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Survey of National Frameworks and Best Practices in HVET in Partner Territories

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Survey of National Frameworks and Best Practices in HVET in Partner Territories SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792 Intellectual Output 1 Survey of national frameworks and best practices in HVET in partner territories Authors: Simonetta Bettiol, Ufficio Scolastico Regionale per il Veneto, Italy Camilla Tamiozzo, Ufficio Scolastico Regionale per il Veneto, Italy Luca Boetti, Istituto Formazione Operatori Aziendali, Italy February 2016 This project has been funded with support from the European Commission. This document 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. SHINE – Intellectual Output 1 Contents Acknowledgements .................................................................................................................... 4 Executive summary .................................................................................................................... 1 SHINE: the project ...................................................................................................................... 2 Intellectual Output 1: the national surveys ............................................................................... 3 Goal ......................................................................................................................................... 3 Methodology .......................................................................................................................... 4 Summary of findings ............................................................................................................... 5 Part 1 - Geographical, social and economic scenarios ....................................................... 6 Part 2 - The learning pathways chosen by partners and reasons for their choice ............. 8 Part 3 - The educational systems of European countries ................................................. 11 Part 4 - A synthesis of the features of the selected pathways, also taking into account the different learning systems of the involved countries. .................................. 13 Part 5 - A synthesis of the organising features and of the governance of the selected national pathways ............................................................................................... 24 Next steps ................................................................................................................................. 32 Appendixes ............................................................................................................................... 33 Appendix 1 – Template for national surveys ........................................................................ 35 Appendix 2 – Italy: 1st survey ................................................................................................ 39 Appendix 3 – Italy: 2nd survey ............................................................................................... 59 Appendix 4 – Germany ......................................................................................................... 74 Appendix 5 – Sweden ........................................................................................................... 97 Appendix 6 – Romania ........................................................................................................ 113 Appendix 7 – Croatia .......................................................................................................... 129 Appendix 8 – The Netherlands ........................................................................................... 143 Appendix 9 – Spain ............................................................................................................. 149 Appendix 10 – Greece ........................................................................................................ 155 Acknowledgements A special thanks to all those who contributed to describing practices in partner territories and to editing and laying out this document. In alphabetical order: Zaraza Abrudan, Colegiul Tehnic Ion I.C. Bratiānu, Timisoara, Romania Gabriella Bettiol, Confindustria Veneto SIAV, Mestre (VE), Italy Simonetta Bettiol, Ufficio Scolastico Regionale per il Veneto, Venezia, Italy Luca Boetti, I.F.O.A., Reggio Emilia, Italy Anna Cato Moe, Göteborgs Tekniska College, Göteborg, Sweden Valentina Chanina, EfVET, Brussels, Belgium Federico Crivelli, Confindustria Veneto SIAV, Mestre (VE), Italy Darija Čukelj, Obrtničko Učilište, Zagreb, Croatia Ewa Eckman, Göteborgs Tekniska College, Göteborg, Sweden Francesca Favino, Ufficio Scolastico Regionale per il Veneto, Venezia, Italy Maria Carla Furlan, Fondazione ITS per il Turismo, Jesolo (VE), Italy Anne Götze, Westsächcische Hochschule Zwickau, Zwickau, Germany Liviu Groapa, Colegiul Tehnic Ion I.C. Bratiānu, Timisoara, Romania Luca Innocentini, Confindustria Veneto SIAV, Mestre (VE), Italy Chiara Salatin, Confindustria Veneto SIAV, Mestre (VE), Italy Lucia Scattarelli, Fondazione ITS “Antonio Cuccovillo”, Bari, Italy Christian-Andreas Schumann, Westsächcische Hochschule Zwickau, Zwickau, Germany Giorgio Spanevello, Fondazione ITS Meccatronico Veneto, Vicenza, Italy Maddalena Suriani, Fondazione ITS Maker, Bologna, Italy Goran Švast, Obrtničko Učilište, Zagreb, Croatia Camilla Tamiozzo, Ufficio Scolastico Regionale per il Veneto, Venezia, Italy Cristina Toniolo, Fondazione ITS Meccatronico Veneto, Vicenza, Italy Roberto Vingiani, Fondazione ITS “Antonio Cuccovillo”, Bari, Italy SHINE – Intellectual Output 1 Executive summary This document is the first intellectual output developed by partners of project “SHINE – Share, improve, develop: today’s excellence for tomorrow’s HVET” (project n. 2015-1-IT01-KA202-004792). The main goal of this document is to collect successful practices owned/known by partners, regarding educational or training programmes at EQF level 5 or similar in their country/territory. This will make practices available either as learning cases for further reference, and as a basis to share, compare and discuss how programmes at EQF level 5 or similar contribute to innovation, to the development of smart specialization strategies, to technology transfer, and –generally speaking– to the functioning of the triple- and quadruple-helix systems. This document is structured into: an executive summary (these pages); a short introduction to project SHINE; a comprehensive description of national surveys carried out by partner, including goals, methodology, tools, and highlighting relevant findings, both the most common and the most different, in order to favour comparison and “food for thought” for possible transfer of knowledge and practice; a set of appendixes, including surveying tools and all surveys reported by partners. The overall picture emerging from this work shows some interesting points, like: There is no unique definition of HVET in partner territories, nor a same EQF level assigned to higher vocational education and training. One first thing partners happened to discuss is the meaning of HVET in their territories, what qualifications, if any, are encompassed by such definition, and to which EQF level do those qualifications refer. PHE, TVET, THE, etc., are all acronyms used to represent a variety of training programmes coming after upper secondary schools of any kind, not always leading to a (full) university degree, usually delivered with a more work-based learning focus compared to academy training programmes, and ensuring a much closer link with the labour market. The EQF level of such training varies from 4 to 6 in partner territories, often depending on national frameworks. Best practices are there, where actors of the triple-helix (providers, public institutions, business) best demonstrate their will and ability to co-operate. Success of HVET seems to deeply intertwine with the functioning of triple- (and quadruple-) helix models: that is, a “fertile” territory and public mindset require and at the same time facilitate the development and long-lasting success of HVET courses; while well designed, well taught, and taught “at the right place” training programmes prove to foster the development of business and territories. Three relevant points come up here: first, understanding and being aware of the way this happens in considered territories; second, understanding how to make this last, that is, how to make this adapt to changes; the third, how to make elements of successful stories transferable to other contexts. Continuous training teachers and trainers pays off. Most successful practices include either taking advantage from teachers and trainers with previous/current business experience, or investing in teacher and trainer training and evaluation. Assessing not only learners progress, but also teachers, and investing in keeping trainers well in touch with the labour market is worthwhile: among the rest, it prevents students from learning “the history” of topics required for prompt employment, it gives HVET providers a constant awareness of the state of play of business technology and management processes, on the one hand fostering their ability to answer present labour market needs, and on the other also supporting anticipation of future ones. 1 SHINE – Intellectual Output 1 Quality management works. Regular review of programme goals, ability to match market (and/or territory) needs, subsequent updating of contents, caring about teachers and staff, reflection on proposed learning
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