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Governance and Financing of Apprenticeships Governance and financing of apprenticeships Governance and financing of apprenticeships Luxembourg: Publications Office of the European Union, 2016 Please cite this publication as: Cedefop (2016). Governance and financing of apprenticeships. Luxembourg: Publications Office. Cedefop research paper; No 53. http://dx.doi.org/10.2801/201055 A great deal of additional information on the European Union is available on the internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2016 ISBN 978-92-896-2148-9 ISSN 1831-5860 doi: 10.2801/201055 © European Centre for the Development of Vocational Training (Cedefop), 2016 All rights reserved. The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Joachim James Calleja, Director Micheline Scheys, Chair of the Governing Board Governance and financing of apprenticeships Foreword Apprenticeships have been widely acknowledged as an important policy tool to respond to the current socioeconomic challenges that the European Union (EU) faces, and in particular high youth unemployment. As evidence suggests, combining school-based teaching with company-based training eases the transition from education to work. Indeed, those countries with well-established apprenticeship systems experience lower levels of youth unemployment. Apprenticeships develop the skills relevant to the labour market, bringing benefits to companies, apprentices and society. Further, apprenticeships contribute to developing an individual’s holistic competence in an occupational field and professional identity, a fundamental requirement for innovative and quality work. Several EU policy strategic documents and initiatives advocate apprenticeships. The Bruges communiqué (1) calls on Member States to develop apprenticeships and other similar schemes with a work-based learning component to improve the quality, efficiency and attractiveness of vocational education and training. The European Alliance for Apprenticeship (2) brings together a wide range of stakeholders with the aim of strengthening the supply of apprenticeships and improving their quality and image, while apprenticeships are also a key element of the European Youth Guarantee initiative (3). Finally, the recent Riga conclusions (4) calls for promoting work-based learning with particular focus on apprenticeships. The successful implementation of apprenticeship is a challenging task. To support the Member States and national stakeholders, Cedefop launched this action-research project focusing on two key determinants of success: governance and financing. First, a set of favourable (or ‘ideal’ from a theoretical point of view) governance structures and financing arrangements, supporting the effective and sustainable implementation of apprenticeship, was identified. Next, in a collaborative effort with national stakeholders (representatives of (1) Council of the European Union; European Commission (2010). (2) European Commission: Employment, Social Affairs and Inclusion: European alliance for apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147&langId=en [accessed 16.11.2015]. (3) European Commission: Employment, Social Affairs and Inclusion: Youth Guarantee: http://ec.europa.eu/social/main.jsp?catId=1079 [accessed 16.11.2015]. (4) Latvian Presidency of the Council of the EU et al. (2015). 1 Governance and financing of apprenticeships governments, social partners, business and training providers) from Spain, Italy, Latvia, Portugal, and Sweden, Cedefop analysed these countries’ current governance structures and financing arrangements and identified areas where action has been taken and where it is still needed. This provided a basis for the last step of the project: national stakeholders’ further discussions on different policy options for advancing apprenticeship in their countries. I trust that this project, through the active engagement of various national actors in the research process, has greatly contributed to policy learning. I also hope that national dialogues in the five countries selected for the analysis will continue and will lead to higher quality apprenticeship programmes. I am confident that this publication, which presents the findings of the project, will stimulate further developments in other countries wishing to improve their governance structures and financing arrangements, and implement high value and sustainable apprenticeship. Joachim James Calleja Director 2 Governance and financing of apprenticeships Acknowledgements This report is the outcome of a team effort. Patrycja Lipinska, Cedefop expert, coordinated the project with valuable support from Antje Barabash (during her contract in Cedefop). Cedefop would like to thank Institut Technik und Bildung, University of Bremen (Germany) which led the research together with 3s Unternehmensberatung GmbH (Austria), Gruppo CLAS S.p.A (Italy), Free Trade Union Confederation of Latvia, LBAS (Latvia), Sociedade Portuguesa de Inovaão – CEFI SA (Portugal), Notus Applied Social Research (Spain) and Lueå, University of Technology (Sweden). Cedefop is grateful to all national stakeholders – representatives of governments, social partners, companies, VET providers and independent experts – who actively participated in the project and shared their expertise, experience and opinions (Annex 2). Thanks are also due to several Cedefop colleagues for their valuable feedback and support in reviewing the report. The work was carried out under Cedefop’s service contract No 2013-0132/AO/RPA/PLI-ABARA/Apprenticeship/012/13 3 Governance and financing of apprenticeships Table of contents Foreword .............................................................................................................. 1 Acknowledgements .............................................................................................. 3 Executive summary .............................................................................................. 8 1. Introduction ............................................................................................... 20 1.1. Context and aims of the study ............................................................ 20 1.2. Main concepts and scope ................................................................... 22 1.3. Research methodology and structure of the report ............................. 22 2. Governance and financing of apprenticeships: identifying favourable conditions ............................................................................................... 25 2.1. The concept of apprenticeship ............................................................ 25 2.1.1. Dual VET and apprenticeship (in the strict sense) ................... 25 2.1.2. A typology of dual VET, including apprenticeship .................... 29 2.2. An integrated framework for the analysis of governance structures and financing arrangements ............................................... 33 2.2.1. Governance structures: the role of interaction ......................... 33 2.2.2. From governance structures to feedback mechanisms: the role of actors ..................................................................... 36 2.2.3. From feedback mechanisms to skill formation regimes: the role of financing ................................................................. 37 2.3. Linking apprenticeship and governance: the normative model ............ 39 2.3.1. Dimensions of governance and financing ................................ 39 2.4. From the normative model to assessment .......................................... 49 2.5. From assessment to strategy development ........................................ 51 2.5.1. Step 1: setting up the strategy development team ................... 51 2.5.2. Step 2: developing future visions of apprenticeship systems................................................................................... 52 2.5.3. Step 3: developing strategy options ........................................ 53 2.5.4. Step 4: stakeholder workshop to fine-tune strategies options .................................................................................... 53 3. Country analysis: Italy ................................................................................. 55 3.1. Apprenticeship (and other dual VET schemes) in Italy........................ 55 3.2. Assessment of governance and financing of apprenticeships ............. 62 3.2.1. Dimensions of the governance model ..................................... 62 3.2.2. Priorities for policy development ............................................. 82 3.3. Visions and strategy options for developing apprenticeship ................ 85 3.3.1. Vision 1: radical development ................................................. 85 3.3.2. Vision 2: gradual development ................................................ 90 4 Governance and financing of apprenticeships 3.3.3. Workshop discussions ............................................................ 96 3.4. Changes introduced by the 2015 labour market reform .....................
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