KA3- Support for Policy Reform€¦ · Learners are required to report on their traineeship...

KA3- Support for Policy Reform

VET-Business Partnership on Work-based learning and Apprenticeships

PROJECT NUMBER- 585210- EPP-1-2017-1-EL-EPPKA3-VET-APPREN

Project: “Development of Partnerships through Intermediary Platforms for the

support of WBL/Apprenticeship Schemes in Tourism- WBLTour”

Work Package 1: National report regarding the State of the art of apprenticeship in Tourism sector (Greece,

Italy, Spain) – Good Practices in Europe

D 1.2 Good Practices Report

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Table of Contents

Preface .................................................................................................................................................................... 2

Executive Summary ................................................................................................................................................ 3

Good Practices in EU countries .............................................................................................................................. 4

1. Belgium (Flanders) - Hotel and Catering Industry ......................................................................................... 4

2. Austria – Tourism Industry ............................................................................................................................. 6

3. Spain – Workshop Schools ............................................................................................................................. 7

4. Hungary – Student Contract .......................................................................................................................... 8

5. Spain– We Create Opportunities in Hospitality ............................................................................................ 9

6. Denmark – Coop Food School ...................................................................................................................... 10

7. The Netherlands – Centres for Innovative Craftsmanship ......................................................................... 12

8. The Netherlands – Workplace learning + .................................................................................................... 13

9. France – Complementary mention/Reception /Receipt Features ............................................................. 14

10. Netherlands – Diploma: Reception Sector Manager .................................................................................... 15

11. Many European Countries – Practice Firms .................................................................................................. 17

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Preface

“Development of Partnerships through Intermediary Platforms for the support of

WBL/Apprenticeship Schemes in Tourism- WBLTour” Project’s Work Package 1 “National

report regarding the State of the art of apprenticeship in Tourism sector (Greece, Italy, Spain)

– Good Practices in Europe” foresees the delivery of a series of 3 National Reports, one for

each partner country, plus Good Practices Report and a Synthesis Report. This report

constitutes the Good Practices Report in the fragment of WP1 of the WBLTour project.

Hellenic Management Association, Project Leader and Coordinator, would like to

acknowledge the contribution of project partners, Aris Formazione (ARIS) and Formacion y

Asesores en Selection y Empleo (FASE) to the preparation of this Report.

The WBLTour Project is co-funded by the Erasmus+ Programme of the European Union and

National Funds of the participating countries.

Hellenic Management Association – HMA

Disclaimer The information and views set out in this Report are those of the author(s) and do not necessarily reflect the official opinion of the European Union. Neither the European Union institutions and bodies nor any

person acting on their behalf may be held responsible for the use which may be made of the information contained therein.

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Executive Summary

WBLTour is a European Commission co-funded transnational project, jointly developed by

partners in three countries: Greece (Project Coordinator), Spain and Italy.

The Project’s Work Package 1: “National report regarding the State of the art of

apprenticeship in Tourism sector (Greece, Italy, Spain) – Good Practices in Europe”, foresees

the delivery, for all partner countries, of 3 National Reports. The present is the Good

Practices Report, regarding best practices in Tourism sector in European Union countries.

As is well known, the tourism industry is a major source of income and occupies an important

role in the national economies of Member States, especially in South Europe. Having regard

to this significance, WBLTour project coordinated by seven partners from Greece, Spain and

Italy, aims to support the establishment of partnerships between VET providers, small and

large tourist businesses, social partners and local authorities offering a variety of Work-based

learning/apprenticeships’ schemes. In order to be successful, each country needs to

formulate a tourism strategy that identifies and justifies its strategic objectives, priorities,

and targets. For that reason, best practices in Tourism sector are being examined. It is hoped

that these best practices will be useful as they formulate tourism strategies to improve

tourism performance through increased competitiveness.

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Good Practices in EU countries

1. Belgium (Flanders) - Hotel and Catering Industry

Title Apprenticeship in the Hotel and Catering Industry

Country Belgium (Flanders)

Economic Sectors Tourism

Theme Delivery of WBL, Partnership

Educational field and level Vocational education and training

Target groups Social Partners,

Professional or Sectoral Bodies,

Teachers and Trainers (Education and Training),

Trainers and Mentors in the Workplace

The Catering Establishment (or Center for Training and Personnel in the Catering Industry) is

an initiative of the social partners from the Catering Industry (Joint Committee 302), the

trade association ABVV-Voeding and ACV-Voeding and the employer organizations from the

specific sector.

The main task of Catering Establishment is to initiate, support and innovate by developing

activities related to the formation and perfecting of everyone who works in the Catering

Industry or who will work in the future. Specifically, in Horeca Vorming Vlaanderen which is

based in Flanders and is a Regional center for professional training in the hospitality industry,

the apprenticeship scheme in the Hotel and Catering Industry provides training for young

learners at risk of dropping out education.

The scheme targets learners who, for one reason or another, are not well suited to learning

delivery within full-time vocational schools and provides an alternative pathway for them to

complete their education, with a particular focus on work-based learning and on learner

transition to the workplace.

The scheme relies on the dual education system, where educational training is combined

with practical training. So the attendees/trainees spend 3 days per week at the workplace,

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where they undertake practical training and the remaining 2 days per week include

vocational secondary education which is provided in a training center.

The philosophy of this center in based on

the Model of Experiential Learning (Kolb),

as presented in image 1.

The length of the program has a timespan

between 12-48 months and depends on

the targeted profession and also on the

apprentice. The employer is obliged to sign

a contract with each learner, where all

obligations from both sides are well

described and all learners are being paid

during their training. Through the combination of educational and practical training, learners

gain the specific skills they need and also gain in-work experience related to a specific

occupation/profession. There are a lot of companies that participate in the specific scheme

as, besides granting them access to potential employees, it also compensates them partially

for each apprentice they train, providing them with a strong incentive to train more learners

and to participate more actively. All companies are obliged to sign up to the basic principles

of learning provision and also to make sure that there are qualified people (experts) who

supervise the trainees and are responsible for the training outcome.

Success factors and challenges for WBL

The main success factor of the specific apprentice scheme is the quality of the collaboration

between the individual learners who participate in the training with the participating

companies and their field experts. The way to assure that is the close monitoring, from the

account of Horeca Vorming Vlaanderen throughout, the entire process of training. Taking

into consideration the growing figures each year, regarding the number of apprentices

enrolled, the number of companies participating each year and last but not least the number

of apprenticeship places involved, the scheme described should be regarded of high quality

and effectiveness. Horeca Vorming Vlaanderen performs frequent assessment of the

apprenticeship scheme, evaluating all key players: trainees, trainers, facilities, companies,

apprenticeship places and overall satisfaction. Finally, the fact that the scheme includes a

wide range of occupations/professions (and thus is addressed to many people), combined

Image 1: Model of Experiential Learning (Kolb)

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with a significant variety in the length of the training give to the scheme flexibility and

enables the fast transition to the labor market, upon the completion of the training.

2. Austria – Tourism Industry

Title Traineeship in VET Colleges for Tourism

Country Austria

Economic Sectors Tourism



Target groups Teachers and Trainers (Education and Training),

Trainers and Mentors in the Workplace

The traineeships in Austrian VET colleges for tourism provide the learners with all necessary

skills and competences for entering the labour market. The practical training which is

included in the regular curriculum is valued equally with the educational learning and both

are considered to be equally important, from the learners but also from the employers point

of view. Specifically, all students attending VET colleges for tourism in Austria commit

themselves to in-company traineeships which last a total of 32 weeks and which serves as

part of their 5 year training program.

The 32 weeks are not consecutive, but are separated in the first for years of college, and the

trainee undertakes 8 weeks of practical training during each year.

Individual placements usually last for eight weeks, and take place each year during the

summer break. Placements are regulated by an agreement between the learner - or their

parents - and the employer, with VET colleges also providing assistance to learners to find a

suitable placement. Learners are required to report on their traineeship experiences, with

reports analysed and reviewed as a part of the next year’s training provision. Traineeships

provide learners with an opportunity to experience real-world working environments in their

targeted profession and sector (Tourism) as well as a chance to gain additional practical

skills. Traineeships also ensure that future employees are sufficiently skilled to meet the

requirements of the labor market and the targeted sector, which often has a high demand

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for young, well-skilled professionals. Companies see definite benefits in employing trainees

during seasonal peaks and consider all such traineeships as a means of better preparing the

future workforce. Individual learners also see direct benefits with many applying for work,

following graduation, at the company in which have undertaken a work placement.


One of the main success factors is that of the notably high commitment to traineeship from

the world of work, with a high number of companies actively participating. Companies are

also keen to provide feedback on learner performance and are actively involved in

curriculum development, with the practice-oriented nature of classroom-based delivery seen

as a facilitator for those entering the work-based environment. A continuing challenge is that

tied to the preparation and qualification of in-company trainers and workplace mentors with

currently no requirement for formal training.

3. Spain – Workshop Schools

Title Workshop schools, Craft centres and Employment

workshops

Country Spain

Economic Sectors No specific sector

Theme Delivery of WBL, Governance and Managemen

Educational field and level Vocational education and training, adult education

(ISCED 2 or 3)

Target groups Policy Makers,

Public Employment Services,

Careers Guidance and Counseling Services

This specific example provides a response to the employment crisis with the creation of

interim jobs for the most threatened and vulnerable groups of citizens. To do so it creates a

framework connected to the national VET system and it recognizes all qualifications

pursued through work-based learning.

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The public initiative by the Ministry of Labour and the Public Employment Service(PES) aims

to target low-skilled and/or compulsory education drop outs, enabling them to acquire

professional competencies trough a combined process of training and

employment. Projects are organized at regional level in cooperation with regional

stakeholders (PES, companies, training institutions). Work Based Learning is provided in

alternating practical and theoretical training between 6 months and 3 years based on a

contract between the learner, an employer and a training institution. 85% of the time is

spent on work-based activities and 15% on theoretical training. Programs are linked to

competence units of professional qualifications and specific programmes are offered to

learners who have not completed compulsory secondary education.

Success factors for WBL

Through Workshop schools, craft centers and employment workshops this program enables

learners to re-enter the learning pathways and finally reach to a recognized level of

qualification. Learners are exposed to the reality of work environment, gaining relevant

initial work experience and acquiring work habits and key competences. Moreover, the

programme functions within a country with high youth unemployment, as a substitute for

traditional employment and aims to tackle the problem of long-term unemployment for

vulnerable groups. The cooperation between a national framework which is clearly described

and connected to the national VET system and a variety of relatively independent regional

implementation by regional Public Employment Services are considered key elements of

success for this case example.

4. Hungary – Student Contract

Title Student contract

Country Hungary


Theme Governance and Management, Partnership

Educational field and level Vocational education and training (ISCED 3 and 4)

Target groups Policy Makers

Social Partners

Professional or Sectoral Bodies

Management (Education and Training)

Management in the Workplace

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Compulsory practical training in Hungarian IVET takes place either in school workshops or in

coordination with external enterprises. The degree of alternance between school-based

theoretical training and enterprise-based practical training varies according to the type of

programme and is defined by a national curriculum. 91% of learning at enterprises of

vocational school students and 36% of secondary vocational schools students is based on

individual student contracts between learners and enterprises. The number increased by

600% between 2000 and 2010. Also the number of participating enterprises increased from

1458 in 2004 to 8640 in 2011. The contract provides a legal relationships similar to a

traditional work contract, including a monthly allowance and social security coverage for the

student and state subsidy and incentives for employers.


The student contract is the preferred method of acquiring non-transferable, job-specific skills

throughout all IVET sectors in Hungary. The increase of company-based work-based learning

is mainly due to the legislative facilitation and administrative simplification and a series of

efforts to promote this kind of work-based learning among learners, education providers and

enterprises. However, there are still obstacles that prevent a even wider participation,

including still existing administrative burdens, insufficient amounts of hours assigned to

practical training in some curricula, inadequate levels of theoretical preparation of learners

and learners absenteeism.

5. Spain– We Create Opportunities in Hospitality

Title We Create Opportunities in Hospitality

Country Spain

Economic Sectors Hospitality

Theme Restoration Services

Educational field and

level

Vocational education and training (ISCED

3 and 4)

Target groups Public administration (Regional

Goverment)

Not for profit association

(Fundación Mahou San Miguel)

Mahou San Miguel Company

SMEs (Hospitality business)

VET training centers in hospitality

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In 2016, the Mahou San Miguel Foundation launched the Vocational Degree in

Restoration Services in WBL at the Simone Ortega School of Hospitality and Tourism in

Madrid. 23 young people are trained in this School while they receive additional training

in transversal competences and skills, specifically designed to develop and improve the

proper performance of their tasks. The period of alternation between the center and the

company takes place during the academic year in hospitality establishments that are

clients of Mahou San Miguel Company.

The training curriculum is specifically adapted to the needs of the hospitality

establishments and to the particularities and shortcomings of the young people

(beneficiaries of this program). Young people also participate in training pills on basic

skills and competencies that prepare them for their integration into the labor market.


This program has a high social component since it improves the employability of young

people at risk of social exclusion and facilitates their employment in the hospitality and

tourism sector. In this way, it generates opportunities for some young people who left the

educational system to return to it.

In the same way, it contributes economic and social value to the hospitality sector by

making it more dynamic and professionalizing it; at the same time that it implies in the

training to the hospitality SMEs.

6. Denmark – Coop Food School

Title Coop Food School

Country Denmark

Economic Sectors Hospitality

Theme Butchers, bakers and delicatessen

assistants


level

Vocational education and training (ISCED

3 and 4)

Target groups Coop Company

VET training centers in hospitality

School - Denmark The Danish retail chain Coop has developed its own VET programme at IVET level for

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butchers, bakers and delicatessen assistants. The programme follows the national

requirements for the three professions and is made in close cooperation with Zealand

Business College, a public and national accredited VET provider. The programme has an

‘apprenticeship guarantee’ for all students, which implies that all students enrolling for

the Food School are assured an apprenticeship spot in one of Coop supermarkets.

The Food School has been very well received across actors in the system. Among VET

students it has also been popular from the beginning. It focuses on students with limited

academic learning potential. The main challenge is that some of the enrolled students

have weaker social and personal competencies than VET students from normal VET

programmes, which may be related to the removal of the grade based entry requirements.

Hence, some of the students’ need more support and counseling than regular VET

students.

At an overall level the Coop Food School example shows how close cooperation between

a VET-school and a company can improve the attractiveness of VET and the matching of

skills supply and demand. Furthermore, this example shows how a higher involvement of

the business side in the VET-system can also enhance the possibility of improving social

inclusion of young people in VET as companies perhaps tend to have a higher focus on

young people’s willingness to learn instead of focusing solely on academic skills.

A key feature of this initiative has been to create a vocational qualification that has a

stronger component of work-based learning compared to traditional Danish programmes.


Coop Food School is an interesting example of how cooperation between a business and a

VET institution can help remedy recruitment problems as well as improve the overall

quality of VET. Through cooperation, the initiative uses well-structured apprenticeships

and a higher degree of work-based learning as a means of improving students’ vocational

skills, especially students with weak academic skills, and to match skills supply and

demand. Furthermore, the initiative focuses on attractiveness in the VET-system by

providing an ‘apprenticeship guarantee’, good job opportunities, a hands-on learning

approach, high-profiled teachers, and a social and professional network for the students.

Finally, the initiative enhances the retail chain’s chance to retain apprentices and improve

the company-specific competencies of the VET graduates.

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7. The Netherlands – Centres for Innovative Craftsmanship

Title Centres for Innovative Craftsmanship

Country The Netherlands

Economic Sectors Diverse sectors

Theme Delivery of WBL, Partnership, Governance


level

Vocational education and training and

Higher Education (ISCED 3 and 4)

Target groups Management (Education and

Training)

Management in the Workplace

VET

School - Denmark Centres for Innovative Craftsmanship are based on close cooperation between VET

providers, higher education institutions, companies and public authorities and provide a

sector-led approach to trainings provision that is tailored to meet labour market

needs. Centres were initially established in the field of new technologies, responding to

a confirmed of skilled workers. The number of centres continues to grow, however, and

now extends to a range of different sectors including healthcare, life sciences, agriculture

and design. CICs provide work-based learning to students in upper-secondary VET

programmes and in tertiary-level alternance programmes, the latter balancing both

theoretical and practical training input. In this respect, there are two kinds of centre,

namely: Centres for Innovative Craftsmanship (recognised as a part of regular VET

provision) and Centres for Expertise (a part of the Higher Education sector) with learners

able to ultimately move on from VET to HE. In the first two years of the programme,

learners spend around one-third of their time in work-based training. During the third and

final year, work-based training can represent up to 90% of the course. Training can

conduct at specific education and training institutes, at research centres on onsite within

the premises of the participating employer. The initiative is based on public-private

partnerships involving VET institutions, enterprises (SMEs) and public bodies with overall

coordination undertaken the National Platform for Science and Technology (Platform Bèta

Techniek).


One of the main success factors of this initiative is the governance and delivery model,

with centres formed by public-private partnerships and with financing divided over

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central government (50%), companies, educational institutions and local public

authorities. Another positive factor is the sector-based approach that sits at the heart of

the initiative, with sectoral training partnerships ensuring the required training provision

that is well aligned with the needs of the future labour market.

8. The Netherlands – Workplace learning +

Title Workplace learning +

Country Belgium (Flanders)

Economic Sectors Manufacturing



level

Vocational education and training and

Higher Education (ISCED 3 and 4)

Target groups Teachers and Trainers

(Education and Training)

Company tutors in the

Workplace

The initiative ‘workplace learning +’ (Werkplekleren PLUS) is a model that involves

intensive collaboration between Companies and Technical VET Schools with a view to

better reflecting the realities of the workplace in classroom-based learning.

WORKPLACE LEARNING+ enables learners from technical VET schools to participate in a

one-week internship as a part of their general education. Internships are organised, in

small groups, at a single company, with a focus on specific technical and social skills from

the existing VET curriculum. Learners are also supported by a tutor at the company,

usually on a one-to-one basis. Individual learners gain practical experience and learn

specific occupational skills, as well as gaining an insight into the working environment. In

terms of social or transversal skills, this is also an opportunity for individuals to

demonstrate specific attitudes and aptitudes such as punctuality, curiosity and ambition,

and this are skills that are also assessed by tutors at the end of the internship. Behind the

internship, both theoretical and reflective work is undertaken both in classroom settings

and as a part of onsite supervision, the latter also involving teachers directly.

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Participating companies also benefit through being able to get to know possible future

employees and through building capacity in their own staff, with individual tutors

required to participate in a preparatory training course. The WORKPLACE LEARNING+

initiative is organised by a network of technical schools and businesses in the North

Limburg region of Belgium, known locally as the KIO (Kenniscentrum industrie-onderwijs /

Knowledge Industry Education Association). As well as being responsible for facilitating

cooperation between industry and education, KIO also provides support and training for

teachers and preparatory training for workplace tutors. More recently, there have also

been efforts made to develop tools for the assessment of professional competences.


The main success factor of the WORKPLACE LEARNING+ initiative is that of enabling

cooperation and collaboration between schools and local companies. Teachers play an

integral part of the internships, taking the role on onsite supervisors, which allows

learning and progression to be also transferred back to the classroom and to be linked

with future course delivery. Teachers are also required to undertake internships

themselves, in a partner company, and tutors must participate in preparatory training: a

win-win situation. A continuing challenge is that of convincing companies of the benefits,

for all parties, associated with work-based learning. There is also a need to continue to

motivate workplace tutors to reflect and report on learning achievement, with many

seeing this as the role of teachers.

9. France – Complementary mention/Reception /Receipt Features

Title Complementary mention/Reception/Receipt

features

Country France

Function 1 Reception and Communication

Commercial function;

Administrative function.

Tasks: The tasks are carried out respecting

the environment, hygiene and prevention

standards professional risks depending on

the type of establishment

-Establish and secure the welcoming relationship,

from the booking to the client's departure;

- Inform, reassure the customer;

- Issuing and receiving information inside and

outside the company.

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Operating conditions. Means and

resources:

Client files, Company own procedures,

Communication techniques (expression oral and

written in French and in foreign languages),

Communication tools (telephone, fax, telematics ...),

Documentation related to the company and its

environment.

Relations: Internal, External in France and abroad

Autonomy: Evolution in taking professional initiative according

to instructions and deliveries

received from executives; Autonomy and full

responsibility towards the customer.

Expected results: Customer satisfaction; Consolidation and

development of the market image firm.

10. Netherlands – Diploma: Reception Sector Manager

Title Diploma: Reception Sector Manager

Country Netherlands

Main tasks - Start a business

- Manage the company

- Provide assistance in catering

- Provide assistance in receiving

Start a business Develop a business plan

Starting the business

Implement the business plan

Analyzing the market

Innovating the company

Determine the financial strategy and sales prices

Establish a personnel management policy

Determine a purchase and provisioning policy

Maintaining external contacts

Main task: Develop a business plan The manager of the

receptive sector decides how to start the activity in

the short and long term; defines the objectives and

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main activities of the company and also specifies

the ways in which the objectives must be achieved.

The manager of the hospitality sector decides which

company formula to adopt. In drafting your

business plan refers to market trends and the legal

and social framework. He takes into consideration

continuously trends and developments and, if

necessary, regulate the business plan in the light of

these developments.

DIPLOMA: RECEPTION SECTOR MANAGER

(Netherlands)

Starting the business The receptive sector manager plans the activities

that must be carried out to start a business.

He decides whether to undertake an activity and

chooses which type of business to start, namely: he

can start one own business independently, can

choose to use the franchise formula or detect an

existing company. It is prepared by analyzing the

legal, organizational and financial aspects to start

undertaking; it confronts the competent people and

authorities and presents its business plan. If you opt

for the franchising formula, signs a franchise

contract, while if it wants to take over a business,

draw up a letter of intent representing a preliminary

sales contract. Fulfill the various administrative

procedures necessary to start a business, such as

the request for permits, registration of the company

in the business register and the registration of the

company to the competent authorities. It decides

whether to rent or purchase premises for activities:

analyze laws and regulations regarding leasing or

purchase of goods and, as a consequence, signs a

lease or sale contract.

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11. Many European Countries – Practice Firms

Title Practice Firms

Country Example exists in many European countries (e.g.)

Austria, Germany, France, Romania, Slovakia, United

Kingdom


Theme Delivery of WBL


Target groups Management (Education and Training)

Teachers and Trainers (Education and

Training)

The concept of practice firms is widely accepted as a best practice example for simulation of

workplace settings. A growth in the number of established practice firms is expected as well

as a strengthening of cooperation with real businesses.

The basic concept of practice firms is to subject learners to the processes and activities

carried out in real business, and provide them with a simulated experience of a variety of

aspects of working in real economic settings. Practice firms are, in most cases, set up and

organised as school-based workshops attended by the learners during specified periods at

school. Facsimiles of business working environments are often established in schools, and

equipped with elementary office facilities such as ICT appliances, separate phone lines, firm

identity items (logos, headed paper), business files and repositories, employee folders, etc.

Firms are run by students in a hierarchical structure usually based on seniority, and

supervised by teachers, business professionals from real partner enterprises, or both.


WBL in practice firms allows students to acquire elementary business skills and competences

via creativity, initiative, and freedom of decision combined with responsibility and a

result-oriented approach. Students engage in all stages of the business cycle and gain

first-hand experience of the business environment as well as key entrepreneurial

competences. This is appreciated by both, educators and future employers. In many

countries, SMEs and enterprises cooperate with training firms actively as mentors or by

providing materials. Regional, national and international networks were established, meeting

at national fairs and participating in international competitions for best performing practice

firms.

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