Apprenticeship supply in the EU - Findings from a comparative survey - Christiane Westphal European Commission DG Employment, Social Affairs and Inclusion Meeting of the Advisory Committee for Vocational Training Brussels 29 June 2012 Provide an overview of apprenticeship schemes in the EU Member States, with a focus on recent developments Discuss the effectiveness of these schemes in raising employability and facilitating labour market transitions and geographical mobility of apprentices in the EU. Identify possible current and/or future effects of the economic crisis on such schemes. Provide recommendations for improving the functioning and performance of apprenticeship schemes and for increasing the availability of apprenticeship places. Identify how and to what extent countries without a strong apprenticeship tradition can benefit from introducing these schemes in the national VET systems. There is not a single and commonly accepted definition of apprenticeship. Apprenticeship-type schemes are understood as those forms of Initial Vocational Education and Training (IVET) that formally combine and alternate company based training (periods of practical work experience at a workplace) with school based education (periods of theoretical/practical education followed in a school or training centre), and whose successful completion leads to nationally recognised initial VET certification degrees. Specificities: Not explicit reference to the existence of a contractual relationship between the employer and the apprentice (in this sense, wider definition than Cedefop’s). The approach is close to definition of alternance training (by Cedefop) Eurostat also working on an operational definition (without the contractual requisite).

Policy context: youth unemployment crisis EU youth unemployment over 22 % = 5.5 million unemployed aged under 25 Nearly 1/3 of low skilled youth on the labour market are unemployed Over 7.5 million young people 15-24 not in education or training or employment (NEET)

EU Youth Opportunities Initiative Priorities: - preventing early-school leaving - developing skills that are relevant to the labour market - helping gain first work experience/training apprenticeships and traineeships - helping access the labour market and get a job Delivery: European Semester, Structural Funds, EU actions

Good arguments for apprenticeships… Combine theory imparted at schools with practical training in real work situations (enterprises) Facilitate rapid school-work transitions for young people Also used (by individuals or enterprises) as a tool for LLL Facilitate identification of skill shortages and influence of companies on the VET training supply => linkage between productive system and training system Provide “recruitment”, “productive” and “new Knowledge” benefits for enterprises Although with some critical elements: Less clear benefits for students in the long run Free riders Transferability of skills

Where do we stand? VET often not regarded as valuable option, but: increasing importance attributed to workplace-based training Constant definition dilemma Strong differences in apprenticeship-type schemes Different intensity of workplace training Different roles and relationships amongst parties involved

Some aggregate figures (2009) EU-27: approximately a total of 3.7 million students in apprenticeship in the strict sense Another 5.7 million students attend other apprenticeship-type schemes (i.e. mainly school-based VET training with compulsory work-based training) Together, EU businesses supplied company training positions for a total of 9.4 million students = apprenticeship-type students represent approximately 85.2% of total secondary VET students and 40.5% of total secondary students in the EU-27. In the EU-27 approximately a total of 3.7 million students involved in apprenticeship studies in a strict sense (2009 data) Another 5.7 million students attend other apprenticeship-type schemes (i.e. mainly school-based VET training with compulsory work-based training). All in all, the Member States supplied company training positions for a total of 9.4 million students in total. These figures mean that apprenticeship-type students represent approximately 85.2% of total secondary VET students and 40.5% of total secondary students in the EU-27. The countries with the highest numbers of VET students following apprenticeship-type schemes are the largest countries, e.g. Germany, Italy, France, etc. In countries such as Germany or Denmark, the majority of the VET students attend apprenticeship schemes in a strict sense (Dual System

Insufficient vocational pathways VET studies not equally important and attractive in all EU Member States Some Member States (DK, NL, DE), very positive perception about VET studies  VET as 'backbones of society and the economy', Key institutional ingredient sustaining the competitive strength and competitiveness of the economy. Other MS where VET studies are less popular or have a poorer image amongst the general population and prospective students (EE, FR, PL, ES, SK, UK),  Public initiatives to promote the vocational studies, including strengthening the workplace learning dimension (examples in EE, FR, UK).

Variety of systems All MS: schemes at upper secondary level where workplace training plays a significant role => apprenticeship-type schemes In 24/27 MS: VET schemes which can be labeled as mainly company based (i.e. > 50% of training in companies) -> apprenticeship system in a strict sense. In 18/24 MS, company based apprenticeship coexists with other mainly school-based training schemes Great variety of VT systems in the Member States. In all MS, schemes at upper secondary level where workplace training plays a significant role => apprenticeship-type schemes are well spread all over the European countries. In 24 of the MS, VET schemes which can be labeled as mainly company based (i.e. > 50% of training in companies) -> apprenticeship system in a strict sense. In 18 of these countries, company based apprenticeship coexists with other mainly school -based training schemes (tuition takes place at school most of the time, but there are significant components imparted at companies). In 3 countries, just this apprenticeship-type school based scheme exist In other 6 countries, the strict-sense work-based system is the only formula to follow an apprenticeship. In 13 countries apprenticeship-type schemes at tertiary level (ISCED 5B) have been identified. In several countries apprenticeship-type schemes relatively recent or reformed to make VT more flexible and closer to the needs of the production system

Country  %work-based training % School based training and time distribution Denmark 66%-90% 10%-35% By blocks of 5-10 weeks Estonia 66% 33% Flexible arrangements France 2-3 weeks company/ 1 week VT centre Germany 60% 40% 1-2 days/week Poland 4-6 summer weeks 4-6 weeks Whole academic year Slovak Republic >=60% <=40% Spain 20%-30% 70%-80% At the beginning of training cycle The Netherlands United Kingdom <=70% >=30% 1 day/week

Are all actors involved? DK SK FR DE PO SL ES NL UK State at central level  Regional/municipal authorities Social Partners Vocational schools The State at a central level, usually under the aegis of the Ministry of Education. Social partners (usually through a range of committees). In some countries (i.e. France, Germany, Slovak Republic, Spain), regional and municipal authorities also have a role in establishing and/or complementing existing standards. In other countries (i.e. Denmark, Estonia, Poland, Slovak Republic, Spain or The Netherlands), vocational schools also play a key role in the definition of curricula and educational profiles of apprenticeship-type students.

Who decides company participation ? Denmark: Trade committee of respective branch Estonia: Vocational schools France: Chambers Germany: Special bipartite VT committee Poland: Vocational schools Slovakia: Vocational Training Institutions Spain: Training centre Netherlands: 17 sector VET knowledge centres United Kingdom: Very few requisites for employers Denmark Application to the trade committee within the respective branch, formed by representatives of sector social partners, which assess the company Estonia Vocational schools are also the main agents involved in the evaluation and monitoring of individual enterprise France Companies willing to hire an apprentice must fill-in a form from the Chambers and fulfil the conditions Germany Enterprises have to be examined and authorised by the “competent bodies” (i.e. chamber of commerce). Special bipartite VT committee. Poland Vocational schools play a key role in the final selection of the participating companies. Mutual agreement company-training centre Slovakia Enterprises sign a cooperation agreement with Vocational Training Institutions Spain Vocational schools play a key role in the final selection of the participating companies. Mutual agreement company-training centre The Netherlands 17 sector VET knowledge centres are responsible for the official recognition of learning companies United Kingdom Very few requisites for employers involved in apprenticeship training

Student/Company relationship Critical factors: Parties involved Contents Remuneration Exams and degrees Most countries: contract is only signed by the enterprise and the student/apprentice. Regulated by existing Labour Laws/Apprenticeship rules and/or collective agreements. Some countries: three-party contracts may exist (company, VT centre, student) Poland and Spain, contract or agreement signed between the training centre and the company/association. No employment contract: student status prevails. Enterprise-student contracts: start/duration, training/productive activities working conditions, remuneration… School-enterprise agreements: form/duration of placements, a training plan, evaluation processes. If there is a labour relationship: employers obliged to pay a wage (important differences among countries; normally collective agreements and minimum national wages considered). If there is not a work contract: students may receive some compensation (for travel, subsistence) or monetary gratification. Normally, apprenticeship students assessed both by the school and the employer. Company trainer's assessment refers to practical experience. In some countries, there are final exams (theoretical and practical). In some cases, also a very important role in evaluations and exams played by: Social partners Business Chambers or sector representative organisations Successful students get a nationally recognised degree, issued by: in most countries, by Public Authorities also by the employer or professional associations

Some crisis effects More students interested in pursuing VET in some countries Downward trend in the amount of apprenticeships and in-company training placements offered by enterprises Reduced public resources for promoting apprenticeship- type schemes Use of apprenticeship students as a kind of cheap labour Increasing share of experienced unemployed professionals who try to find a job through an apprenticeship Increased number of students interested in pursuing VET in some countries (DK, EE, ES). Reason  Negative youth employment situation. Downward trend in the amount of apprenticeships and in-company training placements offered by enterprises (DK, EE, FR, DE, ES, NL,UK) Economic crisis, uncertain economic climate Reluctance of employers to take on apprentices Public expenditure pressures and reduced resources to the promotion of apprenticeship-type schemes (i.e. EE)side effects: Possible use of apprenticeship students as a kind of cheap labour. Increasing share of experienced unemployed professionals who try to find a job through an apprenticeship period.

Wide range of challenges… System design Access and Provision Inclusion Need for improvement of the general image of VET, especially in some countries => apprenticeship can contribute Balance between school-based (mainly theoretical) and enterprise-based (mainly practical) training Balance between occupational skills and generals skills (maths, language, communication skills, foreign languages, etc)  Importance of “learning how to learn” and long life employability Balance in the role of the different stakeholders: Companies, training centres Employment contracts vs. training agreements Quality standards of work-based training: Homogeneity amongst companies Homogeneity amongst specialities/branches Inclusion challenges: How to avoid cheap labour situations? => regulation and control of working conditions What to do with students with difficulties to obtain an apprenticeship place in a company (early school leavers, students with low academic skill,…)? What to do with expected demographic developments in Europe? Ageing and immigration (ethnic diversity issues) Gender aspects  Predominance of one gender in many apprenticeship specialities

Further information http://bookshop.europa.eu/en/apprenticeship-supply-in-the-member-states-of-the-european-union--pbKE3012434/ http://ec.europa.eu/social/yoi