The relevance of work-place learning has been rediscovered in the recent years; CEDEFOP just headlined their reference paper 88 “Learning while working - Success stories on workplace learning in Europe” (http://www.cedefop.europa.eu/EN/Files/3060_en.pdf, (2011)). But success strongly depends on the national, regional or sectoral preconditions and traditions. There is considerable evidence that the simple “export” of examples of good practice fails (e. g. Lauterbach 2003) especially where there is no consideration taken of the preconditions in the target country or region. The approach taken in this study to the transfer of good practice entails two aspects. First, there is the extent to which a practice might be transferable from a benchmark country and secondly, the extent to which it can be adopted in the receiving country. Both aspects are strongly influenced by the similarities and differences in context between the benchmark and receiving countries. Consequently, the study focuses on one receiving country (Lithuania) and on one type of work-based learning (apprenticeships). The study explores institutional frameworks, and implementation procedures and measures that would permit an effective establishment and functioning of apprenticeship in Lithuania. As benchmark countries have we chosen 4 European countries with largely differing approaches in Vocational Education and Training (VET):

DE: The dual system in Germany

UK: Company-based-training within the fragmented VET-system in the UK

NL: The market-oriented and liberal system in the Netherlands regulated and supervised by strong social partners

FR: Work-based learning within the alternating and school-based VET-system in France

The research is based on two main methodological approaches – policy learning and process approach. Policy learning refers to the identification of apparent good practices of apprenticeship in the benchmark countries and examples of policies, measures, instruments and approaches, which serve as objects for policy learning. These practices can include not only positive examples but also the ‘lessons’ from the failures and mistakes in the field of apprenticeship. The policy learning objects are explored with reference to the pre-conditions in the benchmark and target locations to identify original solutions for the development of apprenticeship in Lithuania.

The process approach refers to the design of recommendations for developing different stages of the apprenticeship process from the marketing of apprenticeship and enrolment of apprentices to the assessment of competences and awarding of qualifications and recommendations to the different stakeholders groups involved in this process. The research undertaken for this study has been developed within the Leonardo funded-project "DEVAPPRENT".

 Ref:

CEDEFOP (2011) Learning while working - Success stories on workplace learning in Europe. CEDEFOP Reference Series; 88.

Conseil régional d'Île-de-France (2011): La Région soutient financièrement l'apprentissage.

http://www.iledefrance.fr/les-dossiers/education-formation/lapprentissage-pour-les-employeurs/toucher-la-prime-et-eviter-la-surtaxe/

Grollmann, P. and Rauner, F. (2007): ‘Exploring innovative apprenticeship: quality and costs’, Journal of Education and Training, 49(6): 431-446.

Homepage of the project DEVAPPRENT (incl. national reports & guidelines): http://www.devapprent.eu/en

Lauterbach (2003) Exportschlager Duale Ausbildung?  http://www.gc21.de/ibt/opengc21/ibt/public/IFKA/htm/download/Lauterbach.pdf

Onstenk, J. (2005): Innovation in vocational education in The Netherlands.  http://www.vetnetwork.org.au/_dbase_upl/vocal_volume5_onstenk.pdf

Ryan, P. and Unwin. L. (2001): ‘Apprenticeship in the British training market’, National Institute Economic Review, 178(1): 99-114.

Smiths, W. (2005): The Quality of Apprenticeship Training: Conflicting Interests of Firms and Apprentices, Maastricht: ROA.