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.
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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 strategies, continuous assessment of outcomes, determination to put into action improvement resulting from assessment. In other words, quality management and assurance. This seems to be a key success factor for HVET programmes. Territories/programmes offering and ensuring those to learners seem to attract more students, to ease local stakeholders involvement, to provide for higher employment rates.
SHINE: the project
The European Union needs competences, innovation, balanced and integrated territory development in order to boost its growth. Indeed, innovation is not only a linear process, a result of R&D activities. On the opposite, more and more innovation sprouts in broad, multi-sectoral socio-economic contexts, strongly application-oriented, and through complex processes, integrating top-down (based on economic development policies) and bottom-up (user- and market-driven) approaches. Higher Vocational Education and Training (HVET), especially for qualifications around EQF level 5, has a relevant role, and a tremendous potential to that aim. In fact, its curricula: - link to high-tech production sectors; - without being academic, fulfil the market demand of technicians with new and high-tech competences, able to foster innovation and master and manage advanced organisational and productive processes; - lay between upper secondary school and university, right at the hub among education, academy and business; - are governed, designed and managed jointly by public authorities, schools, training bodies, enterprises; - are highly interesting to students, as they offer tempting perspectives on several fronts: steady employment, career advancement, continuous training. Aware of such challenges and potential, SHINE targets actors governing and managing HVET programmes, as well as to students, aiming at bridging the gap among individual local economic contexts and goals set by corresponding regional Smart Specialization Strategies, by acknowledging the role and innovative potential of high-level technical professional profiles. The project follows a cycle foreseeing: - survey and evidence of excellence in HVET in partner territories, as to crosslinking HVET and business, management practices, governance; - peer review of excellence and identification of innovations/spillovers for improvement, especially regarding smart specialization and local development strategies, proactive approach to training and skills supply design, business involvement, ability to deliver innovation services; - definition of an innovative model for design and governance of HVET programmes, in order to encompass the above issues at stake; - piloting the model in practice, by local action plans; - assessment of results and subsequent identification of policy mechanisms to improve the use of EU tools (e.g. ESCO, ECVET) by HVET; - definition of possible improvement processes and related indicators for high level (national/EU) policies; - review of the model, by involving the “Triple Helix” stakeholders (training/innovation, business, institutions); - validation and fine tuning.
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In compliance with what mentioned above, the methodology adopted by the consortium includes a constant switch among bottom-up (collection of information, stakeholders involvement, piloting) and top- down (model definition, process definition) phases, always flanked by monitoring of progress made. Main expected results are: - improvement of training offer by partners, with subsequent increase in the employment chances for students and in competitiveness for local companies; - improvement in competences of company trainers involved in programme delivery, thanks to sharing and discussion with other EU excellent partners; - set-up of a permanent, relevant EU network, gathering public and private excellent HVET actors; - capacity building of decision makers governing HVET, and subsequent acknowledgement of tools for reviewing innovation policies, with special regard to professional technical issues, as innovation driver inside business; - definition and piloting of a governance system, based on the integration of HVET policy makers and the labour market.
The project deploys in three phases, basically corresponding to the three years of its duration. Phase 1 drafts and brings to evidence best practices in management of training and relations among local productive contexts, aiming to provide for clear guidelines for improvement and innovation of existing systems. Phase 2, building on output of phase 1, designs and identifies actions for improvement and innovation in partner territories regarding governance of HVET programmes, development/ enforcing of services to business, relationships with triple helix stakeholders (policy makers, education and training, business). Phase 3 aims at: 1) ensuring valorisation and impact of outcomes on systems and policies in partner territories, 2) mainstreaming at a national and European level, and 3) integrating triple helix networks of partners. The above are accompanied by three further, crosscutting, supporting phases, regarding management- coordination, communication-dissemination and monitoring-quality assurance.
Intellectual Output 1: the national surveys
Goal Each project partner leads, is involved in, or is well aware of successful practices in the governance, planning, delivery, or assessment, of educational or training programmes at EQF level 5 or similar in its country/territory. The main goal of this output is to collect in a single document (this document) those successful practices, having them 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. Thus, this document is a preliminary one, a baseline to further project activities. Its preparation is also meant to make partners improve their interaction with local players (businesses, VET centres, schools, universities, Public Administrations) regarding the topics SHINE is dealing with. In this sense, Intellectual Output 1 is a tool for partners to “warm-up”, in preparation to subsequent contacts and relationships with stakeholders and decision makers.
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Methodology Each partner comes from a different territory and a different context. Even Italian partners belonging to different Regions experience differences in specific regulations regarding EQF 5 programmes, notwithstanding the common national regulatory framework. Moreover, the very definition of HVET (not to tell about differences with PHE or other wordings) is not always the same throughout the EU, nor it is the EQF level of similar training programmes, nor the “exploitation” of EQF 5 programmes (or similar) in partner countries. Therefore, the first step was necessarily setting a ground for common understanding and subsequent activity deployment and comparability of results. In other words, partners had to share the meaning of HVET in respective territories, and to devise a common framework for the description of excellent practices they wanted to bring to the attention of the whole consortium. That started during the very kick-off meeting of SHINE, in Reggio Emilia, in October 2015. Partners together discussed a possible template for drafting their surveys, then adjusted it, and eventually exploited it for performing activities (see Appendix 1). Once fixed, the template came as a self-explanatory guide to partners for identifying and sharing their best practices. This short but effective template included explanations on minimum information required, suggested length for paragraphs, etc.. As foreseen by the project proposal, partners involved carried out surveys on their territories, considering own context, economic and social features. Surveys were targeted to explore, among the rest: - examples, methodologies and outcomes of co-operation among HVET training institutions, business and economic players; - practices of management of training and of relationships with triple- and quadruple-helix stakeholders; - best practices in supporting product innovation and in fostering and enhancing competences for innovation. All in all, nine surveys were carried out: two in Italy (Emilia-Romagna and Veneto), one each in Germany, Sweden, Romania, Croatia, and three in countries chosen by EfVET through its network. Each of the first 6 surveys considered two excellent practices in corresponding contexts. EfVET, thanks to its broader view at a European level, identified and analysed success stories in three territories non covered by other partners (the Netherlands, Spain and Greece). The Regional School Office of Veneto (Italy), leading the activity, harmonized partner contributions together with I.F.O.A., the lead partner, in order to deliver a coherent and consistent document. This included getting back to partners, in order to clarify issues and details necessary to ensure sufficient comparability among different contributions, and a final, overall work for reviewing and editing this document. Partner were also requested to translate into national languages the executive summaries of other surveys, for possible future exploitation with their own stakeholders.
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It is worthwhile reminding that partners were called not to pick up from existing publications or to report from previous researches, rather to revert to their very own experience, going down to practices, hands- on to what they could personally master and witness. The process followed is summarised hereunder.
Draft of tools Preliminary Agreement on (template + discussion methodology guidelines)
Collection of Discussion and Performance of output & first approval surveys check
Further questions Assembling & Intellectual & review harmonising Output 1
Summary of findings As mentioned above, the general goal of the SHINE project is to highlight best practices supporting economic growth in the different partner countries, thus filling the gaps that may exist, especially by making reference to the innovative potential of the excellent technical and professional profiles. Training and research are more and more recognised as the basis of economic growth and national competitiveness in several European papers issued in the past 20 years. Europa2020 strategy underlines three basic features: being smart, sustainable and inclusive: but how can we achieve such goals? Technical vocational courses – HVET, HPE, THE at EQF levels 4, 5 and 6 – have undoubtedly proved to be an effective way for a significant number of trainees. The characteristics of these courses have been analysed as well as the modalities that represent an effective response to the needs of the local manufacturing systems on one hand, and of employability on the other hand. These courses have been basically analysed from two different points of view: structure and governance. The course structure arises from the vocational needs that have been pointed out by companies and by the development trends suggested by the labour world, the research sector and institutions. It has been built on learning outcomes –theoretical and practical knowledge, manual labour and vocational skills, autonomy and responsibility competences– technical vocational and cross competences. Its learning place is a classroom, a company, local and global contexts. Its human resources are not only teachers, but also professionals and specialists from the labour market and institutions. The internal governance of these courses is sometimes run by multiple subjects –training and research centres, companies, institutions– while what we define as external governance is represented by decision-
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making institutions, that are not only the Ministry of Education, but also the Ministry of Labour and social policy or the social parts. The three components of VET triple helix have been consulted and compared about learning and training: students and teachers, entrepreneurs, and public administration. Promoting fruitful synergies among the different subjects involved is important for the local development. In fact, in the same way as learning can actually give a contribution to enterprise innovation, work experience allows students to gain and widen their mostly silent competences and the learning system to design learning courses that can be targeted to real professional needs and to anticipate developing trends in the labour market. Triple helix can also be seen in the advantages whose implementation becomes the real strength of the analysed courses. New training programmes whose design is based on the elements of the triple helix system have the following features: 1. Students are granted an excellent preparation and a higher chance of finding a local or international job position; 2. Companies improve their innovation ability and thus their competitiveness; 3. Public Administration has better chances of improving learning programmes and its governance of vocational training. Key elements in the definition of the framework have been: a) the geographical and economic scenarios of reference; b) the ways in which technical, vocational and specialised institutes or upper secondary schools have developed collaborations and partnerships with companies and other economic subjects of reference in the manufacturing context; c) courses structure d) management practices; e) instances of excellence in governance, in supporting innovation, in the development of new products, in strengthening and improving competences. Case studies are referred to the following territories: the Italian Regions Emilia-Romagna, Puglia and Veneto, Saxony, Sweden, the Romanian municipality of Timisoara and Croatia, plus examples from the Netherlands, Spain and Greece. Each case study has surveyed two instances that have been considered as excellent in the reference context or at a national level. A structured synthesis of findings is presented in next pages, divided into five parts: Part 1 - Geographical and economical scenarios of partner countries Part 2 - The learning pathways chosen by the partners and the reasons for their choice Part 3 - Notes on education and training systems in partner countries Part 4 - A synthesis of the features of the selected pathways, also taking into account the different learning systems of the involved countries. Part 5 - A synthesis of the organising features and of the governance of the selected national pathways Below the reader will find a synthesis of each part with some short annotations and highlights of strengths, weaknesses, threats and opportunities that are functional to the SHINE project. Please note that pages hereunder are just a summary of much more detailed national documents. All of them are reported in appendix. Please refer to them for full details.
Part 1 - Geographical, social and economic scenarios
Project partners belong to regions or countries that show similarities and differences from a geographical and socioeconomic point of view. Similarities can be seen in the amount of population, reaching almost 3,5 million inhabitants, in quite thriving economic situations, whose industrial system is mainly based on manufacturing. ESF plays an important role in vocational training in all these countries.
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Differences may be noticed in the fact that, depending on territories, regions and states are involved, and to different extents. Joining the EU took place at different moments. Italy and Germany are founding member states and well in the Euro-zone, while Sweden joined the EU in 1995, but did not adopt the Euro currency, Romania is a former Eastern European country where many companies have delocalised their manufacturing plants and Croatia has been the last country to join the EU in 2013. In northern EU countries, particularly Sweden and Germany, there has been a strong downturn in births of native people, while the number of citizens coming from abroad is relevant. Unemployment rates strongly differ, especially as far as young people are concerned: from high rates in Croatia (45,5%), to lower ones in Saxony (7,5%), Emilia and Veneto (about 7-8% overall, but 18% for youth), and Sweden (6,9 % overall and 10,4% for youth). Also, the percentage of trainees attending higher technical courses is very different from one country to another: for instance, very high in Saxony and very low in Italy. People in Croatia are 90% of Croatian origin, the country became independent from former Yugoslavia after a terrible war which lasted from 1991 to 1995, and it was the last country to join the EU on July 1st, 2013. Its governance system has three levels: central (national), regional (20 Counties (županija) plus the City of Zagreb), local (428 Municipalities and 128 Towns). The economy of Croatia is of total GDP for 70 %, a service-based, for 25 % the industrial sector, for 5 % whereas agriculture, forestry, and fishing. Both in the case of imports and exports, the EU market represents more than 60 % of Croatia’s total foreign trade activities mainly with bordering countries. Most jobs were lost due to the crisis in manufacturing, construction, and trade. The downward development spiral has an impact on the profile of the poor: in line of principle economically active, better educated (and younger) persons in urban areas are more likely to fall into poverty. Tourism is one of the most important and visible sectors of the Croatian economy. Saxony is one of the 16 federal states in Germany. People are on average 46,6 years old and there is a major demographic downfall, hence immigration gives an important contribution. Saxony used to belong to former DDR. 2015 was economically a successful year and the Saxon job market is in a good condition. Zwickau ranks on fourth place of the Saxon cities in the field of jobs with social insurance contribution. Sustainable employment, the improvement of education and further training, as well as the promotion of social inclusion are crucial elements of actions for the upcoming five years. According to 2015 figures, Saxon schools have ranked the first position for the last 10 years. The strength here lies mainly in the school quality and infrastructure for improvement. Among male students, Mechanical Engineering was the most attended field of study, while for females it was Medicine, and, very closely behind, pedagogy. People also show high interest in the field of further education, with a participation rate of 55 % in 2011, compared to an overall rate of 49% in Germany. Veneto region, just like Emilia Romagna, is among the most industrialised in Italy and it contributes to the 9.2% of the national GDP. The population of almost 5.000.000, decreasing in 2015, includes 10.4% of migrants. Moreover, the region recorded an increased brain drain. In 2014, according to Unioncamere (the Italian association of the Chambers of Commerce), 436.698 enterprises (even though small ones) were active and 1 out of 11 inhabitants is an entrepreneur. The foreign revenues of Veneto’s companies increased by 2.7%. Veneto ranked second in Italy for the total value of exports, 54.1 billion euro, with a 13.6% share of the national total. The trend increase in Veneto’s exports in 2014 involved mainly EU countries. Veneto’s main export sector remained mechanics, followed closely by fashion. Tourism is an important resource, too. Region Emilia-Romagna is paying a special attention to Vocational Training in a LLL perspective. With its regional law n.775/2011, region Emilia-Romagna established its so-called “Polytechnic Network”, structuring and co-ordinating the HVET offer on its territory. By mixing ESF, national and regional public resources, such network supports all types of HVET programmes. In this framework, the Regions encouraged the development of ITS foundations delivering programmes strictly linked to Smart
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Specializations, corresponding to existing industrial districts. Veneto situation is very close to that in Emilia Romagna, where, even if there isn’t any regional law, there are nonetheless territorial development plans lasting three years. Gothenburg is the second largest city in Sweden and is located in the Region of Västra Götaland, VGR. In the area there is a strong ongoing process of urbanization and of foreign migration, in fact, 25% has a foreign background. In 2014, 64% of the inhabitants (age 20-64) had a formal education equalling EQF 4 or higher, and 39% had an education EQF 5 or higher. Women have a higher degree of education than men. In 2014, 14.000 companies were founded in VGR, i.e. 12,9 % of total. 1/3 of these were founded by women and 20% were within the industrial sector. The most important field of employment in VGR is the manufacturing industry, namely the automotive, with Volvo Cars, Volvo Group, Ericsson, Astra Zeneca, and Chalmers Institute of Technology. The employment of R&D resources is crucial; the region is within the top 20 in Europe, spending 2,9% of the GRP on R&D in 2011 compared to the average 1,3% in the EU. Finspång is a small, modern industrial town in the Region of Östergötland, it is a mix of traditional industrial town and modern municipality. The production industry provides 45% of the employment and many of the companies are high-tech and in need of well educated engineers and others. The production industry has traditionally been the number one employer in Finspång, with electronic equipment, metal products, and transportations as major products. Smart specialization in Östergötland focuses on efficient logistics, business models and arenas for sustainable system solutions, smart internet-integrated communication systems, simulation and visualization and advanced materials, e.g. graphene.
Part 2 - The learning pathways chosen by partners and reasons for their choice
The chosen courses represent an interesting insight into the available VET and HVET options in the EU.
Croatia
1. Master Craftsmen Exams have been introduced in 1994 and are regulated by Laws a necessary precondition for opening a craft in 62 occupations. These Master Exams would be given level 5 as a career advancement system. This example of best practice was chosen to show the progression from EQF level 2 and 4 to EQF level 5 and as an example of recognition of formal, non-formal and informal acquired knowledge.
2. Short Professional Study Degree for Smelter (University of Zagreb, Faculty of Metallurgy) has been introduced from the 2011/2012. Through Short Professional study for Smelter, students are, in a shorter period of time compared to the undergraduate and graduate Metallurgy studies, trained for professional work in the field of casting, which allows them immediate employment access. This good practice is EQF level 5 in High Education, tertiary level. Unfortunately, the biggest problem is the fact that in Croatia EQF Level 5 at tertiary level is near extinction. Most of the programmes for Short Professional degrees (Pristupnik- less than 180 ECTS points) have been transformed into Baccalaureus degrees (Prvostupnik - more than 180 ECTS points) because an Academy Profession degree was not well accepted by the public. One of the last standing Academy Profession degree is for smelters. With the comprehensive curriculum reform currently in progress in Croatia, the intention is to include EQF Level 5 in it with an emphasis on connection between secondary and tertiary level. This problem of “clashing” between higher university and non-university training can be found in many EU countries. On the other hand, in countries as Germany and Romania EQF level 5 courses are totally absent.
Germany
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1. ELECTRICAL ENGINEERING, which has been going on since 2014.It is considered a best practice because it is the three track course of study which offers the possibility for students to gain 3 degrees within only 5 years. With a diploma (FH) at the end of a 5 year pathway one achieves the 6th level of EQF; a University Degree would be level 7. An integrated vocational qualification certified by the local Chamber of Trade (in German: Handwerkskammer) after 2 years and a half leads to a EQF level 4 qualification. The Integrated master craftsman diploma leads to a 6th level of EQF after four years. It is an immense saving of time of at least 3 years. Due to the high demand of more master craftsmen degrees because more and more students decide for an academic education only, this study concept helps to solve the current skills shortage, especially in the field of crafts and trades.
2. BUSINESS INFORMATICS. It is considered a best practice because it is open not just to graduates of vocational trainings in the field of Information Technology, but also to university dropouts. Work experience can be accredited and offers a reduction of study time. Furthermore, there is the possibility to study without having the A-levels/ diploma from German secondary schools qualifying for university admission or matriculation. Design of the learning pathway: concept: an extra- occupational study course of Business Informatics with a Diplom (FH) degree within 10 semesters (5 years). It specifically addresses graduates from vocational training in the field of Information Technology.
Italy In Italy, all EQF 5 courses are delivered by the so-called “Istituti Tecnici Superiori” (Higher Technical Institutes), briefly ITS, that is public-private Foundations. Programmes consist in post-secondary, non- university training courses that have been included into EQF level 5 as per DPCM of January 25th, 2008 and started in the two-year learning period 2011-13. In December 2012 ISFOL (the VET National Agency of the Italian Ministry of Labour) issued a document referencing the Italian learning system to the EQF, even if links to non-formal and informal systems are still missing. Even if officially ITS courses belong to the system of Higher Education and they have been defined as HPE (Higher Professionalizing Education), there are still some “grey zones” about them, due to the way they are funded: partly by the Ministry of Education and partly by the Ministry of Labour, with percentages depending on single regions. So for example some ITS dealing with specific technological areas would rather like to be included into HTE (Higher Technological Education), while in some regions (like Emilia-Romagna) they are considered to be, and advertised as, HVET. The following ITS have been chosen as excellent practices: 1. in region Emilia-Romagna, Foundation ITS Maker for Mechanics-Mechatronics-Vehicle motors- Packaging; 2. in region Apulia, Foundation A. Cuccovillo for New Technologies for Made in Italy- Mechanic/Mechatronics Systems (Energy); 3. in region Veneto (Vicenza), Foundation ITS Meccatronico for Mechatronics; 4. in region Veneto as well (Jesolo), a fourth ITS technical course has been chosen: Innovation in cultural heritage – tourism and the hospitality manager.
Main criteria followed in selecting the proposed best practices were: a) relevance of topic for local market; b) attractiveness, the increasing number of students shows their relevance to potential beneficiaries; c) link with local labour market systems; d) capacity of matching labour market needs in terms of skills/competences; strong involvement of the local industrial system in planning, running, assessing and reviewing programmes; e) employability, that is coherent and high employment rates over 90% (at 6 and 12 month after completion of the programme);
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f) success of public/private partnership governing the course. In these practices, public and private stakeholders found a very efficient way to co-operate. Further, this is part of specific regional development policies; g) geographic coverage, as the selected case studies belong to northern, central and southern regions; h) the innovative mix of learning methodologies and the level of employability attained by students; i) student mobility, also thanks to the fact that some ITS have Erasmus Charters for Higher Education, providing students with the opportunity to work as apprentices in foreign companies, and teachers with professional updating. Romania
1. HENRI COANDA” Post-High-school Timisoara; It prepares general medical practitioners through a syllabus of three years
2. The Economical High-school “Francesco Saverio Nitti” Timisoara; it prepares specialists in trade, banking account and administration through a syllabus of two years.
Identification and selection of the best practices has been made based on criteria concerning respect to the standards of vocational training (VET) on European level as well as the customers’ satisfaction level. They refer to: - correspondence of educational offer to the demand on the area/European labour market; - involvement of qualified educational staff with experience in adult education segment; - existence of a proficient quality management system inside the educational institution; - partnerships with institutions and economic players; - adapting curricula to the real needs of the institutions and economic players; - having teacher coming from the labour market; - support from national authorities; - the chance of getting an international qualification. Success factors are - affordable costs for students in case of private providers; - existence of a rich structure of hospitals and public clinics, able to employ graduates; - easiness in finding and coordinating internships, due to the high number of relevant institutions available; - development of medical tourism, due to the reduced costs of medical act, compared to another European countries, especially in the fields of dentistry and plastic surgery; - possibility of employment in other UE countries; - highly qualified staff. Sweden
1. Production Engineering (2 years/400 HVE units, full time studies = Qualified HVE Diploma, EQF 6), Production Logistics and Production Development (2 years/200 units, part time studies = HVE Diploma, EQF 5). At Gothenburg Technical College, Production Development, started in 2001, and when the National Agency of HVE was founded in 2009, the programme was incorporated in the framework of the National Agency. With the national reform of the Upper Secondary School in 1994 the fourth year of the technical programme was abandoned. Until then, it had been a very popular programme and part of the European tradition of Polytechnics, much appreciated by students and employers. 2. Upper Secondary School Engineering Diploma in Production Engineering or in Design and Product Development (one year/900 units, full time studies = Upper Secondary School Engineer Diploma, EQF
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5). The T4 was reintroduced at Curt Nicolin School in August 2012 as part of a pilot project run by National Agency for Education and is now part of the School’s permanent programmes.
Part 3 - The educational systems of European countries
One first challenge partners had to tackle was: “what are we talking about”? Indeed, the EQF is a framework, implicitly acknowledging the impossibility (and the “no need for”) a single, common system throughout the EU. So partners were called to: shortly describe their national education and VET systems; “locate” the selected case studies into their national system and into the corresponding EQF level; provide for a brief definition of HVET in their country. Not surprisingly, results prove that: 1. all practices range from EQF level 4 to EQF level 6, with some of them exactly at level 5; 2. many different acronyms are used, in order to identify the type of education and training provided, very often with little or no European set definition, rather with some de facto appointment by practice. They are: VET – Vocational Education and Training: very general wording, usually referred to vocational or general education (at schools) or training (at schools or training centres) up to EQF level 4; HVET – Higher Vocational Education and Training: usually referred to vocational, professional, technical higher learning at EQF level 5 or higher; HPE – Higher Professional Education: similar to HVET, but rather focused on the service field, or delivered by Universities and HE institutions; HTE – Higher Technical Education: similar to HVET, but rather focused on the technical field, or delivered by Universities of Applied Sciences, Fachhochschulen, etc.. All of them exploit involvement of companies and of the labour market to some extent, depending on territories and learning outcomes.
Indeed, the educational systems of European countries differ deeply from one another. People have been trying to develop tools and frameworks that enable geographical and working mobility of European citizens for over 20 years. At the same time, they are collaborating to develop a European common space for learning. Frameworks and tools are not meant to achieve uniformity, but rather transparency in qualifications, certificates, qualities and reciprocal acknowledgements, in full compliance with national differences of each country. In fact, culture and education reflect the specific characteristics of each country and this is the reason why they are so different from one another. Thinking of levelling them out is almost impossible.
If transparency is indispensable for mobility, highlighting best practices and promoting their spontaneous adoption and conscious usage, on the other hand, are equally important to build a common learning space, rather than trying to level all differences out.
As a first contribution to partners, in order to help them better understand each other’s systems, it seemed fit to compare the different learning systems according to the EURYDICE database1. This has been completed with some considerations on the selected courses and their “location” in the national learning systems.
1 See https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Publications:The_Structure_of_the_European_Education_ Systems_2016/17:_Schematic_Diagrams, last successfully accessed on 03.11.2016.
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In Croatia basic learning, until 18 of age, is structured as one single path until 14, then we can see different 4-year paths of general learning (upper secondary school) or vocational and 3-year vocational training blended with work-related learning, to which a fourth year of non-tertiary learning can be added. Tertiary-sector learning has three alternative paths: a) university courses (lasting 3 years + 1 or 2); b) other 5-year long university courses; c) vocational training courses for the tertiary sector (lasting 2 years + 1+ 1+1). The responsibility for VET lies with the Ministry of Science, Education and Sports supported by the Agency for VET and Adult Education (ASOO). Since the 2013 Act on the Croatian qualifications framework (CROQF), 25 sector skills councils cover general, vocational and higher education. All VET programmes combine professional and general competences, to varying degrees; most include mandatory work-based learning (WBL), though duration and type varies. Learners from lower-level programmes can progress to higher levels at the discretion of their schools. In Germany, mainstream education only lasts until 10 years of age, then, from 10 to 16, it differentiates into Gymnasium (lasting 3 years), Schularten, which are school that can be aimed at three different types of learning and that go on to Fachoberschule (Upper secondary school) or two more types and that can go on after 19 years of age into lifelong learning and Hauptschule, which goes on to several Berufsfachschule. Then, there is the dual vocational training. Tertiary vocational training is also extremely varied: apart from university courses (3+2) there are music and art academies (with courses lasting 4+2 years), Fachhochschule (Universities of Applied Sciences – courses lasting 3+2 years), Berufsacademie (2+1 years), Verwaltungsfahhocschule (3 years), Fachschule and Fachacademie (1+1+1 years).The main strength is certainly represented by a long-lasting web between the labour market and the world of education; the main weakness is given by the fragmentation of the system and the impossibility to change one’s pathway from one curriculum to another. In Germany, students can achieve a technical or master craftsman qualification (EQF level 6). The completion of higher education institutions leads to a Bachelor’s (EQF level 6) or Master’s (EQF level 7) degree. In comparison to a regular University, “Fachhochschulen” or Universities of Applied Sciences do not have the right to offer doctoral degrees, which would be EQF level 8. The two German best practices concern EQF levels 4 and 6 provided by a University of Applied Sciences and a Chamber of Crafts. The Chamber of Crafts has the task to promote the interests of the handicraft and is responsible to control the vocational education in this field. They create and design the system of the trade tests and the examination for the master craftsman’s certificates. In Italy, mainstream learning goes on for all students until they are 14 years old, the first study cycle is divided into primary and lower secondary school (lasting 5+3 years), then it is split into three different public cycles: general high school (with six different curricula), technical high school (with a technical curriculum with 9 different specialisations and an economical one with two specialisations), vocational high school (divided into two sectors, industry and craftsmanship – with two different specialisations - and services, with four specialisations). There are also two more options: regional vocational learning and training (lasting 3 years + 1) and apprenticeship. Students who have attended vocational learning and training can enrol into ITS and attend one year of IFTS (Higher Technical Learning and Training). Post-secondary education is divided into University (lasting 3+2 years and giving access to PhD), AFAM (Higher Artistic and Musical Training) and ITS (Higher Technical Institute (lasting 2+1 years). In Italy, the selected programmes are at level 5 of EQF and belong to post-secondary, non-university technical vocational training, which has been recently created and is being carried out by ITS through biennial courses leading to a national degree. University technical vocational training at EQF level 6 (bachelor), 7 (master) and 8 (PhD) is academic and is carried out by Departments (formerly Faculties).At level 6 and 7 there are also short-term courses (often erroneously referred to as “Master Degrees”); relevance to a certain EQF level is given by the required degree to enter the curse, not by the achieved level at the end of the course. This description corresponds to basic training, as there
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are parallel offers concerning lifelong learning at national level up to EQF 4 (IDA), then there are regional courses at higher EQF levels (with a recognition of qualifications) or university courses (Universities are autonomous in awarding degrees). The main strength is given by an open learning system toward non-university tertiary learning, also in view of future employability; the main weakness is represented by a limited target group (0,2%) and by the lack of a general significant and relevant framework. In Romania pupils attend the same mainstream schools (primary and gymnasium) until they are 15. After that age, there are upper secondary schools until 19 years of age or vocational high school until 18. Both upper secondary school courses and vocational ones can be attended at school or in a blended way with work-related learning experience. After 19 years of age there are three-year-long non-university post-degree courses. Tertiary education is available at universities and can be divided into courses lasting 3+2 years or 4+1+1/2+1/2 years. In Romania the programmes considered are non- tertiary (post- secondary) ones. The Ministry of Education and Research governs both types of post- secondary programmes, public as well as private. The initial and the continuous VET represent essential factors in the context of developing a national economy on a European level. In Sweden there are mainstream learning courses (grundsckola) from 7 to 16 years of age, then they divide into general and vocational upper secondary schools. From 19 to 21 there are several learning paths available: general vocational training for adults or non-university post-degree training (communal vuxenutbilduing o folkhogskola). Post-secondary learning includes university courses lasting either two years (hogskola) or 3 + 2 years (universitet), as well as other non-university courses lasting three years (1+1+1 - Yrkeshogskola). On EQF 5 we find two types of education; Higher Vocational Education authorized by the National Agency of HVE and the fourth year of the technical programme of the Academic Upper Secondary School, The T4, which leads to a Upper Secondary Engineering Diploma on level 5. HVET is found on EQF levels 5 and 6 and its targets students who, unlike academic students, want to be able to go straight to employment after graduating. HVE and T4 both combine theoretic studies with internship (a minimum of 10 weeks = approximately 25% for T4 and 25% for HVE) and require a close cooperation between schools and companies. A steering committee or a local education counsel with representatives from the industry is connected to every programme in order to secure that the curriculum is relevant and the students employable. The main strength is given by the easy chances to climb up the system.
Part 4 - A synthesis of the features of the selected pathways, also taking into account the different learning systems of the involved countries. As far as the learning pathways are concerned (at levels 4-5-6 EQF), in fact, the partners think it is very important to compare: 1. The degree of permeability with other types of education; access requirements; transition to other education/training pathways/systems; 2. Ownership, i.e. what organization is responsible for delivering the learning pathway; 3. Structure, i.e. how the learning pathway is designed, what is the training programme structure and so if the learning pathway is based on modules/subjects or on units of LOs, and how are LOs combined to learning activities; 4. Methods, i.e. what are the Training/learning methods and assessment procedures (assessment of learning outcomes); 5. European perspective, that is, the view on allocation of credits, internationalisation and student and staff mobility.
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1. Degree of permeability with other types of education – Entry requirements – Transition to other education/training pathways/systems In order to describe the degree of permeability with other types of education, it seemed advisable to give a general introduction on the whole system, then to focus on the two selected courses, analysing their requirements for accessing and for moving to other education systems. The most permeable study case, as it allows lifelong changes and developments, seems certainly to be the Swedish one. Unlike the German cases, people can choose their pathway from a very early stage. In the Italian case, permeability is declared, but actually difficult to implement. The Croatian case is very interesting as an exam is used to acknowledge non-formal competences.
In Croatia three-year VET programmes (ISCED-P 353) give access to the labour market and lead to qualifications at CROQF level 4.1/EQF level 4; they are mostly run as apprenticeships, with significant work-based learning at companies. Since 2014, graduates from these programmes can enter an optional one- to two-year bridge programme and, if successful, take A-level exams to qualify for higher education access. All applicants who apply to take the open competitive exam for enrolment in the first year of study are subject to the admission procedure through which the selection of candidates will be made. It consists of: a) evaluation of overall success in high school, b) evaluating the achieved score in mathematics and chemistry in high school. The Master craftsman exam needs 5 elements which need to be taken one at a time. If participants do not pass one of them, they cannot pass the whole Exam, even though passed elements can be recognized for the next attempt. The master's exam is a state recognized exam, and master Diploma is a document that is proof of expertise and quality and will open the possibility for further career advancement. Short professional study for smelter has preconditions defined by the Bologna process, National law and CQF. Admission to Short professional study for Smelter can be applied for by candidates who completed a four-year or three-year VET school and studied such subjects as Chemistry and Mathematics. If one leaves the programme before its end, courses passed can be recognised and transferred to another University, or can be used for further advancement to the baccalaureus degree. It ends with submission and defence of the dissertation on the selected area of the profession and the participant is given the title of stručnipristupnik/stručnapristupnica (150 ECTS points). It is possible to continue with professional study for baccalaureus or to achieve extra credits for continuation on university study programmes. In Germany, after successfully finishing High School at grade 12 or 13, pupils will get their A levels, or respectively the diploma from German secondary schools qualifying for university admission or matriculation. The theoretical education takes two years for pupils with school qualification until grade 10, and one year for young people who already finished their vocational education. In a vocational school, students can achieve a full-time theoretical vocational qualification up to EQF level 3.Furthermore, there is the possibility to choose the dual vocational education, where a company takes over the practical education and the vocational school takes over the theoretical part. It is a three-year program with a degree at EQF level 4. Work experience can be accredited and offers a reduction of study time. Furthermore, there is the possibility to study without having the A-levels/ diploma from German secondary schools qualifying for university admission or matriculation. In the first case, the students, in fact, have to apply at both institutes: the University of Applied Sciences and the Chamber of Trade in Chemnitz; in order to get admission, a university entrance qualification is needed. The Chamber of Trade supports the students with the search for local companies as practice partners. The second case study specifically addresses graduates of vocational trainings in the field of Information Technology. Vocational education and practical experiences can be widely accredited, which allows a recognition of 72 ECTS (3 semesters).
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This offers students a chance to achieve a Diplom (FH) degree within 7 semesters only, while working in a full-time job at the same time. In Italy EQF 3 technical vocational training is exclusively certified by Regions, adopting standards that only recently have become national, thus achieving uneven results. Non-university technical vocational training is at EQF level 4: it can be achieved either through a national diploma, or a regional one (technical), or through an IFTS Certificate. Enrolment into ITS courses is available either to those who have a State Diploma, or to those who have a Regional Technical Diploma and have attended an IFTS course (a chance that has been envisaged for by the law, but has not been implemented, yet). Should someone choose to continue on to a university course, recently issued laws set some equipollence criteria. Each course can boast agreements with some specially-designed university courses for the actual recognition of learning credits. ITS courses, for example, have 120 ECTS credits (in theory). According to Section. 1, paragraph 51 of Law 107/17, ECTS should not be less than 100 for learning pathways lasting four semesters and 150 for those lasting six semesters. Law 89/2016 lowers the minimum value of ECTs for biennial pathways from 100 to 40, corresponding to six exams, while for three-year long courses ECTs go down from 150 to 62, corresponding to eight exams. In Romania, the students have to graduate at secondary school. The baccalaureate diploma is not compulsory. For recognition of any competence the students have to graduate the post-secondary school. In Sweden, it is possible for a student to gain access to a programme in a college for Higher Vocational Education (EQF 5) without having completed VET-studies on level 4, as the entry requirements vary and are stipulated by the local provider. A student cannot gain access to University and University College based on VET-studies at level 4, but would have to take supplementary academic courses to gain access to academic training on these levels. A student with an academic education at level 4 can go directly to an academic education with learning outcome at level 5 or 6. There are two levels of requirements; a national one stipulated by the National Agency, which requires an EQF level 4 diploma or the equivalent (e.g. international degrees or real skills) and a local one, which within certain parameters, is left to the individual provider to stipulate. GTC has for Production Engineering chosen the local requirements; two years of working experience from the production industry and passing grades in Mathematics 1 (Ma1A). Entry can also be achieved through validation of prior experience. Students can receive recognition for prior studies and real skills and based on this shorten their studies by an individual learning path. An HVE diploma consist of passing grades in all the modules in an HVE programme. A student who doesn’t pass in all modules or chose to quit the program, can receive a formal document with a list of passed courses, which can be shown to future employers or used for recognition of credits if the student chose to take up studies within the field elsewhere. An HVE diploma cannot give access to further studies on levels (5-) 6-8, as these levels (with the exception of HVE on levels 5-6) are considered academic and require an academic diploma on level 4.GTC has chosen the local requirements for Production Engineering; two years of working experience from the production industry and passing grades in Mathematics 1 (Ma1A).The programme targets students who wish to continue their studies in Upper Secondary School for a fourth year in order to go straight to employment. The T4 can also be seen as a preparation for academic studies in technology on EQF levels 6 – 8, to which it gives access. Just as with HVE, a student who does not pass in all modules or chose to quit the program, can receive a formal document with a list of passed courses, which can be shown to future employers or used for recognition of credits if the student chose to take up studies within the field elsewhere. National entry requirement for the T4 is a diploma on EQF 4 from the technical programme. Students do not have to go straight from the third year to the fourth, but can take a break, as long as they start the programme before their 22nd birthday. This is an important difference
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compared to an HVE programme, which does not have any age limitations, but is open to students regardless of age.
2. Organization responsible for delivering the learning pathway The Organizations responsible for delivering the learning pathway are different among the partner countries:
The first Croatian learning pathway, i.e. the programme for the Master Craftsman Exam, is regulated by the Ministry of Entrepreneurship and Crafts and approved by the Croatian Chamber of Trades and Crafts, while the organization in charge of the second learning pathway is the University of Zagreb, Faculty of Metallurgy.
The first example of German learning pathway is a collaborative study program of 2 organizations, whose governance is as follows: The University of Applied Sciences Zwickau is responsible for the content and teaching of the academic education, the quality assurance and it awards the academic title of the Diplom (FH). The Chamber of Trade is responsible for the vocational qualification and the master craftsman diploma. The 2 partners are equal; The second instance of German learning pathway is a collaborative study program of 2 organizations, whose governance is as follows: the media project Institutfür IT- und Managementtechnologie GmbH is responsible for the organizational and overall leadership. The University of Applied Sciences Zwickau is responsible for the content, the quality assurance and it awards the academic title. The 2 partners are equal. Italian ITS’s are managed by a shareholding Foundation with several partners: schools and training centres as well as university departments and other research centres are partners for training and research; companies, associations and trade unions are entrepreneurial partners; Public provincial bodies and municipalities are partners for the public sector. Courses are financed by the Italian Ministry of Education (MIUR), the relevant region and other public and private bodies. There is a distinction between founding members, that belong to the steering committee, and members who belong to the partners assembly and to the wider group of stakeholders. The ownership structure includes an active triple helix composed by Public Administrations, Foundations, and relies on the following management bodies: the Board of members, the Chairman, the Executive Council, the Steering Council, the Scientific and Technical Committee (STC), and the Auditor.
In Swedish case studies there are two institutions: Gothenburg Technical College and Curt Nicolin School in Finspång; and the same happens in Romanian case studies: i.e.“HENRI COANDA” Post-High- school in Timisoara and The Economical High-school “Francesco Saverio Nitti” of Timisoara.
3. How the learning pathway is designed. Training program structure In Croatia Master Craftsman Exam - Postsecondary professional education and training – is a combination of work experience in the position in which the candidate wants to take majstorskiispit and a professionalising training pathway. The possible combinations are: a) a specific training course (the same profile) + 2 years of experience; b) anon specific training course (different profile) + 3 years of experience; c) a shorter specific course lasting1 or 2 years + ten years of former experience. The Chamber of Trades and Crafts has prepared catalogues for the standardization of exams. The catalogues precisely describe the learning outcomes for each master profile. Master Craftsman Exam consists of 4 parts: a practical part, a professional theoretical part necessary for crafts businesses, a business-management and legislative part, and a pedagogical part related to the education of apprentices. If a candidate does not pass the practical part of the exam, he/she is not allowed to perform other sections until the next exam. Preparation for the Master Craftsman Exam is not compulsory, but can be organized by institutions for adult education and other entities. Master
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craftsman schools are not part of formal education and can be established under provision of the Act on Trades and Crafts. In the latter case the goal in the first year of study is gaining adequate basic knowledge in the theory of technical subjects. In the second and third year students take courses in the field of technical and vocational subjects (such as melting technology and quality control of the melt, and so on). In addition to lectures, practical exercises are performed as well. Moreover, students must complete a certain number of hours of professional practice in the foundries. Learning is organised in groups of max. 15 students because it includes new teaching methods and practical parts. Both best practices are based on the learning outcomes because they are designed for and are a result of labour market needs. It is not clear, however, how they have been designed.
The first case study in Germany is ELECTRICAL ENGINEERING. The concept is that of a three track course of study, which means students can achieve three degrees within 10 semesters (5 years). The learning pathways are mainly based on subjects, such as computer engineering or signals and systems. From the 1st until the 6th semester, the work load of the study is reduced (18 instead of 24 Credit Points per semester). The 7th semester is solely reserved for internships for work experiences in the company. From the 8th semester, it is a regular full-time study with mutual recognition of modules from the master craftsman qualification and the study, as well as aligned learning contents between the study and the vocational and master craftsman education. The second case study concerns BUSINESS INFORMATICS. The Design of the learning pathway: envisages an extra-occupational study course of Business Informatics with a Diplom (FH) degree within 7 semesters (3,5 years). It specifically addresses graduates of vocational trainings in the field of Information Technology. The vocational education and practical experiences can be largely accredited, which allows a recognition of 72 ECTS (3 semesters). This enables students to achieve a Diplom (FH) degree within 7 semesters only, even if they are working at the same time in a full-time job. The learning pathways are mainly based on subjects, such as mathematics or programming or project management. Qualifications: Diplom (FH) in Business Informatics. There is no set distinction between a basic and an advanced education phase. It is rather a topic distinction. At first the study is related to informatics and afterwards to the field of economics. The Diplom dissertation thesis is written in the 7th semester. In Germany programmes do not seem to be based on Learning Outcomes, but rather on subject matters and on work-based learning. In Italy, ITS offer several courses on six technical areas, to give an education that is in harmony with young people’s expectations and with national production needs. For each technical area, specific fields and reference job positions, which are meant to diversify the courses offered, have been devised, so that the same courses offered may correspond to the production chain that can be found on the local territory. So far, 29 national reference job positions have been planned, covering the 17 fields of the so-called “technical wider competences” to be owned at the end of the pathways, i.e. what an ITS graduate “really knows” and what he “can actually do”. Every ITS also defines a specific technical and vocational profile for each national reference position, based on the needs of the territory where it operates. For each field at national level some job titles have been selected, which are characterized by a common transversal cultural area and by specific macro-competences on which the final exams are built and the final diploma is awarded. At local level, the job title is adapted with specific competences meeting the needs that have been expressed mainly by the local companies. The learning pathway has been designed by a scientific committee implementing and approving the proposals from the different boards of social partners and general stakeholders who are committed to give a first draft of the learning pathways. The scientific technical committee follows the implementation of the courses and today it meets on a yearly basis to officially review the curricula,
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due to two main reasons: topics at the heart of programmes are quite innovative, and subject to continuous changes. The Steering Committee develops the range of pathways to be presented to the relevant Region for approval and subsequent implementation. Every year the Regional authority (who finances ITS programmes) requires Foundations to review and update their training offer: proposals must pass the regional examination to be funded. The learning pathway has been designed together with companies from its very beginning. Also detail design is continuous and cross-cutting, based on company and student needs. That is quite a challenge, as companies very often know and describe their present needs, with a short time perspective, while training design usually requires a medium-/long-term one. In order to overcome this obstacle, the Foundation is setting up a second, permanent table focussed on innovative technical competences, but also on cross-cutting issues, like product and process innovation, aiming at better understanding labour market trends, as well as broadening the scope of design vision. The Steering Committee, with the help from companies and trainers, stands as a permanent board, who first defined profiles and competences when the programmes started, and now meets on a yearly basis to officially review the curricula. All programmes include specific training units on soft and cross skills. Duration can vary from 1.800 to 2.000 hours over two or three years. At least 30% of training must be work-based, through internships in companies, which can be diversely distributed over the years and going from 40 to 50% in the courses presented here. Others apply a different distribution of internships, two days every week or concentrate it in two or three periods in the two course years (i.e. for ITS Meccatronico it is of 896 hours, 408 of which in the first year and 488 in the second year, 800 at ITS turismo. On average, each week is composed of 28 hours of lessons and 40 hours when on internships. 20% of internships are organized abroad in Germany, Ireland, Austria. Costs are covered by the Foundation also through the use of Erasmus+ mobility projects). At the end of the training programme students get a higher education technical diploma, by taking a state examination supervised by a ministerial examination board. In Romania, the curriculum for the medical programme is composed by theoretical and practical modules, accomplished in suppliers agents/firms who provide services as partners, both public or private. In order to have an adequate coordination, the theoretical instruction precedes the practical instruction. The structure has as a main purpose the achievement of interdisciplinary skills. Also, the specialist in trade, banking account and administration is a professional individual that possesses theoretical instruments and practical skills necessary in organising, and functioning in good conditions of the patrimonial banking account, in conformity with the actual legislation, and the legal norms of the Ministry of Economics and Finance, according to the particularities of the commercial enterprise. He/she guarantees the credibility of data that are included in banking accounts and in the works of accounting synthesis. This curriculum boosts rapid access to the labour market. While in the first year the theoretical economic modules take up 58% of activities and the practical ones 42%, in the second year theoretical modules represent 40% and practical ones 60%. As for Germany, learning pathways are based both on subjects and learning outcomes. In Sweden, the design process starts clearly from market needs. When companies in the steering committee identify a skill mismatch, they can give Gothenburg Technical College the assignment to create an HVE-program to bridge the missing competencies, jointly defining corresponding learning outcomes and syllabi. An application to the National Agency can be written in August and if approved, the College can start marketing it to students and start activities in September of subsequent year. An ongoing program is governed by the National Agency and the steering committee, which meets four times a year. To get a HVE diploma, a student should pass grades in all modules. Otherwise, students can receive a formal document with a list of passed courses, which can be shown to future employers or used for recognition of credits in any other study programme. A HVE diploma cannot give access to further studies on levels (5-) 6-8, as these levels (with the exception of HVE on levels 5-6) are considered academic and require an academic diploma on level 4.
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Unlike the HVE programs with their local curriculums, T4 follows a national curriculum, developed by the National Agency for Education. As a pilot for T4, Curt Nicolin School and the companies connected to it took part in developing the curriculum and giving in-put to the agency. In order to receive government grants and permission to start a T4 program, an education provider has to write an application to the National Agency and show that the provider has the necessary network of companies to form a local education counsel and provide internship. An ongoing program is then governed by the education council and the National Agency. In Sweden learning pathways are always based on learning outcomes, achieved through modules/courses. In 2016, the Swedish national Agency has developed guidelines to support providers in the coherent definition of learning outcomes.
4. Is the learning pathway based on modules/subjects or on units of LOs? If the latter, how are LOs combined to learning activities? In the collected documents the development of pathways into modules and subjects is described, and often they are also listed, while there isn’t the description of the way in which the LOs are combined to the learning activities. To this purpose, below please find a description of the model of the Veneto ITS’s as per the project BeTWIN2. In Italy ITS courses should be built according to national standards on wider competences. The experience of Veneto ITS building on the model developed within the Leonardo da Vinci “Be-TWIN2” Project. In Be-TWIN2 project the aims are different i.e. to compare ECTS and ECVET credit systems in the hypothesis of vertical (permeability/recognition) or horizontal (geographical) mobility. In this last hypothesis in the testing phase it has been demonstrated that the structure of the standard makes sense because it is based on the semantic analysis which allows and facilitates the comparison both in vertical and horizontal mobility. As to the methods used in designing the units of learning outcomes, it should be pointed out that structure of the qualification standard (as provided by the EQF) is divided into two areas: the recognition and training. The area of recognition is divided into 1) area of activity detected by the world of work (work processes that can be outsourced), activities and tasks; 2) key competences for each area (performance requested by the labour market characterized by an economic value and, despite the synonym, have to be distinct from the key competencies defined by the Recommendation of 2006 - and by the declination used for the Los as in the EQF; 3) the learning outcomes or better units of LO, declined in Knowledge – Skills – Competences. The units of LOs are necessary to be able to perform the key competences u.s. and therefore to carry out tasks, activities, areas of activities described. To define the units which make up the occupational profile, it is possible to use two different criteria to connect them to: disciplines and inevitably based on their epistemological status; in this case, credits cannot be based on the workload certainly not necessary to achieve a single LO, but on the modules areas of activity of the labour market. This leads some to undermine “the traditional choices” with undoubted strengths, weaknesses, opportunities to contribute to employability, but also risks; in this case, it is most appropriate to use ECVET points based on the importance of unit considered with respect to the occupational profile (the same unit has different points compared to various occupational profiles). The training area (the reference point is the teacher and / or the organization defining the training offer) and the learning area (the reference point is the learner). This area consists of the learning paths. A key issue is to understand what are the characteristics and motivations of the description. The testing phase working group was required to answer regarding the characteristics of the descriptions of the learning activities: Do they have to be synthetic or detailed?; What are the factors of permanence and variability?; Who should define them; To whom are they finalized and then to whom do they need? (user, teaching staff/lecturer, enterprise, mobility stakeholders, documentation) Motivations for the descriptions: the path useful to achieve learning outcomes and to be able to provide performances has to be traced; transparency towards the user, the teaching staff, the
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enterprise, the territory has to be guaranteed; in a lifelong learning perspective, the transferability of competences acquired in different settings (even in vertical mobility) has to be promoted; flexibility and updating in order to ensure the compliance of the requirements of the labour market and innovation has to be ensured; be functional to horizontal mobility (geographical) The description of the units can be done as one of the modules, usually used in VET (in the previous programs - linked to the disciplines) and based on: prerequisites, objectives, contents, methods, technologies / tools used, assessment methods, timing – duration. In Italy, the academic curricula are described in LOs (otherwise they cannot be included in the database of the Ministry of Education). It should be emphasized, however, that the definition of LO provided by the ECTS Users Guide 2009 only formally corresponds to the definition provided by the EQF Recommendation. It is believed that the proposed methodology is not a pedagogical approach because the target is made on adults. It is believed however that it responds more to a learning methodology based on an approach that will define work based learning. As to the calculation of ECVET and/or ECTS points, the latter ones were awarded to LA according to the workload. It was held as a reference to the following criteria: 1 year work corresponds to 1500 hours, and then 60 credits 1 credit for every 25 hours. The working group was confronted about the opportunities to assign an equal workload to different types of LA such as project work, internships, lectures, or elsewhere. The opinions were initially very divided as following a rather traditional approach that considers that only classroom lessons need to study and investigate later. It was actually the student and some tutor and educational coordinator to make this like all LA if inserted in a staff training plan require ulterior insights. The choice being shared paths ITS 2000 hours in a two- year period has been to multiply for each hour of LA for a coefficient of 1.5, regardless of the type. Thus the two years leading to score an overall score of 120 credits. In some cases, the division into semesters and years can be obtained for each of the same number of credits. Were necessary approximations for each LA. (last line of the table). The intersection of LA and LO unit is determined by the LO. Assign credits to each LO was impractical since the experimentation conducted within Be-TWIN2 (ongoing improvement for adult education teaching staff by USRV carried out in collaboration with the University of Padua Science of Education Dept.). It was considered, therefore, appropriate to follow the advice proposed by the Recommendation and assign the ECVET credit points to units of LO by weight, expressed as a percentage value assigned by the Technical Scientific Committee of each Foundation after hearing the opinion of some opinion leaders among the trainers and employers work than in qualifying. These assessments have been reported in the last column of the table. For each unit and LA intersection shows the corresponding LO. This proved to be the most demanding task. Some of the following challenges or constraints were faced while testing Be-TWIN Methodology. - Strengths: Rationalization and readable documentation of a completely new learning pathway; A way that allows to foster the dialogue and the exchange of views with the labour market to survey the professional needs and reinterpret them as training needs; An excellent base to design the learning pathway and especially re-shape it according to local needs and gradually update and change it; A document that promotes the qualification transparency; A document with very useful information for users (guidance phase and filling in of their curriculum). - Weaknesses: A difficulty in convincing trainers, especially those working in the university, to apply the results achieved and change their way to teach; Paradoxically even the experts from the labour market have difficulty in developing topics using a work-based learning approach; A document whose draft has required a considerable effort although it is essential to match the two mechanisms aimed at allocating credits. - Possible remarks on the benefits of using the Be-TWIN matrix were also pointed out by the stakeholders involved in the testing phase; promoting the match between ECTS AND ECVET as recommended in the Budapest Communiqué; facilitating and promoting the horizontal and
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vertical mobility as well ECTS has contributed in promoting the reforms of most of European universities and Bruges Copenhagen Process those in the education and training systems; significantly contributing to overcoming a design of learning pathways based on modules and to focussing more on the needs of the labour market; analysing the opportunity to introduce certain subjects/disciplines (often they are targeted to keep the job of trainers rather than guaranteeing the student’s future employability); developing a multidisciplinary perspective.
5. Training/learning methods (face-to-face lessons, project work, on the job training, internship) With reference to training and learning methods the challenge can be analysed from two different points of view: innovation in learning and training and innovation through learning. Innovation in education means accessibility to excellent learning contents, introduction of such methods as peer-learning and action learning, development of creativity and of digital skills. Innovation through learning means, instead, to care particularly for soft skills as well as for the acknowledgement and specific development of transversal and technical-professional competences. In Croatia the Master Craftsman Exam, as already said, consists of 4 parts and alternates several teaching methods that are typical of VET. In Germany there are the forms of study attendance courses, part time study, carried out by the University of Applied Sciences. The integrated vocational qualification consists of practical work at the local company and theoretical attendance classes at the Chamber of Trade with mainly practical contents in the weekend or in blocks, with some parts in E-Learning format, but mostly attendance classes. It is an extra-occupational study course, which can be studied parallel to a full-time job. The study consists of a large part of home work/self-study and of a smaller part of attendance classes. The implementation into job practice is an integral part of the study in the form of transfer and assignment papers. These programmes include the implementation of apprenticeship schemes envisaged in the specific regulations, the form of study: attendance courses, part time study. Italian training methods vary greatly, depending on learning objectives, and include: frontal lessons, in-company lessons, workshops, teamworking, internships and work-based learning, company visits and visits to exhibitions, etc. Teaching methods and strategies used include: Front lecturing and/or dialogue, Research and projects, Discussion and sharing, Simulation and role playing, Practical exercises, Task laboratories, Problem Solving, Technical workshops, Project Work, Individual and group work, Educational outings, Educational tours Study trips. The course isdivided into four semesters, with exams at the end of each one. Further examinations are also scheduled at the end of each programme. ITS in Vicenza experimented a form of dual system with the alternation of school and training at work, typical of North European countries, and the introduction of teaching by competences in the Learning Units through the implementation of Team Working groups. During team working activities, students are grouped in teams of five or six members each, sorted by competences, and they are given a set of ideas implying a design phase and an implementation one to be conducted in a laboratory with the use of lean techniques. The team working project, which can also be found in the ITS course for Tourism, consists of about 240 hours in total over the two-year higher education period, alternated with the theoretical lectures of the course. At the end of the activities, projects produced by students are evaluated by a committee. Their assessment is part of the general evaluation of the course year. Projects are presented by the students during a final public event. Team working relies on the following strengths: the student works in a team and deals with the relevant problems (taking of responsibility); the student has to solve problems of the practical implementation type; the student is directly involved and is the author of his/her own work; the student acquires organisational skills; the prolonged summer session allows to experience a more permanent presence within the company.
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In Romania - the projected curricula over the three years of study are structured on modules of theoretical preparation in speciality, and modules of practical preparation or clinical probation, accomplished in suppliers agents who provide medical services as partners, both public or private. - After graduating the courses, the students gain the following social competences necessary in an activity of an administrative and financial-accounting specialist: teamworking, the capacity of accomplishing viable presentations of different professional aspects, human and financial resources management, negotiation. In Sweden - 25% of a Qualified HVE programme should be internship and at Gothenburg Technical College theoretic studies in college are combined with internship throughout the programme with two to four periods of internship in two years. There is no international activities imbedded in the program, but providers who chose to can apply for a mobility grant from the National Erasmus+ Agency. The grant is usually directed at an international internship and GTC has on several occasions sent HVE students to Europe for workplace training. A course usually starts with “the tools for learning”, i.e. Excel, Mathematics, Communication and Project Management. It then goes on to basic courses, which are followed by advanced courses and a specialization. The theoretic studies end with a project in which all competences are required. The final internship is also ended by a project, which usually consists of a real project in the work place. As the program progresses the pedagogic go from traditional lectures via case studies and simulations to independent project work as practiced in the industry, which prepare the students for employment. The national Agency of HVE have no specific requirements for trainers of HVE and the faculty at GTC is a combination of traditional teachers with a degree from Teachers College and trainers with experience from the industry, who make for great role models in building a professional identity. This makes for a dynamic faculty with focus both on pedagogic and the expectations from potential employers. The modules can then be studied individually or broken down into subject integration and problem-based learning is used throughout the course and as the studies advance, there is a greater emphasis on project, innovation and entrepreneurship. - A minimum of 10 weeks or approximately 25% of the T4 should consist of internship. CNG offers 1/3 of the course as internship. There is no international activities imbedded in the T4, but providers who chose to can apply for a mobility grant from the National Erasmus+ Agency and send students to Europe for workplace training. All students take the course The Upper Secondary School Engineer in Practice and complete a final thesis before graduating. Innovation and entrepreneurship are ensured by the National Agency with the CDIO model (Conceive, Design, Implement, Operate).
6. Assessment procedures Croatia Assessment and awards: Master Craftsman Exam is offered by a committee of the Croatian Chamber of Trades and Crafts consisting of five persons. Two persons are master craftsmen in the related craft, one examiner is an expert in professional theory, one examiner is an expert in legislation and business management, and one examiner is an expert in skills related to the education of apprentices. Germany The qualification for the master craftsman proves if the craft is done masterfully, independently and if apprentices are trained properly. The examination consists of 4 parts: Testing of the masterful performance of substantial activities/operations; Testing of theoretical subject-related
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knowledge; Testing of business-related, commercial and legal knowledge; Testing of job- and work-pedagogical knowledge. Italy At the end of the activities, projects produced by students are evaluated by a committee. Their assessment is part of the general evaluation of the course year. Projects are presented by the students during a final public event. Team working relies on the following strengths: the student works in a team and deals with the relevant problems (taking of responsibility);the student has to solve problems of the practical implementation type; the student is directly involved and is the author of his/her own work; the student acquires organizational skills; the prolonged summer session allows to experience a more permanent presence within the company; Monitoring and evaluation activities by the tutors (both supervisors within the company and course tutors) allow to constantly evaluate the work in progress of the project and possibly implement any corrective measures “on the run”. In Veneto ITS generally have two types of assessment: one concerning the training pathway and the other concerning the evaluation of trainees. The assessment of the training pathway has two values: an internal one, which analyses the different procedures with the typical techniques of quality management, aiming at achieving a constant improvement; the other one, which includes three elements: a) the Region, deciding whether to approve the course and to fund it; b) at the end of the course, the Ministry of Education (MIUR) evaluates the pathways at national level according to the criteria that have been set by the Joined Conference and with a help from INDIRE, giving an award also in economic terms; c) stakeholders and the territory first suggest course validity and finally evaluate its effectiveness, mainly from an occupational point of view. Trainees’ evaluation is a formative one (it is an assessment of the single training activities) aiming at supporting a continuous evolution in trainees’ preparation, as well as the final assessment through which the student is given admission to the final exam. The final exam has been managed so far by degree panels that include teachers appointed by MIUR and experts from the labour world. The final exam is made up of a technical test (case study problem solving) and an oral test, when a thesis on the trainee’s work experience is usually presented. Romania The graduation exam consist in three parts: Practical test, Theoretical test, Degree theses. After passing the exam the students receive a diploma and a competences certificate. Sweden A student who doesn’t pass all modules or has chosen to quit the program, can receive a formal document with a list of passed courses, which can be shown to future employers or used for recognition of credits if the student chose to take up studies within the field elsewhere. Just as with HVE, a student who doesn’t pass all modules or has chosen to quit the program, can receive a formal document with a list of passed courses, which can be shown to future employers or used for recognition of credits if the student chose to take up studies within the field elsewhere.
7. Mobility Croatia Mobility is not embedded in curricula for the moment. It will probably in a few years. Germany Possibility to get international certification: students get points via the European Credit Transfer and Accumulation System (ECTS), students who graduate get a Diploma Supplement in German and English.
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The training pathways studied are not linked to the ECVET, however in the case 2 the studies were developed on the foundation of comparing the basic technical contents coming from the previous vocational education, and the technical academic contents. In the first case study, International mobility activities are included in the training pathways: the students generally have the possibility to take part in the international mobility programs offered by the University of Applied Sciences Zwickau (e.g. to attend summer schools or exchange semesters/internships). On the part of the Chamber of Crafts Chemnitz, the students can take part in an apprentice exchange in France or Czech Republic. It lasts 3 weeks, where 1 week is reserved for practical education and 2 weeks are reserved to work in companies. In the second case study, International mobility activities are included in the training pathways: the students generally have the possibility to take part in the international mobility programs offered by the University of Applied Sciences Zwickau (e.g. to attend summer schools or exchange semesters). However, since the students work full-time and study parallel, they usually cannot take part due to time-reasons. Italy The situation varies from one region to another, and from one course to another. Students of ITS programs have the chance to take part in international mobility programs funded by the Regions themselves, or by EU programs, like Erasmus KA1. Starting from 2017, also the National Operating Plan by the Minister of Education will fund mobility experiences for students at EQF level 5. Sweden In the first Swedish case study there are no international activities embedded in the program, but providers who chose to can apply for a mobility grant from the National Erasmus+ Agency. The grant is usually directed at an international internship and GTC has on several occasions sent HVE students to Europe for workplace training. In the second case study, too, there are no international activities embedded in the T4, but providers who chose to can apply for a mobility grant from the National Erasmus+ Agency and send students to Europe for workplace training. All students take the course The Upper Secondary School Engineer in Practice and complete a final thesis before graduating. Innovation and entrepreneurship are ensured by the National Agency with the CDIO model (Conceive, Design, Implement, Operate).
Part 5 - A synthesis of the organising features and of the governance of the selected national pathways A. The involvement of players: training institutions and business/ economic players, positive results of cooperation among them (in terms of enhancement and innovation) Croatia When developing the curriculum of the short professional study for smelter, the Faculty of Metallurgy was using the experience of following well-known metallurgical foreign universities. The analysis conducted proves that the curriculum for Short professional study on University of Zagreb in line with similar programs in European universities. Faculty of Metallurgy acts for fifty five years and is the only institution of this kind in Croatia, it is founded in 1960. Since 1991 as an independent institution of higher education of the University of Zagreb. The Faculty of Metallurgy has three institutes; it educates engineers, professional study engineers, metallurgical engineers bachelors, masters Engineers metallurgy and PhDs in the field of metallurgy. Germany The University of Applied Sciences Zwickau, Chamber of Trade (in German: Handwerkskammer), a local company for the practical work experiences. Two partners are involved in this study: the
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University of Applied Sciences Zwickau and the media project Institut für IT- und Managementtechnologien GmbH in Dresden (Germany). Italy Italian ministerial regulations state that foundation members must be public institutions (province administrations, schools) as well as private bodies (enterprises, universities, VET centres). A distinction is made between founding members and participating members. Sweden The first HVE programme at Gothenburg Technical College, Production Development, started in 2001, and when the National Agency of HVE was founded in 2009, the programme was incorporated in the framework of the National Agency. Players involved in the programme are the following: The steering committee, which according to the regulations of the National Agency has to include members of the industry (Volvo Cars, Volvo Group, SKF, and other subcontractors in the automotive industry), a representative of a higher educational institution (Chalmers University of Technology, EQF 6-8), a representative of the municipality (the City of Gothenburg) and student representatives. In this way, the triple helix is a regulated part of every HVE education in Sweden. The reference groups, one for every programme, consist of active representatives of the professions the programme is aimed at, is a player which contributes with input on learning outcomes and syllabuses. Finally the National Agency is an important player, as it is they who decide whether the programmes will be included in the HVE framework and be allowed government grants. The second case Players involved in the T4 are the following: The local education counsel which at Curt Nicolin consists of the owners BorggårdsBruk, Coor Service Management, FinspångsAllmekano, FinspångsFinmekaniska, FinspångsKommun, GrytgölsBruk, IgelforsBruk, IUC Öst, KL Industri, LämneåBruk, Saab Aerostructures, Gränges, Sapa Profiler, Sapa Technology, Siemens, Toyota Material Handling and Väderstadverken. The education counsel plays a role similar to the one of the steering committee of the HVE programmes, i.e. it ensures that the education is relevant and the students employable. This means that though the curriculum and the learning outcomes of the T4 are national and provided by the National Agency, a T4 programme is still the result of a need for competences from the local industry in the education counsel, just as an HVE programme. The National Agency for Education is another important player, as it is they who decide the curriculum for the T4 and allow government grants. It is also the National Agency who performs quality control and inspections.
B. Funding system (public or private resources, costs for students, etc. Croatia Master craftsmen exam has two types of financing. One is private where the individual person who has precondition to open a craft in 62 occupations can apply for Master craftsman exam. Ministry of entrepreneurship and crafts has a tender every year where such person can apply and be given 75% of co-funding as a support for self-employment and entrepreneurial development. The second type is public where unemployed person which also has precondition to open a craft but needs to pass Exam, can be given full support for the Exam and for equipment as a self- employment measure given by the Croatian Employment Service. Germany Students pay a fee per semester, including tickets for public transport in Zwickau. There is the possibility to apply for financial support with the help of a German law, called Bundesausbildungsförderungsgesetz (BAföG). It is partly a grant and a loan. The amount depends on the student’s family’s income and the student’s performance. On individual level, students
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have work contracts with companies, where they have their practical training. They get a monthly payment from these organizations on a small level. The program is tax deductible. The tuition fee for 7 semesters is 14.950 EUR. This fee includes: entrance examination, enrolment fee, attendance and distance study documents, module exams, supervision and assessment of the Diplom thesis, the fee for the “Studentenwerk”, which is an organization providing social, financial and cultural support services to students in Germany. The fee can be paid per semester or per month. The students normally already own a first qualification, so the full amount is tax deductible. Sometimes also the company, where the student is employed at, takes a share in the fees. There is also the possibility to get a sponsorship by the European Social Fund (ESF) of up to 70% of the amount. Italy ITS courses are funded jointly by the national Ministry of Education and by the Regions. By law, funding ratio should be maximum 70% national, and at least 30% regional. The actual situation depends on territories, and their will to invest in this kind of training programmes. For example, in Emilia-Romagna percentages are exactly the other way round: 70% regional, 30% national. A significant role can also be taken by private funding. For example, ITS Meccatronico and ITS Turismo in region Veneto are 75% public (therefore benefitting from state and regional contributions) and 25% private, thanks to fees paid by students and contributions given by companies and founding members or partners. Romania General medical practitioners is private; Accounting, bookkeeping and auditing activities is public. Sweden The three years of the Swedish Upper Secondary School are financed by the municipality, but education providers who wish to offer a fourth year, apply for government grants from the National Agency for Education. The grant is allowed for four years (i.e. four starts of the programme) and then has to be reapplied for. Grants are issued by the National Agency “to the extent of funds”, which in reality means that, just as for the HVE courses, the continuity of the T4 programmes at the Curt Nicolin School are uncertain.
C. Contribution in supporting innovation Sweden Innovation and entrepreneurship is an overall perspective throughout the programme and should be taken into all courses. Primary learning outcomes for Production Development are:
- methods of Problem Solving; - cause related solution-methodology for long-term and sustainable solutions and Approaches for Engineering; - quality/lean methodology for analysing results and solution proposals for optimizing and efficiency.
In this way, the students are able to contribute to supporting innovation in companies after graduating. Very often this is seen already during the final internship and there have been many good examples of students’ projects, which have had an impressive innovative impact on companies.
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D. Management of training (in particular, strategies for identification of teachers/trainers, what competences must teachers/trainers possess, how is the interaction among teachers/trainers and with students, etc.) Croatia Teachers qualifications: Higher education second cycle qualifications in different subjects and/or Master Craftsman Exam as well as other specialists in different areas Scientific and professional work at the Faculty is an essential precondition and background of education, as well as further progress of the profession, and thus the metallurgical industry. Educators of Faculty have published more than 1,000 scientific papers. Large part of teaching and research is focused in obtaining, processing, structure, properties and the use of metal materials. Germany Since it is a collaborative study program of 2 organizations, the management is defined as follows: the media project Institutfür IT- und ManagementtechnologiengGmbH is responsible for the organizational and overall leadership. The University of Applied Sciences Zwickau is responsible for the content, the quality assurance and it awards the academic title. The teaching staff is provided by the University of Applied Sciences Zwickau, other regional Universities or from the industry and they meet the conditions of the Saxon University Law. Italy Trainers are selected through a regional bid in Emilia and in Veneto at each ITS. First, they must apply and fulfil specific requirements, like for example a minimum experience (3 years teaching, if coming from schools/university; or 5 years’ experience, if coming from the labour market). Second, a further selection is carried out by an internal commission, appointed by the Foundation. Selected trainers are included in a public roster. Their performance is then evaluated by students via a specific questionnaire. Co-ordination of training programmes and correspondence with learning outcomes is ensured by the Executive Board. The Foundation is strongly investing on training of trainers and of internal staff. For instance, a labour psychologist is supporting the staff in their work with students, and several initiatives for sharing of best practices are in force, with a view to the development of a TQM system. Romania The human resources that are brought together in the activity of teaching, are part of the elite of medical professional people in the area, assuring in this way the access to specifically quality information. The human resources that are brought together in the activity of teaching are part of the elite of specialists in economically and financial/banking account domain, assuring in this way the access to specifically quality information for all the students. Sweden Most providers cannot take on the long term costs and responsibilities of employing teachers and use expensive short time consultants, instead, without greater knowledge of the overall objectives of the program. Gothenburg Technical College is an exception here with almost all HVE teachers employed by the college. While the short term grants from the National Agency for HVE may be beneficial for an evolving market place situation, there is a great risk that the factors listed above will affect the quality of the HVE programs.
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E. Management of relationships with triple helix stakeholders (description of different stakeholders and their involvement, distribution of involvement, planned/future inclusions) Germany The local Chamber of Trade is responsible for an exchange and knowledge transfer with businesses around. Since it is a collaborative study program of 2 organizations, the students have the chance to improve their network, their professional interaction, get to know the newest developments. It offers a chance for companies to build and preserve experts for a long term. Italy The ITS performs a kind of “distributed governance” of this topic: relationships with stakeholders are kept at several levels, and depending on everyone’s responsibilities: President, Executive board, Director, but also site co-ordinators and tutors. The number of stakeholders is broad, nevertheless access to membership is always possible for new bodies. Relationships with stakeholders are kept at several levels, and depending on everyone’s responsibilities: President, Executive board, Director, but also co-ordinators and tutors. The Foundation, like ITS Makers, is among the founding members of the Italian network of Mechatronics ITS providers. ITS Meccatronico Veneto is taking part in an initiative by Fondazione Nordest with the joint collaboration of the educational partner for the creation of a FabLab to support the culture of innovation. ITS Turismo cooperates with a wide range of representatives of local Hospitality and Tourism enterprises (e.g. Hotels, travel agencies). The ITS is moreover pursuing a cooperation strategy with international stakeholders to innovate content and methodologies and ensure the quality of education and can contribute to strengthen the interregional cooperation. Cooperation with University is very limited to non-existent, therefore it might be a point of improvement.
F. Problems encountered (also indication of the possible origin of these problems) and solutions found/possible future solutions Germany In comparison to dual study courses, it is still a very new program, thus the degree of popularity is not very high yet. Furthermore, companies often do not easily want to sign work contracts for a 5-years period. The solutions found or possible future solutions: The degree of popularity should be increased in the future. There are currently 2 study programs (Electrical Engineering, and Supply and Environmental Engineering). The study offers could be extended to achieve a higher variety for students, to attract more students. For example, the branches of automobile engineering and information technology are currently of high interest among students. Further critical situation occurred during the implementation are: a) the students very rarely use the University’s facilities, b) some student groups were too small, so they were combined; c) the funding system based on the ESF; the study period lasts much longer than the funding period, and it is unsure whether students will get a second funding period. Solutions found: since the staff of this program knows about the rare use of communication coming from the students towards the University, it is planned to introduce more information events to disseminate all possible offers the University has for students.
Italy ITS are somehow a new training channel, not yet fully in the “collective consciousness” of all Italian families and companies. Corresponding qualifications are not included in national collective labour agreements, so graduates experience some difficulties in recognition of their actual level of preparation. Especially when they are employed by companies not members of the Foundation. ITS are funded exclusively by public sources. It is quite hard for the Foundation to raise private funding. So, they cannot afford own personnel, nor own premises; on the opposite, they must borrow human
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and real estate resources at member training centres. That reduces medium- and long-term perspectives. ITS courses are somehow competitors to bachelor degrees. Universities, even if involved in ITS Foundations, do not always look with favour at them. It is, therefore, necessary to gain more visibility and recognisability, to make the ITS diploma better recognised and valued by families, and included into national labour contracts. Talking with the Italian Ministry of Education are on-going regarding this. The Foundation’s efforts are also targeted to upper secondary schools and universities, in order to ensure continuity upstream and downstream. Last but not least, the Foundation is discussing with member companies possible ways to raise further financial support on the private side. A point still needing improvement is probably the involvement of enterprises, as the need for close cooperation with the world of production is still considered a non-priority, unlike for other countries in Europe. The old saying “First study, then work” still predominates in Italy, and this attitude certainly needs to be tackled at institutional level. Sweden As the competition is steep (in January 2016 only 31% of the applications were accepted) being an HVE provider in Sweden is a very uncertain business. This makes it hard to develop a long term relationship with the industry and it is difficult for providers to invest in expensive equipment, as it is uncertain for how long the courses will receive funding. The grant is allowed for four years (i.e. four starting courses) and then has to be reapplied for. Grants are issued by the National Agency “to the extent of funds”, which in reality means that, just as for the HVE programmes, the continuity of the T4 programmes at the Curt Nicolin School are uncertain.
G. Expectations about possible future developments Germany The expectations about possible future developments are: to engage more students and in the future, the already very good and exemplary collaboration between the media project institute and the University of Applied Sciences can still be intensified for possible future programs and new ideas. Internationalization of the program and also the extension into other study fields is planned. Italy The expectations about possible future developments are: a) setting up a more stable, durable structure (e.g. as to funding, human resources, buildings); b) becoming more and more a hub between education and work. In ITS courses the “dual approach” is normal, while in schools (even technical ones) it is not; c) promoting ITS courses and students as “innovation service providers” for the territory. Fostering the capacity of the Foundation to provide for applied research activities to the benefit of SMEs who do not have/cannot afford dedicated internal resources d) links with universities, industries and institutions are adequately provided by the organizing structure of ITS institutes, as the rules provide that at least one university, company or public body must be among the founding members. All these components are represented in the ITS management bodies, with the consequent suitable exchange of information and fair involvement of all parties. The recent establishment of ITS institutes (the first ones were created only in 2011) accounts for a few challenges concerning the number of ITS students that cannot be ignored. The MIUR has only recently started monitoring activities on the efficiency and effectiveness of organised courses. A) A few Italian regions have seen the springing up of foundations that often organise too few courses, whose insufficient number does not allow to implement the effective management of available resources. B) Management bodies are still too often school-based authorities, with the consequent mistake of replicating this model also in the ITS courses. C)
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Discontinuity and time restraints in the allocation of funds often make it difficult to schedule activities in the long run. D) Courses have been activated exclusively on the basis of their effective funding, as available resources have influenced the recruitment choices of foundations. The following is a list of the successful factors reported in European higher education training programs similar to those implemented by ITS: strong presence in the institutional system; difference from traditional academic courses; focus on applied research; enhancement of better opportunities provided by this qualification in the labour market. However, these factors of success are not listed in the organization of Italian ITS institutes. Finding a strategy for creating effective collaboration with the academic world would be of vital importance: on several occasions, universities have looked smugly at training opportunities provided by ITS; at other times, they have seen them as unfair competitors in the enrolment of students. On the contrary, a reflection should be made on the appalling university dropout rates in the first two years, and the attempt should be made to provide adequate solutions to this problem, which certainly contributes to increasing the percentage of Italian NEETs, among the highest in Europe. A few attempts have been made by ITS foundations to establish contacts with universities in order to reach students dropping out from their academic courses, offering them a higher education alternative better matching their personal needs and characteristics. Unfortunately, these dialogue attempts have fallen on the deaf ears of contacted universities. Other challenges are mentioned below, however their solution can only be found within the Italian political and institutional organisational context: a) several existing foundations organise an insufficient number of courses, thus making it impossible to reach economies of scale, and the worrying trend is emerging that the number of foundations is increasing, rather than the number of courses; b) the organisational management of ITS is sadly becoming a field of dispute between the central level of state authority (Ministry of Education) and the regions (Conference between state and regions), thus inevitably generating confusion as to the management criteria and causing uncertainty in the activities undertaken by foundations. As far as specific future development prospects are concerned for the activities of ITS Meccatronico Veneto, a Quality assurance process is being undertaken, and the possibility of adding a third year of studies is under consideration. This additional year could be focused on the skills that are necessary for Industry 4.0, among which better competence in English language and in the lean organisation, as well as topics related to robotics and “IT of things”. The link with universities will then become extremely necessary, as also the recent Italian legislative measure La Buona Scuola (the “Good School” Act of 13th July 2015, no. 107) grants the recognition of a significant number of university credits for students who will enrol at university with the post- secondary diploma of Master Technician. The ITS Turismo intends to enrich and develop further the international activities, particularly linked to mobility of students through private and EU funding. It will be strengthened the preparation for professional certificates concerning foreign languages, flight booking software and Safety and Security certification. Also for Tourism cooperation with universities becomes important in order to ensure credit recognition and permeability of qualifications. Within April 2016 the ITS will also apply for the ECHE accreditation (Erasmus Charter for Higher Education).
H. Employment rates Croatia Both of the practices have employment success between 95% and 100%. Smelter because of the great need on the Croatian market, and Master craftsmen’s because it gives opportunity to open a craft or a firm, or be employed rather than without such degree. Germany 1. Since the students are still in their 2nd year, no one was already able to graduate. Thus, we cannot
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say anything for sure about employment rates. 2. Since the program is extra-occupational, the students are already employed. However, after achieving a higher degree, it is now possible to reach higher positions, thus further career opportunities, which were not possible to reach beforehand. Italy 1. IN IFOA cases, 100% of students completing the program enter the labour market and are employed in positions corresponding to their diploma after 6 months. 100% of students reaches the diploma on time. No drop-outs. Only a few percent enrols to university, the vast majority is quickly employed. 2. In SIAV cases: Fondazione ITS Meccatronico Veneto started its activities in 2011. Until today, three post-secondary education cycles (two-year courses) have been completed, and the resulting rate of employability has exceeded 90%; Fondazione ITS Turismo started its activities in 2011. Until today, three post-secondary education cycles (two-year courses) have been completed, and the resulting rate of employability scored 100%. Romania 1. General medical practitioners have 85% rate of employment (from which European labour market 40%, Romanian private entities 20%, Romanian public entities 40%) 2. Accounting, bookkeeping and auditing activities have 70% rate of employment (from which European labour market 5%, Romanian private entities 70%, Romanian public entities 25%) Sweden 1. A student from, for example Volvo Cars, who works day time in production and studies part time at Gothenburg Technical College can easily take on the roll as production engineer at Volvo after graduating, as he or she is already familiar with production engineering at Volvo. This is shown by the high employment rates with an average of 70% employment six months after graduation in the last three groups measured. 2. Just as in Gothenburg, best practice in Finspång can above all be measured in the employability of the students and the satisfaction of the employers. 70% of the students who graduate from Curt Nicolin are employed in the production industry and the remaining 30% go on to further academic studies on EQF 6. For students who, despite the network a long internship gives, find it hard to find employment after graduation, there is a three month employment guarantee from CNG and the owning companies, to facilitate building a CV and getting a kick start on the labour market.
I. Quality system Croatia The quality management system has been regulated in the document “Regulations on quality assurance and enhancement of the Faculty of Metallurgy” and introduced in 2011. It consist of general procedures in quality and improvement assurance, systematic assessment and self-assessment and professional progress of students, teacher and other staff of the Faculty. It describes exact assessment fields and organization and function of Committee which is the main body for the organisation, coordination and implementation of the assessment systems and develops internal mechanisms for ensuring and improving quality at the Faculty.
Germany The study program will be certificated and accredited in 2016. The quality assurance system of the
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University of Applied Sciences Zwickau is used for the whole study program. It consists of 3 parts: study and examination regulations, study materials, teaching staff Italy No official standard certification yet. Monitoring and evaluation activities by the tutors (both supervisors within the company and course tutors) allow to constantly evaluate the work in progress of the project and possibly implement any corrective measures “on the run”.
Romania Each institution has an internal evaluation and Quality Assurance Committee.
Next steps
The huge work performed by partners, both desk and “hands-on”, interviewing privileged stakeholders, sets the baseline to develop the second Intellectual Output of SHINE. Starting from national surveys, and guided by the Westsächsische Hochschule Zwickau, partners will peer review their respective works, investigating how and to what extent practices described in this document can be useful/transferred to their own contexts. More in detail, partners will thoroughly examine practices proposed by other colleagues’ paying attention to domains like: - effectiveness; - innovation; - local development strategies; - improvement of teacher/staff skills by continuous training; - involvement of local players; and other. Results will pave the way to structuring and implementing local action plans for improvement of governance of programmes at EQF 5 and similar. This paper and all project documents can be accessed through the project website, at www.projectshine.eu
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Appendixes
1. Template for description of national surveys
2. Italy 1st survey
3. Italy 2nd survey
4. Germany
5. Sweden
6. Romania
7. Croatia
8. The Netherlands, Spain, Greece
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Appendix 1 Template for national surveys SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792 Guidelines for preparation of Intellectual Output 1 – national surveys
Goal(s) Providing for: - examples, methodologies and outcomes of co-operation among HVET training institutions, business and economic players; - practices of management of training and of relationships with triple helix stakeholders; - best practices in supporting product innovation and in fostering and enhancing competences for innovation.
Items to be included in national surveys n. Description Max. length 0 Contents 1 Summary (shortly describing both best practices identified). 3.000 characters per The summary should include: language A) the type of 2 best practices (learning pathway, degree, etc.) and (approx. 1 page per the corresponding EQF levels (ideally 4-6), highlighting the language) reasons for considering them best practices B) the description of methodologies that are applied in the best practices and outputs C) the involvement of players: training institutions and business/ economic players, positive results of cooperation among them (in terms of enhancement and innovation) D) critical factors and weaknesses E) opportunities for future development
1.1 - in national language 1.2 - in English 2 Description of national and regional context, economic and social 6.000 characters features (approx. 2 pages) (in connection also with Europe2020, S3, ET2020) and how they relate to, or influence, the selected best practices.
- in English 3 Description of National Education System in general. Approx. 1,5 pages This should consist of two parts: (1 page for the 1. A graphic scheme/picture (infographic) describing: infographic + ½ page A) the structure of the system, focused on VET and HE, with for definition of reference to EQF levels, indication of combination ways, HVET) indication of compulsory/optional parts B) Authorities governing/managing different pathways/ programmes, and their responsibilities within the HVET system (e.g. Ministries, Regions, etc.)
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n. Description Max. length C) Indication of where best practices are located in the framework 2. Definition of HVET in partner country (what programmes, at what EQF level -indicate the national level if you also have other classifications-, who are the providers, etc.).
- in English 4 Methodology (that is, criteria) followed for identification and selection 3.000 characters of best practices proposed. (approx. 1 page) In other words, which factors did you consider in order to select your best practices? Or, why do you consider them best practices? For example: A) outstanding outcomes (e.g. number of students/drop out rates, in comparison with other programs) B) success factors (i.e., factors that favoured/allowed the achievement of the outcomes), like: - support by national authorities - size of target group - quality assurance (e.g. existence of a quality management system) - degree of innovation for students: new way to combine programs, to shorten their studies, new ways of permeability (entry requirements/ accessibility and further study/training routes, any existing credits system (ECTS or ECVET), etc.), possibility of double degrees, etc. - costs for students (e.g. how easy or hard is it for every person to study) - possibility to get international certification - approaches to cover specific demands of the industry/businesses - national/international reputation - employment rate after having achieved the qualification - etc.
- in English 5 Description of each practice identified. This should include: 4/6 pages - Sector (general and specific) (e.g. general: industry sector, specific: food technology) - Players involved (institutional level and members of the program’s partnership) - Development process: o Date of the program’s foundation o Governance of the partnership with regard to the learning pathway o How the learning pathway is designed (compliance with professional needs, how the units of learning outcomes are combined with learning activities) - Indicators (where applicable/available): Outcomes and Success Factors according to the indicators of nr. 4, Combined with: o Funding system
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n. Description Max. length o Contribution in supporting innovation - Training programme structure (matching between units of Learning Outcomes and learning activities and between learning and professional activities) o which qualification(s) can be achieved at the end of the programme, o which part is basic or advanced education/training, o programme duration and time of delivery (time/semesters/ modules/years). - Training/learning methods (face-to-face lessons, project work, on the job training, internship) - Management of training (in particular, strategies for identification of teachers/trainers, what competences must teachers/trainers possess, how is the interaction among teachers/trainers and with students, etc.) - Management of relationships with triple helix stakeholders (description of different stakeholders and their involvement, distribution of involvement, planned/future inclusions) - Problems encountered (also indication of the possible origin of these problems) - Solutions found/possible future solutions - Impact (e.g. accordance to the overall goals of the European Commission, innovation generated, development of the size of target group, short term/long term effects on the education system/students/enterprises, etc.) - Expectations about possible future developments - Employment rates (if data are available) - etc. (please feel free to add information you deem relevant)
- In English
N.B. - Additional task Each partner will translate into own national language summaries of other partners’ surveys.
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Appendix 2 Italy: 1st survey SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys Italy
Developed by: I.F.O.A. – Istituto Formazione Operatori Aziendali
Author: Luca Boetti, I.F.O.A., Head of EU and innovative projects unit
With contributions by: Maddalena Suriani, Fondazione ITS Maker, Director
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.
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Table of contents
1. SUMMARY ...... 43 1.1 – English version ...... 43 1.2 – Italian version ...... 43 2. DESCRIPTION OF CONTEXT ...... 44 3. NATIONAL EDUCATION AND TRAINING SYSTEM ...... 46 3.1 – Short description ...... 46 3.2 – Definition of HVET in Italy ...... 51 4. METHODOLOGY FOLLOWED FOR IDENTIFICATION OF BEST PRACTICES ...... 52 5.1 DESCRIPTION OF BEST PRACTICE N.1 ...... 53 5.2 DESCRIPTION OF BEST PRACTICE N.2 ...... 56
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Summary 1.1 – English version The selected best practices refer to training courses delivered by two Higher Technical Institutes (ITS), based respectively in region Emilia-Romagna and region Puglia. They are tertiary, non-academic pathways, leading to EQF 5 Qualifications. Both attain to the mechanics/mechatronics sectors, chosen by their relevance to the economy and the development of involved territories. The first example relates to Foundation ITS Maker, with sites in Bologna, Reggio Emilia, Modena and Fornovo Taro (Parma). It has been considered a good practice thanks to: - its capability to be part of a precise policy for regional development in a triple helix setting: In fact, region Emilia-Romagna has been investing for many years in vocational training, and especially in HVET. The regional authority set up a network system coupling relevant economic sectors (including smart specialization ones) and a sequence of training pathways, from basic to highly specialised, delivered exactly where industrial districts relating to those specific sectors are located. - the number, variety and quality of players involved in the Foundation: almost 70 organisations, representing public and private bodies, authorities, businesses, training centres, universities, associations. Among them, worldwide famous names, like Ferrari, Maserati, University of Bologna, etc.. - its ability in involving businesses in all phases of training development: inception, design, planning, delivery, assessment, review: the steering committee is an “engine” able to promptly catch market needs and adjust training offer to match them, providing for highly specialised, ready-to-be- employed technicians. - Its impact in terms of training success and employability: in 5 years students boosted from 20 to 300, with dropping-out percentages basically zero, and percentages of coherent employment after 6 and 12 months practically at 100%. Main problems encountered rise from: - funding channels (only public, hence subject to changes and cut-offs induced by the economic situation); - the consequent low availability of own human and material resources; - and the yet partial acknowledgment granted to correspondent qualifications, still not perceived in its full value by families and by some companies, and not yet included in any national labour contract. This causes a kind of “identity crisis” in students, about their role when entering the labour market. The second example relates to Foundation “A. Cuccovillo”, based in Bari. It has been considered a good practice thanks to: - its capability to stand out in a region of southern Italy, traditionally considered “less able to innovate” compared to northern regions; - its capability to network with local, national and international companies, as well as with other ITS and with the European Union; - its performance at a national level: in a ranking drafted by the Italian Agency of Ministry of Education in 2015, the Foundation scored 2nd out of 63, and definitely 1st in its sector. Such ranking is based on indicators relating to training, employment, stakeholders involvement indicators. 1.2 – Italian version Le buone prassi identificate si riferiscono ai corsi erogati da due Istituti Tecnici Superiori (ITS), basati rispettivamente in Emilia-Romagna e in Puglia. Si tratta di percorsi terziari, non universitari, che si collocano al livello EQF 5. Entrambi afferiscono al settore meccanico/meccatronico, selezionato per la sua rilevanza nell’economia dei territori relativi. Il primo esempio riguarda la Fondazione ITS Maker, con sedi a Bologna, Reggio Emilia, Modena e Fornovo Taro (PR), ed è stato considerato una buona prassi:
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- per il modo in cui si inserisce e risponde ad una precisa politica regionale di sviluppo del territorio in ottica di tripla elica: la Regione Emilia-Romagna, infatti, investe da anni nell’ambito della formazione professionale, in particolare della formazione professionale superiore. Ha infatti costruito un sistema di rete per cui ad ogni settore economico rilevante del territorio, ivi inclusi i settori della smart specialization strategy, corrisponde una sequenza di percorsi formativi, da quelli di base a quelli più specialistici, erogati esattamente nel territorio in cui risiedono i distretti di quel settore. - per il numero, la varietà e la qualità dei players che compongono la Fondazione che eroga i percorsi: circa 70 enti, tra pubblici e privati, in rappresentanza di autorità pubbliche, aziende, enti di formazione, università, associazioni. Tra questi, nomi di fama mondiale come Ferrari, Maserati, Università di Bologna, ecc.. - per la capacità di coinvolgere le imprese in tutte le fasi di sviluppo del percorso formativo, dall’ideazione alla progettazione alla realizzazione al riesame: il comitato di indirizzo della Fondazione è un “Motore” in grado di recepire tempestivamente i fabbisogni delle imprese ed adeguare l’offerta formativa alle richieste, per fornire tecnici altamente specializzati ed immediatamente occupabili dal mercato. - per il suo impatto in termini di successo formativo e di occupabilità: in 5 anni il numero di iscritti è passato da 20 a 300, con percentuali di drop-out sostanzialmente pari a zero, e percentuali di occupazione pertinente a 6 e 12 mesi praticamente pari al 100%. I principali problemi incontrati derivano: - dai canali di finanziamento (essenzialmente pubblici e quindi soggetti alle variazioni ed ai tagli che la situazione di crisi economica comporta); - dalla conseguente indisponibilità di risorse umane e di sede proprie; - e dalla ancora parziale riconoscibilità del titolo, che non è percepito nel suo completo valore dalle famiglie e da alcune aziende, ed allo stesso tempo non è inserito in alcun contratto nazionale di lavoro, causando nei diplomati una sorta di “crisi di identità” rispetto al ruolo con cui inserirsi sul mercato. Il secondo esempio riguarda la Fondazione “A. Cuccovillo”, con sede a Bari, considerata una buona prassi: - per la capacità di eccellere in una regione del sud Italia, tradizionalmente considerata “meno capace di innovare” rispetto alle regioni del nord; - per la sua capacità di fare rete con le aziende del territorio e con gli altri ITS dello stesso settore, nonché di aprirsi al livello europeo; - per i risultati ottenuti su scala nazionale: nella graduatoria stilata dall’Agenzia Nazionale del Ministero dell’Istruzione in Italia nel 2015, la Fondazione è risultata seconda in assoluto, e nettamente prima nel settore meccanico/meccatronico. La valutazione è stata effettuata sulla base di indicatori di performance formativa, occupazionale, di rapporti con le imprese.
Description of context This survey presents practices from two Italian regions, Emilia-Romagna and Apulia (in Italian “Puglia”), quite different in context and socio- economic indicators. For example, as to the EU regional and cohesion policy, Emilia-Romagna is among the more developed regions, while Apulia is among the less developed. Emilia-Romagna Emilia-Romagna is a leading region in Europe in terms of entrepreneurship and economic dynamism. The regional GDP is one of the highest in Italy and in Europe (€126,465m in 2013) and the unemployment rate is with respect to the national average. Over the period 2000-12 Emilia-Romagna GDP accounted on average to
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€116,577m with an annual growth rate of 2.4%. However, in 2008 and 2009 Emilia-Romagna economy was deeply affected by the global economic crisis and in the 2009 regional GDP fell by 4.7%. There are 387,000 enterprises located in the region (4.480m in Italy). Like in the rest of the country, the majority of enterprises has less than ten employees (94.2%), but in Emilia-Romagna the distribution of economic activities is much more concentrated towards industrial sectors than in services and agriculture (27.6% vs. 10.9% in Italy). Employment in industry is 35% and 42% of regional industrial activities are manufacturing activities, prevalently concentrated in low-tech sectors. The main regional manufacturing industries are metal products, machinery and electrical and electronic equipment (which all together account for 43% of manufacturing activities), textiles and garments (15%) and the food industry (13%). Regional manufacturing activities are geographically concentrated in several industrial districts (12 in total). The region is generally considered to offer a favourable environment for businesses: it is a good example of successful institutional public-private sector cooperation involving political, social and economic actors. The regional system relies on intensive and complex networks involving private businesses, government agencies and research institutions. According to the results of the Regional Innovation Scoreboard 2014, Emilia-Romagna is an 'Innovation Follower' region whereas Italy is rated as a 'Moderate Innovator' country. Emilia-Romagna improved considerably its innovation performance over the period 2004-2010, being in the group of top performing European regions by growth (+2.5-15%). The regional performance in the absorption of the allocated SF funding (under RTDI priorities) during the programming period 2007-2013 was excellent and above 100%. Puglia Puglia is a region located in south-east Italy with a population of about 4m inhabitants. Puglia has a low rate of industrialisation and its contribution to the national GDP is modest. Yet Puglia is considered as the most dynamic region in Southern Italy and, although investment in R&D is below the national average, regional authorities have recently promoted several initiatives in support of innovation activity in the region. The focus of innovation policy is on the creation of productive and technological districts, on networking between research institutions and on human capital formation. Together with Emilia- Romagna, Puglia was the first Italian region to implement a Smart Specialization Strategy. Puglia lags behind the national and European economy in terms of economic development. GDP per capita was on average just €15,761 in 2011 among the lowest in the country and corresponding to 67% of national GDP per capita (€23,470). Over the period 2000-2011, the growth rate of the GDP per capita was -3.4%, shrinking at a faster rate than the national average (-2.3%). Although Puglia is considered one of the most dynamic regions in Southern Italy, over the period 2000-12 the convergence of gross GDP to national values was weak, especially because of sluggish productivity growth (+1.7 vs. +2.3%). The unemployment rate in Puglia is very high, well above the national average, having grown sharply during the economic crisis (+80%). Agriculture is much more important in economic terms in Puglia than in the rest of the country. Puglia is an export leader of wheat, olive oil and tomato. The industrialisation rate is below the national average (26% vs. 31%) whilst employment in agriculture is above the national average (10% vs. 5%). The share of employment in manufacturing of food products is higher than in the rest of the country. The greatest manufacturing specialisations are found in the manufacturing of food products, textiles and metal products. The greatest geographical concentrations of enterprises are found in the two provinces of Bari and Lecce. Labour productivity varies widely being lowest in agriculture and highest in the services sector. Since 2005, increases in productivity have been noted especially in industry, which has thus generally improved its competitive position both at home and abroad. Source: European Commission, https://ec.europa.eu/growth (last accessed 18.02.16) Further context data are provided for both at next page, also comparing them with national and EU figures.
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Indicator EU Italy Emilia- Puglia Romagna Surface (km2) 4.494.515 302.073 22.453 19.541 Geography Capital - Rome Bologna Bari Population (x1.000) 506.545,8 60.795,6 4.450,5 4.090,1 Demography Foreign residents 6,7% 7,4% 12% 2,7% Life expectancy 77,8 83,3 80,2 84,9 80,9 85,4 80,4 84,8 Public expenditure for E&T 5,3% 4,2% 2,6% 6,1% (% of GDP) Participation in E&T (20-29) 28,9% 21,4% 28,1% 15,9% Education and Early school leaving 12,0% 17% 15,3% 19,9% Training Tertiary education (30-34) 36,9% 22,4% 27,9% 20,8% Adults (25-64) in LLL 10,5% 6,2% 6,6% 4,8% NEET (% over 15-29) 15,9% 26,2% 20,6% 33,4% Employment rate (15-64) 64,9% 55,7% 66,3% 42,1% Unemployment rate (15-64) 9,0% 11,4% 8,3% 21,5% Labour Youth unemployment rate 22,2% 42,7% 34,9% 58,1% (15-24) Tertiary graduates in 17,1% 13,2% 18,7% 6,7% Science and Technology Gross domestic expenditure for R&D (% of 2,01% 1,31% 1,64% 0,84% Research and GDP) innovation Patent applications to the 108,6 62,2 127,4 13,2 EPO Production specialization in 3,9% 3,4% 2,7% 1,6% High-Tech sectors Source: ISTAT – Italian National Institute of Statistics, http://www.istat.it/it/archivio/16777 (last accessed 18.02.16)
National Education and Training System 3.1 – Short description The Italian education and training system is divided in pre-primary school, first cycle of education, second cycle of education, and higher education. Full-time education is compulsory and free for 10 years for all children between usually 6 and 16. It begins with the first cycle, which includes primary and lower secondary education. This cycle takes 8 years: five years of primary education and three of lower secondary education, and is subdivided into 5 learning periods of one or two years. It. On completion of the cycle, a diploma is given as a result of a State examination, the “Diploma di licenza conclusiva del primo ciclo di istruzione” (Lower secondary school leaving diploma) EQF level 1. The second cycle of education includes pathways of various duration, divided into two main branches: Upper secondary education, under the competence of the Ministry of Education, taking 5 years, and Vocational Education and Training under the competence of Regions, taking 3 or 4 years. Within the second cycle, at the age of 15, students complete their compulsory school period and receive a Compulsory education certificate, EQF level 2, and then continue to fulfil the right/duty to education and
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training. Under the current educational law the right/duty to education applies for 12 years, from 6 to 18, or until the student obtains a vocational qualification by the age of 18. The right/duty to education and training can be fulfilled also in the regional VET system or in apprenticeship programmes aimed at obtaining a VET qualification. There are three types of Upper secondary schools: “Licei”, “Istituti Tecnici”, “Istituti Professionali” (Licei, Technical Institutes, Vocational Institutes). Licei offer a wide range of pathways: artistic, classical, human sciences, linguistic, music and dance, scientific. Some of them offer further options, such as economy or applied sciences. Technical and Vocational Institutes also offer a wide range of specializations and options in the Economic and Technological sectors (technical schools), in the Services and Industry and Crafts sectors (vocational schools). All Upper secondary school paths lead to a Diploma, EQF level 4, upon successful conclusion of a State examination. An Upper secondary school diploma is the minimum requirement to enter Higher Education programs. As far as Social Partners are concerned, the Framework Law 845/78 gave social partners a major role to play in the vocational training system, recognising them as partners of the Regions for the planning of training, as well as potential providers of training schemes. There are three levels of responsibility for VET in Italy: at national level the institutional framework is defined, at regional level a direct intervention in the process of defining, planning and provision of VET strategies is implemented, and at enterprise level training activities and the elaboration of training plans are defined. Roles at all levels are advisory. The VET system, which falls under the competence of the Regions, is part of the national education and training system, and is organized in two basic pathways: three-year courses, leading to the award of “Attestato di qualifica di operatore professionale” (Professional operator certificate) EQF level 3, and four-year courses, leading to a “Diploma professionale di tecnico” (Professional technician diploma), EQF level 4. The first two years of study provide guidance for students about vocational specialization, in order to raise their awareness about the chosen path. At the end of three-year and four-year vocational education and training pathways, after passing a final examination in accordance with regional regulations, a Qualification of Professional Operator and a Certificate of Professional Technician are issued. These qualifications can be also gained after an apprenticeship period aimed at a vocational qualification or a certification. VET usually begins with a two-year basic study program, followed by a yearlong (third year) professional qualification in a specific field. The first two years of study provide guidance and awareness for students about vocational specialization, in order for them to be certain about what path to follow professionally during the third year . The study course may be concluded at the end of the third year, with the acquisition of a professional or experience qualification certificate, allowing the pupil to deepen his knowledge and experience in a two-year course, the “post-qualification” (post-qualifica), successfully achieved through the completion of the State Exam (Esame di Stato). The path to be followed depends on the typology of education followed. Two types of institutions provide VET in Italy: VET centres (Centri di formazione professionale), providing a two- or three yearlong study program with subjects mainly related to the field of speciality chosen by the candidate. Vocational state schools (Istituti professionali statali), with a more complex study program. These institutes provide a more detailed study program that can take up to five years, but providing also intermediate specialities in several fields of study. The qualifications released under the regional system are recognized at national level. A National Register of qualifications awarded in the VET system was created in 2011. It is made up of two-level professional figures (Professional operator and Professional technician), that can be further subdivided into specializations and regional profiles. The training provision is designed by Regional authorities and implemented by accredited training providers, but State vocational schools can provide subsidiary, integrative or complementary training through specific State–Region agreements. Part of training in all VET courses, national or regional include periods of work-based learning. Students complete their 10-
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years compulsory education period after two years in the second cycle of education. From the age of 15 they can fulfil this obligation through an apprenticeship contract for a VET qualification. Practices presented in this document at chapter 4 refer to the HVET system. More precisely, they are “Programmi di Istruzione Tecnica Superiore”, that is, Higher Technical Education and Training Programmes, delivered by “Istituti Tecnici Superiori”, that is, Higher Technical Institutes (see 3.2 below). These are established on the basis of Regional Territorial Plans and are managed as a participative Foundations, including State and Regional and other local authorities, universities, enterprises, training centres. ITS can be attended by young people and adults holding an Upper secondary education Diploma. At the end of ITS courses, a “Diploma di tecnico superiore” (Higher technical education diploma), EQF level 5, is issued. These qualifications, awarded by the Ministry of Education, concern specific, nationally defined areas of high technological innovation. In short, best practices considered here fit into EQF level 5, are governed jointly by the Ministry of Education and Regional authorities, and the final certificate is issued by the Ministry of Education. Graphics at next pages show synthetically major features of the Italian system.
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Source: CEDEFOP – Vocational education and training in Italy – Short description, Luxembourg 2014, ISBN 978-92-896-1656-0
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3.2 – Definition of HVET in Italy At post-secondary level, the Italian system features higher technical training (IFTS, ITS) and short programmes or courses (post-IVET). VET courses also exist at post-higher education level. Hence, we can identify basically four categories: 1. Higher Technical Education and Training courses (IFTS): Higher technical education and training programmes are available in 20 specialisation areas at national level. The specialisations are described in terms of minimum education standards, adopted at national level (decree of 7.2.2013), and may be further defined at regional level, according to the specific local labour market conditions. Corresponding qualifications are issued at EQF level 4. These programmes also include common skills in the relational and managerial areas. A compulsory internship is included, accounting for 30% of the total workload. At least 50% of the teachers must come from the world of work or have practised the profession in the field. They usually last about 1 year (800-1.200 hours). IFTS programmes are planned by the regions and must be delivered by at least four VET providers from the school system, vocational training, university, business sector by exploiting the added value of integrating complementary systems; they may either set up a formal partnership – depending on regional guidelines – as a temporary association or as a consortium. A recent ISFOL survey on labour market outcomes of IFTS former students (ISFOL, forthcoming) shows that between 2010 and 2013, 5.960 students were enrolled in the 249 IFTS courses offered in the 10 regions surveyed. Of these, 57.3% were employed in the last quarter of 2013. Compulsory internship played a key role in their employment. Further, 26% of the students received a job offer from the company where they did their internship, 84% of former IFTS students declared themselves to be in stable and continuous employment, and 51.1% of these declared that their job is in line with the education and training received under IFTS. 2. Courses at Higher Technical Institutes (ITS): These offer non-academic training opportunities at tertiary level, for a total of 29 national professional profiles, as identified and described in the inter- ministerial decree of 7 September 2011, laying down general rules for ITS diplomas and related national professional profiles, assessment and certification of skills, and supplemented by ministerial decree of 5 February 2013 (Decree 82/2013). These programmes train specialised technicians in six technology areas considered strategic for the country’s development. Both young people and adults with at least an upper secondary education diploma can access ITS programmes. They also represent one of the possible ways to complete an apprenticeship programme (12) with the purpose of promoting young people’s return to the VET system. At least 50% of the training must be delivered by providers from the labour market and the professions. The can last two or three years. Corresponding qualifications are issued at EQF level 5. ITS are set up as foundations (Fondazione di Partecipazione). The national legislation provides that the founders include: - a higher secondary education institution, either private or public that, in keeping with Article 13 of Law 40/2007, belongs to a technical or vocational association (based in the foundation province); - a training provider accredited by the region for higher education (based in the foundation province); - an enterprise in one of the sector covered by the ITS; - a university department or other body; - a local authority (municipality, province, metropolitan city, mountain community). At present 86 ITS are active, offering 222 programmes.
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3. Post-IVET programmes: People who have completed the three- or four-year VET courses and those who have obtained an upper secondary diploma can access specific training organised by regions or the autonomous provinces. These training courses are generally targeted at young unemployed people, adults, migrants and the disabled. They generally last 400 to 600 hours and are jointly financed by the European Social Fund (ESF). Upon completion, a regional vocational certificate commonly referred to as a ‘second level qualification’ is awarded. These courses aim at the acquisition of theoretical, technical and managerial skills, though practical work is included and completion of a traineeship is generally required. These courses are organised by training centres accredited by the regions and are not homogeneously offered in the country. They lead to a qualification certificate awarded by the regions according to their own specific register, not recognised nationally. Indeed, there is no national register of qualifications for regional courses yet. Corresponding qualifications may vary from EQF level 4 to 7. 4. Post-Higher education VET: Those who have completed a university degree can access post-higher education courses offering a specialisation in a given field. These are organised by regions or the autonomous provinces and last between 400 and 600 hours (rarely two years), leading to a regional qualification that corresponds to specific occupation areas not listed in the national register of qualifications. At times these courses may be exclusively addressed to disadvantaged groups (such as migrants, Roma population, disabled people, certain age groups) with the aim of increasing their labour market integration. Corresponding qualifications may vary from EQF level 4 to 7.
Methodology followed for identification of best practices These are the main criteria followed in selecting the proposed best practices: - relevance of topic for local market In order to better exploit findings and outcomes of this survey, we chose examples relating to Mechatronics and automation, a topic strongly relevant to our local market. - attractiveness (increasing number of students) We chose two examples of courses whose number of students has constantly grown up since their very beginning, thus showing their relevance to potential beneficiaries. - link with local labour market systems Both examples chosen include leading companies in respective markets and have proven great capacity of dialoguing with the local, regional and even national labour market. - capacity of matching labour market needs in terms of skills/competences We considered the ability of answering market needs as one of the key success factors of proposed practices. Both examples chosen exploit a strong involvement of the local industrial system in planning, running, assessing and reviewing their programmes. - employability (coherent employment rates after completion) Both examples chosen show a robust rate of employment at 6 and 12 month after completion of the programme, almost equalling 100%. - success of public/private partnership governing the course We considered governance systems as a further key success factor for ITS courses. Thus, we chose two practices where public and private stakeholders found a very efficient way to co-operate. In the case of Emilia-Romagna region, this is part of a specific regional development policy. - geographic coverage Italy is a large country compared to EU average, with relevant differences between north and south. Thus, we decided to choose one example from either part of the nation, in order to favour dissemination and exploitation of subsequent results on a broader scale.
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It is worthwhile mentioning that the Italian Ministry of Education set up its own assessment system, to evaluate the functioning of ITS courses. According to this system, courses are evaluated on a yearly basis, according to a set of criteria (partly overlapping the ones described above): attractiveness, employability, percentage of WBL, involvement of companies. The Italian National Agency for Education (INDIRE) publishes a yearly rating of ITS courses, based on such indicators. Best performing ITS are also granted a funding incentive. The best practices we selected rated respectively 2nd (scoring 87,14/100) and 9th (83,87/100) overall, and 1st and 3rd among mechanic/mechatronic courses (being the 2nd the one described by partner P2 – SIAV in Region Veneto).
5.1 Description of best practice n.1 Title ITS Maker – Istituto Tecnico Superiore Meccanica-Meccatronica-Motoristica e Packaging Title in English ITS Maker – Higher Technical Institute for Mechanics-Mechatronics-Vehicle motors-Packaging Sector Industry Sub-sector(s) covered Mechanics, mechatronics, automation, materials, engines, packaging Location Region Emilia-Romagna, 4 sites: Bologna, Modena, Reggio Emilia, Fornovo Taro (Parma). Web site http://www.itsmaker.it Players involved The Foundation counts many associates, among which: - 43 primary local and national companies (including Maserati, Ferrari, etc.); - 10 upper secondary Technical and Vocational Schools - 10 Training centres (including IFOA) - 2 Universities (Bologna and Modena/Reggio Emilia) - 6 Public authorities (Municipalities and NUTS3 level) Date of foundation December 2010. Since September 2013 three previous Foundations merged into the single ITS Maker Foundation. Specific regional context Region Emilia-Romagna is paying a special attention to Vocational Training in a LLL perspective. With its regional law n.775/2011, region Emilia-Romagna established its so-called “Polytechnic Network”, structuring and co-ordinating the HVET offer on its territory. By mixing ESF, national and regional public resources, such network supports all types of HVET programmes (see above, 3.2): IFTS, ITS, other HVET. In this framework, the Region encouraged the development of ITS foundations delivering programmes strictly linked to Smart Specializations, corresponding to existing industrial districts. Especially regarding ITS programmes, the region is co-ordinating all activities on the territory. Thus, the public system is strongly supporting this programmes, with a well-oriented mind set and attitude. At the same time, the entrepreneurial system is quite aware of the need to invest in training new and skilled human resources. Governance of the partnership with regard to the learning pathway The Foundation organs are as follows:
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- President: is the legal representative of the foundation. He presides over the Executive Board, the Steering Committee and the Assembly of Participants. - Executive Board: consists of five members, representing respectively different categories of founding bodies: companies, public administrations, training centres, upper schools. - Steering committee: the body who makes decisions concerning the core regulations at the heart of the life of the Foundation, to ensure that its aims are achieved. It is composed by 15 members coming from all categories of stakeholders. - Assembly of members: gathering all members. - Director: operative „arm“ of the Executive Board and Steering Committee, puts into practice guidelines expressed by governing bodies. How the learning pathway is designed The learning pathway has been designed together with companies from its very beginning. The Steering Committee, representing all stakeholders, stands as a permanent table, who first defined profiles and competences when the programmes started, and now meets on a yearly basis to officially review the curricula, due to two main reasons: . topics at the heart of programmes are quite innovative, and subject to continuous changes; . every year the Regional authority (who finances ITS programmes) requires Foundations to review and update their training offer: proposals must pass the regional examination to be funded. Also detail design is continuous and cross-cutting, based on company and student needs. That is quite a challenge, as companies very often know and describe their present needs, with a short time perspective, while training design usually requires a medium-/long-term one. In order to overcome this obstacle, the Foundation is setting up a second, permanent table focussed on innovative technical competences, but also on cross-cutting issues, like product and process innovation, aiming at better understanding labour market trends, as well as broadening the scope of design vision. Participation is totally free of charge for students, funded 30% by the Ministry of Education and 70% by the Region.
Indicators Main relevant indicators for ITS Maker are: - Attractiveness: starting with 20 students in 2010, the Foundation has now over 300. The original 3 programmes delivered in 2010 grew up to the present 5 courses. - Employability: 100% of students entering the labour market are employed in positions corresponding to their diploma after 6 months. 100% of students reaches the diploma on time. No drop-outs. Only a few percent enrols to university, the vast majority is quickly employed. - Feedback from students and companies: the Foundation developed its own feedback system. Satisfaction rate is over 85% both for students and for companies (regarding internships carried out in the curricula). The Foundation is also setting up a set of questionnaires for getting companies’ feedback 1 and 2 years after employment of graduates. - National feedback: as mentioned before, the ITS ranked 9th in Italy and 3rd among sector courses in 2014. Training programme structure Five programmes are delivered, corresponding to the following professional profiles and EQF level 5 qualifications: - Higher technician for automation and packaging (Bologna) - Higher technician for mechatronic systems (Reggio Emilia) - Higher technician for innovative product design, by means of advance composite materials and additive manufacturing technologies (Fornovo Taro) - Higher technician in vehicles, specializing in endothermic, hybrid and electric engines (Modena)
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- Higher technician in materials (Modena) All programmes train to soft, cross and technical skills. Actually, companies are acknowledging a growing relevance to transversal skills (autonomy, teamworking, problem solving, foreign languages (English), etc..), so curricula are being adapted to such needs. All courses have a duration of 2.000 hours over two years. 40% of programme is delivered via WBL, through internships in companies, domestic or abroad. Internship periods are included in both years. For further details and full programmes description, please refer to: http://www.itsmaker.it/en/i_corsi/ Training methods Training methods vary greatly, depending on learning objectives, and include: - frontal lessons - in-company lessons - workshops - teamworking - internships and work-based learning - company visits and visits to exhibitions - etc. Management of training Trainers are selected through a regional bid. First, they must apply and fulfil specific requirements, like for example a minimum experience (3 years teaching, if coming from schools/university; or 5 years experience, if coming from the labour market). Second, a further selection is carried out by an internal commission, appointed by the Foundation. Selected trainers are included in a public roster. Their performance is then evaluated by students via a specific questionnaire. Co-ordination of training programmes and correspondence with learning outcomes is ensured by the Executive Board. The Foundation is strongly investing on training of trainers and of internal staff. For instance, a labour psychologist is supporting the staff in their work with students, and several initiatives for sharing of best practices are in force, with a view to the development of a TQM system. Management of relationships with triple helix stakeholders ITS Maker performs a kind of “distributed governance” of this topic: relationships with stakeholders are kept at several levels, and depending on everyone’s responsibilities: President, Executive board, Director, but also site co-ordinators and tutors. The number of stakeholders is broad, nevertheless access to membership is always possible for new bodies. Problems encountered 1. ITS are somehow a new training channel, not yet fully in the “collective consciousness” of all Italian families and companies. Corresponding qualifications are not included in national collective labour agreements, so graduates experience some difficulties in recognition of their actual level of preparation. Especially when they are employed by companies not members of the Foundation. 2. ITS are funded exclusively by public sources. It is quite hard for the Foundation to raise private funding. So, they cannot afford own personnel, nor own premises; on the opposite, they must borrow human and real estate resources at member training centres. That reduces medium- and long-term perspectives. 3. ITS courses are somehow competitors to bachelor degrees. Universities, even if involved in ITS Foundations, do not always look with favour at them. Possible solutions It is necessary to gain more visibility and acknowledgeability, to make the ITS diploma better recognised and valued by families, and included into national labour contracts. Talkings with the Italian Ministry of Education are on-going regarding this.
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More, ITS pertaining to Mechanics/Mechatronics started grouping into a national network in 2014, aiming at gaining more power at a national level. A recent meeting in Bologna, hosted by ITS Maker in January 2015, gave the chance to discuss possible developments with many different stakeholders, including national authorities. The Foundation’s efforts are also targeted to upper secondary schools and universities, in order to ensure continuity upstream and downstream. Last but not least, the Foundation is discussing with member companies possible ways to raise further financial support on the private side. Expectations about possible future developments - Setting up a more stable, durable structure (e.g. as to funding, human resources, buildings). - Becoming more and more a hub between education and work. In ITS courses the “dual approach” is normal, while in schools (even technical ones) it is not. - Promoting ITS courses and students as “innovation service providers” for the territory. Fostering the capacity of the Foundation to provide for applied research activities to the benefit of SMEs who do not have/cannot afford dedicated internal resources.
5.2 Description of best practice n.2 Title ITS Area Nuove Tecnologie per il Made in Italy Sistema Meccanico – Meccatronico (Energia) Puglia “A. Cuccovillo” Title in English ITS for New Technologies for Made in Italy – Mechanic – Mechatronics System (Energy) Puglia “A. Cuccovillo” Sector Industry Sub-sector(s) covered Mechanics, mechatronics, energy Location Region Puglia, Bari. Web site http://www.itsmeccatronicapuglia.it Players involved The Foundation counts many associates, among which: - 19 primary local and national companies (including Bosch Italy, etc.); - 4upper secondary Technical and Vocational Schools - 2 Training centres - 2 Universities (University of Bari and Polytechnic of Bari) - 3 Employers associations - 1 Public authority (NUTS3 level) Date of foundation 2010. Governance of the partnership with regard to the learning pathway The Foundation organs are as follows:
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- President: is the legal representative of the foundation. He presides over the Executive Board, the Steering Committee and the Assembly of Participants. - Executive committee: the body who makes decisions concerning the core regulations at the heart of the life of the Foundation, to ensure that its aims are achieved. - Board of Trustees: gathering all members. - Technical Scientific committee: providing for technical guidance. - Director: operative „arm“ of the Executive Board and Steering Committee, puts into practice guidelines expressed by governing bodies. How the learning pathway is designed The learning pathway has been designed together with companies from its very beginning. The Steering Committee, representing all stakeholders, stands as a permanent table, who first defined profiles and competences when the programmes started, and now meets on a yearly basis to officially review the curricula. Indicators Main relevant indicators for ITS Maker are: - Attractiveness. - Employability. - National feedback: as mentioned before, the ITS ranked 2nd in Italy and 1st among sector courses in 2014.
Training programme structure Two programmes are delivered, corresponding to the following professional profiles and EQF level 5 qualifications: - Higher technician for integrated automation and mechatronic systems - Higher technician for innovation of mechanical processes and products All programmes include specific training units on soft and cross skills, like English language, communication, project management, teamworking, problem solving, negotiation techniques. All courses have a duration of 2.000 hours over two years. 40% of programme is delivered via WBL, through internships in domestic companies. Internship periods are included in both years. For further details and full programmes description, please refer to: http://www.itsmeccatronicapuglia.it/wp-content/uploads/2013/05/REGOLAMENTO-DIDATTICO.pdf Training methods Training methods vary greatly, depending on learning objectives, and include: - frontal lessons - in-company lessons - workshops - teamworking - internships and work-based learning - company visits and visits to exhibitions - etc. Management of training Trainers are selected through a regional bid. First, they must apply and fulfil specific requirements, like for example a minimum experience (3 years teaching, if coming from schools/university; or 5 years experience, if coming from the labour market). Second, a further selection is carried out by an internal commission, appointed by the Foundation. Selected trainers are included in a public roster. Management of relationships with triple helix stakeholders
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Relationships with stakeholders are kept at several levels, and depending on everyone’s responsibilities: President, Executive board, Director, but also co-ordinators and tutors. The Foundation, like ITS Makers, is among the founding members of the Italian network of Mechatronics ITS providers. Special links towards university ITS “A. Cuccovillo” developed a permeability system, in order to ease access to university after graduation in its courses. Based on agreements with local universities, comparison tables has been devised, in order to easy identify credits spendable in bachelor and master degrees, where required. A window on the EU ITS “A. Cuccovillo” has been granted a ECHE in year 2015.
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Appendix 3 Italy: 2nd survey
SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys Italy
Developed by: Confindustria SIAV
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.
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Intellectual Output 1: National Survey Best Practice – Italy (Veneto) 1. Summary...... 62 1.1 English Summary ...... 62 2. Description of context, economic, social features ...... 63 2.1 Veneto Region ...... 63 3. Structure of EQF 5 level in Veneto region ...... 64 3.1. The governance model in Veneto ...... 64 4. Methodology for identification of best practices ...... 65 4.1 ITS Meccatronico ...... 65 4.2 ITS Turismo ...... 66 5. Description of each practice identified ...... 67 5.2 ITS Meccatronico ...... 67 5.3 ITS Turismo ...... 68 5.4 Opportunities and challenges toward HVET excellence in Veneto ...... 70 6. List of references ...... 73
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1. Summary 1.1 English Summary The summary should include: A) the type of 2 best practices (learning pathway, degree, etc.) and the corresponding EQF levels (ideally 4-6), highlighting the reasons for considering them best practices B) the description of methodologies that are applied in the best practices and outputs C) the involvement of players: training institutions and business/ economic players, positive results of cooperation among them (in terms of enhancement and innovation) D) critical factors and weaknesses E) opportunities for future development
In Veneto two practices were selected according to the consistency of the track with the economy context, the public-private governance system, the innovative mix of learning methodologies and the level of employability attained by students. Both practices are post-diploma professional higher education institutions, EQF level 5, the first specialised in Mechatronics and the second in Tourism.
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2. Description of context, economic, social features 2.1 Veneto Region Veneto region is among the most industrialised in Italy and it contributes to the 9.2% of the national GDP (1,545,000 mio Euros in 2015). Regional GDP slightly increased in 2014 and 2015. The population of 4,927,596 inhabitants (2014) is steadily increasing, thanks to the 10.4 % of migrants. Immigration decreased in 2015, although the number of new citizens account for the 2% of population. Moreover, the region recorded an increased brain drainn In 2014, according to Unioncamere 436,698 enterprises were active, out of a total registered 439,307. Therefore, 1 out 11 inhabitants is an entrepreneur. Such an high rate of entrepreneurship is nonetheless counterbalanced by the small size of companies, which hinders access to credit, R&D resources for innovation and internationalization. In 2015, unemployment rate slightly increased to 7%, while the employment rate remains stable at 64%. Unemployment of 15-29 years old is only 18%, compared to Italy’s 31.6%. The foreign revenues of Veneto’s companies increased by 2.7%. Veneto ranked second in Italy for the total value of exports, 54.1 billion euro, with a 13.6% share of the national total. The trend increase in Veneto’s exports in 2014 involved mainly EU countries (+3.9% compared to 2013 and a 57.7% regional share) in almost all sectors. Veneto’s main export sector remained mechanics, followed closely by fashion. Tourism is an important resource. In 2014 the flow of visitors was rising (+1.7%) and exceeded 16 million arrivals, mainly foreigners. Non-EU tourists began to decrease from December 2015 onwards, due to the effects of the attacks in Paris in November. The economic downturn 2008-2014 impacted on the construction and manufacturing industries, -2.1% and -1.4% compared to 2013. Manufacturing industry was more aggressive with respect to other sectors, geared toward internationalization of markets, looking for partnerships to improve competitiveness and strengthening its investment in innovation and R&D. However, the region is a moderate innovator according to the Regional Innovation Scoreboard 2014. Probably because of the preponderance of SMEs, companies considers business networks as a mean of reducing costs and reaching new markets. Investments in marketing and design are still a prerogative of large enterprises. Smart Specialization and RIS3-strategies in the region focus on Smart Agrifood, Sustainable Living, Smart Manufacturing and Creative Industries. Four universities and several research centres contribute to the regional growth and competitiveness. Higher education is integrated by level 5 EQF Technical Higher Education Institutes, six public-private Foundations whose programmes and learning methodologies are connected to the regional economic specializations and strategies (Logistics, Mechatronics, Agrifood - Winery, Fashion-Shoes, Energy and Sustainable Buildings, Tourism).
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3. Structure of EQF 5 level in Veneto region 3.1. The governance model in Veneto2 The Istituti Tecnici Superiori (Technical Higher Education Institutes) are post-diploma professional higher education institutions, legally constituted as Foundations participated by public and private stakeholders (Provinces, Municipalities, Universities, companies). After a two-years programmes, participants achieve a level 5 EQF qualification. In the Veneto region, ITS were defined considering the most relevant economic sectors and the real needs of the companies, thus ensuring the full employability of students. The Chairmen of six Foundations are entrepreneurs. Currently a seventh Foundation has been formally recognized by the government of the Region of Veneto, although courses will start in 2016. The Region established a permanent Steering Committee to define the ITS’ strategies, participated also by the Ministry of Education, University and Research through its regional Education Office (Ufficio Scolastico Regionale del Veneto - USRV), and the most relevant Employers’ Association of industry, agriculture and tourism, namely Confindustria Veneto, Coldiretti Veneto and Federalberghi Veneto. The Region of Veneto co-funds the 30% of each ITS’ costs through dedicated calls for proposal and coordinates the activities planning over a three-years period. The USRV also support the coordination of the ITS through dedicated periodical technical meetings, not compulsory for Employers Associations. Confindustria Veneto proactively supported the constitution of the ITS, the involvement of the entrepreneurs as Chairmen, as well as the promotion of the ITS initiatives and the continuous cooperation with the Region of Veneto and USRV. Four local industrial associations (Venice-Rovigo, Vicenza, Verona, Padua) are members of six Foundations and contribute to the management and implementation of local activities.
2 Please note: the description of the National Education and Training system, together with the definition of HVET are included in the Survey presented by the Lead partner IFOA.
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4. Methodology for identification of best practices 4.1 Selection criteria In Veneto two practices were selected according to the consistency of the track with the economy context in Veneto, the public-private governance system, the innovative mix of learning methodologies and the level of employability attained by students. ITS Foundations activities are monitored by INDIRE, an agency of the Italian Ministry of Education, which evaluates a set of indicators (Attractiveness. Employability, Cooperation with companies, Active participation to the local labour market, Participation to interregional networks), such as: - the number of applicants in the selection procedure - the number of students obtaining their post-secondary diploma - their employment situation and correspondence with their qualification - the teachers’ background (school, university, enterprise sector) - the quality of laboratories - any connection with other Italian regions and with the European Union. Monitoring results contribute to the definition of a “performance award share”, in addition to state contributions, for those ITS institutions that reached the top rankings in the monitoring process. According to the INDIRE rating, both practices were included into the best performers. Respectively, the ITS Mechatronics ranked 6th and the ITS Tourism 25th. Both are the 2nd best performers at national level within their own category “mechanics /automation” and “culture/ tourism”. The type of industries represented are respectively relevant in the Veneto context for: - Mechanics/ Mechatronics Number of enterprises Number of workers Degree of innovation Added value / contribution to regional GDP Connection with the smart specialisation “Smart Manufacturing” - Tourism Number of enterprises Number of workers Added value / contribution to regional GDP
4.1 ITS Meccatronico The relevant course concerns a production area that makes up the “backbone” of the Italian manufacturing sector, especially in the Veneto region, as the management of production plants by means of information systems and electronic equipment is an indispensable organisational pattern in order to ensure competitive manufacturing processes, and it is the fundamental basis for implementing the management criteria of ”Industry 4.0”. Surveys on the requirements of professional qualifications expressed by Italian and Veneto enterprises confirm the strong demand of these professional profiles, which companies often have difficulties in finding. Employment levels of technicians with a post-diploma qualification at ITS Meccatronico Veneto are as high as 90%. A few organisational and learning programmes implemented by Fondazione ITS Meccatronico Veneto are particularly significant to acquire outstanding technical skills coupled with a good share of transversal skills. These programmes include the implementation of apprenticeship schemes envisaged in the specific regulations, the experimentation of the dual system with the alternation of school and training at work, typical of North European countries, and the introduction of teaching by competences in the Learning Units through the implementation of Team Working groups. During team working activities, students are
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grouped in teams of five or six members each, sorted by competences, and they are given a set of ideas implying a design phase and an implementation one to be conducted in a laboratory with the use of lean techniques. The team working project consists of 240 hours in total over the two-year higher education period, alternated with the theoretical lectures of the course. At the end of the activities, projects produced by students are evaluated by a committee. Their assessment is part of the general evaluation of the course year. Projects are presented by the students during a final public event. Team working relies on the following strengths: - the student works in a team and deals with the relevant problems (taking of responsibility); - the student has to solve problems of the practical implementation type; - the student is directly involved and is the author of his/her own work; - the student acquires organisational skills; - the prolonged summer session allows to experience a more permanent presence within the company; Monitoring and evaluation activities by the tutors (both supervisors within the company and course tutors) allow to constantly evaluate the work in progress of the project and possibly implement any corrective measures “on the run”. ITS Meccatronico Veneto is an accredited post-secondary institution of the ECHE (Erasmus Charter for Higher Education) system. It provides its students with the opportunity to work as apprentices in foreign companies, and its teaching staff with professional updating trips.
4.2 ITS Turismo The most relevant assets of the ITS Turismo are the ability to work in team and the commitment to enhance innovation in companies through the education and training of the students. In fact, tourism is a sector with a low level of technological innovation. So far, the ITS success is connected to the ability to become a “broker of innovation”, by offering education about revenue management and the related technology and software. The employability within 1 year from qualification is 100%, and within 3 months (depending on the season) is above 80%. ITS Turismo is undergoing the accreditation procedure to obtain the Erasmus Charter for Higher Education.
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5. Description of each practice identified 5.1 General features of the practices Both practices share some general features. Ownership and management The ownership structure includes an active triple helix composed by Public Administrations, Academy, Companies. The Foundations, established in 2011, relies on the following management bodies: the Board of members, the Chairman, the Executive Council, the Steering Council, the Scientific and Technical Committee (STC), and the Auditor. The Board is made up of the founding members and participating members, it issues consultative opinions and proposals on the activities, programmes and aims of the Foundation, as well as on its budget and balance sheet. It internally elects the members of the Steering Council, representatives of the participating members and a member of the Executive Council. The Chairman is the legal representative of the Foundation. The Executive Council is in charge of the ordinary and extraordinary administration, of running the activities of the Foundation according to the principles of cost reduction, effectiveness and efficiency, in order to implement the three-year activity plan approved by the Steering Council. The Executive Council prepares the budget and the balance sheet submitted to the Steering Council for the relevant approval. The Steering Council is entrusted with the exclusive right of deliberating on deeds that are necessary for the activities of the Foundation and the achievement of its goals. The Scientific and Technical Committee is an internal body of the Foundation, drawing up proposals and recommendations to the Steering Council concerning programmes and activities of the Foundation, and defining the technical and scientific details of the activity plans. The Auditor is the accounting advisory authority of the Foundation, supervising financial management activities, controlling the draft budget and balance sheet documents, auditing them and drawing up the relevant reports, as well as performing cash auditing operations.
5.2 ITS Meccatronico ITS Meccatronico Veneto is a higher education institution included in the field of “new technologies for made in Italy”. It provides courses in four different towns in Veneto located in different provinces, to obtain the following two post-secondary qualifications: - Master technician for automation and mechatronic systems - Master technician for mechanical process and product innovation. Italian ministerial regulations state that foundation members must be public institutions (province administrations, schools) as well as private bodies (enterprises, universities, VET centres). The distinction is made between founding members (as far as ITS Meccatronico is concerned, they are three state schools, three provincial administrations, the University of Padua, the Industrial Manufacturers’ Association - Confindustria of Vicenza, a VET centre and an enterprise) and participating members (25 schools and 23 enterprises). Fondazione ITS Meccatronico Veneto started its activities in 2011. Until today, three post-secondary education cycles (two-year courses) have been completed, and the resulting rate of employability has exceeded 90%. Please note that the funding share of ITS Meccatronico Veneto is 75% of public nature (state and regional contributions) and 25% private. ITS Meccatronico is taking part in an initiative by Fondazione Nordest with the joint collaboration of the educational partner, Technical High School (ITIS) “Rossi” in Vicenza, for the creation of a FabLab to support the dissemination of the culture of innovation.
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As already pointed out, at the end of the training programme students obtain a higher education technical diploma, corresponding to EQF level 5, by taking a state examination supervised by a ministerial examination board. The main goal defined in the planning of training activities was to differentiate this training programme both from high school and from university curricula, by providing participants with an in-depth analysis of sector-specific skills (including English language and safety procedures), as much as possible by means of interactive lessons and laboratory activities, thus aiming at providing training units also with transversal skills that are fundamental in the enterprise world. Project work activities developed during the apprenticeship period are actually an on-the-job programme, i.e. an element of primary importance in this interaction with working environments, and it is also a major component of the final oral examination. The course is articulated in 2,000 hours - of which 896 of training as far as ITS mechatronic specialisation is concerned (408 in the first year and 488 in the second year) – subdivided in four semesters, with exams at the end of each one. Further examinations are also scheduled at the end of each programme. The training programme complies with the general project guidelines defined by the Italian Ministry of Education in collaboration with ITS foundations. It is then implemented with full autonomy on the basis of the STC guidelines. The STC has the utmost importance in the content definition, as among its members there are also representatives of the enterprise sector, hence its considerable experience in directly identifying professional requirements expressed on the workplace. Teaching activity planning is articulated into Training units based on skills and abilities, and on the experience deriving from participation in the Be Twin 2 EU Project. Be-TWIN 2 intends to respond to EU policies by setting the overarching aim to facilitate a common implementation of ECVET and ECTS for improving learners’ and workers’ mobility, linking the benefits of both credit systems, fostering mutual understanding and promoting the transferability and recognition of qualifications in Europe. The proposal is aimed at transferring, reviewing and adapting the methodological tools developed in one project funded in the framework of LLP LdV ECVET by making improvements and integrations in contents and potential usages, while at the same time ensuring their consistency mainly with the ECVET Technical Specifications as one of the core objectives of the proposal. ITS teachers are professionals from different academic and working environments (schools, universities and the enterprise sector) also by virtue of a ministerial decision. The national monitoring system sets specific percentage thresholds for each type of background, which must be respected in order to receive further awarding in the above-mentioned funding mechanism. All those who wish to teach at ITS courses can apply by sending their candidature to the trainers’ register on the relevant website; CVs are then reviewed by the STC. Teachers are also evaluated by means of satisfaction questionnaires filled in by the students, by the supervisors of local ITS premises, as well as through scores obtained by the students in competence tests on the relevant teaching programmes. Finally, a list of updating opportunities is annually submitted to ITS teachers concerning specific topics (e.g. lean principles and technical issues), with refreshment courses that are free of charge for teachers working in partner schools of the Foundation. In the academic year 2015/2016, school establishment coordinators have set up Google groups among teachers as well as with students, and a Google Drive platform for uploading teaching materials is currently under construction.
5.3 ITS Turismo Location and courses ITS Turismo is a higher education institution included in the field of “innovative technologies for cultural assets and activities – Tourism”. It provides courses in two towns in Veneto located in different provinces, to obtain the following two post-secondary qualifications: - Master technician in Management of tourism structures and services (Jesolo - VE) - Master technician for the management of tourist facilities (Bardolino - VR)
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Players involved and funding mechanism Italian ministerial regulations state that foundation members must be public institutions (province administrations, schools) as well as private bodies (enterprises, universities, VET centres). The distinction is made between founding members (as far as ITS Turismo is concerned, they are one state school, the Metropolitan City of Venice, the Municipality of Jesolo, the University Ca’ Foscari of Venice, the Industrial Manufacturers’ Association - Confindustria of Venice, the Chamber of Commerce of Venice, a VET centre and three regional employers associations representing the Hospitality and Tourism industries) and participating members (8 schools, 2 Schools’ network, 3 enterprises, 11 employers’ associations representative of the Tourism industries at local level, 1 training center, 1 Research center for Tourism, 1 funding institution, 1 Province and 1 Municipality). The funding share of ITS Turismo is 75% of public nature (state and regional contributions) and 25% private. Private contributions are both in cash and in kind through dedicated services (eg. Provision of professional software for hospitality management, support to certified training). Employability Fondazione ITS Turismo started its activities in 2011. Until today, three post-secondary education cycles (two-year courses) have been completed, and the resulting rate of employability scored 100%. Regional cooperations ITS Turismo cooperates with a wide range of representatives of local Hospitality and Tourism enterprises (eg. Hotels, travel agencies..), in order to ensure high quality of traineeship and to answer to the changing needs of employers. The ITS is moreover pursuing a cooperation strategy with stakeholders beyond the regional territory. In fact, on the one hand it is essential to reinforce connections with EU and international stakeholders to innovate content and methodologies and ensure the quality of education; on the other hand, the ITS can contribute to strengthen the interregional cooperation within the sector, by enhancing teaching and traineeships from/to similar areas in the neighbouring regions (Emilia Romagna and Friuli Venezia Giulia). Cooperation with University is very limited to non-existent, therefore it might be a point of improvement. Training programme design and implementation Similarly to ITS Meccatronico, within the framework of the guidelines defined by the Ministry of Education, teaching activity planning is articulated into Training units based on skills and abilities, and on the experience deriving from participation in the Be Twin 2 EU Project. Be-TWIN 2 intends to respond to EU policies by setting the overarching aim to facilitate a common implementation of ECVET for improving learners’ and workers’ mobility. The course is articulated in 2,000 hours – subdivided in two years (1000 hrs. per year) and four semesters, with exams at the end of each one. Further examinations are also scheduled at the end of each module. It foresees 1200 hours of lectures, workshops and project work, as well as 800 hours of internships. On average, each week is composed of 28 hours of lessons and 40 hours when on internships. 20% of internships are organized abroad in Germany, Ireland, Austria. Costs are covered by the Foundation also through the use of Erasmus+ mobility projects. The main Fields of Study for the Qualification are: - Accommodation and catering services - Travel agency services, tour operators services, booking services and connected activities, focused on: a) Marketing methods b) Advertising and public relations c) Foreign language dealings and associated activities d) Tourist accommodation and activities and similar areas of expertise e) Organisation of trade fairs, conferences and cultural events Expected competences to be achieved at the end of the course are:
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Studying cultural, environmental, natural and landscape resources of the area with a view to drawing up integrated development strategies for culture and tourism; Documenting development process stages; Drawing up marketing plans and following up their implementation and results; Managing client relations with a view to promotion and the fostering of loyalty; Collaborating the financial management of cultural and tourism areas; The use of dedicated software and archives; Dealing with public and private bodies and individuals in the trade; Programming the provision of products and services, warranting their quality and value for money. Acquisition of skills related to the specific professional profile: 1. supporting the organisation, management and monitoring of production processes with a view to ensuring their excellence, quality and economic character; 2. using new technologies to support management and marketing, with the aim of growing market share and developing new promotion and sales channels; 3. supporting budgeting-reporting work and contributing to the ensuring decisions on strategy; 4. optimising customer management, tailoring supply to demand and specific markets, including international markets, using customer satisfaction indicators and customer care resources; 5. studying cultural, environmental, natural and landscape resources in the area in order to draw up integrated development strategies for culture and tourism. Teaching methods and strategies used include: Front lecturing and/or dialogue Research and projects Discussion and sharing Simulation and role playing Practical exercises Task laboratories Problem Solving Technical workshops Project Work Individual and group work Educational outings Educational tours Study trips Monitoring and evaluation activities by the tutors (both supervisors within the company and course tutors) allow to constantly evaluate the work in progress of the project and possibly implement any corrective measures “on the run”. Teachers and professionals Teachers and trainers both come from companies as well from universities, thanks to the cooperation with the University in the Bardolino location. The ITS aims to strengthen the involvement of professionals outside Veneto, although costs are not yet fully sustainable.
5.4 Opportunities and challenges toward HVET excellence in Veneto Links with universities, industries and institutions are adequately provided by the organisational structure of ITS institutes, as the rules provide that at least one university, company or public body must be among the founding members. All these components are represented in the ITS management bodies, with the consequent suitable exchange of information and fair involvement of all parties. A point still needing improvement is probably the involvement of enterprises, as the need for close cooperation with the world of production is still considered a non-priority, unlike for other countries in
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Europe. The old saying “First study, then work” still predominates in Italy, and this attitude certainly needs to be tackled at institutional level. The recent establishment of ITS institutes (the first ones were created only in 2011) accounts for a few challenges concerning the number of ITS students that cannot be ignored. However, at the same time several factors must be taken into consideration as the major cause of these challenges: - The first ITS institutes, whose number was definitely lower than the currently existing 86 foundations, started their activities only in 2011-12, i.e. in very recent times compared to other European countries taken as a reference (suffice it to say that STS and IUTs have been operating in France for 50 years); by way of example, the first meeting to define their general framework in the field of mechanics was held on 27th April 2011 at the Italian Ministry of Education, University and Research (MIUR); - No information campaign was conducted for enterprises and high schools, leaving each foundation with the task of organising orientation activities; - A strategy of enhancing the role and qualification of the Master Technician is still missing in regulations and in the certification procedure - The MIUR has only recently started monitoring activities on the efficiency and effectiveness of organised courses; - A few Italian regions have seen the springing up of foundations that often organise too few courses, whose insufficient number does not allow to implement the effective management of available resources; - Management bodies are still too often school-based authorities, with the consequent mistake of replicating this model also in the ITS courses - Discontinuity and time restraints in the allocation of funds often make it difficult to schedule activities in the long run; - Courses have been activated exclusively on the basis of their effective funding, as available resources have influenced the recruitment choices of foundations. The following is a list of the successful factors reported in European higher education training programmes similar to those implemented by ITS: • strong presence in the institutional system • difference from traditional academic courses • focus on applied research • enhancement of better opportunities provided by this qualification in the labour market. However, these factors of success are not listed in the organization of Italian ITS institutes. Finding a strategy for creating effective collaboration with the academic world would be of vital importance: on several occasions, universities have looked smugly at training opportunities provided by ITS; at other times, they have seen them as unfair competitors in the enrolment of students. On the contrary, a reflection should be made on the appalling university dropout rates in the first two years, and the attempt should be made to provide adequate solutions to this problem, which certainly contributes to increasing the percentage of Italian NEETs, among the highest in Europe. A few attempts have been made by ITS foundations to establish contacts with universities in order to reach students dropping out from their academic courses, offering them a higher education alternative better matching their personal needs and characteristics. Unfortunately, these dialogue attempts have fallen on the deaf ears of contacted universities. Other challenges are mentioned below, however their solution can only be found within the Italian political and institutional organisational context: - several existing foundations organise an insufficient number of courses, thus making it impossible to reach economies of scale, and the worrying trend is emerging that the number of foundations is increasing, rather than the number of courses - the organisational management of ITS is sadly becoming a field of dispute between the central level of state authority (Ministry of Education) and the regions (Conference between state and regions),
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thus inevitably generating confusion as to the management criteria and causing uncertainty in the activities undertaken by foundations. As far as specific future development prospects are concerned for the activities of ITS Meccatronico Veneto, a Quality assurance process is being undertaken, and the possibility of adding a third year of studies is under consideration. This additional year could be focused on the skills that are necessary for Industry 4.0, among which better competence in English language and in the lean organisation, as well as topics related to robotics and “IT of things”. The link with universities will then become extremely necessary, as also the recent Italian legislative measure La Buona Scuola (the “Good School” Act of 13th July 2015, no. 107) grants the recognition of a significant number of university credits for students who will enrol at university with the post-secondary diploma of Master Technician.
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6. List of references Brennan J., Durazzi N., Sené T., Things we know and don’t know about the Wider Benefits of Higher Education, Department for Business Innovation and Skills, RESEARCH PAPER NUMBER 133, October 2013 Statistical data about Veneto: Regional Statistics System Section, http://www.regione.veneto.it/web/statistica, http://statistica.regione.veneto.it/ENG/index.jsp Scenario economico - Indicatori di congiuntura, Bollettino n. 53, Dicembre 2015 Figures and graphs to understand Veneto, Year 2015. February 2015 Statistical Report 2015, Rubbettino Editore - Regione del Veneto, 2015 Data about ITS: http://www.indire.it/its/ TAVOLO TECNICO NAZIONALE PARITETICO PER IL SOSTEGNO E IL COORDINAMENTO DELLE ATTIVITÀ DI MONITORAGGIO E VALUTAZIONE DEI PERCORSI ITS, Punteggio dei corsi validati, 28/05/2015 INDIRE, Rapporto sull’innovazione negli Istituti Tecnici Superiori, December 2013
Acknowledgements Chapters 4 and 5 were developed by Giorgio Spanevello, Cristina Toniolo (ITS Meccatronico) and Chiara Salatin. Maria Carla Furlan (IT Turismo) and Luca Innocentini (Confindustria Veneto) contributed through interviews.
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Appendix 4 Germany SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys Germany
Developed by: WHZ – Westsächsische Hochschule Zwickau
February 2016 Last revised: September 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.
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SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Content I. Survey ...... 76 1 Summary ...... 76 1.1 In German ...... 76 1.2 In English...... 78 2 Description of National and Regional Context ...... 81 2.1 National: Germany ...... 81 2.2 Regional: Federal State of Saxony ...... 82 3 Description of National Education System ...... 83 3.1 Infographic of German Education System ...... 83 3.2 Definition of HVET in Germany ...... 85 4 Methodology ...... 88 5 Description of Each Practice ...... 89 5.1 Three track course of study: Electrical Engineering ...... 89 5.2 Extra-occupational study course: Business Informatics ...... 92 II. References ...... 95
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I. Survey
1 Summary 1.1 In German 1.1.1 Trialer Studiengang Elektrotechnik A) Best Practice Typ: ein trialer Studiengang “Elektrotechnik” an der Westsächsischen Hochschule Zwickau Lernpfad: das Konzept beinhaltet drei Abschlüsse innerhalb von 10 Semestern, d.h. 5 Jahren
Abschlüsse Dauer DQR/ EQR Level Diplom (FH) Nach 5 Jahren Level 6 (Diplom Univ. wäre Level 7) Integrierter Berufsabschluss Nach 2,5 Jahren Level 4 (HWK) Integrierter Nach 4 Jahren Level 6 Meisterabschluss
Während des 1. bis 6. Semesters ist der Studienumfang reduziert auf 18 statt 24 Credit Points pro Semester. Das 7. Semester ist für ein Unternehmenspraktikum vorgesehen. Ab dem 8. bis 10. Semester handelt es sich um ein reguläres Vollzeitstudium mit gegenseitiger Anerkennung der Module aus der Meisterausbildung und dem Studium sowie abgestimmten Lehrinhalten zwischen Studium und der Berufs- und Meisterausbildung.
Gründe für die Auswahl als Best Practice: 1. Es bietet Studenten die Möglichkeit 3 hochwertige Abschlüsse innerhalb von nur 5 Jahren zu erreichen. Dies bedeutet eine immense Zeitersparnis von mindestens 3 Jahren, wenn man die Abschlüsse einzeln erreichen würde. 2. Auf Grund des hohen Bedarfs an Meisterabschlüssen, da mehr junge Menschen sich für ein Studium entschließen, hilft dieses Studienangebot im trialen System dem derzeitigen Fachkräftemangel entgegenzuwirken, besonders im Bereich des Handwerks. Im Vergleich kann man sehen, 1993 gab es noch 208.000 junge Menschen, welche sich für eine Berufsausbildung entschieden haben. 2013 waren es nur noch 139.000.3
B) Lehrmethoden: o Studienform: Präsenzunterricht, Teilzeitstudium mit studienbegleitender (Meister-) Ausbildung, durchgeführt durch die Westsächsische Hochschule Zwickau und Handwerkskammer Chemnitz o Zur Berufsausbildung zum Elektroniker/zur Elektronikerin gehören u.a.: . Installieren von Systemkomponenten und Netzwerken . Messen und Analysieren . Aufbauen und Prüfen von Steuerungen . Bewerten der Arbeitsergebnisse und Qualitätsmanagement . Analysieren von Fehlern und Instandhalten von Geräten und Systemen
3 http://www.welt.de/wirtschaft/karriere/bildung/article139408475/Wie-man-in-fuenf-Jahren-seinen-Baecker- Bachelor-macht.html retrieved on: 4.1.2016
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o Durch die Meisterprüfung wird festgestellt, ob das Handwerk meisterhaft ausgeübt, selbständig geführt sowie Lehrlinge ordnungsgemäß ausbildet werden können, die Prüfung besteht aus vier Teilen: . Teil I: Die Prüfung der meisterhaften Verrichtung der wesentlichen Tätigkeiten . Teil II: Prüfung der fachtheoretischen Kenntnis . Teil III: Prüfung der betriebswirtschaftlichen, kaufmännischen und rechtlichen Kenntnisse . Teil IV: Prüfung der berufs- und arbeitspädagogischen Kenntnisse o Die Ausbildung zum Meister besteht aus praktischer Ausbildung im Betrieb, Präsenzunterricht angeboten durch die HWK an Freitagen und Samstagen, wird z.T. auch im Blockunterricht oder mit Online-Learning angeboten
C) Beteiligte Institute: Westsächsische Hochschule Zwickau, Handwerkskammer Chemnitz, lokale Betriebe
D) Kritische Faktoren: Der Stundenplan für die Studierenden ist sehr voll. Lehrangebote werden außerdem auch samstags angeboten und als Online-Studium. Außerdem ist das Studienkonzept noch recht neu und daher noch wenig bekannt. Somit können neue Studierende noch nicht viel von erfahrenen Studierenden dieses Programms profitieren. Darüber hinaus gestaltet es sich noch schwierig Unternehmen zu überzeugen, Arbeitsverträge für die Dauer der gesamten Ausbildung von 5 Jahren anzubieten.
E) Möglichkeiten für zukünftige Entwicklung: Zum einen sollte sich der Bekanntheitsgrad in den nächsten Jahren erhöhen um mehr Studierende zu generieren. Zurzeit gibt es zwei Studiengänge, die als triales System angeboten werden, Elektrotechnik und Versorgungs- und Umwelttechnik. In Zukunft können noch weitere Studiengänge angeboten werden, zum Beispiel im Bereich der Automobilproduktion oder der Informationstechnologie, welche derzeit stark gefragte Themen sind laut Angaben der Handwerkskammer Chemnitz. 1.1.2 Berufsbegleitender Studiengang: Wirtschaftsinformatik
A) Best Practice Typ: ein berufsbegleitendem Studium der Wirtschaftsinformatik in Kooperation mit der Westsächsischen Hochschule Zwickau und dem media project Institut für IT- und Managementtechnologien gGmbH in Dresden. Lernpfad: das Konzept besteht aus einem berufsbegleitenden Studienangebot mit dem Abschluss des Diplom (FH) innerhalb von 10 Semestern. Dieses Angebot richtet sich speziell an Absolventen von IT- Berufen. Die berufliche Ausbildung und Praxis werden hochgradig anerkannt. Von den regulären 10 Semestern (240 ECTS) werden 3 Semester (72 ECTS) anerkannt. Das heißt in nur 7 Semestern berufsbegleitendem Studium erlangen die Teilnehmer den akademischen Grad eines Dipl.- Wirtschaftsinformatikers und können weiterhin Vollzeit in Ihrem Job tätig bleiben.
Abschluss Dauer DQR/ EQR Level Diplom (FH) nach 3,5 Jahren Level 6 (Diplom Univ. wäre Level 7)
Gründe für die Auswahl als Best Practice: Neben seinem spezifischen Charakter als berufsbegleitendes Studium, bietet das Programm sehr flexible Zulassungsmöglichkeiten an. Es ist nicht nur offen für Absolventen von IT-Berufen, sondern
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auch für Studienabbrecher. Berufserfahrung kann angerechnet werden und bietet somit eine Verkürzung der Studienzeit. Außerdem bietet es Möglichkeit auch ohne Abitur studieren zu können.
B) Lehrmethoden: Es handelt sich um einen berufsbegleitenden Studiengang, welcher parallel zu einem Vollzeitjob funktioniert. Er besteht zum großen Teil aus Hausaufgaben und Selbststudium und zu einem geringeren Teil aus Präsenzunterricht, welcher üblicherweise freitags abends und jeden zweiten Samstag zwischen 9 und 17 Uhr stattfindet.
C) Beteiligte Institute: Westsächsische Hochschule Zwickau, media project Institut für IT- und Managementtechnologien gGmbH in Dresden
D) Kritische Faktoren: Die Hochschule berichtet von einigen Fällen im Bereich Studentenorganisation in Bezug auf Kontakte und Kommunikation mit den Studierenden. Diese wissen und nutzen offenbar sehr selten die Angebote der Hochschule, wie etwa die Bibliothek oder Online Zugänge. Ein weiterer kritischer Punkt ist die finanzielle Förderung des Studiums durch den ESF. Die Studiendauer überschreitet regulär die zu fördernde Periode des ESF. Daher können die Studierenden nicht genau wissen, ob sie eine zweite Förderung auch bis Ende des Studiums erhalten. Die Studiengebühren sind zwar in voller Höhe steuerlich absetzbar, da i.d.R. bereits ein Berufsabschluss vorhanden ist. Dennoch stellt die finanzielle Belastung für einige Studierenden, die keine ESF Förderung erhalten bis zur Steuerrückzahlung eine Schwierigkeit dar.
E) Möglichkeiten für zukünftige Entwicklung: Da die Mitarbeiter der Hochschule bereits von den Kommunikationsproblemen wissen, ist es vorgesehen, stärker bei Informationsveranstaltungen darauf einzugehen und die Vielzahl an Nutzungsmöglichkeiten der WHZ Angebote bekannter zu machen.
1.2 In English 1.2.1 Three track course of study: Electrical Engineering
F) Type of best practice: three track course of study Electrical Engineering at the University of Applied Sciences Zwickau Learning pathway: concept: three track course of study, which means students can achieve three degrees within 10 semesters (5 years) Degrees Duration GQF/EQF level Diplom (FH)4 after 5 years level 6 (Diplom Univ. would be level 7) Integrated vocational qualification after 2,5 years level 4 certified by the local Chamber of Trade (in German: Handwerkskammer) Integrated master craftsman after 4 years level 6 diploma
4 FH = in German: “Fachhochschule”, in English: University of Applied Sciences. In comparison to a regular University, “Fachhochschulen” do not have the right to offer doctoral degrees. In some federal states in Germany, there is the possibility to participate in a cooperative conferral of a doctorate, where both University and University of Applied Sciences professors are appointed to evaluate the doctoral thesis. A Diplom (FH) is EQF/GQF level 6 and a Diplom (Univ.) is EQF/GQF level 7. However, the Bachelor and Master degrees of both institutions are equal.
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From the 1st until the 6th semester, the work load of the study is reduced (18 instead of 24 Credit Points per semester). The 7th semester is solely reserved for internships for work experiences in the company. From the 8th semester, it is a regular full-time study with mutual recognition of modules from the master craftsman qualification and the study, as well as aligned learning contents between the study and the vocational and master craftsman education.
Reason for the consideration as best practice: 1. It offers the possibility for students to gain 3 degrees within only 5 years. It is an immense saving of time of at least 3 years. 2. Due to the high demand of more master craftsmen degrees because more and more students decide for an academic education only, this study concept helps to solve the current skills shortage, especially in the field of crafts and trades. In comparison: in 1993, 208.000 young people choose a vocational education. In 2013 there were only 139.000 left.5
G) Methodologies and Outputs: o Form of study: attendance courses, part time study, executed by the University of Applied Sciences o Integrated vocational qualification: it consists of practical work at the local company and theoretical attendance classes at the Chamber of Trade with mainly practical contents. o Integrated master craftsman diploma: it consists of practical work at the local company and attendance classes executed by the Chamber of Trade on Friday and Saturday or in blocks, with some parts in E-Learning format, but mostly attendance classes
H) Involvement of players: University of Applied Sciences Zwickau, Chamber of Trade (in German: Handwerkskammer), a local company for the practical work experiences
I) Critical factors and weaknesses: It is a very full time schedule. Additionally, in comparison to dual study courses, it is still a very new program, thus the degree of popularity is not very high yet. Furthermore, companies often do not easily want to sign work contracts for a 5-years period.
J) Opportunities for future development: The degree of popularity should be increased in the future. There are currently 2 study programs (Electrical Engineering, and Supply and Environmental Engineering). The study offers could be extended to achieve a higher variety for students, to attract more students. For example, the branches of automobile engineering and information technology are currently of high interest among students. 1.2.2 Extra-occupational study course: Business Informatics
A) Type of best practice: This program is an extra-occupational study course of Business Informatics, as a collaborative study program of the University of Applied Sciences Zwickau and the media project Institut für IT- und Managementtechnologien gGmbH in Dresden (Germany).
5 http://www.welt.de/wirtschaft/karriere/bildung/article139408475/Wie-man-in-fuenf-Jahren-seinen-Baecker- Bachelor-macht.html retrieved on: 4.1.2016
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Learning pathway: concept: an extra-occupational study course of Business Informatics with a Diplom (FH) degree within 10 semesters (5 years). It specifically addresses graduates of vocational trainings in the field of Information Technology. The vocational education and practical experiences can profoundly be accredited, which allows a recognition of 72 ECTS (3 semesters). This offers students to achieve a Diplom (FH) degree within 7 semesters only, and parallel to a full-time job. Degree Duration GQF/EQF level Diplom (FH) after 3,5 years level 6 (Diplom Univ. would be level 7)
Reason for the consideration as best practice: Besides its specific characteristic as an extra-occupational study course, this program offers very flexible entrance requirements. It is open not just for graduates of vocational trainings in the field of Information Technology, but also for university drop outs. Work experience can be accredited and offers a reduction of study time. Furthermore, there is the possibility to study without having the A- levels/ diploma from German secondary schools qualifying for university admission or matriculation.
B) Methodologies and outputs: It is an extra-occupational study course, which can be studied parallel to a full-time job. The study consists to a large part of home work/self-study and to a smaller part of attendance classes. The attendance classes are usually Friday in the evenings from 17.00 to 21.00 and every second Saturday full-time from 9.00 to 17.00. The implementation in to the job practice is an integral part of the study in the form of transfer and assignment papers.
C) Involvement of players: University of Applied Sciences Zwickau, the media project Institut für IT- und Managementtechnologien gGmbH in Dresden (Germany)
D) Critical factors and weaknesses: The University reported to have some issues with the students’ organization related to contacts and communication, since students very rarely use the University’s facilities, like the library or online accesses. Another critical situation occurred during the implementation of the program. Some student groups were too small, so they were combined. This resulted in some content changes, which caused some issues among the students. Another problem occurred with the funding system based on the ESF. The study period lasts much longer than the funding period, and it is unsure whether students will get a second funding period. Although, when students do not get the ESF funding, the program is tax deductible. But they have to pay a high amount of money on their own in the first place, which is very difficult for some students.
E) Opportunities for future development: Since the staff of this program knows about the rare use of communication coming from the students towards the University, it is planned to introduce more information events to disseminate all possible offers the University has for students.
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2 Description of National and Regional Context 2.1 National: Germany In terms of the German economy, the Federal Ministry of Economic Affairs and Energy published their Annual Economic Report, stating that it is in a good condition. The gainful employment hit a record high, the unemployment rate drops and the development in the job market enables noticeable pay increases. Since 1.1.2015, a general legal minimum wage of gross 8,50 Euro per hour has been introduced. It will be adjusted every two years.
At the end of last year, the European Commission published suggestions for the stabilization of the investment activity. The Federal Government appreciates this initiative. In all EU member states especially the field of private investments must be improved steadily. Complementary, capital from EU funds must be used at its best.
The social market economy in Germany is based on the understanding, that only an open, competitive, fair and solidary society will be economically successful in the long run. This common understanding is a goal of the Federal Government. Furthermore, a goal is to open higher chances for private investments, to strengthen innovation and competitiveness of companies and to support the societal acceptance therefor. To accomplish these goals, the Federal Government plans to extend public infrastructure, to strengthen innovation and to support the German economy, especially the industry and the middle class, during the digital transformation. Additionally, the aim is to continue the energy revolution successfully and cost-effectively, to invest in education for the protection of the demand for specialized employees, to strengthen the job market integration and to enlarge the possibilities for participation.
In the field of vocational education, the dual vocational training scheme is a success factor for the industrial location Germany and highly recognized worldwide. With its work phases in companies, who educate their students within a professional environment, paired with theoretical education in public vocational schools, the dual education offers very good qualification for young people for a start into work life. Thus, the goal of the Federal Ministry of Education and Research (in German: BMBF) is to strengthen this concept. It contributes immensely to the fact, that Germany has the lowest youth unemployment within in the European Union6. In Germany, about 50 percent of all school-leavers decide for vocational training provided by companies. The BMBF supports, among others, the European Alliance for Apprenticeships initiative launched by the European Commission. Nowadays, in the field of Higher Vocational Education, there also exist a growing amount of programs where students can now combine vocational education within companies and academic education within Universities, which becomes vital for competitiveness and social participation. The BMBF is also closely cooperating with the OECD in the context of work-based learning.
In the context of funding, the maximum subsidy for training and examination costs was increased to 15.000 Euro in October 2015 with the so called „Meister-BAföG“. It is specially designed for students who plan to get a Master Craftsman Diploma or a comparable qualification. Since the foundation of the „Meister-BAföG“ in 1996, about 1,7 million vocational promotions have been enabled. Furthermore, in the field of University funding, since the beginning of 2015, the federal government relieved the states by ca. 1,2 billion Euro, by taking over 100% of the so called „BAföG”. This is specially designed for University students and pupils. This allows the states to invest more money in the development of schools or Universities, for instance. These improvements in funding possibilities in Germany immensely help
6 http://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-countries/
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students to decide for higher training programs, which also help the target groups of the two best practices announced in this survey. In the context of recognition of foreign vocational qualifications, in Germany about 20.000 procedures were executed in 2014. This shows a plus of 20 percent in comparison to 2013. From 14.838 decided procedures, about 78 percent ended with a full equivalence and only 3,6 percent were refused. This shows the growing awareness to the importance of the recognition of foreign vocational qualifications in Germany. 2.2 Regional: Federal State of Saxony With about 4 million inhabitants, Saxony ranks on position six among the 16 federal states in Germany. The average age of the people living in Saxony is 46,6 years7. The average amount of children per woman is 1,578 and lies on the first place among all federal states. The development of the population differs from region to region. In general, the population is decreasing. However, the biggest cities, Dresden and Leipzig, show an increase. In the face of population decline and thus, skills shortages, Saxony wants to attract other German and also foreign skilled workers. Hence, immigration is an important part of the solution. According to the Secretary of State for Employment Martin Dulig, the year 2015 was economically a successful year. The Saxon job market is in a good condition. It had the lowest unemployment rate since the reunification of Germany. The unemployment rate lies at 7,5 %. According to the census from 2011, Zwickau ranks on fourth place of the Saxon cities in the field of jobs with social insurance contribution per 1000 inhabitants in the age between 18 and 649. Equivalent to the integration of asylum seekers into the job market, also other disadvantaged groups will have to be supported during job seeking. Sustainable employment, the improvement of education and further training, as well as the promotion of social inclusion are crucial elements of actions for the upcoming five years. More than 660 million Euro are provided by the European Social Fund (ESF) for these measures. Each year, the German education gets monitored. According to this monitor of 2015, Saxon schools rank the first position since 10 years10. The strength here lies mainly in the school quality and infrastructure for advancement. Saxony is also very attractive for new students. From 21.395 students, who started studying in Saxony in 2014, 34 % got their university entrance qualification in Saxony, 38 % got it in other federal states of Germany and 28 % came from abroad11. Among male students, Mechanical Engineering was the most attended field of study (first place in the winter term 2014/2015); for the female students, it was Medicine, and, very closely behind, pedagogy12. In the field of further education, the population in Saxony shows high interest. The participation rate on further education in Saxony lie at 55 % in the year 2011, whereas the participation rate in Germany lie at 49 %.
7 Gunnar Saft: Sachsen schrumpft langsamer. In: Sächsische Zeitung. 69, Nr. 295, 20. Dezember 2014, S. 1, http://dispatch.opac.d-nb.de/DB=1.1/CMD?ACT=SRCHA&IKT=8506&TRM=2448502-0. 8 Statistisches Bundesamt: Pressemitteilung vom 16. Dezember 2015 – 468/15 – Anstieg der Geburtenziffer 2014 auf 1,47 Kinder je Frau, https://www.destatis.de/DE/PresseService/Presse/Pressemitteilungen/2015/12/PD15_468_126pdf.pdf?__blob=publicationFi le. 9 Zahlen zum 9. Mai 2011 gemäß Zensus 2011, https://ergebnisse.zensus2011.de/#StaticContent:00,BEV_1_3_0,m,table. 10 Staatsministerium für Kultus. Das sächsische Bildungssystem im Test, http://www.schule.sachsen.de/6622.htm. 11 Statistisches Landesamt des Freistaates Sachsen (2016). Studienanfänger zieht es nach Sachsen. Neue Publikation mit Indikatoren zu Hochschulen und Berufsakademie erschienen, https://www.statistik.sachsen.de/download/200_MI-2016/MI- 3-2016.pdf. 12 Statistisches Landesamt des Freistaates Sachsen, Kamenz, April 2015, http://www.statistik.sachsen.de/html/645.htm.
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3 Description of National Education System
In Germany, the responsibility for the education system is determined by the federal structure of the state. The Federal States generally have the right to legislate. Within the education system, this applies to the school sector, the higher education sector, adult education and continuing education. Administration of the education system in these areas is almost exclusively a matter for the Federal States. In Saxony, the federal state, where the University of Applied Sciences Zwickau is located, there are about 1.600 schools providing general education, with about 340.000 pupils and 32.000 teachers. In the infographic, a summary of the different schools, vocational schools and academic institutions in Germany is shown. 3.1 Infographic of German Education System School Age Grade
0-5 Elementary Area Kindergarden
6-9 1-4 Primary Area Elementary School Special School
School Age Grade
Secondary Modern Integrated Junior High School School Special School High School Comprehensive School 10-15 5-10 Secondary Area I Grade 5-10 Grade 5-9 Grade 5-10 Grade 5-12/13 Grade 5-10
School EQF Age Grade Level
Technical Secondary School/ Vocational School + 16-17/ 11-12/ Secondary High School 3-5 Upper Vocational School/ Company (Dual Vocational School Special School 18 13 Area II Grade 5-12/13 Vocational High School/ Education) Vocational School
School EQF University of University of Age University Technical School Grade Level Applied Sciences Cooperative Education
Diplom Master 3 yrs. 6 Bachelor Magister/State Bachelor Diplom Bachelor Technician Tertiary Area Examination/ (FH) (BA/DH) Craftsman 19- 2 yrs. 6/7 Diplom (Univ.) Master (EQF: 6) 22+ Master 3 yrs. 8 PhD
Job Market
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A very good, detailed and interactive depiction in German language was done by the Federal Agency for Civic Education (in German: Bundeszentrale für Politische Bildung, http://www.bpb.de/fsd/bildungsgrafik2/?1). Our graphic is based on their concept. German Education System After successfully finishing the High School at grad 12 or 13, pupils will get the A levels, or respectively the diploma from German secondary schools qualifying for university admission or matriculation.
From early on, there is always the possibility for children with special needs to attend the so called Special Schools, where children and younger people are prepared for a preferably independent life within society and career.
At the Technical Secondary School, pupils can achieve the general or subject-specific diploma from German secondary schools qualifying for university admission or matriculation. The theoretical education takes two years for pupils with school qualification until grade 10, and one year for young people who already finished their vocational education.
In a vocational school, students can achieve a full-time theoretical vocational qualification up to EQF level 3. Furthermore, there is the possibility to choose the dual vocational education, where a company takes over the practical education and the vocational school takes over the theoretical part. It is a three- year program with a degree at EQF level 4.
Later on, students can achieve a technical or master craftsman qualification (EQF level 6). The completion of higher education institutions leads to a Bachelor’s (EQF level 6) or Master’s (EQF level 7) degree. In comparison to a regular University, “Fachhochschulen” or Universities of Applied Sciences do not have the right to offer doctoral degrees, which would be EQF level 8. In some federal states in Germany, there is the possibility to participate in a cooperative conferral of a doctorate, where both University and University of Applied Sciences professors are appointed to evaluate the doctoral thesis. A Diplom (FH) is EQF level 6 and a Diplom (Univ.) is EQF level 7. However, the Bachelor and Master degrees of both institutions are equal.
The two German best practices are located in EQF level 4 and 6, provided by a University of Applied Sciences and a Chamber of Crafts. The Chamber of Crafts has the task to promote the interests of the handicraft and is responsible to control the vocational education in this field. They create and design the system of the trade tests and the examination for the master craftsman's certificates. EQF and GQF The core piece of the EQF are 8 reference levels. They describe learning results. Accordingly, these learning results within each level is described in 3 pillars: knowledge, skills and competences. The EQF was used as the point of origin for the development of the GQF.
The GQF defines 8 levels, which can be assigned to the 8 levels of the EQF. As national implementation of the EQF, the GQF takes the special features of the German Education System into consideration and contributes to an adequate evaluation and comparability of Germany qualifications in Europe. The GQF has 4 pillars: knowledge, skills, social competences and autonomy.
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Personal competences Professional competences
Social Competence Autonomy Knowledge Skills
Team/ leadership Autonomous Depth and breadth Instrumental and skills, involvement and responsibility/ systemic skills, communication responsibility, judgement reflectiveness and learning competence
01.05.2013: signing of the common resolution for the GQF by:
- The Federal Ministry of Education and Research (BMBF) - The Federal Ministry for Economic Affairs and Energy (BMWi) - The Standing Conference of the Ministers of Education and Cultural Affairs (KMK) - The Conference of Ministers of Economics (WMK)13 objectives:
- to make equivalences and differences between qualifications more transparent - to support permeability To find out, which level which qualification is, German people can insert their qualification at the webpage by the GQF: http://www.dqr.de/content/2316.php and the system will tell them automatically, which EQF/GQF level it is. 3.2 Definition of HVET in Germany HVET: Higher Vocational Education and Training: from EQF/ GQF levels 5-8.
EQF/GQF Levels 5-8 in summary:
Level 5 . Certified IT-Specialist . Certified Service Technician Level 6 . Bachelor . Certified Expert Merchant . School providing vocational education (certified…) . In German: “Fachwirt”, in English: “Specialist” (certified…) . Certified Master Craftsman . Certified Operative Professional (IT)
Level 7 . Master . Certified Strategic Professional (IT) Level 8 . Promotion
13 In German: Bundesministerium für Bildung und Forschung (BMBF), Bundesministerium für Wirtschaft und Technologie (BMWi), Kultusministerkonferenz (KMK), die Wirtschaftsministerkonferenz (WMK)
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Source: The German Qualifications Framework for Lifelong Learning (2011). Retrieved on 4.3.2016 from http://empleo.ugr.es/unilo/documentos/dqr_document_en_110322.pdf. 87 SHINE – Intellectual Output 1
4 Methodology
Reason for the consideration as best practice: Electrical Engineering 1. It offers the possibility for students to gain 3 degrees within only 5 years. It is an immense saving of time of at least 3 years. 2. Due to the high demand of more master craftsmen degrees because more and more students decide for an academic education only, this study concept helps to solve the current skills shortage, especially in the field of crafts and trades. In comparison: in 1993, 208.000 young people choose a vocational education. In 2013 there were only 139.000 left.14 Learning pathway: The concept is that of a three track course of study, which means students can achieve three degrees within 10 semesters (5 years). From the 1st until the 6th semester, the work load of the study is reduced (18 instead of 24 Credit Points per semester). The 7th semester is solely reserved for internships for work experiences in the company. From the 8th semester, it is a regular full-time study with mutual recognition of modules from the master craftsman qualification and the study, as well as aligned learning contents between the study and the vocational and master craftsman education. The qualification for the master craftsman proves if the craft is done masterfully, independently and if apprentices are trained properly. The examination consists of 4 parts: 1. Testing of the masterful performance of substantial activities/operations 2. Testing of theoretical subject-related knowledge 3. Testing of business-related, commercial and legal knowledge 4. Testing of job- and work-pedagogical knowledge
Time working within the companies: The activities done in the companies is an important part of this dual study. The students get in contact actively with actual work contexts. Thus they learn to apply their knowledge with a practical orientation and at the same time bring in the newest knowledge into the companies.
Outcomes & Success Factors: see 5 Description of Each Practice
Reason for the consideration as best practice: Business Informatics Besides its specific characteristic as an extra-occupational study course, this program offers very flexible entrance requirements. It is open not just for graduates of vocational trainings in the field of Information Technology, but also for university drop outs. Work experience can be accredited and offers a reduction of study time. Furthermore, there is the possibility to study without having the A- levels/ diploma from German secondary schools qualifying for university admission or matriculation. Design of the learning pathway: concept: an extra-occupational study course of Business Informatics with a Diplom (FH) degree within 10 semesters (5 years). It specifically addresses graduates of vocational trainings in the field of Information Technology. The vocational education and practical experiences can profoundly be accredited, which allows a recognition of 72 ECTS (3 semesters). This offers students to achieve a Diplom (FH) degree within 7 semesters only, and parallel to a full-time job.
Outcomes & Success Factors: see 5 Description of Each Practice
14 http://www.welt.de/wirtschaft/karriere/bildung/article139408475/Wie-man-in-fuenf-Jahren-seinen-Baecker- Bachelor-macht.html retrieved on: 4.1.2016
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5 Description of Each Practice 5.1 Three track course of study: Electrical Engineering 1. Sector: This program is general assigned to the sector of Engineering and specifically to Electrical Engineering. 2. Players involved: the University of Applied Sciences Zwickau, Chamber of Trade (in German: Handwerkskammer), a local company for the practical work experiences
3. Development Process:
Date of foundation: since 2014 Governance of the partnership: This study consists of 2 partners: Since it is a collaborative study program of 2 organizations, the governance is as follows: The University of Applied Sciences Zwickau is responsible for the content and teaching of the academic education, the quality assurance and it awards the academic title of the Diplom (FH). The Chamber of Trade is responsible for the vocational qualification and the master craftsman diploma. The 2 partners are equal. Learning pathway: The concept is that of a three track course of study, which means students can achieve three degrees within 10 semesters (5 years). Degrees Duration GQF/EQF level Diplom (FH)15 after 5 years level 6 (Diplom Univ. would be level 7) Integrated vocational after 2,5 years level 4 qualification certified by the local Chamber of Trade (in German: Handwerkskammer) Integrated master after 4 years level 6 craftsman diploma
From the 1st until the 6th semester, the work load of the study is reduced (18 instead of 24 Credit Points per semester). The 7th semester is solely reserved for internships for work experiences in the company. From the 8th semester, it is a regular full-time study with mutual recognition of
15 FH = in German: “Fachhochschule”, in English: University of Applied Sciences, in comparison to a regular University, “Fachhochschulen” do not have the right to offer doctoral degrees. In some federal states in Germany, there is the possibility to participate in a cooperative conferral of a doctorate, where both University and University of Applied Sciences professors are appointed to evaluate the doctoral thesis. A Diplom (FH) is EQF level 6 and a Diplom (Univ.) is EQF level 7. However, the Bachelor and Master degrees of both institutions are equal.
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modules from the master craftsman qualification and the study, as well as aligned learning contents between the study and the vocational and master craftsman education.
Figure 1: Structure of the Three Track Course of Study
4. Indicators (outcomes and successfactors): o Success factors: o Outcomes: Currently, there are 4 students enrolled. They are still in their 2nd year, so no one was already able to graduate. o Drop out rate: unknown o Support by national authorities: none o Size of target group: all young people interested in studying and achieving the master craftsman qualification in Electrical Engineering o Quality assurance: the study program will be certificated and accredited in 2016 o Degree of innovation for students: It offers the possibility for students to gain 3 degrees within only 5 years. It is an immense saving of time of at least 3 years. o Possibility to get international certification: students get points via the European Credit Transfer and Accumulation System (ECTS), students who graduate get a Diploma Supplement in German and English o Approaches to cover specific demands of industry/businesses: Due to the high demand of more master craftsmen degrees because more and more students decide for an academic education only, this study concept helps to solve the current skills shortage, especially in the field of crafts and trades. In comparison: in 1993, 208.000 young people choose a vocational education. In 2013 there were only 139.000 left16. Due to the dual
16 http://www.welt.de/wirtschaft/karriere/bildung/article139408475/Wie-man-in-fuenf-Jahren-seinen-Baecker- Bachelor-macht.html retrieved on: 4.1.2016
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system (combination of University and company education), the companies benefit from the transfer of the know how coming from the University of Applied Sciences Zwickau. o National/international reputation: the program is published on national level on common study program platforms and via the Chamber of Trade (in German: Handwerkskammer) o Funding system: Students have to pay 136,40 € per semester, where the tickets for public transport in Zwickau is already included. There is the possibility to apply for financial support with the help of a German law, called Bundesausbildungsförderungsgesetz (BAföG). It is partly a grant and a loan. The amount depends on the student’s family’s income and the student’s performance. On individual level, students have work contracts with companies, where they have their practical training. They get a monthly payment from these organizations on a small level. o Contribution in supporting innovation: the program contributes to promote master craftsman qualifications, which are needed by the industry. Also the program offers to have this qualification ready in less time than usually. 5. Training program structure:
Qualifications: Diplom (FH), Integrated vocational qualification certified by the local Chamber of Trade, Integrated master craftsman diploma Basic/advanced education: o 1.–3. semester: basics abut Electrical Engineering, mathematics, physics, IT o 4.–10. semester: special knowledge in the area of specialization o 7. semester: practice semester in the company o 10. semester: Diplom thesis
Program duration: The program lasts 10 semesters, that equals 5 years. 6. Training/learning methods:
Form of study: attendance courses, part time study, executed by the University of Applied Sciences Integrated vocational qualification: it consists of practical work at the local company and theoretical attendance classes at the Chamber of Trade with mainly practical contents
Integrated master craftsman diploma: it consists of practical work at the local company and attendance classes executed by the Chamber of Trade on Friday and Saturday or in blocks, with some parts in E-Learning format, but mostly attendance classes 7. Management of training: it is managed both by the local Chamber of Trade and the University of Applied Sciences Zwickau 8. Management of relationships with triple helix stakeholders: The local Chamber of Trade is responsible for an exchange and knowledge transfer with businesses around. Since it is a collaborative study program of 2 organizations, the students have the chance to improve their network, their professional interaction, get to know the newest developments. It offers a chance for companies to build and preserve experts for a long term.
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9. Problems encountered: It is a very full time schedule. Additionally, in comparison to dual study courses, it is still a very new program, thus the degree of popularity is not very high yet. Furthermore, companies often do not easily want to sign work contracts for a 5-years period. 10. Solutions found/possible future solutions: The degree of popularity should be increased in the future. There are currently 2 study programs (Electrical Engineering, and Supply and Environmental Engineering). The study offers could be extended to achieve a higher variety for students, to attract more students. For example, the branches of automobile engineering and information technology are currently of high interest among students. 11. Impact: Due to the high demand of more master craftsmen degrees because more and more students decide for an academic education only, this study concept helps to solve the current skills shortage, especially in the field of crafts and trades. In comparison: in 1993, 208.000 young people choose a vocational education. In 2013 there were only 139.000 left. Due to the dual system (combination of University and company education), the companies benefit from the transfer of the know how coming from the University of Applied Sciences Zwickau. 12. Expectations about possible future developments: to engage more students. 13. Employment rates: Since the students are still in their 2nd year, no one was already able to graduate. Thus, we cannot say anything for sure about employment rates.
5.2 Extra-occupational study course: Business Informatics 1. Sector: This program is general assigned to the sector of Information Technology and specifically to Business Informatics. 2. Players involved: Two partners are involved in this study: the University of Applied Sciences Zwickau and the media project Institut für IT- und Managementtechnologien gGmbH in Dresden (Germany).
3. Development Process:
Date of program’s foundation: The first enrollment phase for students started in February 2013. Governance of the partnership: This study consists of 2 partners: Since it is a collaborative study program of 2 organizations, the governance is as follows: the media project Institut für IT- und Managementtechnologien gGmbH is responsible for the organizational and overall leadership. The University of Applied Sciences Zwickau is responsible for the content, the quality assurance and it awards the academic title. The 2 partners are equal. Design of the learning pathway: concept: an extra-occupational study course of Business Informatics with a Diplom (FH) degree within 10 semesters (5 years). It specifically addresses graduates of vocational trainings in the field of Information Technology. The vocational education and practical experiences can profoundly be accredited, which allows a recognition of 72 ECTS (3 semesters). This offers students to achieve a Diplom (FH) degree within 7 semesters only, and parallel to a full-time job.
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4. Indicators: Success factors: o Outcomes: 1 student finished successfully so far (beginning of the program: winter term 2012/13), currently there are 18 students enrolled. o Drop out rate: 1 student o Support by national authorities: financial sponsorships by the European Social Fund (ESF) o Size of target group: all people who already work in the IT business and wish to reach a higher career level (Diplom level) but still want to keep their job at the same time o Quality assurance: The quality assurance system of the University of Applied Sciences Zwickau is used for the whole study program. It consists of 3 parts: study and examination regulations, study materials, teaching staff o Degree of innovation for students: Besides its specific characteristic as an extra- occupational study course, this program offers very flexible entrance requirements. It is open not just for graduates of vocational trainings in the field of Information Technology, but also for university drop outs. Work experience can be accredited and offers a reduction of study time. Furthermore, there is the possibility to study without having the A-levels/ diploma from German secondary schools qualifying for university admission or matriculation. o Possibility to get international certification: students get points via the European Credit Transfer and Accumulation System (ECTS), students who graduate get a Diploma Supplement in German and English o Approaches to cover specific demands of industry/businesses: this study concept helps to solve the current skills shortage, especially in the field of IT. For companies it offers the chance to tie good professionals for a long time. Additionally, current know-how can be used coming from the University of Applies Sciences.
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o National/international reputation: the program is published on national level on common study program platforms and via the media project Institut für IT- und Managementtechnologien gGmbH and their partners Funding system: the tuition fee for 7 semesters is 14.950 EUR. This fee includes: entrance examination, enrollment fee, attendance and distance study documents, module exams, supervision and assessment of the Diplom thesis, the fee for the “Studentenwerk”, which is an organization providing social, financial and cultural support services to students in Germany. The fee can be paid per semester or per month. The students normally already own a first qualification, so the full amount is tax deductible. Sometimes also the company, where the student is employed at, takes a share in the fees. There is also the possibility to get a sponsorship by the European Social Fund (ESF) of up to 70% of the amount. Contribution in supporting innovation: The innovation of this program lies in its unclassical concept. Also the accreditation management and the connection of vocational and academic education is highly innovative. 5. Training program structure:
Qualifications: Diplom (FH) in Business Informatics Which part is basic/advanced education: There is no clear distinction between a basic and an advanced education phase. It is rather a topic distinction. At first the study is related to informatics and afterwards to the field of economics.
Program duration: 7 semesters, which equals 3,5 years. The Diplom thesis is written in the 7th semester. 6. Training/learning methods: It is an extra-occupational study course, which can be studied parallel to a full-time job. The study consists to a large part of home work/self-study and to a smaller part of attendance classes. These are usually Friday in the evenings from 17.00 to 21.00 and every second Saturday full-time from 9.00 to 17.00. The implementation in to the job practice is an integral part of the study in the form of transfer and assignment papers. 7. Management of training: Since it is a collaborative study program of 2 organizations, the management is defined as follows: the media project Institut für IT- und Managementtechnologien gGmbH is responsible for the organizational and overall leadership. The University of Applied Sciences Zwickau is responsible for the content, the quality assurance and it awards the academic title. The teaching staff is provided by the University of Applied Sciences Zwickau, other regional Universities or from the industry and they meet the conditions of the Saxon University Law. 8. Management of relationships with triple helix stakeholders (training/innovation, business, institutions): Since it is a collaborative study program of 2 organizations, and due to the possibility to study parallel to a full-time job, the students have the chance to improve their network, their professional interaction, get to know the newest developments. It offers a chance for companies to build and preserve experts for a long term. 9. Problems encountered: The University reported to have some issues with the students’ organization related to contacts and communication, since students very rarely use the University’s facilities, like the library or online accesses. Another critical situation occurred during the implementation of the program. Some student groups were too small, so they were combined. This resulted in some content changes, which caused some issues among the students. Another problem occurred with the funding system based on the ESF. The study period lasts much longer than the funding period, and it is unsure whether students will get a second funding period. Although, when
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students do not get the ESF funding, the program is tax deductible. But they have to pay a high amount of money on their own in the first place, which is very difficult for some students. 10. Solutions found: Since the staff of this program knows about the rare use of communication coming from the students towards the University, it is planned to introduce more information events to disseminate all possible offers the University has for students. 11. Impact: the innovation of this program is to have two advantages for students: a possibility to accredit previous vocational education or previous study contents from drop-outs, which leads to a reduced study period, and the possibility to study parallel to their full-time jobs and still manage to achieve a Diplom degree in only 3,5 years. With these kind of programs, it currently offers a highly attractive alternative to standard study programs to people who already have a job in the IT business and aim for a higher career. It is a chance to achieve a higher degree, even if they cannot afford or do not want to drop out of their work contracts. There are no off times in their curricula vitae. 12. Expectations about possible future developments: In the future, the already very good and exemplary collaboration between the media project institute and the University of Applied Sciences can still be intensified for possible future programs and new ideas. Internationalization of the program and also the extension into other study fields is planned. 13. Employment rates: Since the program is extra-occupational, the students are already employed. However, after achieving a higher degree, it is now possible to reach higher positions, thus further career opportunities, which were not possible to reach beforehand.
II. References
Die Welt. Retrieved on 4.1.2016 from: http://www.welt.de/wirtschaft/karriere/bildung/article139408475/Wie-man-in-fuenf-Jahren-seinen- Baecker-Bachelor-macht.html .
Gunnar Saft: Sachsen schrumpft langsamer. In: Sächsische Zeitung. 69, Nr. 295, 20. Dezember 2014, S. 1. Retrieved on 4.1.2016 from http://dispatch.opac.d- nb.de/DB=1.1/CMD?ACT=SRCHA&IKT=8506&TRM=2448502-0.
Staatsministerium für Kultus. Das sächsische Bildungssystem im Test. Retrieved 4.1.2016 from http://www.schule.sachsen.de/6622.htm.
Statista. Youth unemployment rate in EU member states as of December 2015 (seasonally adjusted). Retrieved on 4.1.2016 from: http://www.statista.com/statistics/266228/youth-unemployment-rate-in- eu-countries/.
Statistisches Bundesamt: Pressemitteilung vom 16. Dezember 2015 – 468/15 – Anstieg der Geburtenziffer 2014 auf 1,47 Kinder je Frau, https://www.destatis.de/DE/PresseService/Presse/Pressemitteilungen/2015/12/PD15_468_126pdf.pdf? __blob=publicationFile.
Statistisches Landesamt des Freistaates Sachsen (2015). Kamenz, April 2015. Retrieved on 4.1.2016 from http://www.statistik.sachsen.de/html/645.htm.
Statistisches Landesamt des Freistaates Sachsen (2016). Studienanfänger zieht es nach Sachsen. Neue Publikation mit Indikatoren zu Hochschulen und Berufsakademie erschienen, Retrieved on 3.1.2016 from https://www.statistik.sachsen.de/download/200_MI-2016/MI-3-2016.pdf.
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The German Qualifications Framework for Lifelong Learning (2011). Retrieved on 4.3.2016 from http://empleo.ugr.es/unilo/documentos/dqr_document_en_110322.pdf.
Zahlen zum 9. Mai 2011 gemäß Zensus 2011, https://ergebnisse.zensus2011.de/#StaticContent:00,BEV_1_3_0,m,table.
Zentralverband des Deutschen Handwerks. Retrieved on 21.12.2015 from: http://www.zdh.de.
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Appendix 5 Sweden
SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys Sweden
Developed by: GTC – Göteborgs Tekniska College
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.
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Contents 1. Summary ...... 100 1.1 Swedish Summary ...... 100 1.2 English Summary ...... 100 2. Description of own context, economic, social features ...... 101 2.1 Gothenburg and the Region of Västra Götaland ...... 101 2.2 Finspång and the Region of Östergötland ...... 102 3. Structure of national school and VET system ...... 103 3.1. Infographic ...... 103 3.2. Definition of HVET in partner country ...... 104 4. Methodology for identification of best practices ...... 105 4.1 HVE at Gothenburg Technical College ...... 105 4.2 T4 at the Curt Nicolin School in Finspång ...... 106 5. Description of each practice identified ...... 107 5.1 HVE at Gothenburg Technical College ...... 107 5.2 T4 at the Curt Nicolin School in Finspång ...... 108 6. List of references ...... 109 7. Appendix ...... 110 7.1 Map Regions of Sweden ...... 110 7.2 Swedish HVE System ...... 111
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1. Summary
1.1 Swedish Summary Högre yrkesutbildning på EQF-nivå 5 utgörs i Sverige av Yrkeshögskolexamen och av teknikprogrammets fjärde år, den s.k. gymnasieingenjörsexamen eller T4. Yrkeshögskolan och T4 tillhör olika utbildningstraditioner och förvaltas av två olika statliga myndigheter; Myndigheten för Yrkeshögskolan och Skolverket. Yrkeshögskolan är en del av en klassisk yrkesutbildningstradition och vänder sig till personer i olika åldrar med förkunskaper företrädesvis från yrkesförberedande gymnasieutbildningar på EQF 4 och/eller reella förkunskaper, medan T4 har unga studenter från det studieförberedande teknikprogrammet på EQF 4 som målgrupp och ger behörighet för högre akademiska studier på EQF 6. Gemensamt för Yrkeshögskolan och T4 är att utbildningarna vänder sig till studerande som vill få en tydlig yrkesroll och kunna gå direkt till anställning efter avslutad utbildning. Båda utbildningskoncepten bygger därför på samverkan mellan utbildningsanordnare och lokala företag, som på olika sätt förväntas delta i utbildningarna genom att ingå i ledningsgrupp/utbildningsråd, kvalitetssäkra utbildningsmål och kursplaner samt erbjuda LIA/APL-platser. I denna översikt har vi beskrivit två framgångsrika högre yrkesutbildningar för produktionsindustrin på EQF-nivå 5; Yrkeshögskoleutbildningarna på Göteborgs Tekniska College samt T4-utbildningarna på Kurt Nicolin Gymnasiet i Finspång. Vi har valt dessa utbildningar därför att de representerar goda exempel på innovation och anställningsbarhet, samt har en intressant ägarstruktur i form av samverkan kommun – näringsliv - skola. Göteborg är en av Sveriges största och viktigaste industristäder och Finspång är en liten, modern bruksort. Båda städerna har under de senaste decennierna genomgått tydliga strukturförvandlingar som lett till krav på högre utbildning bland de anställda i produktionsindustrin. Samarbetet mellan den lokala industrin och utbildningsanordnarna kan beskrivas som ett innovativt svar på industrins behov av mer kvalificerade medarbetare, men också på medborgarnas behov av att genom lokalt anpassade yrkesutbildningar bli anställningsbara på kortast möjliga tid. Yrkeshögskolan är här särskilt intressant, eftersom den genom möjligheten att anta 20 % av de studerande baserat på reell kompetens, står öppen även för studerande som av olika skäl inte har en fullständig utbildning på EQF 4. Icke godkända betyg på EQF 4, d.v.s. avsaknad av gymnasieexamen, är tyvärr ett växande problem i Sverige. Problemet kan med hänsyn till det stora antalet nyanlända flyktingar, som måst försaka sin grundläggande utbildning, förväntas öka under kommande år. Här kan Yrkeshögskolan komma att spela en än viktigare roll, inte minst genom att driva utvecklingen av alternativa behörighetskrav och validering av reell kompetens. En styrka, men också en risk, med Yrkeshögskolan och T4 är att de är anpassade efter en dynamisk arbetsmarknad, d.v.s. att bara yrkesroller som för tillfället efterfrågas av arbetsgivarna beviljas statlig finansiering. För Yrkeshögskolan beviljas två starter och för T4 beviljas fyra år av finansiering. För teknikutbildningar som kräver dyr utrustning och spetskompetens hos utbildarna utgör de korta beviljandena och den hårda konkurrensen om statliga medel en risk att kvaliteten på utbildningarna påverkas negativt. Hur myndigheterna planerar att hantera detta är en intressant frågeställning inför framtiden.
1.2 English Summary HVET on EQF 5 in Sweden consists of the HVE Diploma and the fourth year of the technology programme, i.e. the Upper Secondary Engineering Diploma or the T4. HVE and T4 belong to two different traditions of education and are governed by two national agencies; The National Agency for Higher Education (HVE) and The National Agency for Education. HVE is part of a tradition of vocational education and targets students of different ages with primarily vocational education on EQF 4 and/or working experience, i.e. real skills. Entering T4 requires a diploma from the academic upper secondary school on EQF 4 and graduation gives access to higher academic studies on
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EQF 6. HVE and T4 target students who wish to achieve a distinct profession and go straight to employment after graduating. Both concepts are therefor based on a close collaboration with the local industry, which in different ways participate in the programmes by taking part in steering committees/education counsels, ensuring learning outcomes and offering internship. In this survey we have described two examples of best practice in HVE on EQF 5; HVE at Gothenburg Technical College and T4 at the Curt Nicolin School in Finspång. We have chosen these programmes because they represent best practice in terms of innovation and employability and because they have an interesting ownership structure with collaboration between local government – industry – school. Gothenburg is a major Swedish industrial city and Finspång is a small, modern industrial town. During the last couple of decades both cities have undergone structural changes which have led to a need for more qualified production workers. The collaboration between local industry and education providers can be described as an innovative answer to the need for more qualified workers in the production industry, but also as a way of quickly making the citizens employable by the means of locally customized HVE. The National Agency for HVE is especially interesting in this regard, as it allows for 20% of a class to gain access to a programme based on real skills, i.e. students who have work experience but lack a diploma on EQF 4. Students failing to qualify for a diploma on EQF 4 is an increasing problem in Sweden. Considering the big number of refugees who have arrived in Sweden lately, of which many have been forced to give up their basic education, the problem can be expected to be intensified in the years to come. The National Agency for HVE might be able to play a crucial part here, by developing flexible entry requirements and validation of real skills. An advantage, but also a risk, with HVE and T4 is that they are tailored for a dynamic market situation, i.e. that only programmes and competences requested by the employers are allowed government grants. A HVE programme is allowed grants for two starts and T4 for four years. For a technical programme, which requires expensive equipment and highly specialized teachers, the short term conditions and the competition for grants, can jeopardize the quality of the HVE programmes. How the National Agencies for Education and for Higher Education plan to solve this is an interesting question for future discussion.
2. Description of own context, economic, social features
2.1 Gothenburg and the Region of Västra Götaland Gothenburg is the second largest city in Sweden and is located in the Region of Västra Götaland, VGR (see appendix 7.1). In 2014, 1.6 million people (1/6 of all Swedes) lived in the region and 541 000 of these lived in Gothenburg. During the last ten years Gothenburg has grown by 11% due to urbanization. The inhabitants of VGR are expected to grow to 1.9 millions by 2030, mainly because of foreign migration to the region. VGR has a proud heritage of industrial production, specifically the automotive industry, with early 20th century industrial brands such as Volvo, SAAB and SKF. Diversity is another characteristic of the region and has been since the first migrants from south Europe arrived to work in the factories in the 1950´s. 2014, 266 000 inhabitants in VGR were born abroad and another 86 000 had two parents who were born in another country. In the city of Gothenburg 25% has a foreign background. In 2014, 64% of the inhabitants (age 20-64) in VGR had a formal education equaling EQF 4 or higher and 39% had an education equaling EQF 5 or higher. Women have a higher degree of education than men. In Gothenburg only 72% of the students in upper secondary school (age 16-19) finish their education within the timeframe (3-4 years) and get a diploma on EQF 4. This leaves 28% of the young adults with the need of supplementary education on level 4 in order to be able to go on to level 5 or to employment.
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The employment rate (age 20-64) in 2014 in VGR was 77%, which is the average in Sweden. The unemployment rate (age 20-64) in VGR was 6,9% in May 2015. Amongst young adults (age 18-24) the unemployment rate was 10,4%. The second biggest field of employment in VGR is the production industry, specifically the automotive industry, and among the ten largest employers in 2015 you will find Volvo Cars (13 175 employees), Volvo Group, Ericsson, Astra Zeneca, and Chalmers Institute of Technology. The industrial heritage with large automotive companies has lead to a low rate (10%) of self-employed inhabitants in the region. In 2014, 14 000 companies were founded in VGR, i.e. 12,9 %. 1/3 of these were founded by women and 20% were within the industrial sector. When it comes to Research and Development the region is within the top 20 in Europe, spending 2,9% of the GRP on R&D in 2011 compared to the average 1,3% in the EU. Smart Specialization and RIS3-strategies in the region focus on transports, biochemistry and health. Science and Technology Parks (STP), such as the Lindholmen Science Park, which Gothenburg Technical College is connected to, are at the center of the specialization strategies of the region. Lindholmen STP is the second largest STP in the country and is an important arena for the triple helix of the region, with the Volvo companies, Chalmers Institute of Technology and Business Region Gothenburg as important players. All statistics in this chapter are taken from: http://www.ekonomifakta.se and http://www.vgregion.se/upload/Regionutveckling/Publikationer/FaktaVG/Fakta_2015.pdf.
2.2 Finspång and the Region of Östergötland Finspång is a small, modern industrial town in the Region of Östergötland (see appendix 7.1), with 20 000 inhabitants in the municipality and 12 000 in the town of Finspång. The town is a mix of traditional industrial town and modern municipality. The production industry provides 45% of the employment and many of the companies are high-tech and in need of well educated engineers and others. During the 1990´s the number of inhabitants in the Region of Östergötland decreased, but the last ten years the trend has been turned and the number of inhabitants is now again growing by approximately 2300 per year, mainly because of foreign migration. In 2012, 4063 of the inhabitants in Finspång, i.e. 20 %, were born abroad. In 2013, 25% of the men and 37% of the women (age 30-44) in Östergötland had a formal education on EQF 6 or higher. This is slightly lower than the average in Sweden. An education on EQF 4 is still most common in Östergötland with 49% of the men and 40% of the women having an upper secondary school diploma as their highest education. Statistics from 2013 show that in Östergötland 77,1% of the students finishes their upper secondary education within the timeframe and gets a diploma on EQF 4. This leaves almost 23% of the young adults with the need for complementary and/or alternative education on EQF 4. Östergötland had the second highest unemployment rate of all Swedish regions with 10% in unemployment in 2012. The production industry has traditionally been the number one employer in Finspång, with electronic equipment, metal products, and transportations as major products. Today the production industry is the third biggest employer in Östergötland, with public services and company services on places one and two. The number of inhabitants in the region decreased in the 1990´s as a result of the employment rate (age 20-64) dropping from 85% in the late 1980´s to 75% in employment in 2012. The production industry keeps decreasing, especially in electronic equipment, where approximately1 300 jobs have been lost, according to statistics from 2012. In 2015 Siemens is the biggest employer in Finspång with 2 625 employees. The number of new companies and innovation in Finspång is 6,1%, which is the seventh lowest in Sweden. The number of companies starting up and closing down in the region of Östergötland has followed the global economic situation. Altogether, there is a net surplus of new companies, which in the boom 2004 – 2008 led to 550 new jobs. 2012 – 2015 there have been 200 new jobs per year in Östergötland. Smart specialization in Östergötland focuses on efficient logistics, business models and arenas for sustainable system solutions, smart internet-integrated communication systems, simulation and
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visualization and advanced materials, e.g. graphen. The University of Linköping is an important player in driving smart specialization and regional innovation strategies in Östergötland together with East Sweden Business Region and approximately 40 regional companies and organizations. All statistics in this chapter are taken from: http://www.ekonomifakta.se and https://wssext.regionostergotland.se/regsam/Samhällsbyggnad/Hur_går_det_för_Östergötland_0617.p df
3. Structure of national school and VET system
3.1. Infographic
The Swedish school system consists of a one year voluntary preschool-class and a nine year mandatory Compulsory School (EQF 3 - age 7-16) followed by three years (age 16-19) of voluntary Upper Secondary
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School (EQF 4). Upper Secondary School is the first level on which students can choose a VET programme. Statistics from 2014 show that 96% of the 16 year-olds goes to Upper Secondary School, but only 88,5% finishes with an EQF 4 diploma. Of the graduates, 84% has followed a VET programme and 91% an academic programme.
For students who do not complete Upper Secondary School, a VET programme on level 4 in a Municipal Adult Education (age 20 +) or a Supplementary Education on level 4 can be a good alternative and could give access to level 5.
It is possible for a student to gain access to a programme in a college for Higher Vocational Education (EQF 5) without having completed VET-studies on level 4, as the entry requirements vary and are stipulated by the local provider. A student cannot gain access to University and University College based on VET-studies on level 4, but would have to take supplementary academic courses to gain access to academic training on these levels. A student with an academic education on level 4 can go directly to an academic education with learning outcome on level 5 or 6.
On EQF 5 we find two types of education; Higher Vocational Education authorized by the National Agency of HVE and the fourth year of the technical programme of the Academic Upper Secondary School, The T4, which leads to a Upper Secondary Engineering Diploma on level 5. As mentioned above, an HVE programme could be accessed by different local entry requirements, while the T4 follows a national curriculum and can be accessed by three years of studies of technology in Upper Secondary School.
All levels in the Swedish education system, from pre-school to university, are free of charge to the students as they are financed by the municipality (EQF 2-4) and the national government (EQF 5-8).
3.2. Definition of HVET in partner country In Sweden, Higher Vocational Education and Training is found on EQF levels 5 and 6. On level 5 there are two types of education; Higher Vocational Education which leads to a HVE diploma (turquoise info graphic) and The T4, the fourth year of the Technical programme of the Academic Upper Secondary School, which leads to a Upper Secondary Engineering diploma (green info graphic) . There are two national agencies, the National Agency of Education and the National Agency of Higher Vocational Education, which govern the programmes. Education providers for HVET are institutions or establishments such as universities, local authorities or private training companies. Providers of T4 are usually Upper Secondary Schools, public or private. HVET targets students who, unlike academic students, want to be able to go straight to employment after graduating. HVE and T4 both combine theoretic studies with internship (a minimum of 10 weeks = approximately 25% for T4 and 25% for HVE) and require a close cooperation between schools and companies. A steering committee or a local education counsel with representatives from the industry is connected to every programme in order to secure that the curriculum is relevant and the students employable. Both T4 and HVE are tailored to suit an evolving market place situation. The range of programmes and specializations will therefore change over time and span over a number of different fields. A new programme can only get authorization if there is a clear lack of competences and a need for employment within the industry. Business and organizations tied to the programmes take an active part in the planning as well as the conducting of the programmes. HVE and T4 are both free of charge for the students. The studies also entitle you to a student grant with the National Agency for Financial Aid for Studies, an opportunity which enables everyone in Sweden to study, regardless of social or economic background.
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An interesting future possibility was presented by the National Agency in 2015 when the Agency declared that based on the Swedish quality framework, SeQF, the agency plan to validate non-formal education outside the formal education system, for example courses and certificates given by the industry, on level 5. Perhaps we will see new types of innovative non-formal education on EQF 5 in the future. On level 6 a Qualified Vocational Education diploma, issued by the National Agency of HVE, can be achieved and the same criteria as for HVE on level 5 apply.
4. Methodology for identification of best practices We have chosen to describe the practice of two education providers from the two existing types of education on EQF 5; HVE and T4. HVE and T4 come from different educational traditions, but have a lot in common and it is therefor interesting to compare them and see in which way they both contribute to best practice in vocational education in Sweden. HVE here is represented by Gothenburg Technical College (GTC) in the Region of Västra Götaland and T4 by Curt Nicolin Gymnasium School (CNG) in Finspång in the Region of Östergötland. The two education providers have a lot in common, for example a unique and innovative ownership structure with an active triple helix; Gothenburg Technical College is owned by the City of Gothenburg (49%), Volvo Cars (25,5%) and Volvo Group (25,5%), three of the biggest employers in the region. The Curt Nicolin School is owned by the City of Finspång (49%) and the local industry (51%). The company boards of both schools consist of local government representatives and members of the local industry. In this way the triple helix share the responsibility in meeting the structural challenge of matching education and competence needed by the employers and for ensuring competence, employability and growth in the region. The outcome of HVE at GTC and T4 at CNG cannot be measured in the number of students, which is relatively low, but in the degree of innovation and the employability of the students who graduate. Let us now take a closer look at the two programmes.
4.1 HVE at Gothenburg Technical College HVE at GTC consists of three programmes; Production Engineering (2 years/400 HVE units, full time studies = Qualified HVE Diploma, EQF 6), Production Logistics and Production Development (2 years/200 units, part time studies = HVE Diploma, EQF 5). In January 2016 there are a total of 90 students in all three programmes. The HVE programmes at Gothenburg Technical College target students with working experience from the production industry, an experience which is considered important to comprehend the complexity of the professions the programmes lead to. One year (two for part time studies) of working experience from the production industry is an entry requirement on GTC´s HVE programmes. For several years Gothenburg Technical College struggled to find the right applicants with the right backgrounds to fill the classrooms. When in 2010 a new concept with part time studies and blended learning was introduced, the situation changed and application numbers kept rising (e.g. 3.5 qualified applicants per place on Production Engineering, start Jan 2016). Today two out of three HVE programmes at Gothenburg Technical College are part time blended learning and the flexibility of the concept is a good example of best practice. The students all work full time in the production industry and study part time in college. They come to college one night a week for lectures and then study at home with the help of GTC`s learning management system after work. Part time blended learning studies is an excellent way to provide life long learning for groups who otherwise would not be able to prioritize studies. The studies are free of charge (as they are funded by the National Agency). Students do not need to take a leave of absence and take on a mortgage for financial aid for studies, but
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can support themselves and their families by working as usual. The studies are also easily available in the sense that they are performed in an environment which is well known to the target group, the Learning Centre in the Volvo Cars plant, and not at a University Campus, which might seem discouraging to students from a certain social background. One final point which facilitates access to studies for the target group is the flexibility of the entry requirements. Formal entry requirements for Production Engineering are: Two years of working experience from the production industry, an EQF 4 diploma with passing grades in Mathematics 1 (Ma1A) - or the equivalent. This means that students who for example have the working experience, but not the level 4 diploma, can gain access to the programme through validation of real skills, i.e. a test which ensures that the student has the experience and knowledge equivalent of a level 4 diploma. 20% of the places on a programme can be reserved for students with this background. Finally, part time blended learning HVE at Gothenburg Technical College is an example of best practice in the sense that the combination of working experience and theoretical studies and the fact that the employees do not have to quit their jobs to go back to school, is highly appreciated by the employers. They get to keep their best employees while securing new competences for the future and it does not cost the company a penny. A student from, for example Volvo Cars, who works day time in production and studies part time at Gothenburg Technical College can easily take on the roll as production engineer at Volvo after graduating, as he or she is already familiar with production engineering at Volvo. This is shown by the high employment rates with an average of 70% employment six months after graduation in the last three groups measured.
4.2 T4 at the Curt Nicolin School in Finspång T4 at Curt Nicolin offers an Upper Secondary School Engineering Diploma in Production Engineering or in Design and Product Development (one year/900 units, full time studies = Upper Secondary School Engineer Diploma, EQF 5). In 2015, there are approximately 15 students in T4 and since 2012 75 students have graduated from T4 at CNG. T4 targets students who wish to go straight to employment in the local production industry. Entry requirements are national and not as flexible as for HVE at GTC, but stipulate an upper secondary school diploma from the technical programme on EQF 4, a diploma which the Curt Nicolin School offers. The students in the T4 are therefor young adults who have previously studied at the CNG or in similar programmes in other schools and want to enhance their level of employability in the production industry. Best practice at CNG can partly be found in the innovative methods of pedagogy. The school strives to “provide the best basis for a modern work life” and to achieve this Curt Nicolin uses a problem-based learning method with a lot of project work – just as in the industry. 1/3 (12 weeks) of the T4 at CNG consists of internship and a final thesis is written on commission by a local company. The thesis being a sharp project for the local industry means that the T4 contributes very much to local innovation and entrepreneurship already before graduation. The close collaboration also means that student and employer create a relationship which facilitates future employment. Just as in Gothenburg, best practice in Finspång can above all be measured in the employability of the students and the satisfaction of the employers. 70% of the students who graduate from Curt Nicolin are employed in the production industry and the remaining 30% go on to further academic studies on EQF 6. For students who, despite the network a long internship gives, find it hard to find employment after graduation, there is a three month employment guarantee from CNG and the owning companies, to facilitate building a CV and getting a kick start on the labour market.
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5. Description of each practice identified
5.1 HVE at Gothenburg Technical College The first HVE programme at Gothenburg Technical College, Production Development, started in 2001, and when the National Agency of HVE was founded in 2009, the programme was incorporated in the framework of the National Agency. Players involved in the programme are the following: The steering committee, which according to the regulations of the National Agency has to include members of the industry (Volvo Cars, Volvo Group, SKF, and other subcontractors in the automotive industry), a representative of a higher educational institution (Chalmers University of Technology, EQF 6-8), a representative of the municipality (the City of Gothenburg) and student representatives. In this way, the triple helix is a regulated part of every HVE education in Sweden. The reference groups, one for every programme, consist of active representatives of the professions the programme is aimed at, is a player which contributes with input on learning outcomes and syllabuses. Finally the National Agency is an important player, as it is they who decide whether the programmes will be included in the HVE framework and be allowed government grants. When a new programme is developed, a lack of competence is defined by the companies in the steering committee, which then gives Gothenburg Technical College the assignment to create an HVE-programme to supply the competences. In dialogue with the reference groups the learning outcomes of the programme are defined and syllabuses are written. An application to the National Agency is written in August and the following January the Agency declares which programmes will be include in the framework. If the programme is approved, Gothenburg Technical College can start marketing it to students and prepare for a start in September. An ongoing programme is governed by the National Agency and the steering committee, which meets four times a year. The steering committee makes all formal decisions, such as issuing admissions and diplomas, approving curriculums and quality control. 25 % of a Qualified HVE programme should be internship and at Gothenburg Technical College theoretic studies in college are combined with internship throughout the programme with two to four periods of internship in two years. A programme usually starts with “the tools for learning”, i.e. Excel, Mathematics, Communication and Project Management. It then goes on to basic courses, which are followed by advanced courses and a specialization. The theoretic studies end with a project in which all competences are required. The final internship is also ended by a project, which usually consists of a real project in the work place. As the programme progresses the pedagogics go from traditional lectures via case studies and simulations to independent project work as practiced in the industry, which prepare the students for employment. The faculty is a combination of traditional teachers with a degree from Teachers College and trainers with experience from the industry, who make for great role models in building a professional identity. This makes for a dynamic faculty with focus both on pedagogics and the expectations from potential employers. Innovation and entrepreneurship is an overall perspective throughout the programme and should be taken into all courses. Primary learning outcomes for Production Development are; Methods of Problem Solving - cause related solution-methodology for long-term and sustainable solutions and Approaches for Engineering - Quality/Lean methodology for analyzing results and solution proposals for optimizing and efficiency. In this way, the students are able to contribute to supporting innovation in companies after graduating. Very often this is seen already during the final internship and there have been many good examples of students’ projects, which have had an impressive innovative impact in the companies. A programme which is approved by the National Agency of HVE is allowed grants for two starts, which with most education providers means a first start in September and a second start in January or the following September. Most programmes are two years long and this means that in order to always have
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HVE programmes available to students and industry, a provider has to apply for new starts every year. As the competition is steep (in January 2015 only 27% of the applications was accepted) being an HVE provider in Sweden is a very uncertain business. This makes it hard to develop a long term relationship with the industry and it is difficult for providers to invest in expensive equipment, as it is uncertain for how long the programme will receive funding. The same goes for employing teachers. Most providers cannot take on the long term costs and responsibilities of employing teachers and instead use expensive short time consultants without greater knowledge of the overall objectives of the programmes. Gothenburg Technical College is an exception here with almost all HVE teachers employed by the college. While the short term grants from the National Agency for HVE may be beneficial for an evolving market place situation, there is a great risk that the factors listed above will affect the quality of the HVE programmes.
5.2 T4 at the Curt Nicolin School in Finspång With the national reform of the Upper Secondary School in 1994 the fourth year of the technical programme was abandoned. Up until then it had been a very popular programme and part of the European tradition of Polytechnics, much appreciated by students and employers. The T4 was reintroduced at Curt Nicolin in August 2012 as part of The National Agency for Education´s pilot project of the T4 and is now part of CNG´s permanent programmes. Unlike the HVE programmes with their local curriculums, the T4 follows a national curriculum established by the National Agency for Education. The programme targets students who whish to continue their studies in Upper Secondary School for a fourth year in order to go straight to employment. The T4 can also be seen as a preparation for academic studies in technology on EQF levels 6 – 8. Entry requirement for the T4 is a diploma on EQF 4 from the technical programme. Students do not have to go straight from the third year to the fourth, but can take a break, as long as they start the programme before their 22nd birthday. This is an important difference compared to an HVE programme, which does not have any limitations in age, but is open to students regardless of age. Players involved in the T4 are the following: The local education counsel which at Curt Nicolin consists of the owners Borggårds Bruk, Coor Service Management, Finspångs Allmekano, Finspångs Finmekaniska, Finspångs Kommun, Grytgöls Bruk, Igelfors Bruk, IUC Öst, KL Industri, Lämneå Bruk, Saab Aerostructures, Gränges, Sapa Profiler, Sapa Technology, Siemens, Toyota Material Handling and Väderstadverken. The education counsel plays a role similar to the one of the steering committee of the HVE programmes, i.e. it ensures that the education is relevant and the students employable. This means that though the curriculum and the learning outcomes of the T4 are national and provided by the National Agency, a T4 programme is still the result of a need for competences from the local industry in the education counsel, just as an HVE programme. The National Agency for Education is another important player, as it is they who decide the curriculum for the T4 and allow government grants. It is also the National Agency who performs quality control and inspections. As mentioned above, the T4 follows a national curriculum, developed by the National Agency for Education. As a pilot for T4, CNG and the companies connected to it took part in developing the curriculum and giving in-put to the agency. In order to receive government grants and permission to start a T4 programme, an education provider has to write an application to the National Agency and show that the provider has the necessary network of companies to form a local education counsel and provide internship. An ongoing programme is then governed by the education counsel and the National Agency. Unlike HVE at GTC, which does not stipulate any specific programme on EQF 4 as an entry requirement but builds on working experience and therefore has to start a programme with the theoretic tools for learning and the basics in production engineering, the T4, which builds directly on the technical programme on EQF 4, can go straight to the more advanced courses on EQF 5 and focus on providing new working experience. Problem-based learning is used throughout the programme and as the studies advance, there is a greater emphasis on project, innovation and entrepreneurship. A minimum of 10
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weeks or approximately 25% of the T4 should consist of internship. CNG offers 1/3 of the programme as internship. All students take the course The Upper Secondary School Engineer in Practice and complete a final thesis before graduating. Innovation and entrepreneurship are ensured by the National Agency with the CDIO model (Conceive, Design, Implement, Operate). As mentioned earlier, the three years of the Swedish Upper Secondary School are financed by the municipality, but education providers who wish to offer a fourth year, apply for government grants from the National Agency for Education. The grant is allowed for four years (i.e. four starts of the programme) and then has to be reapplied for. Grants are issued by the National Agency “to the extent of funds”, which in reality means that, just as for the HVE programmes, the continuity of the T4 programmes at the Curt Nicolin School are uncertain.
6. List of references
Economic statistics www.ekonomifakta.se
Fakta Västra Götaland 2015 (Region of Västra Götaland) http://www.vgregion.se/upload/Regionutveckling/Publikationer/FaktaVG/Fakta_2015.pdf
SCB (Statistics Sweden) www.scb.se
Swedish National Agency for Higher Vocational Education https://www.myh.se
Swedish National Agency for Education http://www.skolverket.se
Vart är Östergötland på väg? Uppföljning av regionens utveckling 2015 (Region of Östergötland) https://wssext.regionostergotland.se/regsam/Samhällsbyggnad/Hur_går_det_för_Östergötland_06 17.pdf
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7. Appendix
7.1 Map Regions of Sweden
Region of Västra Götaland
(VGR) Region of Östergötland
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7.2 Swedish HVE System
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Appendix 6 Romania
SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys Romania
Developed by: CTIB – Colegiul Tehnic Ion I.C. Bratianu
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.
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Table of contents
National studies-O1 ______115 Good Practices in Schools around Timis County ______115 1. Romanian Summary ______115 2. English Summary ______116 3. Romania national development strategy ______117 4. Romanian Education System description ______119 5. The best practices ______123 6. Good practices description ______124 1. “HENRI COANDA” Post-High-school Timisoara ______10 2. The Economical High-school “Francesco Saverio Nitti” Timisoara ______1026
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National studies-O1 Good Practices in Schools around Timis County
1. Romanian Summary
Școlile Postliceale din România au devenit în ultima perioadă un instrument asigură noile cerințe de calificare pe piața forței de muncă. Dezvoltarea dinamică a producției și serviciilor din ultimii ani a readus în atenția operatorilor economici necesitatea angajării unor specialisti de nivel al calificării EQF 5. În județul Timiș funcționează 9 școli postliceale care ofera specializări în următoarele domenii: Medical, Comert-Contabilitate-Administrație, Construcții, Automatizări și calculatoare, Silvicultură, Transporturi, Farmacie. Pentru realizarea unei selecții obiective a celor mai bune practici s-a aplicat un chestionar adaptat tuturor școlilor postliceale din județul Timiș. Cele mai bune practici identificate sunt cele din domeniul Medical și cele din domeniul Comerț- Contabilitate-Administrație. Selecția a avut ca motivație cererea de pe piața forței de muncă din România și Europa, a plasării absolvenților in cadrul instituțiilor angajatoare și nu în ultimul rând a nivelului de satisfacție al angajatorului privind calitatea pregătirii profesionale din cele două instituții selectate. Domeniul Medical- Scoala Postliceală Henri Coandă Timișoara
Partenerii de practica ai scolii, in special institutiile medicale (spitale, farmacii, centre de balneofiziokinetoterapie si recuperare) sprijina dezvoltarea profesionala a elevilor prin dezvoltarea abilitatilor practice, in timpul stagiilor de pregatire. Atuurile acestui domeniu de formare profesională sunt: personal didactic cu performante in activitate, diversificarea specializărilor in domeniul învăţământului postliceal, implementarea principiului cerere-ofertă la nivelul comunităţii locale, asigurarea inserţiei pe piaţa forţei de muncă, flexibilitatea şi calitatea în desfăşurarea actului didactic, facilitarea accesului la educaţie şi instrucţie prin utilizarea unei baze materiale in dezvoltare, climat de colaborare, cooperare si seriozitate in rândul colectivului scolii, dotarea proprie cu mijloace tehnice moderne şi performante, cunoaşterea şi respectarea Regulamentului Intern atât de personalul şcolii cât şi de elevi, dezvoltarea unui proces de educaţie şi instrucţie care completează oferta educaţională a judeţului Timis, munca in echipa a cadrelor didactice.
Domeniul Comert-Contabilitate-Administrație Colegiul Economic F.S.Nitti Timișoara
Se remarcă prin derularea activității și parcurgerea curriculei la nivelul de învățământ postliceal realizat prin colaborarea strânsă dintre școală-beneficiar educațional (elev)- agenți economici în calitate de parteneri de instruire practică. Transmiterea de noi cunoștințe și aprofundarea unora dintre acestea la clasă coroborate cu orele de stagii de practică și instruire practică la agenții economici locali contribuie la, la pregătirea absolventului pentru a face față cerințelor pieței muncii actuale, la dobândirea unor experiențe utile integrării lui rapide și eficiente la locul de muncă.
Instituția are următoarele oportunități: dezvoltarea economică a orașului/regiunii; așezare geografică propice derulării unor parteneriate cu agenți economici internaționali; deschiderea spre nou, modern, tot ce înseamnă tehnologie; accesul facil la informații diverse; agenți economici care solicită angajați bine pregătiți.
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Punctele tari de care dispune ca școala (instituție de învățământ ce oferă pregătire postliceală cu specializările Asistent de gestiune și Tehnician lucrător în comerț) sunt: cadre didactice calficate, perefecționate, cu experiență; experiența de muncă și în sectorul privat a unor cadre didactice, chiar în domeniul de pregătire oferit; baza materială și dotarea propice derulării majorității activităților; numeroasele parteneriate cu agenții economici locali/zonali; notorietatea școlii; implicarea în proiecte a elevilor (PHARE, LEONARDO, POSDRU, Erasmus+, Comenius). 2. English Summary
Post-Secondary Schools from Romania became, lately, a tool which ensures the new qualification requests for the labor market. The dynamic development of in production and services brought back in economical operators’ attention the necessity of hiring professionals with an EQF 5 qualification level. In Timis county there are running 9 Post-Secondary Schools which offer specializations in the following fields: Medical, Commerce-Accountability-Administration, Constructions, Automation and Computers, Forestry, Transports, Pharmacy. In order to achieve an objective selection of the best practices, there was applied a questionnaire to all the Post-Secondary Schools within Timis county. The best identified practices are coming from the Medical field and Commerce-Accountability- Administration field. The selection had the motivation of the request on the labor market in Romania and Europe, of placing the graduators within the employer institutions and, not the least, of employers’ satisfaction level concerning the quality of professional preparation from both selected institutions.
Medical field - Henri Coandă Post-Secondary School, Timisoara
The training partners of this school, especially the medical institutions, and especially the medical institutions (hospitals, pharmacies, kineto physiotherapy spa recovering centres) supports the students’ professional development through practical abilities development during the training stages. The main parts of this vocational field are: education personnel with performances in activity, the diversification of specializations in Post-Secondary educational field, implementation the principle request-offer within the local community, insurance of placement on the labor market, flexibility and quality in the development of educational role, facilitation of the access to education and instruction by using an infrastructure in full development, a collaboration, cooperation and seriousness environment inside the school staff and students, knowing and respecting the internal code of rules both by staff and students, development of an educational and training process which completes the educational offer from Timis county, the team-work of our personnel. Commerce-Accountability-Administration field - Economic College F. S.Nitti Timisoara
It’s making itself remarked by its ongoing activity and curricula on the level of Post-Secondary education level, achieved due to the strong collaboration between school – educational beneficiary (student) – economical agents, in their quality of training partners. Transfer of new knowledge and thoroughgoing some of them in the class, in conjunction with the hours of practice and training developed in the local economic agents areas contributes to the graduators’ preparation in order to face the actual labor market requests, to getting some useful experience in his/her quick and proficient integration in the working environment. The institution has the following opportunities: Economical development of the city/area;
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Proper geographical placement in order to develop partnerships with international economical agents; Open minded, modern, everything which means technology; Easy access to different information; Economic agents who ask for well-instructed employees. The strong points that this school has (school institution which offers Post-School preparation with the specializations of Management Assistant and Technician-Worker in Commerce) are: Qualified, trained, experienced educational staff; Working experience in the private sector of some educational staff members, exactly in the offered preparation field; The adequate infrastructure for development of the most activities; Numerous partnerships with local/area economical agents; The notoriety of this school; Students’ involvement in projects (PHARE, LEONARDO, POSDRU, Erasmus+, Comenius).
3. Romania national development strategy
Romania national development strategy for the 2020 horizon proposes ten priority sectors: tourism and eco-tourism, textiles and leather, wood and furniture, creative industries, automotive and components, IT & C, food and drinks processing, health and pharmaceutical products, energy and environmental management and bio-economy (agriculture, forestry, fishing), bio-pharmaceuticals and bio-technologies. Throughout this strategy, the Government proposes that Romania will reach, until 2020, the top ten economies on European level and due to the development of the mentioned sectors, our country will have a “significant contribution on world level”. The way that our Executive proposes itself to include Romania within the group of advanced countries is represented by the reorganization of business sectors in the “direction of superior competitive positions”, formation of the critical mass of competitive small and average enterprises (IMM-s) by making an attractive, transparent and innovative environment and integration of the big companies in an business development coherent project. The Timis county strategic objective on an average and long term is to generate a social and business stable and diversified environment, able to ensure population general prosperity and the area durable development. The directions, the objectives and the priority measures of Timis county development are, as it follows: Industry development by raising productivity within the industrial sector, promoting research and introduction of high technologies, modernization and diversity in making competitive products; IMM-s development as a basic sector of economical raise, by stimulating and development of productive IMM-s which are activating within services field; Rural areas revival and promotion of a proficient agriculture will be accomplished by an extensive and intensive soil exploitation, stimulation of developing the agricultural branches, and rural areas revival as a social alternative of the urban environment; Tourism development through valorization of the present potential, touristic services offer improvement and their orientation to the customer’s demands, supporting the tourism alternatives development and the complementary touristic products; Development of the services sector by raising their share and diversity within the district economy structure by improving public and financial-banking services, as well as the development of some specialized structures, oriented to attracting new investors.
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All the main action directions take into considerations measures concerning preparation and perfecting the labor force, development of the sustaining business activity development, enlarging the economic cooperation spectrum, addictive measures of prevention and control of environmental pollution and, not the least, improvement of work and health conditions.
The overgrowth of industrial sectors, services, tourism and public alimentation from the last years brought the decrease of unemployment in Timis county below 1,5 %, the lowest share in Romania. Socially, this raised employment share is a positive one, but, in the employers’ opinion, it represents an obstacle in reaching the qualified personnel target, necessary for insuring a continuous flow of human resources. Within this context, the development of technical and vocational education becomes a national priority.
In Romania, vocational formation (VET) in formal education contexts is ensured through two complementary systems: the initial VET formation and the continuous VET formation. By the initial VET formation, the human resources get a qualification which allows obtaining a job and, than, by the continuous VET formation, professional career development all life long, in concordance to the requests of labor market, in a continuous development, and to personal expectations.
The strategy of education and professional formation in Romania is harmonized with 2020 Europe Strategy (approved in 2011). It promotes the intelligent raise, which is achievable by major investments in education, research and sustainable innovation, inclusive raise, stressing new job opportunities creation and reducing poverty.
The strategic vision over education and professional formation (VET) in Romania is to offer to everyone the chance own personal and professional development concerning getting the relevant qualifications and skills for the labor market and economic competitiveness raise, in the context of long life learning (LLL).
Within the ensemble of vocational training system, the Post-Secondary School began to be an important piece in occupying some key-positions within the economic companies or the service issuers.
The advantages of tuition by this program are the relative short length of time (2 years), the chance of getting an over-specialty, subsequent to attempting the classes of a technical high-school, elaboration of a curricula in a local development meant to respond to the employers’ real demands of qualification, the quick possibility of reaching a job.
In Romania the Post-Secondary Schools have consecrate specializations in the following fields, with the following shares:
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Post-Secondary Schools from Romania
30% 29%
25%
20%
15%
12% Share 9% 10% 7% 7% 7% 7% 6% 6% 5% 5% 3% 2%
0%
Fields of Activity
4. Romanian Education System description
The Romanian educational structure consists of a vertical system of schooling. Five main components represent the fundamental pillars of this system: Pre-school education, Compulsory education, Upper secondary education, Vocational education and training, Tertiary education.
1 VET Education is organized after graduating the IX-th Grade, as part of the Secondary Education Level, Technological Branch;
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2 Graduators of Mandatory Education Level, as art. no. 16 from National Education Law no. 1/2011, modified and adapted; 3 The VET Graduators with a lenght of time of 6 – 12 months, ended with an examination of professional quality certification, as well as the graduators of Mandatory Education who do not continue or interrupt their studies and who finalize ther studies below 18 a program of VET with a lenght of time of 6 – 12 months, ended with an examination of professional quality certification as art. no. 33 from the law no. 1/2011, modified and adapted; apprentceships on the working environment, as art. no. 15 from the law no. 279/2005 about apprentceshp on the working environment, republished;
Responsibility and administration Ministry of Education and Research Formulates and implements educational policies and strategies. Initiates Government decisions. Approves the curricula, the national assessment standards and the education Units network.
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Is responsible for the distribution of the financial resources from the state budget to the school inspectorate. School Inspectorate (one in each of the 40 counties) Appoints and revokes the headmaster of the school; Is responsible for the teaching staff policy and the approval of the trades and specializations that are to be taught.
School unit Is responsible for the organization and implementation of training programs and the way the financial resources are used. Submits to the inspectorate the list of trades and specializations that are to be taught.
HVET in Romania The initial and the continuous VET represent essential factors in the context of developing a national economy on a European level. Romania has developed a strategy of professional preparation for 1014- 2020, by making a competitive framework meant to offer a relevant response to an economy characterized by a continuous dynamic of the labor market. The objectives and action directions have been established on an average and long term, as well as the professional formation system (VET- vocational education and training) to respond to the continuous economy, society and individuals’ changing demands, increasing therefore the flexibility and making guarantees for the coherence of the entire system. The strategy of professional training is developed around the key-concepts, as: RELEVANCE; ACCESS and PARTICIPANCE; QUALITY; INNOVATION and CO-OPERTION.
The providers of professional training (VET) from Romania are both public and private. They have to permanently adapt and update their offer of education and professional formation in order to efficiently respond to the demands of the interested factors, an essential condition for remaining competitive. The strategy of professional formation in Romania respect the principles and the European instruments for cooperation in VET as it follows: EQF - European Qualifications Framework; ECVET- European credit transfer system for VET ; EQAVET - European Quality Assurance Reference Framework for VET.
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The Target of 2020 European Strategy for Education and Vocational Training 75,00% 70,00%
40,00% 26,70%
10,00% 15,00% 11,30% 12,00%
EMPLOYABILITY RATE EARLY LEAVING SCHOOL ENROLLMENT IN TERTIARY LLL PARTICIPATION RATE EDUCATION RATE
RO Target EU Target
Data source: Eurostat, update: 15/06/2014
Within professional and technical education, the curricula is centered on the results of learning, respectively, on competences. All kind of competences are to be found in the Standards of professional training. The objectives of development, implement and evaluation of the curricula within professional and technical education are: Development of the curricula concerning the standards of vocational preparation; Development of the modular curricula; Development (projection) of the curricula in the local development plan (CDL), in order to adapt the qualifications on the demands of local and area labor market; the consolidation of the role of school counseling and orientation in order to form key-competences; Promoting the use of the didactic strategies based on education centered on the student; Adapting didactical strategies for integrating and stimulating special educational needs students’ performances; Approaching evaluation and certification based on competences.
Evolution of Students' Adsorbtion in Technical Secondary Education 115432 92784 102555 79396 62538 69928
19732 26484 54531 12382
2009/2010 2010/20111 2011/2012 2012/2013 2013/2014 VET Post-Secondary
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Statistic study on attractiveness, access and flexibility of formation between 2010-2012
FORMATION IN THE WORKING 21,00% ENVIRONMENT 10,00% PARTICIPATION OF EMPLOYEES ON 38,00% CONTINUOUS FORMATION … 18,00% European Union FORMATION FOR PROFESSIONALS 60,00% OFFERED BY COMPANIES (FPC) 24,00% Romania 9,00% LIFE LONG LEARNING (LLL) 1,40% INITIAL VOVATIONAL EDUCATION 50,30% AND TRAINING (IVET) 63,10% 0,00%10,00%20,00%30,00%40,00%50,00%60,00%70,00%
Source: Analysis of Secondary School education from Romania from a perspective of statistic indicators. Educational Policies based on data.
5. The best practices
Identification and selection of the best practices has been made based on some criteria concerning respect to the standards of vocational training (VET) on European level as well as the customers’ satisfaction level. These criteria are referred to: Correlation of educational offer to the demand on the area/European labor market; Involvement of qualified educational staff with experience in adult education segment; Existence of a proficient quality management system inside the educational institution; Partnerships in order to train for the field of formation with institutions and economic agents; Adapting curricula to the real needs of the institutions and economic agents; The adsorption share of the instructors on area level; Support from the national authorities; The chance of getting an international qualification.
Success factors: Acceptable costs for students in case of private providers; Existence of a rich structure of hospitals and public clinics who hires the graduators of Post- Secondary education in those fields; Due to the fact that instructors are adults, the institutions and economical agents have no restraints in allowing and coordinating the stages of practical training; Development of medical tourism due to the reduced costs of medical act, compared to another European countries, especially in the fields of dentistry and plastic surgery; Possibility of employment in another UE countries; Necessity of qualified personnel existence in order to make the administrative and financial operations in all the public and private institutions and also at economical agents.
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6. Good practices description 1. “HENRI COANDA” Post-High-school Timisoara It prepares general medical practitioners through a syllabus of three years. The educational programme’s elaboration is based on the society’s needs, established according to: the evaluation of the general health condition, the national economy’s state, the scientific and technical level. The regional strategy has limited four domains of activity: the way of life and health, the risk factor which affects health and the environment, the re-orientation of the medical attendance’s system, the political sustaining factors, the managerial, technologically, human and those of research factors, necessary for the accomplishment in the mentioned domains. Health for all requires a co-ordinate activity on the behalf of all the sectors implied. The sanitary authorities can cope only with a part of problems, the multi-sectorial cooperation represents the only way of assurance of the premises for the general health state by: promoting a sanitary politics and diminishing the risks that may appear in the physical, economically and social mediums. The health-care system must focus its attention on the basic medical attendances, covering the communities’ primary health needs, accessible for all and based on a full participation of the entire community. The aim of the activity is to give people a positive sense of health, so that they could use to the maximum their physical, mental and emotional capacities. The nurse’s mission in society is to help individuals, families and social groups to determine and self-realise the physical, mental and social potential and do all these in a context full of challenges of the environment in which he/she lives and works; also, planning and giving medical attendance during the illness and convalescence. The medical attendance has functions that result from its mission in society. These functions remain constant indifferent from the place (family, hospital, enterprises, school, and clinics of basic medical attendances) and time in which the medical attendance is given, or the individual and group’s medical status and the resources that he/she disposes of, as well, in conformity with our country’s legislation. The medical assistant (nurse) works as a partner besides other professionals implied in providing health for individuals and in related activities. The profession of nurse implies multiple tasks that endorse the protection, maintenance, re-establishment and promotion of the individuals’ health, taking into account each personality in psychological, social, economically and cultural dimensions. Taking into consideration all that, we may conclude that the general practitioner takes part to the population’s health state through all her quality medical services. The educational programme is held on modules. Each module consists of theoretical and practical instruction. In order to have an adequate coordination, the theoretical instruction precedes the practical instruction. The subjects’ modulation has as a main purpose the achievement of interdisciplinary (course) – all have to assure a complex preparation in conformity with the suggested objectives. The educational programme of a general practitioner’s preparation has as a main aim gaining some competences necessary for the activity of medical attendance of healthy and sick person. The mission of the medical assistant in society is to help people, families, and social groups, to determine their physical, mental and social potential in order to cope with the changes brought about by the environment in which they work and live. By attending the educational programme, the participants must gain knowledge necessary to understand the complexity of the medical practice, as well as the maximum development of his/her own potential and abilities. In parallel with the assimilation of knowledge and gaining of practical abilities, the students will be able to develop their creativity in their personal and professional activities. The educational outcomes have to allow them to practice activities in the health-care system, to be responsible for his/her acts and practices that result from exertion of their profession.
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The projected curricula over the three years of study is structured on modules of theoretical preparation in speciality and modules of practical preparation or clinical probation, accomplished in suppliers agents who provide medical services as partners, both public or private. The percentage of theoretical and practical preparation, on years of study is as follows:
SECOND YEAR Medical modules ; 46%
Clinic modules; 54%
As noticed, the curricula is structured in such a way that, for a start, in the first year of study the stress is laid on the development of some general competences in the health domain, as well as on the practical instruction which is realised especially for getting accustomed with the instrumentation of work, the appliance of some manoeuvres on (plaster) casts and the accustom to specifically hygiene attitudes. In the second and third year of study the volume of practical activities rises proportionally, and the modules are being held in clinics, in real-life conditions. The human resources that are brought together in the activity of teaching, are part of the elite of medical professional people in the area, assuring in this way the access to specifically quality information. The number of students in the medical domain, distributed on the three years of study, is approximately 1,200.the practical preparation is realised in different public clinics from Timisoara, such as: The Institute of Cardiology Timisoara, The County Clinic Hospital of Emergences “Pius Branzeu”, The Military Hospital “Dr. Dumitru Popescu”, The Emergency Hospital for Children “Louis Turcanu”. The practical preparation is also held in private medical units such as: Profilaxis Clinic, Private Medical surgeries or the Hospital “Andy Kalman” in Gyula, Hungary.
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Employment rate
45% 40% 40% 40%
35%
30%
25% 20% 20%
15%
10%
5%
0% European labour market Privat entties Pubic entties
2. The Economical High-school “Francesco Saverio Nitti” Timisoara It prepares specialists in trade, banking account and administration through a syllabus of two years. The specialist in trade, banking account and administration is a professional individual that possesses theoretical instruments and practical skills necessary in organising, and functioning on good conditions of the patrimonial banking account, in conformity with the actual legislation, and the legal norms of the Ministry of Economics and Finance, according to the particularities of the commercial enterprise and it guarantees the credibility of data that are included in banking accounts and in the works of accounting synthesis. After graduating the courses of the post-high-school the student (graduate) performs financial and banking account activities and administrative activities in companies and private or public institutions. He is – as well – able to organise the necessary framework of the primary accounting evidence and the works of synthesis, in conformity with the actual legislation. The specialist in trade, banking account and administration, is nowadays asked for on the labour market due to the necessity of qualified labour that is growing in order to draw out the primary documents and those of operative evidence, the banking account registers, accounting records and forms legalised by the Ministry of Education and Finance, the registration of the actual applications, as well as those necessary for the synthesis works and the annual accounts (banking accounts balance, balance sheet, account of profit and loss, annexes, administration report). The graduate of such a post high-school must accomplish a sufficiently flexible preparation so that he will be able to answer to the frequent modifications of accounting-financial legislation and especially to those related to the accommodation to the European legislation. By the curricula developed locally in practical activities held with economical suppliers, the students can benefit from specifically practical courses which will contribute to a rapid absorption on the labour market. The projected curricula over the three years of study is structured on modules of theoretical preparation in speciality and modules of practical preparation or clinical probation, accomplished in suppliers agents/firms who provide medical services as partners, both public or private.
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The percentage of theoretical and practical preparation, on years of study is as follows:
After graduating the courses, the students gain the following social competences necessary in an activity of an administrative and financial-accounting specialist: the capacity of working in team, the capacity of accomplishing viable presentations of different professional aspects, the organisation of human resources and those financial, so that maximum performances be obtained, the capacity of choosing the best solutions in a negotiation. The human resources that are brought together in the activity of teaching are part of the elite of specialists in economically and financial/banking account domain, assuring in this way the access to specifically quality information for all the students. The number of students distributed on the two years of study is 120. The practical instruction is held in chains of supermarkets, such as: Selgros, Auchan, Billa, Carrefour or IMMs.
Employment rate 80% 70% 70%
60%
50%
40%
30% 25%
20%
10% 5%
0% European labour market Privat companies Pubic entties
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Appendix 7 Croatia
SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys Croatia
Developed by: OUZG – Obrtničko Učilište - ustanova za obrazovanje odraslih Zagreb
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.
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Contents
Contents ...... 130 Summary ...... 131 Description of national and regional context, economic and social features ...... 131 NATIONAL EDUCATION SYSTEM ...... 134 Methodology ...... 135 Description of practices ...... 136 Master craftsmen exam ...... 138 Short professional study degree for Smelter (University of Zagreb, Faculty of Metallurgy)..... 142
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Summary HVET on EQF 5 in Croatia consists of Master craftsmen exam, specialisation training programmes and Short Professional Study programmes (less than 180 ECTS points). For Good practice examples we have chosen Master exam as a unique system which allows progression from EQF lvl 3 and 4 to level 5 and as an excellent recognition of formal, non-formal and informal acquired knowledges oriented directly to labour market. The second good practice is Short professional study degree for Smelter (University of Zagreb, Faculty of Metallurgy) which allows students more detailed knowledge and skills in conventional and modern technologies of production metal cast than on EQF level 4 or 6. Master Craftsman Exam is regulated by the Ministry of Entrepreneurship and Crafts and approved by the Croatian Chamber of Trades and Crafts. The master's exam is the highest level of education in craft’s professions in which one acquire professional qualification and title of master craftsmen. After successful passing of master's exam master craftsmen acquires the 5th level in according to the Croatian Qualifications Framework (CroQF). It is associated with the same level of education in European Qualifications Framework (EQF) and thus provides competitiveness and mobility on the European labour market. The regional chambers of trades (20 chambers) and crafts are conducting Master exams. A master craftsmen exam is assurance of quality because of its recognition of formal, non-formal and informal acquired knowledges. At the University’s short professional degree for Smelter, students are trained for production of casts from ferrous and non-ferrous alloys, which allows them immediate employment process. The curriculum differs significantly from curriculum for Metallurgy of university undergraduate and graduate students. It features distinctive items that will provide students a more detailed knowledge and skills in conventional and modern technologies of production metal cast, while the other non-relevant fields of metallurgy (eg, plastic processing) are not included in curriculum. Short Professional Study for smelter ends with submission and defence of the dissertation of the selected area of the profession. Finishing the study participant is given title of stručni pristupnik/stručna pristupnica (150 ECTS points). It is possible to continue with professional study for baccalaureus or achieve extra credits for continuation on university study programmes.
Description of national and regional context, economic and social features The Republic of Croatia (Republika Hrvatska) is located in South-eastern Europe, it is part of the Danube valley and to the east it is bordering the Adriatic Sea. Neighbouring countries are Slovenia, Hungary, Serbia, Bosnia and Herzegovina and Montenegro. The land area of Croatia is 56 594 km2, and the sea and interior sea waters are 31 479 km2 . The coast line is 6 278 km long (mainland 1 880 km and islands 4 398 km). Croatia has more than a thousand islands, islets, rocks and reef, a fact that is of importance for the "geographical identity" of the country. Although the land area of Croatia is not very big (19th in size among Member States of the European Union), it has an extremely varied relief, with the three main types being: lowland Pannonian, mountainous Dinaric and coastal Adriatic. About 62 % of the territory covered by the river network belongs to the Black Sea catchment basin, 38 % of the territory to the Adriatic catchment basin. Croatia is considered to be one of the classic karst countries in Europe, and it has large reserves of underground drinking water: in terms of the size of its per capita water reserves, Croatia is the third in Europe (behind Iceland and Norway). In addition, 47 % of its land and 39 % of its sea is designated as specially protected areas and areas of
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conservation: 19 National and Nature Parks, with some- designated as United Nations Educational, Scientific and Cultural Organization (UNESCO) World Heritage sites. According to the 2011 Census (Croatian Bureau of Statistics), the population of Croatia is 4 284 889 people, of which 48.2 % are men and 51.8 % are women. Eurostat data for 2015 reports the population (the number of persons having their usual residence in a country on 1 January of the respective year) to be 4 225 316 persons. The majority of the population are Croats (90.42 %). The biggest minority with 4.36 % of the population are the Serbs, but a wide range of other ethnicities are also present in the country, including Bosnians, Hungarians, Slovenes, Italians, Czechs, and Romas (each ethnicity being less than 1 % of the total population). The official language is Croatian, and the currency in use is kuna. Croatia became independent from the former Yugoslavia on 25 June 1991; it joined the UN on 22 May 1992 and NATO on 1 April 2009. Croatia became candidate country for EU membership in June 2004 and accession negotiations were opened on 3 October 2005. The European Union (EU) Accession Treaty was signed on 9 December 2011; and at the referendum at the beginning of 2012, 66.27 % of Croatian voters supported accession to the EU. The parliament unanimously ratified the Accession Treaty and Croatia became the 28th EU Member State as of 1 July 2013. Croatia is a unitary state, with a unicameral parliamentary system (the parliament is called Sabor), and it has three levels of governance: central (national) level, "regional" 1 level with the 20 Counties (županija) plus the City of Zagreb (The capital city of Zagreb has a special status, as it is both a Town and a County), local level with the 428 Municipalities and 128 Towns. Croatia underwent a decentralisation process that started in 2001 when certain functions and responsibilities were transferred from the national to the local level. A Commission for Decentralisation was created by the government in 2004 and overall, the reform of local self-government has long been present on the political agenda, strongly supported by international organisations and donors (e.g. EU CARDS and IPA, USAID). The division of responsibilities, the territorial organization and budgetary issues of local units are regulated by several pieces of legislation; the financing system of local and regional units is mainly based on sharing of tax revenues (in particular the personal income tax) between the central government and the local and regional units (LRUs). As regards their competences, cities and municipalities carry out locally important operations that directly affect the needs of the citizens (tasks not assigned by constitution or law to state bodies). Obligatory tasks include among others housing and arrangement of settlements, zoning and town planning, pre-elementary and elementary schooling, protection and improvement of natural environment, etc. Counties on the other hand are in charge of operations of regional importance, in domains such as education; zoning and town planning; economic development; transports and transportation infrastructure. The European Commission (EC), in its Croatia Country Report 20152 (SWD(2015)30 of 26.2.2015) concludes that the decentralisation policy in Croatia is suboptimal and it undermines management of public finances and efficient public expenditure. Attribution of policy functions across different levels of government remains complex and non- transparent. Moreover, weaknesses in administrative capacity (partially due to fragmentation of sub- national governance) on local level have an impact on tax collection, the provision of social benefits, the management of European Structural and Investment Funds (ESIF/ESI Funds), public procurement and the provision of public services, etc. Finally, Croatia is divided into two (earlier three) statistical (NUTS 2 level) regions: Jadranska Hrvatska and Kontinentalna Hrvatska. The economy Croatia had one of the wealthiest economies among the former Yugoslavian republics. Unfortunately, the country suffered heavily during the war of 1991-95, and lost part of its competitiveness compared to other economies of central Europe that were benefiting (at the beginning of the 1990s) from democratic changes. Also due to the subsequent introduction of reforms, Croatia had developed quickly until 2008. Nevertheless, the country's economy turned out to be more vulnerable to shocks than that of
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the EU-28 average, and the economic crisis affected Croatia strongly. In 2009, the GDP shrank by 6.9 %, and the prolonged crisis has led to Croatia losing over 12 % of its output. In 2014 (Eurostat data), the GDP of Croatia was EUR 43 127.9 million (at market prices), and its GDP per capita (in PPS) reached 59 % of the EU-28 average (this proportion remained relatively stable, in the range of 56-64 % during the period of 2003- 2014). The economy of Croatia is a service-based economy with this sector accounting for 70 % of total GDP (the industrial sector accounts for 25 % of GDP, whereas agriculture, forestry, and fishing for 5 %). Both in the case of imports and exports, the EU market represents more than 60 % of Croatia’s total foreign trade activities. The main partners (accounting for 58 %5 of trade) are: Italy, Germany, Slovenia, Austria, Bosnia and Hercegovina and Hungary. Eurostat data shows that unemployment rose to 17.3 % in 2013 and 2014, the third highest among the EU 28 countries (after Greece and Spain), more than 7 percentage points above the EU average. Youth unemployment in Croatia (annual average being 45.5 % in the age group below 25 years) has the exact same ranking among the EU Member States (again after Greece and Spain), in this case 23.3 percentage points above the EU-28 average. In 2014 58.4 % of the unemployed were registered as being on long-term unemployment (10.1 % of the active population). According to the analysis of the World Bank, most jobs were lost in manufacturing, construction, and trade. The downward development spiral has an impact on the profile of the poor, as in principle economically active, better educated (and younger) persons in urban areas fall into poverty. According to Eurostat data, in 2013 the at risk of poverty rate (after social transfers) was 19.5 %, the proportion of people at risk of poverty or social exclusion amounted to 29.9 % (the respective indicators were 16.7 % and 24.5 % for the EU-28). Both indicators show a slightly decreasing trend. The annual average consumer price index (previous year=100) in 2014 was 99.8 (in 2013 102.2), fluctuated in the period 2003-2014, between 106.1 measured in 2008 and the lowest value being that of 2014. The annual average harmonised consumer price index, an indicator comparable across the EU, had the value of 100.22 (the EU-28 value for 2014 was slightly higher, 100.6, that of the Euro area 100.4.) in 2014 (Eurostat). According to the analysis of the World Bank, even though the outlook in the short term remains difficult, privatisation, the availability of EU funds and structural reforms should help growth prospect, stimulate jobs and social cohesion in the medium term. The below table shows the Commission's macro-economic forecast for 2015 and 2016: Croatia 2013 2014 2015 2016 GDP growth (%, yoy) -0.9 -0.4 1.7 1.8* Inflation (%, yoy) 2.3 0.2 0.3 1.3* Unemployment (%) 17.3 17.3 16.8 16.6* * Forecast December 2015
Tourism is one of the most important and visible sectors of the Croatian economy. Both tourist arrivals and tourist nights have steadily been growing since 2009, with seaside resorts accounting for over 80 % of the total arrivals and over 90 % of the tourist nights. The share of foreign tourist is very high, about (and sometimes above) 90 %.
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NATIONAL EDUCATION SYSTEM
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VET and HVET
Vocational education and training (VET) plays a major role in Croatia. Overall responsibility for VET lies with the Ministry of Science, Education and Sports supported by the Agency for VET and Adult Education (ASOO). The agency is responsible for developing VET curricula, continuous professional development of VET teachers, skills competitions and quality assurance. The 2009 VET Act strengthened cooperation through increased involvement of line ministries, social partners, chambers of trades and crafts, the employment service, professional associations and other stakeholders. It also established multipartite VET sector skills councils that informed VET on the needs of the labour market and higher education. Since the 2013 Act on the Croatian qualifications framework (CROQF), 25 sector skills councils cover general, vocational and higher education. The Human Resource Development Council assesses, validates and coordinates education, employment, and lifelong professional guidance policies, regional policy and CROQF development, aiming to encourage human potential development, stimulate competitiveness and achieve Croatia's strategic goals. All VET programmes combine professional and general competences, to varying degrees; most include mandatory work-based learning (WBL), though duration and type varies. Learners from lower-level programmes can progress to higher levels at the discretion of their schools. Initial VET is publicly financed and free of charge. Learners start VET on completion of compulsory education (ISCED-P 244) at the age of 14/15. A high proportion (71.3%) of learners at upper secondary level participated in IVET at the beginning of the 2015/16 school year. Around two thirds of VET learners were in four-year school-based programmes, one third in three-year programmes. Some learners participated in shorter, one- to two-year VET programmes (ISCED-P 351).
Four-year, mostly school-based VET programmes (ISCED-P 354) with a WBL component lead to qualifications at CROQF level 4.2/EQF level 4. These ‘technician’ programmes allow progression to tertiary education, after completing external matura exams, administered by the National Centre for External Evaluation of Education (NCVVO). Most students in four-year VET programmes use this opportunity. Three-year VET programmes (ISCED-P 353) give access to the labour market and lead to qualifications at CROQF level 4.1/EQF level 4; they are mostly run as apprenticeships, with significant work-based learning at companies. Since 2014, graduates from these programmes can enter an optional one- to two-year bridge programme and, if successful, take matura exams to qualify for higher education access. This programme corresponds to the fourth year of the school-based programme. At higher education level, VET is provided at polytechnics in the form of short-cycle programmes (ISCED-P 554) and professional studies (ISCED-P 655) with a focus on applied sciences. Learning in these programmes typically involves extensive practical work experience and leads to a qualification at CROQF and EQF levels 5 and 6. Shorter programmes also exist. Adult education and training (for those over 16) covers a broad range of options, mainly in the form of short (re)training programmes, which range from basic or technical skills courses to complete formal secondary education and training. Entry requirements for post-secondary adult VET programmes include relevant IVET training and/or a number of years of professional experience. If adult education providers want to issue formal certificates at secondary education level, the education ministry has to approve their programmes.
Methodology Croatia has two different types of level 5 qualifications: a post-secondary non-tertiary education qualification (master craftsman qualification, Majstorski Ispit), and the SCHE qualification (stručni studij). The master craftsman qualification leads to the acquisition of ‘additional competences compared to ones previously acquired’ (Croatian Agency for Science and Higher Education)
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Holders of a master craftsman qualification (Croatian qualifications framework level 5) have the opportunity to progress to Croatian qualifications framework level 6 if they pass the matura exam in obligatory subjects (Article 7 of the Law). The master craftsman exam is a way of formally recognising acquired competences (through work experience). The SCHE qualification (stručni studij) is provided by higher education institutions (universities, university constituents such as faculties and academies, polytechnics and colleges). A general requirement to access this qualification is to have three or four year upper secondary education; specific requirements are defined by higher education institutions in accordance with the qualification profile. Following the completion of SCHE (which last a minimum of two years) students are able to access first cycle professional degree programmes or enter the labour market.
As a good practice, we wanted to include two examples from both fields. Master craftsman exam is conducted on national level by the Croatian chamber of trades and crafts in cooperation with regional chambers of trades and crafts. This example of best practice was taken to show the progression from EQF level 2 and 4 to EQF level 5 and as an example of recognition of formal, unformal and informal acquired knowledge.
The second good practice is EQF level 5 in High Education, tertiary level. Unfortunately the biggest problem in Croatia is EQF Level 5 on tertiary level is near extinction. Most of the programmes for Short Profession degree (Pristupnik - less than 180 ECTS points) has been transformed into Baccalaureus degree (Prvostupnik - more than 180 ECTS points) because Academy Profession degree wasn’t accepted well in public. One of the last standing Academy Profession degree is for smelter which will be described below. With the Comprehensive Curriculum reform in Croatia which is in process, intention is to include EQF Level 5 in it with an emphasis on connection between secondary and tertiary level.
Description of practices
Master craftsmen exam Postsecondary adult education programmes lead to additional competencies compared to ones previously acquired, but are not university education. As opposed to training programmes, a condition for enrolment in additional training programmes is the previously acquired expert knowledge of the area in which participants wants to be additionally trained. Upon the completion of these programmes, participants who finished secondary school improve and extend previously acquired professional knowledge to meet labour market demands and to gain knowledge of new techniques and technologies, as well as of their use. The programme for the Master Craftsman Exam is regulated by the Ministry of Entrepreneurship and Crafts and approved by the Croatian Chamber of Trades and Crafts. Postsecondary professional education and training Entry requirements: An appropriate vocational education and training programme (the same profile), and at least 2 years of experience in the profession in which the candidate wants to take majstorski ispit (the Master Craftsman Exam); or An inappropriate vocational education and training programme (different profile), and at least 3 years of experience in the profession in which the candidate wants to take the Master Craftsman Exam; or Appropriate 1 or 2 years of a vocational education and training programme, and at least ten years of experience in the profession in which the candidate wants to take the master craftsman exam. Education and training: Preparation for the Master Craftsman Exam is not compulsory, but can be organized by institutions for adult education and other entities. Master craftsman schools are not part of formal education and can be established under provision of the Act on Trades and Crafts.
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Financing: Public and private Teachers qualifications: Higher education second cycle qualifications in different subjects and/or Master Craftsman Exam as well as other specialists in different areas Expected learning outcomes: To perform work at a high professional level, to manage an independent company, to employ all legislation defining an activity within a craft sector, to ensure quality, to know the technologies related to higher levels of productivity, to organize one’s own work processes and the work of others, to transfer practical and professional knowledge and skills to apprentices, to produce a business plan and analyze business results, to ensure a creative working atmosphere, to motivate and develop co-workers, and to ensure safety at work. Assessment and awards: Master Craftsman Exam is offered by a committee of the Croatian Chamber of Trades and Crafts consisting of five persons. Two persons are master craftsmen in the related craft, one examiner is an expert in professional theory, one examiner is an expert in legislation and business management, and one examiner is an expert in skills related to the education of apprentices. For example, Additional Training Programmes as defined by the Ordinance on Standards and Specifications in Adult Education Institutions (OG 129/08, 52/10) Referencing and Self-certification Report of the CROQF to the EQF and to the QF-EHEA 29. Progression routes: NA Labour market: Passing the Master Craftsman Exam is a precondition for running businesses regulated by special Act (OG 42/08). Quality assurance: The programme for the Master Craftsman Exam is regulated by the Ministry of Entrepreneurship and Crafts and approved by the Croatian Chamber of Trades and Crafts. The exam is held by five member committee. The procedure of the exam is regulated by an Act delivered by the Minister responsible for entrepreneurship and crafts and approved by the Croatian Chamber of Trades and Crafts. The Croatian Chamber of Trades and Crafts has prepared catalogues for the standardization of exams. The catalogues precisely describe the learning outcomes for each master profile. Example: Gas installer: The Master Craftsman Exam consists of 4 parts: a practical part, a professional theoretical part necessary for crafts businesses, a business-management and legislative part, and a pedagogical part related to the education of apprentices. If a candidate does not pass the practical part of the exam he/she is not allowed to perform other sections until the next exam. A candidate who has passed the Master Craftsman Exam is awarded a diploma of the master craftsman profession and title of majstor plinoinstalater (Master gas installer). Labour market: Master gas installer may run his/her own gas workshop, employ other workers, and educate apprentices attending an education and training programme for gas installers. Preparation for the Master Craftsman Exam is not compulsory, but can be organized by institutions for adult education and other entities. Master craftsman schools are not part of formal education and can be established under provision of the Act on Trades and Crafts. The master's exam is the highest level of education in craft’s professions in which one acquire professional qualification and title of master craftsmen. After successful passing of master's exam master craftsmen acquires the 5th level in according to the Croatian Qualifications Framework (CroQF) which is associated with the same level of education in European Qualifications Framework (EQF) and thus provides competitiveness and mobility on the European labour market. The master's exam is a state recognized exam, and master Diploma is a document that is proof of expertise and quality and will open the possibility for further career advancement, in the workplace, opening company-craft, in practical work exercises, apprenticeship and greater competitiveness in the presentation and entrepreneurship.
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Master craftsmen exam is precondition to open a craft and its management in following occupation: car electrician, car mechanic, electric installer, electric mechanic, house and woodwork painter, heating and AC installer, joiner, plumber, bricklayer, car body painter, roof-tile layer, cook, baker, turner, machinist, hairdresser, butcher, locksmith, car body mechanic and tinsmith. Number of completed Master exams is very stable year-by-year: 2012. 2013. 2014. 2015. 1.220 1.333 1.097 1.283
IVET in combination with HVET and vertical progression The current IVET system (upper secondary education) covers approximately 140,000 secondary VET students or on average 72 % of the total secondary school population in 307 schools. The IVET system is comprised of the following types of the VET programmes: - Adapted VET programmes for students with disabilities; - one-year VET programmes - two-year VET programmes - three-year VET programmes - four-year VET programmes, including relevant five-year VET programmes. VET programme / ISCED level CROQF / EQF Number of Primary features level programmes progression routes 1-year VET ISCED 3C 2 / 2 3 / 3 49 Labour market / programmes / Master craftsmen 2-year VET exam/EQF5 programmes 3-year VET ISCED 3C 4.1 / 4 72 Labour market programmes for professions in industry 3-year VET ISCED 3C 4.1 / 4 63 Labour market / programmes for Master craftsmen professions in exam /EQF5 crafts 4-year VET ISCED 3B 4.2 / 4 95 Labour market / programmes Higher education (including 5-year (via StateMatura) VET programme) Figure: Possible VET progressions in collation with Master craftsmen exam (EQF5)
VET programme / features ISCED level CROQF / EQF level Number of programmes Primary progression routes 1-year VET programmes / Two-year VET programmes ISCED 3C 2 / 2 3 / 3 49 Labour market / Master craftsmen exam 3-year VET programmes for professions in industry ISCED 3C 4.1 / 4 72 Labour market 3-year VET programmes for professions in crafts ISCED 3C 4.1 / 4 63 Labour market / Master craftsmen exam 4-year VET programmes (including 5-year VET programme) ISCED 3B 4.2 / 4 95 Labour market / Higher education (via StateMatura) One-year and two-year VET programmes lead to lower professional qualifications at Croatian Qualification Framework level 2/ EQF level 2 and CROQF level 3/EQF level 3 respectively. On average, they are attended by on average 1-2% of the total number of the secondary VET school students. The entry requirements for one-year and two-year VET programmes are: primary school certificate of completion of 7th and 8th grade (8 years of compulsory primary school), health and psychological conditions prescribed by curricula
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according to the law. Currently, there are 49 programmes that offer relevant lower professional qualifications. VET students holding relevant certificates can apply for master craftsmen exam (majstorski ispit) after 10 years of working experience. Three-year VET programmes Three-year VET programmes for acquiring competencies in industry, trades and crafts lead to qualifications at CROQF level 4.1/EQF level 4. It is worth noting that the respective three-year VET programmes underwent the largest number of changes/reforms in the course of 1990s - 2000s. The complete overhaul of all crafts and trades programmes started with the introduction of dual system programmes in the school year 1995/1996 (consisted of 53 mostly very narrow specialisations / occupations that can be exercised in the crafts sector or other small businesses). To overcome the parallelism of dual and the school-based models as well as a number of hindrances in the implementation, a transition to the Unified Model of Education (JMO) for crafts and trades was made during the school years 2003/2004 and 2004/2005, respectively, which combines characteristics of both models. Subsequently, there are two main sub-types: (i) predominantly school-based programmes for industrial and trade occupations; and (ii) JMO, which includes an apprenticeship-type scheme. On average, the three-year programmes are attended by 35-36% of the total number of the secondary VET school students. The entry requirements for three-year VET programmes are: primary school certificate of completion of 7th and 8th grade (8 years of compulsory primary school), health and psychological conditions prescribed by curricula according to the law. An additional condition before beginning education for crafts occupations is a signed contract on apprenticeship. Currently, there are 72 three-year VET programmes for professions in the industry and 63 three-year VET programmes for trades and crafts. Three-year VET programmes focus exclusively on preparing graduates for labour market entry. These programmes do not enable access to the State Matura exams. Nor do they provide a direct pathway to tertiary education - VET students need to complete the fourth year and take the State Matura exams to qualify for tertiary level entry. As of the year 2014, students who have completed VET programs for crafts or other three-year VET programs can continue his education at the expense of the State Budget in the fourth year in the same or in another VET sector or in gymnasium programs. The student take additional and supplementary exams of the first, second and third year of a particular qualification and then enter the fourth grade. Student can complete equivalent of a four-year program during period of two years. Upon successful completion student can take State Matura Exams that enable enrolment into the higher education institutions On the other hand, graduates holding relevant qualifications can apply for master craftsmen exam after 2 years of working experience within the occupation at stake if they have the certificate in crafts, and after 3 if they have the certificate in other three years programmes. The status of master craftsmen enables them to start their own businesses, employ workers and train apprentices. About 1 000 people per year pass this exam. Number of students enrolling into three-year industrial and craftsman programmes is in steady decline in recent years. Four-year VET programmes Four-year VET programmes, including five-year VET programmes for regulated occupations in the health sector, lead to qualifications at CROQF level 4.2/EQF level 4. When it comes to the five years VET programmes for regulated professions, a five-year nursing education model has been established in line with the framework of vertical integration within a university education for all health professions, as was proposed by the EU Directive 36/2005/EU addressing the harmonization of the EQF. On average, four-year VET programmes (including five-year VET programmes) are attended by 65-67 % of the total number of the secondary VET school students. The entry requirements for four-year VET programmes are: primary school certificate of completion of 7th and 8th grade (8 years of compulsory primary school), health and psychological conditions prescribed by curricula according to the law. Currently, there are 95 programmes that offer relevant qualifications. Students having spent four years (or 5 years for regulated professions) at vocational schools also have the option of taking the State Matura exams, which is an external assessment. Students holding this qualification/ vocational certificate as well as a certificate on the passed State Matura exams can apply to higher education. This puts the four-year graduates on track to tertiary
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education with no formal restrictions. Number of students enrolling into four-years programmes is relatively stable in recent years. This example of best practice was taken to show the progression from EQF level 2 and 4 to EQF level 5 (Master craftsman exam) and as an example how to recognise formal, unformal and informal acquired knowledge.
Short professional study degree for Smelter (University of Zagreb, Faculty of Metallurgy) Design of metal by casting has been known for a long time, at least 5,000 years. Although it is a technology whose principles remain the same, it is still competitive manufacturing process as by its characteristics one of the fastest and most efficient mode of production of metal, eco-friendly items of different sizes and complexity, with the possibility of making replicas and recycling. Smelting keeps raw material supply and protects the environment. In the production of iron and steel casts, share of primary metal is still only 12.0%, and casting of aluminium cast iron uses only 15.0% of primary aluminium. Metal smelting is important for many industries. E.g. In the more developed countries, 1/3 of total manufactured smelters refers to a car industry. Competitiveness od smelting technology has survived thanks to its ability adoption of innovations related to technology, as well as the so-called high modern technologies. Great diversity of methods for casting and options provides wide range of choices which procedures are ideally suited to the required configuration, the dimensional accuracy and the amount of moulds considering expended Lifetime. At the University’s professional degree for Smelter, students are trained for production of casts from ferrous and non-ferrous alloys, which allows them immediate employment process. The curriculum differs significantly from curriculum for Metallurgy of university undergraduate and graduate students. It features distinctive items that will provide students a more detailed knowledge and skills in conventional and modern technologies of production metal cast, while the other non-relevant fields of metallurgy (eg, plastic processing) are not included in curriculum. Goal in the first year of study is gaining adequate basic knowledge of mathematics, physics, chemistry, physical metallurgy, thermodynamics and kinetics of metallurgical processes, heat engineering, technical drawing, elements of machinery, chemical analysis and measurement in the melting. In the second and third year students take courses in the field of technology of cast making, melting technology and quality control of the melt, pouring system design and supply, the application of information technology in the foundry, casting technology of iron and non- ferrous metal analysis with flaws in castings, materials testing, welding, surface protection castings and disposal and recovery of materials. In addition to lectures exercises are performed as well. In addition, students must complete a certain number of hours of professional practice in the foundries. Short Professional Study for smelter ends with submission and defence of the dissertation of the selected area of the profession. Finishing the study participant is given title of stručni pristupnik/stručna pristupnica (150 ECTS points). It is possible to continue with professional study for baccalaureus or achieve extra credits for continuation on university study programmes. Based on experience of Faculty of Metallurgy and queries from economic subjects it is obvious that there is a need for this profile of experts. In Croatia there are about 60 foundries (26 industrial and 34 crafts) that employ around 4,419 workers and produce a variety of structural castings, castings for the automotive industry, mechanical engineering and shipbuilding, radiators, solid fuel stoves, etc. Faculty of Metallurgy successfully cooperate with the most of foundry mentioned. Year after year the Croatian foundry recorded an increase in production castings. In 2008 it produced 72 515 t of castings, of which 72.8% were exported (exports amounts to 155.0 mil. €). Analysis of foundry in Croatia shows that it is export-oriented, competitive, market-capable and flexible industrial sector, whose products meet high quality criteria of the world market. However, one of the biggest problems of Croatian foundry is the lack of qualified personnel and insufficient implementation of modern technologies.
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Through Short Professional study for Smelter, students are, in a shorter period of time compared to the undergraduate and graduate Metallurgy studies, trained for professional work in the field of casting, which allows them immediate employment process. Today, the prevailing opinion is that the total world's knowledge doubles in less than ten years. Considering this fact Foundry cannot develop successfully without constant monitoring of innovation aspect. Therefore it is necessary continuous quality improvement of Education experts in this profile. Modern scientific knowledge in the field of foundry and alloys is definitely incorporated as an essential component in the curriculum of the Expert Study for smelter. This is especially visible in the field of modern technologies, computerization, automation and rationalization of production, the use of modern concept of casting production (process modeling, concurrent engineering etc.). For this purpose the scientific and educational cooperation has been established with the Faculty of Natural Sciences in Ljubljana - Department of Materials and Metallurgy and Hutnícka faculties in Košiciach (Slovakia). Quality educational and professional activity is inconceivable without appropriate scientific and professional work. Tracking global trends and own scientific and practical work in this area resulted with the publication of scientific papers both in reputable international journals and in various foreign publications. This proves our ongoing relationship with modern scientific knowledge. University short professional study for smelter is designed in accordance with Bologna Declaration, and provides high-quality and effective education. When developing the curriculum of the short professional study for smelter, the Faculty of Metallurgy was using the experience of following well-known metallurgical foreign universities: Leoben (MUL), Austria; RWTH Aachen and Technische Universität Clausthal (TUC), Germany; University of Birmingham, England; Faculty of Science and Technology, University of Ljubljana, Slovenia and Hutnicka Faculty in Košiciach, Slovakia. University short professional part-time study at the Metallurgy University of Zagreb is comparable with corresponding studies on Naravoslovnotehniškoj colleges (NTF), University of Ljubljana, Slovenia and Montanuniversität in Leoben, Austria. For example, Short Professional study for the smelter at the Naravoslovnotehniška college (NTF) in Ljubljana takes 2 years (IV semester) and contains 28 courses. The analysis conducted proves that the curriculum for Short professional study on University of Zagreb in line with similar programs in European universities. Faculty of Metallurgy acts for fifty five years and is the only institution of this kind in Croatia, which specializes in research and teaching, scientific and work in the field of technical sciences and the field of metallurgy. It is part of the Department of Metallurgy Faculty of Technology in Zagreb, founded in 1960. In the reorganization of Technology Faculty in 1978 and foundation of the Faculty of Metallurgy, which operates, from 1 January 1979., within the Institute of Metallurgy, and as of 1991 as an independent institution of higher education of the University of Zagreb. The Faculty of Metallurgy has three institutes; Department of Process Metallurgy, the Institute of Mechanical Metallurgy and Department of Physical Metallurgy. It educates engineers, professional study engineers, metallurgical engineers bachelors, masters Engineers metallurgy and PhDs in the field of metallurgy. So far, short professional study for smelter completed: 2011./2012. 2012./2013. 2013./2014. 12 8 8
The study is organised in a groups of max. 15 students because it includes new teaching methods and practical part.
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Scientific and professional work at the Faculty is an essential precondition and background of education, as well as further progress of the profession, and thus the metallurgical industry. Educators of Faculty have published more than 1,000 scientific papers so far, with a result of creation a larger number of studies and dozens of projects. Large part of teaching and research is focused in obtaining, processing, structure, properties and the use of metal materials. Faculty has so far collaborated or have further cooperation with foreign Metallurgy, University of Ljubljana (Slovenia), Freiberg (Germany), Kosice (Slovakia), Zenica (Bosnia and Herzegovina), etc., and many other universities (FSB, RGN, FKIT, Faculty of Dentistry, etc.), University of Zagreb, University of Split, Rijeka and Osijek (Slavonski Brod). Faculty of Metallurgy has so far organized 10 international conferences for smelters in which gathers a large number of experts in the field of casting. In addition, Faculty of Metallurgy has organized several seminars in the field of casting. For admission for the Short professional study for Smelter can apply candidates who completed a four- year or three-year VET school and had subjects Chemistry and Mathematics. All applicants who apply for the competition for enrolment in the first year of study are subject to the admission procedure through which the selection of candidates will be made. It consists of: • evaluation of overall success in high school, • evaluating the achieved score in mathematics and chemistry in high school. State Matura is not a requirement for admission to the University professional part-time study Foundry.
Students on completion of short professional study for smelter can be employed in foundries (ferrous and non-ferrous casting processes). In Croatia there are a total of 60 foundries (26 industrial and 34 craft) that employ 4,419 workers and produce a variety of structural castings, castings for the automotive industry, mechanical engineering and shipbuilding, radiators, stoves, solid fuel etc. Year after year, Croatian foundry recorded an increase in production castings. For example, in 2008 it produced 72 515 t of castings, of which 72.8% are exported (exports amounted to 155.0 mil. €). Before the 1990s, Croatia has produced around 2.5mil t of casting per year. Today production is around 100 000 t of castings per year and the number is slowly increasing. The state wants to increase the number even more, but there is lack of investments in metallurgy and in education programmes like short professional study for smelter. It can be concluded that the foundry is export oriented, competitive and market-capable flexible industrial sector, whose products to assess the quality of the world market. From contacts with top foundry industries can be concluded that they are interested in this study because there is a lack of qualified personnel, and opportunities for overall education of students in the field of casting of metal castings. This is why the completion of short professional study for smelter is work- oriented practice which gives the labour market complete and well educated smelter which can make the casting industry more competitive and assure investments in the sector which was one of the leading sectors in Croatia 25 years ago.
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Appendix 8 The Netherlands SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys The Netherlands Overview of Education and VET systems
Developed by: EfVET
February 2016
This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Table of Contents Summary ...... 145 Education in The Netherlands ...... 146 Primary education ...... 146 Secondary education ...... 146 Senior secondary vocational education and training (mbo) ...... 147 Higher education ...... 147
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Summary
HVET on EQF 4 or 5 in Europe consists of Master craftsmen exam. It shows that EQF level 5 qualifications play an important role in providing access to employment and career advancement. The study in Netherland show that EQF 5 is a bridge between education and training institutions and subsystems, allowing learners to move more easily between different types of education and different level.
The Netherlands has decided to follow up the Recommendation and has started to develop the Dutch National Qualifications Framework- NLQF. Qualifications is classified at the appropriate level in the NLQF and , thus is aligned to an appropriate EQF level Learning outcomes at EQF level 5 are:
• Comprehensive, specialised, factual & theoretical knowledge within a field of work or study Knowledge
• A comprehensive range of cognitive and practical skills required to develop creative solution to abstract problems Skills
• Exercise management and supervision in contexts for work or study activities where there is unpredictable change Competence
Many EQF level 5 qualifications are designed to up-skills individuals already in employment and provide them with advanced technical and /or management skills: for example, Management and health care. Almost all students enrolled in this type of programme are already employed and are seeking to upgrade their management competences to enable them to reform team leader roles in the organisations in which they work. Secondary education, which begins at the age of 12 and is compulsory until the age of 16 and is offered at several levels. VMBO programmes for four years combine general and vocational education, after which pupils can continue in Secondary Vocational Education and Training – MBO lasting one to four years. The two programmes of general education that grant admission to higher education are: - HAVO (five years) - VWO (six years) Some of students in the third year of secondary education take part in one of these programmes.
Higher professional education is open to students with upper secondary general education diplomas and graduates of level 4 upper secondary VET programmes. Half of such VET graduates enter the job market and the rest continue to higher professional education. Also, two years associate degree programmes open to MBO level 4 graduates and leading to EQF level 5 have recently been development
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Education in The Netherlands
The Dutch education system is to give a good opportunity for education and prepare for independence and responsibility in life. The education System in The Netherlands is coordinated by the Dutch Ministry of Education, Culture and Science on national level and on regional level by municipalities. Education is compulsory from the ages 5 to 18 and is provided in public, religious and private schools. Therefore, the Dutch education system is that pupils choose their path (type and Level) of education in an early stage. In the Netherlands, full-time education is compulsory from the ages of 5 to 16. From the age of 16 until 18 students are obligated to attain a starting qualification that is sufficient for entrance at the labour market. The Dutch education and training system comprises the following main elements: Primary education Special education Secondary education (pre-vocational secondary education and general secondary education Vocational education and training and adult continuing education Higher education
Primary education The children in The Netherlands are allowed to begin school at the age of four, but are not legally required to do so until the age of five. Primary education last eight years, in the last year of which pupils are advised as to the type of secondary education they should pursue.
Secondary education
The secondary education is beginning at the ages of 12 and is compulsory until the age of 16, is offered at several levels. Vmbo programmes (4 years) combine general and vocational education, after which pupils can continue in senior secondary vocational education and training lasting one to four years. The two programmes of general education that grant admission to higher education are havo-five years; and vwo – six years. Students are enrolled according to their ability, and although vwo is more rigorous, both havo and vwo can be characterized as selective types of secondary education. The havo diploma is the minimum requirement for access to hbo. The last two years of havo and the last three years of vwo are referred to as the tweede fase, or upper secondary education. During these years, students focus on one of four subject clusters, each of which emphasizes a certain field of study in addition to satisfying general education requirements. Each cluster is designed to prepare pupils for programmes of study at the tertiary level.
A students enrolled in vwo or havo can choose from the following subject clusters:
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Science and Technology Science and Health Economics and Society Culture and Society
Senior secondary vocational education and training (mbo) Senior secondary vocational education and training is offered in the areas of economics, technology, health, personal care, social welfare and agriculture. Mbo programme vary in length from one to four years as well as in level (1 to 4). Graduates of vmbo programmes are eligible fro admission to mbo, and completion of mbo programmes at level 4 qualifies pupils for access to hbo. It is mostly seen as the end of initial education, completed with an initial qualification. For others, it is regarded as an alternative route to higher professional education. Most students follow the vocational education pathway although general education is viewed as a superior path. Improving parity of esteem between the two routes is a policy priority.
Higher education Higher education in the Netherlands is offered at two types of institutions: Research universities and universities of applied sciences. Research universities are primarily responsible for offering research- oriented programmes. Dutch research universities provide education and conduct research in a wide range of disciplines: language and culture, behavior and society, economics, law, medical and health sciences, natural sciences, engineering, and agriculture. The higher education system in The Netherlands has been organized around a three-cycle degree system consisting of bachelor, master and PhD degrees. At the same time, the ECTS credit system was adopted as a way of quantifying periods of study. The higher education system continues to be a binary system, however, with a distinction between research-oriented education and professional higher education. The higher education, leading to a doctor degree, will be offered only by research universities. All research universities in the Netherlands are entitled to award the country’s highest academic degree, the doctoraat, which entitles a person to use the title doctor. The doctorate is primary a research degree, for which a dissertation based on original research must be written and publicly defended. The minimum amount of time is four years.
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Appendix 9 Spain SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys Spain Overview of Education and VET systems
Developed by: EfVET (powered by CECE)
February 2016
This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Table of Contents Summary ...... 151 Diagram of the Spanish education and Vocational Training system ...... 151 Pre-school...... 151 Primary education ...... 151 Secondary education ...... 152 Upper secondary education ...... 152 HVET system in Spanish ...... 152 Good practices ...... 153
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Summary The Spanish Ministry of Education Culture and Sport is responsible for developing and implementing government policy in VET programmes in the education system whereas the Ministry of Employment and Social Security in mainly concerned with VET & HVET programmes in the National Employment System and continuous vocational education training. The autonomous communities have responsibilities for VET, consisting of developing and applying basic regulations and in regulating non –essential aspects of the VET &HVET system. Another highly relevant body is the National Council that advises the central government in all education matters, including HVET. This Council consists of 107 members representing all stakeholders within the education sector. The geographical distribution of this population in the seventeen autonomous, communities and two autonomous cities of Ceuta and Melilla depends. The population is concentrated in certain regions: - Andalucia - Catalonia - Community of Madrid - Community of Valencia
Source: INE 2012 Census 2011 www.ine.es.es
There are many foreigners come from South America, but the largest share of immigrants comes from Romania and Morocco. In relation to VET, the increase of immigrants may have affected the education indicators of the country.
Diagram of the Spanish education and Vocational Training system
Vocational training that is offered in the education system in mainly IVET for young people.
Pre-school Pre-school are often located the same complex as a primary school. The first stage is nursery school, which takes children from around three months up to three years old. The second stage is pre school which take children from three to six years old. Pre-school are often attached to state primary schools and are free. From the age of four they learn to read and write. The aim of early childhood education is to contribute to the physical, social and intellectual development of a child.
Primary education The primary education begins at the age of six and lasts for six years. There are there 2 year cycles. During theses two years the child is assessed every term and parents are issued with a report. At the end of this cycle a child may need to repeat a year if they not reached the education level needed to carry on to the next cycle. The second cycle is for children aged eight to ten years. The third cycle is for ten to twelve year olds and serve to prepare them for secondary education. Children study Spanish languages and literature, mathematics, social science, arts a foreign languages and physical education. In the third cycle, the study, which is moral/social studies.
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Secondary education After primary education, students go onto compulsory secondary education, between the ages of 12 and 16 years old. The secondary school system in Spain has been seen major changes in the past decade. It has been moved away from the traditional rote-learning model and is now more akin to the British comprehensive system. Now more geared towards project work and continuous assessment that old- style fact learning. Spanish schools have a relaxed atmosphere with less discipline. The cycle divided into two: from 12 to 14 years and from 14 to 16. In both cycles, there are core compulsory subjects and optional subjects. The core curriculum is Spanish languages and literature, mathematics, geography, history, a foreign languages. At the end of the two years, the curriculum has similar core subjects and students have to choose some optional courses which include: natural and social sciences, music, technology, plastic and visual arts. At 16 years old, students can choose to study for the upper secondary education, undertake intermediate vocational training, which will be geared toward a specific job, or leave education completely.
Upper secondary education The students can continue their education by studying for university entrance or entering vocational studies. At 16 years old, students who wish to continue their education can study for a further two years to earn the BAC certificate. All students a number of core subjects including Spanish, a foreign languages and history but they also have to specialize in one area: sciences and engineering, social sciences, natural and health sciences. Some nine subjects are studied with the yearly exam results of each subject aggregated to provide an overall mark up to 10.
HVET system in Spain The vocational courses provided by the institute are intended to provided practical training for a working skill such as plumbing, electrical work, hairdressing etc. The vocational courses last four years and result in qualifications universally recognized across Spain. Higher Vocational Training may be offered in different types of institutions, namely , in secondary education schools, which also organize Compulsory Secondary Education (ESO) provision and Bachillerato (BAC) programmes, in national reference centres and in integrated vocational training centres. Advanced Vocational Training belong to the stage of post-compulsory non–university education and has a clear professional orientation. These programmes lead to a diploma of Higher Technical, included level 1 of the National Catalogue of Occupational Standards. The courses are school-based work placement being organized as specific modules. The Spanish system included three levels: - Initial level - Medium level - Higher level All qualifications are assigned to the levels of the Spanish qualifications system, which consists of 5 levels and uses only the notion of competence as the basis of its classifications. It is quite obvious that the levels of the Spanish qualifications system do not correspond to those of the EQF. The Levels 1 and 8 do not exist in the Spanish system. The Spanish level 2 corresponds to EQF level3 and in part to EQF level 4. In several studies, the relations between the levels of the Spanish qualifications system and those of the EQF.
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At the level of higher –level technicians, that is, at level 3 of the Spanish system and level 5 of the EQF, there are one occupational title for the automotive sector and the following two titles for the aerospace sector: - Higher-level technician for maintenance in the area of avionics - Higher-level technician for maintenance in the area of aircraft machinery
Good practices
Area of activity KNOWLEDGE SKILLS COMPETENCE Business and Entrepreneurial - Recognize the skills related to Initiative entrepreneurial initiative, analysing the requirements derived from job positions and business activities. - Define the opportunity of creating a small enterprise, assessing the impact on the sphere of action and incorporating ethic values. - Carry out the activities for the setting-up and implementation of a company, choosing its legal structure and identifying the associated legal obligations. - Carry out basic administrative and financial management activities of an SME, identifying the main accounting and tax obligations and filling in documentation.
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Area of activity KNOWLEDGE SKILLS COMPETENCE Assembly Management of - Characterize wind energy Develop projects mounting Wind Farms installations, considering their wind turbines. elements and recognising their function. Preventing occupational - Plan the assembly of wind hazards and emergency energy installations, using action on wind farms. projects and manuals. - Characterize assembly processes Install and maintain wind used for offshore wind farm turbines. projects, recognising the differences with onshore wind farms. - Prepare supply plans for the assembly of wind farms, using logistics management techniques and applying quality management methodologies. - Set up small power wind installations, calculating and selecting elements and systems. - Carry out assembly operations for wind turbines at wind farms, using real or simulated situations. - Assess risks at offshore wind farms, recognising the own characteristics of the installation and the environment. - Use different safety and personal protective equipment used for assembly and maintenance tasks of wind farms, defining their use and determining their appropriateness for each installation or system.
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Appendix 10 Greece
SHare, Improve, develop: today’s excelleNce for tomorrow’s HVET Project n°. 2015-1-IT01-KA202-004792
Intellectual Output 1 – National surveys Greece
Developed by: EfVET (powered by p-consulting)
February 2016
This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Table of Contents Demographics ...... 157 The Greek Educational System ...... 157 Structure...... 157 Primary Education ...... 157 Secondary Education ...... 158 3rd Grade Education ...... 158 Continuing Vocational Training ...... 160 Good Practice ...... 160
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Demographics Greece gained independence from the Ottoman Empire in 1829. During the Second World War, Greece was invaded by Italy (1940) and one year later by Germany (1941), which ended in 1944 with the end of the war. In 1952 Greece entered NATO. In 1967 a dictatorship took place and ended after seven years (1974) when parliamentary democracy was restored. In 1981 Greece joined the European Union as a full member and in 2001 the monetary union. The GDP of the country gradually decreased in recent years. In 2014 GDP at current prices was 177 bln €, while in 2006 was 217 bln €. The country's exports in 2014 reached 58 bln € while imports were 62 bln €. Respectively in 2006 imports were 69 billion while exports were 46 bln €.
The Greek Educational System Structure The Greek Educational System is divided into three successive levels: Primary, Secondary and Higher Education. Education in Greece is compulsory for all children aged 6-15 years including Primary (Elementary) and Lower Secondary (Gymnasio) Education. The school life of the students can may start from the age of 2.5 years (pre-school education) in institutions (private and public) called Nursery. Some Nursery are equipped with infants’ departments operating alongside Kindergartens. Attendance to Kindergartens (ISCED 0) lasts one to two years, from the age of four to six years and a preparatory stage which contributes to integrating the children in primary school. Kindergartens operate either independently or alongside with Primary Schools. Most kindergartens are public and attendance is free. In Greece it has also been institutionalized the All-Day Kindergarten with extended hours of program based on creativity (8 hours per day).
Primary Education Primary education (ISCED 1) is provided in primary schools, public and private. Public Primary Schools exist throughout Greece even in the most remote areas. The attendance and books are offered for free. The primary school belongs to compulsory education and aims at all-round, harmonious and balanced mental and physical development of students. Attendance at these schools lasts six years (corresponding to six classes), from age 6 to 12 years. Also there exist All Day Primary Schools with extended program based on creativity and enriched curriculum. Alongside there are the Special Schools offering Inclusion Classes for children with special educational needs and Multicultural Education designed to meet the educational needs of groups with social, cultural or religious differences.
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Attendance at Elementary Schools is completed by the end of sixth grade, when qualification is issued, and the student is allowed to attend the official Gymnasio School, to continue their studies there.
Secondary Education Secondary Education in Greece is provided in two circles: compulsory (lower) secondary education and post-compulsory (upper) Secondary Education. The Compulsory Secondary Education (ISCED 2) is provided at the Gymnasio. Attendance at the Gymnasio lasts three years and is aimed at students aged 12-15 years. The education aims to promote the all-round development of students by a number of opportunities available to that age and the requirements they have to face in life. The Evaluation during Gymnasio is based on daily oral examination and student participation in the learning process, short written tests (15 minutes tests), the written tests (1 class hour) and finally the written review examinations at the end of the school year. At the end of the year students who fail to get a grade for promotion in some subjects are being referred for further examination in September. All the high school graduates receive a Certificate Title which enable them to follow the higher secondary education. The post-compulsory (upper) Secondary Education (ISCED 3), following the 1997 reform, involves two types of schools: Lyceum and Technical Vocational Schools (TEE). The duration of studies in the Lyceum is three years and the Technical Vocational Schools Biennial (first study circle) or three years (second study circle), while there exists a possibility of transfer between one type of school to another. In addition to the daily lower secondary and TEE also there are operating Evening Schools as Second Chance School or Schools referring to people who already have a job. The development and approval of the programs are being carried out by the Department of Lifelong Learning of the Ministry, which oversees most of them. Certain TEE are supervised by the Ministries of Health, Agriculture and Rural Development, and provide professional training in specialties relevant of these Ministries. In Greece there also operate private TEE vocational schools. Along with the mainstream primary and secondary schools, there are Special kindergarten, primary schools, high schools TEE for specific groups of students with special needs. Specifically 26 intercultural schools operate for foreigners and repatriates, 232 minority schools for students of the Muslim minority in Thrace and around 250 independent special schools for children with special needs. Also in secondary schools there operate on equal terms with the other, 'Experimental' schools (cooperation with Universities), "Music" (with emphasis on music), "Church" (with emphasis on religious education) and "Sports" (with emphasis on sports). In public schools of compulsory and post-compulsory secondary education, attendance is free and books are distributed free of charge by the state. Post-compulsory Secondary Education include Vocational Training Institutes (IEK), which provide formal and non-formal education (ISCED 4). These institutions are characterized as formal and non-formal, because they accept both graduates of junior high and high school, depending on the specialties offered. Compared with TEE, IEK courses are focused to the labor market and is designed with the cooperation of the state, employers and employees. Trainees receive training certificate that gives them the opportunity to participate in the final certification examinations for Vocational Training Diploma.
3rd Grade Education 3rd Grade Education (ISCED 5) is provided in two parallel sectors: the university sector and the highest technology. The duration of study in higher education is 8-12 semesters. Admission of students depends
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on their performance in tests being done nationally in the last class of the Schools. In Higher Education there are also carried Postgraduate programs \ (ISCED 6).
University Education: University Education has the task of high theoretical and comprehensive training for the future of the country's scientific potentiality. In Higher Education are Universities, Polytechnics and the Fine Arts.
Higher Technological Education: Higher Technological Education is provided in the Technological Institutes (TEI) and their role is to contribute to national development and progress of science and applied research. The studies in TEI compared with those at the universities have a more applied nature, as education is geared to the assimilation and transfer of scientific data in the production process. Higher Technological Education also falls under the Higher Education Technological Education (ASPAITE). In Higher Education there is also included the Hellenic Open University and some non-university schools for which there is a special import system and their period is two to four years. Graduates of these schools can work as professionals in the subject of their specialty, or continue their studies via examinations in corresponding schools of higher education.
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The Hellenic Open University: (EAP) is the basis of open and distance learning. Its main objective is to provide more educational opportunities to a wide range of stakeholders and age groups based on the idea that education is a right for all throughout life.
Higher education (non-university): The Higher Education stage includes various institutes which provide vocational training in specific areas related to religion, art, tourism, commercial navy, the army and public order. Specifically in this stage include the Higher Ecclesiastical Institutes, the Merchant Marine Academy, the Higher Schools of Dance and Drama, the Higher Schools of Tourism Education, the Higher Schools for Petty Officers of the Ministry of National Defense and Security Forces Schools.
Continuing Vocational Training The CVT includes all the training and information activities carried out outside the established Initial Vocational Education and Training System. Continuing Vocational Training is aimed at maintenance, renewal, upgrading and modernization of the professional knowledge and skills of the unemployed who need specialties to look for a job and workers seeking career advancement. The continuing training in Greece is being implemented by a number of associations that appeal to different categories of people and supervised by different Ministries. The existing institutional framework focuses on four categories: training for the unemployed, training of private sector workers, training workers of the public sector and training socially vulnerable groups. The Continuing Vocational Training programs are of short duration and hours of training are formed according to the subject of training, the content of the program and the group to which they are addressed. The programs include theoretical training and practical on the job training in the industry. The trainees, most of times are subsidized, during the programs. In Greece the public and private bodies implement continuing vocational training programs are private specialized companies and Vocational Training Centers (KDVM), certified by the National Accreditation Centre for Continuing Vocational Training and Support Services (EOPPEP).
Good Practice The tourism sector in Greece is the largest part of total GDP of the country. Upgrading the quality of the tourism product is a core priority of Greece and the Ministry of Tourism. In addition to modern economic situation is of particular importance that the expansion of education / training opportunities to enrich and develop the knowledge, skills and enhance employment opportunities for workers in tourism and especially for young people. That is why investment in human resources is a primary goal and a priority for the Ministry of Tourism.
The Ministry of Tourism in recent years has created a modern education and training framework in the tourism sector which will improve the competitiveness of the product. Within a relatively short time there has been an integrated operation of the schools of the Organization of Tourism Education and Training in the Ministry of Tourism.
In this context the contribution of Professional Guide in view of Greece and the Greek Culture is great. In this context the Ministry of Tourism has created the Tourist Guides School. In this University, graduates of specific schools who want to gain further expertise and to work as guides, study.
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It requires a thorough knowledge of at least one foreign language in order to allow direct communication with the foreign visitor, whom the Guide undertakes to introduce the Greek culture, to answer all the questions, explain the history, art and connect the distant past of Greece with today. It also requires a wide and deep knowledge, not only of history, tradition and art, but also of social structures and the geopolitical context that created them. The knowledge gained by guides both during their studies in the School of Guides, and with a lot of personal study and monitoring of annual seminars organized by OTEK.
It requires great tact and diplomacy in approach national issues, without patriotic surges but with respect for historical truth, promoting the interests of Greece and the contribution of Greek culture in world affairs.
For half or one day, but for four or five or ten days or 20 days the tour guide Sleeps visitors with the full sense of the word, creating friendship and confidence and making friends in Greece
During journeys coaches for the transition from one area to another, the guide talks about the climate, topography flora, fauna, and the natural resources and the country's economy. It promotes and presents Greek products, describes and other parts of the country, trying to attract the interest of foreign for a second or third trip to Greece. Presents the Greek language, revealing its guests countless Greek words they use in their language. He talks about the Greek music but also for the Greek cuisine
The subjects taught are the following:
Tourism and sustainable development principles Tourist and Archaeological Legislation Geography - Natural and Human Environment Management of cultural heritage Interpretation and promotion material and intangible culture: guided tours through applications Tour and Museum Education technical tour Voice placement - Speaking Education -Orthophony Specific issues. - First aid
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Aim – Objective – Special Objectives The aim of this shortened two-month duration of the project is the training of graduates
The objective is the acquisition by the students the necessary theoretical thinking tools that will help to bridge the scientific background who have obtained their undergraduate studies with the occupation of tourist guide.
In particular it is intended that students shall: a) Be able to present in organized groups of visitors or to individual tourists the attractions of the place, the ancient and historical monuments, natural beauty, monuments, buildings and any kind of artistic works, giving the necessary explanations regarding the relevance, history and contemporaneity of Greek civilization. b) Identify, select and organize information necessary to provide their audience with an intelligible and narrative. c) Be aware of the role of sustainable tourism development in the direction of development of the national economy and create new jobs. d) Know basic archaeological and tourism law concepts for the effective discharge of their duties. e) Ensure the safety of visitors taking proper precautions and reducing the risks to health and safety of visitors who may be lurking as well as being able to provide first aid in case of accidents
Participants who attended "successfully" this program, are administered by the General Secretary of Tourism, under the responsibility of the competent Directorate, Successful Monitoring Certificate. In the Certificate are included the individual data of the participant, time and program implementation site, the average score compiled and the language or languages in which it is entitled to guides and are on a special Database open to the Stakeholders.
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Partners
I.F.O.A. – Istituto Formazione Operatori Aziendali – Italy www.ifoa.it
Confindustria Veneto SIAV – Italy www.siav.net
Ufficio Scolastico Regionale per il Veneto – Italy www.istruzioneveneto.it
Westsächsische Hochschule Zwickau – Germany www.fh-zwickau.de
Göteborgs Tekniska College – Sweden www.goteborgstekniskacollege.se
Colegiul Tehnic Ion I.C. Brātianu - Romania www.colegiultehnicbratianu.info
Obrtničko Učilište - Ustanova za obrazovanje odraslih www.obrtnicko-uciliste.hr
EfVET – European forum for Vocational Education and Training www.efvet.org
www.projectshine.eu
This document is copyright of partners of SHINE – Share, improve, develop: today’s excellence for tomorrow’s HVET (Project n°. 2015-1-IT01-KA202-004792). It is released under a Creative Commons license Attribution – Share alike 4.0 international. You are free to: - Share: copy and redistribute the material in any medium or format. - Remix: remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: - Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. - Share Alike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.