Quo vadis with VET or what can we learn from each other in Europe

1. Quo vadis with VET or what can we learn from each other in Europe

2. Content of the presentation A very short outline of the history of Europan VET Different systems and their background VET and youth employment Returns on investment Some messages from the Q-placement project

3. Copenhagen 2002: building a true European market requires trans-national recognition of VET-qualifications Severalanglestosubdivide systems: Workbasedvs school based systems Employability oriented or job oriented Comprehensive systems vs market systems Employer led or government led Centralised or decentralised others

4. Comprehensive systems (1) vs. Market systems (2) Group 1: D, AT, CH, DK. also F, B, NL, Fin Broaderorientation, based on a tightlyregulated, but -among stakeholders- negotiated system. ‘BeruflicheBildung’ (personal/professional development) Group 2: UK, USA (smaller group, winning ground) Modularised system based on rathernarrowlydescribed set of skills. Employer led system. Market of providers andqualifications (pick & mix)

5. Lost in translation EU realised differences; Learning outcomes as a concept to reach common ground EU has adopted the Anglo-Saxon terms without realising, that there is a whole world behind certain words Skills is not the same as Fertigkeiten. Little attention for underpinning knowledge (gr 2) vs. more attention for that (gr 1). EU has adopted the poorest language, leading to endless semantic discussions with mainly German speaking countries

6. Germany, Austria and Switzerland Based on Humboldt’snotion of AllgemeineMenschenbildung Dual system is based on theideas of Kerchensteiner (19th Century) A way of Emancipation of theworking class Creating a groupbetweentherichandthepoormasses Legacy is stilltobe found in theGerman, Austrian, Swiss andDanish system

7. Germany and Switzerland Predominantlyduallearning(high status) Access tothedual system is up toemployers Low youthunemployment D: Reluctanttowardsmodularisation as a result of the ‘Bildungs’ idealand strong role of tradeunions (lack of flexibility) CH: High permeability in a veryflexible system CH: Dual learning is otherroadtothe top (VET-PET) High quality of well trained tutors on the job floor

8. France took another road Academic knowledge prevails above other forms of knowledge (Ancien Régime, Enlightment) VET also theoretical, which explains preference for school based learning Apprenticeships are growing Interesting development: Lycée des Métiers Centralised system, part of national structure Rather weak permeability to HE, as Lycée professionelle is a negative choice

9. United Kingdom (England) Community Colleges or FE Colleges No holistic approach, but fragmentation External examinations through awarding bodies System echoes the thoughts of Adam Smith UK Quote:Successive policy initiatives over several decades have failed to resolve the issue of an effective vocational track, so that we are left with an alphabet soup of qualifications of different sizes, at different levels, with few clear progression routes between them.

10. The Netherlands Features of the system are in between the the German and the UK system System of high mutual trust and involvement of social partners, providers and government Most differentiated system in the world Two learning pathways, one qualification structure. Communicating vessels (examples) Dominance of school based learning, but with WBL features Competence based, but with attention for generic skills and citizenship Permeability

11. Take the best out of different systems CH, D and AT have employer led systems, but nevertheless not narrowly job orientated Dutch system is based on equal involvement of social partners and providers Dual system depends on willingness of employers. Dutch system offers strong answer. Quality of tutors in Swiss companies gives a strong boost to the quality of the dual system Permeabilty and dual learning opportunities on all levels are very strong points in Switzerland

12. WBL systems in D, AT, CH, DK and NL have relatively low youth unemployment

13. Two emerging messages • For high quality apprenticeship, it is crucial to know the duties and assignments of all stakeholders, i.e. school, student and company, during each of the three stages: before, during and after the apprenticeship. • WBL is not a panacea against youth unemployment. However, a high quality apprenticeship in environments where the employee training is a set priority for the company and where employers believe that education meets the economic needs, facilitates the transition to the labour market and reduces youth unemployment.

14. Returns on investment for employers Very few research aboutthis topic Only Switzerland, wheretheRoI is positive Barriers/Complaints:- time consuming- youngpeoplewith wrong attitude and few skills- legislation, salaries, otherrestrictions (examples) Positive/ profit side- best way for recruitment- apprenticesbecomeproductivehalfway- contributingtoqualifiedworking force- takingyourresponsability

15. Messages from the project Both parties; schools and companies stress importance of regular contact, communication Lack of time to select companies and to visit the pupils is a main problem for schools Incentives (tax reduction) might be helpful to engage more companies but there is a risk to evoke wrong incentives importance of attuning the school programs with the company needs is rated very high Several placements instead of one might be positive for employability on the long term, not on the short.

16. Final message In order to bring all involved parties together for a better understanding of each others positions, you need to create/organize the necessary structures.

17. Thank you very much for your attention Manfred Polzin Senior Policy Advisor International Relations MBO Raad; Netherlands Association of VET Colleges m.polzin@mboraad.nl