Revitalising apprenticeships

Last week we launched the Cedefop Thematic Country Review on Apprenticeships in Malta. This is a report which I had commissioned in May last year and it is the result of cooperation between The European Centre for the Development of Vocational Training (Cedefop) and a Maltese steering group, coordinated by the Ministry for Education and Employment in Malta. 

Cedefop is the European Union’s reference centre for vocational education and training and the objective of the review has been to develop high-quality apprenticeship programmes as part of formal education and training, leading to formal qualifications referenced to the Malta National Qualifications Framework (MQF). The Maltese government considers apprenticeship as an excellent transition between the world of education and the world of employment and takes the view that apprenticeship should be the product of solid partnerships between VET institutions, labour market, and civil society.

One of the reasons why my government engaged in the review is that Malta has and still is experiencing a problem in supplying enough skilled workers to the labour market. During a youth unemployment event held in April 2014, I had specifically said that, “Unemployment is not Malta’s main issue, but conversely, matching the skills to jobs is proving to be a major task and the biggest stumbling block to economic growth in Malta”.

My government feels that the fact that young people lack the necessary skills to meet job standards leads to mismatch between the supply of jobs and the availability of labour. In the national reform programme 2014, apprenticeship is seen as a means to address these skills shortages, and raise skills levels among young people. 

Through this cooperation, Malta has formalised its commitment to increase the quantity, quality and supply of apprenticeships. The Malta College of Arts, Science and Technology (MCAST), submitted the pledge on behalf of the Ministry to focus reform of apprenticeship, in a manner that brings apprenticeship training to the core of local industry; to root the reform in collaborative practice between MCAST and local industry which provides apprentices with high-quality underpinning knowledge indispensable for the growth of the local industry and economy; to increase the number of vocational pathways offered on apprenticeship while also increasing the quality of work-based training and learning through formal accreditation of work-based modules. We will also increase the exposure of apprentices within industry through a multidisciplinary approach in which companies benefit from engagement of apprentices from training courses not traditionally offered on apprenticeship and base reform on greater collaboration with both local and international stakeholders, which have impact on education and the economy.

The review took place in the above context and was carried out between May 2014 and April 2015. It was led jointly by Cedefop and an ad hoc steering group set up at national level. The findings of the review; the methodology applied in the compilation of the report; the Governance of Apprenticeship Provision and Certification and feedback from public and private providers of Vocational Education and training were discussed during the launch last week.

Apprenticeship in Malta is changing. We are reforming the system to increase quality and to attract a higher numbers of companies and learners, to improve responsiveness to the needs of the labour market. There is a sound base and a great potential to expand and validate the system. Apprenticeship is viewed positively by chambers, social partners, learners, companies, as well as  education and training institutions.

Many learners find the idea of practical training in a company very attractive. There is a good pool of companies that understand their corporate social responsibilities and assume them in relation to training apprentices. Companies that train young people report positive experiences, and apprentices are usually taken into employment.

The following are some key issues, causes and recommendations included in this report.

Consultation with stakeholders raised a number of issues and an understanding of the causes of these key issues have led to the proposals for action included in this report. Apprentices do not benefit from rights in relation to social security and in consultation with trade unions, the Employment and Industrial Relations Act would need some revision to ensure consistency. An amendment to include a minimum share of on-the-job training in apprenticeship programmes should be seriously considered.

Not all employers are ready to take on apprentices on a full-time basis and to do so, companies should define learning content and have formal responsibility for learning since in-company training cannot be replaced by learning at school. There should be a holistic approach to apprenticeship and there should be one distinct curriculum, which includes both learning at school and learning at the work place. 

Those following an apprenticeship should receive a qualification, regulated by the Malta Qualifications Framework at the end of their apprenticeship. Apprenticeships are a stepping stone to full-time employment and apprentices should be regarded as normal employees.

There seems to be a mismatch between the number of apprenticeships on offer and the actual labour market needs. One of the first steps is to set governance structures to ensure cooperation and equal partnerships between the VET systems and employment/labour market systems. While recent reforms improve communication and cooperation between the two learning venues with education taking the lead, they do not address the system-level relationships, and the role of labour market representatives. 

Governance structures should enable a quick reaction to changes in the employment and the professional world. As an example, there are very few apprenticeships, if any, in certain occupations with shortages of skilled workers (digital gaming, maritime, aviation); other certain occupational sectors may not be appropriate for apprenticeship. Additional action should be taken to clarify the place of apprenticeship in education and training. Currently, school-based VET and apprenticeship in Malta exist in parallel in the same occupational fields and so there is a certain competition between school and apprenticeship training.

For apprenticeship to be sustainable, it is necessary in the medium term to convince the bulk of business, especially micro and small companies, of its value and the collective contribution to the skilled labour force at national or sector levels that can benefit all employers. Most companies in Malta are small or micro businesses and survive in a very competitive environment, including competition for a skilled workforce. Poaching and free-riding are common in many sectors and businesses. Normally, employers are willing to invest in apprenticeship as long as the apprentices stay in employment with them after graduation. Employers value apprenticeship from an enterprise and not from a national or employment sector perspective.

A strategic partnership between businesses, Education and the ETC would help considerably in the expansion of VET. We need to strike a balance between long-term interest in developing a skilled workforce and the short-term interest of employers. In education, apprenticeship needs to be offered as an option in Vocational Education especially when it corresponds to the demands of specific occupations.

Very often, parents and teachers believe that a university education provides more opportunities for a successful career. There is a misconception that the only road to success is through university, raising expectations that a career will fall into place on graduation. Other countries, such as Germany and Switzerland, where over 60% of students find careers through apprenticeships, have already overcome this stigma and parents and teachers should be educated about vocational pathways open to teenagers.

This is an opportunity not to be missed. The next step is to expose teenagers, parents and teachers to what real opportunities are.