Adaptation of national apprenticeship systems to advanced manufacturing

80 Pages·2017·1.61 MB·English

RESEARCH REPORT
Future of manufacturing
Adaptation of national
apprenticeship
systems to advanced
manufacturing
Future of manufacturing
Adaptation of national
apprenticeship
systems to advanced
manufacturing
When citing this report, please use the following wording:
Eurofound (2018), Adaptation of national apprenticeship systems to advanced manufacturing, Publications Ofice of the
European Union, Luxembourg.
Authors: Eckhard Voss and Katharina Schöneberg (wmp consult – Wilke Maack GmbH), Jef Bridgford (King’s College
London)
Research managers: Massimiliano Mascherini and Sara Riso
Eurofound project: Future of Manufacturing in Europe
Acknowledgements: This overview report is based on fndings from case studies conducted by wmp consult - Wilke Maack
GmbH and partners in fve EU Member States (Denmark, France, Germany, Ireland and Italy) and two countries outside
Europe (Australia and the USA) in the framework of the project Future of Manufacturing in Europe (FOME).
Luxembourg: Publications Ofice of the European Union
Print ISBN 978-92-897-1716-8 doi:10.2806/086571 TJ-02-18-851-EN-C
PDF ISBN 978-92-897-1715-1 doi:10.2806/81072 TJ-02-18-851-EN-N
Web: http://eurofound.link/fomeef18006
© European Foundation for the Improvement of Living and Working Conditions (Eurofound), 2018.
Reproduction is authorised provided the source is acknowledged.
For any use or reproduction of photos or other material that is not under the Eurofound copyright,
permission must be sought directly from the copyright holders.
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Contents
Executive summary 1
Introduction 3
Scope of the research 3
Report structure 3
Key terms at a glance 3
1 Economic and labour market context 5
Key trends in the economic role of manufacturing 5
Employment in manufacturing 5
Overview of industrial policy initiatives addressing advanced manufacturing 9
Employment and training challenges linked to technological change and
automation 15
2 Overview of apprenticeship systems 19
Varieties of apprenticeship systems and practices 19
Regulatory framework and institutional context 23
Financing the apprenticeship system 24
Key players and their governance role 25
Selected national data and trends 27
Key challenges 28
3 Apprenticeship policy and practice in the manufacturing sector 31
Apprenticeship as an IVET pathway in manufacturing 31
Occupational profles of IVET linked to manufacturing and advanced
technologies 32
Role of social partners in apprenticeship policy and practice in manufacturing 35
Key requirements arising from technological and other changes in
manufacturing 37
Advanced manufacturing: Mapping reform processes and adjustments 43
4 Strengths and weaknesses, success factors and barriers 53
Strengths and weaknesses of apprenticeship systems and practices 53
Success factors and potential barriers to future development 55
5 Conclusions 57
Modernisation of apprenticeship systems and practices 57
Adjusting apprenticeships in the context of advanced manufacturing 57
Implications for EU IVET policy 58
References 61
Annex 1: List of national researchers 67
Annex 2: List of organisation names and acronyms 69
Annex 3: List of stakeholders consulted 71
List of abbreviations
CAD computer-aided design
CAE computer-aided engineering
CAM computer-aided manufacturing
CIM computer-integrated manufacturing system
CNC computerised numerical control
CQP Certifcate of Professional Qualifcation (Certifcat de qualifcation professionnelle)
ECVET European Credit System for Vocational Education and Training
EQF European Qualifcations Framework
FMS fexible manufacturing systems
GDP gross domestic product
ICT information and communication technology
IeFP education and professional training (Istruzione e Formazione Professionale)
IFTS higher technical education and training (Istruzione e Formazione Tecnica Superiore)
ISCED International Standard Classifcation of Education
ITS higher technical education (Istruzione Tecnica Superiore)
IVET initial vocational education and training
KETs key enabling technologies
MEP Manufacturing Extension Program [USA]
NACE Statistical Classifcation of Economic Activities in the European Community (Nomenclature
statistique des activités économiques dans la Communauté européenne)
R&D research and development
SMEs small and medium enterprises
VET vocational education and training
See Annex 2 for a list of organisation names and acronyms.
Executive summary
the Digital Education Action Plan adopted in January 2018,
Introduction which
emphasised the need to foster investments in skills
Advanced manufacturing covers various aspects related and talent development in order to support a successful
to the application of new and cutting-edge technologies transition from traditional to advanced manufacturing.
to improve eficiencies and production processes. This
technological change inevitably requires an adaptation of
vocational training programmes and practices in initial, Key fndings
further and higher vocational education and training (VET). › All seven countries have public industrial policy
Apprenticeships combining alternating periods at the initiatives aimed at fostering advanced manufacturing,
workplace and in training institutions are well suited to but the link between these initiatives and IVET
providing young people with an entry point into the labour and apprenticeship policies and practices is
market and supplying enterprises with skilled workers. relatively weak. Only in Denmark and Germany has
This report examines apprenticeship systems and practices a comprehensive approach to modernising and
in the manufacturing sector in fve EU Member States adjusting apprenticeship training been developed in
(Denmark, France, Germany, Ireland and Italy) and two response to new skills requirements.
countries outside Europe (Australia and the USA), exploring › There are signifcant diferences in the approach to
ways in which apprenticeship training is being adjusted apprenticeship training in the investigated countries.
in the context of recent developments in advanced Denmark and Germany are the only countries where
manufacturing. The report identifes a number of general apprenticeship is the only or most widespread
as well as country-specifc strengths and weaknesses, form of initial VET; it is characterised by a strong
successes and barriers to change that require consideration involvement of social partners in governance and the
in policymaking at national and European level. modernisation of occupations and training practice.
This study uses the working defnition of apprenticeship This is also the case, to a lesser extent, in Ireland,
developed by the European Centre for the Development which has traditionally ofered a relatively limited
of Vocational Training (Cedefop, 2015). This encompasses number of apprenticeship programmes and provided
a number of important elements such as the long-term for more modest opportunities for social partner
character of the training, with systematically alternating involvement.
periods of training at the workplace and in educational › In countries such as Australia and the USA, only
institutions, the contract between the apprentice and the limited numbers of occupational programmes and
company (including remuneration of the apprentice) and respective apprenticeship programmes are available,
training leading to a qualifcation. including those of relevance for the manufacturing
sector, and there has been weak social partner
involvement, ofen centring primarily on input from
Policy context
employers.
Apprenticeship training and industrial policy in the age of ›
In countries such as Italy and the USA, the
advanced technologies have been addressed by various apprenticeship system and the capacity to adjust
EU initiatives. In October 2017, the European Commission and modernise sufer from the absence of national
adopted a proposal for a Council Recommendation governance structures (formally recognised national
for a European Framework for Quality and Efective a
pprenticeship qualifcations) at least in the former’s
Apprenticeships, which was adopted by the Council in
case for the vast majority of apprenticeships.
March 2018. This initiative is linked to the New Skills
Agenda for Europe launched in 2016, and also relates to › With the exception of Denmark and Germany, and
the right to high-quality and inclusive education, training to a lesser extent Ireland, apprenticeship training
and lifelong learning, as defned in the European Pillar of competes with other IVET pathways in all the other
Social Rights. The Framework builds on previous activities, countries studied. Young people who are interested
namely the European Alliance for Apprenticeships (EAfA) in a career in manufacturing are ofen attracted to
launched in 2013. The Commission is also to launch academic pathways, which are more prestigious and
demand-driven apprenticeship support services to may lead to a higher lifetime income.
facilitate the introduction, reform and improvement of › In most of the countries studied, apprenticeship
apprenticeship systems. The oficial launch is scheduled training is attractive for employers in the
for 8 November 2018 in Vienna as part of the 3rd European manufacturing sector, in particular because of the
Vocational Skills Week, celebrating the fve years of EAfA. close linkage of theoretical and practical education
The close linkage between industrial competitiveness, and training, and the opportunity for employers to
advanced technologies and digitisation of the economy and be involved in the development of programmes and
high-quality initial vocational education and training (IVET) to adjust training needs to meet company-specifc
was highlighted in the Commission’s Communication on requirements.
1
Adaptation of national apprenticeship systems to advanced manufacturing
› Across all the countries, the boundaries between › Modernisation processes are ofen hampered by
apprenticeships and the higher education structural weaknesses in apprenticeship systems
system inhibit the further development of ‘higher and practices. Many barriers and factors hindering
apprenticeships’. In countries where such career paths adjustments in relation to advanced manufacturing
exist, the latter ofen have little or no link with the are related to general structural weaknesses, such
apprenticeship system and have limited appeal for as the limited attractiveness of apprenticeships
companies. for learners and companies, an unclear division or
fragmentation of responsibilities among the involved
players and, in some cases, a lack of coordination
Policy pointers among institutions at local, regional and national
level. Such weaknesses need to be addressed urgently
› Apprenticeship training should be regarded as an
in order to strengthen apprenticeship provision within
integral part of modern industrial policy. To be
the initial and higher VET system and ‘make it ft’ to
successful, industrial policies fostering the transition
cope with technological change.
to advanced manufacturing and implementing
Industry 4.0 require a complementary strategy of › Apprenticeships can have positive labour market and
Apprenticeship 4.0. The linkage between industrial economic impacts if certain quality criteria for learning
policy and IVET policy (including apprenticeships) and working conditions, as well as for framework
is still missing in most of the countries studied. conditions, are in place. It will be important to
National governments should seek the active implement such conditions that are described in the
involvement of sectoral social partners and IVET 14 criteria set out in the European Framework for
institutions in the design and implementation Quality and Efective Apprenticeship across Member
of industrial policies. Priority should be given States. It would be important to focus, however, not
to the adaptation of training and education only on the broad level of national IVET policy, but
curricula to meet changing skills requirements in also on specifc sectors such as the manufacturing
manufacturing. sector by actively involving social partners, IVET
institutions and relevant public authorities.
› The European Commission should foster initiatives to
involve sectoral social partners and IVET institutions › The concept of higher apprenticeship needs to be
more actively in industrial policy dialogue. At EU explored further and a common defnition at levels
level, the renewed EU Industrial Policy Strategy and equivalent to levels 6, 7 and 8 of the European
related initiatives could give greater emphasis to IVET Qualifcation Framework should be considered. There is
and assign a more central role to apprenticeships a need to diferentiate between various forms of higher
to support the modernisation of European apprenticeship, and to foster and exchange innovative
manufacturing. approaches to it in the manufacturing sector.
2
Introduction
The fndings from this research will feed into the policy
Scope of the research debate arou
nd the role of apprenticeship training in the
This comparative report is part of a study, ‘Policy future development of manufacturing. They will inform
developments and practices of apprenticeship training policymaking in the context of current or planned reforms
in selected EU Member States and world competing of apprenticeship systems and reforms of curricula
regions’, carried out in fve EU (Denmark, France, Germany, for apprenticeship qualifcations, all of which will be
Ireland and Italy) and two non-EU (Australia and the dependent on the relationship between education and
USA) countries. The analysis presented in this study was training policies and industrial policies.
conducted within the framework of the pilot project
The Future of Manufacturing in Europe, proposed by the
Report structure
European Parliament and delegated to Eurofound by the
European Commission (Directorate-General for Internal Chapter 1 outlines the wider economic and labour market
Market, Industry, Entrepreneurship and SMEs). contexts within which the national apprenticeship systems
operate. Particular emphasis is placed on the impact of
This research was carried out in response to the
new technologies and the need for a high-skilled and
increasing interest shown by policymakers in reducing
adaptable workforce in manufacturing and advanced
the generally high levels of youth unemployment and the
manufacturing.
consequent requirement to integrate young people into
the labour market. To be efective, however, it is essential Chapter 2 presents the key features of national
to ensure that any initiatives undertaken in relation to apprenticeship systems (regulatory framework,
apprenticeship training correspond with the needs of the governance structure and fnancing mechanisms)
labour market and the ways in which new technologies are and provides statistical data on apprentices and
transforming work organisation and production processes apprenticeships. It also highlights some of the key
across all sectors, particularly manufacturing. challenges to be addressed to ensure the successful
implementation and development of current
This report seeks to:
apprenticeship systems.
› provide an analytical comparative overview of
The focus of Chapter 3 is on the role of apprenticeship
apprenticeship systems in the selected countries;
training in relation to manufacturing and advanced
› review policy developments in response to labour manufacturing. It examines the main requirements arising,
market shifs, changes in employment, career and in particular, from technological change in manufacturing
mobility patterns, and technological and structural and explores ways in which apprenticeship systems are
change. responding to these changes.
In the countries studied, such developments take diferent Chapter 4 points to the key strengths and weaknesses of
forms such as: apprenticeship systems and programmes in the diferent
countries. It also examines the diferent success factors
› amendments and/or development of legislation;
and barriers to the development of apprenticeship
› changes to funding regimes; systems in the context of changing skill needs within
› revision of the training content in existing manufacturing and advanced manufacturing.
apprenticeship programmes and the development of Chapter 5 summarises the main conclusions emerging
new ones. from the research and highlights the policy implications
This comparative report takes into consideration seven for European VET policy.
country studies. Countries were selected on the basis of
two main criteria. Key terms at a glance
› Manufacturing and advanced manufacturing are
important for the national economy and/or are highly Apprenticeships and higher apprenticeships
relevant for national industrial policy. There is no single agreed defnition of apprenticeships,
since they have developed over time according to local
› Apprenticeship is either a signifcant part of national
traditions and labour market needs. Nevertheless,
systems of vocational education and training (VET)
apprenticeship systems tend to have similar key
or a priority of policy initiatives to modernise and/or
characteristics.
adapt national VET systems.
At the global level, the International Labour Organization
The country studies were carried out by national experts
(ILO) considers that:
on the basis of desk-based research, underpinned by
between four and eight in-depth interviews per country Quality apprenticeships are a unique form of vocational
with key players and stakeholders representing public education and training, combining on-the-job training
authorities, employer organisations, trade union with of-the-job learning, which enable learners
organisations, training providers and research institutes. from all walks of life to acquire the knowledge, skills
3
Adaptation of national apprenticeship systems to advanced manufacturing
and competences required to carry out a specifc higher education; these are considered as ‘higher’
occupation. They are regulated and fnanced by laws apprenticeships.
and collective agreements and policy decisions arising
In Italy, higher apprenticeships have existed since 2003,
from social dialogue, and require a written contract that
but only in small numbers.
details the roles and responsibilities of the apprentice
and the employer; they also provide the apprentice
Advanced manufacturing
with remuneration and standard social protection
‘Advanced manufacturing’ is a multifaceted term that has
coverage. Following a clearly defned and structured
been used quite broadly in international research and
period of training and the successful completion of a
economic policy debate in an attempt to capture various
formal assessment, apprentices obtain a recognized
aspects related to the application of new, cutting-edge
qualifcation.
technologies, techniques and skills aiming at generating
(ILO, 2017, pp. 3–4) eficiencies and improvements to production processes
(Shipp et al, 2012). Examples of such technologies – also
At European level, the European Centre for the
known as key enabling technologies (KETs) – include:
Development of Vocational Training (Cedefop), provides
a working defnition of ‘apprenticeship’ in its glossary › collaborative/advanced robotics;
of vocational training policy that is used as a reference
› three-dimensional (3D) printing;
in the seven country reports as well as this comparative
report. › new materials;
Systematic, long-term training alternating periods › nanotechnologies;
at the workplace and in an educational institution
› micro- and nanoelectronics;
or training centre, which leads to a qualifcation. An
apprentice is contractually linked to the employer and › industrial biotechnology;
receives remuneration (wage). An employer assumes
› photonics.
responsibility for the company-based part of the
programme. The Organisation for Economic Co-operation and
Development (OECD) glossary of statistical terms defnes
(Cedefop, 2015, p. 5)
‘advanced manufacturing technology’ as
The European Commission has contributed to a better
computer-controlled or micro-electronics-based
understanding of the distinction between apprenticeship
equipment used in the design, manufacture or handling
and work-based learning. It defnes work-based learning
of a product. […] Typical applications include computer-
as ‘it is directly linked to the mission of VET to help
aided design (CAD), computer-aided engineering (CAE),
learners acquire knowledge, skills and competences which
fexible machining centres, robots, automated guided
are essential in working life’ and presents three main
vehicles, and automated storage and retrieval systems.
models:
These may be linked by communications systems
› alternance schemes or apprenticeships typically (factory local area networks) into integrated fexible
known as the ‘dual system’; manufacturing systems (FMS) and ultimately into an
overall automated factory or computer-integrated
› work-based learning as school-based VET which
manufacturing system (CIM).
includes on-the-job training periods in companies;
(OECD, 2013)
› work-based learning integrated in a school-based
programme, through on-site labs, workshops, At EU level, European Commission initiatives to strengthen
kitchens, restaurants, junior or practice frms, European industry were adopted in response to the 2008
simulations or real business/industry project global economic and fnancial crisis. More recently, EU
assignments (European Commission, (2013a, pp. 5–7). initiatives have focused on supporting the digitisation
of industry (European Commission, 2016a) and smart,
In short, an apprenticeship is a form of work-based
innovative and advanced industries and technologies
learning, but not all work-based learning is an
(European Commission, 2017d).
apprenticeship.
In the countries analysed in this study, diferent
There is also no specifc defnition for ‘higher
terms are used in public policies and in the respective
apprenticeships’. In Germany, for example, there is the
industrial and economic policies. US industrial policy
Meister qualifcation for apprentices who take a further
clearly refers to advanced manufacturing, whereas in
examination made up of four parts – practical, theoretical,
EU countries such as Germany and Italy, the concept of
economic and legal, and pedagogical – but generally
Industry 4.0 is used more frequently. Other terms such as
speaking the term ‘higher apprenticeship’ is not used as
‘industrie du futur’ in France basically describe the same
such.
aspects. Increased cooperation between French, German
In countries such as France and Ireland, the beginnings and Italian government-led initiatives emerged recently
can be seen of a trend to launch apprenticeships that with the publication in June 2017 of a shared action
are placed at a higher level on the national qualifcations plan setting out a roadmap for trilateral cooperation on
framework than traditional apprenticeships, with the digitising the manufacturing industry (Platform Industrie
of-the-job training generally done at an institute of 4.0, 2017).
4