work-based learning in cvet in europe: policies and governance€¦ · serbia slovenia croatia...

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Alexandra Dehmel (Cedefop)

Cedefop workshop “Designing, implementing and supporting effective work-based learning

in continuing vocational education and training”21-22 October 2014, Thessaloniki

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

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Agenda

1. CVET characteristics

4. Governance3. Policies

2. Background: Cedefop study ‘Work-based learning approaches in CVET in Europe’

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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

CVET operates in specific (national, regional, sectoral, local) country contexts

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Social partners

Public employmentservices

CVETactors

Enterprises / HR departments

Individual learner

State (national, regional, local level)

Sectoral industryassociations

Private trainingproviders

Formal VET providers

Commercial institutions (e.g. equipment suppliers)


(Cedefop 2014)

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Diversity and fragmentation


Lack of knowledge

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Patterns,

practices,

perspectives

Policies Governance

2. Background: Cedefop study WBL approaches in CVET in Europe

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Medium-sized enterprises (50-249 employees)

Work-based-learning (WBL)

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

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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

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NORTH SEA

ATLANTIC OCEAN

MEDITERRANEAN SEA

Denmark

Finland

Poland

France

Germany

Spain

Portugal

Greece

ItalyTurkey

Switzer‐land

Austria

CzechRepublic

Estonia

Latvia

Lithuania

Belarus

Ukraine

Romania

Hungary

SlovakiaMoldova

Bulgaria

Russia

Ireland

Great Britain(England)

Monte‐negro

Serbia

Slovenia

Croatia Bosnia‐Herze‐govina

FYROM

Albania

Norway

Nether‐lands

Belgium

Luxembourg

Malta

Sweden


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Patterns,

practices,

perspectives

Policies Governance


Stakeholders? Roles and responsibilities? Typology?

Existence? Scope? Typology?

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3. Policies

Levels

EU policies

National/regional/local policies

Sector/stakeholder policies(e.g. social partners, professional bodies)

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3. Policies

Example: EU policies, WBL in CVET

Example: Bulgaria

Inspiration / comittment:

Bruges Communique

Renewed European Agenda for Adult Learning

Funding: European Social Fund (ESF)

ESF Operational Programme Human Resource Development, Axis 2: Increasing the productivity and flexibility of employed personsEmployers can apply for financing of training that includes WBL

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3. Policies

Levels Examples

EU policies

National/regional/local policies

Sector/stakeholder policies(e.g. social partners, professional bodies)

Competence requirements, promotion, funding

Funding, promotion, CVET legislation(e.g. training rights), regulation of providers,

quality assurance

Funding, promotion

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3. Policies

1. Legislation of formal CVET includes WBL

2. National/regional/sectoral CVET programmes requiring WBL

3. WBL-CVET funding through main national financing instruments

5. Stakeholder focus on WBL-CVET

4. System of recognition of non-formal and informal WBL

Categorisation of country policies, 5 criteria:

Categories

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3. Policies

‘Conducive’‘Unconcerned’ ‘Just allowing’

Policies for WBL-CVET

-

-

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3. Policies

Country with WBL-CVET conducive policies

Formal CVET-system: E.g. adult apprenticeships

WBL-CVET support by stakeholders: e.g. Union Learning Representatives

Financing schemes for WBL-CVET available

Recognition through Qualification and Credit Framework (QCF) / National Vocational Qualifications (NVQs)

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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)

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3. Policies - conclusions

Regulation

Demand-driven

Supply-driven

E.g. laws, curricula,collective agreements

Method used by CVET provider

User (e.g.company) demand

Integration of WBL in CVET

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4. Governance

Definition

UN Commission on Global Governance, 1995

“…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”

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4. 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

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4. Governance

Model 1Unregulated employer-led

EmployersDetermine training

quantity, content and financing

State and/or

regionsNone

Employees None

Training providers 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

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4. Governance

Model 1Unregulated employer-led

Model 2Policy- and top-down led

EmployersDetermine training quantity,

content and financing

Possible de facto delegation to co-manage training quantity, content and standards with providers at

local/sectoral level

State and/or regions

NoneDetermine training quantity,

content, standards and financing

Employees None None


Possible de facto delegation to co-manage training quantity, content and standards with employers at


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4. Governance

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

Combination Model 1 and 2: Employer- led with policy-led elements

Reforms towards model 1 likely

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4. Governance

Model 1Unregulated employer led

Model 2Policy- and top-down led

Model 3Semi-regulated and corporatist

EmployersDetermine training quantity,

content and financing

Possible de facto delegation to co-manage training quantity, content and standards with providers at


Co-responsible for training quantity,

content, standards and financingState and/or

regionsNone

Determine training quantity, content, standards and financing

Employees None None


Possible de facto delegation to co-manage training quantity, content and standards with employers at


On demand

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Example: France(WBL-CVET for employed)

Social partners

manage OPCAs, set priorities for CVET quantity, content, standards

propose CVET legislation to government

Model 3: Semi-regulated and corporatist

Enterprises

OPCAs(joint collection,

funding and training policy

bodies)

obligatory financialcontributions

apply for funding, based on training needs

4. Governance

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CVET governance: varying governance structures within one country

4. Governance – conclusions

Depending on target group: WBL-CVET for employed or unemployed

Depending on overall governance: Variations between regions

Depending on link to formal qualification system

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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

For employed: Model 3: Semi-regulated and corporatist

Varying governance structures within one country (I)

Example: France

WBL-CVET for employed or unemployed

4. Governance - conclusions

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Varying governance structures within one country (II)

Example: Italy

Depending on overall governance: Variations between regions

Regions in charge of planning, managing, supplying, funding CVET

Regional differences (see also ISFOL 2012)

Low High

e.g. Piedmont e.g. Apulia,Campania

Degree of local authority steering CVET demand/supply

e.g. Emilia Romagna


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Varying governance structures within one country (III)

Example: England

Depending on link to formal qualification system

Linked to recognized qualifications:Mix employer- and policy-led governance

Not linked to recognized qualifications:Clearly employer-led: determine quantity, content, financing


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Varying governance structures within one country

Most countries contain elements of all three government types

To high extent employer-led

4. Governance – conclusions

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Thank you for your attention!

[email protected]://www.cedefop.europa.eu/

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References

ISFOL (2012): XIII Rapporto sulla formazione continua. Http://sbnlo2.cilea.it/bw5ne2/opac.aspx?WEB=ISFL&IDS=19214

UN Commission on Global Governance (1995): http://www.gdrc.org/u-gov/global-neighbourhood/chap1.htm

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, http://www.cedefop.europa.eu/EN/publications/24577.aspx

Council of the European Union; European Commission (2010): The Bruges communiqué. http://libserver.cedefop.europa.eu/vetelib/2010/75928.pdf

Council of the European Union (2011): Council resolution on a renewed European agenda for adult learning. Official Journal of the European Union, C 372, 20.12.2011, pp. 1-6. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0001:0006:en:PDF

Greinert, W.-D., (1999): Berufsqualifizierung und dritte industrielle Revolution. Eine historischvergleichende Studie zur Entwicklung der klassischen Ausbildungssysteme. Baden-Baden;

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Work packages (WPs)

WP 3: Validation ofresults and policyrecommendations

WP 1: Landscape ofWBL in CVET

National policies

Governance

Institutional forms

Mechanisms

Patterns

Desk research and interviews

Cross-analysisDelphi survey

WP 2: Challenges, needs andpriorities – supply and demand

Provision and demand

Barriers and challenges

Expectations

Priorities

Surveys and interviews with employers and training

providers

Cedefop study WBL approaches in CVET in Europe

work-based learning in cvet in europe: policies and governance€¦ · serbia slovenia croatia...

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