WELCOME TO AARHUS TECH Louise Okon Willie International Coordinator for VET programmes
30 January, 2015 Slide no. 2 AARHUS TECH IN NUMBERS 32 programmes at secondary and higher education level and a large number of continuing training courses More than 30,000 persons participate in our education and training activities in the course of a year. This corresponds to approximately 3,800 full-time students per year Introduction courses for more than 5,000 pupils from lower secondary school Approximately 600 employees An annual turnover of 57,000,000 EUR 75,000 m 2 of buildings on three main campuses Occupational health and safety certification since 2003
30 January, 2015 Slide no. 3 WIDE RANGE OF EDUCATION AND TRAINING PROGRAMMES AARHUS TECH has four main fields of activity: Initial vocational education and training (VET) Upper secondary technical education Short-cycle higher education programmes Continuing vocational training
30 January, 2015 Slide no. 4 Vocational clusters provided: Motor vehicle, aircraft and other means of transportation Building and construction Construction and user service Body and style Human food Media production Production and development Electricity, management and IT Transport and logistics
30 January, 2015 Slide no. 5 DOLLERUPVEJ 4 AARHUS C Hairdressers Chefs Caterers Catering assistants (initial course) Waiters (initial course) Retail butchers specialising in shop sale or delicatessen
30 January, 2015 Slide no. 6 HASSELAGER ALLÉ 2 VIBY J Mechanics Warehouse & logistics operators Bus drivers Heavy goods vehicle drivers Crane operators Refuse collection drivers Data technicians Electricians Electronics technicians IT supporters
30 January, 2015 Slide no. 7 Civil construction workers Concreters Pavers Wall, ceiling and unit installers Painter & decorators Bricklayers Carpenters Plumbers Welders HALMSTADGADE 6 AARHUS N Technical designers Media graphic designers Web integrators (initial course) Hospital service assistants Service assistants (companies) Security guards Property maintenance assistants specialising in housing services and in commercial and institutional building services Industrial technicians specialising in machinery or production Sheet metalworker Metalworkers specialising in aluminium, construction and agriculture, sheet metal and structural work, stainless metals
30 January, 2015 Slide no. 8 PROGRAMME THURSDAY DAY 1 27 th of November 9 10.00 Welcome Campus north Danish VET model and involvement of Social partners. Brief introduction to the educational system 10:00-10.45 10.45-12.30 Trade: Auto mechanics Focus on the Auto business from student perspective: Being an apprentice and experiencing the dual vocational system in practice Trade: Construction Focus on Carpenters from a teacher perspective: Cooperation and involvement of social partners at school level in achieving the required competences in school and companies. Presentation and visit to school based practise 12.30-13.00 LUNCH 13.00 Transport to Campus south 13.30 16.30 Trade: Auto mechanics Focus on the Auto business from management perspective: Cooperation, trust and relation between school and companies Presentation of the education environment and teaching approaches. Educational planning Louise Okon Willie, International Coordinator Mads Mortensen, Graduated apprentice Lars Schultz, Teacher Carpenter Søren Rousing Glob, Education manager
30 January, 2015 Slide no. 9 PROGRAMME FRIDAY DAY 2 28 th of November 8.30 Departure from Hotel to Campus C 9-11 Trade: Hotel and Tourism Focus on Gastronomy from teacher and business consultant perspective: Presentation of the educational environment and facilities The special challenges in cooperating with an industry focusing on short term profit and cost minimizing Elevplan electronic tool for communicating between company, school and student on learning progress 11-11.30 Transport to campus north Coffee break on arrival 11.30- Trade: Construction 12.45 Focus on Construction Visit the educational facilities 12.45-14 Group workshop Greek teachers How to transfer knowledge and experience to Greece? 14.00 14.45 LUNCH and final questions Christian Damsgaard, Business Consultant Louise Okon Willie / Lars Schultz
30 January, 2015 Slide no. 10 THE MAINSTREAM EDUCATION SYSTEM
30 January, 2015 Slide no. 11 GOVERNANCE National legislation provides the overall framework for education Primary and lower secondary schools are managed and owned by municipal councils Within a national framework concerning curriculum, minimum number of lessons etc. Upper secondary and VET institutions are self-governing The Ministry of Education has the overall responsibility Higher education institutions are self-governing Under the overall authority of either the Ministry of Education, the Ministry of Science, Technology and Innovation or the Ministry of Cultural Affairs
30 January, 2015 Slide no. 12 VOCATIONAL EDUCATION AND TRAINING Based on the dual training principle: Alternation between school-based education and workplace training Qualifies students for labour market entry as skilled workers Admission requirement: Completion of 10 years compulsory education Duration: 2 to 5 years the most typical being 3.5 to 4 years Different categories: Technical, Business, Social and Health Care, agricultural, Maritime oriented programmes etc.
30 January, 2015 Slide no. 13 THE DUAL TRAINING SYSTEM - IVET programmes alternate between school-based education and workplace training
30 January, 2015 Slide no. 14 THE APPRENTICESHIP CONTRACT Signed by company and apprentice Endorsed by Local Education Committee (LEC) Irrevocable Salary (approx. 40% of skilled worker) Conflict resolution by LEC No employment guarantee after graduation
30 January, 2015 Slide no. 15 SCHOOL AND PRACTICE LEADS TO RECOGNISED QUALIFICATIONS In Denmark, a VET curriculum leads to a formally recognised qualification. It is included in the national qualifications framework. It provides a full set of knowledge, skills and competences which gives access to a specific occupation that is recognised by employers. The vast majority of the Danish VET programmes are placed at EQF-level 3 and 4 and a few are placed at EQF-level 5.
30 January, 2015 Slide no. 16 FROM MINISTRY TO CLASSROOM The Ministry issues a Ministerial Order defining COMPETENCIES to be achieved The VET schools have autonomy to organise learning activities to achieve the stated COMPETENCIES
30 January, 2015 Slide no. 17 PLAYERS IN DANISH VET Shared interest and responsibility MoE Legal framework Educational System Funding Approval of standards Monitoring of VET Schools Identify standards Train Fund Governance to VET Schools Social partners VET schools Training Guidance
30 January, 2015 Slide no. 18 PLAYERS IN DANISH VET The Ministry of Education provides the overall framework for education Main purpose of the education systems Structure of the education system Rules and regulations for the education system Central trade committees describe each education Equal representation of members of the unions and the employers' association Structure of the education Purpose and contents of each subject. Description of the subjects, competence-based Evaluation criteria at the apprenticeship exam The technical colleges design the training How to structure the education so that the students achieve the compentences Contents of the subjects Quality assurance Local education committees discuss content and purpose with the schools Equal representation of members of the unions and the employers' association
30 January, 2015 Slide no. 19 FINANCING OF TRAINEES WAGES Trainees wages are: Determined by collective labour market agreements Paid by the employers Increasing over the years and end at typically 40% of that of a skilled worker AER Employers Reimbursement System All employers with more than one employee contribute Approx. 400 EUR/Year/employee Provides incentives for private companies to offer training places Employers will receive funding from AER for: - Trainee wages during school periods - 80% of trainees travelling expenses - Compensation if the trainee is working abroad
30 January, 2015 Slide no. 20 FINANCING OF SCHOOLS - THE TAXIMETER PRINCIPLE Schools are paid per student (counted each 5 weeks) Per square meter For being a provider (per institution) For that amount of money they have to pay all costs: Salaries Building maintenance New investments in equipment, machinery and buildings Education of staff (required pedagocical diploma) All administrative costs IT Canteens Marketing Etc.
30 January, 2015 Slide no. 21 THE TAXIMETER PRINCIPLE - EXAMPLES Taximeter rates for selected occupations per fulltimeequivalent student (1 student for 40 weeks) in (2013 figures) Vocation Teaching Administrative Building Completion Blacksmith 13.155 1.623 1.793 958 Teacher salary Material Equipment etc. Bricklayer 11.666 1.623 1.549 958 Hairdresser 8.934 1.623 1.793 958 Electrician 10.580 1.623 1.793 958 Auto mechanic Shop assistant (Radio, TV and multimedia) 10.501 1.623 2.502 958 7.607 972 805 352
30 January, 2015 Slide no. 22 CHARACTERISTICS OF THE DANISH APPRENTICE SYSTEM Dual VET system alternating between learning at an employer and at a VET school; Social partners directly involved in the development of qualification standards and governance of the apprenticeship system; Legal framework and social partner agreement; Contract between the apprentice and an employer; Financed by the public and employers; The apprentices are awarded a formal certificate.
30 January, 2015 Slide no. 23 EXTRA
30 January, 2015 Slide no. 24 Global learning About 80-100 students a year are working abroad through Leonardo/ERASMUS+ programme Practical training Abroad a Danish programme to stimulate work placement abroad Teachers participate every year in Leonardo projects or study visits or as experts in consultancy services Growing number of students, teachers and decision makers from abroad
THE VOCATIONAL EDUCATION AND TRAINING COUNCIL Voting members mainly from employers and trade unions Chairman appointed by MoE Main tasks: Advising MoE Regulating the general structure of training Content of curricula and examination procedures Implementation of new types of training, removal of outdated types All other general issues relevant to all types of Vocational Education and Training
SOCIAL PARTNERS INVOLVEMENT IN VET 1. VET legislation, both overall and specific legislation for each programme 2. VET school board + (Local Education Committee) 3. Apprenticeship, both overall and for each student 4. Examiner (Test diploma and Journeyman s Test) 5. Development of new programmes 6. Forecasting of labour market needs 26