complex assessment of vet situation in partners countries

8/17/2019 Complex Assessment of VET Situation in Partners Countries

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This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein..

Complex assessment of the VET situation in partners countries

SCOLA - Skills and Compentences on the Labour Market–

e!elopment of competences of teachers "orkin# in !ocational education for enhancin# the successful entrance of students into

the LM

Erasmus $

Strate#ic %artnerships for !ocational education and trainin#


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I.

&eneral description of partners and o!er!ie" of the situation of #raduates into the Labour Market in each countr'(

%artners

%artner Countr' T'pe of or#anisation Main acti!ities Tar#ets #roups

)apra *or#+)onprofit,.has.n/ ,ft0

Hungary Non-profit enterprise - Reintegration of disadvantaged people by the creation and

development of employment-rehabilitation model

- Training

- Labour exchange mediation

- Counselling services for ob see!ers and employers

- International proects

- "isadvantaged ob see!ers and

employees

- #eople $ith disabilities

-Long-term unemployed

- Lo$ s!illed people

- %oung ob-see!ers- &lderly ob-see!ers

1rdi ,+s ,2rol'S.akk3p.4 5skola

Hungary 'ocational school - (econdary training

- 'ocational training

- )entoring and coaching

- &vents of promotion of '&T

- &uropean proects

- (tudents

- '&T students

- (tudents $ith special educational

needs

Spolupracou prelepsiu buducnost -Velk' Meder

(lova!ia Non-profit association - "eveloping active participation of citi*ens in various fields of

social life by+

-- #romoting education

-- "eveloping communication and dialogue bet$een groups

-- Creating legal a$areness of rights and administrative process

-- Integration of ob see!ers into the L) by counselling and

training activities- &uropean proects

- "isadvantaged groups

- #eople $ith disabilities

- %oung people

- &lderly people

- ,ob see!ers


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or#ani.2cia-skolenie

(lova!ia 'ocational school - 'ocational training in different fields specially tourism

- #romoting the active participation of citi*ens in education and

lifelong learning.

- &xchange programs $ith other countries


- '&T students

- (tudents $ith special educational

needs

Endurance%artners in6ospitalit'

Netherlands Training organi*ation in

'&T

- Training in leisure hospitality and tourist sector

- "eveloping and evaluating practical training

- )entoring in official certified $or! placements companies

- Counselling ho$ to combine training and $or!ing


- 'ocational education and training

sector

- (chools

- (tudents

- Companies

- (ocial partners

LE)O Consultin# rance /dult trainingorgani*ation

- Training for obsee!ers0 employees and employers

- Creating and developing innovative learning approaches

- Counselling about training and international proects

- Carrying on studies analysis and evaluation of learning tools

and distance learning facilities

- &uropean proects

- ,ob see!ers

- &mployers

- &mployees

- Training organi*ations

- Labour 1ffices

ibis acam 7ildun#s&mb6

/ustria Training centre - Training in several trades 2languages0 IT0 professionalorientation34

- Coaching and career development

- #ersonal development training

- 'ocational and professional 5ualification+ further education

- Cooperation $ith #ublic &mployment (ervice and private firms

- &uropean proects

- 6nemployed people- #eople at ris! of social exclusion

- (chools leavers 2drop out4

- %outh

- )igrants

- #eople aged 789

- :omen


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O!er!ie" of the situation of #raduates into the Labour Market(

#artners; countries are still suffering the conse5uences of the economic crisis $ith high rates of unemployment. resh graduates are especially ta!ing

the brunt of this situation.:e can observe that in all countries the education represents more possibilities of integration the Labour )ar!et in fact the level of education is

inversely proportional to the rate of unemployment. In the same $ay graduates of '&T system have more possibilities to find a ob than!s to the

practical experience they ac5uire in the context of their vocational training.

− 5n 6un#ar'(

In Hungary the employment rate for graduates represent


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In >?@8 the employment conditions for ne$ entrants have been deteriorated. In fact the number of temporary contracts has increased 2$ith a

decrease of indeterminate contracts40 the average salary has reduced and also the high level posts.

-

5n Austria(

The rate of unemployment of school leavers in /ustria represents around E=. Nevertheless this percentage varies depending on the level of

5ualification affecting more young people $ith primary level. )oreover young people $ho have studied in '&T system have a lo$er percentage of

unemployment than graduates of general system 2bet$een 7 and 8=4.

/ustria faces some challenges concerning the '&T system+ the number of early apprenticeship leavers is increasing 2around 78= in >?@>4. It;s

necessary to improve the integration of young migrant people and the vocational guidance has to be improved in schools.

Summari.in# table of situation of #raduates+

5ndicators8

countries9ata( OEC: ;nemplo'mentrate 9in ?-@ 'ears old: in <

;nemplo'ed

"ithout secondar'le!el 9in


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550 The situation of Vocational Education Trainin# in partnersB countries

Vocational Education Trainin# situation in partnersB countries

In all countries vocational training is consider as the best option to prepare students to the needs to the Labour )ar!et and match them to the

economy;s needs. The dual system is seen as the most efficient method to provide the transversal s!ills and professional attitudes in students and

match the supply and demand of the labour mar!et.

&ven if the '&T systems differ in each country all countries; governments agree $ith the obectives of increasing and improving this system in order

to ma!e it more in accordance $ith the labour mar!et;s needs.

− VET in 6un#ar'

In the last years the '&T legislation has incorporated many modifications in Hungary $ith a centralisation of the policies by the (tate 2to the

detriment of local and regional governs4 and the increasing participation of business and industry above all the Chamber of Commerce and Industry.

/lso they have introduced a dual model of upper secondary vocational education creation of '&T centres reform of the vocational 5ualification

system and an increase of 5uality assurance measures.

'&T system covers many different types of education and training opportunities $ith the obective of leading participants to ac5uire develop or

refresh the practical s!ills !no$-ho$ and understanding necessary for employment in a particular occupation or trade.

/round >


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/t the secondary level 2@7 years old4 students decide if they continue general education path or a vocational one. There are different programs in '&T

education+

- 'ocational school programs 2A years4 $hich combines general education and vocational training reinforcing practical training $ithout the

opportunity of continuing higher education.

- (econdary vocational school program 2upper and post-secondary levels4 also combining general and vocational training that allo$s access to one

occupation higher education studies or '&T grades.

The apprenticeships 2dual system4 can be offered in all types of '&T and combines theoretical !no$ledge in schools $ith practical training in

companies 2B?= of time4. Its obective is to extend $or!-based forms of learning and training. The practical training is offered by companies based on

apprenticeship contracts. /lso business organi*ations $hich do not offer practical training for pupils have to pay a vocational training contribution.

The student signs a contract $ith the company and the competent Chamber. Than!s to this tool students ac5uire real experience about $or!ing

conditions and tric!s of the trade from professionals $hile they are being paid a not taxable salary 2monthly allo$ance4 and liability insurance.

Continuing vocational training are also available for adults in higher education and in public education. /dult training 2outside the formal school

system4 comprises among others+ '&T programs0 courses run by economic chambers0 training for the recognition of 5ualification0 and other

vocational language and general courses.

− VET in Slo!akia

/ ne$ act on '&T has ust been adopted in >?@8 aims to strengthen the ties bet$een employers and schools and blend classroom learning $ith hands-

on $or! experience 2introduction of Gdual system4. This act established


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'&T in (lova!ia is regulated by national and regional educational authorities supported by the National '&T Council. The participation of the social

partners has been strengthened in all phases 2discussion concerning the '&T programs curriculum design and 5ualifications a$ards34.

In (lova!ia in >?@A there $ere 7


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involved in the development and updating of the '&T system and the programs on national regional and local level. ualifications are developed via

educational programs developed by industry and schools.

The '&T system in Netherlands is very $ell developed and has very good results in integration. The unemployment rate for graduates via the practical

'et education represents 8= against the @B= of graduates in the theoretical $ays.

%oungsters can start at the age of @> F @A years old $ith their initial professional education but also after a more general and theoretical educational

program 2program level > A and or 74. /fter being graduated on level > A of 7 the youngster can go on $ith his education on the next high level.

/t the third year of lo$er secondary level 2@7 years old4 students follo$ pre-vocational programs. or those not capable of entering there are other

labour-oriented practical trainings.

/t upper secondary level there are t$o types of programs+ 6pper secondary 2general or '&T4 or pre-university education.

The upper secondary '&T has three different elements+

- Level+ There are 7 levels and students can start in one of them depending on $hat prior education they have and the diploma obtained.

- #rogram+ There are 7 sectors 2greenJagriculture0 technology0 economics0 and care and $elfare4 $ith more than


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There is also continuing '&T for adults but there is not an institutional frame$or!. The provision is made mar!et-driven by many suppliers and some

social partners can stimulate it. It is sometimes financed by the (tate.

"ue to ne$ regulations and the decrease of money that the government spends in companies $or!ing $ith trainees the places available for trainees

are decreasing.

− VET in *rance

In rance vocational training includes initial and continuing training and it orientates to provide the necessary professional s!ills and competences

that allo$ a successful integration and adaptation to the Labour )ar!et needs.

The provision and implementation of '&T including the funding is shared by the (tate 2by the )inistry of &ducation40 the Regions councils $hich are

increasing their participation0 and the (ocial #artners 21#C/ Council of '&T and Council of employment34. These last ones have gained a very

important role in negotiation and consultation steps.

The vocational training in rance is divided in t$o types+

- Initial vocational training+ It refers to young people 2from @8 years old4 in schools or vocational schools. /fter lo$er secondary school students

can choose to$ards a general or technological upper secondary school 2lycKe4 or to$ards a vocational lycKe. This last one combines theoretical

and practical training 2company internship4 and the 5ualification are orientated to provide direct access to employment.

- Continuing vocational training+ It relates to young and adults employees and ob see!ers. Its goal is to develop missing s!ills necessary to promote

their integration or reintegration into the L)0 to maintain people in $or! or helping them to change their professional career.

The promotion of vocational training is one of the most important priorities in the education policy in rance. In >?@7 '&T system enrolled around the

77= of secondary students and in rance. /lso the @D= of rench aged >8-


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The dual system in rance is $ell developed by the apprenticeship model $hich combines training in training centres $ith internships in companies.

The apprentices have the status and rights of normal employees 2contract for @ to A years0 salary0 holidays34. This apprenticeship model is used in

initial vocational training 2young people @8 years old4 and it has as a goal to ac5uire vocational 5ualification recogni*ed by a diploma or

professional certificate.

In continuing vocational training 2young and adults4 there is a similar model to the apprenticeship one 2the professional training contract4 but it is

shorter and more oriented to complete their 5ualification by specific s!ills and integrate the L).

There are lots of advantages for apprentices 2a tutor or mentor in the company0 5ualification and $or!ing experience at the same time0 a salary not

taxable0 the recognition for their pension rights34 but also for companies 2motivated employees financial aid34.

&xperts of education and employers appreciate very positively this dual system as they provide 5ualification $ith professional experience in a real

$or!place.

− VET in Austria

The national responsibility of '&T belongs to the )inistry of (cience Research and &conomy $ith the participation of other actors+

- or the practical education in the companies 2list of apprentices and regulations of examinations4 is the )inistry of &conomic and Labour.

- or the school part is the /ustrian ederal )inistry of &ducation and :omens /ffairs

- (ocial partners play an important role in /ustria and ta!e part in the negotiation of agreements having a consultant role.

The percentage of students in 'ocational system in /ustria is very high 2bet$een the B8=- D?=4.

/fter the lo$-secondary level young people can choose bet$een school-based and dual trac! programmes 2apprenticeship4 that cover all economic

sectors. 'ocational schools start in the last year of compulsory education 2E years old4 but the apprenticeship in companies can start from @8 years

old.


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There are different vocational programs+

- '&T schools+ @ to 7 years of full-time schooling and school-based training aims to ac5uire 5ualifications necessary to exercise different occupations

and have access to L).

- '&T in colleges+ 8 years full time school-based highly specialised training $ith through general education aims to ac5uire double 5ualifications and

guarantee access to higher education.

- /pprenticeship 2dual training4+ It is the combination of company-based training and part-time schooling. This system has a long tradition in /ustria.

The duration is bet$een > to 7 years 2the typical duration is A years4. or those $ho have already completed ob-specific training periods in

related apprenticeships or have already ac5uired relevant school 5ualifications the apprenticeship period can be reduced.

1ne third of the training is related to general education and the rest is related to the specific profession. The D?= of the training;s time is spent in

the company.

Companies that $ant to participate in apprenticeship have to be approved by social partners after ustifying the necessary technical e5uipment

and trainers and there is financial support for training companies. In the case of a lac! of apprenticeship placements there are simulated training

companies that can be used as companies for apprentices.

There is also an adult vocational learning or continuing vocational system for adults $ho $ant to ac5uire 5ualifications. There are different

institutions that provide this education 2the (tate social partners34.


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complex assessment of vet situation in partners countries

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