Quality in Apprenticeship in the European Union - UEAPME

More documents

Recommendations

Info

already a gymnasium degree, then they can get credit for the general (academic) subjects. At the same time, the student can drop out of the vocational college and then gets a diploma for the courses they have/already completed. This gives them the opportunity to return later on, if required. After gymnasium or Vocational/commercial College the students can enter a short, medium or long higher education or go to University. Equal Opportunities The new VET system offers good opportunities for disadvantaged learners. There will now be three educational levels – that is more teacher support to the disadvantaged student in level 1, less support in level 2 and very little teacher support for the very gifted people in level 3. The students in level 3 also get more challenges. The students can always shift between the levels. Differentiation See above. The VET reform introduces two flexible options for students with special capacities, motivation and needs: 1) a double qualification, and 2) a partial qualification. The possibility to achieve double qualification will be offered in a structure allowing the student to supplement his ordinary education, either by selecting special subjects during the course of it or, alternatively, in a consecutive structure where the student may study additional subjects for up to 1_ years after having finished the VET programme. The lower achievers can acquire a partial qualification if they are not (yet) able to complete a full VET programme. Control of Standards and Official Monitoring The Ministry of Education is responsible for the control of standards in the vocational colleges, and the Sectoral Trade Committees are responsible for the control of standards in the companies. Training Contents and Methods The requirements for new or modified training programmes in relation to technological and the Sectoral Trade Committees identify economic progress. If they conclude that there is a need for change, they have to underpin recommendations with qualitative and quantitative data, e.g. on employment opportunities and availability of practical training placements in companies. If the Committee finds that changes are needed, a group (technical/professional) is established which has the task of formulating the job profile that the training course is aimed at. The second step is formulation of educational requirements. Exam and Validation of Skills The main programme is finalised by a "journeyman’s" test or similar examination testing the vocational skills, knowledge and attitudes and is monitored by the social partners. 4.5 DESCRIPTION OF THE FINNISH VOCATIONAL EDUCATION TRAINING SYSTEM KARI VIINISALO 4.5.1 Introduction From the point of view of initial vocational training in Finland, the status of apprenticeship training is comparable to that of vocational schools and institutions. It is an optional way of achieving vocational qualification, and provides the trainee with the same access to further training as schools and institutions do. In fact, there are over 300 qualifications that can be achieved through apprenticeship training. The apprenticeship contract is, at the same time, a work contract of a limited period. An individual study programme for the apprentice must be attached to the contract. Training is financed by the state. The annual subsidy paid for one apprentice is calculated from the average costs of vocational training in Finland, and it is 80% of this average cost. The money is spent on training procurement from an institution, on training reimbursement for the employer, and student welfare benefits, if needed. 4.5.2 Detailed Description The following abbreviations are used: APT for Apprenticeship training, AP for an apprentice, NBE for the National Board of Education and NME for the National Ministry of Education. Target Groups • Apprenticeship training (APT) is open to anyone who at the time of signing the contract has reached the age of 15. In Finland our National Ministry of Education’s (NME) objective is to prioritise initial and further APT for young people under 25, as well as companies’ in-house training. In 1998, the average number of APs in Finland was 26,655. From this total number of APs there were 5,527 (20.7%) trainees under 25 years age and 2,177 (8.2%) under 20 years age aiming at vocational qualification. From these figures we can conclude that APT in Finland is mostly applied in adult training. The gender distribution is quite equal: E.g. in the year 1998 about 50% of the total number of apprentices (AP) were women. • An APT contract can be made if the employer and the provider of training and education (municipality, federation of municipalities, registered association or foundation) have agreed on organising APT in accordance with legislation • APT is available for everybody as an optional way of achieving a vocational qualification, a further vocational or a specialist qualification. There is also in some cases tailor-made training APT programmes for a specific job which does not aim at any official qualification • Concerning special target groups: in Finland APT has been an important tool in fighting unemployment. We have combined unemployment subsidies with reimbursement of the costs of apprenticeship training just to give one example. 22 UEAPME
Employer • There are no special target groups on the employers’ side according to the business field or area. • In 1998, 49.3% of APs were in companies who’s staff numbered at the most 250 employees, 9% were in companies who’s staff numbered from 251 to 500, and 41.6% were in companies who employed more than 500 workers. • Numbers of AP’s are highest in the fields of technology and transport, administration and commerce as well as social services and health care. Contract/Form The apprenticeship contract is a fixed term employment contract drawn up in writing between the AP and the employer (entrepreneurs make an exception because they do not have any work contract). In the contract the following items must be fixed: the period of validity, the length of the trial period (which may be agreed on within the four-month limit laid down by law), the qualification aimed at, and the terms of wages to be paid to the AP. An individual study programme for the AP must also be attached to the contract. Many of the provisions in the Contracts of Employment Act (320/1970) are also applied to APT. For instance, regulations concerning working hours, annual holidays, occupational safety and other measures for protecting the employee are applied to apprenticeship contracts. The provider of training and education confirms the contract by signature, and is responsible for the management of APT and the supervision of the apprenticeship contract. Principles of the Model • APT primarily consists of on-the-job training. The APs learn through work spending approximately 70-80% of their training time in the workplace. • APT gives the trainee equal access to further training as vocational schools and institutions, e.g. up to higher level education. It could be said, therefore, that Finland, in general, is a country favourable to life-long learning. Optional Opportunities • So far, international AP exchange has been insignificant, but Finland wants to increase it. The National Board of Education (NBE) has set up the Advisory Council for the "Europass Training". In the year 2000, pilot projects are being launched to promote this activity. Our NME together with the City of Helsinki Education Department Apprenticeship Training Centre has set up a project in this field. Objectives of the Contract and the Model • APT complies with the core curriculum or qualification requirements approved by the National Board of Education. They are used as the basis for preparing individual study programmes for each AP. • There are no separate key competencies as in the NVQ system in England, just to give one example. The key competencies are included in the core curriculum. • APT in Finland is work conducive; over 90% of those who fulfil their training are employed. Theoretical Training (Time and Place) Theoretical training is provided in vocational institutions. If for some reason theoretical training cannot be provided in an institution, the employer at the work place may arrange it elsewhere, for example. In practice, theoretical training is usually given in the form of course periods lasting a few weeks. Practical Training (Time and Place) The philosophy of APT is that learning takes place through work alongside productive activity. Obligations of the Employer The Employer is in charge of tuition and on-the-job training of the AP. There must be a qualified and/or experienced employee who can supervise the trainee. Obligations of the Learning Apprentice The AP has a worker status. In addition he has to follow the individual training or study programme drawn up for on-the-job training and off-the-job theoretical training. Qualified Staff (for the Practical Part and for the Theory) There are no legal provisions concerning formal requirements for the qualification of on-the-job instructors. According to the Development Plan for Education and University Research confirmed by our National Government, 40,000 instructors and teachers of training institutions will be trained to take an active part in the learning through work process during the next five years. Teachers of training institutions must meet the legal provisions concerning formal qualification requirements. Duration Duration is very flexible depending on the AP’s prior education and work experience. APT, which aims at a vocational qualification, takes from two to three years. If necessary, the duration of the training may be longer. Monitoring by Training Establishment No separate application is required for the right to provide APT. The approval of an AP contract means that the work place has also been approved. The National Ministry of Education may authorise a municipality, federation of municipalities, registered association or foundation to provide APT. The provider is free to organise the administration and supervision of APT as it sees fit. The provider of training bears general responsibility for the guiding of the AP. In practice, the duties of the provider of training are mostly discharged by municipal APT Centres and training advisors in co-operation with training institutions. 23 UEAPME
Page 1 and 2: Quality in Apprenticeship in the Eu
Page 3 and 4: INDEX 1. About the guide 4 2. The b
Page 5 and 6: CHAPTER 2 THE BENCHMARKING CRITERIA
Page 7 and 8: Monitoring by training establishmen
Page 9 and 10: eality. Therefore, the equipment an
Page 11 and 12: 0 REPRESENTS YOUR STATEMENT: CRITER
Page 13 and 14: Objectives of the Contract and the
Page 15 and 16: • for some training specific cond
Page 17 and 18: Private Organisations The regional
Page 19 and 20: committees, and they play a key-rol
Page 21: Obligations of the Learning Apprent
Page 25 and 26: 4.6 DESCRIPTION OF THE FRENCH APPRE
Page 27 and 28: 4.7 DESCRIPTION OF THE GERMAN APPRE
Page 29 and 30: • The apprenticeship starts with
Page 33 and 34: Principles of the Model The basic p
Page 35 and 36: the Apprenticeship TVS laboratories
Page 37 and 38: Vocational Guidance Career guidance
Page 39 and 40: Duration The duration ranges from 1
Page 41 and 42: courses in the following subjects:
Page 43 and 44: functions under apprenticeship regu
Page 45 and 46: Optional Opportunities Although the
Page 47 and 48: Training Contents and Methods Train
Page 49 and 50: Unit and the other training bodies,
Page 53 and 54: Theoretical Training (Time and Plac

Quality in Apprenticeship in the European Union - UEAPME

Create successful ePaper yourself

Delete template?

Save as template?