1. Apprenticeship for an upper secondary vocational Degree
Higher Education And Research Apprenticeship
Pietro Viotti

2. Higher Education Apprenticeship
REGIONAL GOVERNANCE
Higher Education Apprenticeship
set partnership with Regional Social Partners in order to define working conditions and employee rights for apprentices;
cooperated with local Universities to set out aspects related to academic rules and ways of bringing value to businesses delivering their own training in cooperation with Academic Support Tutors;
Appointed an ad hoc monitoring Board to observe and check the quality of the experimental Programme.

3. Experimental Programme model limitations
At the moment, in the Piedmont Region it is possible to participate in apprenticeships to get:
an undergraduate degree;
a postgraduate degree;
a Master degree;
a Doctorate
a I.T.S.
To be eligible for the access to Higher Apprenticeships, the individual must be:
aged 18 to 29;
hold an appropriate education/academic certificate.
Academic learning providers are:
Universities /Consortia of Universities located within the Piedmont Region.

4. Doctoral Apprenticeships
represent a challenging task since they:
constitute 1 of the 8 strategic actions set by the CRUI/Confindustria Agreement
offer the chance to carry out a research project
drive changes generating product and process innovation
connect businesses to faculty and students at institutions of higher education

5. Doctoral Apprenticeships are aimed at:
supporting innovation transfer from University to business
connecting even small businesses with academic expertise
ensuring support through mentoring and availability of laboratories both in faculty and on the workplace
setting clearly defined training goals

6. Doctoral Apprenticeship key features:
bringing value to businesses
strenghtening cooperation between Universities and businesses
tailoring a research project to meet the employer’s specific needs
flexible course structure aimed at ensuring an integrated methodological approach to bringing together academic knowledge as well as work-based experience
training is contextualized to business environment
application of experimental learning method

7. the rate of highly skilled workers among the company’s staff is high
Participating in a Doctoral Apprenticeship is easier when:
both the business and the higher education institution share a strong interest in a common research project
the apprentice carries out a project that had already been started by the business’ R&D department
there is a long-standing tradition of firmly established cooperation between business and University
the rate of highly skilled workers among the company’s staff is high
the company has a R&D department responsible for creating innovative new products as well as increasing profitability
the company is a medium-sized/large business with a complex structure or a university spin-off concerned to maximize the impact of research activities and outputs

8. What are the advantages of participating in a Doctoral Apprenticeship?
Doctoral Apprenticeships offer researchers the chance to find career paths outside the academy since employers may become aware that a researcher adds value to the company’s success.
The apprentice can be considered as a productive resource as well as an applied researcher.
If the company conducts research activities Doctoral Apprenticeships add value not only to the business but also to the academic institution.
The issue of scientific publications put a spotlight on businesses helping them to increase visibility.

9. What employers say:
Doctoral apprenticeships are far more useful to businesses than traditional Doctoral programmes. Turning ideas into product does make a difference.
Higher apprenticeships give employers the chance to take on highly skilled staff engaged in doctoral programmes that have been tailored to production processes.
Apprenticeships are a way to strengthen the connection between the firm and the academic institution. A connection that cannot be taken for granted.

10. Academics say that Apprenticeships to get a Doctoral Degree:
foster the relationship between theory and research
allow apprentices to apply knowledge gained in the classroom to practical work experience
help postdoctoral researchers find career paths outside the academy
leading to positive and innovative results

11. What apprentices say:
Conducting research in the faculty laboratories allows students to work independently while carrying out a research project the apprentice works in a more structured environment.
The apprentice must actively participate in all the academic and working activities. More often than not that can be very demanding.
Both the academic tutor and the business mentor are in charge of helping the apprentice manage time, efforts and resources properly in order to accomplish academic tasks as well as job duties.

12. Drawing a conclusion
All stakeholders have been deeply involved in the experimental programme.
It is reasonable to assume that there will be a moderate increase in the number of Doctoral apprenticeship starts.
At the end of the apprenticeship the Doctoral researcher aquires skills that are contexturized to the specific business environment while the employer can count on an employee who has been with the company for years gaining considerable understanding of production procedures.
Higher apprenticeships provide a bridge between academic institutions and businesses.

13. Higher Education Apprenticeship
Courses
Apprentices
Imployers
Total 85
725
331
Master 50
690
301
Degree 10 9
Doctorate 24 21
88.6%
of Apprentices have completed their contract
Of these
94,9%
stayed in employment after finishing