Dual Vocational Education and Training (VET) or apprenticeship schemes as a promising approach to overcome economic crisis in south Europe and to accelerate economic speed-up of former socialist states in East Europe are since years high on the agenda of European and national policies. Consequently a manifoldness of approaches and projects have been started to support Work-Based Learning (WBL) in all of its forms, for a comprehensive overview see for example WBL-toolkit (2018). But when having a closer look at the forms or measures it has to be stated that many of them are rather far away from “real” apprenticeship schemes; most approaches are internships, learning projects, simulations, etc.. In our current ERASMUS+ project “Integrating Companies in a Sustainable Apprenticeship System” (ICSAS 2017) we are working on the question, whether an approach, being close to apprenticeship scheme in Germany, is of benefit within and for VET-systems of Portugal (PT) and Romania (RO). Our main criteria of being “close” to German (DE) apprenticeship scheme (being aware that there are many other criteria like legal preconditions, workshare between stakeholders, etc. – but those cannot be affected by an ERASMUS+ project) are:
* Length (piloting will be at least 1 year);
* Real work places: Learning will mainly take place in a real working environment, not in special departments like learners’ workshops;
* Daily contact persons of apprentices will be skilled workers; not educationally skilled staff;
* Curriculum-driven: Differing from internships, where often the company decides in which departments placements are offered, spheres of activities (learning objectives of work-processes) chosen for our project will be fully in-line with the VET-curricula of RO respective PT;
* Duality: Learning Outcomes (LO) from WBL, which are often exemplarily, will be complemented by structured lessons in VET-schools respective training centres.
We have undertaken a row of measures and answered some operational questions to assure a smooth piloting: Project focusses on one sector (industrial shoe production) – to increase comparability of findings from the participating countries (Germany, Portugal, Romania, and Spain). The basic operational questions that had to be answered, were:
* What could be learnt in real work-processes?
* What should be learnt in real work-processes?
* How can learning be facilitated by tutors?