Rendez-vous de haut niveau pour l'apprentissage 2023

1. The European Alliance for Apprenticeships
Get Together event 2023
Thon Hotel EU, Brussels, Belgium
27th June – 13:00 – 17:00

2. Welcome from the moderator and DG EMPL
• Luca Mobilio, Team leader, Apprenticeship Support Services, Ecorys
• Ana Carrero, Deputy Head of Unit, Vocational Education and
Training, DG EMPL B3

3. Main take-aways from the High-Level Event
• Noelia Cantero, Director, European Association of Regional and Local
Authorities for Lifelong Learning (EARLALL)
• Michael Fitzgerald, Technical Training & Development Manager Director,
ESB Networks

4. Thematic Group Session I | 14:20 – 15:20
• Parallel Session 1 – Apprenticeships as a means for social inclusion – GERMANY
• Parallel Session 2 – Mobility of Apprentices – BELGIUM II&III
• Parallel Session 3 – Quality of apprenticeships – GERMANY
• Parallel Session 4 – Apprenticeships as a means to secure skilled employees –
BELGIUM II&III
Thematic Group Session II | 15:50 – 16:50

5. Parallel Session 1 – Apprenticeships as a means
for social inclusion
Moderated by Richard Daniel Curtis, The Root of It
• Mihaela Sandu, VoHub – Hands across Romania
• Jean Buffenoir, European Committee of Coordination (CEC)
• Anna Maria Cazzato, Consorzio Consolida

6. Mihaela Sandu
VoHub – Hands across Romania

7. VET
Flexible Route to
& apprenticeship inclusion
Sandu Mihaela

8. Content
• CONTEXT
• VET IN UKRAINE
• VET IN EUROPE
• VET IN ROMANIA
• SOLUTION
• RECOMMENDATIONS
• PROJECTS

10. Support measures needed
Research shows that migrants have:
• lower upper secondary education outcomes,
• higher dropout rates, and
• higher risks of lack of employment, education and training.
This is especially true for the VET sector. Refugees face significant barriers and are underrepresented in
vocational training due to language barriers, employer reluctance and discrimination and inclusion policies.
Furthermore, the low participation of migrants in vocational training programs is also a result of self-selection
mechanisms and the 'ethnic selection effect'.

11. VET in UKRAINE
• Ukraine was in the process of bolstering its VET system with the
implementation of dual apprenticeship programs before the
Russian invasion.
• Vocational programs are highly favored with one-third of upper
secondary students enrolled in vocational-oriented courses. The
industry sector is the most sought-after sector for VET, followed by
agriculture and construction.
44%
of the working
population had
received secondary
education.

12. VET in EUROPE
• Allowing participation without permission for
permanent stay (e.g. in Denmark, Finland, Norway,
Portugal);
• Giving flexible deadlines for enrolment – in some
cases, by enlarging the capacity of buildings and
classroom spaces – and increasing the maximum
number of admissions (e.g. in Czech Republic,
Hungary, Portugal, Slovenia);
• Simplifying the qualifications’ recognition process
(e.g. in Germany, Estonia, Lithuania, Portugal);
• Engaging Ukrainian learners already enrolled in VET
programs to ongoing Erasmus+ KA1 projects, through
a flexible use of the project funding (e.g. Finland).

13. VET in ROMANIA
• The challenge for VET systems is to accommodate Ukrainian forcibly displaced students so they
can re-enter the educational system, make friends in a new environment, and gain marketable skills that will
help them find work in their host country or upon their eventual return to Ukraine.
• A flexible educational and learning system is a must for adapting their learning pathway to a new system.
This flexibility allows them to move within and across education, training and employment.
• Currently, in Romania, there are no special provisions that would allow Ukrainian FDC already following a VET
program in Ukraine to continue their theoretical classes online and, at the same time, attend practical
lessons under the Romanian VET system. Therefore, the only option they have to benefit from practical
learning is to enroll in the Romanian system as listeners, so that they do not lose the already acquired
practical skills for the labor market. In practice, these students would therefore make an effort to attend VET
in two different educational systems, coupled with the language barriers, if practical teaching is conducted in
Romanian only.

14. Solution - Second chance program
• It is aimed at teenagers, young people and adults from a variety of social backgrounds and ages
who have not attended or have not completed primary or secondary education. VET education
in Romania is aimed at people aged between 14 and 26 years old.
• The opportunity to continue, complete compulsory education without having to interrupt any
professional or family activities. The program is structured on two levels: primary & lower
secondary education, with a vocational training component.
• Flexible and innovative elements in the educational process: modular curriculum and credit
system for basic education, assessment, certification and recognition of competences
previously acquired by learners, provision of an individualized training program.

15. Recommendations
1. Increase funding for VET programs: Governments and international organizations should increase
their funding for VET programs for refugees. This can be done by increasing budget allocations for
VET programs, seeking external funding from international organizations and donors, and promoting
private sector investment in VET.
2. Improve access to VET programs: Governments and organizations should work to improve access to
VET programs for refugees. This can be done by providing information about available programs,
reducing barriers to entry, and promoting outreach efforts to reach refugees who may not be aware
of available opportunities.

16. Recommendations
3. Tailor VET programs to refugee needs: VET programs should be tailored to meet the specific needs
of Ukrainian refugees. This can be done by providing language and cultural training, incorporating
trauma-informed care, and focusing on skills that are in demand in the local labor market.
4. Provide support services: VET programs should be accompanied by support services such as
counseling, job placement assistance, and financial support. These services can help refugees to
overcome barriers to participation and achieve success in their training and employment.
5. Promote partnerships and collaboration: Governments, organizations, and employers should work
together to promote partnerships and collaboration in the development and delivery of VET
programs for refugees. This can help to ensure that VET programs are effective, efficient, and
responsive to the needs of refugees and local communities.

17. • The project aims to increase access for children from vulnerable
communities to dual VET through awareness campaigns, vocational
counselling sessions for children and their parents, and direct
companies’ engagement.
• Special attention will be paid to increasing the quality and relevance
of education and training, both for the labour market and for
individuals. Through the proposed project we aim to increase access
for children from vulnerable communities to dual VET through
awareness campaigns, vocational counselling sessions for children
and their parents, and direct companies engagement. The project
also aims to provide teachers and parents with relevant information
to support and guide young people in continuing their studies and
accessing vocational education.
Profession - towards the vision
of my future
Expected results:
• To create 4 classes of dual VET which focus on decreasing
school drop-out rate,
• to increase awareness of the labour market opportunities
• To make young people, teachers, and their parents aware of
the characteristics and career options offered by dual
vocational education through three months of information
activities and events.
• To provide teacher training on vocational orientation
towards dual vocational education.

18. VoHub – vocational counselling for refugees
• Vocational counselling services for about 1,000 Ukrainian refugees
• Apprenticeships for about 50 teenagers
• Entrepreneurship workshops and mentorship

20. Jean Buffenoir
Comité Européen de Coordination

21. Erasmus+: Cooperation partnerships in
the field of Education and Training –
European NGOs
SKills for long term unemploYed – SKY
EAfA Get Together Event 27/06/23

22. Objectives
• 1. To enable LTU’s to acquire valuable skills by setting up short training courses in
order to reintegrate them socially and professionally and to give them the desire to
learn to learn.
• 2. To offer a complementary tool (micro-training and micro- certification) to VET
providers and Working Integration Social Enterprise in charge of training and socio-
economic integration of LTU’s.

23. Partners

24. Methodology
Inventory of
best
practices
Territorial
Working
Groups
Identification
of the
needs of
companies in
terms of skills
that will
be the subject
of micro-
training
Creation of
micro-
trainings
The duration of
a micro-training
course is a
minimum of 1.5
hours and a
maximum of 24
hours.
Test
Micro-
trainings
amongst 125
LTU
Policy
recommendations
March 2022 - February 2024

25. Methodology
Identification of the local
needs
Companies, Public authorities,
VET providers, social
enterprises
PROFESSIONAL SECTORS
TRADES/JOBS
PROFESSIONAL
GESTURES
ESCO, COMPANIES, TRADE
UNIONS, VET PROVIDERS

26. List of trades selected by each partner
Partners AGFE MIREC SCF BARKA TRINIJOVE
Trades/jobs
→ Recycling
and reuse of
textile waste
→Home
assistance
→IT
→Home
assistant
→Waste
recycling
→Horeca
→Home assistant
→HACCP Course
and Certificate
(compulsory for
Food Handler)
→Pest eliminator
→Waiter
→Customer
service
→Gardener
→Computer
recycling
→Digital training
→Seasonal
vineyard worker
and wine
packaging

27. Example of professionnal gestures selected.
• MIREC - Trade: Waste management - 2 professional gestures: 1. wear
personal protective equipment correctly in a semi-industrial environment. 2.
I can identify the types of waste, their characteristics and the benefits of
recycling them.
• Fundacio Trinijove – Trade: recycling of computers - 3 Professional gestures:
1. Identification of the labels of the computers to determine which ones will
be disassembled and which will pass the test for reusing them – 2.
Identification of the correct tools and proper use in order to remove the
pieces efficiently following a specific order – 3.Quick recognition of valuable
products and knowledge of component prices in the market.

28. Micro-trainings on at least two
professional gestures
VET providers, companies,
social enterprises, social
partners
At this phase possibility to organise a micro-training in the company
or in a social entreprise

29. Selection of the LTU’s
• Initial reception interview : what the person can do, wants to do, or
no longer wants to do
• Making the most of the skills and knowledge already possessed by
the unemployed
• Interview framework specific to the selected job in order to put the
jobseeker in a situation in which he/she will be confronted with a job
• Video with working conditions or direct contact with the worker
performing the professional gestures in the company in order for the
LTU’s to get a clear view of the job

30. Certification
• Micro-trainings will be validated through a « Gentlemem agreement »
signed by the company, the VET provider/social enterprise and LTU.

31. Contact
• Eric Degimbe
• cecedbe@gmail.com
• http://cecasbl.org
• http://skyltu.eu
Thank you for your
attention.

32. Anna Maria Cazzato
Consorzio Consolida

33. APPRENTICESHIP AS A TOOL FOR GROWING CAPABILITIES:
OPPORTUNITIES FOR VULNERABLE PEOPLE AND COMPANIES
The case of Consorzio Consolida
Social Program Coordinator
Anna Maria Cazzato a.cazzato@consorzioconsolida.it
+39 349 9332560
Brussels, 27/06/2023

34. LOMBARDY IS THE SECOND RICHEST REGION IN ITALY
LECCO'S ECONOMY IS GROWING
INCREASING POPULATION AGING
LECCO HAS VERY LOW UNEMPLOYMENT RATES
RECRUITMENT CRISIS

35. 01
04
Youth policies
Vulnerable people work
inclusion
A second level organization
22 social enterprises
2800 employee
15 million euros turnover
Organization
Social enterprises Sectors
Sectors Leader of...
Social
Health Care
Education
Job placement
Consorzio
Consolida?
Minors and family
people with disabilities
early childood
young people
elderly people
work inclusion
... for all municipalities
of the Province of Lecco
Multi-purpose
vocational
training
Services
03
Continuos training
Administrative management
Stakeholder Management
Research and insight
Places of thought and discussion

36. Youth policies
Vulnerable people work
inclusion
Sectors Leader of...
... for all municipalities
of the Province of Lecco
Multi-purpose
vocational
training
RECRUITMENT
CRISIS
Characteristics of Second level Apprenticeship:
- 3 years program
- Reduction of the remuneration
- Permanent contract
- Focus on training
NEET
Vulnerab.
people
NEET
with
potential
From
projects
to
Appren.
key way
for
learning
Two
tutors
Homogeneus
participant
Heterogeneous
participant
W. linked
to specific
target
TARGET
OFFER
CLASSROOM TRAINING
ON THE JOB TRAINING
STRENGTH
WEAKNESS

37. QUESTIONS?

38. Discussion questions
1) What targeted strategies and good practices could be effectively deployed to
reach out and re-engage individuals at risk of social exclusion, such as long-term
unemployed, NEETs, people with disabilities, and migrants? Could you give
specific examples?
2) Which key stakeholders ought to be actively involved in these initiatives to
maximize their reach and effectiveness? Could you identify any specific roles
these stakeholders could play?
3) In what ways could the European Union provide support to facilitate and
enhance these outreach strategies and practices, and how could such support be
most impactful?

39. Parallel Session 2 – Mobility of Apprentices
Moderated by Hans Thomas Hjorth, ReKreata I/S and Aarhus Business College
• Bernadette Greco, Regione Puglia
• Jean Arthuis, Euro App Mobility
• Ana Zacharian, Albanian Skills

40. Hans Thomas Hjorth
ReKreata I/S and Aarhus Business College

41. Transnational mobility within the Higher Education and Research
Apprenticeship scheme (Type 3): tools available, challenges and obstacles
to overcome
Bernadette Greco, EURES coordinator, Apulia Region,
Brussels, EAfA 10 years, 26th-27th June 2023

42. A Brief history of the apprenticeship scheme in Italy, with specific
reference to type-3: why and how it was designed
How the type 3-apprenticeship works: distinguishing features
The type 3-apprenticeship within our pledge: the ITS system
and the fair mobility EURES flagship
The ITS system in Apulia Region
T. The EURES TMS project: does it fit with the transnational
component of the apprenticeship?
Obstacles and challenges to transnational mobility

43. High unemployment rate among youth
(23.1% vs 14.6 Eu, 2002 source Eurostat )
Rigidity of the labour market
Education: graduation age,
skills, enterprises role
Thorny school-labour
market transition
The Apprenticeship scheme-type 3 (higher level
apprenticeship) : the reasons behind such a choice

44. Type 3-apprenticeship in a nutshell
➢Scheme history : since 1955 to Decree 81/2015 (art.45)+NCLA(CCNL)
➢Beneficiaries : youth aged 18-29 holding secondary school education qualification
➢Functional feature (education vs employment): written contract paid employment, hence
student+worker
➢Deliver qualifications by bringing people into the labour market: the qualifications of type 3 are
possible in programmes in EQF levels 5 to 8 (ITS 5 to doctorate degree 8)+ research (no formal
qualification)+regulated professions
➢Duration: min 6 months to 3-4 years (state-regions,derogation); in not otherwise stated, OEC
➢Compulsory school-company alternance, with 40% in company training (no compulsory model of
alternation)
➢Regulatory framework: training to regions (individual training path, tutor,pay/wage, in-company training,
Individual dossier)
➢Labour contracts hence COB (ministry of labour+INPS): definition of wage for apprentices+ tax reliefs
and incentives
➢Monitoring results by INAPP

45. The ITS (High Technical Institutes): how to comply with the
enterprises’ requests in terms of innovation and technology
➢ Tertiary non-university education,
decree of the Pcom, 25 January 2008
➢ New strategy: combination of
education, VET, training, labour market
➢ Companies’ need for innovation and
tech, know-how transfer to SMEs
➢ 6 technological areas identified
➢ 29 profiles
➢ At last 30% in-company training
➢ Duration: 4 (max 6) semesters
➢ The in-company experience through
apprenticeship
➢ Qualification obtained: EQF 5°,
Europass diploma supplement (if 6
semesters EQF 6°).

46. The ITS system, Apulia Region:
Number of apprenticeship contracts (Type 3) signed: 29, 2018-2023
Our pledge at a glance:
❖ Train youth according to the
companies’ needs;
❖ Reduce youth
unemployment through
apprenticeship contracts
❖ Enhance the apprentices
skills through fair and
circular mobility

47. The EURES network and the ITS system: how to cooperate
➢ Get to know each other and dive in the educational path of
the ITS (external training component) to source inspiration
for mobility experience (outcome: mutual learning
meetings)
➢ How to step in the «apprenticeship contract»?
➢ Match the training at the workplace component with the
mobility component (outcome: shared working and training
calendar)
➢ Organize joint recruiting events in the Tourism sector:
(outcome: A, NL, DE events). Highest share of mobility
with one of the core sector for EURES- tourism-
(outcome: placement of ITS Tourism students in A, DE,
NL)

48. The EURES- TMS for apprenticeship: does/can it work?
Eligibility on the candidate’s side:
✓ Duration
✓ Benefits granted: relocation, language course, subsistence for
apprentices
✓ Results: number of apprenticeship contracts channelled within
the specific project quite low. Challenges for the future call?
Brainstorming and new proposal within the upcoming call
(learning by doing; pilot project)
➢ Financial benefit-subsistence- does not comply with the length of
the apprenticeship contract
➢ Cross-border recognition of qualification
➢ The mobility experience turns into a traineeship within the
apprenticeship contract: is it feasible?
➢ Get the other stakeholders involved : e.g. Regional Vocational
department (state-regions competences)
➢ Need for ad hoc project design, once the tools available are
known, just edit what may fit in!
➢ Pilot project for apprenticeship (?!)

49. A brief example……
Does EURES-TMS fit in?
Bilateral meetings by country (e.g. Austria-Italy, Germany-Italy )
Find the vacancy fitting the profile,
skills to learn and expected outcome
EURES Austria – employers in
Austria to explain the features of the
vacancy, time schedule, etc.
5.1 Tecnico superiore per la gestione di strutture turistico ricettive: COMPARE
Macroskills to learn-expected
outcome
Activities to be carried out in the job
vacancy
ITS tourism sector : Focus on the Profiles (29)
Identify the learning path :
macroskills to learn
Expected outcome

50. Were we up to our pledge?
On our way, happy to share and
learn from the EAfA members!
Thank you
Bernadette Greco
Department of Labour market and policies
b.greco@regione.puglia.it

51. Jean Arthuis
Euro App Mobility

52. Ana Zacharian
Albanian Skills

53. Spreading Learning Mobility from Western Balkans to
Spain, Poland, Italy, Slovenia, France, Malta, and the Netherlands

54. MAIN GOAL
SPECIFIC GOALS
PARTNERSHIPS

55. 4-year pilot project (2020 - 2023)
Spreading learning mobility from Western
Balkans to the EU
MAIN GOAL
To introduce the culture of learning mobility in
the field of VET in Western Balkans VET systems
to improve the employability of students

56. MOBILITIES OF LEARNERS
Destinations: France, Italy, Poland
Slovenia, Spain
• 56 PRO-type Mobilities of 3
months (for recent graduates
and apprentices)
• 360 Mobilities in one month
(for high school VET students)
CAPACITY BUILDING
Destinations: France, Malta, Netherlands, Spain, Italy
• 54 Job Shadowing experiences (for VET teachers and managers)
• 36 VET teachers in Summer Schools
• 72 teachers and managers Thematic Themes (EfVET)

57. TRAINING ASSIGNMENTS
Destinations: Albania, Bosnia, Kosovo, Montenegro, North Macedonia,
Serbia
• 18 Mobilities to train VET staff and VET providers
• 24 Mobilities to train learners before their departure

58. THANK YOU, CARDS,
FROM VET LEARNERS

60. I hope that many students and young people from
my country will join this project and open doors for
themselves in the future.
I can’t find the words
to describe this
experience, but I am
sure that this
internship is a giant
step in my career.

61. During my education in Bosnia, I never had
experience with patient care, feeding, and
similar things but here I learned all of it.
It makes me sad that we had some
accommodation problems during the first few
days, but I’m glad that it was solved very
quickly.

62. I was selected to be a part of “El Garbo
de Greta” a website and e-commerce
company.
Every day I had to take public transport
and report at 9:30 to the company.
Working in the company gave me the
opportunity to explore, develop my
opinion, and above all learn a lot, and
above all learn how to be part of a
workgroup.

63. THANK YOU! FALEMINDERIT!

64. INFO AND CONTACTS
ALBANIAN SKILLS –NATIONAL ASSOCIATION
FOR SKILLS COMPETITIONS
Email: ana.acharian@albanianskills.org
Tel.: +355 69 21 477 25
Website: https://intervetwb.net
Uniser Soc. Coop. Onlus
Uniser Get in Touch: https://intervetwb.net/contacts/

66. QUESTIONS ?

67. Discussion questions:
1) What strategies can be implemented to promote mobility among apprentices,
companies, and VET providers, in order to increase participation and foster a
more diverse and adaptable workforce?
2) What are the main challenges faced by apprentices, companies and VET
providers when embarking on mobility experiences? How can these be
overcome? Do you have any good practice to share?
3) From the perspective of all stakeholders - apprentices, companies, and VET
providers - what key attributes or factors contribute to a high-quality mobility
opportunity, and how can we ensure these factors are consistently realised?

68. Coffee break !

69. Parallel Session 3 – Quality of apprenticeships
Moderated by Sabine Weger, CMA France
• Sergi Alegre Calero, Fundació Catalana de l’Esplai
• Joaquim Santos, Federaçao Nacional da Educaçao
• Menno Bart, Adecco Group

70. Sabine Weger
CMA France

71. From experience to policy
recommendations
Sergi Alegre
Fundació Catalana de l’Esplai, Spain

72. For them as persons, for the goodness of our societies and for the goodness of Europe, we can not leave
anyone behind, but specially our youth as they are our present and our future
If we want to win this battle, we have to go to the deep causes and to solve them, but in the meantime,
we have to work hard to deal with the actual situation
14% of NEETs in Europe

73. European, national, regional and local governments have done a lot, but let’s say the truth:
the situation remains unsatisfactory!
What can we do?

74. Public administrations should:
• Keep looking for all new, original and success experiences at local level because all success stories
have started at local and small size level (from aviation to Bill Gates; from Red Cross to football
teams)
• Promote new initiatives and new approaches
• Look outside of our territorial limits in order to see and to learn from others as this is the case of
Yopeva project inspired in Brazil experience “Dema” now being developed in Catalonia

75. This search must be constant and continuous, but one thing is clear for us:
No programme, action or project dealing with young people at risk of social
exclusion will be successful without an important scort component.
Lack of access to high-quality study and accreditations are main causes of these young people to be
excluded, jeopardising their future.
They need a hand
Support needs to be comprehensive: on top of filling in their educational gaps, we need to provide:
• Advice
• Support to win their fears
• To make (good) decisions
• And, sometimes, even support to deal with their family and their nearest social ecosystem.

76. Public administrations should understand as soon as possible that
NGO’s are the best armies to fight this situation
NGOs can play an essential role, not only in the execution of programmes and projects, but already in the
planning/development phase, when it is important to decide what, when, where, who and why.
NGOs are committed; flexible and agile. They work in the boroughs, in the streets and in the squares,
directly with youth and dealing with their social realities

77. In order to get a high level of success of social inclusion programmes via formation
we need companies
However, we do really believe public administrations should promote and strongly push for their
commitment and their active participation.
This can be done through different means, including regulations.
Today we have a great opportunity, never before Europe has invested so much - hundreds of thousands
of millions of Euros - to support our companies. Therefore we, the society, have not just the right, but
not the moral obligation to ask and to demand them to give back to society what they know better: to
teach young people how to work, through working

78. Last, but not least, we consider that public administrations must change urgently the way they show
programmes and projects dealing with the reality of excluded youth, as this deeply affect the way the
majority of societies see them as well.
Image is key
If this fight is a main and real goal for our society, we have to improve the way we connect with young
people.
If we want that they feel we consider them important, that we do really want to change their situation,
we have to improve our communication tools, we have to elaborate branding strategies, we must use the
last technologies and we must invest money and human resources.

79. QUALITY APPRENTICESHIPS
Joaquim Santos | Federaçao Nacional da Educaçao - Portugal

80. FNE (National Federation of Education) joins 7 teachers’ unions in all education sectors and 3 non
teachers’ unions (education support personnel)
FNE in EAfA: since 2015 in Riga
The issue of image of vet is transversal to all countries in Europe

81. RELEVANCE OF EAfA
EAfA: A successful case within the scope of the European social dialogue.
It implies an interaction of a multiplicity of actors around apprenticeships.
Social dialogue at european level is very fruitful with outstanding results.
Difficulties happen when we move from European social dialogue to national, regional, municipal or
local levels.

82. QUALITY AND EFFECTIVE APPRENTICESHIPS SHALL RESPOND TO:
• Global unemployment and under employment rates
• Inequalities
• Rapid transformations in the world of work (climate change, skills mismatches, skills shortages)
• Skill, reskill and upskill – in a quality lifelong learning framework
• Decent work for all / well-being / freedom and dignity
• Economic security / equal opportunity
• Entrepeneurship / self-employment / sustainability of companies

83. APPRENTICESHIPS SHOULD BE:
Regulated; sufficiently funded; sustainable
Free from discrimination, violence, harassment and exploitation
THEY SHOULD PROMOTE:
Gender equality and diversity
Adequate remuneration and/or financial compensation
Social protection coverage

84. QUALITY APPRENTICESHIPS SHOULD INVOLVE:
The role of social dialogue, joining together apprentices, enterprises, representatives of teachers,
trainers and tutors, in order to enhance attractiveness
The participation and incentives to SMEs, responding to inclusion

85. A GOOD EXAMPLE OF QUALITY APPRENTICESHIPS:
“ILO’S Recommendation on quality apprenticeships June 2023”
THE RECOMMENDATION EMPHAZISES:
• A partnership between representative employers’ and workers’ organizations, for determining
whether an occupation is suitable for quality apprenticeships
• The role of equality and diversity in quality apprenticeships
• The crucial role of the international, regional and national cooperation

86. SOCIAL DIALOGUE CAN HELP
The ILO's tripartite view of the world of work is very consistent.
Cooperation between governments and workers' and employers' organizations is the basis for
promoting social and economic progress.

87. AI AND APPRENTICESHIPS
AI and machine learning are bringing new issues to quality apprenticeships
Yuval Harari on may 19, 2023 in Portugal emphazised four characteristics of ai:
1. AI is a tiny baby: it is only 10 years old
2. Chat GPT and all these wonders are the amoebas of the AI World
3. AI is the first technology in history that can make decisions by itself, even about us
4. The first technology ever that can create new ideas

88. WORLD ECONOMIC FORUM FUTURE OF JOBS REPORT – MAY 2023
AI and machine learning: quite relevant in digital transition and in employment.
The transformation of jobs and skills have a great impact on businesses, governments and workers.

89. KEY FINDINGS / DRIVERS OF LABOUR MARKET TRANSFORMATION:
• Technology adoption will remain a key driver of business transformation in the next five years
• Within technology adoption, big data analytics, cloud computing and AI feature highly on likelihood
of adoption
• A majority of companies will prioritize women (79%), youth under 25 (68%) and those with
disabilities (51%) as part of their DEI (diversity equity inclusion) programmes

91. Menno Bart
Adecco Group

92. QUESTIONS?

93. Discussion questions
1) What criteria or factors should we consider when defining high-quality
apprenticeships?
2) What are the most meaningful and, possibly, quantifiable metrics for assessing
the quality of apprenticeships?
3) Could you share some simple yet effective strategies or best practices that
stakeholders can adopt to enhance the quality of the apprenticeships they offer?

94. Parallel Session 4 – Apprenticeships as means of
secured skilled employees
Moderated by Rosa Solanes, PIMEC
• Bart Denys, Hotelschool Ter Duinen
• Susana Silvestre, Lisbon City Council
• Barbara Grau, SNCF

95. Rosa Solanes
PIMEC

96. Bart Denys
Hotelschool Ter Duinen

98. Our courses
COURSE TARGET GROUP
First degree Students aged11 to 13 years old
Second degree Students aged 13 to 16 years old
Third degree Students aged 16 to 19 years old
Adult education cook and waiter
1 year training
18 years and older
7th year world gastronomy or hotel
management
18 years and older
Culinary Arts bachelor 18 years and older

99. https://youtu.be/HDZH3fyX27M

101. Promote critical thinking and
problem solving
Best practices from Design Thinking in Lisbon City
Council
Susana Silvestre
Câmara Municipal de Lisboa |Development and Training Department

102. As human beings, we get used to everyday things very quickly.
We easily fall onto a repetitive mode without realising it.
We have limited brain power.

103. Try to learn from people, try to see the world as it
really is.

104. We challenged trainees to see services through
the eyes of citizens, trying to identify fears and
possible frustrations.
We use case studies in the areas of health,
culture, transports, etc, to stimulate creative
thinking and problem solving.

106. My first iphone. 2007

107. My first iphone. 2007
Charge battery before use

108. Source: perspect.it
Design Thinking Stages

109. Validate solutions with users, before implementation.
Qualities of adaptability, analysis and flexibility
Active listening to create empathy with users and teams.
Ability to solve problems, looking for new opportunities and identifying good practices;
Decision making, linguistic and expressive skills.
Build trigger questions: HMW?
Data Analysis : brainstorming, clustering and selection of ideas to prototype.
Promote networking and partnerships.
Risk management and prioritising.
Use simple and cheap prototypes to experiment solutions.
How apprenticeships could use these practices in their job?

110. Look Broader
When you are dealing with a
problem, there are several
situations that contribute to it.
It is important to step back,
invite multidisciplinary teams to
diversify our thinking.

111. Look Closer
Focus on
details,
organization,
awareness,
observation.

112. Think as a beginner
We all see the world more
clearly when we see it for the
first time. But it requires
looking at problems with fresh
eyes and on a clean slate.

113. Our challenge is to wake up every day and say:
how can we improve our skills to contribute to
a better world?

115. Apprenticeships as a means to secure
skilled employees at
Barbara GRAU - Head of European and International HR Affairs

116. About SNCF
SNCF
Voyageurs
SNCF Gares &
Connexions
SNCF Réseau
Rail Logistics
Europe
SNCF
(the parent
company)
SNCF in France: 150 400 employees
Training at SNCF:
- 464,1M€ dedicated to training at SNCF
- 19 training centers
- 150 railway professions
Apprenticeships & dual students at SNCF:
- 7645 apprentices & dual students

117. “CFA Ferroviaire”: SNCF’s Railway Apprenticeship
Centre
Developing apprenticeship schemes to secure the transfer of skills to our
apprentices

118. 30
Programmes
30
Programmes
Training offer designed at the request of
SNCF Business Units in response to the
company’s needs
563 apprentices in 2022
Partnerships with 18 high schools and SNCF
training centres
Training for a diploma with
railway specifities to facilitate
their recruitment by SNCF
Professions in railway fields such as:
- Rolling stock maintenance
- Rail infrastructure maintenance
- Rail traffic management
- Train station customer services

119. How does it work?
Follow-up of learning progress and accompaniment throughout the course
THE TRAINING SCHEME
Work-study
timetable
Tutor Colleagues
Manager
Teaching staff Trainers
Professional experience
COMPANY HIGH-SCHOOL
SNCF
CAMPUS

120. EXAMS & ASSESMENT:
✓ Assessment during training or
vocational skills certificate, but also
final examinations on a fixed date
✓ National education diploma or
professional qualification
In 2022 :
95% exam success rate
65-83% integration rate in SNCF
PARTNERSHIPS WITH
HIGH SCHOOLS :
✓ Developing new partnerships / new
training courses in accordance
with the company’s needs
✓ High schools with technical
equipment allow apprentices
to practice
✓ Sharing best practices to
improve training

121. SNCF’s commitment to diversity and inclusivity
Welcoming people from all backgrounds

122. →PAQTE: A French government initiative to recruit
young people in priority neighbourhoods. In 2022,
9% of apprentices and dual students came from
these areas (712)
→The PAQTE helps SNCF recruit more apprentices
from priority neighbourhoods, by identifying
them, coaching them, but also by supporting their
tutors
DIVERSITY & THE PAQTE PROJECT:

123. DISABILITY INCLUSION POLICY :
→ Facilitating access to training for people with
disabilities
→ Identify the educational adjustments or
adaptations to be implemented with the
teaching teams
→ Organise awareness campaigns for teaching
teams and coordinators
→“Hantrain” an apprenticeship initiative for
people with disabilities

124. Merci
Thank you

125. QUESTIONS ?

126. Discussion questions:
1) Given the current challenges of skill shortages and the rapid pace of technological
changes, how can we ensure that the content and scope of apprenticeships adequately
equip both young people and adults with the necessary skills for the evolving
workforce? Could you give specific examples of good practices?
2) What role can multi-stakeholder governance platforms play in ensuring apprenticeship
programmes are responsive to changing labour market needs, particularly in the
context of the twin transition?
3) As we see apprenticeships at the forefront of workforce transformations, what
measures can be put in place to ensure they not only respond to current labour market
needs, but also attract future workers to emerging occupations or occupations being
modernised?

127. Concluding remarks
Anna Barbieri, Team Leader for Apprenticeships and
Erasmus+, DG Employment