Fax : 0049 (0) 228/107-2955Margit Ebb<strong>in</strong>ghaus:ebb<strong>in</strong>ghaus@bibb.deNehls, HermannC<strong>on</strong>fedarati<strong>on</strong> of Trade uni<strong>on</strong>sGermanyHermann.Nehls@dgb.deStefan NoppenbergerMETRO AGBerufsbildungVocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>gSchlüterstraße 1, 40235 DüsseldorfTel: +49 (211) 6886-1301Fax: +49 (211) 6886-1300E-Mail: stefan.noppenberger@metro.dewww.ausbildung-metrogroup.deSusanne MüllerBildung | Berufliche BildungBDA | Bundesvere<strong>in</strong>igung der Deutschen ArbeitgeberverbändeHaus der Deutschen Wirtschaft, Breite Straße 29, 10178 Berl<strong>in</strong>T +49 30 2033-1512F +49 30 2033-1505s.mueller@arbeitgeber.deSourcesBeicht, Ursula; Krewerth, Andreas: Qualität der betrieblichen Ausbildung im Urteil v<strong>on</strong>Auszubildenden und Be-rufsbildungsfachleuten. In: Berufsbildung <strong>in</strong> Wissenschaft undPraxis (2009) 5, <strong>in</strong> preperati<strong>on</strong>Beicht, Ursula; Krewerth, Andreas; Eberhard, Verena; Granato, M<strong>on</strong>a: Viel Licht – aberauch Schatten. Qualität dualer Berufsausbildung <strong>in</strong> Deutschl<strong>and</strong> aus Sicht der156
Auszubildenden. BIBB Report (9). Bielefeld 2009. URL:http://www.bibb.de/dokumente/pdf/a12_bibbreport_2009_09.pdfBehrens, M. et. al. (2008)Tak<strong>in</strong>g a straightforward detour: learn<strong>in</strong>g <strong>and</strong> labour market participati<strong>on</strong> <strong>in</strong> the Germanapprenticeship system. Journal of Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g, vol. 60, nr.1, pp.93-104BIBB (Bundes<strong>in</strong>stitut für Berufsbildung), (2006)Gestaltung der Flexibilitätsspielräume <strong>in</strong> der Berufsbildung: Ausbildende Fachkraft undselbstorganisiertes Lernen.http://www2.bibb.de/tools/gesamtverzeichnis/<strong>in</strong>dex.php?acti<strong>on</strong>=medium&mid=3098BIBB (Bundes<strong>in</strong>stitut für Berufsbildung), (2006)Qualitätssicherung v<strong>on</strong> beruflicher Aus- und Weiterbildung. Ergibnisse aus dem BIBB.Wissenschaftliche Diskussi<strong>on</strong>spapiere, Heft 78:http://www.bibb.de/dokumente/pdf/wd_78_qualitaetssicherung.pdfBund-Länder-Kommissi<strong>on</strong> für Bildungsplanung und Forschungsförderung (BLK), 2005Qualitätsentwicklung <strong>in</strong> der Berufsausbildung. Workshop der Bund-Länder-Kommissi<strong>on</strong> fürBildungsplanung und Forschungsförderung am 29. November 2005 <strong>in</strong> B<strong>on</strong>n: http://www.blkb<strong>on</strong>n.de/papers/heft134.pdfDeiss<strong>in</strong>ger, T. (1997)The German Dual System – a model for Europe? Educati<strong>on</strong> + Tra<strong>in</strong><strong>in</strong>g, vol.39, nr. 8, pp.297-302Deiss<strong>in</strong>ger, T. & Hellwig, S. (2005)Apprenticeships <strong>in</strong> Germany: modernis<strong>in</strong>g the Dual System. Educati<strong>on</strong> + Tra<strong>in</strong><strong>in</strong>g, vol.47, nr. 415,pp.312-324.Deutscher Gewerkschaftsbund: Ausbildungsreport 2008. Berl<strong>in</strong> 2008. URL:http://www.dgb.de/themen/themen_a_z/abisz_doks/a/ausbildungreport_2008_lang.pdfEbb<strong>in</strong>ghaus, Margit: Ideal und Realität betrieblicher Ausbildungsqualität. Sichtweiseausbildender Betriebe. Wissenschaftliche Diskussi<strong>on</strong>spapiere (109). B<strong>on</strong>n 2009. URL:http://www.bibb.de/dokumente/pdf/wd_109_ideal_und_realitaet_betrieblicher_ausbildungsqualitaet.pdfFederal Institute for Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g: Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g Regulati<strong>on</strong>s<strong>and</strong> the Process Beh<strong>in</strong>d Them. B<strong>on</strong>n 2006. URL:http://www.bibb.de/dokumente/pdf/a45_entstehung-v<strong>on</strong>-ausbildungsordnungen_en.pdfFehr<strong>in</strong>g, G. & W<strong>in</strong>delb<strong>and</strong>, L. (2008)Qualität der betrieblichen Ausbildung – Herausforderungen, Defizite und H<strong>and</strong>lungsfelder. Lernen& Lehren, Special 4 – HT2008:http://www.bwpat.de/ht2008/ft03/fehr<strong>in</strong>g_w<strong>in</strong>delb<strong>and</strong>_ft03-ht2008_spezial4.pdfGerman Federal M<strong>in</strong>istry of Educati<strong>on</strong> <strong>and</strong> Research, 2008Berufsbildungsbericht 2008. Retrieved from the WWW, 26 th March, 2009 from:http://www.bmbf.de/pub/bbb_08.pdfGre<strong>in</strong>ert, W.D. (2004)157
“Das ‘deutsche System’ der Berufsausbildung am Ende se<strong>in</strong>er Entwicklung?”, Zeitschrift fürBerufs- und Wirtschaftspädagogik, vol. 100 nr. 1, pp. 106-15.Schaklet<strong>on</strong>, J.R. (1997)Tra<strong>in</strong><strong>in</strong>g <strong>in</strong> Germany: a view from abroad. Educati<strong>on</strong> +Tra<strong>in</strong><strong>in</strong>g, vol. 39, nr. 8, pp.303-308.Trembaly, D.G. & Le Bot, I. (2000)The German Dual Apprenticeship System: An Analysis of its Evoluti<strong>on</strong> <strong>and</strong> Present Challenges.Labour Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g Research Net<strong>work</strong>, Centre for Research <strong>on</strong> Work <strong>and</strong> Society,York University, Canada.Ulmer, Philipp; Jabl<strong>on</strong>ka, Peter: Mehr Ausbildungsbetriebe – mehr Ausbildungsplätze –weniger Qualität? Die Aussetzung der Ausbilder-Eignungsverordnung (AEVO) und ihreFolgen. BIBB Report (3). Bielefeld 2007. URL:http://www.bibb.de/dokumente/pdf/a12_bibbreport_2007_03.pdfUlmer, Philipp; Gutschow, Katr<strong>in</strong>: Die Ausbilder-Eignungsverordnung 2009: Was ist neu?IN: Berufsbildung <strong>in</strong> Wissenschaft und Praxis (3/2009), pp. 48-51. URL:http://www.bibb.de/dokumente/pdf/a1_bwp_04_2009_ulmer_gutschow.pdfUlmer, Philipp; Ulrich, Joachim Gerd Ulrich (ed.): Der demografische W<strong>and</strong>el und se<strong>in</strong>eFolgen für die Sicherstellung des Fachkräftenachwuchses. WissenschaftlicheDiskussi<strong>on</strong>spapiere (106). B<strong>on</strong>n 2008. URL:http://www.bibb.de/dokumente/pdf/wd_106_demografischer_w<strong>and</strong>el_und_se<strong>in</strong>e folgen.pdfUlrich, J. G. (1997)N<strong>on</strong>-company-<strong>based</strong> tra<strong>in</strong><strong>in</strong>g. The eastern German experience. Educati<strong>on</strong> + Tra<strong>in</strong><strong>in</strong>g, vol.39, nr. 8,pp.309-315.Wenzelmann, Felix; Schönfeld, Gudrun; Pfeifer, Harald; Di<strong>on</strong>isius, Reg<strong>in</strong>a: In-companyvocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g - A worthwhile <strong>in</strong>vestment for enterprises. F<strong>in</strong>d<strong>in</strong>gs from the 2007 BIBBCost-Benefit Survey. BIBB Report (8). Bielefeld 2009. URL:http://www.bibb.de/en/51130.htm158
Annex 3. Sources from RomaniaC<strong>on</strong>tact pers<strong>on</strong>sDana StroieQuality Assurance ExpertNati<strong>on</strong>al Centre for TVET Development/ Project Implementati<strong>on</strong> Unit for PHARE10-12, Spiru Haret Street, Bucharest, 1, cod 010176Tel + 4 021/311.11.62Fax + 4 021/312.54.98Website: www.tvet.rodana.stroie@tvet.roNela PlugarescuNati<strong>on</strong>al Adult Tra<strong>in</strong><strong>in</strong>g BoardNela.plugarescu@cnfpa.roEmployer representative from an <strong>in</strong>ternati<strong>on</strong>al enterprise. (Wanted to be an<strong>on</strong>ymous).SourcesS.C. „Daewoo Mangalia Heavy Industries” S.A. <strong>and</strong> 4 TVET schools <strong>in</strong> the naval c<strong>on</strong>structi<strong>on</strong>doma<strong>in</strong>“Together for educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g” – partnership between S.C. „Daewoo Mangalia HeavyIndustries” S.A. <strong>and</strong> 4 TVET schools <strong>in</strong> the naval c<strong>on</strong>structi<strong>on</strong> doma<strong>in</strong>.“Improv<strong>in</strong>g c<strong>on</strong>t<strong>in</strong>uity <strong>and</strong> coherence of competences’ development through <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g” –partnership between a TVET high school <strong>and</strong> a range of 4 stars hotels.METRO EDUCATION – a cooperati<strong>on</strong> project between the M<strong>in</strong>istry of Educati<strong>on</strong>, Research <strong>and</strong>Youth <strong>and</strong> the Metro Group, regard<strong>in</strong>g the development of the <strong>quality</strong> of TVET students practicaltra<strong>in</strong><strong>in</strong>g.WBL Agreement for TVETSelf Assessment Manual (nati<strong>on</strong>al) for QA <strong>in</strong> TVETExternal M<strong>on</strong>itor<strong>in</strong>g Manual for QA <strong>in</strong> TVET159
Annex 4. Sources from The Netherl<strong>and</strong>sC<strong>on</strong>tact pers<strong>on</strong>sMirjan de Lange, COLO, +31-79-3294047MBO Raad: Jurgen Holz: 030 ‐ 221 98 61Thea van den Boom, Senior Beleidsmedewerker, Directie Beroeps<strong>on</strong>derwijs en VolwasseneneducatieM<strong>in</strong>isterie van Onderwijs, Cultuur en WetenschapRijnstraat 50, 2515 XP Den Haag/ IPC 2150Postbus 16375, 2500 BJ Den Haag/ IPC 2150SourcesEngelstalige BPV‐overeenkomstManfred Polz<strong>in</strong> (MBO Raad) for de LdV project WBL Toi Manual: Good practices WBL <strong>in</strong> The Netherl<strong>and</strong>s(29 June 2009)MBO-Ra-MEMO GP <strong>in</strong> WBLPractical Tra<strong>in</strong><strong>in</strong>g C<strong>on</strong>tract for . ,Under the ADULT AND VOCATIONAL EDUCATION ACTSparrow, M.K. (2000) The Regulatory Craft; c<strong>on</strong>troll<strong>in</strong>g risks, solv<strong>in</strong>g problems <strong>and</strong> manag<strong>in</strong>gcompliance. Wash<strong>in</strong>gt<strong>on</strong>: Brook<strong>in</strong>gs Instituti<strong>on</strong> Press.The Scientific Council for Government Policy (WRR) <strong>in</strong> its report Blijken van goede dienstverlen<strong>in</strong>g[Marks of Good Service] (December 2004),Supervisi<strong>on</strong> Frame<strong>work</strong> for Adult Educati<strong>on</strong> <strong>and</strong> Vocati<strong>on</strong>al Tra<strong>in</strong><strong>in</strong>g 2007, established 12 July2007 by the IGOToezicht <strong>in</strong> vertrouwen, vertrouwen <strong>in</strong> toezicht (2006) [Supervisi<strong>on</strong> <strong>in</strong> Trust, Trust <strong>in</strong> Supervisi<strong>on</strong>].Zes pr<strong>in</strong>cipes van goed toezicht [Less burden, greater effect. Six pr<strong>in</strong>ciples of good supervisi<strong>on</strong>].Dutch M<strong>in</strong>istry of Internal Affairs, 2006L<strong>in</strong>kswww.colo.nlwww.mboraad.nlwww.m<strong>in</strong>ocw.nlwww.rekenkamer.nlhttp://www.nlnrp.nl/en/160
Annex 5. The English Tra<strong>in</strong><strong>in</strong>g Quality St<strong>and</strong>ards. Statements for part A:Resp<strong>on</strong>siveness.Source: http://www.tra<strong>in</strong><strong>in</strong>g<strong>quality</strong>st<strong>and</strong>ard.co.uk/uploaded/files/tqs-mapp<strong>in</strong>gguide-1v0.pdf161
Annex 6. The English Tra<strong>in</strong><strong>in</strong>g Quality St<strong>and</strong>ards. Statements for part B:Expertice.Source: http://www.tra<strong>in</strong><strong>in</strong>g<strong>quality</strong>st<strong>and</strong>ard.co.uk/uploaded/files/tqs-mapp<strong>in</strong>gguide-1v0.pdf162
Annex 7. Sources from Le<strong>on</strong>ardo da V<strong>in</strong>ci projectsC<strong>on</strong>tact pers<strong>on</strong>sPavol KrempaskyProject ManagerPh<strong>on</strong>e +32 2 299 78 60 (direct l<strong>in</strong>e)Fax +32 2 292 13 27http://eacea.ec.europa.euEducati<strong>on</strong>, Audiovisual <strong>and</strong> Culture Executive AgencyP3 Le<strong>on</strong>ardo da V<strong>in</strong>ci <strong>and</strong> Studies, Indicators <strong>and</strong> Dissem<strong>in</strong>ati<strong>on</strong> BU29 2/78Avenue du Bourget 1B-1140 BrusselsBelgiumAll type of approved Le<strong>on</strong>ardo da V<strong>in</strong>ci projects (nati<strong>on</strong>al agencies <strong>and</strong> EACEA areresp<strong>on</strong>sible for) could be found <strong>in</strong> ADAM portal:http://www.adam-europe.eu/adam/homepageView.htmProjects.Project titleQUINORA - Internati<strong>on</strong>al Quality Assurance Programme <strong>in</strong>Vocati<strong>on</strong>al Orientati<strong>on</strong> <strong>and</strong> Guidance Measures for JobSeekers <strong>on</strong> the System Level.Develop<strong>in</strong>g the plann<strong>in</strong>g of <strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g bytransferr<strong>in</strong>g <strong>and</strong> implement<strong>in</strong>g exist<strong>in</strong>g good practises <strong>in</strong>Comm<strong>on</strong> Quality Assurance Frame<strong>work</strong> (WBL-TOI_MANUAL)Peer Review Extended II - Transfer <strong>and</strong> further developmentof the European Peer Review methodology as an element ofthe Comm<strong>on</strong> Quality Assurance Frame<strong>work</strong> (CQAF)Improvement of Quality Management System for vocati<strong>on</strong>aleducati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g organizati<strong>on</strong>s <strong>in</strong> the field ofagriculture.Improv<strong>in</strong>g Quality of Informal Learn<strong>in</strong>g through tools <strong>and</strong><strong>in</strong>struments for <strong>work</strong>place learn<strong>in</strong>g partnerships (WLPs)STOP & RESTART -- Spiral Tra<strong>in</strong><strong>in</strong>g for tra<strong>in</strong><strong>in</strong>g Operators:REfresh<strong>in</strong>g Skills, Tools And Remotivat<strong>in</strong>g <strong>on</strong> TargetTra<strong>in</strong>erGuide - a web-tool for <strong>in</strong>-company tra<strong>in</strong>ersProject number <strong>and</strong> year.(A/0 5 /B/F/PP-158. 201).(2008-1-FI1-LEO05-00452)(LLP-LdV/TOI/2007/AT/0011)(LdV/TOI/2007/LV/007)(D704/B/F/PP-146 169).Phillip GrollmannGrollmann@uni-bremen.dehttp://itb.uni-bremen.de(I/03/B/F/PP–154058)(LLP-LdV-Tol/2008/802).163
Dissipati<strong>on</strong> of the FWBL methodology to <strong>in</strong>novativec<strong>on</strong>t<strong>in</strong>u<strong>in</strong>g professi<strong>on</strong>al development(LLP-LdV-Tol/2008/806).Bente NørgaardAalborg University, Denmarkbente@cpd.aau.dkPast Experience Recognized for Future Excellence throughCoach<strong>in</strong>g <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g 50+SETTING UP A COMMON EUROPEAN STRATEGYTOWARD TUTORS OF TRAINEES IN THE BUILDINGCOMPANIESVocati<strong>on</strong>al Qualificati<strong>on</strong> Transfer SystemVQTS I <strong>and</strong> VQTS II.www.vocati<strong>on</strong>alqualificati<strong>on</strong>.netBE CuLT eXTeNDINNOVET Mobilitywww.elite.auu.dk(DE/07/LLP-LdV/TOI/147029)(FR/06/B/P/PP-152512)(A/03/B/F/PP-158.034).http://vqts.netletter.at/Mag.a Kar<strong>in</strong> Luomi-MessererResearch3s research laboratoryWiedner Hauptstraße 18, 1040WienTel +43-1-5850915-41, Fax –99luomi-messerer@3s.co.at,(DE/08/LLP-LdV/TOI/147131).(AT/08/LLP-LdV/IVT/158044.)Practical Approaches to optimize <strong>and</strong> implement jo<strong>in</strong>t crossbordervocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong> crafts <strong>and</strong> skilledtradesEuropean Electr<strong>on</strong>ics Workshop Team Promot<strong>in</strong>g EuroSkills<strong>and</strong> Nati<strong>on</strong>al Competiti<strong>on</strong>s (EEWT).Work placement evaluati<strong>on</strong>: more professi<strong>on</strong>al competences<strong>in</strong> graphic <strong>and</strong> design.Placement Support – Development of Support Materials forForeign Placements <strong>in</strong> SMEs. (NL/01/B/F/PP-123135).Learn<strong>in</strong>g from different vocati<strong>on</strong>al <strong>systems</strong> – development oftools to <strong>in</strong>tegrate <strong>and</strong> assess abroad <strong>work</strong> placement.High-level qualificati<strong>on</strong>s for <strong>in</strong>-company tra<strong>in</strong>ers. Transfer ofthe <strong>in</strong>novative further tra<strong>in</strong><strong>in</strong>g c<strong>on</strong>cept.EQUIP – Employability <strong>and</strong> Quality <strong>in</strong> Practice.DE/07/LLP-LdV/TOI/1470322008-1-FI1-LEO05-00458(D/2005/PL/43040001F8)(D/2005/PL/43040001F8)(D/2004/EX/4303500323).(DE/07/LLP-LdV/TOI/147016).(2007-LLP-LdV-TOI-2007-SK-73100953)164
European Work Placements for Students.Quality management <strong>and</strong> qualificati<strong>on</strong> needs analysisDevelopment of Elements for Quality Assurance with<strong>in</strong>practice oriented Higher Educati<strong>on</strong>Quality development <strong>and</strong> <strong>quality</strong> <strong>assurance</strong> with labourmarket reference.Evaluat<strong>in</strong>g <strong>and</strong> develop<strong>in</strong>g Ongo<strong>in</strong>g Methods for QualityManagement <strong>in</strong> Vocati<strong>on</strong>al Educati<strong>on</strong>(A/06/A/F/PL-158.802)(DE/95/2/190/III.2a/C)(A/05/B/F/PP-158..215)(D/05/B/F/PP-146 274)(D/2005/EX/4304000313).165
Annex 8. Overview of Le<strong>on</strong>ardo da V<strong>in</strong>ci projects with<strong>in</strong> WBL <strong>and</strong><strong>quality</strong>Project titleProject number <strong>and</strong>year.QUINORA - Internati<strong>on</strong>alQuality Assurance Programme<strong>in</strong> Vocati<strong>on</strong>al Orientati<strong>on</strong> <strong>and</strong>Guidance Measures for JobSeekers <strong>on</strong> the System Level.(A/0 5 /B/F/PP-158. 201).Quality development <strong>and</strong><strong>quality</strong> <strong>assurance</strong> with labourmarket reference.(D/05/B/F/PP-146 274)Key WBL-aspectsQuality AssuranceDevelop a <strong>quality</strong> <strong>assurance</strong> programme <strong>in</strong> scope of<strong>in</strong>ternati<strong>on</strong>al <strong>quality</strong> st<strong>and</strong>ards <strong>and</strong> of an e-learn<strong>in</strong>g tool toimplement these measures <strong>on</strong> the system <strong>and</strong> meta level.Make aware the <strong>in</strong>fluence of different core actors <strong>on</strong> the <strong>quality</strong>of vocati<strong>on</strong>al orientati<strong>on</strong> <strong>and</strong> activati<strong>on</strong>.Improve communicati<strong>on</strong> between core actors.Development of a systematic support for the development,assessment <strong>and</strong> <strong>assurance</strong> of <strong>quality</strong> of the learn<strong>in</strong>g offers.Quality aspects of outsourc<strong>in</strong>g of enterprises tra<strong>in</strong><strong>in</strong>gdepartments.Development of a <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> development system.Development of Elements forQuality Assurance with<strong>in</strong>practice oriented HigherEducati<strong>on</strong>(A/05/B/F/PP-158..215)Develop<strong>in</strong>g the plann<strong>in</strong>g of<strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g bytransferr<strong>in</strong>g <strong>and</strong> implement<strong>in</strong>gexist<strong>in</strong>g good practises <strong>in</strong>Comm<strong>on</strong> Quality AssuranceFrame<strong>work</strong>(WBL-TOI_MANUAL)(2008-1-FI1-LEO05-00452)Peer Review Extended II -Transfer <strong>and</strong> furtherdevelopment of the EuropeanPeer Review methodology asan element of the Comm<strong>on</strong>Quality Assurance Frame<strong>work</strong>(CQAF)Develop<strong>in</strong>g elements of <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> selected “keyprocesses” for practice <strong>and</strong> professi<strong>on</strong>al field oriented highereducati<strong>on</strong>.Focus <strong>on</strong> practice oriented higher educati<strong>on</strong> <strong>in</strong>stituti<strong>on</strong>s with anoutlook to their <strong>in</strong>tegrative role between VET <strong>and</strong> HE.The focus is <strong>on</strong> plann<strong>in</strong>g of the <strong>work</strong>-<strong>based</strong> learn<strong>in</strong>g accord<strong>in</strong>g t<strong>on</strong>eeds of partners <strong>and</strong> nati<strong>on</strong>al experiences.The apprenticeship tra<strong>in</strong><strong>in</strong>g partners are <strong>in</strong>volved.Facilitate the transfer <strong>and</strong> further development of the EuropeanPeer Review methodology as an element of the Comm<strong>on</strong>Quality Assurance Frame<strong>work</strong> (CQAF).New types of schools <strong>in</strong>clud<strong>in</strong>g schools for apprenticeshiptra<strong>in</strong><strong>in</strong>g.166
(LLP-LdV/TOI/2007/AT/0011)EQUIP – Employability <strong>and</strong>Quality <strong>in</strong> Practice.(2007-LLP-LdV-TOI-2007-SK-73100953)Quality St<strong>and</strong>ardsIntroduce <strong>and</strong> secure <strong>quality</strong> st<strong>and</strong>ards for SE <strong>in</strong> Slovakia.To explore <strong>and</strong> c<strong>on</strong>firm best practice <strong>in</strong> SE across Europe, totranslate, adjust, transfer <strong>and</strong> test parts of tra<strong>in</strong><strong>in</strong>g used <strong>in</strong> SE <strong>in</strong>partner countries.Improvement of QualityManagement System forvocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong>tra<strong>in</strong><strong>in</strong>g organizati<strong>on</strong>s <strong>in</strong> thefield of agiculture.(LdV/TOI/2007/LV/007)Quality Management SystemsClarify<strong>in</strong>g <strong>and</strong> <strong>in</strong>tensify<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g <strong>and</strong> advisory services of thepartner organisati<strong>on</strong>s by us<strong>in</strong>g Quality management System(QMS).Improv<strong>in</strong>g <strong>quality</strong> of VET offered by the advisory organizati<strong>on</strong>sfor rural entrepreneursDevelop<strong>in</strong>g competitiveness of rural enterprises.Quality management <strong>and</strong>qualificati<strong>on</strong> needs analysis(DE/95/2/190/III.2a/C)Improv<strong>in</strong>g Quality of InformalLearn<strong>in</strong>g through tools <strong>and</strong><strong>in</strong>struments for <strong>work</strong>placelearn<strong>in</strong>g partnerships (WLPs)(D704/B/F/PP-146 169).http://itb.uni-bremen.deSTOP & RESTART -- SpiralTra<strong>in</strong><strong>in</strong>g for tra<strong>in</strong><strong>in</strong>g Operators:REfresh<strong>in</strong>g Skills, Tools AndRemotivat<strong>in</strong>g <strong>on</strong> Target(I/03/B/F/PP–154058)Evaluat<strong>in</strong>g <strong>and</strong> develop<strong>in</strong>gOngo<strong>in</strong>g Methods for QualityManagement <strong>in</strong> Vocati<strong>on</strong>alEducati<strong>on</strong>Increase professi<strong>on</strong>al qualificati<strong>on</strong> of staff of the M<strong>in</strong>istry ofAgriculture <strong>and</strong> the <strong>in</strong>stituti<strong>on</strong>s report<strong>in</strong>g to the M<strong>in</strong>istry.Research <strong>on</strong> the implementati<strong>on</strong> of <strong>quality</strong> management <strong>in</strong>SMEs.Focus <strong>on</strong> profiles of <strong>quality</strong>-related skill dem<strong>and</strong>s <strong>on</strong> staff as wellas current tra<strong>in</strong><strong>in</strong>g areas <strong>in</strong> the companies <strong>in</strong> order to <strong>work</strong> outrecommendati<strong>on</strong>s for the vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>in</strong> Europe.PartnershipsDevelopment of sectoral Workplace Learn<strong>in</strong>g Partnerships(WLPs) net<strong>work</strong>s of specialised enterprises with shared sectoralHRD <strong>in</strong>terests.Develop tools for VET teachers, tra<strong>in</strong>ers <strong>and</strong> managers withwhich sectoral <strong>in</strong>formal learn<strong>in</strong>g opportunities can be fullyexploited <strong>and</strong> WLPs can be <strong>in</strong>tegrated <strong>and</strong> managed.Teachers <strong>and</strong> Tra<strong>in</strong>ersTra<strong>in</strong><strong>in</strong>g models <strong>and</strong> <strong>in</strong>struments for the operators (tra<strong>in</strong>ers,tutors <strong>and</strong> mentors) <strong>in</strong>volved <strong>in</strong> learn<strong>in</strong>g processes characterizedby the theory-practical alternati<strong>on</strong>.Guidel<strong>in</strong>es/h<strong>and</strong>book for tra<strong>in</strong><strong>in</strong>g operators <strong>and</strong> <strong>in</strong> the producti<strong>on</strong>of prototypes for three tra<strong>in</strong><strong>in</strong>g pathways <strong>on</strong> multimedia <strong>and</strong>multi-language supports, enjoyable at distance <strong>and</strong> directed todevelop management competences.Further develop the <strong>quality</strong> of VET.Learn<strong>in</strong>g by the use of “best practice”.Exchange of methods <strong>and</strong> tools am<strong>on</strong>g teachers <strong>and</strong> tra<strong>in</strong>ers.(D/2005/EX/4304000313).167
Tra<strong>in</strong>erGuide - a web-tool for<strong>in</strong>-company tra<strong>in</strong>ers(LLP-LdV-Tol/2008/802).Dissipati<strong>on</strong> of the FWBLmethodology to <strong>in</strong>novativec<strong>on</strong>t<strong>in</strong>u<strong>in</strong>g professi<strong>on</strong>aldevelopment(LLP-LdV-Tol/2008/806).Past Experience Recognizedfor Future Excellence throughCoach<strong>in</strong>g <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g 50+(DE/07/LLP-LdV/TOI/147029)High-level qualificati<strong>on</strong>s for <strong>in</strong>companytra<strong>in</strong>ers. Transfer ofthe <strong>in</strong>novative further tra<strong>in</strong><strong>in</strong>gc<strong>on</strong>cept(DE/07/LLP-LdV/TOI/147016).SETTING UP A COMMONEUROPEAN STRATEGYTOWARD TUTORS OFTRAINEES IN THE BUILDINGCOMPANIES(FR/06/B/P/PP-152512)Work placement evaluati<strong>on</strong>:moreprofessi<strong>on</strong>alcompetences <strong>in</strong> graphic <strong>and</strong>design.Increase the <strong>quality</strong> of <strong>in</strong>-company tra<strong>in</strong><strong>in</strong>g ofapprentices/tra<strong>in</strong>ees with<strong>in</strong> VET.Facilitated <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g methods for design<strong>in</strong>g tailormadec<strong>on</strong>t<strong>in</strong>u<strong>in</strong>g professi<strong>on</strong>al development of <strong>in</strong>dividuals orgroups of employees c<strong>on</strong>sistent with the company needs, projectschedules <strong>and</strong> <strong>work</strong>load of the employees.Test <strong>and</strong> improve a teacher tra<strong>in</strong><strong>in</strong>g programme that will supportVET teachers <strong>in</strong> plann<strong>in</strong>g <strong>and</strong> facilitat<strong>in</strong>g tailor-made c<strong>on</strong>t<strong>in</strong>u<strong>in</strong>gprofessi<strong>on</strong>al development.Development of a curriculum that empowers tra<strong>in</strong>ers <strong>in</strong>vocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong> companies to supportelderly employees <strong>in</strong> regard to VET.Focus <strong>on</strong> tra<strong>in</strong>ers.Workplace tutor<strong>in</strong>g.Support practical <strong>and</strong> <strong>in</strong>-service forms of learn<strong>in</strong>g.State-regulated exam<strong>in</strong>ati<strong>on</strong> of the tra<strong>in</strong>ers.1. Descripti<strong>on</strong> of the tutor<strong>in</strong>g functi<strong>on</strong> <strong>in</strong> small & medium sizedc<strong>on</strong>structi<strong>on</strong> companies: analysis of nati<strong>on</strong>al <strong>systems</strong>.2. Analysis of the percepti<strong>on</strong> of the tutor<strong>in</strong>g functi<strong>on</strong> <strong>in</strong> thepartner countries.3 Reference frame for activities & competencies of the companytutors <strong>in</strong> the c<strong>on</strong>structi<strong>on</strong> sector <strong>in</strong> Europe.4. Tools permitt<strong>in</strong>g to accompany the company tutors <strong>in</strong> theirfuncti<strong>on</strong> as tra<strong>in</strong>ers.Evaluati<strong>on</strong> of <strong>work</strong> placementProfessi<strong>on</strong>al competences(D/2005/PL/43040001F8)Placement Support –Development of SupportMaterials for ForeignPlacements <strong>in</strong> SMEs.(NL/01/B/F/PP-123135).Vocati<strong>on</strong>al Qualificati<strong>on</strong>Transfer SystemWork Placements AbroadFocus <strong>on</strong> learn<strong>in</strong>g needs of young <strong>work</strong>ers tak<strong>in</strong>g upemployment <strong>in</strong> another European country.Analyse tra<strong>in</strong><strong>in</strong>g needs <strong>and</strong> develop specific tra<strong>in</strong><strong>in</strong>g modules toaddress identified skills gaps.Quality <strong>assurance</strong> processes for learn<strong>in</strong>g periods abroad.M<strong>in</strong>imum <strong>quality</strong> st<strong>and</strong>ards for a company or school to tra<strong>in</strong> <strong>and</strong>168
(A/03/B/F/PP-158.034).www.vocati<strong>on</strong>alqualificati<strong>on</strong>.netLearn<strong>in</strong>g from differentvocati<strong>on</strong>al <strong>systems</strong> –development of tools to<strong>in</strong>tegrate <strong>and</strong> assess abroad<strong>work</strong> placement(D/2004/EX/4303500323).European Work Placements forStudents.(A/06/A/F/PL-158.802).BE CuLT eXTeND(DE/08/LLP-LdV/TOI/147131).INNOVET Mobility(AT/08/LLP-LdV/IVT/158044.)Practical Approaches tooptimize <strong>and</strong> implement jo<strong>in</strong>tcross-border vocati<strong>on</strong>aleducati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong> crafts<strong>and</strong> skilled tradesDE/07/LLP-LdV/TOI/147032coach students at a placement abroad.Assessment of students.Exchange programme for students <strong>and</strong> teachers.Test of new teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g methods.Evaluati<strong>on</strong> accord<strong>in</strong>g to TIQ-form: Tra<strong>in</strong><strong>in</strong>g <strong>in</strong> <strong>quality</strong> forevaluat<strong>in</strong>g abroad <strong>work</strong> placement.Work placements abroad.Better European employability.Develop a learn<strong>in</strong>g platform suitable for tra<strong>in</strong>ees who leaves fora placement abroad.Internati<strong>on</strong>al experience for the students.Publicati<strong>on</strong> of the <strong>in</strong>ternati<strong>on</strong>al experiences.Checklist for LaWA (learn <strong>and</strong> <strong>work</strong> abroad) implementati<strong>on</strong>.Grit for self assessment.Practical Approaches to optimize <strong>and</strong> implement jo<strong>in</strong>t crossbordervocati<strong>on</strong>al educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong> crafts <strong>and</strong> skilledtrades.Mapp<strong>in</strong>g of competencies as anew tool of knowledgemanagement <strong>in</strong> a company(2008-1-PL1-LEO05-02057)European Electr<strong>on</strong>icsWorkshop Team Promot<strong>in</strong>gEuroSkills <strong>and</strong> Nati<strong>on</strong>alCompetiti<strong>on</strong>s (EEWT).2008-1-FI1-LEO05-00458Analysis of Tra<strong>in</strong><strong>in</strong>g NeedsAcquisiti<strong>on</strong> of techniques <strong>and</strong> methods for the tra<strong>in</strong><strong>in</strong>g needsanalysisAn <strong>in</strong>formati<strong>on</strong> tool which allows apply<strong>in</strong>g a model of tra<strong>in</strong><strong>in</strong>gneeds analysis <strong>based</strong> <strong>on</strong> the <strong>work</strong> process analysis.To develop <strong>work</strong> processes mapp<strong>in</strong>gs.Promoti<strong>on</strong> of apprenticeship programmesThe EEWT project focuses <strong>on</strong> exp<strong>and</strong><strong>in</strong>g co-operati<strong>on</strong> <strong>in</strong> thefield of electr<strong>on</strong>ics educati<strong>on</strong> <strong>and</strong> complet<strong>in</strong>g tasks <strong>and</strong> aproposal for the technical outl<strong>in</strong>e of the EuroSkills 2010competiti<strong>on</strong> <strong>in</strong> Portugal.Promot<strong>in</strong>g apprenticeship programmes.169
Annex 9. Questi<strong>on</strong>naireThe ENQA-VET study <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> <strong>in</strong> <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong>assessment <strong>in</strong> European VETQUESTIONNAIREThe ma<strong>in</strong> objectives of this ENQA-VET study are:(1) to provide ENQA-VET with sufficient <strong>in</strong>formati<strong>on</strong> to be c<strong>on</strong>fident about how <strong>quality</strong><strong>assurance</strong> <strong>systems</strong> can <strong>and</strong> do support <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment. The f<strong>in</strong>alreport will present a range of approaches <strong>and</strong> <strong>in</strong>clude an analysis of how each of theseapproaches is effective <strong>in</strong> ensur<strong>in</strong>g valid, reliable <strong>and</strong> c<strong>on</strong>sistent assessments;(2) to help ENQA-VET by comment<strong>in</strong>g <strong>on</strong> how the EQARF is be<strong>in</strong>g, or can be used, to supportfurther approaches to <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> assessment.(3) to help Member-States to c<strong>on</strong>sider what more could be d<strong>on</strong>e, <strong>in</strong> their particularcircumstances <strong>and</strong> from their perspective, to enhance <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> whichsupport <strong>work</strong> base learn<strong>in</strong>g <strong>and</strong> assessment.Work <strong>based</strong> learn<strong>in</strong>g cover a broad range of activities: apprenticeship, company tra<strong>in</strong><strong>in</strong>g, tra<strong>in</strong><strong>in</strong>g <strong>in</strong>partnership with a tra<strong>in</strong><strong>in</strong>g provider, sector-<strong>based</strong> trade body <strong>and</strong>/or a local “chamber ofcommerce”.The focus of this questi<strong>on</strong>naire is Work Based Learn<strong>in</strong>g (WBL) <strong>in</strong> youth educati<strong>on</strong>s, whichma<strong>in</strong>ly is covered by apprenticeship.We will collect op<strong>in</strong>i<strong>on</strong>s from different actors:• System level• VET-provider level• Social partners level (both employers <strong>and</strong> employees)I will call you <strong>and</strong> f<strong>in</strong>d <strong>and</strong> f<strong>in</strong>d the time for an <strong>in</strong>terview <strong>based</strong> <strong>on</strong> the enclosed questi<strong>on</strong>s.But I will be glad if you can complete the questi<strong>on</strong>naire <strong>and</strong> return it to faco@spo.dk. beforethe <strong>in</strong>terview.Deadl<strong>in</strong>e: July 1 st 2009.170
General characteristics of apprenticeshipIn this secti<strong>on</strong> we would like to obta<strong>in</strong> <strong>in</strong>formati<strong>on</strong> about apprenticeship <strong>in</strong> general.How big a proporti<strong>on</strong> of the total educati<strong>on</strong> time is spent at the <strong>work</strong>place?Below 50 % Between 51% <strong>and</strong> 70% More than 70%Does the apprenticeship c<strong>on</strong>tract have a fixed durati<strong>on</strong>?NoYesAre the apprenticeship governed by a statutory frame<strong>work</strong> (e.g. regulat<strong>in</strong>g the durati<strong>on</strong> forapprenticeship?NoYesAre the exam<strong>in</strong>ati<strong>on</strong>s for award of apprenticeship certificati<strong>on</strong> externally set?NoYesDoes a completed apprenticeship lead to a nati<strong>on</strong>ally recognized qualificati<strong>on</strong>?NoYesWho pays for the <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeship?Are the apprentices <strong>in</strong>tegrated <strong>in</strong>to full-time educati<strong>on</strong> structures (e.g. does apprenticeshipc<strong>on</strong>stitute a separate track from full-time educati<strong>on</strong>?)?All Some N<strong>on</strong>eHow is the employer commitment?High Medium LowThe roles of the Social partnersIn this secti<strong>on</strong> we would like to obta<strong>in</strong> <strong>in</strong>formati<strong>on</strong> about the Social Partners roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong>assessment of apprenticeship.What are the roles of the Social Partners <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment ofapprenticeship/WBL?What motivates the Social Partners to c<strong>on</strong>tribute actively <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong>assessment of apprenticeship/WBL?Are the enterprises expected to be more or less will<strong>in</strong>g to bear the costs ofapprenticeship/WBL the com<strong>in</strong>g years?Do the enterprises have the updated technology <strong>in</strong> order to deliver high <strong>quality</strong>apprenticeship/WBL?171
Yes Partly NoHow are the feed-back from the enterprises to the VET-providers <strong>and</strong> students organised?How is the <strong>quality</strong> of the tra<strong>in</strong>ers at the <strong>work</strong>place?The roles of the VET-providersIn this secti<strong>on</strong> we would like to obta<strong>in</strong> <strong>in</strong>formati<strong>on</strong> about the VET-providers (Schools) roles <strong>in</strong> <strong>quality</strong><strong>assurance</strong> <strong>and</strong> assessment of apprenticeship.What are the roles of the VET-providers <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment ofapprenticeship/WBL?What motivates the VET-providers to c<strong>on</strong>tribute actively <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessmentof apprenticeship/WBL?How are the c<strong>on</strong>tacts/communicati<strong>on</strong> between the VET-provider <strong>and</strong> the enterpriseorganised?The roles of the studentsIn this secti<strong>on</strong> we would like to obta<strong>in</strong> <strong>in</strong>formati<strong>on</strong> about the students’ roles <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong>assessment of apprenticeship/WBL.What are the roles of the students <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment ofapprenticeship/WBL?What motivates the students to c<strong>on</strong>tribute actively <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment ofapprenticeship/WBL?How are the c<strong>on</strong>tacts/communicati<strong>on</strong> between the VET-provider, the enterprise <strong>and</strong> thestudent (apprentice) organised?Are the students expected to dem<strong>and</strong> more or less places for apprenticeship/WBL thecom<strong>in</strong>g years?The roles at System Level172
In this secti<strong>on</strong> we would like to obta<strong>in</strong> <strong>in</strong>formati<strong>on</strong> about the roles at System Level (M<strong>in</strong>istry) <strong>in</strong> <strong>quality</strong><strong>assurance</strong> <strong>and</strong> assessment of apprenticeship.What are the roles of the M<strong>in</strong>istry <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment ofapprenticeship/WBL?What motivates the M<strong>in</strong>istry to c<strong>on</strong>tribute actively <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment ofapprenticeship/WBL?Which mechanisms at system level (e.g. laws, structures, fund<strong>in</strong>g) shall support the <strong>quality</strong> ofapprenticeship/WBL?How is the feed-back <strong>on</strong> <strong>quality</strong> <strong>assurance</strong> <strong>and</strong> assessment of apprenticeship/WBL from theenterprises <strong>and</strong> the VET-providers to the M<strong>in</strong>istry organised?General questi<strong>on</strong>s <strong>in</strong> relati<strong>on</strong> to <strong>quality</strong> <strong>and</strong> assessment of apprenticeshipIn this secti<strong>on</strong> we would like to obta<strong>in</strong> <strong>in</strong>formati<strong>on</strong> about the how the <strong>quality</strong> of apprenticeship can be raised<strong>and</strong> how the <strong>quality</strong> can be measured by the use of <strong>in</strong>dicators.How can the <strong>quality</strong> of apprenticeship be raised?How is the dialogue between the different actors?You do not say what you th<strong>in</strong>kYou say what you th<strong>in</strong>kYou do what you say, <strong>and</strong> you say what you th<strong>in</strong>kYou see what you do, you do what you say, <strong>and</strong> you say what you th<strong>in</strong>kWhat will be good <strong>quality</strong> <strong>in</strong>dicators for the <strong>quality</strong> of WBL <strong>and</strong> assessment?The actors (social partners, students, parents, VET-providers, …) <strong>in</strong>volved(number, motivati<strong>on</strong>, activities, dialogue, ….)The completi<strong>on</strong> rate of the apprentices/studentsThe employment rate of the apprentices/studentsThe time from tra<strong>in</strong><strong>in</strong>g/WBL to jobs/the labour marketThe qualificati<strong>on</strong> ratesThe length of apprenticeship/WBLShare of VET providers apply<strong>in</strong>g <strong>in</strong>ternal <strong>quality</strong> <strong>assurance</strong> <strong>systems</strong> def<strong>in</strong>ed by law/atown <strong>in</strong>itiative173
Share of accredited VET-providersShare of accredited tra<strong>in</strong><strong>in</strong>g placesShare of teachers <strong>and</strong> tra<strong>in</strong>ers participat<strong>in</strong>g <strong>in</strong> further tra<strong>in</strong><strong>in</strong>gThe amount of funds <strong>in</strong>vested <strong>in</strong> further tra<strong>in</strong><strong>in</strong>g of teachers <strong>and</strong> tra<strong>in</strong>ersNumber of participants <strong>in</strong> apprenticeship/WBLSatisfacti<strong>on</strong> rate of <strong>in</strong>dividuals <strong>and</strong> employers with acquired skills/competencesPercentage of participants <strong>in</strong> apprenticeship/WBL classified as disadvantaged groupsSuccess rate of disadvantaged groupsInformati<strong>on</strong> <strong>on</strong> mechanisms set up to identify chang<strong>in</strong>g dem<strong>and</strong>s (tra<strong>in</strong><strong>in</strong>g needs) atdifferent levelsInformati<strong>on</strong> <strong>on</strong> exist<strong>in</strong>g schemes used to promote better access to VETCONTACT DETAILSCountryOrganisati<strong>on</strong>NameAddresse-mailList of SourcesList of Potential filesThank you!174
Annex 10. Quality criteria from BIBB REPORT 9/09175
Annex 11. Key f<strong>in</strong>d<strong>in</strong>gs from the peer learn<strong>in</strong>g activity <strong>in</strong>Denmark/Sweden 2008Am<strong>on</strong>g the key f<strong>in</strong>d<strong>in</strong>gs <strong>and</strong> c<strong>on</strong>clusi<strong>on</strong>s are:• Nati<strong>on</strong>al plans <strong>and</strong> structures exist for WBL <strong>and</strong> are covered by law <strong>in</strong> all Member States.• Apprenticeship tra<strong>in</strong><strong>in</strong>g is <strong>in</strong> many Member States an <strong>in</strong>tegrated part of a “dual system”,comb<strong>in</strong><strong>in</strong>g tra<strong>in</strong><strong>in</strong>g <strong>in</strong> <strong>work</strong>places with educati<strong>on</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g at VET-colleges. Short <strong>and</strong> l<strong>on</strong>gterm labour market tra<strong>in</strong><strong>in</strong>g is also a major part of the <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g activities <strong>in</strong> Europe.Many actors are <strong>in</strong>volved <strong>in</strong> the implementati<strong>on</strong>, with different roles of the students, VETproviders<strong>and</strong> enterprises <strong>in</strong> the Member States.• Enterprises <strong>and</strong> VET-providers are often l<strong>in</strong>ked by different types of partnerships <strong>and</strong> c<strong>on</strong>tracts<strong>and</strong> the social partners are often heavily <strong>in</strong>volved <strong>in</strong> curricula development which together withthe upgrad<strong>in</strong>g of the tra<strong>in</strong>ers <strong>and</strong> teachers is key aspects of the <strong>quality</strong> <strong>assurance</strong> of WBL.• A number of different mechanisms are <strong>in</strong> place <strong>in</strong> order to evaluate WBL, rang<strong>in</strong>g fromactivities at provider level <strong>in</strong> enterprises to system level. The <strong>quality</strong> <strong>assurance</strong> procedures arema<strong>in</strong>ly a matter for the enterprises <strong>and</strong> the knowledge <strong>and</strong> <strong>in</strong>sight <strong>in</strong> the procedures are <strong>in</strong>general very limited.• The use of <strong>quality</strong> <strong>in</strong>dicators differs between the Member States, <strong>and</strong> is <strong>in</strong> general very limited.• The feedback <strong>and</strong> procedures for change are organized very differently <strong>in</strong> the Member States.• Participati<strong>on</strong> <strong>in</strong> the feedback procedures also differ between the Member States both <strong>in</strong> relati<strong>on</strong>to <strong>in</strong>volvement, resp<strong>on</strong>sibility <strong>and</strong> methods. In general the feedback procedures are relativelyunclear <strong>and</strong> not well described.• The roles of the key stakeholders differ between the Member States, but the cases show theimportance of the social partners <strong>and</strong> especially the role of the enterprises. The documentati<strong>on</strong>of the <strong>quality</strong> <strong>assurance</strong> procedures for <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> enterprises is <strong>in</strong> general verylimited.• The motivati<strong>on</strong> of enterprises to participate actively <strong>in</strong> the many forms of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>gdiffers between the Member States. F<strong>in</strong>ancial support to the enterprises, tak<strong>in</strong>g resp<strong>on</strong>sibilityfor the next generati<strong>on</strong> of <strong>work</strong>ers, access to new <strong>work</strong>ers <strong>and</strong> close c<strong>on</strong>tacts with providers isam<strong>on</strong>g the most used motivati<strong>on</strong>al tools.• Partnerships between enterprises <strong>and</strong> VET-providers are comm<strong>on</strong>ly used way to make thel<strong>in</strong>ks closer between these two worlds, which together are resp<strong>on</strong>sible for the whole educati<strong>on</strong>.176
Annex 12. Key messages from the c<strong>on</strong>ference <strong>on</strong> WBL <strong>in</strong> Wiesbaden,Germany 2009Key messages from the C<strong>on</strong>ference:• Member States that have developed a dual-system underst<strong>and</strong> the importance of WBL <strong>in</strong> theefficiency of their ec<strong>on</strong>omies.• Due to the complexity of the different structures, motivat<strong>in</strong>g Member States to further improvethis successful system has proven to be difficult.Comm<strong>on</strong> issues related to QA for WBL am<strong>on</strong>g Member States:• Quality <strong>assurance</strong> is seen as a key tool to improve WBL• Exchange-platforms, like the Wiesbaden C<strong>on</strong>ference, are seen as important for the process ofimprov<strong>in</strong>g WBL cross Member States.C<strong>on</strong>ference WorkshopsFour topics were discussed with a view to achiev<strong>in</strong>g comm<strong>on</strong> c<strong>on</strong>clusi<strong>on</strong>s <strong>and</strong> policyrecommendati<strong>on</strong>s as follows:1. Work <strong>based</strong> learn<strong>in</strong>g <strong>and</strong> the development of competences.2. Quality management of <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g <strong>in</strong> companies, especially <strong>in</strong> small <strong>and</strong> mediumsized enterprises.3. Cooperati<strong>on</strong> between schools, companies <strong>and</strong> other learn<strong>in</strong>g sites: assur<strong>in</strong>g <strong>quality</strong>.4. Validati<strong>on</strong> of <strong>in</strong>formal <strong>work</strong> <strong>based</strong> learn<strong>in</strong>g.The key policy c<strong>on</strong>clusi<strong>on</strong>s from the Workshops are:• Factors c<strong>on</strong>tribut<strong>in</strong>g to the development <strong>and</strong> improvement of employability are not <strong>on</strong>ly theadaptati<strong>on</strong> of curricula to qualificati<strong>on</strong> requirements of <strong>work</strong><strong>in</strong>g life but also the draft<strong>in</strong>g of <strong>work</strong><strong>based</strong> <strong>and</strong> practice oriented tra<strong>in</strong><strong>in</strong>g units.• Cooperati<strong>on</strong> with other players <strong>in</strong> educati<strong>on</strong> for example the chambers of commerce,vocati<strong>on</strong>al schools <strong>and</strong> other small <strong>and</strong> medium sized enterprises (SMEs) plays a particularrole <strong>in</strong> <strong>quality</strong> <strong>assurance</strong> <strong>in</strong> SMEs. Qualificati<strong>on</strong> <strong>and</strong> c<strong>on</strong>t<strong>in</strong>u<strong>in</strong>g educati<strong>on</strong> of the tra<strong>in</strong><strong>in</strong>g staffalso plays a central role. The educati<strong>on</strong> policy aim is to motivate more SMEs to providetra<strong>in</strong><strong>in</strong>g.• Cooperati<strong>on</strong> between learn<strong>in</strong>g sites plays a central role <strong>in</strong> basic vocati<strong>on</strong>al tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>in</strong> thedevelopment of competencies for apprentices’ <strong>in</strong> their occupati<strong>on</strong>.• Cooperati<strong>on</strong> between learn<strong>in</strong>g sites also provides all players <strong>in</strong> VET with a platform forcooperat<strong>in</strong>g <strong>in</strong> the apprentices’ learn<strong>in</strong>g process at different levels. Learn<strong>in</strong>g site cooperati<strong>on</strong> isthe task of <strong>in</strong>-company or <strong>in</strong>tercompany tra<strong>in</strong>ers <strong>and</strong> vocati<strong>on</strong>al school teachers.• In order to make <strong>in</strong>formally acquired skills visible <strong>and</strong> practical to the labour market, validmeasur<strong>in</strong>g <strong>and</strong> evaluati<strong>on</strong> of the learn<strong>in</strong>g outcome is necessary. Outcome orientati<strong>on</strong> isimportant <strong>in</strong> the discussi<strong>on</strong>s <strong>on</strong> the validati<strong>on</strong> of <strong>in</strong>formal learn<strong>in</strong>g.177
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European Net<strong>work</strong> for Quality Assurance<strong>in</strong> Vocati<strong>on</strong>al Educati<strong>on</strong> <strong>and</strong> Tra<strong>in</strong><strong>in</strong>gC<strong>on</strong>tact DetailsFor further <strong>in</strong>formati<strong>on</strong> please visit www.enqavet.eu or c<strong>on</strong>tact the ENQA-VET Secreteriat.FETAC, East Po<strong>in</strong>t Plaza,East Po<strong>in</strong>t Bus<strong>in</strong>ess Park,Dubl<strong>in</strong> 3, Irel<strong>and</strong>.T: 00353 1 865 9546F: 00353 1 865 0072E-mail: <strong>in</strong>fo@enqavet.euWebsite: www.enqavet.euThis project has been funded withsupport from the European Commissi<strong>on</strong>.