Establishment of two-stage industry compe-tence centers of vocational education and training

ICC4VET

Christian Wildt, Hogeforster Jürgen, . Baltic Sea Academy, Hogeforster Max

• Publisher: Books on Demand
• Year: 2020
• Print ISBN:
  9783751906111
• Edition: 1
• eBook ISBN:
  9783751976046
• Topic: Social Sciences
• Subtopic: Sociology
• Index: Social Sciences

Almost all European countries face challenges in educating sufficient skilled workers. Particularly in countries with a predominantly school-based vocational training practical qualification takes mostly place only with complementary internships in companies; the relevant skills and competencies must be significantly improved and a high-quality must be achieved. The dual vocational training proved itself to be of high value in this context. Within the ICC4VET project, a sector competence centre was developed in Poland with the realisation of a dual vocational training at the Tadeusz Tanski Mechanical and Logistics School Complex. In addition, further training courses for vocational school teachers were developed and implemented. Special trainings for trainers in SMEs in countries with school-based vocational training were adapted and implemented. A further training course for technicians within the framework of a dual training course of two years with entitlement to study at a university of applied sciences was developed and implemented. In preparation for the introduction of dual Bachelor's programmes, implementation plans were drawn up for the expansion of the two-tier sector competence centres into a three-tier system of vocational training and innovation promotion.This publication contains the relevant curricula and experiences as a result of the project ICC4VET with the following partner: Baltic Sea Academy (DE), Vocational Training and Technology Centre of the Schwerin Chamber of Skilled Crafts (DE), Tadeusz Tanski Mechanical and Logistics School Complex (PL), Vilnius Builders Training Center (LT), Panevezys Chamber of Commerce Industry and Crafts (LT), Latvijas Amatniecibas kamera (LV), Võru County Vocational Training Centre (EE.)

1 | Introduction: The Importance of two-stage industry competence centres of vocational education and training

1.1 | Why vocational education and training?

SMEs represent 99% of all entrepreneurs, provide approximately 70% of all jobs and create around 80% of all new jobs. The further development of SMEs is severely limited by a large, growing shortage of entrepreneurs, managers and skilled workforce. By 2030, the number of younger workers will decrease by as much as 25% in most member states. In addition to the quantitative problems, there are increasingly qualitative bottlenecks due to increasing, dynamically changing qualification requirements.¹

In Germany, the dual vocational education proved itself to be of high value. In the participating countries Poland, Lithuania, Latvia and Estonia, vocational education takes mostly place with complementary internships in companies. The participation in vocational education is very low, the qualifications achieved are insufficient and the unemployment rate is very high. Particularly in these countries with a predominantly school-based vocational education, the relevant skills and competencies must be significantly improved and high-quality must be achieved. According to a survey 96% of companies in Lithuania demand better practical and 74% better theoretical skills and abilities.

In all the participating project countries, the participation in further training as well as the skills and competences conveyed therewith must strongly improve. According to EU's objectives, at least 15% of adults should participate in lifelong learning each year. This ratio was significantly exceeded by up to 29% in Scandinavian countries in 2016, compared with only 3.7% (PL) to 8.4% (DE) in the project countries.²

While there are solid vocational and inter-company training capacities in Germany, there is inadequate capacity in vocational education and training in the other participating countries. Vocational schools and companies have no or little experience with dual vocational education, as well as with inter-company training or work-based learning.

Against this backdrop, the project pursues the ambitious objectives of further developing future vocational education systems, improving qualifications, enhancing the attractiveness of vocational education and training, and reducing the growing deficits of qualified skilled workers.

The project is carried out by 7 partners from Germany, Poland, Lithuania, Latvia and Estonia. The internationally active Lead Partner is particularly experienced in the training and support of SMEs as well as in the implementation of complex educational projects. Partners are three experienced vocational education centres and three chambers, which are responsible for vocational education and operate own inter-company training centres.

1.2 | Objectives and Outputs

An improvement in competences is only possible if the educational institutions and the teachers working there have a specialisation and deep knowledge of the sector and its required training. Such specialisation with comprehensive, up-to-date sector knowledge is also a decisive prerequisite for being an interesting partner for the training partners SMEs and for realizing an intensive and successful cooperation in initial and continuing vocational education and training. For this reason, a sector competence centre will be developed and implemented in the project using the example of one sector. This work and the results have the objective of serving as a blueprint for developing further competence centres for other sectors at a later date. Within the framework of the dual education system, these sector-specific competence centres realise comprehensive cooperation with the training partners SMEs and their representatives, the chambers of commerce and industry, which act as the responsible body and promoter of vocational education and training, so that work-based learning receives optimum long-term support.

Specifically, the following are the objectives of the project:

• Development, implementation and evaluation of an industry-specific competence centre for vocational education and training in Poland, as well as proper preparation of subsequent implementations in Lithuania and Estonia.
• Drafting, implementation and evaluation of advanced trainings for vocational school teachers.
• Development of a dual vocational education for a specific profession; its implementation and evaluation in a country with so far school-based vocational education, as well as proper preparation of implementations in further countries.
• Implementation and evaluation of training programmes for trainers in SME.
• Development, implementation and evaluation of two-year dual advanced training courses to become a technician.
• Drafting, coordinating and implementation preparation of concepts for future development of dual Bachelor courses, in cooperation with universities.

Output 1 Blueprints for the implementation of two-tier industry competence centres and dual vocational training with curricula

As part of this output the concept for the establishment of two-stage sector competence centres for vocational training was created. Then the centre for the construction or the metal sector were set up and brought into operation. Adapted framework curricula and training regulations for dual vocational training in a construction or metalworking occupation were developed and the dual training system and the sector competence centre tested and evaluated. Also, instructions and notes on the transfer and implementation of dual vocational training in countries with school-based vocational training were forged.

This product includes a realisation concept for the establishment of two-stage sector competence centres for vocational training and includes setting up and putting into operation the centre for the construction or metal sector. Also adapted framework curricula and training regulations for dual vocational training in a construction or metalworking occupation were created and a testing and evaluation of the dual training system and the sector competence centre took place. Instructions and notes on the transfer and implementation of dual vocational training in countries with school-based vocational training were developed as well.

These blueprints are innovative in particular regarding the realisation of dual vocational training in countries where school-based training has been provided to date. Also the development and establishment of sector competence centres that implement vocational training and further training in the dual system and have all the competences of vocational training is a ground-breaking innovation for Poland and Lithuania and leads to the achievement of synergies and new cooperation between vocational schools, SMEs, chambers and universities.

The effects and the impact of this output leads into the realisation of job-related learning, increase of competences and skills as well as the relevance of vocational training. Further effects are the reduction of unemployment, especially among young people, ther eduction of the shortage of skilled labour, the increase in attractiveness of vocational training and the provision of one-stop-shop training (including organisational and legal issues) and promoting growth in SMEs.

Output 2 Two curricula for further training of teachers

Output 2 includes the Curriculum for a further training of vocational school teachers to conduct dual vocational training and the curriculum for a training of vocational school teachers and other lecturers to carry out a two-year training (further training) to become a technician in the dual system. The output is rounded off with instructions for use, materials etc. for future use.

The innovative character concerns in particular the imparting of competences and skills for the realisation of dual vocational education and training by teachers who have so far conducted school-based vocational training.

Effects are among others, the qualification and provision of teaching staff for the implementation of dual vocational education and training, the improvement of the quality of initial and continuing vocational education and training and the creation of fruitful cooperation between vocational schools and companies.

Output 3 Curriculum for the training of SME trainers

In this output a specific curriculum for the training of trainers in SMEs in countries where school education is currently provided and instructions for use, materials etc. for future use were developed.

This output includes innovative components, as it is targeting the specific needs of SMEs in countries where schooling has been the norm up to now. It also makes use of international experience with different curricula, approaches and examination procedures and therefore creates added value in companies through training and the acquisition of SMEs to participate in dual vocational training.

This results in qualifying trainers in SMEs and improving the quality of training, attracting SMEs as training partners in the dual system and promoting SMEs by generating added value within the company.

Output 4 Curriculum for the training of SME trainers

In output 4 a curricula for a two-year training course for technicians in the construction or metal sector in the dual system for persons who have successfully completed initial vocational training is included. This, combined with the technician training, results in obtaining the entitlement to study at a university of applied sciences. Also instructions for use, materials etc. for future use are encompassed.

The implementation of the dual system also in continuing vocational training is a innovative feature of this output, as well as the intensification of continuing vocational training with a job-related increase in competences, skills and knowledge, promoting permeability between vocational education and training and higher education and attracting SMEs for comprehensive continuing vocational training.

The effects include a sustained increase in the competences, skills and knowledge of skilled workers and increased relevance to their occupational activities, the promotion of productivity, innovation and growth in SMEs and the promotion of permeability between vocational and higher education. It also leads to an increase in the proportion of students with vocational training and practical experience and enhances the attractiveness of vocational education and training.

Output 5 Blueprints for the implementation of dual Bachelor's programs through three-tiered industry competence centres

In this output coordinated, country-specific implementation concepts for dual Bachelor's degree programmes in cooperation between SMEs, universities, vocational schools and chambers of commerce with alternative implementation models are created. Also application notes and FAQ for the realization are included.

The creation of three-tiered sectoral competence centres for vocational training and innovation promotion, operated jointly by vocational schools, universities and chambers of commerce are the core of the innovative character of this output, as well as the holistic system of education and promotion of innovation from vocational training through continuing education and training to higher education. Leading in the provision of complete training and innovation promotion services for SMEs from a single source.

Effects are among others the sustainable increases in competences, skills and knowledge and a significant increase in the relevance of the qualifications and competences of university graduates for the labour market and in particular for activities in SMEs. This output also promotes the permeability between vocational training, continuing training and higher education and leads to an increase in the proportion of graduates with specific qualifications for SMEs, meaning effective SME promotion.

Output 6 Manual with all project results, application notes and FAQ

This manual with all results, concepts, curricula, module manuals, evaluation results and instructions for use and implementation is the sixth output. By distributing the book in bookstores and on the internet, a wide dissemination of the project results is achieved and all documents, materials, curricula and application notes are made available for the implementation and other uses in a comprehensive form.

1.3 | Project Implementation

The realisation of these ambitious project ...

Table of contents

• Table of Contents
• 1. Introduction: The Importance of two-stage industry competence centres of vocational education and training
• 2. Implementation of two-stage industry competence centres
• 3. Two Curricula for the further training of teachers
• 4. Curricula for the training of trainers in SMEs
• 5. Blueprints and curricula for a two-year advanced training as a technician
• 6. Blueprints for the implementation of dual Bachelor degree programs by three-level industry competence centres
• 7. Summary recommendations and FAQ
• Other Publications by the Baltic Sea Academy
• Members of the Hanse-Parlament
• Members of the Baltic Sea Academy
• Copyright