Apprenticeship

in low- and middle-income countries:

Ways for development

CEDEFOP Workshop

Apprenticeship: Governance modes and financing approaches

Thessaloniki, 20-21 May 2013

Helmut Zelloth (ETF)

Senior Specialist in VET Policies and Systems

EU Member States

EU neighbouring countries (31) ETF partner countries

Eastern Europe (7) : Armenia,

Azerbaijan, Belarus, Georgia,

Moldova, Russian Federation,

Ukraine

South Eastern

Europe (3): Albania,

Bosnia and

Herzegovina, Kosovo

Candidate countries to EU (6):

Croatia, Turkey, former Yugoslav

Republic of Macedonia, Montenegro,

Iceland, Serbia

Mediterranean

region (10):

Algeria, Egypt,

Israel, Jordan,

Lebanon, Libya,

Morocco,

Palestine, Syria,

Tunisia

Central Asia (5):

Kazakhstan, Kyrgyzstan,

Tajikistan, Turkmenistan,

Uzbekistan

0 none

DOWNWARD trend ↓

WBL will become less important in

next 5 years

19 (Turkey, Jordan, Egypt, Lebanon, Israel, Morocco, Serbia, Montenegro, Bosnia and Herzegovina, Kosovo*, former Yugoslav Republic of Macedonia, Ukraine, Belarus, Russia, Armenia, Georgia, Azerbaijan, Moldova, Tajikistan)

UWARD trend ↑

WBL will grow in next 5 years

WBL and AP on the rise Restults from a questionnaire-based survey

in EU neighbouring countries (ETF 2012)

Did you know, that in LMICs …

• … Informal apprenticeships exist (i.e.

widespread in the Middle East, Africa, Latin America)

as a traditional and important source of skills

development in the informal economy …

• while formal apprenticeships and other forms of work-

based learning are still under-represented and

struggling to get established …

… of formal apprenticeship differ by country …

Well established apprenticeship systems (i.e. Turkey, Ukraine,

Croatia, Algeria, Morocco, Jordan)

Long-established apprenticeship programmes (i.e. Egypt,

Israel)

Recent pilots on apprenticeship (i.e. Syria, Lebanon, Palestine,

Former Yugoslav Republic of Macedonia, Albania, Kazakhstan)

Not at all apprenticeship (i.e. Serbia, Moldova, Taijkistan, Turkmenistan)

Development stages

Type of AP Main challenge

Informal AP

Upgrade and formalising

No AP at all

Recent pilots

To get started - how?

Integration in VET system and

scaling up

Long established

Well established

Growth and expansion

Quality

Other challenges (ETF study on Middle East ad

North Africa, 2009)

Traditional manual trades and blue collar

seem to dominate (mainly bigger industry, crafts)

Limited impact upon service sector, white

collar, higher skill and qualification levels

- Algeria a major exception (ICT, higher level qualifications)

- Egypt to a lesser extent (business, hospitality)

- Syria (telecommunications, nursing)

Nearly 30 formal programmes were identified

Structures differ a lot - Duration, period in workplace, curriculum etc.

- Titles are a poor indicator of key features (‘Apprenticeship’ for example)

Some examples of

programme structures

Programme

ALG Apprenticeship

EGY PVTD

EGY MOE

EGY MKI

ISR Apprenticeship

JOR Applied Secondary Education

LEB Dual system - apprenticeship

MOR Alternance

MOR Apprenticeship

SYR Apprenticeship

TUR Apprenticeship

TUR Internship

WBG GTZ apprenticeship

WBG Luterhan Training Centre

Key: Institution Alternating Workplace

Months

1-6 7-12 12-18 19-24 25-30 31-36

Integrated or segmented

model ?

Model 1

Integrated

Model 2

Vertically segmented

Model 3

Vertically and horizontally segmented

Key: General Institution-based vocational Work-based vocational

Labor market needs

Source: GIZ 2010

Managers

Foremen technicians

Foremen technicians

Skilled workers

VET system outcome

LEBANON Attempt to better meeting LM demand

Skilled

Workers

Mana-

gers

Private sector not

directly involved in

the vocational

training

Public sector builds

the training on

education basis;

focus : higher

education certificates

Lebanon Recent pilot

’Dual system’ introduced 15 years ago, became

popular but remains small-scale (1,600 apprentices)

Legal status achieved / Vocational secondary education certificate – only few occupational areas

Individual company approach as role of Employer organisations in VET is still weak but developing

No financial incentives to companies and students

Meister’ training latest initiative opening path for higher positions (industrial mechanics, car mechatronics), 2 year course, 2-5 years experience

New Initial VET pathway piloted by EU

project (‘Cooperative VET’)

- very recent initiative with enterprise involvement,

training centres in enterprises

- 50-60% practice orientation (both school and

enterprise), out of which up to 70% in enterprises in

technical VET fields, up to 40% in economy and

administration, 25-30% in humanitarian VET areas

- amendment of Education Law made in 2011 which

included ‘Cooperative VET’ as a new VET pathway

KAZAKHSTAN ‘Cooperative VET’

Recent pilot

ALBANIA ‘FASTIP’ Recent pilot

Post-secondary (tertiary) VET level

– three-year managment program in three

branches (banking, torism and SME management,

pilot project 2008-2012)

- alternating mode (cycles of 3 month classroom

learning followed by learning in the workplace)

- 180 credits (ECTS), awarded ‘Bachelor’

- companies involved highly satisfied, job

prospects for students promising

- some teething problems, initiative still an ‘Alien’

in the VET scene

Different schemes (different ministries, private

sector) but no unified system / national framework

Mubarak-Kohl Initiative (MKI) modelled on

German dual system (since 1996, annually

15,000 participants, 0.6% of VET) became

recognised secondary education programme

(50% went on to HE)

Key role of Egyptian Investors Association

MKI managed by RUDS – Regional Units of

Dual System (i.e. selection trainees)

Intermediary body (Example of Federation of

Construction and Building Contractors in Egypt –

contracting out to employers)

EGYPT Long-established

TURKEY Well-established

Long tradition (13th century, Ahi system)

Legal basis (since 1970s, Apprenticeship / VET Law, boom from 20,000 to 200,000 participants, 1990-2010)

Financing arrangements – insurance of apprentices and payment of least 30% of minimum wage

Strong employer involvement (TESK – Chambers and Sector Federations – 2 mio. members trades- and craftsmen

Strong partnership enterprises + VTCs

Workplace investigation and consultancy (Monitoring and Consulting Groups)

MoNE apprenticeships + TESK apprenticeships in occuptational branches where MoNE does not offer

Apprentice – Journeyman – Master levels

Morocco

Algeria Well-established

Financing apprenticeship

- combination of training wages, targeted public subsidies

and an apprenticeship tax (Algeria)

- encouragig businesses – accident / health insurance

covered; allowances excempted from training levy and

income tax (Morocco)

Ambitious policy initiatives to expand

apprenticeship

– Morocco: had 4,000 apprentices in 1999 and 30,000 in

2004; ambitious policy goal to reach 60,000 participants

by 2015 (at present mainly low-level qualifications, 1-2

years)

- Algeria: to change the balance in VET from 30% in

apprenticeship to 70%

Ways

for

development

Anything goes…?

… or mission impossible … ?

Possible … ?

… to identify

Apprentice-able countries

Factors / systemic constituencies

that must be in place

Translate into practical self

assessment tool ?

Do RESEARCH incl. sector needs analysis, feasibility studies

Make a proper INSTITUTIONAL

set-up

Context specific Employer- or state-driven,

Intermediary bodies

Get EMPLOYERS / SOCIAL PARTNERS commitment and true

partnership

Awareness raising / capacity building Political dialogue

Alliances / Framework Support and incentives

Consider CONTEXT seriously

Economy, labour market Education-VET system

Socio-cultural Training culture

Step by step

1

2

3

4

Part of innovation Demand – Potential

Specific labour market & learning needs

Careful with INCENTIVES

Introduce CAREER GUIDANCE prior to VET

Eye-opening and change agent function Transitioning

Don’t forget to PROMOTE Promotion campaign for VET, occupations

Create an open ARCHITECTURE

Access to higher skills levels/white collar - VET

/ education Attractive pathway

Avoiding stigmatisation

Step by step

5

6

7

8

Avoid distortions Deadweight effects

Tools to develop

apprenticeship

Apprenticeship

Legislation (plus resource allocation)

Pilot projects (M & E, up-scaling)

Timing / Patience (tends to last much longer

than expected / longer than

cycle of elections)

Learn from failures

as well (not only success factors)

Make clever use of funds (Range of EU funds, other donors )

We need them:

They need us

Morocco, Casablanca ETF 2009

In any case,

and hopefully soon …

Welcome to visit the ETF

and the city of Turin (Italy) !