Role of Social Partners and the Status of Apprenticeship in Turkey

1. Role of Social Partners and the Status of Apprenticeship in Turkey Arjen Vos Özlem Ünlühisarcikli Conference on Innovative Apprenticeships Torino, 18 September 2009

2. Introduction • EU Strengthening VET project 2002-2007 • VET Strategy 2007 • Policy learning workshop on Apprenticeships 2008

3. VET Strategy 2007 on Apprenticeships • “In an economy with numerous SMEs, investing in apprenticeship training yields high benefits, such as (i) securing that training is closely connected with employment and actual working conditions, (ii) contributing to social inclusion of low-educated youth and adults through job creation in the craft sector and SMEs, and (iii) saving public funds because apprenticeship training is much cheaper for the public budget than school-based VET.” • “To overcome the low status of apprenticeship, a strategy based on a search for quality in SMEs-based training rather than quantity is suggested below: • A stronger information base is needed regarding (i) student flows (numbers of newly-enrolled, drop-outs, graduates), (ii) in-company training practices, (iii) student assessment, (iv) employment prospects (v) costs and financing arrangements; • SMEs and artisans & craftmen’s workshops should be categorized according to their ability to provide good quality apprenticeship training in selected occupations and locations; • Tax rebates should be granted to qualified companies willing to create high-quality training places.”

4. Policy and legislation • Law of Apprenticeship and Vocational Training Number 3308 (1986) • Amended in 2001 into Vocational Education Law No 4702

5. Main types of apprenticeship and enterprise-based learning • Apprenticeship training carried by the Ministry of National Education (MoNE) in Vocational Training Centers (MEM) • Apprenticeship training provided by TESK in occupational branches where the MoNE does not offer such training.

6. Vocational Training in Vocational Training Centres

7. TESK

8. Methodology • Third Policy Learning Workshop in July 2008 • 40 stakeholders from: • directorates of MoNE, and provincial directorates • schools and training centers • social partners • In-depth interviews: • MEM • 3 directors and 5 deputy directors • TESK • Istanbul Tradesmen and Craftsmen Chambers Union • Istanbul Metalwork and Craftsmen Chambers Union

9. Conclusions from the Kırşehir Workshop • Strengths • A well developed apprenticeship system • Legislatively • Financially

10. Conclusions from the Kırşehir Workshop • Drawbacks • Technological upgrading needed • Time duration of the programs needed revision • Adaptation needed to the delayed entrance into the system • Inadequate training of teachers and mentors • Low status of apprentices a burning problem • Come from lower SES families • Frequently school drop-outs • Status of the certificate not clear • Not well connected to further education opportunities • Tough working conditions

11. Conclusions from the In-depth Interviews Perceived obstacles for a better status of apprenticeship • MEM administrators • enthusiasm and knowledge for apprenticeship • occupational chambers: should be more effective • Unions’ difficulties to realize their roles and responsibilies • Enterprise Monitoring and Consulting Group (IDDG) • Low numbers of membership • Either unregistered, • or registered to Chamber of Commerce

12. Conclusions from the In-depth Interviews • Suggestions to improve the status of apprenticeship training • The numbers of MEMs should be increased • Better informed municipalities and public • On job opportunities • Importance of high quality training • In-service training for teachers, trainers and mentors • Sector analysis of demand and supply • Revised programs

13. Conclusion • Social Partners well involved • Public-private financing But implementation problems remain! Tackle the problems on the outputs side: • Value and use of Mastership certificate • Career information • Linking with further training opportunities