Fraudulent Contracting of Work: Abusing Traineeship Status (Austria, Finland, Spain and UK)

[Eurofound) In recent years, traineeships have become an important entry point into the labour market for young people across Europe. As outlined in a Flash Eurobarometer report (European Commission, 2013a), more young people report having done a traineeship (46%) than an apprenticeship or student job (both 26%). The report also shows that traineeships particularly apply to those aged between 25 and 29 (50%) but also those aged 30–34 (43%), with traineeships being more common among those who have graduated from university. However, European and national stakeholders express growing concern regarding abuses of the system, poor working conditions and fraudulent practices, including the replacement of regular workers with trainees. A European Commission proposal for a quality framework for traineeships noted evidence of traineeships providing insufficient learning content (for example, trainees being asked to carry out menial tasks) and offering inadequate working conditions, with long working hours, unsatisfactory coverage in terms of health and safety and occupational risks, and little or no remuneration or compensation (European Commission, 2013b)

Work-based learning and lifelong guidance policies

This Concept Note discusses the relationship between lifelong guidance and work-based learning. While these are distinct activities, they are often advanced as approaches to answering similar broad policy challenges, such as developing a skilled and socially inclusive population, ensuring engagement with education and work, and helping people to progress and live happy and useful lives. This paper argues that lifelong guidance can be particularly useful in relation to work-based learning in three main ways: • Engagement. Increasing citizens’ understanding of work-based learning, the routes into it and the rewards of participation. • Achievement. Helping participants (learners, employers and learning providers) in workbased learning to remain engaged and consider how best to enhance their skills and employability. • Transition. Assisting the effective utilisation of the skills developed within work-based learning by supporting individuals in transitions from work-based learning programmes to sustainable employment

Pathways to apprenticeships and traineeships for people from culturally and linguistically diverse backgrounds

Western Australia is experiencing a substantial shortage of skilled labour. The State Government is committed to increasing participation in the workforce across the board, through schemes such as the Plans 4 Jobs, especially because of the current severe skills shortage in the economy. The State Government is also committed, through the four principles of civic values, fairness, equality, and participation enshrined in the WA Charter of Multiculturalism, to promoting the full participation of all groups in all aspects of our community – social, economic, and civil – and to removing any systemic barriers to full participation. This commitment is also embodied in the multi‐departmental Policy Framework for Substantive Equality. Aside from equity, denying equal opportunity also engenders resentment and hostility within our community, diminishes human value, and denies the state the full benefits of all its members’ talents. The cost of discrimination accrues to those who are denied opportunity and to the society which tolerates discrimination. Members of Culturally and Linguistically Diverse (CaLD) communities in this state, in particular those from new and emerging communities, do not currently participate in apprenticeships and traineeships in significant numbers; this is regrettable and it is recommended that measures be taken to remedy this. The Western Australian Department of Education and Training (DET) commissioned this report to investigate barriers to apprenticeships and traineeships confronting people from CaLD backgrounds, and to recommend strategies to improve their participation in apprenticeships and traineeships. The project was undertaken by the Australian Academy of Race Relations (AARR) at Murdoch University, for DET, during the period July – November 2005. DET has many good programmes to promote apprenticeships and traineeships, including to members of CaLD communities. However, the array and complexity of these can be daunting, resulting in a lack of awareness of all the programmes available

Effective models of employment-based training

Evolving models of employment-based training (EBT) are responding to skill shortages and the need to develop technical skills at a level higher than a certificate III—the benchmark qualification level considered by many as the minimum for ensuring sustainable job outcomes (Stanwick 2004). This research explored a variety of current employment-based training models and proposed five enhancements for higher-level qualifications. These changes concentrate on maintaining a balance of learning experiences between educational institutions and the workplace. The project was based around case studies in process manufacturing and child care. Thirty-three individuals, representing employers, employees/apprentices, vocational education and training (VET) providers, industry bodies and training package developers were interviewed. The issues and views expressed by those interviewed from both industries were consistent with what was found in the literature review. Current models of employment-based training can usefully be grouped as: two forms of 'fast-tracking' options in a formal apprenticeship model, especially at certificate III level, to address immediate skills shortages. These are accelerated progression models (shorter durations linked to a truly competency-based approach) and intensive up-front training, followed by work-based learning to ensure immediate productivity of the learner in the workplace higher-level VET qualifications gained either through an apprenticeship or by undertaking a vocational course the design of new skill sets/qualifications at various levels of the Australian Qualifications Framework (AQF) alternative provisions for young people. Although these models continue to make a significant contribution to the skilling of the Australian workforce, their full potential is limited by certain persistent issues. These include inconsistent regulatory arrangements, non-compliance by employers and registered training organisations, poor audit processes, variations in the interpretation and practice of competency-based training, and wages and awards. These various factors mean poor completion rates and losses for individuals, employers, governments and other stakeholders. Recent changes in policy direction are attempting to address some of these issues and simultaneously increase interest and growth in the uptake of employment-based training. Any new models of employment-based training should address existing problems, as well as take into account the emerging needs of industry for skilled labour. The design of the models must also address an ageing workforce and allow flexible entry points for all age groups. Furthermore, future employment-based training models also need to keep pace with how work is organised in an environment characterised by increased competition, outsourcing, casualisation and an emphasis on specialisation and innovation. What is becoming apparent is the need for a compendium of models, rather than a 'one size fits all' approach

The Youth Guarantee and lifelong guidance

The European Youth Guarantee is an initiative to help link young people aged 16 - 14 to the labour market across all member states. The paper is a Concept Note commissioned by the policy network to explore how guidance activities are being implemented in a range of ways across national youth support programmes and includes practical evidence from 17 member countries. The paper contends that successful and sustainable implementation of the Youth Guarantee Initiative can only be secured through effective integration of lifelong guidance practice into national programmes.European Lifelong Policy Guidance Networ

Professional legal education in Scotland

Scotland is a small jurisdiction. With a legal profession of approximately 9000 solicitors and over 450 practicing advocates serving a population of around 5 million, our legal bar is smaller in size than the legal bar of many states in the United States.1 Our solutions to problems of professional education are appropriate to our jurisdictional size, our character, and our history. However, one theme of this Article is that common educational issues exist among jurisdictions despite differences in size or in legal structure. Another theme deals with a matter of particular concern in Scotland, namely the problem of educating for practice, and in particular creating the most effective forms of program and curriculum design for training and education at the professional stage. Part I of this Article summarizes the current Scottish professional legal education program, set in the context of the legal education and the legal profession generally. Part II illustrates some aspects of the professional education program with reference to a case study, the Diploma in Legal Practice at the Glasgow Graduate School of Law. Finally, this Article outlines some of the issues or themes from the Scottish experience that might be applicable to alternatives to the United States' Bar Exam

Alternative Pathways to High School Graduation: An International Comparison

Evaluates alternative pathways to high school graduation -- such as school- or employment-based technical or vocational training programs -- in different countries, in terms of content, graduation requirements, inclusiveness, and outcomes

Test of professional competence: first pilot examination

Arising from the work of the Test of Professional Competence (TPC) Panel, and adhering to guidelines set out by Education and Training Committee, it was determined that there would be a Test of Professional Competence that, inter alia, included an open-book assessment of trainees’ skills and knowledge. To this end, the Panel drew up extensive learning outcomes, assessment outcomes and administrative and procedural documentation for the examination

Training and Employment of People with Disabilities: Australia 2003

[Excerpt] Training and Employment of People with Disabilities: Australia 2003 is descriptive in nature. When the ILO commissioned the researchers for the Country Study Series, each was asked to follow the comprehensive research protocol appended to this document. The resulting report therefore includes country background information, statistics about people with disabilities and their organizations, a description of relevant legislation and policies and their official implementing structures, as well as the education, training and employment options available to people with disabilities. While few countries have all such information readily available, researchers were asked to note the existence or lack of specific data points and to report data when it did exist. Since the lack of information about people with disabilities contributes to their invisibility and social exclusion, the information itself is important. The protocol called for limited analysis and did not specifically ask for the researchers recommendations, however, researchers were asked to report on existing plans and recommendations of significant national stakeholders

Undocumented Migrants in Resistance against Detention: Comparative Observations on Germany and France

Although the immigration policies of Germany and France share a similarly restrictive approach, the manner in which migrants protest against such policies and resist against their implementation is strikingly different. This is particularly obvious for undocumented migrants. In France, collective action of undocumented migrants has received increasing public attention over the last two decades, and detention centres have been a foremost target of such action. Resistance against detention prior to deportation culminated in achieving the closure of the country's biggest detention centre in 2008. To the contrary, undocumented migrants have hardly ever protested against their condition in Germany. Although collective action against immigration policies has reached a new level with the “Refugee Tent Action” occupying public space in Berlin and elsewhere since 2012, it continues to focus mainly on the living conditions of asylum seekers, not undocumented migrants. This discrepancy may be explained with the existence of different institutional conditions for collective action, i.e. such political opportunity structures that refer to state regulations and measures. A comparative analysis of these conditions shows that weaker resistance against immigration detention in Germany may be due to the existence of comparably more repressive and controlling immigration laws, a flexible toleration status that provides its holders with basic social security, and the scarcity of options for legalisation. The combination of harsh repression and little prospect for legalisation makes resistance appear much riskier. The risks are greater yet for holders of a toleration status since its delivery is, to some extent, subject to administrative discretion. The toleration status thus tends to divide the people susceptible to engage in collective action. The knowledge of these differences may help undocumented migrants and their supporters in both countries to develop more effective strategies of resistance against restrictive policies