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vocational school and, for certain segments of his training, at the education
               provider as well.


               Another option is a training association which appoints a lead enterprise for the

               training. Frequently, the association is also the training employer, signs the
               training contracts and teaches training content. The lead enterprise takes on the

               trainees for several companies for a stipulated period of time.
               Thus, a variety of possibilities exist for sharing out vocational training. Generally
               speaking, all of the participating companies record in a contract which companies

               are responsible for the individual parts of the training. The competent bodies – in
               other words, the Chambers of Industry and Commerce and Chambers of Skilled

               Crafts – help mediate collaborative training ventures of this type.

               https://www.bmbf.de/upload_filestore/pub/Jobstarter_Praxis_Band_6.pdf
               https://www.youtube.com/watch?time_continue=14&v=AhF3Oz6O0Oo




               Italy

               Building upon the information provided in the Italian Case Study, the
               development      of   the apprenticeship should aim at becoming a specific

               programme of education flanking VET education and not being a modality of
               education which combines school education with VET programmes.


               Secondly, a central organism at national level should be created in order to

               manage the VET apprenticeship system in the whole country and avoid regional
               gaps. Its functions would include guidance and coordination of the type 1
               apprenticeship as well as a strategic support for its national implementation.


               To help this process, the VET apprenticeship should be developed and

               transformed from an employed-aimed to a training/educational-aimed. In this way
               it would acquire a new legal status, becoming a specific educational path,
               equivalent to the school ones, which with a contract between student and

               in-company tutor would give the former a real qualification or diploma.


               Finally, an important aspect to be developed regards the possibility for in-company
               tutors to access case studies and examples of cost and benefits of the VET





               DELTA (2017-1-UK01-KA202-036810) IO3
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