Theme 2 Workshop

Are employers adequately equipped to effectively

support ECVET within future longer-term mobility

programmes?

Martyn Haines

Katherine Latta

Drew Easton

#VocationalPathways

Workshop 2 overview

Welcome and introductions

• Recognising the challenges for learners and employers (MH)

• Employer involvement in VET design – Good practice criteria (KL)

BREAK

• Employer considerations – Lessons from the Land based Engineering

sector (AE)

• Pre-requisites to Long Term Mobility (Activity)

• Defining the criteria for a successful Long Term Mobility (Activity)

Workshop conclusions (All)

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Unpicking the question….

Are employers adequately equipped to effectively support ECVET within

future longer-term mobility programmes?

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Unpicking the question….

Are employers adequately equipped to effectively support ECVET within

future longer-term mobility programmes?

• Longer term mobility (LTM) - “Transnational apprenticeship mobility

schemes”

Initially, 6-12 months in a workplace, recently revised to 3-12 months

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Unpicking the question….

Are employers adequately equipped to effectively support ECVET within

future longer-term mobility programmes?

• Longer term mobility (LTM) - “Transnational apprenticeship mobility

schemes”

Initially, 6-12 months in a workplace, recently revised to 3-12 months

• ECVET - European Credit System for Vocational Education and Training

“ …… make it easier for people to get validation and recognition of work-related skills

and knowledge acquired in different systems and countries – so that they can count

towards vocational qualifications”

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ECVET ‘Today and Tomorrow’ – UK led PLA

Six countries: UK, Bulgaria, Malta, Iceland, Ireland and Slovenia examined

VET assessment and QA practices

• Administrative procedures not seen as a barrier to full learning

recognition during periods of geographic mobility

• Build skills and capacity of those involved in VET and ECVET

• A healthy recognition by many attendants of the need to get ones own

house in order first

• Mobility ‘health check’ conducted using 4 levels as a guide

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Four levels of mobility

LEVEL OBJECTIVES CONTENT PARTNERSHIP DOCUMENTATION

LEVEL 1:

EXPLORATION &

PREPARATION

Establish common

mobility goals

Short-term

professional

mobility

Potential

partners

identified

None in place

LEVEL 2:

FIRST MOBILITY

FLOWS

To trial agreed VET

mobility programme

Test agreed logistical framework with

partners.

Targets short-term

VET mobility in a dedicated learning

environment and/or

workplace.

Collaboration

with one or more partners,

(VET institutions and/or

companies)

Shot-term (MoU)

Learning Agreements

(Learners and staff)

LEVEL 3: STRUCTURED

MOBILITY

To strengthen existing

mobility programmes,

Enable annual or multi-annual mobility

programmes in one or

more fields

Agreed targets for short and/or

longer-term VET mobility, in learning

environments and

the workplace.

Collaboration with one or

more partners (VET institutions

or companies)

Longer-term (MoU) in place, confirming

fields

Mobility Schedule

Learning Agreements

LEVEL 4:

FULLY RECOGNISED

MOBILITY

Participating learners

get recognition for learning outcomes

achieved and skills

acquired

Specific targets for

assessment, validation and

recognition of learning

achieved/skills

acquired

Collaboration

with one or more partners,

including VET institutions,

companies and accreditation

and awarding

bodies

Detailed (MoU) in

place. Learning Agreements including

roles, mechanisms, systems and tools for

those involved in formal summative

assessment of LOs.

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Employers…. who are they?

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Primary Industries

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Primary Industries

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Primary Industries

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Secondary industries (Manufacturing)

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Secondary industries (Manufacturing)

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Secondary industries (Manufacturing)

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Secondary industries (Manufacturing)

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Tertiary industries (Services)

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Tertiary industries (Services)

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Tertiary industries (Services)

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Tertiary industries (Services)

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Tertiary industries (Services)

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The employment statistics…..

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Influences on LTM potential

Sector level Employer Learner

Sector structure YES

Nature of the sector YES

Employer representation YES NO

Popularity of sector YES

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Influences on LTM potential

Company level Employer Learner

National or multinational YES

Demand for labour and skills YES

Learning culture YES YES

VET support and partnerships YES YES

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‘Erasmus pro’ aspiration

“Investing in Europe's Youth - Aspirational target of 50,000 long term mobility

placements

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‘Erasmus pro’ aspiration

“Investing in Europe's Youth - Aspirational target of 50,000 long term mobility

placements

Erasmus Pro sits within a wider ambition for apprenticeships in Europe…….

• “A million young European apprentices by 2020

• A single apprenticeship quality framework

• To make VET/apprenticeship an attractive, quality and equal choice for

transition to jobs

• Apprenticeship support services

• Proposal for tracking of outcomes for graduates (including VET)

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Other relevant policy drivers …..

New Skills Agenda……sets out the aspirations…. “raising human

capital……increasing employability and competitiveness”

“Making VET a 1st choice and skills and qualifications more visible and

comparable”

Youth on the Move…. refers to the new IVET mobility scorecard with 10

criteria

Riga Conclusions…. must deliver high quality vocational skills that are

relevant and drive up key competences

EMPLOYER

ENGAGEMENT

Good Practice Criteria

ED2-VET is an Erasmus+ project.

ED2-VET stands for:

“Employer Engagement in the

Design and Development of

Vocational Education and Training”

The ED2-VET Project

ED2-VET aims to develop a framework for understanding good practice in involving employers in the process of designing relevant and valuable VET programmes which ensure learners are “labour market ready”

The project will involve collating example “case studies” of good practices

There are four project partners: UK NARIC and Pisces Learning Innovations in the UK, Dimitra in Greece, and the Bulgarian Development Agency

What is the aim of ED2-VET?

A quality matrix has been developed to assess whether the engagement of employers in the design process is high quality.

These criteria also enable a review of whether employers are well placed to support VET students.

Four key categories: Quality of the relationship; Effectiveness of employer and employee representation; Effectiveness of the application of occupational standards; Responsiveness of the VET system to changes in the labour market

What are the criteria?

Activity

“Diamond Exercise”

“Diamond Exercise”: Rank the good practice criteria in a “diamond” – most important, least important, and of “middling” importance

1. VET providers work with industry representatives to set standards and design and develop VET

2. National Qualifications are referred to by employers as essential requirements when recruiting new entrants

3. Qualification equivalencies have been defined and agreed to assist labour mobility.

5. Both small and large employers are represented, and can influence occupational standards.

6. An organisation and systemic process exists to support labour skills forecasting on behalf of the industry

7. Employers are dependent on VET provision from the public and/or private sector within company staff development programmes

8. National Occupational Standards (NOS) are defined, reflecting the skills and knowledge requirement and are respected by employers.

4. Industry meetings to discuss labour skills foresight and occupational standards are well attended by the appropriate managers

ECVET – Employer

considerations.

Land - base Engineering in the UK

Covers Agriculture, Groundcare, Forestry, Fixed plant and Construction sectors

• Value = £4 billion / year• 3350 Businesses• 22,850 employees

• 80% of the businesses employ less than 10 people• Average age of the workforce is over 40• 80% of those employed are full time• Women account for less than 1% of the workforce

• Technology used in the industry similar to F1 racing cars

Currently a skills shortage with major competing manufacturers working together to develop a stable workforce with a skillset to sustain the sector in the future – Trail blazer apprenticeship!

UK Manufacturing

Machinery manufactured in the UK has declined over a number of years.

JCB New Holland

The majority of land based equipment used in the UK is manufactured in Europe.

Apprenticeships

• Generally a positive attitude toward apprenticeships, sector has a proven history.

• Many of the “influencers” in the industry started as apprentices.

• Small companies recruit every 2-4 years.

• Large companies recruit annually, often covering a number of sites.

• Apprenticeship duration = 4 years.

• Technology drives the need for training – It never stops!

Qualifications

National Occupational Standards established – Led by Sector Skills Council

(LANTRA)

Development group

- A.E.A (Agricultural Engineers Association) – Representing the manufacturers.

- B.A.G.M.A (British Agricultural & Garden Machinery Association) – Representing

the dealers)

- Education sector representation

- Awarding body representation

When the occupational standard is established, the awarding bodies develop the

qualification [S.Q.A, City & Guilds, EDEXEL & I.M.I]

The apprentice journey

• Recruitment is aided by a productive relationship between a VET provider and

company.

• Many apprentices are recruited after completing a full time college programme

with the balance of the apprenticeship delivered and assessed in the workplace.

• Product specific training may be delivered by manufacturer [often separately

certificated]

• Apprentices complete portfolio over 4 years [Paper base or Electronic]

• VET provider work place assessors visit every 8 – 10 weeks.

Case study 1: Lloyd Ltd

• Founded in Carlisle in 1964• Grown dramatically in 53 years• Eight branches in Southern Scotland / Northern England selling Tractors / Farm machinery / Ground

care and Construction Equipment

Bespoke apprenticeship programme in developed in 2003Drivers:- After sales manager appointed who recognised that strategic growth was only achievable with well trained staff who were familiar with the range of products sold.- Manager enabled to put group apprenticeship in place.- Commitment to take on at least one apprentice per depot.- Apprenticeship developed and delivered across four years, covering range of equipment sold.- Generic training for 1st three years of apprenticeship – Then specialist training!

Resources:- Range of equipment made available for training purposes.- Manufacturer input to training (1 week / 2 manufacturers training courses)- Training material

Success factors:- Mentors (one in each depot) network

developed who understood the qualification and had a positive approach to working with young people.

- Annual mentor training event + 1:1 support provided by college staff every 10 – 12 weeks.

- High level support within the company.- Quick reaction to disciplinary / welfare issues.

Game changers- Senior manager left to start their own

company.- Pressure from a dominant manufacturer for

the company to support their apprenticeship scheme.

- Tenuous relationship with new after sales manager.

Case study 2: CLAAS UK

- UK Subsidiary of CLAAS Germany, with other locations in Europe & Worldwide.- Founded in 1913.- Family owned business with over 11,500 employees worldwide- Customer focussed.- Harvest specialists producing Combine harvesters, Forage harvesters, Tractors & a range of farm

machinery.- UK dealer network with 92 branches.

Bespoke apprenticeship programme developed in 2006Drivers:- Concerns with the variation of training and education throughout the UK.- Aware of the threat to the business if the “talent pool” was further depleted.- Always been proactive in training [Training Academy @ Bury St Edmunds]- Senior managers started as apprentices.- College partnership to develop and deliver bespoke apprenticeship programme from two locations in

the UK.- Active role in the development of qualifications. [IMI Awards]

Resources:- Provide any item of CLAAS equipment for training.- Staff training and provision of training materials.- Specialist staff available to train apprentices.- Apprentice progressive specialist programme across the term of the apprenticeship, delivered in CUK &

Germany

Success factors:- Care taken at recruitment stage- Parents involved in Induction.- Strong partnership with focus on apprentice.- Well resourced / latest equipment to work on.- Apprentice welfare a priority.- Commitment at all levels.- Progression from apprenticeship to Master

Mechanic then Master Technician [8 years]

Innovation:- On satisfactory completion of

apprenticeship, qualified apprentices were supported in 6 month exchange to dealers in Australia and New Zealand.

- Progression route post apprenticeship [Master mechanic / Master technician]

- Use of interactive E Learning platform for product knowledge.

Case study 3: Jas P Wilson

• Company founded in 1964 as an Agricultural Contractor and Plant Hire business• Focus changed to Engineering and Machinery Sales in the 1980’s• Became involved in Manufacturing cranes & trailers in the 1990’s• Total staff of 50

Focus on apprenticeshipsDrivers:- Since the mid1980’s the company had a focus on apprenticeships, many of the apprentices are still with the company.- Recognition that the future and survival of the business relies on recruiting and developing staff.- Altruistic approach with a preference to employ and develop local people.- Managing director is passionate about giving young people an opportunity.

Activities over the last 3 months:- School / College – Structured site visits with interactive activity. [150 Students]- Development of mentors in Manufacturing and Service areas.- Structured work experience [16 students] – Through School / College and community benefit partnerships.- FSM [First Step Motorsport] project to get young people interested in Science and Engineering.

Success factors:- Five apprentices recruited in June.- Proactive support of Engineering Foundation

Apprenticeship [Caitlin]- MD passionate about young peoples education and

vocational learning.- Currently 28% of staff are apprentices.- In house training facility.- Bespoke level 2 apprenticeship programme delivered

in house.- Plans in place to become an accredited centre with

Instructors and Assessors.

ECVET - What is the driver for employers?

Active, enrolled industry group.Proactive / trusted training provider/s.Credible / recognised qualification.Recruitment - Unable to get anyone with the correct skillset locally.Business sustainability & Growth – Without the correct staff the business has no future.Succession – Difficulty in replacing key staff if they retire or leave.

The right candidate

Mentor support

Shared vision

Suitable framework

Planned reviews

The Successful placement

Barriers for employer involvement

What is the incentive for them to be involved in ECVET ?

Many employers do not understand the qualification structure, nor do they want to!

How many employers would have the time or resource to fully engage?

Employers quickly recognise the immediate cost / slow return [Potentially no return if

candidate proves to be non productive]

Employer unlikely to get involved for altruistic (selfless) reasons!

Employers unlikely to be willing to engage with qualification development.

Any questions?

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Activity 1

What are the additional challenges to LTM programme design and delivery

as compared to typical short-term mobility programmes?

Consider the employers and learners perspectives within LTM programme

development and delivery?

In the group you are assigned to, discuss:

• The challenges facing learners (5 minutes)

• The challenges facing employers (5 minutes)

Write the 3 main challenges to learners and 3 main challenges to employers

(You can use the post it pads to help record your key points)

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Activity 3 LTM Prerequisites

Stage 1 Look at the suggested list and select the three most urgent prerequisites to

establishing a high quality long term mobility programme (This is your own individual

opinion)

Later, raise your green card to them as they are called out

Stage 2… also, pick the three least urgent (but not detrimental)

Later, raise your amber card to them as they are called out.

…….Also please remember to ….raise your red card to any actions or activities

that could be potentially detrimental

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Activity 3

1. Defining employer responsibilities within LTM that are applicable to all industry sectors,

for use within employer guidance materials.

2. Developing and implementing a general promotional campaign, to raise the employers’

awareness of the benefits of LTM.

3. Targeted selection of employers with strong learning cultures and staff development

policies.

4. Identification of potentially receptive sectors, based on a desk study/analysis of Europe’s

industry sectors.

5. Targeted promotion of LTM to multinational companies running operations in several

European countries.

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Activity 3 (Cont)

6. Training receptive employers in VET assessment and quality assurance processes.

7. Selection of the simplest learning outcomes that learners could achieve.

8. A centralised European LTM support for learners that includes a ‘match making’ service to

help them to find suitable approved employers offering LTM

9. Training employers in the use of ECVET mobility tools, to support them in preparing for their

role within LTM

10. Devising an assessment strategy that is entirely within the employers previous VET

experience and therefore manageable

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Activity 4 LTM criteria

In your groups consider:

1) Necessary capacity building of LTM support structures at European and National

level (Consider VET regulatory bodies and their policies.) A

2) The processes for selection of suitable employers for involvement with LTM

development (Consider role of company operating procedures) B

3) The role of employers and other LTM actors in, including VET providers, within

the assessment of Learning Outcomes. C

4) The use of ECVET mobility tools to support Employers preparing for LTM D

5) How LTM is best promoted to employers and other actors