IVET & WBL FROM AN AUSTRIAN PERSPECTIVE CAP4APP INTERNATIONAL CONFERENCE, ZAGREB 4TH APRIL 2017 Mag. Kurt Schmid schmid@ibw.at 1 INSTITUTE FOR RESEARCH ON QUALIFICATIONS AND TRAINING OF THE AUSTRIAN ECONOMY
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IVET from an international perspective
USA Canada Mexico Japan Korea New Zealand Greece UK Iceland Ireland Portugal Turkey France Spain Denmark Australia Poland Germany Norway Sweden Italy Luxembourg Hungary* Switzerland Netherlands CROATIA Finland Slovakia Belgium Czech. Rep. Serbia AUSTRIA share of upper secondary students (in %) M G C U J H D A P T B N L F C S I Education Systems: Share of students in Upper Secondary Education by programme type 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 100% combination school- and work-based IVET (DUAL system) 0% fully school-absed IVET GENERAL education Source: ibw based on EUROSTAT data; * internet based data (not strictly comparable to Eurostat)
average youth unemployment (in %) IVET in upper secondary education & YOUTH-unemployment (average of last 5 years) 50 Greece Spain Serbia (OECD) CROATIA 40 30 20 10 Portugal Italy Slovakia Ireland Poland Hungary Sweden Belgium France Finland UK Czech. Rep. Turkey Denmark Iceland Netherlands Norway Germany AUSTRIA Switzerland 0 mainly GENERAL mainly full-school based IVET mainly workplace-based IVET R² = 0,2533 Source: ibw based on EUROSTAT data; * Internet
Often countries nowadays have school based IVET, i.e. vocational qualification is provided in and by schools. Countries differ mainly according to share of IVET IVET school types practical learning modes & approaches / WBL great variety of WBL: from orientation days to short-term / mid-term / longer-term internships/alternance to company training in dual/apprenticeship systems
WBL versus practical courses in VET-schools WBL/apprenticeship training is training/learning in a day-to-day working environment under real-life working and involvement of apprentices in the productive work process of the company occupation related practise in schools is a simulation of real world of work
How to foster WBL?
To foster WBL a paradigmatic shift is needed From school = learning & learning = school to workplace as a learning setting => shared roles => shared responsibilities => between schools and companies => between ministries and social partners (employer representatives) company perspective: main driver for designing & steering IVET
You cannot copy and paste systems, not even system elements => develop new country-specific (institutional) solutions for general challenges => Guiding Principles I / Success Factors ownership by companies and social partners governance und finance professions are more than jobs vocational principle - holistic notion of competence business case return of investment for companies quality as a shared responsibility mechanisms for quality assurance successful apprenticeship responsiveness to changing requirements mechanisms of adjustments apprenticeship as an attractive VET route demand by young people lean administration and clear and transparent processes administration und implementation Source: ibw Austria Bliem, Petanovitsch, Schmid (2014) Success factors for the Dual VET System
Guiding principles II: Build upon and adapt the existing Fostering WBL (broaden und deepen WBL) in school based IVET? apprenticeship training (Austrian, German, Swiss way of doing it) as a new / additional system option? & bringing in employers as important IVET-stakeholders Employers as active Governance-Stakeholders => capacity building: competent institutional stakeholders (governance & support for training companies) Companies as training providers => design WBL to allow for companies flexibility needs: at sectorial and occupational level (timing of company training & IVET-schools, duration of training, occupational profiles, wage level, examination criteria) & for the individual company level (learning outcome-oriented approach to competence development; pedagogic freedom, involvement of apprentices in the working process, options for training co-operations between companies ) => supporting training companies on their way to do high quality WBL
Austria, Germany, Switzerland: Core dimension: self-interest of companies to train No or only marginal share of public financial subsidies What kind of public support? Adverse effects of high public financial subsidisation to companies: distortion of demand-led link between training provision and qualification demand BUT: important and meaningful public support for system governance & quality & reponsiveness to change ( institutional capacity ) lean administration & local support (apprenticeship offices of the chamber) promotion (e.g. apprenticeship scouts, World/Euro Skills) & career guidance financing of (comp.) vocational schools Public support: in kind instead of in cash! i.e. providing supporting tools and instruments (to foster training quality) & local support for training companies ( training offices )
Quality in apprenticeship ibw projects to promote quality in apprenticeship Before the apprenticeship Search for apprentices Training Apprenticeshipleave exam Complete Recruitment tools Training aids Further development development of new Aids for the selection Training guidelines Examiner quality apprenticeships process Web platforms: Quality Creation and quality Update of existing in apprenticeship assurance of apprenticeships www.ausbilder.at examples of exams Marketing of State prize Fit for Preparation material occupations Future best training Career guidance companies
Bliem Wolfgang, Petanovitsch Alexander, Schmid Kurt (2014): Success factors for the Dual VET System. Possibilities for Know-how-transfer. ibw research report No. 177. http://www.ibw.at/components/com_redshop/assets/document/product/1404280103_fb177_en.pdf List of apprenticeship occupations: http://www.ibw.at/components/com_redshop/assets/document/product/1386769885_lehrberufsbezeichnungen_de_en_2 013.pdf Additional info about Austria s education system & apprenticeship training: http://www.ibw.at/en/vocational-education-and-training-in-austria Bliem Wolfgang, Petanovitsch Alexander, Schmid Kurt (2016): Dual Vocational Education and Training in Austria, Germany, Liechtenstein and Switzerland. Comparative Expert Study for DC dvet, Zurich. http://www.ibw.at/de/ibw-studien/1-studien/eb029e/p701-dual-vocational-education-and-training-in-austria-germany-liechtenstein-andswitzerland-2016 ThanX a lot! Hvala vam na pažnji! 14 INSTITUTE FOR RESEARCH ON QUALIFICATIONS AND TRAINING OF THE AUSTRIAN ECONOMY