Director Kim Faurschou FACO International Sciencepark, Odense, Denmark

1. Director Kim FaurschouFACOInternational Sciencepark, Odense, Denmark Quality Assurance Systems in Work Based Learning in European Vet. Selected Cases On Quality Assurance in Apprenticeship Programmes from England/UK, Germany, Romania, The Netherlands, Leonardo da Vinci.

2. Agenda Background Kim Faurschou, FACO The ENQA-VET Study Quality criteria Quality indicators Policy recommendations Discussion

3. Kim Faurschou, FACO Roles Critical friend Process consultant Research and analysis Work(ed) for The European Commission (Belgium) CEDEFOP (Thessaloniki, Greece) European Training Foundation (Torino, Italy) EQAVET Secretariat, (Dublin, Ireland) ENQA-VET Secretariat, (Dublin, Ireland) Nordisk Ministerråd A number of ministries and organizations in Denmark, Sweden, Norway, Austria, Lithuania, Slovakia, England, Scotland, Wales, …… On-going/recent activities Mapping and analysis of ISCED level 4 and 5B post-secondary vocational education and training in Europe (Myndigheten för yrkeshögskolan, Sweden) Future quality assurance of VET in Norway. (Kunnskapsdepartementet, Oslo). Implementation strategy for ECVET in England, Wales and Scotland (The Scottish Credit and Qualifications Framework Partnership, Scotland) Study on quality assurance of apprenticeship (ENQA-VET, Ireland) Evaluation of Quality projects from the Lifelong Learning programmes (Nationalagentur LLL, Wien) Sectoral seminars on quality assurance (EQAVET, Ireland)

4. The ENQA-VET Study Focus Quality assurance of apprenticeship programmes in European VET Quality assurance systems in work based learning Objectives Search for common principles Present a distillation of the cases Present different ways apprenticeship programmes are quality assured Have an analytical approach Make conclusions and recommendations for all stakeholders Research methods Desk research Questionnaire Interviews Research questions General characteristics of apprenticeship The roles of the Social partners The enterprises The VET-providers The apprentices/students The system level Measurement of the quality How can the quality be raised? Countries and programmes UK and England Germany Romania The Netherlands Leonardo da Vinci programme

5. Examples of quality areas and the potential for improvement seen from the enterprises point of view.

6. Quality criteria for the enterprises the supply of places for apprenticeship the knowledge about the costs and benefits of apprenticeship the knowledge of the education at the schools the skills and attitudes of the trainers the working conditions of the trainers the motivation of the trainers the cooperation with the schools the common projects with the schools the personal contacts to the schools the focus on the individual learner the equipment

7. Quality criteria for the apprentices the understanding of the rights and responsibilities the level of activity and demand the participation in the quality assurance and development the connection between the schools and enterprises the life outside the apprenticeship: holidays, free-time, … the feedback skills

8. Quality criteria for the schools the focus on the learners the close cooperation with the enterprises the personal contacts to the enterprises the knowledge of the working conditions in the enterprises the motivation of the school-management the cooperation and communication structures the feedback systems between enterprises and schools the common projects with the enterprises the equipment

9. Quality criteria for the system level the support to the supply of apprenticeship places the support/decisions on the definition of quality the handling of the future branches, sectors and jobs the quality of all apprenticeship programmes the supervision and control of all the actors the motivation of the all the actors to deliver quality the support to the communication between the many actors

11. Indicators (examples) for quality assurance and development of apprenticeship programmes Structure quality The stakeholders (social partners, students, parents, VET-providers, ministry…) involved (number, motivation, activities, dialogue…) Input and Process quality Share of accredited training places The trainers/teachers motivation and skills The cooperation between schools and enterprises Output quality Employment rate Further education rate The time from training to jobs/the Labour market Satisfaction rate of individuals and employers with acquired skills/competences

12. Policy recommendations for all stakeholders Continue the good work Use a limited number of indicators Focus on cooperation Recommendations at European level Maximise the use the Leonardo da Vinci programme Continue the work done by EQAVET to support the Member states

13. Policy recommendations at National system level Secure the supply of apprenticeship places Support the communication between the stakeholders Secure the quality of all apprenticeship programmes Update the procedures for new apprenticeship programmes Policy Recommendations at Social Partners level Upgrade the focus on quality Support the supply of apprenticeship places

14. Policy recommendations at Enterprise level Provide more places for apprenticeship Cooperate even further with the VET-colleges Focus on the learner Focus on the trainers skills Policy Recommendations at VET-college level Closer contact to the trainers and enterprises Focus on the learner

15. Policy recommendations at Apprentice level Be more active Know your rights and responsibilities Recommendations for further Research Good practices for cooperation between enterprises, VET-colleges and learners The internal organisation of the quality assurance of the apprenticeship programmes How to get new enterprises to supply places for apprenticeships?