coach dual education guidebook

Dual training implementation guidebook

DUAL TRAINING IMPLEMENTATION GUIDEBOOK

2012-2014

This guide aims to help you entering dual vocational training world and getting its benefits step by step.


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Table of contents

INTRODUCTION ................................................................................................................................................................... 5

GUIDEBOOK INTRODUCTION ................................................................................................................................................. 5

GUIDEBOOK MISSION ............................................................................................................................................................. 5

GUIDEBOOK SCOPE ................................................................................................................................................................ 6

GUIDEBOOK ADDRESSEE ........................................................................................................................................................ 6

GUIDEBOOK STRUCTURE ........................................................................................................................................................ 7

PROJECT OBJETIVES ................................................................................................................................................................ 7

PROJECT GEOGRAPHICAL SCOPE ............................................................................................................................................ 7

PROJECT PHASES .................................................................................................................................................................... 7

PROJECT PARTNERS AND RATIONALE .................................................................................................................................. 9

PROJECT PARTNERS ................................................................................................................................................................ 9

SOLUCIONES TECNO-PROFESIONALES (STP) .......................................................................................................................... 9

STP roles in this project: .................................................................................................................................................... 10

ZSTIO – ZESPÓŁ SZKÓŁ TECHNICZNYCH I OGÓLNOKSZTAŁCĄCYCH Z ODDZIAŁAMI INTEGRACYJNYMI IM. STANISŁAWA STASZICA W BIAŁYMSTOKU

............................................................................................................................................................................................. 11

NET-MEX TRAINING AND INNOVATION LTD. ................................................................................................................................. 13

A. THEORETICAL BACKGROUND ......................................................................................................................................... 14

BACKGROUND SITUATION IN EUROPE AND IN THREE PARTNERING COUNTRIES ............................................................... 14

MODELS .................................................................................................................................................................................. 14

A cross-cultural comparison – German and Swedish models ........................................................................................... 14

Evolution of Dual Training German model (2014) ............................................................................................................ 16

SPAIN ................................................................................................................................................................................... 17

VET in Spain - Historical Background ................................................................................................................................ 17

SME’s situation during 2012-2014 period ........................................................................................................................ 17

Evolution of Dual Training in Spain (2013-2014) .............................................................................................................. 18

Regulation ......................................................................................................................................................................... 18

POLAND ............................................................................................................................................................................... 19

The history of vocational education in Poland ................................................................................................................. 19

2012 changes .................................................................................................................................................................... 19

Current situation of vocational training in Poland............................................................................................................ 20


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Dual training challenges ................................................................................................................................................... 21

HUNGARY ............................................................................................................................................................................ 21

Short history of dual vocational training system in Hungary ............................................................................................ 21

Dual vocational training in the ’70s, ’80s ....................................................................................................................... 222

Political changes in 1989-90 ............................................................................................................................................. 22

Educational reforms between 1993-2006......................................................................................................................... 22

Actual changes (2011-2014) ............................................................................................................................................. 23

SKILLS AND COMPETENCES FOR DUAL TRAINING .............................................................................................................. 25

METHODOLOGICAL ANALYSIS ............................................................................................................................................ 26

GENERIC COMPETENCES .................................................................................................................................................... 27

PROFESSIONAL COMPETENCES .......................................................................................................................................... 29

PROFESSIONAL KNOWLEDGE ........................................................................................................................................................ 29

PROFESSIONAL SKILLS........................................................................................................................................................ 33

SKILLS AND COMPETENCES FOR IT INDUSTRY ................................................................................................................................... 33

SKILLS AND COMPETENCES FOR HOTEL INDUSTRY ............................................................................................................................. 34

SKILLS AND COMPETENCES FOR TOURIST INDUSTRY ........................................................................................................................ 355

SKILLS AND COMPETENCES FOR ADVERTISING INDUSTRY .................................................................................................................. 366

SKILLS AND COMPETENCES FOR CLOTHING INDUSTRY ...................................................................................................................... 377

SKILLS AND COMPETENCES FOR AUTO MECHANICAL INDUSTRY .......................................................................................................... 388

GUIDELINES FOR MONITORING AND COACHING PROCEDURES ......................................................................................... 40

INTRODUCTION TO MONITORING AND COACHING ACTIVITIES ....................................................................................... 400

METHODOLOGICAL ANALYSIS .......................................................................................................................................... 400

PROCESS MAP ................................................................................................................................................................... 41

PROCESS DESCRIPTION .................................................................................................................................................... 411

B. DUAL TRAINING OVERVIEW - EXPERIENCES AND GOOD PRACTICES IN SPAIN, POLAND AND HUNGARY ....................... 47

BRIEF DESCRIPTION OF THE METHOD FOLLOWED ........................................................................................................... 477

COUNTRY SPECIFIC FINDINGS .......................................................................................................................................... 477

INTERVIEWS IN SPAIN ......................................................................................................................................................... 477

INTERVIEWS IN POLAND ..................................................................................................................................................... 544

INTERVIEWS IN HUNGARY .................................................................................................................................................... 59


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ANNEX 1.: PERSONAL COMPETENCES ................................................................................................................................ 66

CHARACTERISTICS COMPETENCE GROUP ......................................................................................................................................... 66

DEDICATION, COMMITMENT ............................................................................................................................................ 66

ADAPTABILITY, SELF-IMPROVEMENT ............................................................................................................................... 66

RESPONSIBILITY ................................................................................................................................................................ 66

STAMINA ........................................................................................................................................................................... 67

RISK TAKING ...................................................................................................................................................................... 67

RELIABILITY ....................................................................................................................................................................... 67

MONOTONY TOLERANCE .................................................................................................................................................. 67

SELF-DETERMINATION ...................................................................................................................................................... 67

DECISIVENESS ................................................................................................................................................................... 68

SELF-DISCIPLINE ................................................................................................................................................................ 68

ACCURACY......................................................................................................................................................................... 68

PRECISION ......................................................................................................................................................................... 68

FLEXIBILITY ........................................................................................................................................................................ 68

STRESS-BEARING CAPACITY .............................................................................................................................................. 69

ORGANIZATIONAL SKILLS .................................................................................................................................................. 69

DILIGENCE, ENDEAVOR ..................................................................................................................................................... 69

LOADABILITY ..................................................................................................................................................................... 69

PATIENCE .......................................................................................................................................................................... 69

SOCIAL SKILLS .................................................................................................................................................................... 69

COLLABORATION COMPETENCY GROUP ......................................................................................................................................... 70

NETWORKING SKILLS ........................................................................................................................................................ 70

CONTACT MAINTENANCE SKILLS ...................................................................................................................................... 70

INTERPESONAL FLEXIBILITY .............................................................................................................................................. 70

POLITENESS ....................................................................................................................................................................... 70

INITIATIVE ......................................................................................................................................................................... 70

STURDINESS ...................................................................................................................................................................... 71

CONVINCING SKILLS .......................................................................................................................................................... 71

CONSESNSUS SKILLS .......................................................................................................................................................... 71

EMPATHY .......................................................................................................................................................................... 71

HELPFULNESS .................................................................................................................................................................... 71

OPENNESS FOR MOTIVATION ........................................................................................................................................... 71

ABILITY TO MOTIVATE ...................................................................................................................................................... 72

ABILITY OF GIVING FEEDBACK .......................................................................................................................................... 72


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DIRECTIVITY ...................................................................................................................................................................... 72

MANAGEMENT SKILLS ...................................................................................................................................................... 72

TOLERANCE ....................................................................................................................................................................... 72

COMMUNICATION COMPETENCE GROUP ........................................................................................................................................ 73

DRAFTS SKILLS ................................................................................................................................................................... 73

CORRECT WORDING ......................................................................................................................................................... 73

CONSISTENT PHRASING .................................................................................................................................................... 73

FLEXIBILITY OF COMMUNICATION.................................................................................................................................... 73

CLARITY ............................................................................................................................................................................. 74

PRESENTATION SKILLS ...................................................................................................................................................... 74

ANNEX 2: INTERVIEW QUESTIONS ..................................................................................................................................... 75

Generic questions ............................................................................................................................................................. 75

Process related questions ................................................................................................................................................. 75

REFERENCES ...................................................................................................................................................................... 78

C. PRACTICAL GUIDE FOR COMPANIES .............................................................................................................................. 80

ACTIONS TO BE DONE FROM THE COMPANY SIDE TO IMPLEMENT VET............................................................................. 80

BEST PRACTICE TEMPLATES ............................................................................................................................................... 83

1.1 ENTERPRISE NEEDS .............................................................................................................................................................. 83

VET training implementation – questions template ......................................................................................................... 83

1.2 PRACTICES TO BE DONE ......................................................................................................................................................... 84

1.3 TRAINEE PROFILE DEFINITION ............................................................................................................................................... 855

1.4 TRAINEE EVALUATION FORM ......................................................................................................................................... 88

1.5 AGREEMENT FORM FOR DUAL TRAINING ................................................................................................................................... 89

General content of a Trainee – Hosting organization contract ........................................................................................ 89

General content of the Hosting organization – School Cooperation Agreement.............................................................. 91

VET TRAINING IMPLEMENTATION – SAMPLE TEMPLATES ................................................................................................. 93

ENTERPRISE NEEDS .................................................................................................................................................................... 93

PRACTICES TO BE DONE .............................................................................................................................................................. 93

PUPIL DESIRED PROFILE ............................................................................................................................................................... 94

TRAINEE EVALUATION FORM ....................................................................................................................................................... 98

CONTRACT TO BE USED ............................................................................................................................................................... 99


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INTRODUCTION

GUIDEBOOK INTRODUCTION

This document has been generated by the partners involved in the project Qualitative approach

towards practical training in dual vocational training system. Code: 2012-1-TR1-LEO04-35472 5 funded

by the European Union under the Leonardo da Vinci program*.

(*)The Leonardo da Vinci program focuses on vocational training. The program is

designed to meet the teaching and learning needs of all those involved in education and

vocational training, as well as the institutions and organizations providing or facilitating

such training.

GUIDEBOOK MISSION


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Its mission is to provide tools to facilitate the implementation of dual training* in the field of small and

medium-sized European companies.

(*) Dual Training Definition: Training that combines theory and practice. It is performed

in parallel in the company and school. The company provides the skills needed to carry

out the activity, while the school supplies necessary background for learning theory.

GUIDEBOOK SCOPE

Conceptual field guide: The guide has been created from the study of the different approaches* of

dual training in Europe. Each of which has specific characteristics** deemed suitable for the type of

training performed.

(*)In Europe there are two main approaches to the conception of dual training, the

German model and the Swedish model. This guide looks at them both (see section ci).

(**)There are many differences between the German model and the Swedish model,

but the most notable is its purpose, the German model is suitable for resource training

with a low level of technological expertise while Swedish model bases its design on a

type of training that serves the needs of work activities that require a high degree of

technological expertise for development.

GUIDEBOOK ADDRESSEE


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This material is of interest to all the agents involved in the dual training both from the point of view of

training centers and companies that implement / use this type of training and support profiles involved

in this process, as well as of the students themselves.

GUIDEBOOK STRUCTURE

The structure is defined with the aim of providing a simple and practical guide that allows following

step by step the different phases of dual implantation in an enterprise. After this introduction the

competencies and skills required in different sectors are presented and also the procedures to

implement dual training in them, as well as a number of control instruments to monitor and verify

progress made during the implementation process. Finally, templates and examples of how to use them

to exercise the necessary control over the formation of resources are presented.

PROJECT OBJETIVES

COACH project’s main objective is to compare different methods of planning, implementing,

monitoring and evaluating practical training of people in initial vocational training widely used in

different regions and countries present in the project’s partnership, in order to select and adapt best of

them into the daily training routines of companies and training institutions.

PROJECT GEOGRAPHICAL SCOPE

Geographical Scope of Project: Based on the experiences and work done by the project partners and

their teams in the following European countries: Hungary, Poland and Spain.

PROJECT PHASES


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The project has been divided into the following phases:

Project Phases Meetings Country Dates

Phase1

Preparation Kick off meeting Spain oct-12

Phase 2

Research and collecting good practices Phase II meeting Hungary mar-13

Phase 3

Describing and sharing selected good

Practices

Phase III

meeting Poland jun-13

Phase 4

Improving best practices and

GUIDEBOOK PARTcreation

Phase IV

meeting Hungary sep-13

Phase 5

PART II GUIDEBOOK CREATION:

Monitoring and coaching procedures Phase V meeting Poland apr-14

Phase 6

Follow up and ES

evaluation procedures

in practical training Final conference Spain jun-14


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PROJECT PARTNERS AND RATIONALE

PROJECT PARTNERS

STP – SolucionesTecno-Profesionales as coordinator of the project, training center for adults

and company deploying dual training in its ranks.

ZSTiO – Zespół Szkół Technicznych i Ogólnokształcących z Oddziałami Integracyjnymi im.

Stanisława Staszica w Białymstoku as vocational training center.

NET-MEX KFT as creator of educational materials.

SOLUCIONES TECNO-PROFESIONALES (STP)

It offers training and technical support to private companies, public bodies, schools, NGOs aiming

innovation in the areas of culture sector, tourism, sustainable development, financial management and

professionalization of non-profit sector. We contribute with our services to intercultural change, and to

accessibility of innovation and information for people and communities facing social risk as well as

disadvantages.

Our main activity is to improve educational, social and cultural standards by intensive co-operation with

other EU regions. Therefore, STP is highly active in the development and implementation of

educational/vocational trainings as well as in the implementation and promotion of EU projects dealing

with education, culture and society.

All staff has pedagogical education as well as research background at a university level and it has

experience in European co-operations.


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STP roles in this project:

As Coordinator:

Manage and monitor the project's progress and achievement of the various objectives set in

each phase.

Overall management and administration of the project, evaluation of implemented activities'

accuracy with the project's content, proper implementation of all tasks and responsibilities

carried out by the partners of the project and implementation of the disseminative program.

Implementation of the evaluation plan designed by the steering committee of the project,

maintaining contacts with all participants of the project (both in the partner organizations, as

well as in focus groups), dissemination of the electronic bulletins and proper information flow

between the partners of the project.

As Partner:

Thanks to its dual role as a trainer and employer involved in this project STP is exercising two

very different roles and in turn it’s much needed within the project. On one side it is vocational

training center which defines and implements the methodology to implement dual training in

the field of new technologies and on the other it is company that invests in dual training as a

means of adding new employees to the company.This allows us to create very agile internal

work teams which are thoroughly acquainted with the needs of the company and experience at

firsthand the difficulties inherent in the process.


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ZSTiO – Zespół Szkół Technicznych i Ogólnokształcących z

Oddziałami Integracyjnymi im. Stanisława Staszica w Białymstoku

Stanisław Staszic Vocational and General Secondary Education School Complex with Integrated Classes

is a public secondary vocational school. The school complex combines three types of schools:

3-year General Secondary Education School;

3-year Basic Vocational School, with two professions: hairdresser and tailor;

4-year Vocational School with Integrated Classes, where students can choose among following

occupations: IT technician, clothing technology technician, tourist service technician, hotel

industry technician, hairdressing technician, advertising methods and organization technician.

The school is a unique education provider. Namely, apart from general public it also provides education

opportunities for SEN students. Our students come from the city itself as well as from surrounding

towns and villages some of them are disabled students. Our school helps children with Special

Educational Needs to learn in mainstream schools with their non-disabled peers. It brings them hope

for a better tomorrow and develops self-confidence. It enriches and teaches tolerance. It also helps all

students to develop social behaviors that are needed in everyday life.

Bearing in mind multilateral development of our students we provide them with an opportunity to use

specialist help from our employees, and the offer includes various classes, such as: pedagogic therapy,

individual re-education, audio and visual perception and coordination rehabilitation, fine motor skills

rehabilitation, educational and therapeutic, compensatory classes in Polish language, English language,

mathematics, and IT subjects. There is a number of specialists working with the disabled students in

the school: teaching assistants with numerous qualifications, SENCO (Special Educational Needs

Coordinator), Learning Mentors/Tutors, Psychologists, Speech Therapist, Specialist in corrective


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exercises, Sign Language Interpreter, Support Worker and School Nurse. The attitude of our teachers is

the full acceptance of children with disabilities, their difficulties and individual abilities and needs.

The school is placed in the city of Białystok, in the north-east part of Poland, in the region called ‘Green

Lungs of Poland’. It is a disadvantaged area with no industry, no big factories, and low financial

resources. That results in a very high rate of unemployment, which reached the level of 13.7% in

December, 2011. The rate of unemployment among young people is much higher.

By participating in this project the school wants to create the opportunity for students to find working

places, reducing unemployment at the same time. To prepare a well-qualified worker schools need to

cooperate with SMEs to develop certain methods of training and educating students. By comparing

different methods of planning, implementing, monitoring and evaluating practical training of people in

initial vocational training schools will be able to prepare students to future jobs more properly.

Graduates will know what to do and how to work.


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NET-MEX Training and Innovation Ltd.

NET-MEX Innovation and Training Ltd (HU) is a Budapest based Hungarian SMB. It was founded in 2002

and ever since it has been active in project management.Its core activities include management and

innovation processes, development of training materials and methodologies, and organization of

training courses primarily for SMES. In the development of training materials we rely heavily on EU and

national RTD results. The activities of NET-MEX Ltd can be characterized by creative and

multidisciplinary approach. Therefore our staff includes engineers, patent attorney, teachers and

economist. We have taken part in the development of the Hungarian Venture Capital portal and Logistic

Portal. The senior officers have extensive experiences in the organization and coordination of national

and EU projects.

We have been focusing on EU projectsand Lifelong Learning since years, both in the framework of

European partnership (with several EU countries) and in transfer of innovation (TOI) projects. We

cooperated with Universities such as the Czech University of Life Sciences in Prague or the University of

Technology in Budapest, furthermore we had among our partners various federations and associations

internationally. Our most important activities aim the fostering of entrepreneurship (SMI), coping skills

and stress prevention related to specific professions (SMI), socio-economical inclusion of elderly people

via development of their IT communication skills and environmental topics like YET, CT-TRANS,

INNOLOCALSUPPORT, etc.


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A. Theoretical background

BACKGROUND SITUATION IN EUROPE AND IN THREE PARTNERING COUNTRIES

Models

A cross-cultural comparison– German and Swedish models

There are two main directions in Europe as for vocational training. As someone remarked long ago,

capital is one of the great levelers in history and it is in fact one of the main differences between the r

resource-intensity and adaptability of the two models, but surely not the only one. There are largely

levelled differences between systems of VET (Vocational Education and Training) in Germany and

Sweden.

Sándor Papp Hungarian Vocational Training Consultant highlights 3 main aspects that distinguish

between the Swedish and German VET systems: 1. the above mentioned costs, 2. the target field’s

technical needs and characteristics, knowledge-intensity, 3. the involved trainer/teacher’s role and

responsibilities in the vocational training process during dual training.

Dual Training Model in Germany

The main goal of this system is to make the vocational training more practice-oriented and help

trainees more get familiar with future working environment, to fasten and ease the future work-

socialization.

In order to reach this aim, which is a mutual benefit for the industrial sector and for students and

schools as well, plants or large enterprises show strong commitment to provide workshop area and

skilled masters to train the pupils to a certain level of practical knowledge. In this model no


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accompanying teacher is needed on the spot; pupils spend some week in the factory or plant

irrespectively of school.

As for utilization there is a limitation that we need to keep in mind regarding the aimed and gained skill

level and knowledge-intensity. High-tech equipment and installations are very expensive; moreover

work instructions may deny to touch or even approach them. Pupils are not allowed to experiment on

operational equipment; they cannot exercise and practice operational procedures, so at the end of the

day the general purpose of the field experience partly disappears.

Therefore German type of dual training is appropriate for training physical jobs or handicraftsmen, but

it is not recommended for high-tech professions. Besides, it is suggested to apply the German model if

it is unnecessary to refer to specific/deep theoretical knowledge; the work pieces are produced in large

quantities, so there is no high risk of committing errors. This model can work properly in the field of car

construction or assembly plant for example.

Dual Training Model in Sweden

The Swedish type of dual training is based on the concept that the practical training is part of the

curriculum, therefore a professional teacher’s guidance in inevitable on the spot and during larger

school intervals, like summer break, when students realize their field experience. The teacher must be

familiar with the plant’s working/producing processes and present them to the pupils. In the Swedish

type dual training, the working procedures of high-tech professions can be exercised within well-

defined limits. The accompanying teacher has to be able to link the working procedures to the

curriculum, so that pupils study and follow the functioning of the operational equipment even if they

are not allowed to touch them. They can practice on inactive equipment which enables them to test

quite similar circumstances to the operational environment. The Swedish model is more appropriate

for theory-intensive, as well as high-tech professions but also requires extra commitment and

efficiency from teachers. The hosting plant must ensure inactive equipment on which pupils can

exercise the professional skills without endangering operational safety.

The appropriate model of dual training depends on the nature of the profession and the plant’s

characteristics and working routine.


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The Swedish model is more expensive than the German as the expenses of hosting organization and

the costs of the attendant teacher should be calculated. The professional part of the dual training

contract is also more complicated as the tasks and authorizations of the attendant teacher should be

included. Yet, for high-tech vocational education, the Swedish model of dual training is appropriate.

Evolution of Dual Training German model (2014)

According to Mr. Rolf Ackermann, Dual Training Responsible, German Ministry of Education, Youth and

Sports (Stuttgart): “After realizing the difficulties of the German Dual Training model compared to the

Scandinavian model we identified the opportunity to guide the student from a very early age. So, we

created educational regions where a social worker creates a network of multiple partners, including

businesses and public schools, that allows channeling students and preparing them to make their own

decisions about their future thus omitting the influence of the family in this regard.” … “So they know

what they want to do after high school. We encourage self-reflection from very small age and articulate

practices for them in order to help them confirm whether the decision they made is valid or not. For

example if a child wants to be a teacher, at age 12 he/she is taken to a nursery to practice as a teacher

for a short period of time. At the end he/she is told what his/her strengths and opportunities for

improvement are”.


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SPAIN

VET in Spain - Historical Background

In practice training system has been used in Spain for centuries based on the idea that practical

work experience qualifies. More recently the idea of combining theoretical and practical

training in the training center with in-company was consolidated. It became widespread after

1990, when the Law on General Education system provided for a compulsory period of practical

training at the end of the training cycles of vocational training.

However, at present, the jobs in a knowledge economy require increasing doses of basic

instrumental skills and technical, organizational, personal and social skills. Therefore, long since

you cannot think of a learning solely based in practice. We had to find an intentional

combination of training at school and performance in the workplace. This required having a

contractual position that would allow students joining the company in a manner consistent with

school education. New Spanish legislation provided it (see regulation at the end of next page).

SME’s situation during 2012-2014 period

Due to deep economic crisis environment, current situation of SMEs in Spain denotes a

common lack for trained staff available to train and coach new resources. Company expert staff

is totally devoted to productive tasks as the basis of the company continuity. Hiring new

resources to instruct and mentor the work of new employees is often totally unfeasible given

the current economic situation. So, an easy and affordable approach is needed in order to make

dual training implementation a likely option in this environment. The intention of this

document is to provide a simple and practical guide to facilitate the supervision work of dual

trainees.


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STP rationale:

Fill SMEs gaps in time and resources to implement dual training in Spain.

Provide tools to non-experts in training in order to help them in coaching dual training

students.

Evolution of Dual Training in Spain (2013-2014)

During this period many government initiatives have been addressed to spread out dual training

as a key tool to improve youth unemployment rates and to promote economic development. As

a result of this strong effort successful changes have been recorded:

The number of students who have chosen Dual Vocational Training in Spain has increased 200%

in 2014 compared to last year. 72% of the projects correspond to FP Dual Degree cycles,

compared to 28% which relates to intermediate level.

The number of centers that are developing Dual training projects or will launch them in 2014

has grown from172 in2013 to 375this year.Therefore, theincrease in the numberofcentersthat

offerthis training hasbeen218%.

The number of companies that will participate in Dual FP projects have grown from 513 in 2013

to 1570 in 2014, representing a more than 300% increase.

Regulation

- Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (also

called LOMCE). In which is defined the model of Dual Training in VET.

- Real Decreto 1529/2012, de 8 de noviembre, por el que se desarrolla el contrato para la

formación y el aprendizaje y se establecen las bases de la formación profesional dual. Which

defines the standard contract for trainees of a dual training program.


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POLAND

The history of vocational education in Poland

After World War II schools very quickly resumed their activity. There were neither buildings, nor

teachers to educate young people. In 1945 a Nationwide Convention established main

regulations and laws of education, closely related to political goals.

The main emphasis was put on reduction of illiteracy and secondary and higher education

centres to the Polish masses. Due to those regulations eight-year-primary school was

compulsory and tuition-free.

Young people up to age 18 continued their education in secondary schools. Various types

of secondary schools offered basic vocational training, technical training, and general college-

preparatory education.

Year 1989 was the beginning of social marginalization of vocational training: liquidating ‘factory’

schools; closing school vocational training centres, called ‘training workrooms’. Technical

schools become schools of the second choice among students and the curriculum does not

comply with entrepreneur requirements.

2012 changes

The main structure of vocational education system does not change. The changes are in the

following areas: organizations of school’s work, slight changes in curriculum, modification of

final exams /two exams during four-year-education in vocational school/.

Vocational education is now considered as the set of eight elements:

(1) pupils, students, governing bodies,

(2) legal basis,

(3) teaching personnel,


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(4) curriculum,

(5) technical basis and buildings,

(6) organization of training,

(7) entrepreneurs and educational centres,

(8) exam procedures.

Current situation of vocational training in Poland

The main aim of dual vocational education/training in Poland is monitoring and coordinating

educational policy. It is also concentrated on improving staff's qualifications including mobilities

and needs of dynamic job market. This aim is becoming one of the most important tasks in

modern vocational education in the face of more general and innovative economy.

In technical secondary schools, vocational subjects consume 36% of all hours. In our school

internships are held in second and third grade, and altogether they are: 120 hours for clothing

technology technician, IT technician, hairdressing technician and advertising methods and

organization technician; and 240 hours for hotel industry technician and tourist service

technician. In companies students spend 6 hours per day when up to 16 years of age, and 6 – 8

hour per day when 16 up to 18 years of age.

Equal integration of general and vocational subjects, according to the needs of learners, will

enable students to obtain key competences together with a solid vocational preparation. It will

also result in better preparation among students to meet labour market needs. Apprenticeship

gives young people experience, which is very valuable when they look for their first job, either

in a company they were trained, or in a different place.

The directives from Ministry of Education and the European Union indicate the need to bring

vocational education closer to the job market directly. Therefore, employers should have the

biggest impact on the model of vocational education system in Poland. In particular, they should

influence - or even define - aims, contents and organizational forms of school and

extracurricular education. Employers expect more competitive employees with standards


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matching to up-to-date job market. On the other hand, they don't make efforts to increase the

impact on contents and qualities of vocational training.

Communication among schools and companies is poorly developed. Companies are of little

knowledge what students are taught at schools and when they accept students to undergo

vocational training they have to teach them all competences they should have when working in

certain areas.

Dual training challenges

- Low awareness of importance of dual training – raising this awareness among students,

teachers and employers.

- Poor collaboration between vocational training centres and companies – making it better.

- Low investment in human resources – increasing it.

- Small number of apprenticeship's hours – increasing it.

HUNGARY

Short history of dual vocational training system in Hungary

Before the Second World War there was a vivid cooperation between actors of the industrial

sector and educational institutions in Hungary. The major producing factories built out their

own teaching and training labs. Due to the political changes following the War all industrial

plants and schools became nationalized. Education and vocational training went under

governmental control in the socialist era, namely, under control of the Ministry of Labor. In the

framework of ’National Five Year Plans’ everything was pre-planned and the vocational schools

received target numbers as strictly indicated requirements to follow. This way the system could

make it sure that the demanded labor force would be available.


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Dual vocational training in the ’70s, ’80s

However it was quite a well-performing system with functioning training labs, workshops,

teachers and professional trainers, it was not flexible enough, for example, years after the

collapse of Hungarian heavy industry, metallurgy was still in the curriculum.

During the ’70s, ’80s numerous reforms took place changing some aspects of the education and

training. The quantity and complexity of knowledge increased, but economically it was still

under-productive and less feasible.

Political changes in 1989-90

Following the political change of 1990 the structure of national production took a new shape.

Before it was characterised by strong Eastern orientation, exportation to the Soviet Union and

Eastern Europe. The political changes affected the whole East European region and Soviet

Union, not only Hungary, and finally resulted in the vanishing of Hungary’s traditional Eastern

markets. Nevertheless the Government’s efforts to keep the industrial sector alive by privatizing

the production which was previously in state ownership, as a domino effect, the Eastern export

related Hungarian factories broke down causing severe unemployment.

Labs, industrial and enterprise workshops had been wounded up, closed down or re-utilized in

other ways, while teachers, professionals and experts had to retire or look for other jobs. This

means that the basic infrastructure of dual vocational training had scrolled by the 90’s.

Educational reforms between 1993-2006

During the years 90’s several modernisation campaigns has been carried out in the VET sector.

However, there were protestations against the removal of obsolete and outdated VET courses,

so as a consequence, between 1993-2001 the number of vocational trainings registered in the

National Training Catalogue increased to more than 900. These courses were independent from


23

each other and the transfer/validation of a vocation to another professional training was not

possible. Even the completely identical contents had to be prepared separately.

In 2004 a national and EU co-financed project started in order to review the Hungarian VET

system and to eliminate losses caused by the repetition of curriculums. The goal was to build up

module based educational sections, which could be used by different educational providers and

to create architecture, which ensures flexibility, when the continuous technical developments

and improvements require immediate changes in the content of a module.

The main result was the National Training Registry introduced in 2006 including 430 vocational

training programs. The only weakness the difficult examination process was, but each module

exam could be validated in other professional sector.

Actual changes (2011-2014)

The National Training Registry system of 2006 did not satisfy everybody. The change was too

quick and consequent and also another condition was missing: the existing dual educational

infrastructure. It was expected that the contradictory views are going to be expressed. The

Hungarian Chamber of Commerce and Industry became the organisation revising the actual

vocational system. It’s been a long time that the chambers were in favor of practice-oriented

vocational education. This system was strengthened by those chamber members, who

participated themselves on companies dual educational programs, led educational workshops

and conducted practical trainings.

In the past 10 years dual training started to spread in Hungary as one of the beneficial fruits of

international relations and knowledge inter-change. Following mainly the German model of

practice oriented vocational education, the leading industries, such as automotive industry,

fostered the building out of a knowledge transfer system in order to cover their human resource

needs. A practical know-how transfer between generations (from employees to future

employees/colleagues) and sectors (participants of industrial sector and educational sector)

took start. Practical training is becoming more and more popular and diffuse in secondary

vocational education while in higher education it’s still rare.


24

Since 2011 dual training is officially part of the Hungarian educational policy based on proper

legislative background. It reaches back to historical roots, though.

The development process started in 2011, but it hasn’t finished yet (March of 2013). In this new

system, the examination process changed: instead of the module exams a complex exam type

has been introduced. The training modules still exist, but the module exams cannot be counted

to a same type of qualification. For each new professional qualification, this type of exam has to

be passed, even if the candidate passed the previous tests/exams of the joint modules. The

question is, for who this complex exam is beneficial? One thing is sure – not for the students!


25

Skills and competences SKILLS AND COMPETENCES FOR DUAL TRAINING

I N T R O D U C T I O N

One of the inputs needed for the design of vocational training and dual training is to determine the

skills and competencies needed for professions that the program is pointing at. In this study,identified

skills are grouped into generic competencies and professional related competencies. The following

scheme shows the breakdown structure for generic and professional competences.

Generic competences are common for all professional areas and are related with the needed behavior

to perform tasks with certain level of independency within an organization of people. Professional

competences are focused on areas that each profession needs to specialize. However, professional

Generic competences

Personal competneces

Aptitudes

Characteristics

Social competences

Colaborative skills

Communicatio skills

Conflict management

skills

Method competences

Thinking

Problem solving

Method and style of working

Professional competences

Professional knowledge

Professional skills


26

competencies are split into Knowledge that is a cross professional set of abilities needed to perform

different kinds of tasks and that could be trained in a generic fashion, and by the other side Skills

specific for each of the areas of professional development. In this study the professional skills analyzed

are related with each of the industries listed below:

1. IT Industry

2. Hotel Industry

3. Tourism Industry

4. Advertising Industry

5. Clothing Industry

6. Auto Mechanical Industry

Each of the industries listed above can develop a wide range of professions based on the level of

specialization needed in the industry.

METHODOLOGICAL ANALYSIS

To identify the skills needed, we start making interviews among several organizations and a review of

many skills proposed by several authors.

For Generic Competences many studies are done before, and as generic skills quite common for

different levels of approaches of training. Dr. Sandor Papp took a very active part in the reviewof a

report of generic skills and competences for professional development and they group them into:

Characteristics, Collaboration and Communication. Although grouping between the study presented by

Dr. Sandor Papp and this work are different, it was found that descriptions perfect apply VET Dual

Training. Annex 1 shows the descriptions of generic competences according to Dr. Sandor Papp.

Generic competences groups are defined and identified but described in this part of the guide.

Professional competences as described below are described these skills we assume four essential

parameters:


27

Name. The common name of the skill or the most commonly used.

Example. The kind of activities included to be considered in the development of this skill.

It is out of the scope of this work the development of training programs to explain the techniques and

contents needed to develop such skills in the pupils. It is also needed to understand that each

profession could have different approaches to those skills, depending of the nature of the task or

activities that professionals need to do.

GENERIC COMPETENCES

As described below generic competences are the common set of abilities required for any specialized

professional, and are oriented to:

1.Develop and maintain appropriate relationships with different kinds of stakeholders, including co-

workers along the organization hierarchy, suppliers, clients, etc.,

2. Resolve day-to-day situations independently,

3. Ensure the fitness in organizational structure as well as the professional and personal growing.


28

The following table shows the identified generic competences:

Pe

rso

nal

Co

mp

ete

nce

s

Aptitudes Physical aptitudes: Fitness, Strong physique, Appearance

Physiological aptitudes: Eyesight, Hearing, Smelling, Taste perception, Touch perception, Vestibular perception, Spatial orientation, Manual dexterity, Stable hand position, Coordination of movement/physical dexterity

Psychological aptitudes: Emotional stability/balance, Endurance

Characteristics Commitment, Ability to developing/self-improvement, Sense of responsibility, Persistence, risk-taking, Dependability, Tolerance of monotony, Self-determination, Decisiveness, Self-discipline, accuracy, Preciseness, Flexibility, Resistance to stress, Organizing skills, Load capacity, Tolerance

Soci

al

Co

mp

ete

nce

s

Collaborative skills Interpersonal skills, Relationship maintenance skills, Interpersonal flexibility, Politeness, Sense of initiative, Sturdiness, Persuasive skills, Consensus skills, Emphatic skills, Helpfulness, Aptness to be motivated, Motivational skills, Feedback skills, Maneuverability, Management skills, Tolerance

Communication skills

Drafts skills, Grammar, Solid drafting skills, Communication flexibility, Comprehensibility, Presentation skills, Effective interviewing skills, Adequate meta-communication

Conflict management skills

Willingness to compromise, Skills in avoiding conflicts, Rivalling skills, Conflict solving skills, Compliance

Met

ho

d C

om

pe

ten

ces

Thinking Abstract/theoretical thinking, Overview capacity, Logical thinking, Critical thinking, Systematisation skills, Creativity, Application of knowledge where appropriate, Try out new ideas/solutions, General learning abilities, Anamnesis/knowledge preservation, Perception, Numerical thinking, Math skills, Gathering information, Powers of deduction.

Problem solving Troubleshooting/diagnosis, Analysis/exploration of problems, Planning, Evaluation, Monitoring capability, Reasons for exploration, Situation awareness.

Method and style of working

Thinking in systems Systematic work Pragmatic interpretation of tasks Intensive work Caution Alertness Focusing attention Attention sharing Open-minded attitude Result-orientedness Keeping the environment clean

A description of these competences can be found in the Annex 1.


29

PROFESSIONAL COMPETENCES

Professional Competences are the set of specific area related skills and common knowledge needed for

the development of any professional training program.

Knowledge and skills were analyzed over industrial basis, each industry field could have its own set of

professions and specializations, and each of those will have to develop the set of concrete knowledge

and skills. The identification of professions among each industry is out of the scope of this guide, as

well as the identification of concrete knowledge and skills.


Skills and competences common for all occupations

Skill name Occupational safety and health

Example Distinguishing between concepts of occupational health and safety, fire

protection, and environmental protection and ergonomics.

Distinguishingbetweenthetasksandpowersoftheinstitutionsandservicesinthefield

soflabourprotectionandenvironmentalprotection.

Defining laws and duties of employee and employer in the area of occupational

safety and health.

Foreseeing health and life risks and property and environment dangers

connected with working tasks.

Defining results of factors harmful to health.

Organizing workplace due to applying ergonomics requirements.

Using personal and group protective equipment during performing working

tasks.

Obeying rules of occupational safety and health and regulations regarding fire

protection and environment protection.

Giving first aid for injured in accidents at work and in state of danger to life and

health.


30

Skill name Business activities

Example

Applying concepts from the operation of a market economy.

Applying the provisions of labour law, the law on personal data protection, tax

law and copyright law.

Applying the provisions of the law on the conduct of business.

Distinguishing between companies and institutions present in the industry and

the connections between them.

Analyzing actions of enterprises operating in sectors.

Preparing documentation necessary to start and run business activity.

Conducting correspondence connected with running business activity.

Operating office equipment and using computer programmes assisting in

business activity.

Planning and undertaking marketing activities.

Optimization of costs of business activity.

Skill name Knowledge of foreign language professionally oriented

Example Using language (vocabulary, grammar, spelling and phonetic) enabling

professional tasks.

Interpreting statements about the performance of the typical professional

activities.

Analyzing and interpreting short texts regarding performance of typical

professional duties.

Formulating short and comprehensible statements and written texts, enabling

communication in work environment.

Using foreign-language sources of information.

Skill name Organization of work of small teams

Example Planning the work team to perform assigned tasks.

Selecting a person to perform assigned tasks.

Supervising the implementation of assigned tasks.

Evaluating quality of assigned tasks.

Introducing technical and organizational solutions increasing working conditions

and work quality.

Communicating with co-workers.


31

Skill name Personal and social competences

Example Obeying the principles of culture and ethics.

Being creative and consistent in carrying out the tasks.

Providing for the consequences of their actions.

Being open to change.

Being able to cope with stress.

Updating the knowledge and professional skills perfected.

Obeying professional secrecy.

Being responsible for their actions.

Being able to negotiate the terms of the agreements.

Working as a team.

Skill name Sales and Marketing

Example Identifying support groups, online help and sources of innovation and

actualization for the specialization of each profile.

Finding new or improving jobs.

Identification of partners for solutions, projects, services, etc.

Identification and continual contact with clients and prospects to discover

business opportunities, feedback on product/services.

Benchmarking with the competence.

Training Making presentations of results. Making people responsible and proud of their

results. Promote the creation of a social network curriculum; follow the public live

of the pupil during training period. Ask for the identification of companies of

interest for pupils and ask for an strategy ask for work in this company.

Skill name Managing stress

Example Preparing presentations for new products/services.

Creating a solution with little experience in a specific field.

Time is not enough to resolve all aspects of a project/service

Working with ambiguous requirements

Conflicting interests in relations of the type client/provider, between

competitors working together, working in matrix organizations with multiple

report lines

Defending results or progress of project and services.


32

Training It requires to been carefully to identify the usage of non-desirable behaviors when

people get stressed during contact hours.

Skill name Reading

Example Read e-mail sent by clients or colleagues.

Read lengthy design specification documents to understand all the requirements

and characteristics of applications to be developed, functional descriptions,

overviews of the architecture, descriptions of customer interaction systems,

details of application structures, main points and schema of each screen.

Training Solving problems with the use of manuals, exercises asking for specific aspects on

specialized readings of the subject area of interest.

Skill name Use of documentation

Training Solving problems with the use of manuals. Working with check lists. Reading and

following flowcharts.

Skill name Oral communication

Example Phone clients or application users in response to e-mail or voice mail reporting

error messages in software applications. They speak directly with the individuals

to determine the sources of errors.

Attend meetings with clients and their representatives to collect information to

clarify project specifications, make recommendations and reach agreement in

defining system needs.

Attend meetings with colleagues and co-workers to share information about the

development.

Present proposals to small groups of clients when offering services.

Training Day-to-Day activities must include working as a team, solving problems together,

making presentations of exercises or investigations. It requires being careful to

identify the usage of non-desirable attitudes during communications during contact

hours.


33

Skill name Writing

Example Write short letters and e-mail to clients and colleagues to give project updates,

inform them about changes and modifications and answer questions about how

to access information or fix problems.

Write proposals for projects.

Write development guides or design specification documents which define

clients' needs and project requirements.

Write a variety of reports for clients.

Training Writing reports, synthesis, short articles, etc. Most of this work should be done

outside classroom.

PROFESSIONAL SKILLS

Skills and competences for IT industry

Skill name Numeracy and Mathematics

Example Whole Numbers

Integers

Rational Numbers – Decimals and percentages

Equations and Formulae

Use of Rate, Ratio and Proportion

Measurement Conversions

Areas, Perimeters, Volumes

Statistics and Probability

How Calculations are Performed

Measurement Instruments Used

Money Math

Scheduling, Budgeting & Accounting Math

Data Analysis Math

Numerical Estimation

Training Classroom exercises related with numeracy and math problems applicable to

common tasks, exercises of numeric reasoning.


34

Skill name Finding information

Example Making internet searches for specific kinds of results, documents, templates,

contents, images, sound, explanations, and so on.

Training Develop and mentor the usage ofvarious resources through the investigation of

innovative aspects of the high tech area. Working outside the classroom is required.

Skill name Computer use

Example Typing and word processing

Usage of spreadsheets

Making effective presentations

Usage of communications such as email, messaging, conferences, internet calls,

etc.

Identification of social networksand how to take advantage of it

Usage of pacification and organization tools such as calendars, diagramming,

projects, etc.

Use and design of databases for solving and arranging

Training Creating documentation according to a set of specified rules. Presenting project or

exercises results to the rest of the class.

Skills and competences for hotel industry

Skill name Specific hotel competences

Example Distinguishing between the different types and categories of objects providing

hotel services.

Distinguishing between types of hotel services.

Distinguishing between facilities providing accommodation services.

Distinguishing between types of housing units.

Analysing the market of hotel services.

Distinguishing between principles and tools of marketing.


35

Defining types of tourism.

Characterizing principles of catering.

Applying regulations regarding providing hotel services.

Using computer programmes to support tasks.

Skill name Planning and realizing services at a reception

Example Hotel services booking: distinguishing between tasks and hotel reception

equipment, using promotional instruments, obeying booking rules for

individuals and groups, using booking systems.

Arriving and departing guests’ services: obeying rules of guest services at a

reception, recognizing guests’ expectations concerning stay in a hotel facility,

preparing check-in/check-out documentation, provide tourist information,

distinguishing between forms of payment used in hotel industry.

Skill name Guest service

Example Cleanliness and tidiness in accommodating units.

Preparing and serving meals.

Organizing additional services in objects providing hotel services.

Skills and competences for tourist industry

Skill name Specific tourist competences

Example Characterizing types of tourism.

Distinguishing between operators providing services in the tourism market.

Having the knowledge of the tasks of tour operators, travel agents and travel

agents.

Applying the law on tourism.

Distinguishing between tourism products and types of services.

Characterizing the market of tourist services.

Characterizing and monitoring domestic and international tourism.

Obeying the principles of marketing for tourism.



36

Skill name Planning and realizing tourist events and services

Example Planning and calculating costs of tourist events and services.

Booking tourist events and services.

Realization of tourist events and services.

Skill name Tourist information managing and tourist services sale

Example Tourist information managing.

Tourist events and services sale managing.

Tourist events and services settling.

Skills and competences for advertising industry

Skill name Competences specific for advertising

Example Using the concepts of microeconomics and macroeconomics.

Respecting the principles of the functioning of the financial market.

Distinguishing between organizational and legal forms of enterprises.

Using the terminology of the law and ethics.

Characterizing types of surveys and determining their suitability for the purpose

of decision-making.

Distinguishing between elements of marketing and defining its role in

advertising activities.

Using the concepts of commodities.

Defining the psychological and sociological determinants of advertising.

Using computer programs to support tasks.

Skill name Advertising products and services sale

Example Preparing advertising products and services offer.

Advertising products and services sale managing.

Skill name Organizing and running an advertising campaign

Example Creating advertising message.

Designing means of advertising.


37

Creating media plan.

Preparing means of advertising.

Researching advertisement effectiveness.

Skills and competences for clothing industry

Skill name Competences specific for clothing technology

Example Performing model drawings of clothing products.

Choosing colour compositions.

Using projects of clothing products.

Performing technical drawings of clothing products.

Distinguishing between textiles and describing their properties.

Distinguishing between types of textiles.

Distinguishing between clothing materials and describing their usage.

Obeying requirements of tailor’s measurement.

Performing manual stitches.

Distinguishing between machine-made stitches and describing their usage.

Distinguishing between different kinds of sewing machines.


Skill name Providing tailor services

Example Manufacturing clothing products.

Performing work connected with alterations and fittings of clothing products.

Skill name Designing clothing products

Example Researching materials and clothing products parameters.

Preparing clothing products documentation.

Skill name Organizing processes of manufacturing clothing products

Example Organizing process of cutting textiles.

Organizing process of clothing products elements joining.


38

Skills and competences for auto mechanical industry

Skill name Language and communication skills

Example Technical vocabulary, they need to refer to technical manuals associated with

different models of vehicles

High level of reading comprehension in order to decipher these complex texts

Listening and speaking skills for an optimal interaction with clients. Good

communication establishes provider-customer trust and thus is essential in the

field, as auto mechanics constantly must fight the negative stereotype of being

less than honest. Communication also helps mechanics interact with vendors

and manufacturers.

Skill name Auditory skills

Example Perhaps the most important skill for a mechanic when he is working directly

with a vehicle

If a mechanic listens carefully to how the vehicle sounds in operation, he often

can locate the general area of the vehicle causing a problem. The best

mechanics can listen and identify particular parts that are acting up. The way a

vehicle sounds also tells the mechanic whether the vehicle has been fine-tuned

properly.

Skill name Subject skills

Example Math. On the job, auto mechanics use math to a great degree. For example,

they measure the size of mechanical belts or the gap on spark plugs. Math also

comes into play when a mechanic reads vehicle schematics or mixes auto fluids.

Chemistry. Because mechanics deal with chemicals like washer fluid, gasoline,

oil and cleaning solvents, they also must know some chemistry and how the

physical properties of those chemicals contribute to vehicle operation.

Technology. They should know the scientific breakthroughs that reduce vehicle

wear and tear and improve driver and passenger comfort. Because vehicles

increasingly rely on computerised systems, mechanics also need to be

comfortable with technology (many diagnostic machines are used on the job).

Electricity. The ability to understand and work with electricity also is important

because all vehicles rely to some degree on electrical circuits.


39

Skill name Diagnostic and critical thinking skills

Example Sometimes a mechanic doesn't have all the pieces of a vehicle repair puzzle,

with a single symptom pointing to more than one possible problem. Auto

mechanics have to rationalise about what problem is most likely given what

they do know about the make and model of the vehicle, the history of the car

and the parts the car uses.

They diagnose the problem and troubleshoot. If they are wrong, they have to go

back and start over until they figure out the source of the issue. This requires

mechanics to organise the potential problems mentally and pull up knowledge

they've gained in the past.

Just as the sound of a vehicle tells mechanics about what could be wrong, so too

does the vehicle's appearance. Good mechanics can spot basic problems like

worn hoses through visual inspections. The best mechanics can locate less

obvious problems like pin-sized holes in radiators or gas tanks.


40

Guidelines for monitoring and coaching procedures INTRODUCTION TO MONITORING AND COACHING ACTIVITIES

Dual training combines a part of the time in theory and the other part on practices on enterprises (or

institutions). Both, practices and theory, occur in parallel. In the initial phase of the training practices

tend to be more standard and not devoted to generate client or end user results, always working on a

safe and separate environment.

Practices in late phases of the training may involve working on a productive environment. It is

especially in this way when practices are done on companies.

Processes described in this guide explain the training process and the training structure formed by VET

schools and teachers, enterprises and coaches, and students.

METHODOLOGICAL ANALYSIS

Processes are described based on the following structure:

1. Process. Name of the process.

2. Description. Description of the process, explaining what it is for, and why it is important.

3. Key steps. These are steps that are commonly found in the process, however, each institution or

enterprise has to customize it to fit on the needs and culture of the organization.

4. When / frequency. It explains when the process is carried out, or the frequency it takes place.

5. Related documentation. It refers to documentation on the Annexes referred to this process,

such as document templates, contracts, register templates, manuals, etc.

These set of processes aren’t exhaustive. Each academy or enterprise should customize processes to fit

on its needs and culture. However, these processes are key for the implementation of a dual training

program since are based on actual practices done in organizations using VET training.


41

PROCESS MAP

The following picture shows steps to follow from a company side in order to implement a VET practices

project combining in company training practices with theory in academic institutions.

VET TRAINING IMPLEMENTATION PROCESS

Go

ve

rnm

en

t

Au

tho

riti

es

Ch

am

be

r o

f

co

mm

erc

eS

tud

en

tV

ET

Sc

ho

ol

Co

mp

an

y Identification of enterprise needs

Pupil selection /

Recruitment

Practice adaptation and

alignment

VET Course program and materials development /

adaptationStudents progress

evaluation

Pupil

contractation?

VET

INITIATIVE

accepted?

Enterprise/Sector selection

Official VET courses

In company VET practices

Company employee

YES

Students Progress monitoring

Sectorial VET promotional events Companies

DDBB

VET graduation

Possitive

evalutaion?

YES

VET PRACTICES

accepted?

YES

NO

In company VET coaching

END

NO

NO

Define VET courses portfolio

Identify society training needs

Define VET administrative details/rules

START

PROCESS DESCRIPTION

The following are necessary common processes or procedures to combine training with theory in

academic institutions and practices on enterprises.

Process (1) Identification of enterprise needs

Description This process is important to determine the needs of local enterprises (grouped by

sectors). This is intended to identify key roles, responsibilities, tasks, tools,


42

techniques and technologies that industries are demanding.

This is a first step previous to the program definition and is required to identify

needs and provide a solution according to the actual needs.

Key steps 1. Identify industry sectors on the locality 2. Identify needs of enterprises grouped by sectors 3. Identify standard programs that better fit the needs of enterprises 4. Produce recommendations and advice on changes or adaptations to training

programs

When / frequency

This process takes place at the beginning of each program, but it is important to

make it periodically to ensure the continual realignment with the needs.

Related documentation

1.1 Trainee profile definition 1.2 HR development plan by sector in location

Process (2) Pupil selection / Recruitment

Description Pupil selection process is a key to ensure the success of the any training program.

Selection is a process for training institution to ensure interests of the student are

aligned with the profession that will be developed and with the practical

assignments.

Enterprises will also interest on the selection of students that will make practices, in

late phases of the training, in the same way of a recruitment process.

Key steps 1. Identification of students interested in the program 2. Presentation of the dual training program 3. Validation of coaching capacities of enterprises to accept trainees 4. Interview and acceptance of the trainee by the enterprise for the coaching

process 5. Formally agree between VET center, trainee and guest organization the training

program, including: Contents, Evaluation, Roles and responsibilities, Monitoring and reporting processes

When / frequency

This process takes place previous to the beginning of the training. The selection of

pupils by the enterprise may happens more than once, due to the relocation of

students and to ensure all students are assigned to an enterprise. It is a regular


43

process.


2.1 Assessment for participants of dual training programs 2.2 Agreement for dual training

Process (3) Course program and materials development / adaptation

Description To ensure the coherence between theory and practices, it is fundamental the

collaboration between enterprises and training institutions so adapt theory courses

(including concepts, exercises, methods, tools and techniques) best used on

enterprises, and the practices that will be develop on enterprises. A key success

factor of the program is the measure on which practices on enterprises reflect the

theory and exercises viewed on class.

This process is about integration and continual alignment between enterprises and

academy, to reflect and ensure the adoption of innovative techniques and tools.

Key steps 1. Identify standard programs for training 2. Assess the relevance of practices and theory to the industry needs 3. Complete and adapt theory materials to the needs 4. Define or complete standard practices to carried on enterprises including:

o Exercises by level o Tools techniques and evaluation objectives o Role of the coach

When / frequency

The training program, as well as materials should be done previous to the initiation

of the training, and must be review at least once a year to implement

improvements.


Code – Name of document

Process (4) Coaches selection and development

Description Coaches are the people who support apprentices on enterprises during practices.

Coaches must be carefully selected and trained to ensure they have the needed


44

skills to handle apprentices, but they also have an integrator roll between

enterprises and training organizations to ensure apprentices develop as expected,

practices are progressing right, problems related with the practice environment get

resolved and theory is aligned with practices, and practices are aligned with

operation of enterprises.

This process reflects activities to recruit and train coaches to work on enterprises.

Key steps 1. Identification of personal subject to make coaching 2. Assessment of levels of skills required to be a coach in selected coachers 3. Training for filling the gaps between required and actual skills of coachers 4. Reassessment of selected coachers to ensure skills an competences were

gained 5. Formally acceptance of capacity for coaching by the organization and coachers 6. Involvement of coachers in trainee selection process 7. Presentation and acceptance of the education program

When / frequency

This process takes place previous to the beginning of the training. The selection of

coaches may happen more than once to ensure all students has assigned a coach.

Previous to the beginning of the coaching, coaches must demonstrate a set of skills

and to understand the environment of the enterprise. The development of skills by

coaches must be an ongoing work.



Process (5) Practice adaptation and alignment

Description Practices in enterprise must be aligned with theory to ensure the maximum benefit

of the training. Practices may not always be fully aligned, especially in late phases of

the training, due to the interests of the enterprise. But it is important that at the

initial phases exists a correlation between the work on the academy and the

enterprise.

This process is about the planning of the work assigned by enterprise to the

apprentice, as well as the way it is expected to be done (tools, techniques,


45

technologies, etc.) and a way to measure the success of the work done.

Key steps 1. Clearly define the program or programs the enterprise will join 2. Identify enterprise process, practices and levels of profession the enterprise

needs 3. Customize the program of practices based on process, practices, tools and

techniques 4. Review and customize the monitoring and reporting process to better fill the

needs and gaps of organization and trainees

When / frequency

This process is triggered by two reasons: 1) a company joins the program for dual

training, and 2) at the beginning of a new course to plan the work during the period.

In the first case, it is necessary to get information of needs, tools, procedures, level

of apprentices that will join the enterprise, etc. and to explain the process, the

evaluation procedure and responsibilities.



Process (6) Enterprise selection

Description Working on an environment of SMEs, the selection of enterprises should be done to

ensure always an unmet demand. On places where there is not a culture of

apprentices it is important to develop the advantages of it.

A selected enterprise must define profiles of students to receive as apprentices,

ensure a secure environment is provided and align the coaching process of students,

it is also important to ensure coaches know the enterprise environment.

Key steps 1. Publicizing VET Dual Training programs and it benefits through local industry 2. Identification of new enterprises by sector in the locality 3. Engage on the program and identify needs and restrictions of the enterprises 4. Define the way for the enterprise to benefit from the program 5. Ensure the needs and restrictions remains valid

When / frequency

This process is an ongoing labor in dual training and includes the promotion,

publicity and recruitment of enterprises with needs aligned with course objectives.

It is necessary to identify profile adjustments (see “Practice adaptation and


46

alignment” process), capacity of the enterprise and the ability to coach students.



Process (7) Monitoring and reporting progress of students (evaluation)

Description For the success of the training, it is important that students demonstrate a good

performance on academy activities, as well as on enterprise work. Teachers must be

in charge of evaluation on academy and coaches on enterprise.

The process defines activities to measure the performance of students in a

reasonable way and in terms that makes sense for stakeholders (students,

enterprises, academyand tutors). Reporting on progress is a driver for the posterior

employment of the student by the enterprise.

Key steps 1. Incident and conflict resolution 2. Evaluation of gained skills 3. Auditing the right level of progress by the organization and trainee 4. Improving and realignment with objectives (when necessary)

When / frequency

This process is an ongoing labor in dual training and is carried by teachers and

coaches. It is done in regular basis. Results of evaluations will be address to:

Academy direction, Enterprise training program direction and student/tutors.




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B. Dual training overview – Experiences and Good practices in Spain, Poland and Hungary

BRIEF DESCRIPTION OF THE METHOD FOLLOWED

The identification of practices that key players use to follow was done through study visits, interviews,

to companies, VET institutes, key government players in the countries of the partners, and to many

other actors with an active role in VET training, as well from participating in conferences specially

related with dual training.

The following sections summarize the experiences recorded in every country during the field research

phase and especially from interviews done to many actors. At the end of this section (Annex 2)

interview questions used as a basis for field work can be found.

COUNTRY SPECIFIC FINDINGS

INTERVIEWS IN SPAIN

SUMMARY OF SPANISH EXPERIENCES

Many interactions and interviews were carried out during in the first semester of 2014 involving actors

from all interested sectors including VET schools, institutions of higher education, SMEs and big

companies as well as chambers of commerce and Spanish and Catalan Governments. The below

summary relates some of them:


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Kühne & Nagel Ibérica, Desigual, Wallenius Wilhemsen Logistics Ibérica S.L.U, Spanish Secretary of

Statefor Employment, SIEMENS Spain, Catalonian Chambers of Commerce Council, PIMEC¸ Catalonia

Installers Guild, Training Department for the Catalonia Government, CEBADO I Training Centre,

Autonomus University of Barcelona (UAB), Baix LLobregat Territorial Services Director, Esteve

Terradas Institute, CEBADO I Hairdressing Training Centre, CIREM Foundation, Catalan VET Council,

D’Aleph, El Calamot VET Institute (Gavà), FENT PONTS: Primera Jornada de la Formació Professional a

Cornellà de Llobregat, Fòrum Delta de la Formació i Qualificació Professional, Prat de Llobregat,

Ajuntament de Viladecans. Workshop de Formació Dual a Viladecans.

POSITIVE experiences relating to the field of EDUCATION:

Mr. José Antonio Martin Soler, Deputy Director General Programming, Training and Innovation

of the Government of Catalonia. “Companies tell us VET students at the beginning do not earn

the little amount we pay them, and after sometime we are not paying them for effort made.”

“Teacher stays in the business to learn what they do and gets prepared to train the students

according to the needs of the company”.

CEBADO (a famous Hairdressing Training Centre) showed us a case study of successful

integration between the academy and an SME in dual training. A Key successful factor was the

implication of the main director of CEBADO in the training process. In fact, they believe in Dual

Training as a mayor opportunity for the firm growth.

SIEMENS shows a large trajectory of Dual Training also in Spain. SIEMENS representatives

indicate that, even if trainees went to the competence, there is a value for the training

enterprise because there are a well-trained people in the market, and it represents a value for

the enterprise.

Director of Esteve Terrades VET School and the General Manager of SIEMENS Spain recognize

that students can’t experiment the use of actual technology in the academy because the

academy always goes behind the technology of high tech enterprises (such as SIEMENS). Those

are positive motivation factors for students but also for teachers, that get closer to the most

innovative technology used by the enterprises.


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FORUM DELTA: Dual training seems to be a key for linking market needs with professionals.

FORUM DELTA: Kinds of training recognized by the Spanish education system: A. Occupational training which is referred as Vocational Education and Training (VET). B. Professional training university education C. Continuous training Lifelong learning, for people which is working or trying to reach

higher responsibilities

Dual training improves the opportunity of employment of VET.

LACK & NEEDS relating to the field of EDUCATION:

Generic skills, are supposed to be brought by the family but in the VET are also taught since

often fail. Dual training is academic recognition of skills learned in the professional field.

Attitude of students. The student must come to practice knowing what to do. Is mandatory

prior the definition of the business plan, but often it is not enforced. The student must

understand that in a working environment, with very different rules to academe behavior.

Communication difficulties with companies. Language of administration and of language

companies and their employees are very distant. They often find it difficult to understand

the messages that the company staff transmits to them regarding VET students in practice. It

is very important for the guide to be understandable without an academic training or

business profile.

One of the criticisms made by the education sector to enterprises about accepting students

in VET practices is the “Cannibalization” of students, meaning company promoting the best

students’ abandonment of their professional studies by offering them a full time job, thus

compromising the future of their formal careers.

In the case of SIEMENS, the enterprise recognized that the basic training made by them

always includes training on Labor Risk Prevention since it is mandatory by law for

companies. They suggest including this kind of contents in the formal program (according to

the environment of the enterprise and the legislation applicable to the sector o specifically

to the enterprise).

Lacks and needs. Enterprises need to understand and prevent the demand of people. Dual

training sustains growing process with a significant level of planning.


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Although dual training is a new figure in the legislation, the professional development of

trainees is not a new way of training people in the country, but legislation gives a framework

for developing this kind of training and recognizes the value of dual training in areas such as

education, employment, integration between schools and enterprises, etc.

Oriol Homs (CIREM Foundation) sustains that lifelong education and training is a must. In

this moment several enterprises are closing or firing people who go to the work marketplace

and are finding themselves out of market because of the obsolescence of their knowledge.

It is needed to recognize that trainees are not low cost labour. There is a responsibility of the

enterprise to fulfill an education plan, so it is important for the trainee to go throw the

different areas to develop their career.

It is necessary to define financial mechanisms to for Dual Training that helps organizations to

overcome the change resistance for this new model. It will be necessary a big effort in

dissemination to help enterprises to understand the opportunities in this innovative way or

recruiting.

The commercial sector is the one that has experienced the greater need of trained people.

El Calamot VET Institute recognized that selection of trainees who will join the enterprises

is not an easy challenge, some of the factors considered includes:

o Learning aspirations.

o Adaptability to the enterprise environment.

o The ability to develop relationships with others.

o Knowledge, score measured.

Experiences relating to market side Companies’ attitude

The number of companies that understands dual Vet training as a strategic tool is growing up. Many of

them went a step beyond and they directly work with VET schools to get the kind of students they

need. Let’s take an example on Desigual, a Fashion Clothing company that knowing in advance their

expansion needs directly contacted local authorities and vet schools to see this demand satisfied:


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Miss. Diana Arias, Human Resources Director, Desigual-Logistica: “DESIGUAL platform will start

operations in Viladecans in July 2015. We need dual training courses based in logistics to be developed

now in order to feed our platform at the end of next course. We are actively working with Viladecans

VET Schools in order to get at least 100 students for next summer. We think now is the moment to

create this kind of training in Viladecans and that why we are collaborating so closely with local training

and political representatives”.

Another company that directly works with the schools to get the kind of students they need is Kühne &

Nagel:

Mr. José del Moral (Recruitment Manager) de Kühne & Nagel. “Our approach to vet training has

changed according to our needs. At the beginning it was reactive; we went to educational institutions

to find students according to the needs of the company and kept them in the company for 6 months.

The problem is that 6 months is too little time to fully assume an organizational culture and to teach

everything needed to do the job, and also, not sufficiently to know the future employee before

incorporating him/her to the organization. The risk of lack of success was very high with this model.

For this reason we changed our approach and got in contact with the education sector to collaborate

with them in the dual training in a way to remedy the problems that this model had for them. Launched

the dual training of 2-year and changed the focus, now they get the best students and have them for 2

years in order to ensure they are really business focused before incorporating them to the organization

as employees.”

Miss. Verónica Argüello (Executive Assistant), Wallenius Wilhemsen Logistics Ibérica S.L.U

Some differentiating features compared to other models previously seen include:

Support by the board of Wallenius Wilhelmsen Logistics dual training model as the main

recruitment process, and as a learning organization culture.

A rigorous selection process initiated by the training center and validated by the company.

Funding Model especially loaded center side of the business, being a successful model,

especially linked to the German business culture training.


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High degree of involvement and coordination in the process by FEDE training center that adds

value to the company becoming the sole (or main) center for fund raising.

Dual Training Drawback:

The most serious drawback of the Dual Training is when the person who has to train them

considered a burden to do so. Dual training should be considered as a global training inside the

company, not limited to their own department. Today pedagogy is being done and we have created

a suitable system to implement it. The tutor must be able to reconcile their duties with the training,

must be motivated, and above all, must have the technical knowledge to transmit as well as training

skills to do it properly. This is essential.

Spanish Entrepreneurs are demanding a minimum wage associated with training and linking wages

to individual productivity. Employers are committed to promote the employability of young people

through incentive contracts and minimum wage related to training and dual training. An18%

consider it a priority to improve active employment policies. Entrepreneurs put particular emphasis

on the need to implement the dual training with a "more proactive" approach by companies.

Indeed, consider training for employment requires that "transferring more powers to the

companies of the social partners in the management and financing of such training effective."

Lacks and needs. Enterprises need to understand and prevent the demand of people. Dual training

sustains growing process with a significant level of planning.

Dual Training Points to remark

Keys to success. Motivate students to finish their studies. To ensure that enterprise management

formally accepts Dual Training as a valid tool but also part of the growing strategy of the enterprise.

Keys to success. Enterprises need to understand that the return of the investment in Dual training

will be reach in la medium/long term.

Enterprises recognized the need to find trainees in specific areas, such as technology, so trainees

represent fresh blood for incrementing the knowhow of the enterprise.


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Opportunities: Medium enterprises could be interested in the development of education programs

that feed the particular need of the enterprise, example of ROCA, which is interested in a

combination of electromechanical field with ceramics.

Many companies believe in the learning by doing and keep it all training process long. Some

consider that responsibility belongs to the supervisor, not to the student during the training

process.

The benefits of a longer stay are a better adaptation, more links with other employees, and

increased assimilation of organizational culture. This last point is very important since it has greatly

decreased the rotation due to lack of assimilation of culture.

Performing an assessment of the competence profile of the student allows to allocate the person

where he/she can be best adapted. This reduces the negative impact of person / placement

misallocation.

They train them; they help them and are by them throughout the process. This results in a reduced

turnover, improved working environment, increased productivity and a better corporate image. Is

there a better marketing strategy for a company than its employees speak well about it?

Dual training is a key to improve productivity ratios and corporate image factor. Besides cost savings

obtained to enter the labour market when looking for new employees and in the process of

evaluating candidates.

Corporate complicity with the system is the key for the Dual Training. Economic cost must have a

return and therefore the company should participate in the curricular content of certain materials.

Chamber of Commerce or other Associations/Foundations

Chambers of Commerce Competencies

The new Spanish law defines the role of the chambers will be to train the company tutors, to track the

training schedule and assign mentors to businesses according to the required needs.

They understand that mentoring can be performed remotely and only act in person if required.


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Spanish Government

Secretary of State for Employment, Engracia Hidalgo, said 09/06/2014 that since the implementation

of the reform of the labour market, have been held in Spain over 203,000 contracts for training and

learning, resulting in a high number of young people who are accessing dual training, combining

theoretical learning with its application in a real business context.

Catalan Government

José Antonio Martin Soler, Deputy Director General Programming, Training and Innovation of the

Government of Catalonia. Responsible for the VET implementation in Catalonia. ”Not only is there the

very productive activity of a trade or business, it is also possible to adapt VET student to other areas of

the company such as administrative. If the profile does not fit the needs of a company we adapt cycles

taking other profiles or we can even create a new cycle as has happened to us in case of supermarkets

requiring a technician chilled products.”

Rewards for companies: There are no plans allocating economic aid to companies that perform dual

training. The only type of current support is a bonus in shares Social Security when students are

employed in practice (currently in force) and only in cases of persons at risk of social exclusion certain

bonuses”

INTERVIEWS IN POLAND

Interviews were carried out in three different companies in Poland, namely Komserwis, Ava and Agnes.

Komserwis is an information technology company, Ava – a lingerie company and Agnes – a hairdressing

salon. Each of the companies belongs to different branches, but all of them have almost the same

experience if it comes to school apprentice. They have shared with the positive experience, but also

with the bad one. Unfortunately, the bad practices and experience dominate the positive aspects of

school vocational apprentice.


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As the whole formula of practical training, including professional practice is the result of decades of

years of tradition of "dual system" in which vocational training school was held in two separate forms:

theoretical lessons and vocational subjects in the classroom.

As it was mentioned earlier in the guidebook, nowadays practical vocational training is organised in

schools and at the workplace, too. It aims to provide the vocational skills necessary for a particular

occupation and may take place in school workshops and laboratories, continuing education centres or

practical training centres. In basic vocational schools, practical training corresponds to 50% of all hours

envisaged for vocational subjects. In technical secondary schools this proportion varies from 20 to 25%.

There are work placements in all types of VET, lasting two or four weeks and occurring once or twice in

the education cycle. Although they are meant to deepen students’ vocational knowledge and skills and

to teach them how to apply such knowledge and skills in real work conditions, indeed apprentice in

Poland has a bad reputation and is strongly criticized.

Negative experience from the employers’ point of view:

they complain that the apprentice in their companies are too short. They often can’t even give

an opinion about a student after such short time of apprentice. They cannot even provide

training/courses in order to motivate and activate students. It’s too short time to make

students familiar with the rules, equipment and technology introduced and used in the

company

local employers may not always be able to provide all the required training. Variations between

firms – even within the same sector – in terms of products, markets, clients and technology

mean that learning opportunities are not the same for all VET students in workplaces.

the employer doesn’t benefit from the apprentice, because he isn’t entitled to any premium at

the end of the program if the participant successfully passes the exams.

there isn’t enough number of professionals employed in the apprentice centre, who are able to

train and learn students. They are often involved in their own responsibilities at work and thus,

don’t have enough time to devote it to students. This makes it difficult to treat every student

individually, according to their needs and expectations.


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There is often lack of complex contract between school and employers. The contract sometimes

lacks the main element, which is a detailed training program for both, the employer and a

student.

There is sometimes a problem with fictitious apprenticeships. This is possible if the school

focuses on the formal side of the procedure of assessment of professional practice, that is just

the diary filled with practices and serve their written confirmation from the employer. Just both

parties have some benefits for themselves (student - I have four weeks off, the company - I

have no trouble), and in the absence of proper supervision by the school, there is nothing to

obstacle before the sorting out of the matter.

The resource costs of training apprentices including the time of experienced employees,

mistakes by inexperienced apprentices and wasted resources, remunerations of training staff,

teaching materials and administrative costs may be high and unprofitable. These costs are

dependent on the quality of apprenticeship training provided, covering issues like whether

special training is provided to supervisors, whether apprentice supervisors have some

additional status and wages to reflect their role and so on.

We can notice mismatch between young people’s qualifications and the needs of the

employers in the labour market. The curriculum of apprentice should be elaborated and then

realized by both parties: school and apprentice place. Unfortunately, the situation is often

different and therefore the cooperation between school and employers is very poor.

Negative experience from the students’ point of view:

Students are often demotivated and feeling understandably exploited, with reduced

opportunities to apply their learning properly, because they don’t receive any payments or

scholarships.

They are often treated as ‘necessary evil’ or intruder, who come to the workplace and steal

valuable time of other employees and look at their job in a suspicious way.

Too little time devote to students. The lack of persons responsible for training students results

in inadequate apprentice procedure.


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Students want to acquire skills that are transferable to other firms and possibly other

occupations, what is often wrongly perceived at the apprentice centre

Companies are always interested in the immediate productive contributions of apprentices,

sometimes less concerned with providing for a good learning experience.

Positive experience from the employers’ point of view:

Employer provision of workplace training provides a signal that a VET programme is of labour

market value.

Employers are likely to make extensive use of their workplaces to train their future employees.

Apprentices and trainees undertake useful work generating a productive benefit for the

employer.

Workplace training is automatically linked to labour market needs. The “market” in

apprenticeship places becomes a domain where student career objectives have to be balanced

with employer interest – a dress rehearsal for the real labour market.

Positive experience from the students’ point of view:

Workplace training can offer a very high quality learning environment, allowing students to

acquire practical skills on up-to-date equipment and under trainers familiar with the most

recent working methods and technologies.

It also allows them to develop key soft skills – such as dealing with customers – in a real world

environment.

It facilitates a two-way flow of information between potential employers and employees,

making later recruitment much more effective and less costly.

Trainees in the workplace normally make a productive contribution. Their contribution typically

increases with experience and depends also on how their work is organized.


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Here are the main conclusions presented in the interviews:

Co-operation between schools and business partners, as interviews show, brings numerous

benefits to all three parties involved in this process: students, schools and businesses.

From the perspective of a student without a doubt the most important benefit is the ability to

purchase practical skills in a real working conditions (for example, refer to the modern

equipment / technologies unavailable in school), as well as gain knowledge about the

preferences of employers regarding the required qualifications and skills of "soft".

From the perspective of the company undoubtedly the biggest benefit is to obtain a good

prepared graduate to undertake work. The organization practices or activities practice makes it

possible to identify the most talented apprentices as potential candidates for the job. As a

result, shortens the search time employees, as well as reduce the processing costs associated

with recruitment and selection candidates for job. The practices carried out in companies

patronage allow young people the acquisition of practical skills in specific occupations or

positions.

All the employers agree that the ideal apprenticeship training should be:

High quality, with well-structured training in the apprentice place.

Attractive to a wide range of employers in terms of the costs relative to immediate and

potential benefits.

Relevant and attractive to apprentices with a low dropout rate, and an adequate wage.

Cost-effective, relative to alternative ways of delivering publicly supported VET.

They all agree that in order to raise the quality of students' professional practices is not enough to

develop their standards. There is a need not only to concretize them in specific programs practices,

taking into account the specific nature of each profession and its component skills, but also, and

perhaps above all, take care of the school as closely as possible, that is, its management and

employees in the teachers unions, from businesses and other actors in the labour market, which may

in the future become a place of work for school graduates. Then they may be vitally interested in the

quality of education in a vocational school.


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Unfortunately, young people realise much later that a graduate diploma unaccompanied by practical

experience cannot ensure success in the labour market

INTERVIEWS IN HUNGARY

Eight interviews were carried out during in the first trimester of 2014 involving actors from all

interested sectors, VET schools, several institutions of higher education, SMEs and big companies as

well as chambers of commerce. The below summary results from interviews with the following

companies and institutions:

Audi Akademie Hungaria Ltd; Knorr-Bremse Hungaria Ltd; Madách Imre Secondary Vocational School

and Dorm, Gödöllő; Gundel Károly Vocational School of Catering and Tourism, Budapest; KEMU Kandó

Kálmán Secondary Vocational School, Kecskemét; Chamber of Commerce of the County of Pest; GAMF

College of Mechanical Engineering and Automation; Budapest University of Technology and Economics

We have to underline once more that – as well as it was presented previously in country specific

historical backgrounds of vocational training – Hungary has strong historical roots in merging practical

training with theoretical learning in vocational education. This heritage is more relevant in case of

‘traditional’ professions, just like catering, hairdressing, mechanics, etc. while in other fields, more

exactly here we are referring to higher education, it has just started to take shape.

The Hungarian education system, thus, is partly provided with a strong vocational training background,

while it is still lacking sufficient practical training to armor students with necessary non-theoretical skills

related to real life & work situations. This is more relevant in case of highschools and higher education,

though, there are a few good examples of introducing dual training to these fields.


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Taking conclusions from the interviews, we can say that a positive, expansive tendency is taking shape

which is due to various facts. Listing “dual training triggers” from a top-down approach, the first to

mention is the education policy which promotes the diffusion of dual training.

This means bringing new swing to an already existing study workshops of vocational schools and

on the spot training places of big factories related traditional professions which functioned

effectively in the past, what more,

further developing the professional training system by assisting the adhesion of new enterprises

(e.g. bring SMSs to join the system as practical training places) and

extending it (rising the former percentage of practical training compared to theoretical training)

via financial motivators and legislative regulations.

In Hungary it’ still common to consider vocational education as a kind of “black sheep” amongst other

career perspectives, thus parents and students are often reluctant to choose this option. They associate

this kind of training with low standards (referring to education level and pupil’s learning capacities)

accompanied by reduced career perspectives. Given the fact that these prejudices are not completely

false, the Government, the schools, chambers of commerce and companies – many of whom still need

time and stimulation to discover the beneficial possibilities in becoming training places- need to join

forces to change this negative image. Therefore as above mentioned, financial means are put in

practice.

Students receive a monthly grant from the State (the exact sum depends on the educational

field, but it is a considerable amount of money compared to the national minimal wage.

Companies receive a ‘head quota’ after each learner (again, financing varies depending on the

professional field) to cover the company’s basic training costs.

In case of some professions dual training is still not the best solution or not sufficient. For

instance confectioners’ training require more involvement in practical training from the school

since confectionary shops don’t cover the whole curriculum. Students can’t learn ‘old fashioned’

curriculum points on the spot if it doesn’t fit the actual consumer trend. Shops focus on

consumers’ needs, as such their product line follows market rules. By contrast, the national

curriculum includes numerous traditional recipes which need to be taught to students. In order


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to find a solution these gaps need to be filled in by organizing school workshops besides

practical training at companies. This is a functioning ‘trial training’ model. Naturally, it also

means new financial situation as schools has higher functional costs respect to dual training

(maintaining the workshop, trainer’s salary, ingredients, common costs, etc.) therefore a partof

the state subsidy which would originally go to the company, in this case goes to the school.

The above financial motivation showed positive results in increasing students’ and companies’

readiness to get involved in dual training, but it’s not enough. Schools nowadays are taking actions

more actively to do positive ‘marketing’ for dual training. Schools and chambers play important role

in attracting new students and new companies to collaborate, in earlier phases of the learning

process and later on as well.

Chambers of commerce the schools assists students and their parents to get a personal

impression about dual training by organizing roadshows and study visits at companies/schools

prior to the inscription period. Thanks to this a more positive attitude can be formed.

There are institutions which organize ‘Career Fairs’ in each year where companies can present

themselves to interested potential students and students can try out real-life interview

situations (similar to a real job interview). Connections can be made and companies has a

chance to motivate the best students to joint them as a dual training apprentice. Vocational

student’s selection, however, is not the company’s decision in many cases, it depends on the

school and the student in most cases.

Schools need to keep students’ interest and parents trust alive on the long run therefore they

encourage the students to participate in regional/national/international competitions to

become the ‘Star of the Profession’. This gives ground to put spotlight on the high quality of

vocational education, furthermore, opens chances for gaining broader national or international

experiences. As a further reference point of good quality and broadening horizon it is also

regular to organize study tours to partner schools in twin cities in abroad.

The follow up of ex-students career line is not easy, though it would be important. There are

schools which organize a ‘Senior Gala’ in each year inviting former students to a ball-like event

where freshmen and actual students also collaborate. Ex-students can share their experiences


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with their “followers”, besides, the school management receives feedback about the situation of

their former students on the job market.

Nowadays schools can’t avoid being up to date online. It proved to be effective to keep the

school’s website active and informative for companies and students. A FAQ section dedicated

for companies can ease new partner’s adhesion to dual training. Furthermore, from here

students can get information about partner companies easily.

The Government introduced as a facilitator simplified administrative (e.g. in bookkeeping)

requirements for companies which enables them to handle the dual situation easier, yet this

simplification is not commonly known by SMEs.

In case of high school education we can’t speak about practical training or traineeship.

Still, according to the latest legislative changes in education students (from 9th to 11th grade)

need to fulfill 50 hours of social volunteering. It can be accomplished in many ways, but it

always has to be a continuously performed as a week by week work activity, thus fostering

continuity and training students to real life. From 2016 the fulfillment of the 50 hours

volunteering is obligatory requisite of school leaving exam.

In higher education there are still few examples of implementing dual training, however, there are a

few ‘blue dahlias’.

Good examples come from technical faculties, such as mechanical engineering or mechatronics

related to automotive industry where practical skills need to be ready for use right from the

beginning of employment. Theoretical knowledge is not sufficient. Surely, practical skills are

necessary in many other fields of education/work as well, but it seems to be less urging than in

high - tech fields, therefore the initiative to organize dual training hasn’t been taken so far. The

mentioned best practice is the fruit of a bottom up initiative, basically arriving from market

impulse. Big companies (mainly active in automotive industry) represent important market

potential, thanks to this their industrial needs took shape in the form of company-institution

educational cooperation resulting a dual training model. In this case students need to go

through a thorough pre-selection process at the company in order to get the chance to become


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a dual training student, but it’s not obligatory part of the university entrance exam (students

can also decide to be an ‘average’ student going through only theoretical training in the

university). The evaluation of practical training is the company’s authority, the university doesn’t

get involved in this but on the contrary, companies do get involved in the elaboration of the

curriculum to some extent.

For students dual training in higher education requires a much bigger commitment than regular

attendance. In exchange for this energy investment they receive salary (set solely by the

company, in this the educational institution is not involved at all, neither in the students’

contracting by companies) which rises and becomes competitive with practice and years. Most

probably they will have a job directly after graduation by their dual trainer company.

Currently there is a very promising tendency in Hungary characterized by active networking and

growing cooperation between universities and colleges in this field.

The fruit of dual training is similar in case of secondary or higher education. Students not only learn

practical skills but they also become familiar with the company culture, jargon, basically they will be

‘socialized’ for the company’s work environment. This is one of the major goals where dual training

proves more and more promising for SMEs and big companies. They receive ‘ready and fit for work’

colleagues who will be more loyal to the workplace than an average worker.

To ensure quality, in case of higher education dual training students need to deliver good school grades

and perform well at the company as well in order to stay in the dual system. They have ‘practical’

exams at the companies, e.g. about presentation skills, project management skills, etc. o which exams

their university head teachers are most often also invited. In case of secondary vocational education

the system is different, as for practical training the knowledge is supervised and rated by the company

(students receive one sole grade/semester summarizing their performance at the company), while the

overall quality of practical training on the spot is qualified and evaluated by the Chambers of

Commerce.

Higher commitment can be reached if pupils have to go through a pre-selection process, compared to

automatic entry lacking entrance exam or interviews.


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Chambers are the so called ‘magic ink to link’ in Hungary concerning VET education (but they are not

involved in secondary grammar school and university /college dual education). They are authorized to

select companies to become dual partner and supervise them in order to remain in the dual system; act

as mediators between schools and companies in problematic situations besides they delegate

consultants for SMEs (always the same consultant to a given company fostering long term cooperation);

organize and supervise the vocational exams; realize statistical data analysis regarding market needs

and career follow up (nieche), gives recommendations about schooling target numbers (however the

system is not flexible enough to follow the actual needs fast enough) and concerning curriculum based

on market research (this role is less dominant yet); provide contractual framework (between school

and student; school and company); organize and supervise the national vocational championship of

excellence (the Star of the Profession), cooperate in the European and world championship; carry out

dissemination activities (study tours, roadshow).

After the positive experiences and practices below we summarize the major difficulties of applying dual

training in Hungary. Hardship derive from:

The already mentioned old prejudices towards vocational education from students and their

parents

Weaker human "raw material" (students), often those attend this kind education who can’t get

entry to secondary grammar schools. Lower grades and learning results makes it difficult to

keep high educational standard.

Companies lack of proper information about administrative needs of joining dual training (it got

simpler respect to the past)

Smaller companies doesn't have the necessary technical background to fulfill the curriculum's

requirements

Students loyalty fails and migration percentage to rises abroad in case of VET training

Teaching specialized, vocational foreign language skills fails

The national curriculum is changing often which makes it complicated for schools to follow a

direction in the long run

Slow reaction and low flexibility of the educational system vs market needs


65

Need of 'trial education' in some cases/fields

Career tracking after graduation is not effective (low feedback rata)


66

Annexes ANNEX 1.: PERSONAL COMPETENCES The list of competences has been prepared in the framework of the Hungarian HEFOP-3.3.1-P-2004-09-0071/1.0

project, as a result of the collaboration between the University of Debrecen and the University of Pannonia.

This project was a part of the Calderoni program (its title is: http://calderoni.ofi.hu/index.php?page=2)

The competence list is used in Austria and Switzerland as well within the COOL (Cooperatives Offenes Lernen)

educational framework.

The original document in Hungarian was translated into English.

Characteristics competence group

DEDICATION, COMMITMENT

A person who owns this characteristic is able and willing to align the behavior with the profession’s

needs and goals. Inspired by the work and also committed. This is a key competency in case of

professions, where the identification with the organization’s goal and values is especially important and

the effort put into the work. Likewise, where the representation of the company’s goals and values

outside the organization during work hours and thereafter are both exceptionally important.

ADAPTABILITY, SELF-IMPROVEMENT

This type of person is aware of his strengths and weaknesses. Consciously develop his abilities, skills

knowledge and practice required to work. A key competence is needed where the knowledge required

for the job (rules, technology, etc.) and the work conditions (fixed assets, environment, etc.) are

constantly changing.

RESPONSIBILITY

This type of person is responsible to carry out the duties assigned to him. Consciously bear the

consequences of his own actions; he’s aware of his contribution to the work’s outcome. It’s highly

http://calderoni.ofi.hu/index.php?page=2


67

needed where the professional needs to take responsibility for people, greater value (money,

equipment, facilities).

STAMINA

Who owns this characteristic is capable to maintain the energy investment for long-term, required for a

task or work activity. He’s also able to focus his will to perform his tasks. This is strongly needed where

the possibility of failure is inherent in the work.

RISK TAKING

This is a capability to act under uncertainty. The possession of this characteristic is important in case of

professions where the job requires courage and where there is a greater possibility for dangerous

situations.

RELIABILITY

A reliable person consistently performs his tasks and available generally (you can always count on him

during work tasks). His work practices and behavior is general, appropriate in terms of the expected

moral and ethical norms within the given scope of activities. He respects the existing written and

unwritten rules related to the work (e.g.: secrecy, refusal of corruption intention, compliance with

health and safety regulations and compliance with the prescribed technology required to work). This

characteristic is highly important in case of professions, where the compliance with safety rules and

technical instructions, or the secrecy, rejection of corruption is particularly important and predictable

work is indispensable.

MONOTONY TOLERANCE

The ones who owns this attribute, performs the repetitive and/or same tasks as appropriate with calm,

perseverance of the required quality and on time. This is a key competence for occupations where the

job is characterized by repetitive, identical perhaps long-term, mostly unchanged and boring tasks.

SELF-DETERMINATION

A self-dependent person is able to manage and implement tasks without control or coordination. He’s

also doing the planning, scheduling and fulfillment of his tasks on his own. He takes the necessary


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decisions and actions to solve effectively the assignments. This characteristic is definitely needed for

professions where rapid and responsible decisions have to be made without guidance and control or

giving proposals and taking consequences of the action.

DECISIVENESS

Possessing the necessary information this type of person is able to make realistic decisions in time and

assume the consequences. It’s extremely important in case of professions where there are several

alternatives and decisions have to be made rapidly according to the situation and finally realize the

decision. (It’s influenced by the person’s intelligence, self-discipline, self-estimation, sturdiness and risk-

taking).

SELF-DISCIPLINE

Those who are self-discipline can control and regulate their feelings and negative actions, when they

encounter others hostility, or when they work under stress. It’s a key competence in case if of jobs

where the control of behavior, emotions and thoughts is essential.

ACCURACY

Ability to keep the deadlines. It’s significantly important in case of professions where keeping the dates

and deadlines is extremely important (e.g.:financial).

PRECISION

Capability to do nearly flawless work. It’s important in case of professions, where the thorough and

accurate work is essential.

FLEXIBILITY

A flexible person is able to work effectively in diverse and changing circumstances (e.g.: weather

patterns, changing work schedules). This also means adaptation to different situations without

reducing effectiveness. This is a key competence, where it is often necessary to be able to adopt to

changing work or weather conditions, atypical work schedules and in case of jobs where the tasks

change frequently and require different attitudes.


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STRESS-BEARING CAPACITY

This type of person withstands well stress situations which are generated by work tasks, persons or

work conditions. Moreover the ones who own this characteristic, are able to perform their duties

balanced also in case of stretched pace of work and increased expectations. They’re able to

concentrate their energies to complete work in stressful situations. It’s a key competence in case of

stressful professions. Stress can arise from many sources, just to mention some: frequently changing

task to be carries out quickly, risky or life-threating situations, circumstances of the job (noise, smell,

sight etc.), liability for people or great value.

ORGANIZATIONAL SKILLS

Ability to organize the person’s own or others work activity. It’s important where the work role requires

the management and the organization of dates and deadlines connected to work tasks.

DILIGENCE, ENDEAVOR

This type of person use fully his work time and always looking for new tasks. Undertake additional

duties of the job too. This is important for professions where the specialists need to carry out their

work effectively and perform extra tasks because of internal motivation.

LOADABILITY

Ability to take effort and also maintain it required by the work task. It’s essential in case of work where

additional work occurs frequently and needs to be performed within the same cycle time.

PATIENCE

A patient person is able to handle different, sometimes unpleasant situations arising from tasks and

work activities in a relaxed way. It’s extremely important where the work activities have a longer cycle

time and as a consequence the end user has a longer waiting time.

SOCIAL SKILLS

Social skills are quite a general one; more or less almost all specialists are working in the social media.

This skill is influential for all the competency groups as it surrounds the professionals during all their

work activities.


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Collaboration Competency Group

Those skills, competencies and characteristics are listed in the collaboration competency group, which

are necessary to handle and maintain the temporary and long-term cooperation work relationships.

These are key competencies mainly for professions where the ‘subject’ of the work is often new people

(partners, customers, clients etc.) with whom a good cooperation has to be built up within a short time

and a flexible way. Those competences are also listed here, where the professional handles “sensitive”

relations, or “on the stage” as he’s the one meeting directly the company’s clients and partners.

NETWORKING SKILLS

The person who has good networking skills, establish easily new relationships.

Most of it, it is needed for occupations where the success of the work largely depends on the quality of

the quickly developed relationships.

CONTACT MAINTENANCE SKILLS

Suited to the nature and the style of the relationship with the other party, the relation is cultivated in

an accurate manner and with the necessary extent. It’s important for companies where the

professional is in contact with prominently important partners and persons.

INTERPESONAL FLEXIBILITY

This characteristic means the acceptance and adaptation to other’s style, thinking and pace of work. It

is considered as a key competence, where it is changing frequently with whom the professionals need

to collaborate with and the result of the work depends heavily on the success of the collaboration.

POLITENESS

Behavior towards others, applying politeness norms corresponding to the situation. It’s essential when

the partners form a picture of the company based on the person they met.

INITIATIVE

This type of person is coming up with ideas, visions without asking or requesting it. This is a key

competence for positions, where the problems change often and the solution requires a team work.


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STURDINESS

A strong-minded person’s acts and deeds reflect self-confidence. This is an important characteristic for

line of works, where the aim is to achieve good cooperation with certain rules and expectations.

CONVINCING SKILLS

This skill means the ability and the competence of publishing an argumentation, or thoughts and

opinions with an effective convincing manner. It’s very important for fields of work where the

professional’s success depends on the representation of their view and how can they make others

accept it.

CONSESNSUS SKILLS

Intention on finding and developing solutions and working methods based on consensus, what is

acceptable for all concerned. It’s essential if the professional who has to strive to conciliate ideas,

possible solutions and opinions with each other, as well as finding and make the client accepting the

best ‘idealized’ and professional ideas and solutions.

EMPATHY

It’s a skill to recognize and feel others’ actual feelings. The possession of this competence is essential

where the ‘object of the work’ is influenced somehow by the partners’/clients’ feelings, therefore the

understanding and acceptance of these feelings affects greatly the effectiveness of the work.

HELPFULNESS

A helpful person is able to assist with a proper way and content when somebody is carrying out its

tasks. In terms of work, this skill can may get important where the support itself, or the physical

integrity of others may depend on whether the professional recognize and handle the situations where

help is needed accordingly.

OPENNESS FOR MOTIVATION

The person, who can get easily motivated, is also able to take over the others enthusiasm and this

power can be utilized to carry out tasks. It’s significant where the professional’s enthusiasm and


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motivation is visible to the clients and partners and can affect the success of the collaboration with

them.

ABILITY TO MOTIVATE

Who owns this skill is able to inspire and encourage his environment to carry out tasks. This could be

important for roles where it’s important to keep the interest of the colleagues to work on a project in

team.

ABILITY OF GIVING FEEDBACK

Giving feedback in a supportive and helpful way about somebody’s behavior, thoughts and/or work can

be really challenging. Still, it’s a huge advantage if the professional needs to give confirmation,

formulate constructive criticism to his colleagues in order to result an effective teamwork.

DIRECTIVITY

This means the willingness and ability to accept and follow the managers’ work instructions. This

characteristic is particularly important for cases where the non-compliance with the management’s

directives and waywardness can influence the project/work activity very badly.

MANAGEMENT SKILLS

Managing the team and/or employees with clear guidelines, results satisfying work atmosphere and

good work results. In all case it’s a key competence when there is a team to manage.

TOLERANCE

A tolerant person is unprejudiced, respects and accepts other people’s way of thinking, behavior,

personality and abilities. It’s a particularly important characteristic, where the professional’s (negative)

picture/opinion formed of the team influence his work practices.


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Communication competence group

Those competencies are included in this group, which exist independently, not connected to the

content or channel of communication. Thus the technical language, written communication, and

special usage of different communicational features (as mobile phone, fax) do not fall into this category.

The selection and organization of the information (content of the communication) don’t belong to this

group either. These are all professional skills and method competencies. Mainly those professions’ key

competences are represented here, where the communication itself acts a main role in the

professional’s work activity and connected to mostly new or various partners. Moreover here belongs

the key competence of professions where the communication is essential for clarifying the frequently

changing professional work exercise.

DRAFTS SKILLS

It refers to an ability to form the thoughts and messages in round sentences. It’s a key competence for

jobs, where the content of the communication and/or the communication partner change often, but

the message always has to be clear for the audience.

CORRECT WORDING

This type of person uses the right terms to transfer his thoughts and apply the rules of grammar and

sentence patterns. This characteristic is similar as politeness in a way that the clients and partners form

a picture/opinion about the company based on the communication of the professional person

representing the enterprise.

CONSISTENT PHRASING

A consistent, lucid speaker’s message is compendious, but always understandable for others. This is a

key competence, where the varying message/information has to be transmitted quickly and clearly.

FLEXIBILITY OF COMMUNICATION

It’s a competence which means the ability to deliver thoughts tailored to the recipient. This is an

essential skill for professionals, who need to pass information to a frequently changing clientele.


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CLARITY

A clearly speaking person is able to formulate his thoughts in a way that is understandable not only for

professionals, but a wider audience. It’s an important characteristic for professionals who have to

provide information for a wide range of people and there is no feedback whether they understood or

not the message/information.

PRESENTATION SKILLS

Possession of this skill means the aptitude to present a topic in a coherent and structured way. It’s

crucial for professionals who have to convey quite expansive themes and information with a frequently

changing content.


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ANNEX 2:INTERVIEW QUESTIONS

Generic questions

1. How is the actual training system /dual training situation in your Company? Do you have /plan to have coaches for specific roles (f. ex. dual vocational training coaches)?

2. How do you select/choose coaches in your company? Do you base the nomination on some sort of eligibility criteria?

3. What are the key points of eligibility? 4. What do you think about obligatory nomination (assignment by leaders) and voluntary

application (self-assignment) as for the selection of coaches? 5. How do you see the remuneration/acknowledgement – in terms of time, salary and status – of

coaches? 6. What do you think about the importance of regular evaluation, feedback and development of

coaches? How could this be worked out in practice in your Company? 7. How do you think about the importance of further develop of coaches focusing on special

coaching skills (such as stress management, assertive communication, etc)? 8. How do you see, how could the school staff (teachers) contribute to the realization of the

fieldwork, to the on the spot training at the Company? How could school staff help/substitute coaches?

Process related questions

PROCESS: (1) IDENTIFICATION OF ENTERPRISE NEEDS

1. What is the subject of the training program? Which enterprises (sectors) participate on the program? What is the duration of the program? Which institutions sponsored the training program?

2. Which are the key needs of your enterprise/sector? (you can add more to the lists and select multiple choices) a. Specialization b. Rare skills c. Continual change of technologies d. Shortage of training installations/trainers e. Lack of standardization of skills among the sector f. Lack of interest of apprentices for the sector

3. Do you work with standardized (official) training programs? According with your experience, which are good sources for training program's definition and why do you considered these are good sources?

4. Which is the level of participation of your enterprise in the program definition? Did you participate? Have you made any contribution (in the actual program)? If you could participate again in the program definition, how would you like to contribute in the program definition?

5. Do you think it is possible to join efforts with other enterprises to adjust training program definition (contents, practices, exercises, technologies and machinery, level of required skills)?


76

a. If you think it is possible, how would you believe it is the best way to participate ensuring the contribution of all partners produce win-win results?

b. If you believe it is not possible, which are the reasons to refuse partnership? 6. If you had the possibility to count with a full offer of trained people with the skills you are currently

training, which would be your expected annual demand? (including growing plans, actual turnover, promotions, etc.)

PROCESS: (2) PUPIL SELECTION AND RECRUITMENT

1. Which are the requirements for pupils to join the program? a. Level of educations b. Age c. Experience d. Other mandatory requirements from sponsoring organizations?

2. Which are input skills of pupils? How do you evaluate these skills? 3. Could you describe the pupil selection process? Steps, deliverables (artifacts, documents, etc.),

profile of people involved. Could you share examples of master documents used on the process (without personal data)? How is the participation of your organization in the selection process? Activities, Requirements, etc. Has participated some other institution on the process? If true, which was its role?

4. In which moment the pupil selection by the enterprise takes place? a. Before starting b. In the middle of the program c. Close to the end of the program

Would you like to set it forward or back? Why?

5. How is planned the involvement of the pupil with the enterprise? a. Since the very beginning of the program b. Pupil join the enterprise after some time (short period) c. Pupil join the enterprise in the middle or almost end of the program d. Pupil join the program at the end of the training

6. How it is made the publicity of the program? How many times a year the selection takes places?

PROCESS: (3) COURSEPROGRAMANDMATERIALSDEVELOPMENT/ADAPTATION

1. What is the actual course program in your company? What is it based on? How do you choose program in your training? Are there any persons responsible for course program?

2. How do you integrate theory with practice? On which field do you focus more? How much time do you devote to theory and practice?

3. Do you cooperate with schools in terms of school program? How can the schools contribute to the course program?

4. Do you evaluate the course program regularly? How do you measure it? Do you conform the course program to the students' needs and knowledge?

5. Does the course program meet the needs of the current market in your region/country? 6. Do you use innovative techniques and tools? If yes, give examples.


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PROCESS: (5) PRACTICEADAPTATIONANDALIGNMENT

1. How do you adapt practice in dual training in your company? Do you have a plan how to adapt practice?

2. To what extent is practice based on theory? 3. Do you regularly evaluate practice? How do you do it in your company? Who is responsible for this? 4. What is the communication and cooperation between your company and schools? How do schools

contribute to practice? 5. What are barriers and constraints to implementation of practice?

PROCESS: (6) ENTERPRISESELECTION

1. Do you implement dual training in your company? How does it look like? 2. What are the benefits of dual training in your company? How do you measure the success of it? 3. What are your needs and restrictions in training students? 4. Do you focus on specific skills? Give examples. 5. Do you cooperate with schools in terms of dual training? How does it look like? 6. Do you support students during training in your company? In what ways do you do it? Do you pay

students for practice?


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References

Forbes. The 10 Skills That Will Get You Hired In 2013. 12/10/2012.

wiseGEEK. What Skills are Needed for Information Technology Employment? No date available

Human resources and social development Canada. Living and learning essential skills. 02/2006

Human resources and skills development Canada. Human Resources and Skills Development Canada.

Essential Skills for Computer Programmers. No date available

Education.com. The Top 10 Tech Skills Your Teen Needs Now. 05/2012

Extreme challenge. Skills Needed In Programming. No date available

Career planner. Skills Needed for: "Computer Programmer". No date available

Presented to: U.S. Department of Labor Employment and training administration U.S. Department of

Education National Center for Education Statistics. Workplace essential skills: resources related to

the scans competencies and foundation skills. 08/2000

Essential Skills Expert Review Panel. Live page.

http://www.thesocialmojo.com/post/26051346786/verbal-vs-non-verbal-communication

http://www.tlnt.com/2013/06/25/5-coaching-skills-that-every-manager-needs-to-have/

http://www.coachville.com/curriculum/basic-coaching-skill/

http://www.mindtools.com/page6.html

http://www.nea.org/tools/52165.htm

http://blc.uc.iupui.edu/AcademicEnrichment/StudySkills/LearningStyles/3LearningStyles.aspx

http://www.skillsyouneed.com/ips/problem-solving.html

http://creativitygames.net/

http://www.askmen.com/money/career/28_career.html

http://www.loesje.org/page/3702

http://loesje.ee/_books/loesje

-CEDEFOP tanulmány a magyarországi szakképzés rövid története (2011)

(http://www.cedefop.europa.eu/EN/Files/4103_hu.pdf )

Lux Zsófia: Duális szakképzési rendszer Ausztriában (2008) tanulmány

http://www.tlnt.com/2013/06/25/5-coaching-skills-that-every-manager-needs-to-have/

http://www.coachville.com/curriculum/basic-coaching-skill/

http://www.mindtools.com/page6.html

http://www.nea.org/tools/52165.htm

http://blc.uc.iupui.edu/AcademicEnrichment/StudySkills/LearningStyles/3LearningStyles.aspx

http://www.skillsyouneed.com/ips/problem-solving.html

http://creativitygames.net/

http://www.askmen.com/money/career/28_career.html

http://www.loesje.org/page/3702

http://loesje.ee/_books/loesje

http://www.cedefop.europa.eu/EN/Files/4103_hu.pdf


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Szabó Gábo : A duális szakképzés rendszere és projekt orientált képzés kapcsolata (1997) tanulmány

Györgyi Zoltán: Triális szakképzés felé 2010 tanulmány

Papp Péte: A felnőttképzés EU-konform fejlesztése céljából a felnőttképzés EU trendjeinek vizsgálata

2005 tanulmány

Papp Gergő: Az iskolapadból a munkaasztalhoz (Nemzeti szakképzési rendszerek összehasonlító

elemzése, különös tekintettel a kamarák szakképzésben betöltött szerepére) 2006 tanulmány

http://www.observatory.org.hu/wp-content/uploads/2012/03/HU_VET_in_Europe_2011_final.pdf

http://www.eqavet.eu/gns/what-we-do/implementing-the-framework/hungary.aspx

http://www.oecd.org/edu/skills-beyond-school/45938559.pdf

http://eventmaker.at/federation_of_austrian_industries_iv/apprenticeships_chances_and_challeng

es/download5052

http://tntee.umu.se/publications/ger/deutschland_und_schweden.html

http://audi.hu/szakkepzes/programleiras/

http://www.menedzserpraxis.hu/hir.php?hir_ID=236

http://www.phoenix-mecano.hu/dualis-kepzes/index.php?id=13

http://www.gyartastrend.hu/karrier/cikk/bovul_a_dualis_kepzes_a_kecskemeti_foiskolan

http://www.observatory.org.hu/wp-content/uploads/2012/03/HU_VET_in_Europe_2011_final.pdf

http://www.eqavet.eu/gns/what-we-do/implementing-the-framework/hungary.aspx

http://www.oecd.org/edu/skills-beyond-school/45938559.pdf

http://eventmaker.at/federation_of_austrian_industries_iv/apprenticeships_chances_and_challenges/download5052

http://eventmaker.at/federation_of_austrian_industries_iv/apprenticeships_chances_and_challenges/download5052

http://tntee.umu.se/publications/ger/deutschland_und_schweden.html

http://audi.hu/szakkepzes/programleiras/

http://www.menedzserpraxis.hu/hir.php?hir_ID=236

http://www.phoenix-mecano.hu/dualis-kepzes/index.php?id=13

http://www.gyartastrend.hu/karrier/cikk/bovul_a_dualis_kepzes_a_kecskemeti_foiskolan


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C. Practical Guide for companies

The “Coach Guide” is a quick guide created to help small and medium enterprises to implement dual

training models that meet their specific needs in a simple and practical way.

It has been designed for non-teaching staff and it presents a step by step process to be followed by the

company. It includes templates and practical examples for an easy understanding.

It summarizes the best practices identified in Europe by means of the suggestions you will find at the

end of the section, in order to facilitate the implementation process and ensure its success.

ACTIONS TO BE DONE FROM THE COMPANY SIDE TO IMPLEMENT VET

The following picture shows steps to follow from a company side in order to implement a VET practices

project combining in company training practices with theory in academic institutions.

VET TRAINING IMPLEMENTATION PROCESS – COMPANY SIDE

Co

mp

an

y

Identification of enterprise needs

Pupil Profile definition / validation

VET practices definition / validation

Pupil contractation?Company employeeYES

Pupil Progress monitoring


END

NO

START

VET Contract / Agreement

VET project definition with VET

School

Productivity reports

Attitude reports


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Identification of enterprise needs

A clear identification of the needs to be met by means of VET practices (done by VET students in our

company) is the key to obtain expected results. Some of the questions we could answer to do so are

could be:

Please describe needs to be covered by dual training in company practices

Please explain its causes and possible consequences if not done

During how long do you need to cover these needs?

Company area/s where practices need to be done

VET project definition with VET School

VET School and company agree on a VET project adapted to company needs.

VET Contract / Agreement

Relationship formalized by means of a contract type. For instance: contract …

VET practices definition / validation

Company and Vet School agree on practices to be done by student. The clearest the explanation is, the

best. It will more easy it will be for the School and the Student to understand and do it respectively.

Some of the questions we could answer to do so are the following:

Describe activities to be done

Productive area where practices will be done

Tools or machines to be used

Needs or special requirements involved with these practices.

Pupil Profile definition / validation

VET School identifies training curricula that best fits to company needs and suggests some profiles to

do so.


The company tutor accompanies students in their learning process


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Pupil Progress monitoring

The company tutor monitors their progress in this regard.

Productivity reports

Reports allow business productivity assess the progress of students in their internship.

Attitude reports

The student's attitude reports provide qualitative information that will guide the company

regarding their suitability for a future position on his team.

Pupil enrolment

If the results of the reports are positive and the business situation so dictates, the company can hire

students once they know the job well and have shown their desire to continue to work to do it.


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BEST PRACTICE TEMPLATES

The following are a set of questions that can be answered by entrepreneurs in order to better identify

their needs related to dual trainees and to precisely communicate them to VET schools. An accurate

definition will provide the clearest picture for the VET school in order to find the optimum candidates

for every company. There is also a contract sample form and legal information related to every country

providing legal information you must know.

Questions are structured in five areas:

1. Enterprise needs

2. Practices to be done

3. Trainee profile definition

4. Trainee evaluation form

5. Agreement form for dual training

1.1 Enterprise needs

VET training implementation – questions template

Enterprise needs





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1.2 Practices to be done




Needs or special requirements involved with this practices


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1.3 Trainee profile definition

TRAINEE PROFILE

Name: ...............................................................

Post: ..................................................................

FORMAL REQUIREMENTS

Education

.................................................................................................

.................................................................................................

.................................................................................................

Courses / Certificates

.................................................................................................

.................................................................................................

.................................................................................................

EXPERIENCE

Working experience / post /

responsibilities

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

GENERIC COMPETENCES* 1-very low, 2-low, 3-medium, 4-high, 5-very high

Personal appearance

1 2 3 4 5

emotional stability

1 2 3 4 5

Social collaborative skills

1 2 3 4 5

communication skills 1 2 3 4 5


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conflict management skills 1 2 3 4 5

Method thinking

1 2 3 4 5

problem solving 1 2 3 4 5

method & style of working 1 2 3 4 5

PROFESSIONAL COMPETENCES 1-very low, 2-low, 3-medium, 4-high, 5-very high


occupational safety & health

1 2 3 4 5

business activities 1 2 3 4 5

foreign language/professional 1 2 3 4 5

organization of work of small teams 1 2 3 4 5

personal & social competences 1 2 3 4 5

sales & marketing 1 2 3 4 5

managing stress 1 2 3 4 5

reading 1 2 3 4 5

use of documentation 1 2 3 4 5

oral communication 1 2 3 4 5

writing

1 2 3 4 5

Professional skills**

.......................................................... 1 2 3 4 5

.......................................................... 1 2 3 4 5

.......................................................... 1 2 3 4 5

.......................................................... 1 2 3 4 5

ADDITIONAL INFORMATION (insert if needed)

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

................................................................................................. * Choose few skills from the list and ask a candidate. Basing on candidate’s answers choose the level.

** Choose the occupation and insert professional skills from the list.


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GENERIC COMPETENCES

Personal Social Metod

Appearance: Eyesight Hearing Smelling Taste perception Touch perception Vestibular perception Spatial orientation Manual dexterity Stable hand position Coordination of movement Emotional stability: Commitment Ability to developing Sense of responsibility Persistence risk-taking Dependability Tolerance of monotony Self-determination Decisiveness Self-discipline Accuracy Preciseness Flexibility Resistance to stress Organizing skills Load capacity Tolerance

Collaborative skills: Interpersonal skills Relationship maintenance skills Interpersonal flexibility Politeness Sense of initiative Sturdiness Persuasive skills Consensus skills Emphatic skills Helpfulness Aptness to be motivated Motivational skills Feedback skills Maneuverability Management skills Tolerance Communication skills: Drafts skills Grammar Solid drafting skills Communication flexibility Comprehensibility Presentation skills Effective interviewing skills Adequate meta-communication Conflict management skills: Willingness to compromise Skills in avoiding conflicts Rivalling skills Conflict solving skills Compliance

Thinking: Abstract/theoretical thinking Overview capacity Logical thinking Critical thinking Systematisation skills Creativity Application of knowledge Try out new ideas/solutions General learning abilities Anamnesis/knowledge preservation Perception Numerical thinking Math skills Gathering information Powers of deduction Problem solving: Troubleshooting/diagnosis Analysis of problems Planning Evaluation Monitoring capability Reasons for exploration Situation awareness Method & style of working: Thinking in systems Systematic work Pragmatic interpretation of tasks Intensive work Caution Alertness Focusing attention Attentionsharing Open-minded attitude Result-orientedness Keeping the environment clean

PROFESSIONAL SKILLS

IT industry: Numeracy & mathematics Finding information Computer use Clothing industry: Competences specific for clothing technology Providing tailor services Designing clothing products Organizing processes of manufacturing clothing products

Hotel industry: Specific hotel competences Planning & realizing services at a reception Guest service Advertising industry: Specific advertising competences Advertising products & services sale Organizing & running an advertising

campaign

Tourist industry: Specific tourist competences Planning & realizing tourist events and services Tourist information managing & tourist services sale Mechanical industry: Language & communication skills Auditory skills Subject skills Diagnostic & critical thinking skills


1.4 TRAINEE EVALUATION FORM

(The aim of the document is to understand and map the student’s personality)

Name: ……………………………………………………….

Student Code: ……………………………………………

Date of birth: ……………………………………………..

Domain: …………………………………………………….

Evaluation period: …………………………………

1) Quality of work Reliability Precision Keeping the deadlines Responsibility

2) Attitude Motivation Proactivity Flexibilty/Readyness

3) Effectiveness Workload Time management

4) Collaboration Communication Teamwork

Would you recommend the student to become an employee of ……………….. (company)? YES NO

Date: …………………………………. Signature of trainer: …………………………… Signature of teacher: ….......................

Performance below

expectations

Meet the

expectations

Performance above

expectations

Role model


Page 89

1.5 Agreement form for dual training

General content of a Trainee – Hosting organization contract

Hosting organization Trainee

Tax No.

Name of organization

Home location of organization

Statistical identification

Name of legal representative

Location of training

Education identifier

Name of Trainee

Location of birth

Time of birth

Mother’s maiden name

Address /tel/e-mail

Special case: Hungary

Two bilateral contracts between:

- The trainee and the hosting enterprise („trainee contract”)

- The school and the hosting enterprise („cooperation agreement”)

Two-party contract

between the

enterprise and the

student/apprentice

Examples: UK,

Denmark, France,

Germany, Slovakia

Three-party contracts

among the school,

the enterprise and

the student

Examples:

Estonia,

The Netherlands

Two-party contract or

agreement between

the training centre and

the enterprise

Examples:

Poland

Spain

Special case: Hungary

Two bilateral contracts between:

- The trainee and the hosting enterprise („trainee contract”)

- The school and the hosting enterprise („cooperation agreement”)

Two-party contract

between the

enterprise and the

student/apprentice

Examples: UK,

Denmark, France,

Germany, Slovakia

Three-party contracts

among the school,

the enterprise and

the student

Examples:

Estonia,

The Netherlands

Two-party contract or

agreement between

the training centre and

the enterprise

Examples:

Poland

Spain

IV. Dual Training Contract Types / 1

These contracts vary from one country to another with

respect to the signatory parties or the contents involved.


Page 90

Name of trainer

Address //Tel/e-mail

Is the purpose of training location exclusively

practical training?

Yes No

Person responsible for practical training of

trainee:

Name of responsible person

Tel / e-mail

Has a GCSE?

Yes No

School-based qualifications acquired in VET

system before signing this contract

Exists Not exists

If exists, identification number of NTR (OKJ)

training

Legal representative (parent or guardian)

Name

Address /tel/e-mail

Which type of school (vocational or secondary school) and which schoolyear the trainee is

studying at the time of starting practical training?

Details of the school

Name of school Identification number

Home location


Name of member institution supporting theoretical training

Address of member institution

Intent of signing a contract

Parties agree that they want to enter into a contract, according to XXXX Act.

Training time according to NTR (OKJ) is XX year.


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Starting date of practical training (starting date of insurance relationship): DD/MM/YY

Expected completion time: DD/MM/YY

Completion time in case of termination of trainee contract: (reference to Act and §)

Liabilities of Parties

Remuneration of trainees/Bank account details

Ownership of the product obtained by the trainee

Controlling rights of Chamber

Miscellaneous legal provisions

General content of the Hosting organization – School Cooperation Agreement

Hosting organization School details

Tax No.

Name of organization

Home location of organization

Company Registration number or

Private Entrepreneur Registration Number



Name of Contact Person

Tel / Fax, e-mail

Tax No.

Name of School

Home location of School

Education Identifier

Registration Number



Name of member institution

Address of member institution


Page 92

Name of Contact Person, Tel/e-mail

Parties declare that they wish to enter into contract for practical training of school trainees,

according to Act XXX.

The school is liable to send trainees complying prescribed conditions...

Current contract is concluded for

Fixed term Indefinite period

Tasks and liabilities of hosting organization (list)

Tasks and liabilities of the school (list)

The school, with signing present contract, confirms the existence of personal and material

conditions necessary to start practical training.

Further tasks and obligations of the school

Financing and co-financing of the practical training

Further legal provisions

Controlling rights of Chamber


Page 93

VET TRAINING IMPLEMENTATION – SAMPLE TEMPLATES

Enterprise needs


To provide Invoicing department with administrative personnel to do invoice printing and

sending tasks.


Paper management takes a lot of time and needs to be done promptly. If customers do not

receive invoices in time, they do not start the payment process in time.


Every month during one week and a half approximately.


BackOffice Department, Invoicing

Practices to be done


Print paper copies of the invoices using Eurowin Accounting software tool and a

printer. Put them on envelopes with corresponding address tags and bring it to

reception desk in order to be sent by mail or courier. Report invoice details and

sending date using a predefined Excel invoicing report.

Follow shipment instructions mentioned in excel document. In case of email

sending method, to also follow instructions precisely and prepare draft of mail


Page 94

to be sent, Headcounter will validate them before it’s sent.


STP GROUP - Viladecans office, 4th floor. Backoffice Department.


ERP: Eurowin. Desktop computing tools: Excel and Outlook as electronic e-

mailing tool

Needs or special requirements involved with this practices

None

Pupil desired profile

TRAINEE PROFILE

Name: Anna Brown

Post: receptionist

FORMAL REQUIREMENTS

Education

4-year vocational school

Field of study: hotel industry technician

Courses / Certificates

Bartender Qualification Course

Lay table Course

Professional Customer Service Course


Page 95

EXPERIENCE

Working experience / post /

responsibilities

Part-time holiday job in ‘ROSE VILLA’

Holiday job in ‘ROCK PUB’ as waiter

GENERIC COMPETENCES* 1-very low, 2-low, 3-medium, 4-high, 5-very high

Personal appearance

1 2 3 4 5

emotional stability

1 2 3 4 5

Social collaborative skills

1 2 3 4 5

communication skills 1 2 3 4 5

conflict management skills 1 2 3 4 5

Method thinking

1 2 3 4 5

problem solving 1 2 3 4 5

method & style of working 1 2 3 4 5

PROFESSIONAL COMPETENCES 1-very low, 2-low, 3-medium, 4-high, 5-very high


occupational safety & health

1 2 3 4 5

business activities 1 2 3 4 5

foreign language / professional –

English

1 2 3 4 5

organization of work of small teams 1 2 3 4 5

personal & social competences 1 2 3 4 5

sales & marketing 1 2 3 4 5

managing stress 1 2 3 4 5

reading 1 2 3 4 5

use of documentation 1 2 3 4 5

oral communication 1 2 3 4 5

writing

1 2 3 4 5

Professional skills**

Specific hotel competences 1 2 3 4 5

Planning & realizing services at a reception 1 2 3 4 5

Guest service 1 2 3 4 5

.......................................................... 1 2 3 4 5


Page 96

ADDITIONAL INFORMATION (insert if needed)

Good knowledge of cash register

Good knowledge of E-HOTEL software (database)

Driving licence

* Choose few skills from the list and ask a candidate. Basing on candidate’s answers choose the level.

** Choose the occupation and insert professional skills from the list.

GENERIC COMPETENCES Personal Social Method

Appearance: Eyesight Hearing Smelling Taste perception Touch perception Vestibular perception Spatial orientation Manual dexterity Stable hand position Coordination of movement Emotional stability: Commitment Ability to developing Sense of responsibility Persistence risk-taking Dependability Tolerance of monotony Self-determination Decisiveness Self-discipline Accuracy Preciseness Flexibility Resistance to stress Organizing skills Load capacity Tolerance

Collaborative skills: Interpersonal skills Relationship maintenance skills Interpersonal flexibility Politeness Sense of initiative Sturdiness Persuasive skills Consensus skills Emphatic skills Helpfulness Aptness to be motivated Motivational skills Feedback skills Maneuverability Management skills Tolerance Communication skills: Drafts skills Grammar Solid drafting skills Communication flexibility Comprehensibility Presentation skills Effective interviewing skills Adequate meta-communication Conflict management skills: Willingness to compromise Skills in avoiding conflicts Rivalling skills Conflict solving skills

Thinking: Abstract/theoretical thinking Overview capacity Logical thinking Critical thinking Systematisation skills Creativity Application of knowledge Try out new ideas/solutions General learning abilities Anamnesis/knowledge preservation Perception Numerical thinking Math skills Gathering information Powers of deduction Problem solving: Troubleshooting/diagnosis Analysis of problems Planning Evaluation Monitoring capability Reasons for exploration Situation awareness Method & style of working: Thinking in systems Systematic work Pragmatic interpretation of tasks Intensive work Caution


Page 97

Compliance Alertness Focusing attention Attentionsharing Open-minded attitude Result-orientedness Keeping the environment clean

PROFESSIONAL SKILLS IT industry: Numeracy & mathematics Finding information Computer use Clothing industry: Competences specific for clothing technology Providing tailor services Designing clothing products Organizing processes of manufacturing clothing products

Hotel industry: Specific hotel competences Planning & realizing services at a reception Guest service Advertising industry: Specific advertising competences Advertising products & services sale Organizing & running an

advertising campaign

Tourist industry: Specific tourist competences Planning & realizing tourist events and services Tourist information managing & tourist services sale Mechanical industry: Language & communication skills Auditory skills Subject skills Diagnostic & critical thinking skills


Page 98

Trainee evaluation Form

(The aim of the document is to understand and map the student’s personality)

Name: Anne Brown

Student Code: XYZ 15

Date of birth: 17.06.1995

Domain: hotel reception service

Evaluation period: 01.01. – 30.06.2014

5) Quality of work Reliability Precision Keeping the deadlines Responsibility

6) Attitude Motivation Proactivity Flexibilty/Readyness

7) Effectiveness Workload Time management

8) Collaboration Communication Teamwork

Would you recommend the student to become an employee of Esperanto Hotel? YES NO Date: …………………………………. Signature of trainer: …………………………… Signature of teacher: …......................

Performance below

expectations

Meet the

expectations

Performance above

expectations

Role model


Page 99

Contract to be used

Example of three party contract

CONTRACT

concluded on

.....................................................................................................................................................

between

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

(Name / address / tax identification number / ID of the person providing the practice)

represented by .......................................................... hereinafter referred to as the Employer,

and

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

(Name / address / tax identification number / ID of the person providing the practice)

hereinafter referred to as Apprentice.

The Parties shall enter into an agreement with apprentice as follows:


Page 100

§ 1.

1 Apprentice declares that he is a student

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

(Name and address of school)

§ 2.

1 The Parties shall conclude an agreement on the practice for the period from .......................

to .......................

2 On the basis of this agreement an apprentice will perform the following

activities/responsibilities:

- ...................................................................................................................................................

- ...................................................................................................................................................

- ...................................................................................................................................................

- ...................................................................................................................................................

- ...................................................................................................................................................

- ...................................................................................................................................................

§ 3

1 The agreement is free / payable.

2 Apprentice during the contract period shall be entitled to compensation of gross

................................................................................................................................................

§ 4

The weekly working time during the contract period is ......................... hours, Monday to

Friday / on the following dates: ..................................................................................................

§ 5


Page 101

During the contract period apprentice has the right to use any social facilities of the Employer,

on the rules on employees.

§ 6

The employer is obliged to:

1 First ensure the Apprentice training in occupational health and safety, fire protection and

protection of personal data.

2 Issue a certificate of the kind of work and skills acquired by the Apprentice during the

work placement.

............................................

(signature of Student)

............................................

(signature of School Representative)

............................................

(signature of Employer)

coach dual education guidebook

Documents

guidebook introduction

guidebook scope

guidebook mission

guidebook addressee

guidebook structure

project partners

project objetives

project phases