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Success factors for the Dual VET System. Possibilities for Know-how-Transfer.

Authors:
  • Institut für Bildungsforschung der Wirtschaft ibw
Success factors for
the Dual VET System
Possibilities for Know-how-transfer
Wolfgang Bliem, Alexander Petanovitsch,
Kurt Schmid ibw-Forschungsbericht Nr. 177
Masthead
ibw-Forschungsbericht Nr. 177
Wien, February 2014
ISBN 978-3-902742-84-1
Update: October 2015
Editor and media proprietor:
ibw
Institut für Bildungsforschung der Wirtschaft
(Managing director: Mag. Thomas Mayr)
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This study was conducted on the order of the Business Development Institute of the Austrian Federal Economic
Chamber (WIFI) as part of the SmartNet project (EU project ETZ AT-SK).
Bliem, Petanovitsch, Schmid ibw-Forschungsbericht Nr. 177 | Success factors for the Dual VET System
Table of Contents
Introduction and Overview .............................................................................2
R O A D M A P ........................................................................................5
I. Core aspects and design elements ......................................................6
II. Structural decisions ..................................................................... 10
Success factor 1: "Social partners - especially companies - are the carriers of the
apprenticeship" Governance and Financing .............................. 12
Success factor 2: "Vocations are more than jobs" Vocational concept .................. 15
Success factor 3: "An apprenticeship is also useful for the training company“
Benefits for the factories ................................................... 17
Success factor 4: "Quality is the responsibility of all stakeholders" Mechanisms of
quality assurance ............................................................ 19
Success factor 5: "An apprenticeship adjusts to changing qualification requirements"
Customization and innovation mechanisms .............................. 22
Success factor 6: "An apprenticeship as an attractive training path for young people"
Demand from young people ................................................ 23
Success factor 7: "Lean administration and clear, transparent processes"
Administration and Implementation ............... 25
III. Timing Roadmap ......................................................................... 26
R E P O R T .......................................................................................... 29
1 Initial situation and objective ......................................................... 30
2 Apprentice training in the European context ........................................ 33
2.1 Definition of concept .................................................................... 33
2.2 International comparison of initial vocational education and training systems 35
2.3 Austria, Germany, Switzerland: Classic apprenticeship training systems ....... 38
2.4 Dual vocational training and entry into the job market for young people ...... 45
3 Key cornerstones of dual training ..................................................... 48
3.1 Governance and Funding Aspects...................................................... 50
3.1.1 Basic structure of governance using the example of the Austrian Apprenticeship
System ..................................................................................... 51
3.1.2 Financing structure using the apprenticeship in Austria as an example ......... 53
3.1.3 Aspects relevant for decisions for a dual training system ......................... 59
3.2 Vocational concept ...................................................................... 62
3.2.1 Implementation of the vocational concept in apprenticeships ................... 65
3.2.2 Aspects relevant for decisions for a dual training system ......................... 67
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3.3 Benefits for companies.................................................................. 68
3.3.1 Costs-Benefit ratio ....................................................................... 69
3.3.2 Aspects relevant for decisions for a dual training system ......................... 78
3.4 Mechanisms of quality assurance ...................................................... 80
3.4.1 Quality assurance instruments in the Austrian example ........................... 82
3.4.2 Examples of quality assurance in Germany and Switzerland ...................... 89
3.4.3 Aspects relevant for decisions for a dual training system ......................... 90
3.5 Adaptation and innovation mechanisms .............................................. 93
3.5.1 Adaptation and innovation mechanisms in the Austrian example ................ 93
3.5.2 Competence-based training programmes / regulations ............................ 95
3.5.3 Innovative models of the apprenticeship for various target groups .............. 97
3.5.4 Aspects relevant for decisions for a dual training system ......................... 99
3.6 Demand on the part of young people access to training ........................ 100
3.6.1 Admittance into apprenticeship training in the Austrian example .............. 102
3.6.2 Vocational guidance .................................................................... 105
3.6.3 Vertical progression .................................................................... 108
3.6.4 Aspects relevant for decisions for a dual training system ........................ 110
3.7 Administration and implementation ................................................. 112
3.7.1 Special forms ............................................................................ 115
3.7.2 Aspects relevant for decisions for a dual training system ........................ 116
4 Development of new apprenticeships ................................................ 117
A N N E X E S ...................................................................................... 121
ANNEX A: Practical experience ................................................................. 122
A.1 German-Portuguese collaboration .................................................... 122
A.2 Implementation of apprenticeships in the "Electrical / IT" department - a
comparison .............................................................................. 123
ANNEX B: Modularisation of apprenticeships in Austria ..................................... 127
ANNEX C: Development of new apprenticeships ............................................. 130
C.1 Germany ................................................................................. 130
C.2 Switzerland .............................................................................. 134
ANNEX D: List of apprenticeships in Austria as of 1 June 2013 ............................ 138
ANNEX E: The structure of a modular apprenticeship with examples .................... 144
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ANNEX F: Job profile and training regulation with the example of an apprenticeship
in the area of "metal processing"................................................... 146
ANNEX G: Tasks and involved parties in the promotion of the apprenticeship training
programme and quality assurance ................................................. 151
Glossary ................................................................................................ 153
Literature .............................................................................................. 158
Online sources ......................................................................................... 163
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Introduction and Overview
Under the pressure of an increasing shortage of skilled labour especially in operational
production and at the same time a high rate of youth unemployment, there is intense
discussion in many of the European countries and even beyond about the introduction of a
dual training system. For this, it is first necessary to create and/or change the legal
frameworks so that the training offer can be implemented in the first concrete pilot areas,
and so that an existing dual system can have strong operational components added to it.
For this, it would make sense to first identify the success factors for a functioning
apprentice training concept on the basis of experience in successful dual training systems
(for example n Austria, Germany and Switzerland). Subsequently, it would be possible to
develop implementation models for establishing these core elements in the target
countries and to support the actual implementation.
The current study is dedicated to identifying these central success factors, and thus forms
the support structure for any further work or decision process. The study purposely does
not give any recommendations for the actual design of a vocational training system in
individual countries; it is intended rather to only show the relevant approaches and the
different possibilities for designing an apprenticeship. Its concrete implementation can
only be effected taking into account the special national situation and framework
conditions.
Apart from a detailed analysis of relevant research literature from countries with
traditional dual systems (mainly Austria, Germany and Switzerland), the knowledge and
conclusions also result from many discussions with representatives of training institutions
and potential training companies.
A ROADMAP is created at the beginning of the study that helps in supporting the work and
decision process in the respective target countries for developing the professional system
towards dual training. It summarizes the results of research in the form of questions and
design elements and is intended to show which topics are to be discussed as part of system
development and on what aspects decisions are to be taken. In this sense, the roadmap is
also a summary of the results of the study.
After a brief overview in CHAPTER 1, CHAPTER 2 offers a summary of the basic forms of
apprentice training and similar training systems, an international comparison of
professional initial training systems, an analysis of the significance of the dual vocational
training system for entry into the job market for young persons and, as a transition to
Chapter 3, a basic comparison of trainee systems in Germany, Austria and Switzerland.
CHAPTER 3 forms the core of this study. It presents seven factors for success that appear
important for establishing a successful and sustained dual apprenticeship training system.
The attractiveness and sustainability of an apprenticeship training system lies mainly in its
flexibility and adaptability for the purpose of a reaction that is as prompt as possible to
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changes that occur in the qualification requirements, and thus the trends in qualification
demands. CHAPTER 4 is therefore dedicated to the basic approaches for developing
apprenticeships in the countries being compared.
There is a detailed APPENDIX that further elaborates on some aspects of this study and
provides a series of background information and materials. Further, the appendix also
contains a glossary with a brief explanation of some technical terms.
This study was conducted as part of a trans-border co-operation effort between Austria
and Slovakia as part of the SMART NET project with the goal of developing and establishing
a dual training system in the Slovakian Republic. For the current version of the report,
certain aspects specific to Slovakia, and in particular a chapter on vocational education in
Slovakia, have been taken out of the overall report and thus a generally applicable,
country-independent report has been generated.
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R O A D M A P
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IMPORTANT: The statements made in the following sections are only intended to be
starting points for discussion and debate even though they may have been stated as
This roadmap is intended to support the working and decision process for developing a
vocational training system on the lines of dual training. It includes a summary of the
results of research in the form of questions and design elements, which are intended to
show which topics are to be discussed as part of system development and on what aspects
decisions are to be taken. Based on the order, the details concentrate on the analysis of
relevant aspects of the implementation and design of a dual apprentice training system (=
system with the two learning locations, companies and schools, whereby training mainly
takes place in the company setting.) It is explicitly mentioned here that the document is
more in the nature of a manual for supporting the work process and thus is not linked to a
recommendation for the actual design of a vocational training system in the respective
target countries.
A timing roadmap is presented to elucidate upon which decisions are to be taken when in
order to design and implement a dual apprenticeship training program.
I. Core aspects and design elements
The following section deals with a summary of the core issues and corner points that are
important in developing a dual vocational training system of special relevance and that
need to be handled and decided upon in the course of implementation.
System decision
The basis and pre-requisite for all other activities and decisions is a consensus amongst the
relevant stakeholders as to how a future vocational training system should basically
designed - from the point of view of the authors, these stakeholders include at least the
relevant ministries including school boards, industry representatives and labour
representatives.
The possible designs move between two extreme poles: A purely full-time-school
vocational training system (with or without a share of practicals)1 one the one hand and a
purely dual apprenticeship training system with a dominant share of company training and
accompanying part-time vocational school for apprentices 2 on the other hand. Between
1 Basically corresponding to the current vocational training system in Slovakia or the Czech Republic
2 Extreme form that does not exist in reality; the Danish, German and Swiss vocational training
systems come closest to this form
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Company and workplace as environments conducive to learning
Precisely in the qualification systems based on schools, there is challenge of recognizing
the company setting/workplace as an environment conducive to and important for learning
and also valuing it as such. It is necessary to expand the necessary trust in the
companies so that these can and would want to provide high-quality training.
It is an integral part of this that such companies must also be given the ability to choose
the learning models and methods to be used in training.
these two extremes there can be mixed systems3 that offer full-time-school vocational
training systems as well as dual training systems (having the same value but not of the
same type) (see following elucidation).
FIGURE 0-1: Instances of a vocational training system
Source: own research
For many countries, a mixed system would perhaps be relevant where there would be full-
time-schooling supplemented with a real dual apprenticeship training system.
Mixed systems can be designed in such a way that they
a) exist in parallel for the school as well as dual training in the same vocational field and
thus there is a certain competition between school and dual training.
b) School and dual training are restricted to vocational fields that are clearly demarcated
from each other.
Depending on this basic system decision, there can be different conclusions for the
implementation (see II. structural decisions).
In the context of system decision, the relationship between the types of training and to
other general schooling patterns needs to be regulated. It would be advisable to have a
regulation of progression, including mutual recognition/credit of completion certificates
and training duration between the systems and also clear and countrywide-uniform entry
regulations between the systems.
3 such as the Austrian vocational training system
Full-time
vocational training
Dual
apprenticeship
training
Mixed
systems
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ASPECTS RELEVANT TO DECISION-MAKING
Definition of the basic model of an apprenticeship:
Definition of the "dual principle" = two learning sites - the company and the
school
Is dual training set up as being primarily workplace-oriented, i.e. as a "true"
apprenticeship (firm where apprentices are trained + part-time vocational training
school) or only as school-based system (school with compulsory practical
training)
Definition of the learning locations (company & school) as well as the respective
share of learning time and content; also potentially definition of the additional
supplementing learning locations (training associations, course providers, etc.)
Basic consensus: An apprentice is a learner & colleague the workplace is a
learning-conducive setting.
Therefore, the definition of the contractual relationship between learner
(apprentice), the company and school: the learner is in a direct training
relationship with the company and is thus an apprentice and an employee of the
company "actual" apprentice
in contrast with the "Student & Intern"
relationship.
Definition of the target group, esp. age, entry criteria
Definition of the possibilities and forms for vertical progression
Definition of training duration: Definition of the bandwidth for the training duration
of an apprenticeship. The learning time for a specific profession can be regulation
within a time schedule according to the complexity of the profession.
Apprenticeship contract Regulation of the relationship between apprentice
company
Position of the trainee and the employer
Training institution/company itself selects the apprentices
Apprenticeship contract between the company and young people Increases
and secures the commitment on both sides (incl. any regulations about retention
periods and premature closing of apprenticeship contract)
Registration of the training relationship Who will take over the administration?
Regulation of the relationship between company part-time vocational training
school
Definition of the mandatory attendance of a part-time vocational training
school
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ASPECTS RELEVANT TO DECISION-MAKING - contd.
Progression
Giving credit for and maintaining equivalence between related trainings
Procedure for deciding on competencies
Progression towards tertiary training including bridge courses and examinations
Access to those completing school education and training reduction in training
period
Access for adults with and without professional experience Reduction in
training period
Clear and unique design of progression between formal system elements What
completion certification must I have to access further training; which completion
certificates have the same weightage or are similar?
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II. Structural decisions
There is an interplay of several factors that contribute to the functioning of a dual
apprentice training system. A practicable governance system, efficient administrative
structures and mechanisms for quality assurance and innovation are as much a part of this
as are motivated young persons interested in the training.
The core elements of an apprentice training system are thus the companies that bring
forth a willingness to function as training institutions. Even if in established
apprenticeship training systems, many factories emphasize their social involvement in
training young people to equip them with skills necessary to make a successful entry in the
professional world; generally, the cost-benefit ratio is a legitimate goal that is the key
factor. This is even more true in countries where a dual apprenticeship training system is
going to be established and companies are not used to this tradition.
It is also necessary to politically recognize this situation and ask which catalytic factors are
necessary for training and learning activities of a company to be converted into a
comprehensive and sustained involvement in apprenticeship training that then becomes an
integral part of the vocational training system. How can apprenticeship training system be
made attractive to companies?
Practice-related job descriptions and training patterns that are designed to suit the
organisation's needs make a significant contribution, whereby the practical orientation can
be secured by directly involving the companies and their associations in the development
process. Straightforward administration structures and efficient support mechanisms (from
sponsor systems to training the trainers to helping in apprentice recruitment or supporting
through training materials) will facilitate companies entering into the training process.
However, the companies must bring along a conviction that the dual apprenticeship
training system will enable them to have control over training up a well-qualified talent
pool in the company.
The following section identified seven success factors for an apprenticeship (see figure 0-
2). These are the fundamental principles of establishing a functioning dual apprentice
training system in a successful and sustained way. The benefit aspect for the training
companies has been highlighted in success factor 3; apart from this, it also plays an
essential role in other success factors.
The actual design and implementation of these success factors can be effected only within
the framework of the political, institutional and structural realities in Slovakia.
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FIGURE 0-2: Contents of the core dimensions for sustained implementation of a modern
dual apprentice training system
Source: own research
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Brief description:
Social partners, especially companies and their branch offices, are the carriers of the
apprenticeship. This is also reflected in the entire governance and financing structure.
Governance includes the statutory regulations and responsibilities in apprentice training.
At the overall state level, this is applicable also to the ministries involved in school and
company-based training. The legal basis for the apprenticeship has been defined in a
separate law (in Austria: the Berufsausbildungsgesetz or the Vocational Training Act).
While developing job profiles and training patterns, it has been proven that the direct
involvement of the companies' practical experience is beneficial; they can be involved
through their associations and interest groups in working out the job descriptions and
training regulations and also in other matters of apprenticeship training in a consulting and
regulating role (for example in consultation committees in which the representatives of
the employees are also actively involved). For this, it is necessary that the relevant
ministries and authorities are ready to transfer competencies to such a committee and also
accept and implement its recommendations and concepts.
For the administration of the different aspects of apprenticeship training, (for example
maintaining a log of apprenticeship contract, ascertainment procedures for authorization
to undergo training, conducting the apprenticeship completion exams, etc.), it is necessary
to have a executing authority (in Austria these are the apprenticeship offices of the
Economic Chambers of the individual states).
As part of governance, it is also necessary to regulate the responsibility for setting up,
equipping and managing the day-to-day operations of the part-time vocational schools and
the payment of the apprenticeship salaries. The part-time vocational training schools are
themselves integrated into the economic processes at their respective locations. The
direct contact with the apprentice training factories in the region is one of the most
important pre-requisites for the optimal implementation of apprenticeship training.
Basically, the financing structure in traditional apprenticeship training systems such as
those in Austria is characterized through co-financing: Firms where apprentices are trained
finance the training structures in the company and pay remuneration to the apprentice (in
Austria: apprentice remuneration); the government funds the part-time vocational schools
and also grants funds for the firms where apprentices are trained and for the apprentices.
A major part of the costs for vocational training during apprenticeship is borne by the firms
where the apprentices are trained.
Success factor 1: "Ownership by companies and social partners"
Governance and Financing
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ASPECTS RELEVANT TO DECISION-MAKING
Regulation of the responsibilities for participation in
Developing a legal framework
Financing and funding structures
Developing and/or customizing the job profiles and training patterns
Developing and/or customizing the training schedules
Developing and/or customizing the exam regulations
Training and recognizing the trainers in the factories
Training the trainers
Setting up, equipping and maintaining of part-time vocational training schools
Conducting the final apprenticeship examination
Quality assurance and control
Recognition and accreditation
Supervision of implementation in schools and factories
Developing/adaptating the legal foundations
A basic legal framework defines the rights and duties of all the concerned parties.
Checking whether other laws are affected by changes: for example in the area of
youth protection, youth employment, working hours, work safety, school
organization and classroom lectures, etc.
Development of participation structures for the different stakeholders involved in
apprentice training: Consultation processes, listening, informing and/or advising
Defining the form and level at which participation should be possible: national,
regional and/or local
Establishing a committee that brings together the different stakeholders involved in
apprentice training and who take decisions
for example the
"Berufsausbildungsbeirat" (A) or "Bundesinstitut für Berufsbildung" (G): Definition of
the tasks, rights and duties of this committee The principle of unanimity.
Tasks of the Committee:
Makes decisions about the creation of a new
apprenticeship, defines the training profile of an apprenticeship, and the contents and
forms (for example the training modules, etc.)
Systematic involvement of the "social partners" while working out a Vocational Training
Act
The companies form the backbone of the apprenticeship system: They have the
responsibility for the contents of the apprenticeship as well the training in the
companies; if possible, they are the primary (local) carriers of the administrative
system.
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The challenge of capacity building
What options are available for the concerned parties to provide institutional capacities
as well as expertise?
What are the options available for expanding/enhancing institutional competence?
For companies: "On-site apprentice office" and/or branch approach
4 A model of basic allowance + special allowance would be conceivable for high-quality apprentice
training or a (partial) takeover of costs for health/ accident insurance by the government or
motivational funding for companies that are entering into apprentice training for the first time.
5 For example: levying a certain percentage of the total wages of a company and providing this
money to the firms offering apprentice training.
ASPECTS RELEVANT TO DECISION-MAKING - contd.
Representation of employees: Ensuring a certain range in the vocational profile so
that general as well as transferable skills are conveyed; ensuring compliance with
regulations about work and youth protection (for example overtime, working night
shifts) as well as protection of the apprentices against exploitation.
"State": Judiciary; role as agent and initiator: Defining the relevant ministry -
question of uniformity in responsibility and distribution of competence to different
ministries (such as the Ministry of Education and Ministry of Economics);
regulation of the part-time vocational training schools (Ministry of Education)
Uniform statutory regulations for co-operation between companies and schools
Financing: All stakeholders contribute towards covering the costs and are also those
who enjoy the benefits.
Firms offering training: Expenses for the training of the apprentices in the
factories (including Apprenticeship remuneration) are to be offset through income
from the productive services of the apprentices.
Government will finance the part-time vocational schools and will provide for
financial incentives for the firms imparting training (Allowances' model4, fund
solutions5, exemptions, etc.).
Investments in the infrastructure of the vocational schools for apprentices.
Support from companies?
Participation of the State in the costs of schools and any other involvement in
the costs of the companies : a) transparent b) uniform across the country
The apprentice also implicitly bears the costs because during the apprenticeship
period, as he/she is paid remuneration that is below the minimum wages agreed
with the trade unions.
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Brief description:
An apprentice training system needs a base in the form of a "vocational concept". An
occupation or profession includes a set of activities for which qualification is effected
within a framework of a broad-based training course. It is ensured that the professional
ability required for executing qualified professional activity has been acquired, and that
the acquired competencies can be utilised on the job market. Thus, it combines on the one
hand working and learning and on the other professional qualification and personal
development. This therefore demarcates the vocational principle as a constituting element
of an apprentice profession from other competencies that qualify for strictly demarcated
work: a "job". The dual principle of vocational training equips the trainee not only with the
professional qualification in a relatively short period of time; it also gives him/her a
professional identity and a professional confidence. This represents a value that cannot be
underestimated for personal development and the social integration of young people.
The chief characteristics of a vocational concept are, among others, mainly the following:
Specific activity fields and/or professional positions that are relevant beyond the
frontiers of any company
Access to an area of activity is effected on the specific basis of knowledge and
competency.
The authorization to practice a specific vocation takes place through a qualification
during training that is publicly recognized and completed through a
certificate/diploma.
Mobility within and across organizations that can be promoted through advanced and
further training.
Success factor 2: "Professions are more than jobs"
Vocational concept - holistic notion of competence
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ASPECTS RELEVANT TO DECISION-MAKING
Development of a job profile
Job profiles must be strictly demarcated (i.e. they must be specific to the subject and
relevant to the company) in order to provide a professional identity; at the same time,
they should be broad enough to enable a board approach/change/reorientation/higher
qualification or retraining outside of the training institution.
Development of job profiles and training patterns based on the consensus principle
by involving the representatives of the management and the employees
Linking the development of job profiles to the qualification requirements within the
organization Which professions are needed by the economy?
Job profiles and training patters are the basis for the development and/or
adaptation of the VET syllabus Coordination
Defining uniform and recognized professional training standards and vocations
across the country (incl. clarification of international recognition)
Classification of training professions into the existing vocational classification
Profession gained through apprenticeship is a fully professional qualification, i.e. the
apprenticeship imparts all the relevant qualifications (skills, knowledge, competencies)
needed to practice the profession Demarcation/difference from schools that "qualify"
a person for professional fields.
Apprenticeship qualification is a formal national completion of training Integration
of the apprenticeship completion certificate/examination into the national training
hierarchy
Development of training and advanced training structures, that on the one hand
enable a person to gain qualification and on the other hand allow for higher
qualification that goes beyond professional career.
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Brief description:
The involvement of companies and training institutions in adequate numbers and quality is
an indispensable core dimension of a sustained, functioning apprentice training system.
However, this is only the case when companies are to expect benefits. Empirical studies
sufficiently show that apprentice training will secure a talent pool of their own for
companies for the future, and will thus promote operational continuity and innovation.
The expenses for company-based training (time, resources, trainee workshops, trainers,
remuneration to apprentices) are to be offset through the productive services of the
trainees during the apprenticeship period. The expected cost-benefit ratio during the
training is an important deciding factor for offering a training slot in the company whereby
the benefit cannot be quantified only through the productive output - it is also associated,
for example, with an investment motive in the medium term.
Success factor 3: "Business case
Return of investment for companies
ASPECTS RELEVANT TO DECISION-MAKING
Initiation and establishment of corporate associations that bring in the interests of the
company (including development of job profiles, examinations, training associations,
development of laws)
Clear financial structure for company-based training: Complete tax recognition of the
company costs as operational costs
Apprenticeship market: Organization and access
Support/Organization through public offices such as a Public Employment Service,
online apprenticeship exchanges
Direct access to schools
Companies themselves select their apprentices
Transparent funding structures and funding models
Direct contributions
Tax concessions
Exemption from payment of premiums
Non-monetary promotion and services
supplied by the government (advisory
boards)
Private part-time vocational training schools should be made possible legally and
government recognition must be ensured Taking over the costs of trainers
Transparent information about costs and benefit aspects that enable a company to
evaluate the scheme for the company
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ASPECTS RELEVANT TO DECISION-MAKING - contd.
Optional financing: funding options borne by the companies (voluntary or compulsory)
at a regional or sectoral level
Well-prepared information
for companies that want to be involved in training of
apprentices.
Info events
Setting up contact points and search services that inform and advise the
companies (for example "company scouts") especially to advise about legal
framework, financing, support and organization of the training
Transparent criteria for suitability as a training company Accompanying measures
for achieving this suitability
Initiation of training associations and supra-company training institutions
especially for small and medium-sized companies
Develop other support services and training aids etc.
Training the trainer and advanced training
Guidelines for starting the training, for recruiting apprentices, for company visits
and open house events, etc.
Training guidelines, training materials, training documentation
Explanation about legal texts
Materials for professional information and for marketing the professional training
Help in selecting; conducting aptitude tests
Organizing overseas internships
Initiation and organization of competitions amongst apprentices
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Brief description:
The fourth core dimension for functioning apprenticeship training systems deals with
questions of quality development and assurance. The formal completion of training and
thus that of the apprenticeship function as signs for the job market: It therefore must be
ensured that a person who has completed the apprenticeship is fully equipped with the
associated knowledge, skills and competencies. This is important from the point of view of
the school-leaver for his/her job market options "outside" the company where the training
has been completed. It needs to be ensured that irrespective of the company where the
training has been completed, the training quality has attained a guaranteed level; only
then will each vocation also be in demand on the job market. The quality assurance
dimension is thus important on all levels: From the learning institute itself (quality
requirements to be fulfilled by the company imparting the training, security, support and
development of training quality in the company), to quality of vocational training in the
part-time school offering VET, to the final apprenticeship examination.
Success factor 4: "Quality is a shared responsibility"
Mechanisms of quality assurance
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ASPECTS RELEVANT TO DECISION-MAKING
Declaratory procedure: Basic pre-requisites to be fulfilled by a firm imparting training:
complete compliance with the training profile; existence of a training manager,
compliance with work safety/ general safety regulations, etc.
Enabling the formation of training associations for ensuring that a company that
cannot train in all the aspects of the job profile can still impart the training
Definition of additional permitted learning institutions of any type
Promoting the quality of company-based training by the government through practical
support such as manuals, training guidelines, explanations about training patterns and
job profiles, access to companies' good practices, examples, check-lists for trainers
and training institutions
Another option for supporting the training quality would be public awards for excellent
training institutions.
Trainers
Definition of the person responsible for imparting training in the company to the
apprentices
What are the competencies that this person must have? Professional, vocational
training-based, legal?
How will the trainer acquire these competencies (for example Train the Trainer)
Create mechanisms for further training
Challenge: Ensuring the required competencies as simultaneously as possible with
minimal training expense and less regulatory depth (trainer is NOT a teacher)
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ASPECTS RELEVANT TO DECISION-MAKING - contd.
Who is responsible for reviewing the training quality / standards?
Ratio: Trainer - Apprentice How many trainees under one trainer?
Vocational schools:
Designing the classes at VET: the same profession or job profile in one class
Qualification of the trainers
training and technical know-how
What levels of training and practical experience are expected
Qualification and training options for the practitioners
Ensuring relevance to practice - including in school
Feedback structures between the school and company
Quality assurance of examinations in the schools offering VET
Equipment and facilities in a part-time vocational training school
Final apprenticeship examination:
How is the achievement of competency in
vocation and training ascertained?
Defining what is tested, who will test, how, when and where
Under what area of responsibility does the final examination fall?
Composition of the Examination Committee Integration of the representatives of
management and employees
Designing the final examination How will school-based training be integrated
into the final examination
Common examination for company- and school-based training
Separate competence testing for the company and school part with or
without credits
Process of defining competence
Options: Interim tests, external evaluation of the final examination
Possible integration of ongoing observation of performance
Ensuring practical alignment
The "Mutual Trust" challenge
One pre-requisite for constructive dialogue between the stakeholders (the company,
representatives of employees, government, VET schools etc.) in dual apprenticeship
training is mutual trust that the efforts of all the stakeholders are directed towards the
common goal of high-quality professional training.
The basic responsibility for ensuring and developing quality in training at the individual
learning sites lies with the respective stakeholders.
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Brief description:
As part of the dual training, it is necessary to adjust the vocations and their concepts to
economic developments and trends, and the resulting changes in qualification
requirements. Only then would it be possible to ensure that the apprenticeship will impart
all the required professional skills that are required by the economy and are therefore in
demand in the job market.
Therefore, the individual items in the job profile are not static; they should be formulated
in such a way that they can be quickly and simply customized to suit new developments.
The initiative for reorganization can generally come from the respective industries or also
from the social partners and concerned ministries; however, it is normally from the
companies themselves because they are more directly aware of change as it occurs. In any
case, the requirements of professional life and the practical requirements of the industry
are at the forefront. They should be supported through studies and evaluations.
6 Company-based training is primarily demand-driven, whereas school-based training primarily
depends on the offer.
· Success factor 5: "Responsiveness to changing requirements"
Mechanisms of adjustments
ASPECTS RELEVANT TO DECISION-MAKING
How are new apprenticeships developed? Definition of who, on what informational
basis, and how decisions can be made about a new vocation, or existing ones can be
adapted.
Committee of apprentice training; the right of all stakeholders to initiate
Consensus principle
Support through approaches of analysis of qualification requirements,
companysurveys, feasibility studies in individual job profiles.6
Learning outcome-oriented structure of the regulations (vocational educatio
n and
examination regulations)
Thoughts and approaches for the integration of less-fortunate target groups into the
dual training system,
Strategic planning for setting up professional higher qualification facilities such as
master/supervisor training, dual studies, universities of applied sciences, professional
academies, etc.
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Brief description:
Young people find dual training attractive because it offers a wide range of options that
are also diverse. An apprenticeship equips a person with all the important skills and
competencies that are necessary for practising a certain vocation. It also imparts general
and supra-company, transferable competencies that are useful not only in the training
institution but also in the industry and generally on the job market.
The dual system thus covers a wide range of different pre-requisites. In this, “on-the-job
learning” is a key, attractive feature from the viewpoint of many young people. Other
important attractive aspects include stable professional and job prospects, good
opportunities on the job market, regulated working conditions and channels for advanced
training, as well as an improvement in income opportunities. One important advantage of
the dual training as compared to full-time school systems lies in the possibility of being
directly taken on in a professional role immediately after completing the training. Earning
money even during the training period is an important plus point of the dual training
system for many young people.
Success factor 6: "Apprenticeship as an attractive VET route"
Demand by young people
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ASPECTS RELEVANT TO DECISION-MAKING
Access to training - entry criteria (pre-qualification, age)
Progression:
Entry for upper secondary school-leaving certificate holders Reduction in the
apprenticeship period
Progression for apprentices to tertiary education (Berufsreifeprüfung model)
Transition, school vocational training
Bridging offers for young people who are not yet ready for training
Orientation offers: early start to enhance the image of professions and vocation
The motivating factor of students being able to respond to this
Image-based and information campaigns
Career guidance offers - generation and expansion
Regulation of responsibilities
The role of the school in career guidance
Integration of the parents into the decision process
Promote the mobility of young people
Vocations with a relatively small number of apprentices may need to be trained
only at one part-time school offering VET
Regional variations in the apprenticeships on offer
Support services: Travel allowances, housing allowances
Remuneration to apprentices (students during the practical training) Inspection and
adaptation of the legal framework
Regulation of remuneration at a national level, basically on the basis of collective
contracts (allow excess payment?) Health / accident insurance as provided to
employees
Also, basic cover for the remuneration of skilled workers (the extent of this cover is
relevant for determining the cost “burden” on training companies, which is thus an
incentive for making apprenticeships available; the extent of this cover is also
relevant for the students How attractive the training is)
Concretisation: Extent depending upon the apprenticeship, year of training given
by the board or social partner for wage setting.
Offers for slower learners Individual extension of the training period; if required,
limiting the job description to partial qualifications
Generation of simple job descriptions
Offer for people with a low level of qualifications in the form of an “extraordinary” final
apprenticeship exam for acquiring a formal vocational qualification by recognising non-
formal and informally acquired competencies.
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Brief description:
Streamlined, transparent administrative structures and processes are another fundamental
element of effective apprentice training systems. In this respect, the basic element in
Austria is the apprenticeship contract between the instructor and the apprentice, which
must be concluded in writing. The apprenticeship office checks the data in the
apprenticeship contract and the suitability of the training firm, and acknowledges
chargeable vocational training periods. Logging the apprenticeship contract is a pre-
requisite for subsequent qualification for giving the final apprenticeship examination. The
apprenticeship contract must mainly include the following details: the name of the
apprenticeship in which the training will be conducted, the duration of the training period,
the beginning and end of the training, possible training within the framework of a training
alliance with other companies or educational institutions, the amount of apprenticeship
wages, etc.
Success factor 7: "Lean administration and clear, transparent processes"
Administration and Implementation
ASPECTS RELEVANT TO DECISION-MAKING
Regulation of the responsibility for direct administration: Who is responsible for what?
Apprenticeship contract:
Regulates the basic relationship between the training firm and the apprentice
Determination of the apprenticeship, training period, apprenticeship remuneration,
trial period etc.
Apprenticeship remuneration: uniform regulation for Germany on the basis of
collective contracts (see also success factor 6)
One-shop principle: Clearly defined, institutionaliz
ed focal points for companies
locally
Regional or
industry-specific
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III. Timing Roadmap
The basic challenge lies in
… recognizing that the workplace in the company is a setting conducive to learning.
… Capacity Building: Establishing the required stakeholders on the part of the company,
the trade unions as well as the government with the required level of expertise
… establishing an Action/Decision-Making Committee in which all these stakeholders
are represented
...Deciding on the desired basic model of an apprenticeship
... Establishing a Vocational Training Act that gives the apprenticeship a legal basis and
defines the tasks, rights, duties and responsibilities of the actors.
1st Step: Defining the basic model of the apprenticeship
Establishing an "Initiative
Decision Committee"
Basically, this "Initiative Committee" will decide the key contents of the cornerstones of
an apprenticeship. The most important aspect here is the integration/inclusion of all the
important stakeholders into this negotiation process (principle of consensus); these are in
particular the social partners and government/public administration and/or a "nucleus" (for
example an automotive cluster on the part of the companies).
The tasks are:
Defining the basic model of the apprenticeship, i.e. the cornerstones of the
cooperation as well as the division of tasks between the firm offering the
apprenticeship and the part-time VET, developing of the vocational concept
Defining the basic structure for
Financing responsibilities
Apprenticeship contract and apprentice remuneration
Recognition of the apprenticeship as a formal national completion of training
(integration of the apprenticeship into the Slovakian qualification system)
The following need to be done in advance or in parallel: Capacity Building & Trust
Building
The relevant stakeholders must give themselves an organizational, legal and
decision-motivating setting that also defines the contents of the basic sections of
an APPRENTICESHIP (vocational concept, apprenticeship contract, interplay of
company and school as training institutions, etc.)
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2nd Step: Defining the governance model of the apprenticeship ("Vocational Training
Act")
The tasks are:
Establishing a legal basis (comparable to the Austrian Vocational Training Act) that gives
legal roots to the apprenticeship and defines the tasks, rights, duties and responsibilities
of the individual stakeholders.
The key focus of this is the legal implementation of the joint results achieved in step 1.
Within this, the core lies in the clear definition of the role of the "decision-making
committee of social partners". This committee is entrusted with the main task of detailed
controlling (defining concrete apprenticeships, their job profiles, examination modes, etc.)
3rd Step: Preparatory implementation tasks
Defining the process(es) for quality control in the firms offering vocational training
(defining the procedures, i.e. does the company fulfil all the pre-requisites in order to
be a firm offering apprenticeship)
Defining the required trainer competencies as well as creating the training mechanisms
relevant for them
Create a list of first apprenticeships (to be started)
Establish the administrative entities ("apprenticeship offices on site")
4th Step: Detailed implementation tasks for the individual apprenticeships
For each apprenticeship from step 3, the necessary concrete and detailed tasks are taken
up for implementation:
Defining the basic training contents that are to be imparted in these apprenticeships as
well any other training modes (modules, etc.)
Concretisation of the training contents of the part-time vocational training school with
those of the company-based training Curriculum of the part-time school
Learning times (timing of the part-time school)
Final apprenticeship examination types etc.
Defining the amount of remuneration to be paid in the individual apprentices during
the apprenticeships
5th Step: Starting the first apprentice training
Assessment procedure for interested companies
Creating training plans in the companies (setting up apprenticeship training workshops,
if necessary)
Training the Trainers
Recruitment of apprentices
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Signing of apprenticeship contracts between young people (legal Guardian) and
companies
Starting the part-time vocational training school Defining the location, equipment
Probable support activities:
"Scouts for training companies" Persons who will inform potential training companies
about opportunities for training (legal framework, master conditions, financing and
funding modalities, etc.), motivate the companies to offer training places and consult
and advise the companies during their entry into apprentice training.
Information material for factories offering training and young people
Information for trainers
Preparatory material for trainees for completing the final examination
Support material for testers, etc.
Public online apprenticeship exchanges
Aids for selecting the apprentices
Steps 3 to 5 could also be established gradually with the help a smaller number of
apprenticeships. These would thus function as "Pilot apprenticeships" i.e. on the basis
of the experience gained in establishing these, it would be possible to make
generalizations (for example formulating rules for implementation in a general sense that
can then be applied to all apprenticeships). Experience shows that negotiations and
finalization processes in actual apprenticeships often bring with them a certain level of
detailing. To ensure that the generalization needed for a well-established apprenticeship
training system is achieved, the ibw, can therefore be integrated into these development/
implementation phases as the consulting institution. The ibw would refer to other
necessary, relevant and general aspects and requirements that go beyond the actual
apprenticeships under consideration.
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R E P O R T
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1 Initial situation and objective
Under the pressure of an increasing shortage of skilled labour, especially in production,
and at the same time a high rate of youth unemployment, there is intense discussion in
many countries about the (re-)introduction of a dual training system. In some countries,
the legal framework is currently being set and/or adapted so that the offered training can
be soon supplemented with a dual training system with strong commercial components.
Many pilot projects have been initiated or developed in parallel; these are directed
towards sounding out and investigating the existing laws and looking into options and scope
for company-based training, and co-operation between companies and schools. This may
help in identifying the strengths and weaknesses of the existing system and creating
starting points for the necessary enhancements and changes to the legal and structural
framework conditions. The pilot projects also offer a chance to test, within this
framework, the options for future co-operation between the key players (for example
companies and company associations, ministries, and schools) and, if necessary, build up
the structures for such a co-operation. A transfer can be meaningfully effected at those
points in the system where there are already "enclaves" with forms of work organization
that are already supported by qualified experts. The possibilities for expansion into other
areas can then be investigated in the next step. (cf. EULER 2013, P. 23)
To achieve this, success factors should be identified on the basis of the experiences of
successful dual training systems (mainly Austria, Germany and Switzerland) for a
functioning dual training system; implementation models should be developed for
establishing these core elements in the target county; and concrete implementation should
be supported and contribute to establishing a dual training system in the respective target
country by means of a transfer of know-how. However, it needs to be note that it is
unrealistic and also does not appear beneficial to effect a complete system transfer, such
as from Austria to another country. Training systems have evolved under very specific and
rather different circumstances and historical contexts. They therefore cannot be simply
and straightforwardly transferred. While establishing a dual system, the existing structures
and traditions of the respective target country must not only be taken into account; the
training structure must more be derived and developed from these structures so that
reservations and resistances, if any, in the traditional systems can be overcome. This is a
process that will not least take a lot of time.
A key basis for the development of an apprenticeship system can give rise to a situation, in
certain countries and especially in Central and Eastern European countries, where there is
experience from the past with a training system of a dual nature and elements of practical
training have already been included in the syllabus in many existing vocational training
systems. Another conducive circumstance could be that in some target countries there are
many multinational companies with strong dual traditions in their homelands, and that
these companies are greatly interested in establishing a dual system, indicating a
willingness to be involved in redesigning the existing vocational training system.
The present study presents the first step towards establishing an apprentice training
system: Its main purpose lies in identifying the key, core elements (success factors) that
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appear to be necessary for a successful and sustained implementation of a dual apprentice
training system.
In the preliminary discussions that were carried out, seven content-related dimensions that
are relevant for a corresponding know-how transfer were identified:
1) Establishing the legal and institutional framework conditions
Institutional framework conditions/governance/controlling/legal aspects and
fundamentals
Audit/analysis of all vocational training offers - preparing profiles/modernization/
re-specialization of the technical secondary schools (focusing on the key vocational
fields)
Possible forms of apprentice training including apprenticeship training workshops,
training associations etc. - options/models and their consequences
2) Inclusion of the companies
Involvement of the companies; requirements
Definition of the professions and their requirement/demand
Motivational instruments, funding systems
Tools for recruiting apprentices
3) Adaptation of the training contents
4) Preparation of the infrastructure required for training
5) Qualification of the training staff: Trainers, teachers at the part-time vocational school
6) Quality assurance and quality control, testing system
7) Profession orientation/marketing of professions
Subsequently, from these dimensions, the success factors outlined in this report are
derived for a sustained implementation of an advanced dual apprentice training system.
The knowledge gained through this study and the experiences acquired from the actual
implementation of this study, such as in Slovakia, is also to be used as the basis for a
general recommendation for action. The recommendation should summarize the
fundamentals and implementation stages worked out in this project (cf. Roadmap) for the
implementation of a dual training system in a country-independent manner, and
subsequently contribute to the development of a dual training system in other countries,
especially in the Danube region.
The pre-requisite for the development of an apprentice training system is a positive
evaluation of the benefits for all involved parties and stakeholders. The benefits of work-
place-related training programmes for the concerned players, independent of the actual
way in which they have been designed (apprentice training, internships, etc.), have been
summarized in a report provided by the European Commission as follows:
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FIGURE 1-1: Benefits of work-place-related training programmes
Source: EUROPEAN COMMISSION 2013, P. 8
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2 Apprentice training in the European context
2.1 Definition of concept
The existing systems of initial vocational training according to the dual system in the
European member countries - often within the individual countries themselves - vary
significantly. It is therefore quite difficult to finalize a uniform definition of the concept of
"apprentice training". One general parameter of this training route, however, is the two-
fold path of training that takes place on the one hand in schools (or other relevant
institutions) and on the other hand at the work place. Therefore, in countries with a longer
tradition of apprentice training, a "dual" training system is discussed. The type and
dimension of the training at the work-place, however, differs in some aspects from country
to country. (cf. EUROPEAN COMMISSION 2012, P. 22)
Currently, in the relevant discussions, there is apparently no unambiguous and generally
accepted definition of apprenticeship training. However, there are various attempts to
form such a definition, for example by CEDEFOP:
"Apprenticeship training refers to a structured plan of learning divided between the
workplace and training centre/school. The classic apprenticeship model is one where
individuals receive practical training at the workplace and general/theoretical education
at a training school or centre, with a core curriculum prescribed by the social partners and
sectoral/professional bodies, but which may be elaborated at local level.“ (CEDEFOP 2008a,
P. 27)
A similar, generally formulated version of this definition is provided by Gelderblom:
“Apprenticeship is a kind of alternance learning that takes place at two intrinsically
different learning environments and that, due to the didactic-pedagogical integration of
these two learning environments, gives added value." (GELDERBLOM 1998, P. 336). A newer
publication of EUROSTAT also contains a similar attempt to come up with a concept
definition: “Apprenticeships aim at completing a given education and training programme
in the formal education system. Learning time alternates between periods of practical
training at the workplace (inside or outside the employer premises) and general/
theoretical education in an educational institution or training centre (on a weekly, monthly
or yearly basis).” (EUROPEAN COMMISSION 2012, P. 22)
EUROSTAT then also lists some formal fulfilment criteria for apprenticeship training: This
means that training of this type must be a part of the formal education program and
facilitate a formal, recognized completion of the practice of the learnt vocation or a
profession within a professional group. The contents and objectives of the training
(employment, duration of the training, knowledge and skills that need to be acquired,
etc.) must either be defined in the form of a formal agreement between the apprentice
and the company or generally as part of the education system. According to the Eurostat
definition, even the financial remuneration of the apprentice is an integral part of the
"apprenticeship training". (quoted from EUROPEAN COMMISSION 2012, P. 22). The following
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overview shows an interplay of the key parameters of the different forms of apprenticeship
training and related training forms.
TABLE 2-1: Key parameters of apprentice training and related training routes
Features Traineeship Internship Informal
Apprentice
ship
Work-place
learning Apprenticeship
Remuneration Possible No Allowance
or similar Yes Yes
Legislative framework No No No No Yes
Work-place-based Yes Yes Yes Yes Yes
Training programmes No No No No Yes
On-the-job training Possible Possible Possible Possible Yes
Off-the-job training No No No No Yes
Formal checking No No No No Yes
Recognized completion No No No No Yes
Temporal duration Variable Variable Variable Variable Defined
Source: STEEDMAN 2012, P. 3
In Austria, dual apprenticeship training has been defined by the Austrian Federal Ministry
of Economics, Family and Youth Affairs as follows: The training takes place at two learning
locations (company and part-time vocational training school); the trainees are in a training
relationship with the respective firm offering the apprenticeship training and are
simultaneously students of the part-time vocational school whereby the training at the
company takes up most of the time of the apprenticeship time (80% of the training period).
The final apprenticeship examination is conducted by job-specific professional experts and
focuses on the practical skills and knowledge acquired by the trainee based on what is
required in future in the profession. (cf. BMWFJ 2012a, P. 5)
Currently, in the member countries of the European Union, there are very different
instances of initial vocational training at secondary level II, wherein it needs to be
mentioned that one or the other form of vocational training - where the practice-related
training at the work-place plays an important role - is to be found in all the member
countries.
A publication from the European Commission on the topic of "Apprenticeship training in
Europe“ from 2012 makes a basic distinction between two instances of training within EU-
27, wherein both training types are to be found simultaneously in most of the countries:
On the one hand, these are apprenticeship training that is mainly handled in companies,
i.e. more than 50% of the training is done in the company itself. These systems can be
referred to as apprenticeship training systems in the traditional sense. On the other hand,
these are apprenticeship training systems that are mainly handled in the part-time
vocational school. (cf. EUROPEAN COMMISSION 2012, P. 30)
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2.2 International comparison of initial vocational education and training
systems
From a wide of professional initial vocational education and training systems, most
countries have a basic separation in general education and vocational education in the
secondary level II.7 As Schmid and Hafner further elaborate, both these areas can be
divided further into courses with higher requirements and those with basic requirements
("average qualifications"). Courses with higher requirements normally lead to entitlement
for education offers in the tertiary sector. Courses that equip with average qualifications
are often to be found in the vocational training area and prepare the incumbent for the
job market. (cf. SCHMID and HAFNER 2011, P. 32)
The possible designs move between two extreme poles: A purely full-time-school
vocational training system (with or without a share of practicals)8 on the one hand and a
purely dual apprenticeship training system with predominantly company-based training and
accompanying part-time vocational school for apprentices 9 on the other hand. Between
these two extremes there can be mixed systems that offer full-time-school vocational
training systems as well as dual training systems (having the same value but not of the
same type) (see following elucidation).
FIGURE 2-1: Instances of a vocational training system
Source: own research
Figure 2-2 on the next page shows how strongly the secondary level II and thus the initial
training systems vary in the 30 countries being compared, based on the dimension of
General education/VET.
The gamut ranges from countries where almost all young people attend a general school at
secondary level II (USA, Canada, Japan, Korea, etc.) to countries where almost half of
young people attend a general school and/or vocational training school (for example Spain,
France, Poland, Denmark, Australia, etc.), to countries with a low share of students in a
general school but a large number of young people in vocational training schools (such as
Austria, Czech Republic, Slovakian Republic, Belgium, Holland, Switzerland, etc.).
7 In the last few years, in some countries like Austria, Germany, Netherlands, Switzerland and
Bulgaria, these differences begin as early as in secondary sector I. However, this is more an
exception than a rule.
8 Basically corresponding to the current vocational training system in Slovakia or the Czech Republic
9 Extreme form that does not exist in reality; the Danish, German and Swiss vocational training
systems come closest to this form
Full-time
vocational training
Dual
apprenticeship
training
Mixed
systems
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FIGURE 2-2: Distribution of young people in the Secondary Level II based on general
schooling, training forms concentrated in school as well as "apprenticeship"
(2010)
Ranking based on the number of young people in general education
Source: OECD database, ibw calculations
Remark: The UOE database (UOE = UNESCO/OECD/EUROSTAT) does not provide any differentiated
information as to whether the category "combination of school and work-place-based vocational
training" deals with "classic" apprenticeship training or a primarily school-based vocational training
(with compulsory internships, workshops, etc.). This means that, for example in the Czech Republic
and Slovakia, there is a large number of secondary level II students in this training form - on the
other hand, according to the information provided by CEDEFOP (2010 and 2011), there is no
apprenticeship training in the Czech Republic, Slovakia and Hungary. These values have therefore
been modified accordingly for these countries according to this publication.
In this comparison of countries, Austria has the largest number of young people in the
training forms related to vocational training. Countries such as the Slovakian and the Czech
Republic or Belgium also have a large share of vocational training in this ranking. In
contrast to Austria or Switzerland with their well-expanded apprenticeship systems, the
initial education and vocational training in these countries takes place only in school-based
training forms. As Schneeberger also emphasizes, there are major differences
internationally as regards the learning locations and the education levels in imparting
vocation-specific qualifications. (cf. SCHNEEBERGER 2006, P. 11)
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According to this vocational qualification, only few countries have established
apprenticeship systems to an extent worth mentioning, namely, Switzerland, Denmark,
Germany, and Austria. In several other countries (primarily in Europe), there are similar
forms of apprenticeship training (and/or training forms that are based on a combination of
school and work-place-based vocational training) - however, this form of training amounts
to only 5 to 20% of an age group; for example in the Netherlands, Finland, Norway, France,
Poland, Iceland, Hungary As discussed above, in view of the manifold ways of actually
combining school and work-place-related vocational training, defining the concept of
apprenticeship training is extremely complex. It is therefore possible to find some sort of
vocational training, in all member countries, where practice-related training plays a key
role in the workplace. However, the countries differ greatly as regards the percentage of
young people that undergo this sort of practice-related training.
Table 2-2 shows examples of some instances of vocational training, as it is mainly to be
found in Austria, but also partially in Germany and Switzerland. The main definitive
character in this case is the training location.
TABLE 2-2: Instances of apprenticeship training based on training location
Instance Special characteristics
Training purely in the part-time
school offering VET no or hardly any company-based training parts
Dual training Splitting up of the training between company and part-time
school offering VET; mostly a strong emphasis on the aspect
of training in the company.
Three-tiered training
In Switzerland: Splitting up of the apprenticeship training
over the company, school offering VET and supra-company
courses in special training centres or in in-company
apprenticeship training workshops.
In Austria, for example in the construction sector:
Distribution of the training between firm offering the
apprenticeship training, the part-time school offering VET
and school of construction activities.
Training associations
Companies in the association provide mutual assistance in
practical vocational training when one company offering
training cannot impart training on certain aspects of the
training.
Supra-company training of
apprentices
Takes place in a training institution; this must be organized
and equipped in such a way that all the skills and
competencies outlined in the job profile can be imparted.
Source: own research
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2.3 Austria, Germany, Switzerland: Classic apprenticeship training systems
The structure and implementation of the dual training system are in many aspects similar
across Austria, Germany and Switzerland - also due to their similar social and economic
traditions and development.
Even if there are significant differences in the details of the design of the systems, all
three countries have the dual principle in common, with two learning locations - company
and part-time vocational training school - as the basic pillar of apprenticeship training,
wherein the most part of the training takes place in companies. Further, the other
important common features of these "classic" apprenticeship training systems are: the
clearly regulated governance structures with the involvement of the economy, to which a
clear, if entirely different, role is assigned, a direct contractual relationship between the
company and the apprentice, and an underlying vocational concept. This means that
apprentices are trained for a concrete profession based on clearly regulated contents of
the training program. However, this also means that based on the basic understanding of a
vocational concept, a certain set of skills and abilities needs to be imparted and the same
has to be covered, amongst other things, within a certain duration of training
(apprenticeship period).
As table 2-3 on the two following pages shows, the important core elements of this
educational route are to be found in all the three countries; however, there are some
structural and institutional country-specific aspects that are then elucidated after the
overview.
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TABLE 2-3: Framework conditions and characteristics of dual apprenticeship training in Austria, Germany and Switzerland
Aspects Austria Germany Switzerland
Pre-requisites for entry Completion of nine years of
compulsory schooling Fulfilling the full-time school
obligation Completion of obligatory, compulsory
schooling
Underlying legal principles Vocational Training Act (2012) Vocational Education Act (2005) Vocational Education Act (2002)
Identifying the suitability of
the firms offering
apprenticeships
Identification letter of the
apprenticeship office (economic
chambers) in co-operation with the
chamber of labour
Concerned economic chamber (for
example the Chamber of Industry and
Commerce, Chamber of Trades, etc.)
Approval for training from the
department of "vocational training" of
the relevant canton
Legal framework
Company
Apprentice Apprenticeship contract Vocational training contract Apprenticeship contract
Responsible institutions
At the federal level
Federal Ministry for Economics, Family
and Youth passes training regulations
(training part in the company)
Federal Ministry for Education and
Research State Secretariat for Education,
Research and Innovation
Federal Ministry for Learning, Art and
Culture (part related to training in
school)
Concerned ministries such as Federal
Ministry for Economics and Technology Federal College of Vocational Training
Federal Advisory Board for Vocational
Training Bundesinstitut für Berufsbildung (BIBB)
At the state Level
Apprenticeship offices of the economic
chambers Conference of ministers of culture Swiss Conference of the cantonal
directors of education
Federal Advisory Board for Vocational
Training
Relevant economic chamber (for
example Chamber of Industry and
Commerce, Chamber of Trades, etc.) Cantonal vocational training offices
Regional school inspectors
Governors
Training duration 2 to 4 years 2 to 3.5 years 2 to 4 years
Number of apprenticeships 199 (2013) approx. 340 (2012) Approx. 230 (2013)
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Aspects Austria Germany Switzerland
Learning
locations
regularly Company, part-time vocational school
for apprentices Company, part-time vocational school
for apprentices
Company, part-time vocational school
for apprentices, courses across
companies (mostly in industry-specific
learning centres)
additionally courses across companies
10
supra-company institutions (ÜBA)11 supra-company courses12
Share of the vocational
school education in the
overall training programme
Approx 20%, 1 to 2 days per week (2
half days) or blocks 20 to 40%: 1 to 2 days of the week or
block 20 to 40%: 1 to 2 days of the week;
block in exceptional cases
Financing of the company
part of the training
Companies (approx ¾ of the overall
training costs), supported by public
funding
Net costs of the factories totally
amount of 84% of the total training
costs (2007): supported on case-by-
case basis through public funding
Share of private expenses for the basic
vocational training - approx 43%
(2010); industry-specific vocational
training funds
Qualification Final apprenticeship examination at
the end of the training with theory and
practical examination
Interim examination or 1st Part of the
extended final examination - for
example in the middle of the training;
final examination and/or additional
apprenticeship examination (in trade)
at the end of the training
Final examination at the end of the
training in the company and school
part; integration of continuous
assessment grade given during the
training (school + company)
Examples of examination
Written tasks (based on company
practice),
Practical work, vocationally-specific
interviews
Written tasks (based on company
practice),
Practical work and vocationally-
specific interviews
Practical work with vocationally-
specific interviews, written qualifying
exam
Credits for performance in
school No theory examination if the part-time
vocational school results are positive
No credits - separate certificates for
the part-time vocational school and
skilled labourer test
The school examination is part of the
final examination; continuous
assessment grades are included in the
overall assessment
Responsibility for
examination Apprenticeship offices of the economic
chambers Chambers of Commerce and Industry
and/or Trade Chambers Cantons, professional associations in
some regions/ professions
10 in individual industries (for example colleges of architecture)
11 for young persons who have not found an apprenticeship slot in the company or in a school
12 supra-company training courses in the training centres of the chambers of trade
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Aspects Austria Germany Switzerland
Securing progression to the
academic tertiary level Higher vocational school leaving
certificate holders
Since 2011, a "Dual vocational training
with school completion" model
experiment has been implemented in
some training professions and
countries.
Higher vocational school leaving
certificate (additional qualification,
integrated into or following
completion of the apprenticeship)
Securing progression to the
academic tertiary level
Master craftsperson examination,
proof of competence examination,
industrial master examination
Training for promotion: Master
courses, etc.
Tertiary level: Tertiary vocational
education and training (vocational
examinations, higher technical
examinations, higher schools of
applied sciences)
Share of fresh apprentices
with upper secondary
school-leaving certificate 0.6% (2011/12) 23.1% (2011) -
Initiative for innovations Organizations of employers and
employees (associations, chambers,
trade unions) or ministries
Organizations of employers and
employees (associations, chambers,
trade unions) or Federal Institute for
vocational training
Organizations of employers and
employees (professional and industrial
associations, trade unions) or other
organizations and providers of
vocational training
Creating new training
regulations
Educational research institutes (ibw in
particular); certificate of the Federal
Vocational Training Advisory Board for
the Ministry of Commerce
Federal Institute of vocational
training, expert (nominated by
employers and employees)
State Secretariat for Education,
Research and Innovation
Creating new framework
syllabi Group of experts under the leadership
of the Ministry of Training Expert from the states (nominated by
the Culture Ministry)
Organizations from the working world;
approval from the State Secretariat for
Education, Research and Innovation
Source: various sources, own research. Note: FM = Federal Ministry
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A superficial evaluation of the three systems leads to the conclusion that the model is
more or less homogeneous; however, there are differences in the details that show the
significant and important scope available for system transfer to other countries in the
concrete designing of apprenticeship training.
Thus Euler comes to the conclusion that the transfer question should be reflected upon at
the level of elements, and that only those elements that match best the specific own
goals, structures and cultures should be included and adapted. (cf. EULER, P. 14.) As an
example, he states "…for example it is not necessary to establish a complex chamber
system such as in Switzerland; the testing and certification can also take place close to the
place of learning." (ibid., P. 14) Further, the implementation of a dual system is also
conceivable in other learning location combinations; here, the meshing of theory and
practice is important. (cf. ibid., P. 34)
Further, some differences between the German, Austrian and Swiss systems are presented
as examples; on the one hand, they show the scope for designing a system and on the
other hand they also elucidate that even if the initial situations seems to be somewhat
similar, the structural and national conditions do lead to very different instances.
ENTRY INTO APPRENTICESHIPS. In Germany, the entry into apprenticeships after the
completion of a general completion examination assumes a quantitatively important role
and this means it differs greatly from the situation in Austria and Switzerland, where the
majority of apprentices start their training immediately after the completion of the years
of compulsory schooling. In 2010, the share of apprentices in Germany who had just signed
the apprenticeship contract and were authorized to study at the University was 21%. This
percentage was especially high in the professional group "secondary service professions" 13
at almost 46% and the "new professions" 14 with around 33% having completed the Abitur.
On the other hand, the production vocations show a comparatively low share with only
around 10% of the incumbents having completed the upper secondary school-leaving
certificate (cf. BIBB 2012, P. 155)
DOUBLE APPRENTICESHIP TRAINING.One difference between apprenticeship training in Austria
as compared to German and Switzerland is the option of "double apprenticeship training".
"Austria is the only country where an attempt is made to avoid too high level of
specialization through the option of "double apprenticeship training". There, trainees can
simultaneously acquire a qualification in two (related) vocations (for example a being a
baker in combination with confectioner or caterer together with being a chef)." EBNER
2009, P. 4.) Simultaneous training in two vocations is regulated through the Federal
Training Act. The apprenticeship duration results from half of the total duration of the two
13 Secondary service professions include professions whose activities mainly concentrate on planning,
developing, organizing, managing, caring, maintaining, advising, teaching etc.
(cf. BIBB 2012, P. 126)
14 The term "new professions" is included in the BIBB data report to indicate training professions that
have only been introduced in recent years.
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apprenticeships plus one year, but not exceeding four years. (cf. BMWFJ 2012c, Section 6
Para. 2)
RESPONSIBILITIES. Another difference in the organization of the dual training lies in the fact
that in Germany the content of company-based training is defined at the federal level;
however, the training in the part-time school offering VET comes under the State - even if
the Conference of Cultural Ministers passes the framework syllabus for the lectures in the
part-time school offering VET. As a result, the learning contents are not uniform across the
country. On the other hand, in Switzerland and Austria, company-based training as well as
that at the part-time school is regulated by the Federal Government.15 (cf. EBNER 2009, P.
5)
Switzerland has followed an innovative approach through the change in the constitution in
1999. This created the basis for a Vocational Training Act that regulates vocational training
with its series of references to policies in the fields of education, work and social issues in
an overall context. The author feels that this has significantly improved the pre-requisite
for controlling the vocational training. (cf. RAUNER 2008, P. 7)
PROGRESSION AND TRANSITIONS. Another system difference is to be seen in the fact that
experts feel that dual training system in Germany is closed "downward": A considerable
number of young people with mostly low grades in school do not manage the jump to
regular training. They start an assistance measure, the time of which normally cannot be
added to the subsequent training. For example, there are other options available in
Switzerland for inclusion: Since 2004, an attempt has been being made there to train such
young people in a standardized - i.e. uniformly controlled on a national level - profession
(for example as a kitchen assistant). This training lasts for two years and concludes with
the "Federal Professional Attestation". Those completing the course can either then find a
job, or the training is given credit for the normal three or four year vocational training
with a "Federal Skill Certification" (in this case, as a chef).
Even in Austria, the form of supra-company apprentice training exists (in German:
überbetrieblichen Lehrlingsausbildung (ÜBA)); this is an instrument for widening the access
options in the field of initial vocational training (see also CHAPTER 3.5) The employment
package that has come into force in 2008 has created a uniform training type of supra-
company apprenticeship training on behalf of the Public Employment Service. This supra-
company training in training institutions basically envisages the migration to company-
based training, taking into account the training periods; however, if such a transition is not
achieved, then it also allows for the entire training up to the completion of the
apprenticeship to be conducted in the normal supra-company facility. (cf. LENGER et al.
2010, P. 12)
15 The Danish Central government also regulates company-based training and that at the part-time
school. However, the part-time schools offering VET have a much higher level of autonomy than in
the German-speaking countries. Further, the Danish training patterns are largely master regulations
and not curricula that are formulated right up to the last detail. (cf. EBNER 2009, P. 5)
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Inclusive vocational training (German: Inclusive Berufsausbildung (IBA)) makes it easy for
young people in Austria, who are personally disadvantaged when it comes to finding an
apprenticeship opportunity to get access to vocational training, by increasing the
apprenticeship period by one year; alternatively, the job profile to be trained can be
restricted to partial qualifications.
The German dual training system is also, however, institutionally sealed off "upward",
towards college and university. Even during dual training, demanding the completion of an
entrance exam in the form of a 'Fachabitur', thereby gaining access to a school of applied
sciences, is hardly realistic. On the other hand, this option has been available in
Switzerland since 1993 ("Eidgenössische Berufsmaturität"). (see EBNER 2009, P. 3.) In
Austria, since 1997, apprentices have had the option of completing a vocational
qualification exam; since autumn 2008, this has also been possible in the form of
"vocational graduation" - free of charge and in parallel to the apprenticeship: "Three of the
four partial exams (German, modern foreign language, mathematics and one technical
subject from the respective apprenticeship) can be done even before the final examination
apprenticeship; the last partial test after turning 20. … Through the innovative
Berufsreifeprüfung Act and an additional promotional program by the central government,
from September 2008, apprentices will also now have the option of preparing for the
Matura free of charge and in parallel to the apprenticeship.“
(http://www.bmukk.gv.at/schulen/bw/bm/berufsmatura.xml, 10.10.2013)
In all the three countries, ensuring progression to the tertiary vocational training is of
crucial significance. As well as the option of higher qualification in the field, this is also
associated with further authorizations for practising the respective profession. Thus, in
Austria for example, it is necessary in many areas of independent practice of professions in
regulated trades to have passed a master or a proof of competence examination.
The implementation of the tertiary vocational training in the individual countries is also
quite different. In Austria, the successful completion of the apprenticeship training offers
access to the master and qualifying examinations, and industrial master training in the
respective functional areas; in Germany, however, those completing the apprenticeship
have access to training for promotions. These include master courses or other recognized
courses that provide preparation for completing advanced training that leads to acquiring
higher vocational qualification. In Switzerland, these are the vocational examinations
called "tertiary B", and are higher-level examinations and higher-level technical schools
that enable those completing the basic vocational training to have access to higher
qualifications in the chosen trade.
Table 2-4 describes some special instances of apprenticeship training in Austria; this will
be then explained in greater detail later.
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TABLE 2-4: Instances of apprenticeship training based on target group
Instance
Special characteristics
Modularized apprenticeship
training Classification of the training into different sub-modules;
in Austria: base, main and special module.
Apprenticeship following Matura
(upper secondary school-leaving
certificate)
The apprenticeship period can be reduced by one year with
the permission of the company imparting the training; there
can also be an exemption from the general studies imparted
in the part-time school offering VET.
Training with Matura
The Matura is completed or at least started during the
apprenticeship period. In Austria, the apprenticeship period
can also be extended by half a year if the preparatory
courses are attended during the apprenticeship period.
Inclusive vocational training
For the persons who are at a disadvantage on the job
market;
in Austria: Either only a partial qualification is acquired or
the apprenticeship period is extended by one year (in
exceptional cases even by two years).
Apprenticeship as retraining
The Vocational Training Act provides the option of
"exceptional permission for final apprenticeship
examination" for people who have not completed or have
completed only a part of the apprenticeship training.
Source: own research
2.4 Dual vocational training and entry into the job market for young people
The relevance of professional qualification and especially of a well-established
apprenticeship system for employability and opportunities for the entry into the job
market are evident. If we compare, for example, the extent of vocational training in the
European countries at secondary level II with the rates of youth unemployment, (see.
figure 2-3), a strong connection is clear: countries with a focus on vocational
qualification16 tend to have a lower rate of youth unemployment than countries that offer
only general education (degree of certainty: approx. 31%). Especially in the countries with
a high share of young people in apprenticeship training (such as in Austria, Germany,
Switzerland and Denmark), youth unemployment levels is the lowest.
Of course, some countries with primarily a school-based vocational training (such as
Norway, Holland and Ireland) have managed to keep youth unemployment at a low level -
however, the countries with qualification systems of this type apparently mostly have
problems in imparting vocational training and competencies that match the current,
quality-based requirements of the job market. This can be seen from the significantly
higher levels of unemployment. The highest unemployment amongst young people is seen
in countries that primarily or predominantly impart general education at secondary level II
(such as Greece, Spain, Portugal, etc.) The Slovakian Republic does have a large share of
16 The index of vocational training is calculated as weighted share of students in secondary level II
based on the three training paths (general education, full school-based vocational training, and
"apprenticeship").
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vocational qualification at secondary level II (as compared to the countries mentioned
above); however, it has one of the highest youth unemployment rates in Europe. This
indicates apparently significant problems in imparting adequate professional qualifications
in the Slovakian full-school vocational training system.
FIGURE 2-3: Correlation between the dimensions of initial vocational training and youth
unemployment (average 2002 to 2011)