The EQF and apprenticeship: the case of bricklaying

1. The EQF and apprenticeship: the case of bricklaying Michaela Brockmann, University of Westminster Linda Clarke, University of Westminster Christopher Winch, King’s College London

2. The EQF and apprenticeship: the case of bricklaying The European Qualifications Framework (EQF) aims to enhance comparability of qualifications, mobility of labour based on learning outcomes eight levels – 3 descriptors: knowledge, skills, competence Open Method of Coordination (OMC) Zones of Mutual Trust (Coles & Oates, 2004)

3. The EQF and apprenticeship: the case of bricklaying Nuffield study: Cross-national equivalence of vocational qualifications and skills Cross-national: England, Germany, Netherlands, France Case-study approach: bricklaying, lorry-driving, software engineering, nursing Leonardo-da-Vinci: Bricklaying qualifications, work and VET in Europe Examines bricklaying qualifications in 8 European countries Developing a framework for the comparative assessment Assessing possibilities and problems concerning the implementation of EQF/ECVET

4. Occupational: statutory framework social partnership recognised qualifications comprehensive nationally recognised VET programmes multi-dimensional competence ‘occupational capacity’ occupational knowledge general and civic education Skill-based: weak statutory framework marginalisation of stakeholder interests narrow skills sets, remedial functional skills functionalist-behavourist conception of competence minimal underpinning knowledge neglect of general and civic education Occupational vs Skill-based VET systems

5. SKILLS/TRADES OCCUPATIONAL QUALIFICATIONS roofer plumber architect construction manager quantity surveyor bricklayer site manager joiner UNTRAINED carpenter

6. Place, scope of bricklaying in England • 2.3m employed in construction 2007; 100,220 bricklayers (11% of skilled construction tradespersons) • Trade – not occupation, tools of trade, employed by LOSC, often self-employed, lack of stability, loss of status, usually paid according to price ie. secondary not occupational labour market • Fragmented nature of social partners: dominance of trade associations,VET employer-led, little trade union (UCATT) involvement • Often narrow activities, especially housebuilding, but changing (was broad) →increasing need for versatility (e.g. stone); glue instead of mortar + machines • High degree informal learning + acquiring NVQ through OSAT→ Need for more comprehensive VET as not reflecting changing labour process (rise of concretor); what is bricklayer?

7. Nature of Bricklaying VET in England • Traditional trade-based VET: 21% first year construction trainees bricklayers • Predominantly NVQ2 (as ‘craftsman’ in WRA NVQ3): 11% construction trainees = Level 3, 60% Level 2, 17% Level 1 • Apprenticeships: Only c45% construction trainees apprentices (83% Level 2), c. 2 years, trade specific; college day release; 5x more apprentice applicants than places; fixed CITB apprentice grant partly through levy • Exclusion of trade unions and FE sector though FE colleges key providers (ICAs/ diplomas + work experience); divide between FE and industry • Training variable standard & narrow

8. Main skills and competences E.g. bricklaying course content: • Building solid walls and piers • Building cavity walls, chimneys, flues and arches • Drainage systems • Basic scaffolding • Setting out rectangular building • Health and safety on site • Functional skills – English, Maths, ICT (not integrated) Lack of permeability, difficult to progress NVQ learning outcomes, based on performance criteria & derived from occupational standards (e.g. conform to workplace safety) Minimalist underpinning knowledge, no social skill requirements, narrow range of skills, focussed on constructing brick and blockwork and some concreting →Lack transferable skills/competences

9. Definitions: English bricklaying trade • Weak VET, intellectual function separated from manual, little mapping of labour categories into sectoral divisions → weak occupational status • Skills = physical and mental dexterity to perform employer-defined tasks in work process, acquired through traditional apprenticeship, learning mainly on job with little theoretical underpinning • Competences confined to narrow trade skills required to produce given output • Regulation and Currency: CSCS registrationbut difference between collectively agreed, qualification and pay levels • Scope defined by employer/trade associations, little involvement of TUs & educationalists,

10. Nature of Bricklaying VET in Germany • model of social partner regulation, including assessment • 3-year dual system apprenticeship level 3+; high success rate (77%; 92% inc. second attempt) • comprehensive training; college + workshop + workplace; no modular structure; 2-tier (Stufenausbildung) • qualification in one of 3 sub-sectors after 2 years (Hochbau, Tiefbau, Ausbau) • occupational qualification after 3 years • comprehensive mapping of occupations onto sector → occupational qualifications (Beruf Construction: 14 Berufe) → occupational labour market i.e. importance of qualification for labour market entry (82% of bricklayers have qualification) • graded wage structure (6 levels) linked to qualification levels and hence collective bargaining system

11. Bricklaying competences in Germany • ‘Occupational capacity’: as Beruf i.e. stepwise specialisation, from the whole of construction to bricklayer, strong social identity • Content: • industrial knowledge (VET law, labour law, social partnership, health & safety, environmental protection) • occupational knowledge and skills • social competences • general and civic education (economics, politics, German, sports) • Handlungskompetenz • Broad scope of activity: newly built, renovation, restauration, working with variety of materials • Autonomy: planning, carrying out, evaluation • Permeability

12. Definitions: German Maurer Beruf • Formally recognised social category i .e. close relation occupation and social status • Regulated VET and qualifications, promotion, theoretical & practical knowledge necessary to undertake defined and broad range activities • Holistic and multi-dimensional competences linked to developing individual capacity and changes in labour process • Systematised combination of knowledge, skills and competence i.e. uniting intellectual and manual • Scope determined by social partners • Link between occupational qualification and recognition through collective bargaining • Link between occupations and education →mapping occupations onto sectoral structure

13. The EQF and apprenticeship: the case of bricklaying Conclusions 1: the qualifications skills-based (level 2) task-specific, employer-defined minimal educational input not a precondition for labour market entry occupational (level 3) notion of competence development recognised entry route to the labour market

14. The EQF and apprenticeship: the case of bricklaying Conclusions 2: Scope of the occupation skills-based restricted range of tasks, focussed on outputs and performance bricklaying as a trade occupational broader underpinning knowledge

15. The EQF and apprenticeship: the case of bricklaying What does this mean for the EQF? notion of competence scope of activities learning outcomes