Some of the Key conclusions of the report
Governance
VET is lacking an essential element without the leadership of industry. The lack of adequate partnership and cooperation between the key stakeholders is also an important shortcoming of the system. The education and business worlds should come together to serve the needs of the economy and society. The MoNE has so far played the leading role in VET governance. However, quality traineeship requires the active commitment and expertise of not just policy makers, notably those responsible for education and training, and employment/labour market policy, but also – and more crucially – social partners. Memorandums of Understanding, while essential, are not enough to establish and maintain close collaboration between the actors. Therefore, an increase in the quality of VET in general and traineeships in particular requires active involvement and high-level commitment of all related stakeholders (industry, business intermediaries, local and regional business infrastructure managers, development agencies, etc.) in a coordinated manner.Industry and social partners are expected to create a nurturing environment for young learners in the companies. While businesses provide the necessary machinery, equipment and technology, it is also essential that they provide technical and pedagogic guidance by their skilled staff, and proper assessment of the learning process. The MoNE’s guidance in the latter aspects is critical.
Companies providing traineeship opportunities have a special mission in society. This mission comes with additional responsibilities. Students in Grade 12 spend the majority of the school year in these companies. While they are profit-making institutions, they are also learning institutions engaged in training young people. It is essential that the social partners as well as the MoNE recognise this fact and support them accordingly.
The MoNE and social partners should find ways to improve the quality of traineeships, which may require review of existing roles and functions and reallocation of them among key players.
Funding
The state subsidy for employers is well received by many companies. However, trainee wages have become fully dependent on the release of funds from the state budget, and as a result, companies choose to delay payments to trainees. The state subsidy for companies is often paid late. This leads to non-payment or delayed payment to trainees. Companies which have school–industry protocols cannot benefit from a state subsidy. Moreover, the wage payment process is tedious, and school, company and state calendars for deadlines do not align.The trainee wage in some cases is the sole income for a trainee’s family. Trainees from low-income families often face the challenge of meeting extra costs for transport and meals at companies, although coordinating teachers and the schools try to support the trainee in many cases. Furthermore, while some companies request trainees to work overtime or at the weekend, their social security does not cover such cases.
There are no funds allocated for teachers to carry out company visits. They use their own resources for this purpose and no compensation exists.
Teacher and company trainer competences
Continuous training of teachers and company trainers is a major requirement for the enhancement of quality. Company trainers lack certain knowledge and skills to manage the traineeship process. These include areas not only related to human development, communication and teamwork but also the basic knowledge of the curriculum. Coordinating teachers also lack certain soft skills, such as communication, networking, problem-solving, bookkeeping and accounting procedures.Job descriptions for coordinating teachers and company trainers require review. All parties need to be well informed and comprehensively trained on their specific tasks for traineeships.
Company trainers should ensure that trainees are seen as learners rather than employees, and should be informed about implications of traineeships.
Certification and recognition of teachers and company trainers
Coordinating teachers have many responsibilities in addition to their teaching and administrative tasks. However, they do not have adequate power or recognition to make decisions related to traineeships. Teachers are committed and dedicated yet lack motivation and resources.
Selection, guidance and motivation of learners
Trainees are usually in a difficult dilemma during their placement in Grade 12. On the one hand, they need the practical skills and knowledge in the field which is made available through the company training. On the other hand, they need to consider higher education and the university examination. Furthermore, they are not provided with sufficient support and guidance to overcome these problems and make the right decisions. As the company trainers lack adequate student guidance skills, they also fail to motivate and mentor learners.
Social security coverage for Grade 9 students is not present for visits to enterprises under the scope of VET guidance and orientation.
Assessment and quality assurance of traineeships
There is no well-designed and implemented framework for quality assurance. Quality of traineeships is usually monitored by the coordinating teacher. However, this is more of an internal quality assurance. The teacher and the company trainer, on the one hand, and the school and the company, on the other, try to fulfil formalities and make up for each other. Teachers resort to their own resources and capacity to identify ways to improve the quality of traineeships. Quality assurance, especially external assessment of traineeships by third parties, does not exist.
Assessment of WBL also has deficiencies. Company trainers or social partner representatives often do not show up during end-of-year skills tests for various reasons. Systematic feedback mechanisms for trainees are rarely used.
Social inclusion
The practice of mainstreaming for individuals with special needs in IVET needs improvement. Teachers usually lack adequate knowledge, skills and support to cater for such special needs. Placement of students with special needs (with an Individualised Learning Plan) is rather challenging. These students are mainly placed in public companies as these are more likely to provide a safe and secure working environment. Private companies are reluctant to accept students with special needs due to additional facilities and safeguarding measures required in the traineeship.
Accessible information
There is a lack of available information not only for placements but also for job opportunities for IVET students and graduates locally, regionally, nationally and internationally. Schools are proactive to manage this process and use their own resources. Students are also asked to obtain placements through their own resources, such as family and friends. There is no coherent mechanism or a system feeding this gap.
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