Complex assessment of the VET situation in partners countries

SCOLA - Skills and Compentences on the Labour Market

Development of competences of teachers working in vocational education for enhancing the successful entrance of students into
the LM

Erasmus +
Strategic Partnerships for vocational education and training

This project is being funded with support from the European Commission.
This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein..

I.

General description of partners and overview of the situation of graduates into the Labour Market in each country:

Partners

Partner

Country

Type of organisation

Main activities

Napra Forg
Nonprofit
Kzhaszn Kft.

Hungary

Non-profit enterprise

- Reintegration of disadvantaged people by the creation and

development of employment-rehabilitation model
- Training
- Labour exchange mediation
- Counselling services for job seekers and employers
- International projects

rdi Ks Kroly
Szakkpz Iskola

Hungary

Vocational school

- Secondary training
- Vocational training
- Mentoring and coaching
- Events of promotion of VET
- European projects

Spolupracou pre
lepsiu buducnost Velky Meder

Slovakia

Non-profit association

- Developing active participation of citizens in various fields of

social life by:
-- Promoting education
-- Developing communication and dialogue between groups
-- Creating legal awareness of rights and administrative process
-- Integration of job seekers into the LM by counselling and
training activities
- European projects

Targets groups

- Disadvantaged job seekers and

employees
- People with disabilities
-Long-term unemployed
- Low skilled people
- Young job-seekers
- Elderly job-seekers
- Students
- VET students
- Students with special educational
needs

- Disadvantaged groups
- People with disabilities
- Young people
- Elderly people
- Job seekers

organizciaskolenie

Slovakia

Vocational school

- Vocational training in different fields, specially tourism

- Promoting the active participation of citizens in education and
lifelong learning.
- Exchange programs with other countries
- International projects

- VET students
- Students with special educational
needs

Endurance
Partners in
Hospitality

Netherlands

Training organization in
VET

- Training in leisure, hospitality and tourist sector

- Developing and evaluating practical training
- Mentoring in official certified work placements companies
- Counselling how to combine training and working
- International projects

- Vocational education and training

sector
- Schools
- Students
- Companies
- Social partners

LENO Consulting

France

Adult training
organization

- Training for jobseekers; employees and employers

- Creating and developing innovative learning approaches
- Counselling about training and international projects
- Carrying on studies, analysis and evaluation of learning tools
and distance learning facilities
- European projects

- Job seekers
- Employers
- Employees
- Training organizations
- Labour Offices

ibis acam Bildungs

GmbH

Austria

Training centre

- Training in several trades (languages; IT; professional

orientation)
- Coaching and career development
- Personal development training
- Vocational and professional qualification: further education
- Cooperation with Public Employment Service and private firms
- European projects

- Unemployed people
- People at risk of social exclusion
- Schools leavers (drop out)
- Youth
- Migrants
- People aged 45+
- Women

Overview of the situation of graduates into the Labour Market:

Partners countries are still suffering the consequences of the economic crisis, with high rates of unemployment. Fresh graduates are especially taking
the brunt of this situation.
We can observe that in all countries, the education represents more possibilities of integration the Labour Market, in fact, the level of education is
inversely proportional to the rate of unemployment. In the same way, graduates of VET system have more possibilities to find a job, thanks to the
practical experience they acquire in the context of their vocational training.
In Hungary:
In Hungary the employment rate for graduates represent 65%. In December 2015, more than 37 000 registered job seekers were new entrants in the
Hungarian Labour Market; half of them have only primary education. The young unemployment rate is quite high (around 26% against 7% for the total
rate of unemployment).
In Hungary the situation of fresh graduates is complicated by the fact that employers search years of work experience. That is why having a work
experience during their studies is an advantage. In the vocational training system, the practical places are a limited number for hard-working, highperforming students but the number of well-equipped practical places for traineeships is still low.
Moreover, the temporary of contracts have increased in 2015 (in average the contracts are 2 or 3 months shorter).
In Slovakia:
The unemployment in Slovakia represents around 13%, but the percentages change regarding the region (lower in Bratislava because of the
developed infrastructure, highways, high quality of services and foreign investments).
Most of the students attended full time studies at secondary schools focus on economy, trade and services sectors. Other important sectors are
metalworking and manufacturing, electricians, and construction, geodesy and cartography.
In May 2015, there were 7845 graduate VET students registered as unemployed. The average of time registered as unemployed is between 7 and 9
months after finishing their studies.

The integration into the labour market is easier for graduates of secondary vocational schools and universities with a technical orientation. On the
contrary, the groups at the highest risk of unemployment are those who study agriculture, forestry and rural development and construction, geodesy
and cartography. Other risk groups are graduates in textiles and clothing, manufacture of wood and manufacture of musical instruments.
Youth unemployment declined slightly in December 2014 but Slovakia still has one of the highest rates of unemployment in the EU (around 30%).
Almost two thirds of unemployed young people have been looking for a job for a year or longer, the highest proportion in the EU. The proportion of
young people that were neither in employment, nor in education or training is close to the EU average. The transition between schools and companies
is still slow and the education system does not respond readily to labour market needs.
In Netherlands
The economy in Netherlands is getting better since 2013 with an economic growth of 0,75% in 2014 and 1,25% in 2015. Nevertheless, the number of
jobs creation in the Dutch labour market is decreasing. The rate of unemployment overall in Netherlands in 2015 is around 7%, representing only
11% of young people from 15-25 years old. In fact, the rate of unemployed youngsters is decreasing from 2014.
The population in Netherland is relatively high educated and the level of education affects positively to the possibilities to find a job. 28% of its
population have a high level of education (level 5, 6, 7, 8); 30% have a lower level (level 1, 2) and 42% have a middle level (level; 3, 4). Moreover, new
entrants stay longer in school due to the economic crisis but also because of the interesting in improving their qualifications.
The higher level of education, the lower rate of unemployment in Netherlands. Also, graduates in VET system have more possibilities to find a job and
to integrate the Labour Market. In fact the percentage of unemployed with VET experience is lower than unemployed with not VET education (5%
against 17% for new entrants, category 15 25 with a level of certification 4).

In France:
The unemployment, and especially the unemployment of young people is a big problem in France; it represents almost 24% of total unemployed.
Young people with higher level of qualification have a higher rate of integration on the Labour Market than people with low qualifications. In fact,
people with low level or not qualifications, have twice as likely to be unemployed.
Concerning the activity sectors, young people are more employed in services (65% of graduates), above all in banking; insurance; health and social
action. Other important sectors for the new entrants are the automotive and aerospace sector; computer; pharmacy; commercial and engineering.

In 2015, the employment conditions for new entrants have been deteriorated. In fact, the number of temporary contracts has increased (with a
decrease of indeterminate contracts); the average salary has reduced and also the high level posts.
-

In Austria:

The rate of unemployment of school leavers in Austria represents around 9%. Nevertheless, this percentage varies depending on the level of
qualification, affecting more young people with primary level. Moreover, young people who have studied in VET system have a lower percentage of
unemployment than graduates of general system (between 4 and 5%).
Austria faces some challenges concerning the VET system: the number of early apprenticeship leavers is increasing (around 45% in 2012). Its
necessary to improve the integration of young migrant people and the vocational guidance has to be improved in schools.

Summarizing table of situation of graduates:

Indicators/
countries
(Data: OECD)
Austria
France
Hungary
Netherlands
Slovakia

Rate young
Unemployed
Unemployment unemployment (15- without secondary Unemployed with
Unemployed with
rate (in %)
24 years old) in %
level (in %)
secondary level (in % tertiary level (in %)
5,6
9,7
8,7
3,9
3,1
10,3
23,9
13,9
8,5
5,3
7,7
26,6
21,8
8,7
3,6
7,4
11
8,6
6,4
3,7
13,2
33,6
40
12,3
6,4

II. The situation of Vocational Education Training in partners countries

Vocational Education Training situation in partners countries

In all countries, vocational training is consider as the best option to prepare students to the needs to the Labour Market and match them to the
economys needs. The dual system is seen as the most efficient method to provide the transversal skills and professional attitudes in students and
match the supply and demand of the labour market.
Even if the VET systems differ in each country, all countries governments agree with the objectives of increasing and improving this system in order
to make it more in accordance with the labour markets needs.

VET in Hungary

In the last years, the VET legislation has incorporated many modifications in Hungary, with a centralisation of the policies by the State (to the
detriment of local and regional governs) and the increasing participation of business and industry, above all the Chamber of Commerce and Industry.
Also, they have introduced a dual model of upper secondary vocational education, creation of VET centres, reform of the vocational qualification
system and an increase of quality assurance measures.

VET system covers many different types of education and training opportunities with the objective of leading participants to acquire, develop or
refresh the practical skills, know-how and understanding necessary for employment in a particular occupation or trade.
Around 26% of students in upper secondary education are enrolled in VET system.

At the secondary level (14 years old) students decide if they continue general education path or a vocational one. There are different programs in VET
education:
-

Vocational school programs (3 years) which combines general education and vocational training reinforcing practical training without the
opportunity of continuing higher education.

Secondary vocational school program (upper and post-secondary levels) also combining general and vocational training that allows access to one
occupation, higher education studies or VET grades.

The apprenticeships (dual system) can be offered in all types of VET and combines theoretical knowledge in schools with practical training in
companies (70% of time). Its objective is to extend work-based forms of learning and training. The practical training is offered by companies based on
apprenticeship contracts. Also, business organizations which do not offer practical training for pupils, have to pay a vocational training contribution.
The student signs a contract with the company and the competent Chamber. Thanks to this tool, students acquire real experience about working
conditions and tricks of the trade from professionals while they are being paid a not taxable salary (monthly allowance) and liability insurance.
Continuing vocational training are also available for adults in higher education and in public education. Adult training (outside the formal school
system) comprises, among others: VET programs; courses run by economic chambers; training for the recognition of qualification; and other
vocational, language and general courses.

VET in Slovakia

A new act on VET has just been adopted in 2015 aims to strengthen the ties between employers and schools and blend classroom learning with handson work experience (introduction of dual system). This act established 60 to 80 % of practical training in the total number of lessons. In practice,
students will receive a placement in the company and will be entitled to remuneration for their work.

VET in Slovakia is regulated by national and regional educational authorities supported by the National VET Council. The participation of the social
partners has been strengthened in all phases (discussion concerning the VET programs, curriculum design and qualifications awards).
In Slovakia, in 2013 there were 464 registered secondary vocational schools with 157,956 students.

The VET system comprises:

-

Initial vocational education training program: At the age of 16, students can choose between a grammar school or a VET school. Concerning the
VET schools, there are different programs from 3 to 5 years with different qualifications (school leaving exam or certificate of apprenticeship).

The Continuous vocational education: It is orientated to adults. People can choose from different system of continuous education (from 6 months
to 3 years).

The dual system combines theoretical training with practice (one week study in school, one week practice in training centres). Theoretical education
takes place at schools, while practical training is entrusted to companies. Employers who join the project will sign learning contracts with secondary
school students and they can reward students with a salary.
The time spent in the company may range from 60 to 80 percent of the total number of lessons.

VET in Netherlands

Vocational training is recognised officially as a way of practical learning in a safe working environment. Its goal is to facilitate the development of the
necessary skills, competencies and professional attitudes in young people in order to start a successful career.

The VET system is the result of the cooperation of Ministry of education, the Association of VET education and labour market; the social partners
(employers and unions); and the VET colleges. The State (by the Ministry of education), industry, schools and individual learning establishments are all

involved in the development and updating of the VET system and the programs on national, regional and local level. Qualifications are developed via
educational programs developed by industry and schools.
The VET system in Netherlands is very well developed and has very good results in integration. The unemployment rate for graduates via the practical
Vet education represents 5% against the 17% of graduates in the theoretical ways.

Youngsters can start at the age of 12 13 years old with their initial professional education, but also after a more general and theoretical educational
program (program level 2, 3 and or 4). After being graduated on level 2, 3 of 4, the youngster can go on with his education on the next high level.

At the third year of lower secondary level (14 years old) students follow pre-vocational programs. For those not capable of entering, there are other
labour-oriented practical trainings.
At upper secondary level, there are two types of programs: Upper secondary (general or VET) or pre-university education.

The upper secondary VET has three different elements:

-

Level: There are 4 levels and students can start in one of them depending on what prior education they have and the diploma obtained.

Program: There are 4 sectors (green/agriculture; technology; economics; and care and welfare) with more than 600 diplomas.

Learning pathway: There are two types of pathway:

-

A school-based (BOL) where student spend at least 20% of time on work placement (4 days a week in school and one day in
traineeship). The student has the category of a trainee and he/she receives a low fee.

A dual pathway (BBL) where students combine the course with a job (normally four days in companies and one in schools). The
student has the category of an employee and he/she receives a salary that depends of the age.

After upper secondary VET level, around 50% of students decide going directly to the Labour market and the other 50% go on to higher professional
education.

There is also continuing VET for adults but there is not an institutional framework. The provision is made market-driven by many suppliers and some
social partners can stimulate it. It is sometimes financed by the State.

Due to new regulations and the decrease of money that the government spends in companies working with trainees, the places available for trainees
are decreasing.

VET in France

In France, vocational training includes initial and continuing training and it orientates to provide the necessary professional skills and competences
that allow a successful integration and adaptation to the Labour Market needs.
The provision and implementation of VET, including the funding, is shared by the State (by the Ministry of Education); the Regions councils, which are
increasing their participation; and the Social Partners (OPCA, Council of VET, and Council of employment). These last ones have gained a very
important role in negotiation and consultation steps.

The vocational training in France is divided in two types:

-

Initial vocational training: It refers to young people (from 16-25 years old) in schools or vocational schools. After lower secondary school, students
can choose towards a general or technological upper secondary school (lyce) or towards a vocational lyce. This last one combines theoretical
and practical training (company internship) and the qualification are orientated to provide direct access to employment.

Continuing vocational training: It relates to young and adults employees and job seekers. Its goal is to develop missing skills necessary to promote
their integration or reintegration into the LM; to maintain people in work or helping them to change their professional career.

The promotion of vocational training is one of the most important priorities in the education policy in France. In 2014, VET system enrolled around the
44% of secondary students and in France. Also, the 18% of French aged 25-64 were participating in continuing vocational training.

The dual system in France is well developed by the apprenticeship model, which combines training in training centres with internships in companies.
The apprentices have the status and rights of normal employees (contract for 1 to 3 years; salary; holidays). This apprenticeship model is used in
initial vocational training (young people 16-25 years old) and it has as a goal to acquire vocational qualification recognized by a diploma or
professional certificate.
In continuing vocational training (young and adults), there is a similar model to the apprenticeship one (the professional training contract) but it is
shorter and more oriented to complete their qualification by specific skills and integrate the LM.
There are lots of advantages for apprentices (a tutor or mentor in the company; qualification and working experience at the same time; a salary not
taxable; the recognition for their pension rights), but also for companies (motivated employees, financial aid).
Experts of education and employers appreciate very positively this dual system, as they provide qualification with professional experience in a real
workplace.

VET in Austria

The national responsibility of VET belongs to the Ministry of Science, Research and Economy with the participation of other actors:
-

For the practical education in the companies (list of apprentices and regulations of examinations) is the Ministry of Economic and Labour.

For the school part is the Austrian Federal Ministry of Education and Women's Affairs

- Social partners play an important role in Austria and take part in the negotiation of agreements, having a consultant role.

The percentage of students in Vocational system in Austria is very high (between the 75%- 80%).

After the low-secondary level, young people can choose between school-based and dual track programmes (apprenticeship) that cover all economic
sectors. Vocational schools start in the last year of compulsory education (9 years old) but the apprenticeship in companies can start from 15 years
old.

There are different vocational programs:

-

VET schools: 1 to 4 years of full-time schooling and school-based training aims to acquire qualifications necessary to exercise different occupations
and have access to LM.

VET in colleges: 5 years full time, school-based highly specialised training with through general education aims to acquire double qualifications and
guarantee access to higher education.

Apprenticeship (dual training): It is the combination of company-based training and part-time schooling. This system has a long tradition in Austria.
The duration is between 2 to 4 years (the typical duration is 3 years). For those who have already completed job-specific training periods in
related apprenticeships or have already acquired relevant school qualifications, the apprenticeship period can be reduced.
One third of the training is related to general education and the rest is related to the specific profession. The 80% of the trainings time is spent in
the company.
Companies that want to participate in apprenticeship have to be approved by social partners after justifying the necessary technical equipment
and trainers and there is financial support for training companies. In the case of a lack of apprenticeship placements, there are simulated training
companies that can be used as companies for apprentices.

There is also an adult vocational learning or continuing vocational system for adults who want to acquire qualifications. There are different
institutions that provide this education (the State, social partners).

Comparative table of VET situation in partners countries:

Legal definition of VET and main actors

Indicators/
Countries

Hungary

Slovakia

Netherlands

France

- VET covers many different

types of education and training
with the objective of allowing
participants to acquire, develop
or refresh the practical skills,
know-how and understanding
necessary for employment in a
particular occupation or trade.

- Currently in process of
reform of VET system with
the re-introduction of the
dual education system. The
so-called dual education law
was passed in 2015

- Vocational training is
officially recognised as an
accepted way of practical
learning in a safe working
environment which has as a
goal to develop the necessary
skills and competencies for
young people to integrate into
the labour market
successfully

- Vocational training is a
national obligation and it
includes initial and further
training. Its purpose is to allow
young people/workers to
acquire the necessary skills to
integrate the LM and to adapt
them to changing techniques
and working conditions,
promoting their social
advancement through access
to different levels of culture
and professional
qualifications.

There have been many

modifications in VET field
recently. The most upgraded
regulation (based on the Act on
VET (2011) has introduced
some changes: introduction of
a dual model of upper
secondary
vocational
education; creation of VET
centres; reform of the VET
qualification system; increased
of quality assurance measures.
- The main actors of the
vocational
training
are:
students; VET schools and
technical colleges, business;
Commerce
and
Industry
ministries.
Management of VET schools
has been transferred to the
Ministry of National Economy.

The new legal modifications:

- To strengthen the ties
between employers and
schools and blend classroom
learning with hands-on work
experience.
- To increase the practical
time of lessons (60 to 80
percent of the total number
of lessons).
- In practice, students will
receive a placement in the
company and will be entitled
to remuneration for their
work, while companies will
be motivated by tax relief.
- The main actors in VET:
National and Regional
authorities (National VET
Council), and an increasing
role of social partners

- Ministry, industry, schools,

and learning establishments
are all involved in the
development and updating of
the system and the programs
on national, regional and local
level.
- Qualifications are developed
by industry and schools
- Vocational training in schools
and through traineeships falls
under the responsibility of the
Ministry of Education.
- Knowledge centres have a
role in guiding on company
level. Mentors are certified to
guide with in the individual
company.

- The most updated

regulation: Law 2014-288 of
March 5, 2014 relating to
professional training,
employment and social
democracy
Different actors: the State
provides lifelong learning and
VET in schools and through
apprenticeship; Regions
councils define and implement
vocational policies at the local
level; Social partners negotiate
agreements, having an
important consultant role.

Austria
Different actors are
involved in the
implementation of VET
policies/ measures
National responsibility:
Ministry of Science,
Research and Economy
For the practical education
in the companies (list of
apprentices and
regulations of
examinations): the Ministry
of Economic and Labour
For the school part: the
Austrian Federal Ministry
of Education and Women's
Affairs
Social partners play an
important role in Austria
and take part in the
negotiation of agreements,
having a consultant role

Main characteristics of education; training and VET system

- Around 26% of students in

upper secondary education are
enrolled in VET.

- 464 registered secondary

vocational schools with
157,956 students

Initial vocational education

has two different types:
- Secondary vocational schools
- Vocational schools (without
the opportunity to continue to
higher education)

Initial education
system :
- Compulsory education lasts
10 years (until the age of 16)
including
primary education:
elementary (from 6-11 years
old) and lower secondary
(from 11-15 years old)

Continuing vocational
training opportunities are also
available to adults in higher
education and in public
education.

- Optional education :
Grammar schools (4-5 years
with school-leaving exam)
Strengthening
vocational VET schools (4-5 years with
education and training :
school-leaving exam)
VET schools (3-4 years with
- Reduction of the overall Cert. of Apprenticeship
duration
of
school-based
vocational training to three Tertiary education :
years.
University studies (3, 5 or 6
years)
- Increased of the duration of
practical training in vocational
Continuing education
schools and reduction of the system :
teaching time for basic 2 years follow-up ending
competencies
such
as with school-leaving exam
mathematics and reading.
2 or 3 years post schoolleaving exam specializing
- The growing role of the studies
County
Development
and 0,5-2 years post schoolTraining Committee which is a leaving exam refresher or
body created for the purpose of qualifying studies
to develop VET.

Graduates via VET system have

a lower rate of unemployment
than graduates in theoretical
way (5% - 17%)
Initial education
system :
- Youngsters can start at the
age of 12 13 with their initial
professional education, but
also after a more general and
theoretical educational
program start in a program on
level 2, 3 and or 4.
- After being graduated on
level 2, 3 of 4, the youngster
can go on with his education
on the next high level.
- Students can choose
between a school-based
program or a dual
(apprenticeship) program
Continuing education
system:
Life Long Learning is needed
for creating a career in a
working environment in which
changes are coming faster and
faster.
The provision of continuing
education doesnt have an
institutional framework (many
suppliers)

- Around 44% of students in

upper secondary education
are enrolled in vocational
programmes
- Around 18% of French aged
25-64 are participating in
continuing vocational training
Initial education
system :
- Primary education (from 611 years old)
- Lower secondary education
(from 11- 15 years old) : in
collges:
-Upper secondary school
(from 15-18 years old) : in
lyces
From this stage, students can
choose 3 different paths :
-- General
-- Technical
-- Vocational (always includes
company internship)
Tertiary education : -from 18
years old) in Universities or in
Grandes coles
Continuing education
system :
- For young and adults
entering the world of work or
already in work.
- Promoting professional
integration or reintegration,
maintaining people in work ;
encouraging the development
of skills and providing access
to different levels of
professional qualification

Initial education
system :
-Primary level: Age 6-9
-Secondary level: age 10-14
-Postsecondary and tertiary
level: age of 14-18/19
VET modalities:
- Apprenticeship Dual
System
Combination of companybased training and parttime schooling
- VET Schools (BMHS
Berufsbildende Mittlere
Schulen)
- 1 to 4 years of full-time
schooling and school-based
training
- complete VET for certain
occupations, similar to
Apprenticeship
- keeps the young people
in the system
- VET Colleges (BHS
Berufsbildende Hhere
Schulen)
-5-years full-time, schoolbased, highly specialised
training with
thorough general
education
granting access to Higher
Education
-labour market relevance/
job perspectives

Qualifications/ certificates
ISCED=International standard Classification of Education

Primary level (level 1):

Assistant level.
Diploma recognized by the
Secondary level:
Ministry on EQF 1.
- In vocational schools : - Professional Skills Certificate 1 2 years of vocational
(duration : 3 years)
(CAP)
education.
Vocational Certificate
After 3 or 4 years of
vocational training
Secondary level (level 2):
Basic level.
- In secondary vocational
Tertiary level :
Diploma recognized by the
schools
Ministry on EQF 2.
(duration : 4+1 or 4+2 years) :
- Bachelor s degree
1 2 years of vocational
Professional Certificate
after 3 or 4 years
- Masters degree after 2 more education.
- The professions are found in years
Tertiary level (level 3):
the National Qualifications - PhD degree after 3 more
Register.
years
Professional level.
Diploma recognized by the
Continuing education :
Ministry on EQF 3.
- Follow-up studies with
1 2 years of vocational
school-leaving exam after 2 or education.
3 years
Fourth level (level 4):
Management level.
Diploma recognized by the
Ministry on EQF 4.
1 2 years of vocational
education.
If the students have the
ambition after level 4 he / she
can start with level 5, higher
professional education (3 4
years).

Secondary level:
- Professional Skills Certificate
(CAP) and Vocational Studies
Certificate (BEP) after 2 years of
vocational training
- Vocational Baccalaureate
(BAC) after 3 years of
vocational training.
Tertiary level :
- Advanced Technician
Certificate (BTS)
after 2 years of training
- Technological University
Diploma (DUT) after 2 years of
technological training
- Vocational bachelor s degree
(licence ) after BTS or DUT + 1
year of training
- Vocational Masters degree
After licence+ 2 years of
training
Others :
-Vocational qualification
certificates (CQP) created by
the professional branches
- Professional title created by
the Minister of Employment

-Integrated vocational
training: ISCED 3B
-Dual system: Vocational
Schools for apprentices=
apprenticeship examination:
ISCED 3B
- Secondary technical and
vocational schools mediumlevel; leaving examination:
ISCED 3B
-Educational institutions for
nurses; diploma
examination ISCED 4B
-Education and training for
health professions; diploma
and leaving examination;
ISCED 3C/4B
- Upper-level secondary
technical and vocational
colleges; Reifeprfung and
diploma examination; ISCED
3A/4A

-Post secondary VET

Courses: daytime or evening
Objectives of these
courses; diploma
qualifications: to provide direct examination: ISCED 5B
access to employment

Characteristics of dual system

Objective: To extend work- Combination of theoretical

based forms of learning and training (one week study in
training.
school) with practice (one
week practice in training
Practical training is offered by centres)
companies
based
on
apprenticeship contracts.
Under the new rules,
theoretical education takes
- Practice-oriented form of the place at schools, while
training: during the three years practical training is entrusted
the rate of theory and practice to companies.
is 30-70%
The time spent in companies:
The main point:
business between 60 to 80% of the
organizations which do not total number of lessons.
offer practical training for
pupils, pay a vocational training Companies can reward
students attending practical
contribution.
The National Employment Fund training with payment (for
supports
the
business one hour of productive work
organizations which employ is between 50 and 100% of
students.
the minimum wage

2 learning pathways:
- School-based (BOL):
4 days a week to school and
one day a week traineeship.
Salary: a low fee of 250,per month.
Student is a trainee in the
company.
- Dual system (apprenticeship,
BBL):
4 days of working in a
company and one day a week
to school
Salary: 750 (depending on
the age)
Student is employee in the
company.

Objective: Alternating periods

of training in schools with
periods of working in
companies.
2 kinds :
The contract of
apprenticeship (Initial VET) :
- Young people aged 16-25
- Goal: to acquire a vocational
qualification recognized by a
diploma or professional
certificate.
- Working contract (between 1
to 3 years)
- The apprentice receives a
salary that varies according to
age.
- Time of training: 50%
(minimum 400 hours per year)
The professional training
contract (Continuing VET) :
- Young people aged 16-25
and jobseekers aged + 26
- Goal: to acquire a vocational
qualification(to complete their
qualification to integrate the
LM)
- Working contract (between 6
months and 2 years)
- Salary depending on the age
and the initial training level
- The general training is taught
by a training organization or
by the company itself
- Time of training: 25%
(minimum 150 hours per year)

Training takes place in two

places (dual system):
1. in vocational school
(public)
2. in training company
training enterprise and
part-time vocational school
Duration: 2-4 years,
(mostly three)
Reduction of
apprenticeship period for
people who have already
completed job-specific
training periods in related
apprenticeships or have
acquired relevant school
qualifications
Combination of companybased training and parttime schooling
at school: 1/3 general
education + 2/3
occupation-related theory
Access requirement(s):
completion of compulsory
schooling
(Financial) support for
training companies
simulated company
training as an alternative
route in case of a lack of
apprenticeship placements
(example ibis acam)

Challenges and active policy measures in VET

Challenges :
-Improving students' basic skills
-Making education and training
more responsive to labourmarket needs
-Reduction of dropout,
-Finding a suitable balance in
decision-making
power
between different levels of
governance.

Policy measures :
- For those, who want to
change their careers it is
helpful that since the autumn
of 2015 the state also supports
the acquisition of a second
profession.

Challenges :

Challenges :

-Solving the problem of lack

of experience for young
people ( graduates cant get a
job without experience, but
they are not able to get
experience without a job).

- Recognition of high quality

learning establishments.

Challenges :
Challenges:

-To improve work habits,

discipline in the workplace,
responsibility, and
consistency.

Policy measures :

- School-leaver practice helps

for young people making
decisions about their future,
what direction to take to be
useful and successful on the
- Act CLXXXVII of 2011 on labour market.
Vocational
Education
and
Training
- Graduates will become
- Strengthening the role of employees of the company
vocational training in the social where the school-leaver
inclusion of disadvantaged practice was performed.
young people
-Students are encouraged to
get their first and second staterecognized
vocational
qualification, which is a
condition
precedent
to
entering the labor market, in a
school-type system.

- To fight drop-out by creating

a common strategy between
schools and regional councils
- Education and motivation of to prevent the early leaving
mentors in companies.
- Establish a leadership role for
Regions in VET
- There is always a conflict
- Ease career transition using
between learning and working. lifelong learning approach
Not only for the trainees but
- Develop apprenticeship and
also for the mentor / the
guidance in schools and
company.
providing
real
second
chance solutions

Policy measures :
- Providing time to educate the
trainee in the competences he /
she needs to develop out of her
school program.
- The government has
decreased the money to
companies working with
trainees (as a small gift for
investing learning time and
money) and therefore the
places available for trainees
are decreasing as well. The so
called profit lost balance is
not in balance any more.

Policy measures :
Recognition of individual
right to training for
everybody designed to
reduce inequalities in access
to training, ex. CPF (personal
training account)
French CVET is distinguished
by the existence of
compulsory contribution
allocated to encourage
companies to train their staff
(legal minimum)

-The number of early

apprenticeship leavers is
increasing
In 2012 45% of all
apprenticeships were
terminated prematurely
-Better integration of
migrated young people
-Strengthening vocational
orientation and career
guidance in schools