1. Role of Social Partners and the Status of Apprenticeship in Turkey Arjen Vos Özlem Ünlühisarcikli Conference on Innovative Apprenticeships Torino, 18 September 2009

2. Introduction EU Strengthening VET project 2002-2007 VET Strategy 2007 Policy learning workshop on Apprenticeships 2008

3. VET Strategy 2007 on Apprenticeships “In an economy with numerous SMEs, investing in apprenticeship training yields high benefits, such as (i) securing that training is closely connected with employment and actual working conditions, (ii) contributing to social inclusion of low-educated youth and adults through job creation in the craft sector and SMEs, and (iii) saving public funds because apprenticeship training is much cheaper for the public budget than school-based VET.” “To overcome the low status of apprenticeship, a strategy based on a search for quality in SMEs-based training rather than quantity is suggested below: A stronger information base is needed regarding (i) student flows (numbers of newly-enrolled, drop-outs, graduates), (ii) in-company training practices, (iii) student assessment, (iv) employment prospects (v) costs and financing arrangements; SMEs and artisans & craftmen’s workshops should be categorized according to their ability to provide good quality apprenticeship training in selected occupations and locations; Tax rebates should be granted to qualified companies willing to create high- quality training places.”

4.  Law of Apprenticeship and Vocational Training Number 3308 (1986)  Amended in 2001 into Vocational Education Law No 4702 Policy and legislation 4

5. Main types of apprenticeship and enterprise- based learning Apprenticeship training carried by the Ministry of National Education (MoNE) in Vocational Training Centers (MEM) Apprenticeship training provided by TESK in occupational branches where the MoNE does not offer such training. 5

6. Vocational Training in Vocational Training Centres Mastership training  Mastership certificate  High school diploma (after remedial training)  Work life  Higher education (PSVS and university) Journeymenship training  Journeymenship certificate  Work life Apprenticeship training  Apprenticeship certificate 6

7. TESK 82 Unions of Chambers 13 Sector Occupational Federations 3.483 Local Occupational Chambers 1.9 million tradesmen and craftsmen members 7

8. Methodology Third Policy Learning Workshop in July 2008  40 stakeholders from: directorates of MoNE, and provincial directorates schools and training centers social partners  In-depth interviews: MEM  3 directors and 5 deputy directors TESK  Istanbul Tradesmen and Craftsmen Chambers Union  Istanbul Metalwork and Craftsmen Chambers Union 8

9. Conclusions from the Kırşehir Workshop Strengths  A well developed apprenticeship system Legislatively Financially 9

10. Conclusions from the Kırşehir Workshop Drawbacks  Technological upgrading needed  Time duration of the programs needed revision  Adaptation needed to the delayed entrance into the system  Inadequate training of teachers and mentors  Low status of apprentices a burning problem Come from lower SES families Frequently school drop-outs Status of the certificate not clear Not well connected to further education opportunities Tough working conditions 10

11. Conclusions from the In-depth Interviews Perceived obstacles for a better status of apprenticeship MEM administrators  enthusiasm and knowledge for apprenticeship  occupational chambers: should be more effective Unions’ difficulties to realize their roles and responsibilies  Enterprise Monitoring and Consulting Group (IDDG)  Low numbers of membership Either unregistered, or registered to Chamber of Commerce 11

12. Conclusions from the In-depth Interviews  Suggestions to improve the status of apprenticeship training  The numbers of MEMs should be increased  Better informed municipalities and public On job opportunities Importance of high quality training  In-service training for teachers, trainers and mentors  Sector analysis of demand and supply Revised programs 12

13. Conclusion Social Partners well involved Public-private financing But implementation problems remain! Tackle the problems on the outputs side: Value and use of Mastership certificate Career information Linking with further training opportunities 13