Introducing systemic evaluation in new policy experimentation: results, quality and impact of the project

1. Systemic evaluation in new policy
experimentation: results, quality and
impact of the FiTT project
Carlotta Rovesti, ENAIP Veneto
Julia Froelicher, GIZ
Brussels, 16 March 2016

2. Objective of FiTT project
The overall objective of FiTT is the experimentation
of innovative models of apprenticeship for
vocational qualification (“first level
apprenticeship”).
The project aims at implementing apprenticeship
models in the food and hospitality sector that refer
to the German model of ‘dual system’ and which
are in line with the new apprenticeship framework
(Law Decree 81/2015) of the Italian Ministry of
Labor.

3. Objective of FiTT M&E scheme
- it serves for the daily monitoring of the most important
milestones of the project
- it is designed in a way that impact of the project is
measured.
Furthermore, the M&E aims to
a) assess whether the intended results have been achieved
(to what extent)
b) learn for both current and future interventions in the field
of dual training schemes by generating feedback and
c) strengthen transparency of the FITT program.

4. Targets to be measured with the
FiTT M&E Scheme
FITT Targets
1. More and better employment
2. More and new stakeholders involved in pilot schemes in selected occupations
3. Transfer of elements of the German dual system in selected qualifications
4. Better graduates via better quality of TVET
5. Better image of TVET in the food and hospitality sector
6. Clearer roles and mandates
7. Lessons learnt for Veneto and other regions
8. Sustainability and mainstreaming of approach
9. Learning and Innovation

5. THE EXPERIMENTATION’S MONITORING
REPORT
FOCUS GROUP
January 2017
FINAL REPORT
February 2017
May 2016 December 2016

6. Tr a i n i n g C e n t r e s
• Pia Società San Gaetano - Vicenza17 apprentices
• Centro Don Calabria - Bovolone (VR)21 apprentices
• Enaip Veneto - Isola della Scala (VR)18 apprentices
• Enaip Veneto - Vicenza22 apprentices
• Year Professional Diploma4°

7. I n v o l v e d A p p r e n t i c e s
49
29
78 Catering bar
services
technicians
33%
Cooking
technicians
67%
• Training apprenticeship contracts4
Italian
apprentices
88%
Foreign
apprentices
12%

8. REACHED GOAL: 90 % of apprentices of the “pilot” apprenticeship asses their
training as “good” or “very good”

9. I n v o l v e d C o m p a n i e s
59
Restaurants
68%
Catering
5%
Hospitality
19%
Bakery
5%
Culinary
sector
3%

10. REACHED GOAL: 87% of companies involved in the FITT! Experimentation have
assessed technical competencies and social skills of their apprentices as “good” or
“very good”

11. 7. Lessons learnt for Veneto and other regions
•7. Lessons learnt for Veneto and other regions
•8. Sustainability and mainstreaming of
approach
•9. Learning and Innovation
Achievement of targets 7-9
Objective Result in March 2016
7. Lessons learnt for Veneto
and other regions
Discussion initiated with the Toscana region. Implementation
depends on the decision of the MoL to mainstream the project.
8. Sustainability and
mainstreaming of approach
Veneto Region has guaranteed funds for the continuation of the
pilot for 3 more years.
Veneto Region intends to incorporate the FTP for all
qualifications.
9. Learning and Innovation Regular information sharing on Erasmus + platform
Public event with European decision on March 16th

12. Results at the VET centres level
Change of mind for dual principles
The training offered for VET tutors reached reasonable participation (12 out of 17
participating centres). Nevertheless, VET tutors need more assistance to
understand the core dual ideas.
School and work training complementary – a major duty
Learning objectives in schools and companies are not complementary yet. VET
schools could not internalize the principle of strict cooperation between training
centre and company yet. Communication paths between schools and companies
are not standardized yet.
Recognize new responsibilities
VET tutors are not fully aware so far for the expanded responsibilities in guiding
and monitoring the in-company training. They need assistance and expanded
training in fulfilling their widened role.
Results based mainly on focus group discussion with VET tutors, in-company trainers and apprentices in
January 2017

13. Result at private sector companies level:
Dual apprenticeship means change of mentality
The change to the dual approach requires a mentality change among companies. The
companies involved in the pilot are generally open for the new approach but need more
assistance to internalize the central ideas of dual apprenticeship (“more than a contract”).
Recognize new responsibilities – Some way to go
Participating companies have started to incorporate tools for delivering and transferring
knowledge and skills. Nevertheless, companies need more advice for fulfilling their
widened responsibilities. So far, companies neither do organize the didactic path for the
apprentices nor interact much with VET tutors. Additionally, they have not integrated the
use of the Individual Training Plan into their regular procedures yet.
In-company tutoring – A challenge
Attracting more companies to attend the tutor training has been a major challenge.
Additionally, the delivered support and the 16 hours training course is just a very first step
to convey knowledge and skills to fulfil the new comprehensive role. There is the dilemma
of balancing the need for intensive training and the tight time frame of companies.
Uncertainty of legal framework
Companies feel uncertain in several legal aspects regarding the new apprenticeship
model and the contracting of apprentices.
Results based mainly on focus group discussion with VET tutors, in-company trainers and apprentices in
January 2017

14. Changes and challenges at the apprentices level
Perception of dual apprenticeship model
Apprentices of the pilot scheme are very open towards the new training model. The
students have rapidly adopted principles of dual apprenticeship and clearly favour
the new model compared to the traditional school based mode. Benefits perceived
are learning at real job situations, automatic adoption of soft skills, and possibilities
to carry responsibility right away.
Image of vocational training
The new dual apprenticeship model has instantly changed the picture of VET among
the participating apprentices. The modernization process has good potential to
increase the image of the vocational training path as such. Nevertheless, the
benefits have to spread intensively to reach potential students and their families as
well as potential employers.
Results based mainly on focus group discussion with VET tutors, in-company trainers and apprentices in
January 2017

15. Main Policy Recommendations
 Training for VET tutors and in-company trainers: Continue to train VET-tutors and
in-company trainers and emphasize on their active supporting role for the learning
pathway in the company. Increase knowledge on core aspects of dual apprenticeship.
 Training of multipliers: Train multipliers for the training of VET tutors and in-
company trainers. Standardize training content.
 School-work cooperation: Strengthen the communication paths between VET
tutors and company tutors regarding learning objectives and the student’s progress.
Standardize exchange via e.g. regular short company visits of VET tutors or regular
short phone calls to update each other on the trainee’s progress
 Encouragement of companies: Attract and encourage companies to engage in dual
apprenticeship, spread information on benefits and potentials of the dual
apprenticeship model, e.g. through information campaigns, information material and
through the internet

16. Main Policy Recommdations II
 Constant support for companies: Install a mentoring system for company tutors.
Provide constant advice and support for companies engaged in apprenticeship in
addition to the tutor trainings (e.g. via contact persons).
 Study visits: Proof possibilities to organize study visits for company holders and
tutors to German companies engaged in training in order to experience and discuss
dual training in practice.
 Spread the experiences: Search dialogue with other regional and national
authorities to transfer the experiences to other regions. Search dialogue with MoL to
transfer the FTPs developed to national level.
 Awareness raising: Launch extensive marketing and awareness creation campaigns
on national and regional levels for the new dual training approach and the
modernized occupational profiles among companies and in the society.

17. Thank you!