THE EDUCATIONAL SECRETARIAT

FOR INDUSTRY

Head of Department Morten Ørnsholt,

The Education Committee for the Metal-working Industry

AGENDA

1. “The Danish model”

2. Introduction to Trade Committees – role and responsibilities

3. The Educational Secretariat for Industry

4. Education development

5. Quality assurance systems

6. Challenges in the Danish VET system

THE DANISH MODEL - I

Since 1899 a well functioning labour market model has developed in Denmark. The model consist of binding bipartite and tripartite co-operation agreements between

• Trade unions

• Employers' organisations

• The government

Consequently, almost all collective bargaining is concluded without government intervention whereas all significant legislative bodies regulating the labour market are normally tripartite bodies.

The trade unions and employers’ organisations are central social actors in the identification and formulation of present and future competence needs on the labour market.

The social partners and the government co-operate about the Vocational Education and Training programmes (VET) and Continuing Vocational Education and Training programmes (CVET) in Denmark, where the social partners have a central role and a high degree of influence on the educations.

This ensures, that the content of the VET’s always reflects and corresponds with the demands on the labourmarket.

THE DANISH MODEL - II

Trade unions Employers’ organisations

Government

… have a high degree of influence on vocational education and training in Denmark

The trade committees

in the Danish education

and training system

Local Training Committees

• The Local Training Committees are situated at the vocational schools

• Members of the Local Training Committees are the social partners, education managers and teachers

• The social partners are equally represented in the Training Committees

• The Local Training Committees are responsible for monitoring the quality of the education in practice and looking for changing skill needs

National Trade Committees

• The social partners are organized in National Trade Committees that co-operate with the government about the implementation and development of both VET’s and the related CVET’s

• The social partners are equally represented in the Trade Committees

• A National Trade Committee is responsible for managing one or more VET’s and related CVET’s within their area on a national level, and have to

• Follow the development on the labour market

• Take initiative to development, revision and completion of educations when there is a need for this

Ministry

• The ministry of education sets the legislative framework for the vocational educations based on needs identified by the Trade Committees

• The competence of the Trade Committees must be realized within the frames of the law; the finance act and the legislation determined for education in general

NATIONAL TRADE COMMITTEES: CORE ASSIGNMENTS IN VET’S AND CVET’S - I

Identify competence needs and changes in these – initiating and carrying out analysis, dialogue with stakeholders, policy changes

Facilitate and manage implementation of changes in the VET’s and CVET’s

• Develop and maintain the educations – the Trade Committees determine

• Content – aim of the education, aims of learning, subjects, qualification levels

• Structure – steps, division between time spent on school and training in the companies

• Duration

• Develop and maintain formal documents necessary to manage the educations

• Legislation – in co-operation with the ministry of education

• Education regulations – description of the content, structure and duration

• Subjects – description of the professional aims of each subject, both in schools and in the companies

EXAMPLE OF STRUCTURE AND DURATION IN THE VET’S

Basic

course 1

Basic

course 2

Main program for Bicycle mechanic, 2 years and 9 months

School

20 weeks

School

20 weeks

Intern

ship

School

5 weeks

Intern

ship

School

5 weeks

Intern

ship

School

5 weeks

Intern

ship

School

5 weeks

Intern

ship

Basic

course 1

Basic

course 2

Main program for Moped mechanic, 2 years and 3 months Main program for motorcycle mechanic, 1 year

and 3 months

Step 1 Step 2

School

20 weeks

School

20 weeks

Intern

ship

School

5 weeks

Intern

ship

School

5 weeks

Intern

ship

School

5 weeksIn

ternsh

ipSchool

5 weeks

Intern

ship

School

5 weeks

Intern

ship

NATIONAL TRADE COMMITTEES: CORE ASSIGNMENTS IN VET’S AND CVET’S - II

• Approve students’ applications of changes in their duration of education

• Approve training companies

• Identify censors and coordinate their participation at final examinations

• Issue certificates

• Provide legislative consultancy

• Provide economic administration

• Continuing networking and dialogue with relevant stakeholders, such as for example companies, schools, the ministry

EDUCATIONS OF INDUSTRIES

• Industriens Uddannelser (Educations of Industries) was established 1st of July 2000 as an independent institution by

• Dansk Metal (The Danish Metalworkers Union)

• DI - Dansk Industri (The Confederation of Danish Industry) and

• 3F (United Federation of Danish Workers)

• At that time the Educations of Industries served as secretariat for 2 Trade Committees

• MI (Metal-working Industry, constituted by The Danish Metalworkers Union and The Confederation of Danish Industry)

• IF (The Industrial Sector's Joint Committee, constituted by United Federation of Danish Workers and The Confederation of Danish Industry

• Today the Educations of Industries serves as secretariat for 12 Trade Committees, the development and maintenance of 45 VET programmes with 88 specialized directions and have 45 employees

EDUCATIONS OF INDUSTRIES - II

The task

Is to service each Trade Committee in their work to determine the vocational content, duration, structure and aim of the different Vocational Education and Training programs (VET) and Continuing Vocational Training programs (CVET) in Danish industry.

The mission

Educations of Industries is developing future-orientated educations and by doing this we are contributing to the development of Danish industry and its employees

OTHER TRADE COMMITEES

• The Joint Secretariat of the Trade Committees for the Commercial and Clerical Trades

• The Transport Training Board

• The Advisory board for Education and Training for Building and Construction Industry

• The Trade Committee for Electricians and Plumbing-Energy Education

TRADE COMMITTEES

– CORE COMPETENCES Strongdevelopment

profile

Overview of education

needs

Influence on content and

structure

Quality in management – VETs, legislation,

economics etc

Politicalinfluence

Strongnetwork

DEVELOPMENT GROUPS IN MI

The Trade Committee MI is responsible for 21 VET programmes.

In order to facilitate the continuing dialogue with relevant stakeholders about change needs in the educations, MI has established 7 permanent development groups, each working with VET’s that are professionally related to each other.

The social partners are equally represented in the development groups.

CNC, turning & milling, Toolmakers

Blacksmith and similarAutomobile, aircraft

and other transportation

Automation and process

Electronics and low current

Goldsmith, silversmith

Data and communication

education

Maritime skilledtrades

INITIATION OF DEVELOPMENT

Development of VET’s and CVET’s are initiated when a need for change has been reflected and identified by one or more sources

• Continuing input from labour market stakeholders Development groups

• At each school, with the task of monitoring the quality and looking for changing skill needs

Local trainingcommittees

• The professional examiners give feedback back to usProfessional examiners

• Groups of companies or employees who possess deep knowledge of their own trade areas and its educational issues

Industry associations

• Consultancies specializing in qualitative and quantitative analysis of training needs, prior learning assessment, Ministry of Education

Analytical partners

• Managers, who are coordinators of the Local training Committees;

• Teachers as facilitators of training programsSchools

•Analysis, investigations, statistic data etc.New Knowledge

•Initiatives coming from educational policyPolicy changes

•Development tendencies in the society – for instance environmental regulationsSocietal changes

PROCES OF

DEVELOPMENT OF

EDUCATIONS

Identification of needs

Decision and Planning

Description

Implementation

ELEMENTS IN AN ANALYSIS OF COMPETENCE NEEDS

• Development in technology • Def.: technique, knowledge, organization, product

• Work Organization• Production philosophies, job profiles, production engineering, specialization, etc.

• External requirements• Customer requirements, law, international relations and norms

• Recruitment• Composition of the workforce

• Qualification requirements for future employees

QUALITY ASSURANCE

System level.

Companies have to be approved,

Journeyman’s test – examiners appointed by trade committees

Employment frequency among graduates

Institutional level.

Content monitoring in accordance with the legislative framework and

Financial monitoring - compliance with budgetary constraints set out by the Ministry of Children and Education.

HOW DOES A COMPANY QUALIFY TO HAVE APPRENTICES?

The Trade Committee is responsible for the validation of the company

different models in different trades. However as a rule of thumb:

• Companies must be able to meet the final goals for the specific education

• Companies should have one or more skilled employees within the same trade

• Validation proces involves application and may include “expert visits”

JOURNEYMANS TEST & CERTIFICATE

Censors are appointed by the organisations constituting the tradecommitees

THE MAJOR VET-CHALLENGE

• The number of VET-applicants with a background in lowersecondary education (dark blue line) has fallen

• The number of applicantsfor general upper secondary education (light blue line) has risen

VET-CHALLENGE

Lack of skilled labour(faglærte) in 2015

CHALLENGES IN DANISH VET

Too little knowledge about VET amongst pupils leaving secondary school compared to company demands/expectations

Too few VET-applicants in recent years

The drop out rate (used to be) too high

In some sectors the number of students in VET exceeds the

number of placement possibilities

STRATEGIES IN PROMOTING VET AND APPRENTICESHIPS

The VET-reform (2014)

• Focus on qualifications and restricted admission

• Focus adult education programmes (crediting former education and worklife experience)

• Focus on VET in combination with general upper secondary education

• Focus on talent education programmes

• VET as a stepping stone to further education

Tripartite agreements (2016/17)

• “Advantage educations”

• School based apprenticeship as an alternative

• Regulation of access to certain educations

• Financial incentives (Employers education contribution – rewards and penalties)

Competions and Campaigns

• Danish Championship in Skills and World Skills

• Hands-On campaign by social partners of the Danish industry