“Dual systems: starting situation, experimented approaches and challenges for the future”

SWORD (School and WOrk-Related Dual learning) “Dual systems: starting situation, experimented approaches and challenges for the future” SWORD final event Berufsförderungsinstitut Oberösterreich (BFI OÖ), Upper Austria (Austria) Trento, August 29th, 2017

The situation of Apprenticeship-training 1 • It takes places at two different sites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocational school for apprentices [Berufsschule]. 10 weeks per year – mostly blocked. • This apprenticeship training is also referred to as "dual vocational training system" or as “Dual System". • Apprentices have a working contract (“Lehrvertrag”) with their company and get their monthly salary • Currently about 40 per cent of all Austrian teenagers enter apprenticeship training upon completion of compulsory education • All in all about 40,000 companies train approximately 120.000 apprentices

The situation of Apprenticeship-training 2 • Apprentices may only be trained in the legally recognized apprenticeship professions (presently approximately 240) which are included in the list of apprenticeship [Lehrberufsliste] published by the Federal Ministry of Labour, Social Affairs and Consumer Protection • Apprenticeship training lasts two to four years, in most cases, however, three years. • Final examination at the Chamber of Commerce for the resp. professions (Skilled worker) • Public funding of vocational schools 3

Special approach of Apprenticeship-training • Socalled “Supra-company-training” (überbetriebliche Ausbildung, ÜBA). • For young people who do not find a company-based apprenticeship and don´t continue school carreer • Established 2008 as part of the ‘Youth employment package’, which has been developed by the social partners and the Federal Government. The ‘training guarantee up to the age of 18 years’ enables all compulsory school graduates (who do not have a place at an upper secondary school or cannot find a company-based apprenticeship place) to learn an apprentice-profession at a training Centre (‘training workshop’) financed by Labour Market Service • The school-based part of apprenticeship training is provided at the regular part-time public vocational school. 4

Pilot-Project Strengthen the contact with partner companies for optimizing the learning processes of the apprentices by using a “training documentation” 5

Context and starting point • The apprenticeship-activities happen in trial form: • Public Vocational school • Practical internships in companies • BFI´s Socio-pedagogical support • It has to be secured, that the participants learn all the knowledge and skills of the profession, so that they pass the final exams. • Practical training is organized in partner-companies • The apprentices have to attend the public Vocational schools regularly. • Additional theoretical education depends on the individual requirements related the occupational profile of the apprentices 6

Settings and implementation Objectives: • Increasing the success rate of the passed final exams, especially for the professions related to handicraft and metal companies. • Optimizing the procedure to gain successful final exams • The involved companies should learn their responsibility to teach the apprentices all the practical skills • The apprentices should assume more responsibility for their education • Positive example to be transferred among project partners 7

Settings and implementation Activities: • Monitoring the learning outcomes with the partner companies by means of a checklist / training documentation based on a detailed documentation of the Economic Chamber indicating all subgoals until the final examination • Improve the knowledge especially in the practical parts • improvement of companies instructors motivation • The trainers and apprentices know exactly the status of their education level. • The trainers notice when they have to organize an extra support in time or - in the worst case – it would be necessary to look for another company. 8

Implementation • Arrangement and evaluation of meetings between apprentices, the instructor of the company and one of the three responsible BFI-trainers • We focused on six apprentices having those meetings in the period of the SWORD-pilot. • During those meeting all points of the documentation has been discussed. So everybody can keep track of the completeness of the education and – in case – support activities has been arranged. 9

Results Five out of our involved six apprentices passed the final exam (one with excellent success) which is a slight increase compared to the number of passed exams before using the training documentations. • The cooperation between BFI, the apprentices, partner companies has been strengthened as problems will be detected earlier and counteractive measures therefor taken in consideration earlier (For example, some apprentices got remedial teaching for special skill needed in their profession) • The motivation of the partner companies to better prepare the apprentices for the final exams increased (feedback from the discussion with companies). 10

Challenges for the future • Convince more companies to employ and train apprentices and take part at the “Dual System”. Our main argument: the company will have a strong influence in forming an excellent educated – and possible future - employee for their own company. • Well skilled trainers • Motivation of apprentices • Regular check of stage of skills and competences • Impact of companies on school lessons (content) • Optimising the development and implementation of new apprenticeship-professions Thank you for your attention 11

“Dual systems: starting situation, experimented approaches and challenges for the future”