FAS SERVICES TO BUSINESS STAFF (STB) RESPONSE TO CONSULTATION ON REVIEW OF APPRENTICESHIP TRAINING IN IRELAND (August 2013) AREA 1 OVERVIEW

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1 FAS SERVICES TO BUSINESS STAFF (STB) RESPONSE TO CONSULTATION ON REVIEW OF APPRENTICESHIP TRAINING IN IRELAND (August 2013) AREA 1 OVERVIEW 1. FÁS currently retains the statutory responsibility for the organisation and control of designated apprenticeships by the powers conferred on it by the Industrial Training Act 1967and the Labour Services Act As noted by FÁS, an apprenticeship in Ireland takes three to four years to complete and is an employer driven alternance educational and training programme aimed at developing the skills of the apprentice to meet the needs of industry and the labour market. 1 Apprenticeship plays a significant role in skill development and youth education and training in Europe. 2 Good apprenticeship has the capacity to meet the aspirations of many young people for relevant and flexible education and training and to develop potential and aspirations that are often neglected in school-based education provision. (Steedman, Gospel and Ryan 1998) Quality apprenticeship based on a robust social dialogue and public-private partnerships help young people overcome the work-inexperience trap that blocks their transition from education to employment. 3 1 Service plan for FAS Centre for Economic Performance - Apprenticeship in Europe 3 Centre for Economic Performance - Apprenticeship in Europe 1

2 In relation to the current apprenticeship system, it must be noted that it is a formal and statutory based system that facilitates access, transfer and progression. The processes involved are transparent, with all stakeholders aware of the requirements and outcomes of the process. Involvement of the various stakeholders is evident at all stages and this ensures the credibility and integrity of the system with the flexibility to expand in boom times. The International Labour Organisation contribution to the G20 Task Force on Employment by H. Steedman (Nov. 2012) highlights, in relation to the Irish Apprenticeship system, that a high quality well-regulated apprenticeship offer can be quickly put in place when the social partners in an important sector of the economy recognize the need. 4 The standards attained, feedback from both learners and employers, and indeed the performance of Irish apprentices in the World Skills Competitions 5, as noted in the Apprenticeship Review - Background Issues Paper, underline the success of the current alternance model. The involvement of all providers - FÁS, Employers, the Institutes of Technology, and Colleges of Further Education in the design, delivery and review of curriculum and assessments is important to its continued success. Linkages between training, education and industry sectors at both a national and local level contribute to continuous improvements and quality assurance mechanisms that ensure the relevance of the curriculum, training and assessment methodologies that are in operation. While the processes for the interaction between the various bodies may be improved to make it more efficient, the ethos of inclusiveness should not be lost in any future restructure of the model. The feedback from employers in other countries regarding the calibre of the craftspeople graduating from the system and working abroad is also a testament to a system/model that is effective and fit for purpose. However, as also referenced in the Apprenticeship Review Background Issues Paper, the impact of the downturn in the economy has adversely affected recruitment 4 Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, Apprenticeship Review Background Issues Paper, May 2013, Dept. of Education, Dublin. 2

3 into apprenticeships. Without government intervention in recessionary periods, the current system is vulnerable to future skills shortages if employers are not incentivised to recruit over and above their skill needs. In these times, according to the International Labour Organisation Report of 2012 on Apprenticeship Systems and Issues, government must then evaluate and adjust the incentives to both employers and apprentices to participate in apprenticeship when economic and/or social change affects the cost/benefit equilibrium that promotes the optimal level of skill production 6 via this model of training. Lack of available apprenticeship places being offered by employers in Ireland during this current economic downturn is one of the main issues facing the apprenticeship system today, as learners wishing to pursue this option as a career choice are largely being disenfranchised through no fault of their own. This issue needs to be addressed to ensure a skilled workforce to meet Ireland s future skill needs, and it is the view of the STB Sector that the way to address this issue is through incentivising employers to recruit as per the ILO contribution to the G20 Task Force on Employment. 2. Apprenticeship in Ireland is a modular standards based system generally comprising of seven alternating phases of on-the-job and off-the-job training and development. These alternating phases of training consist of three off-the-job phases and four onthe-job phases. The duration of three off-the-job training phases does not normally exceed 40 weeks. This model of alternating phases is supported by the STB Sector Committee as the most appropriate method of training apprentices in our economy. The current system has the ability to be extended to cover new occupations if/when a need is proven to exist and is viable given the size and nature of the Irish economy. 6 Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, 2012, p 21. 3

4 Within an EU Policy context and as per the Bruges Communiqué (December 2010), the STB Sector support the premise that governments, social partners and VET providers should make the necessary arrangements to maximise work-based learning, including apprenticeships 7 and note that the Traineeship model in Ireland could also be expanded to accommodate sectors whose needs may be more appropriately met by this type of training model. 3. On successful completion of the apprenticeship, a FETAC Level 6 Advanced Certificate is awarded. This certificate has currency both nationally and internationally. In the document Qualifications Can Cross Boundaries, all ten levels on the Irish National Qualifications Framework are included, along with those of Northern Ireland, Scotland, England and Wales. This document, which was developed with the Irish Awarding Bodies and Qualifications Authorities and the UK awarding and qualifications and regulatory bodies, makes it possible to draw broad comparisons between qualifications and their levels in the respective jurisdictions. It is evident from this document that those who successfully complete the apprenticeship system in Ireland are deemed to have reached a very high standard when comparisons are made with where the UK apprenticeship qualifications fall in the NVQ system. This high standard is apparent in the feedback from employers, both nationally and internationally, regarding the competency of the craftspeople coming through the Irish system, and it would be the view of the STB Sector that these standards should be maintained. The STB Sector welcomes the launch of the European Alliance for Apprenticeship and agrees with the stated aim of supporting national reforms seeking to set up or strengthen apprenticeship schemes. 8 The Commission further recognises that the time spent by a learner who spends much of their time being trained within a company 7 Bruges Communiqué (December 2010) 8 European Commission Press Release July

5 will more effectively learn the skills needed in the workplace and the time spent within the accompanying education establishment will provide a good balance between general skills and a broader perspective. In the Irish apprenticeship system, this also leads to a nationally and internationally recognised qualification on the National Qualifications Framework (NQF) at Level 6. Under the European Qualifications Framework (EQF), the Level 6 NQF compares to a Level 5 EQF. 9 In terms of the external dimension of the European Qualifications Framework to countries beyond the EU Partner Countries, it is acknowledged that the EQF is not only a reference for the 32 countries participating, but also many other industrialised countries that seek co-operation with Europe. The European Training Foundation (ETF) estimates that 100 countries world-wide are currently developing or implementing national qualifications frameworks 10 with a substantial number being involved in regional or transnational frameworks. Many of these transnational frameworks make reference to the EQF in one way or another (EQF Newsletter, April 2010, p 10) and it is important that on a global front the strengths of the Irish apprenticeship system in terms of the skills, knowledge and competencies acquired remain within the NFQ, are aligned to the EQF and are quality assured through the various processes that have developed. This will ensure continuing consistency and maintenance of standards across a wide number of providers in a variety of trades geographically spread across the country. The Commission points out the benefits to Employers who are likely to have a net profit on this investment either within the apprenticeship period or shortly afterwards when hiring a fully trained worker. The European Alliance for Apprentices is also launching an initiative regarding the role of an Apprenticeship Ambassador which the STB Sector also welcomes Deij A., Chakroun B.(2010), The External Dimension of the European Qualifications Framework Developments in EU Partner Countries and Beyond - European Training Foundation. European Qualifications Framework Newsletter, April 2010, p 10. 5

6 AREA 2 1. Governance (a) The STB Sector supports the current legislative basis for apprenticeship. This is also supported by H. Steedman, in a paper commissioned by the International Labour Organisation where Apprenticeship is taken to donate training programmes that combine vocational education with work based learning and that are subject to externally imposed training standards. The ILO paper notes that when apprenticeship is managed by the social partners within a legislative framework democratically determined, benefits to young people are considerable. It is further acknowledged that Apprenticeship works best where the functions of promotion, administration and oversight are carried out by a single body, rather than a number of different bodies and a model where responsibility for these functions is located at local level has the advantage of closeness to participating firms. 11 Co-ordination in the current system is facilitated by FÁS on a central and regional basis and it is the view of the STB Sector that this could be transferred to SOLAS on a central level, and the ETBs on a regional/local level. This should be managed by an agreed and binding Memorandum of Understanding agreed to by both SOLAS and the various ETBs. This would facilitate both the national co-ordination element, and the local delivery, monitoring and quality assurance elements thus ensuring the consistency and integrity of the system across the apprentice and employer population from both a compliance with national apprenticeship procedures and QQI requirements perspective. (b) The STB Sector considers that consultation between FAS and all the stakeholders must continue. We are aware that this review may change this 11 Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, 2012, p 16. 6

7 dynamic, however, on-going contacts between FAS/SOLAS, employer organisations, craft unions, Institutes of Technology, working under the aegis of the National Apprenticeship Advisory Committee (NAAC) are essential if apprenticeship is to continue to be relevant. In addition, as the FÁS Training Centres (facilities and staff) will, under the new organisational restructuring, be part of the ETB network, those facilities delivering Phase 2 of the Apprenticeship Curriculum and involved in the monitoring and administration of apprenticeship within the regions, should continue to do so as part of the ETB structure, so as to maximise the use of the resources and experience in the field. (c) In terms of an agile response to national needs, it must be noted that the current system, in meeting the demands of the construction sector during the construction boom years, has proven itself to be quick to respond. Reference was made to the Irish Apprenticeship System in the ILO Overview of Apprenticeship Systems and Issues (Nov. 12, p20), which commented specifically on the flexibility of the current system in being able to ramp up so quickly to accommodate the needs of the economy. The current system has also contracted as demand has fallen. However, it is the need for a stimulus in times of recessionary periods, as already mentioned, that can improve the situation when recruitment of apprentices falls below a critical threshold. Without government intervention in recessionary periods, the current system is vulnerable to future skills shortages if employers are not provided with incentives to recruit over and above their skill needs. 12 It is the view of the STB Sector that this critical threshold should be determined by research carried out at national level and in agreement with the various stakeholders. 12 Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, 2012, p 18. 7

8 2. Equity (a) The experience of the STB Sector is that all attempts to attract women into the formal designated apprenticeship system have met with little success. This view is supported by the European Commission Report where it finds Young women s choice of apprenticeship occupations have remained focussed primarily on business and service sector occupations despite campaigns to attract them to predominantly male occupations. 13 The report Apprenticeship Supply in the Member States of the European Union states that considerable effort has been made in many countries to attract young women to apprenticeship occupations more frequently chosen by young men, but as yet, these efforts have made little impact on gendered choice of occupation. This is therefore not just an Irish problem, but one that is being experienced internationally. The Female Bursary that currently exists in the Irish Apprenticeship System to encourage employers to recruit females into apprenticeships could be strengthened. The development of skills sampling courses in trade related areas, facilitated by the current FÁS centre network, possibly through evening course provision, and open to early school leavers, could also improve female participation. As the FÁS training centres will be part of the ETB network, stronger linkages between Career Guidance Teachers, Senior Training Advisors and Recruitment Officers within the current FÁS regional structure, could also facilitate improvements in this area. (b) The STB Sector recommends that an expansion/reintroduction of the Pre- Apprenticeship Programme be considered whereby interested young people could sample trade related curriculum in addition to generic core subjects of literacy, numeracy/craft maths, communication, ICT, science and technical drawing (where applicable). The Pre-Apprenticeship Programme would also have an element of work experience attached to it, where the learner may have the possibility of securing an apprenticeship with an appropriate employer. 13 Apprenticeship Supply in the Member States of the European Union Jan

9 This would require cooperation between employers and educational/training establishments, but as an intervention, it could be managed under the Post Leaving Certificate system already in place. The benefits of this would be shared by employers, learners and society so the costs should also be shared. The apprentice can expect to gain, in terms of expected future earnings and career prospects. The Centre of Economic Performance supports this approach and states that apprenticeship is not a way of providing for all those who leave school with modest or low academic grades. For the lowest attainers there should be preparatory course or work-based programmes. 14 (c) The Australian Government provides financial assistance to employers who recruit apprentices with a disability. Along with the Disabled Australian Apprentice Wage Support, funding is available so that employers may hire contracted trainers to provide tutorial, interpreter and mentoring services for these apprentices while attending on-the-job training. 15 The European Social Fund also provides funding for people with disabilities ( ). The Australian system seems to be an approach that could be adopted to entice people with disabilities to enter apprenticeships. 3. Range of occupations (a) The STB Sector confines this report to designated apprenticeships already in existence. The number and type of designated apprenticeships is seen as appropriate to the size of the Irish economy both in terms of the size of the employer base and, indeed, the nature and scale of the industry sectors. The current system has the ability to be extended to cover new occupations if/when a need is proven to exist and is viable given the size and nature of the Irish economy. 14 CEP Discussion Paper No

10 The STB Sector notes that the Traineeship Model of Training is operational in a variety of other sectors not covered by the apprenticeship model and supports the expansion of this model of training to areas where it may be deemed appropriate. The STB Sector also supports the continuation of the mix of delivery mechanisms that currently exist in Ireland. 4. Funding (a) As noted in the Overview of Apprenticeship Systems and Issues paper (ILO, Nov 2012, p8), governments in apprenticeship countries such as Austria, Germany and Switzerland have sought to rebalance the potentially unequal relationship between employer and apprentice by legislation which gives the apprentice a legal status and the right to acquire general transferable education and skills alongside more firm-specific skills in apprenticeship. Having insisted on this right, government also pays for this component of apprenticeship thereby becoming a major player. 16 As the employer, the apprentice, and the State, all gain from apprenticeships, then it is appropriate that all contribute to the funding of same. The apprentice currently contributes towards this cost by working for rates below the minimum wage during the initial phases of their apprenticeship. The STB Sector recommends that the rates paid in phases thereafter to apprentices be reviewed and it would be recommended that there be one standard rate for all trades applicable to all apprentices during their off-the-job phases. This would lead to significant savings to the Exchequer. The STB sector supports the current system whereby the employer pays the apprentice when on the onthe-job phases and the State pays the apprentice when on the off-the -job phases. It is the view of the STB Sector that Accommodation/Travel Allowances should remain in situ for those learners availing of off-the-job training away from home. 16 Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, 2012, p 8. 10

11 In line with the practice in the Institutes of Technology, fees should be charged for Phase 2 examinations and, similarly, fees should be charged to apprentices for repeat assessment attempts on Phase 2. It is also worth noting that in continental European apprenticeship systems, for example, Austria, Denmark, France, Germany and the Netherlands, the costs of vocational education courses that are built into apprenticeship programmes, are met from public funds. In recent years, and often in cyclical downturns, governments have made payment directly to incentivise employers to offer an apprenticeship for the first time or to take an additional apprentice over and above their skill needs Recruitment (a)the STB Sector recommends that the employer should control recruitment into apprenticeship as is currently the case, but that when recruitment falls below a predetermined critical level, Government must then evaluate and adjust the incentives to both parties to participate. 18 The report Apprenticeship Supply in the Member States of the European Union supports this approach. In terms of an over stimulus in certain sectors e.g. Construction during the property boom years, a case could also be made for limiting apprentice places when demand exceeds a certain predetermined level that is deemed not to be sustainable or viable given the size and nature of our economy. Although recruitment and employment of apprentices is aligned to the needs of employers, the State has to have an input into the coordination, quality assurance and monitoring of same, to ensure conformance with legislation, 17 Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, 2012, p Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, 2012, p

12 apprenticeship procedures, and with the requirements of the National Framework of Qualifications (NFQ). This is vital to secure the integrity of the apprenticeship model of training and the award. Also, with the availability of increased funding through initiatives recently launched by the European Union, adequate controls and reporting mechanisms need to be in place to ensure accountability if these funds are being availed of to support measures relating to apprenticeship. The STB Sector welcome the Youth Employment Package of 5 th December 2012, which proposes to set up a European Alliance for apprenticeships to improve the quality and supply of apprenticeships and to promote national partnerships for dual vocational training systems 19. The report Apprenticeship Supply in the Member States of the European Union states when apprenticeship is managed by the social partners with a legislative framework democratically determined, benefits to young people are considerable. 20 (b) Implementation of an upward/ceiling and lower limit on recruitment which would be based on research and international best practice, and agreed by all stakeholders, could also be examined as a mechanism to smooth out the peaks and valleys that a responsive reaction to labour market needs, produces. (c) The STB Sector does not support the view that State provision of training should be decoupled from employer recruitment. (d) Supply and demand can be most effectively planned through the use of research, using data received from employers, national and international economic data and indicators in the various sectors, together with the lower 19 A Roadmap towards the European Alliance for Apprenticeships Version 14/05/2013, EAfA, p1. 20 Apprenticeship Supply in the Member States of the European Union Jan

13 and upward/ceiling limits established for recruitment which are referred to in (c) above. (e) The minimum entry criteria should be reviewed in light of the current curriculum requirements of the trades and agreed by all stakeholders. Those learners who do not meet the entry requirements should be able to access a Pre-Apprenticeship Programme which would facilitate additional learning and bring them to a standard which meets the eligibility criteria. (f)the STB Sector recommends that the probationary period be formalised in the apprentice s Contract of Employment and that apprentices who are registered following successful probationary period should be given credit for this time on registration. 6. Curriculum (a) The STB Sector are of the view that the outcomes of the current system in terms of the knowledge, skills and competencies acquired by the apprentices is of a high standard and meets industry requirements across the trades. When the curriculum of each trade is being reviewed, all stakeholders contribute and agree as to the content of the curriculum taking into consideration technological advancements etc., and this process should continue. In areas where advancements are happening at a fast pace and where a curriculum review is deemed to be more immediate than originally planned, administration mechanisms that are quick to respond should be put in place to deal with this situation. (b) Agility in terms of speed of response to curriculum reviews/update requests, assessment reviews/updates, apprenticeship procedures, quality initiatives 13

14 etc., could possibly be affected by a more robust and resource enhanced central unit to coordinate these activities. (c) Progression beyond apprenticeship is currently facilitated through access to further education and options are available on the Quality and Qualifications Ireland (QQI) website. Progression can also be achieved through advancement in-company by promotion, or by self-employment. Additional up-skilling/cross skilling modules for some trades are available in FAS Training Centres and this could be expanded subject to demand. (d)changing career can be a major life changing event. To prepare learners for a potential career change may involve providing the learners with the skills to adapt quickly to a new career. Some necessary skills may involve communication, organisational, computer, interpersonal and leadership. These skills should be accessible to learners as soon as they enter employment. (d) Transition Measures in the case of early school leavers Pre Apprenticeship Programme if Learners do not meet the eligibility criteria, as mentioned earlier in Section 2 (b). Those with a Leaving Certificate or equivalent should have direct access to the apprenticeship on securing employment, and those with significant experience beyond school can submit an application on registration, through the National Appeals Committee, seeking exemptions commensurate with prior experience as per current procedures. 14

15 7. Assessment (a) The determination as to where each trade/discipline is placed on the National Framework of Qualifications should be determined by an examination of the curriculum and the learning outcomes etc. (b) The STB Sector is in favour of introducing an interim Major Award on successful completion of all phases up to and including Phase 4. The level of this award should be agreed by the QQI and all stakeholders and be based on an analysis of the apprenticeship curriculum learning outcomes from phases 1-4 in each of the trades. (c) The introduction of the Competency Determination Mechanism allows apprentices who do not meet the on-the-job time requirements of 208 weeks be assessed and, if successful, are awarded the Advanced Certificate (Craft) at Level 6. (d) Arrangements for accreditation of prior learning should be best delivered through an application process involving the submission of a portfolio of evidence to the Apprenticeship Central Co-Ordinating Body e.g. SOLAS, be examined by a subject matter expert with the facility for allowing the learner to undertake an assessment event, if deemed necessary, to validate competencies. This is the system that currently operates regarding issues of this nature. (e) Redundant apprentices have been catered for under the Redundant Apprentice Placement Scheme and this has worked well where apprentices were successful in their off-the-job phases as this made them eligible to engage in the process. Those who have repeats to undertake are not eligible to participate. Those that are redundant with repeat attempts at an assessment event(s) need to be able to engage in a user friendly revision process to facilitate them to progress at their next assessment attempt. The STB Sector recommends development of more on-line curriculum supports 15

16 and simulated assessments opportunities for those doing repeat assessments. 8. Delivery (a) The current system with 40 weeks off-the-job in total over the minimum timeframe to complete of 208 weeks in employment is effective and it is recommended that this balance is appropriate and should continue. (b) The current dual alternance system is a proven international method of best practice when it comes to an apprentice model of training and it is not considered appropriate to amend as the learning outcomes and delivery mechanisms that currently prevail meet the needs of learners, employers and the economy. The main issues with the current system are around cost to the Exchequer and recruitment, and solutions to these have been detailed in previous sections. While e-learning is already in place for the common modules of the apprenticeship, it is possible that this could be extended but it would need to be done after research is completed to determine its suitability and effectiveness for the learner that presents and engages with the apprenticeship model of training. (c) Employers already play a considerable role in the delivery of apprenticeship insofar as the on-the-job phases with employers constitute 168 weeks out of a 208 week process. It is the view of the sector that this is sufficient. (d) Web-based learning is, as noted above, already integrated into the programme for the Common Modules of Health & Safety Awareness, Introduction to Learning to Learn, Basic ICT, Environmental Awareness, in addition to Introduction to Employment Legislation, and it is possible that this could be extended but it would need to be done after research is 16

17 completed to determine its suitability and effectiveness for the learner that presents and engages with the apprenticeship model of training. 9. Providers (a) The technical, occupational and transversal skills are all covered by various providers at present and, as this system has proven successful, it is not considered necessary to change or amend. (b) The STB Sector would recommend keeping the structure as is operational at present. 10. Economy (a) The proposals outlined above have demonstrated that the current system follows international best practice in terms of it having a legislative base, is a dual alternance system, with involvement of employers and training and education providers, resulting in a national award on the NQF which is referenced to the EQF. It is a system that has served Ireland well in terms of meeting Ireland s economic needs in the past and is highly regarded both inside and outside the State. It would be important not to disregard a system that is proving in the main to be successful and has met and overcome recent challenges successfully. It is acknowledged that there are areas where improvements can be made, but these do not warrant a root and branch restructuring of the model. 17

18 As noted, and as supported by international research, when recruitment falls below a predetermined critical level, Government must then, evaluate and adjust the incentives to both parties to participate. 21 The report Apprenticeship Supply in the Member States of the European Union also supports this approach. The current model has the ability to be expanded but other training models, for example, the Traineeships, also exist as a successful delivery mechanism in certain sectors and the STB Sector supports the coexistence of both models and expansion of same, where appropriate, and where viable given the nature and scale of the industry sectors that exist within the Irish economy. (c) The issue of providing a high quality entry route has also been referred to in terms of providing a Pre-Apprenticeship Programme for those that do not meet the eligibility criteria in addition to providing skills sampling courses to encourage participation and improve equity. Recruitment in times of cyclical downturns has also been referred to in (a) above. (d) Costs to the State would reduce as a result of the proposals as it is envisaged that apprentice rates/allowances currently paid on Phase 2, 4 and 6 would be less. While it is envisaged that government would intervene to provide incentives to employers and apprentices to participate in apprenticeship in times of economic/social change when recruitment falls below certain critical levels, it is not envisaged that this would exceed the cost currently being experienced by the State. Employer costs remain as is or lessens, if agreement was secured by the relevant parties to reduce rates/allowances in light of the current economic climate. 21 Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, 2012, p

19 Apprentices, while receiving lower allowances when attending off-the-job phases than at present, would still be receiving more support than learners engaging in non-apprenticeship programmes. 19

20 REFERENCES Deij A., Chakroun B.(2010), The External Dimension of the European Qualifications Framework Developments in EU Partner Countries and Beyond - European Training Foundation. European Qualifications Framework Newsletter, April Steedman, Hilary. Overview of Apprenticeship Systems and Issues - ILO contribution to the G20 Task Force on Employment; International Labour Office, Skills & Employability Department Geneva: ILO, ifp_skills/documents/genericdocument/wcms_ pdf the-eu/conference may-2013/education-and-training-within-europe Strategy.pdf raining/6-a-roadmap-towards-the-european-alliance-for-apprenticeships- (EAfA).pdf Developments-in-Education-and-Training.html 20