Work-based learning in CVET in Europe: policies and governance

Transcription

1 Work-based learning in CVET in Europe: policies and governance Alexandra Dehmel (Cedefop) Cedefop workshop Designing, implementing and supporting effective work-based learning in continuing vocational education and training October 2014, Thessaloniki Agenda 1. CVET characteristics 2. Background: Cedefop study Work-based learning approaches in CVET in Europe 3. Policies 4. Governance Alexandra Dehmel 2 1

2 1. CVET characteristics CVET operates in specific (national, regional, sectoral, local) country contexts economic structure in terms of sectors and size of enterprises labour market structure (e.g. regulation of access to/progress in occupations) lifelong learning culture Alexandra Dehmel 3 1. CVET characteristics Social partners Private training providers Public employment services CVET actors Formal VET providers Enterprises / HR departments Commercial institutions (e.g. equipment suppliers) Sectoral industry associations State (national, regional, local level) Individual learner (Cedefop 2014) Alexandra Dehmel 4 2

3 1. CVET characteristics Diversity and fragmentation Lack of knowledge Alexandra Dehmel 5 2. Background: Cedefop study WBL approaches in CVET in Europe Policies Governance Patterns, practices, perspectives Alexandra Dehmel 6 3

4 2. Background: Cedefop study WBL approaches in CVET in Europe Medium-sized enterprises ( employees) CVET for employed after initial education and training or after entry into working life, to - improve or update KSC - acquire new skills for career move or retraining - continue professional development Work-based-learning (WBL) Alexandra Dehmel 7 2. Background: Cedefop study WBL approaches in CVET in Europe Work-based learning: work-based context: - In workplace / at work-station / while working - In settings simulating the workplace - Off workplace, with learning tasks directly applied in the workplace and reflected upon in the training (train, apply, reflect repeat); relevant for the learners current or planned work-tasks; structured and intentional Alexandra Dehmel 8 4

5 03/11/ Background: Cedefop study WBL approaches in CVET in Europe Finland Norway Russia Sweden Estonia Latvia NORTH SEA Lithuania Denmark Ireland Belarus Great Britain (England) Nether lands Belgium Poland Germany Luxembourg ATLANTIC OCEAN France Switzer land Ukraine Czech Republic Austria Italy Moldova Romania Slovenia Croatia Portugal Slovakia Hungary Bosnia Serbia Herze govina Bulgaria Monte negro FYROM Turkey Albania Spain Greece 9 MEDITERRANEAN SEA Malta 2. Background: Cedefop study WBL approaches in CVET in Europe Policies Existence? Scope? Typology? Alexandra Dehmel Governance Stakeholders? Roles and responsibilities? Typology? Patterns, practices, perspectives 10 5

6 3. Policies Levels EU policies National/regional/local policies Sector/stakeholder policies (e.g. social partners, professional bodies) Alexandra Dehmel Policies Example: EU policies, WBL in CVET Inspiration / comittment: Bruges Communique Renewed European Agenda for Adult Learning Funding: European Social Fund (ESF) Example: Bulgaria ESF Operational Programme Human Resource Development, Axis 2: Increasing the productivity and flexibility of employed persons Employers can apply for financing of training that includes WBL Alexandra Dehmel 12 6

7 3. Policies Levels Examples EU policies National/regional/local policies Funding, promotion Funding, promotion, CVET legislation (e.g. training rights), regulation of providers, quality assurance Sector/stakeholder policies (e.g. social partners, professional bodies) Competence requirements, promotion, funding Alexandra Dehmel Policies Categorisation of country policies, 5 criteria: 1. Legislation of formal CVET includes WBL 2. National/regional/sectoral CVET programmes requiring WBL 3. WBL-CVET funding through main national financing instruments 4. System of recognition of non-formal and informal WBL 5. Stakeholder focus on WBL-CVET Categories Alexandra Dehmel 14 7

8 3. Policies Policies for WBL-CVET Unconcerned Just allowing Conducive - - Alexandra Dehmel Policies Country with WBL-CVET conducive policies Formal CVET-system: E.g. adult apprenticeships Financing schemes for WBL-CVET available Recognition through Qualification and Credit Framework (QCF) / National Vocational Qualifications (NVQs) WBL-CVET support by stakeholders: e.g. Union Learning Representatives Alexandra Dehmel 16 8

9 3. Policies Country with just allowing WBL-CVET policies Financing of WBL-CVET through training funds (OPCA) Recognition through VAE-system (Validation of aquired experience) Alexandra Dehmel Policies - conclusions Integration of WBL in CVET Regulation E.g. laws, curricula, collective agreements Method used by CVET provider Demanddriven Supplydriven User (e.g.company) demand Alexandra Dehmel 18 9

10 4. Governance Definition the process of developing and discussing different interests of stakeholders and finding compromises and accepted decisions: Governance is the sum of the many ways individuals and institutions, public and private, manage their common affairs. It is a continuing process through which conflicting or diverse interests may be accommodated or co-operative action may be taken. It includes formal institutions and regimes empowered to enforce compliance, as well as informal arrangements that people and institutions either have agreed to or perceive to be in their interest UN Commission on Global Governance, 1995 Alexandra Dehmel Governance CVET-related roles and responsibilities of stakeholders regarding Quantity Qualitative nature, e.g. type and range of skills, content Standards Financing (Tentative) generic models of CVET governance Alexandra Dehmel 20 10

11 4. Governance Employers State and/or regions Employees Training providers Model 1 Unregulated employer-led Determine training quantity, content and financing None None On demand Example: Bulgaria (WBL-CVET for employed) Employers: Initiate WBL, based on needs Finance Control over quantity, standards, content Training providers: Influence and responsibility for content to extent allowed by the employer Reforms towards model 2 Alexandra Dehmel Governance Employers Model 1 Unregulated employer-led Determine training quantity, content and financing Model 2 Policy- and top-down led Possible de facto delegation to comanage training quantity, content and standards with providers at local/sectoral level State and/or regions None Determine training quantity, content, standards and financing Employees None None Training providers On demand Possible de facto delegation to comanage training quantity, content and standards with employers at local/sectoral level Alexandra Dehmel 22 11

12 4. Governance Combination Model 1 and 2: Employer- led with policy-led elements Example: England (WBL-CVET for employed, linked to formal qualification system) quantity: demand-led; demand and supply interaction employer-led Sector Skills Councils: impact on content regulated through state-funding and standards Reforms towards model 1 likely Alexandra Dehmel Governance Model 1 Unregulated employer led Model 2 Policy- and top-down led Model 3 Semi-regulated and corporatist Employers State and/or regions Determine training quantity, content and financing None Possible de facto delegation to comanage training quantity, content and standards with providers at local/sectoral level Determine training quantity, content, standards and financing Employees None None Co-responsible for training quantity, content, standards and financing Training providers On demand Possible de facto delegation to comanage training quantity, content and standards with employers at local/sectoral level On demand Alexandra Dehmel 24 12

13 4. Governance Model 3: Semi-regulated and corporatist Enterprises obligatory financial contributions apply for funding, based on training needs Social partners Example: France (WBL-CVET for employed) OPCAs (joint collection, funding and training policy bodies) manage OPCAs, set priorities for CVET quantity, content, standards propose CVET legislation to government Alexandra Dehmel Governance conclusions CVET governance: varying governance structures within one country Depending on target group: WBL-CVET for employed or unemployed Depending on overall governance: Variations between regions Depending on link to formal qualification system Alexandra Dehmel 26 13

14 4. Governance - conclusions Varying governance structures within one country (I) WBL-CVET for employed or unemployed Example: France For employed: Model 3: Semi-regulated and corporatist For unemployed: Model 2: Policy- and top-down led - Public authorities: responsibility for quantity, content, standards, financing; with major operational role for Public Employment Service Alexandra Dehmel Governance - conclusions Varying governance structures within one country (II) Depending on overall governance: Variations between regions Example: Italy Regions in charge of planning, managing, supplying, funding CVET Regional differences (see also ISFOL 2012) Degree of local authority steering CVET demand/supply Low e.g. Piedmont e.g. Emilia Romagna High e.g. Apulia, Campania Alexandra Dehmel 28 14

15 4. Governance - conclusions Varying governance structures within one country (III) Depending on link to formal qualification system Example: England Linked to recognized qualifications: Mix employer- and policy-led governance Not linked to recognized qualifications: Clearly employer-led: determine quantity, content, financing Alexandra Dehmel Governance conclusions Varying governance structures within one country Most countries contain elements of all three government types To high extent employer-led Alexandra Dehmel 30 15

16 Thank you for your attention! Alexandra Dehmel 31 References Busemeyer, M. R. / Trampusch, C. (2012): The Comparative Political Economy of Collective Skill Formation. In: Busemeyer, M. R. / Trampusch, C. (Ed.): The Political Economy of Collective Skill Formation. Oxford: Oxford University Press. Cedefop (2014 ): Policy handbook: Access to and participation in continuous vocational education and training (CVET) in Europe, Council of the European Union; European Commission (2010): The Bruges communiqué. Council of the European Union (2011): Council resolution on a renewed European agenda for adult learning. Official Journal of the European Union, C 372, , pp Greinert, W.-D., (1999): Berufsqualifizierung und dritte industrielle Revolution. Eine historischvergleichende Studie zur Entwicklung der klassischen Ausbildungssysteme. Baden-Baden; ISFOL (2012): XIII Rapporto sulla formazione continua. UN Commission on Global Governance (1995): Alexandra Dehmel 32 16

17 Cedefop study WBL approaches in CVET in Europe Work packages (WPs) WP 1: Landscape of WBL in CVET National policies Governance Institutional forms Mechanisms Patterns Desk research and interviews WP 2: Challenges, needs and priorities supply and demand Provision and demand Barriers and challenges Expectations Priorities Surveys and interviews with employers and training providers WP 3: Validation of results and policy recommendations Cross-analysis Delphi survey Alexandra Dehmel 33 17