3d - Cooperation with policy makers

 Cooperation with policy makers

Tripartite cooperation within the VET system has become more widespread in the EU. Tripartite cooperation is the principle of the social partners being involved in the VET system.

The level of involvement varies from country to country. Basically, it is about letting the social partners (employers' and employees' organisations) take part directly or indirectly in the planning and running of a VET system.

The social partners’ involvement can take part on different levels. On the system level, the social partners can be part of national VET councils set up by the government.

Each trade/profession can set up these 'trade committees'. See here the functions of a typical Danish trade committee:

  • Help with quality development and assurance for workplace training 
  • Approve training companies 
  • Follow developments in the trade and the need for education 
  • Propose to the Ministry of Education whether a training programme should be established or closed 
  • Journeyman's test, including appointment of external examiners 
  • Appoint representatives for local education committees at schools.    

On the local level, VET schools can set up local committees. The local committees can give input and advice to the VET school.    

 Quality assurance

Quality assurance of VET systems and providers are important in all EU countries. Quality systems can target both VET providers and workplace training.

At this time, a number of EU committees are working to support the introduction and implementation of a European Quality Assurance Framework (EQARF).

Check more about quality assurance at www.enqavet.eu.

In some countries, trade committees or other professional boards work specifically on:

  • Offering trainer courses for education managers/trainers
  • Developing methods and tools that can support workplace training.
 Local committees

In some countries, the VET system includes  local education committees that have been set up by most of the vocational colleges. The committees have representatives from the school and from local commerce, industry and craft.

The purpose is to strengthen cooperation between the school and the companies, and ensure that local interests are taken into account.

Local education committees can be responsible for local education plans.

In the local education plan, you can see which educational programmes the school offers and how they are carried out in practice. In other words, it is the school's "window" to the outside world.

All training companies can influence the local education committee.


 Other committees or projects

The quality of vocational colleges depends on constant development. Therefore, there is a need for companies to participate in studies and development projects.

These could be projects, where you try out new teaching methods or explore ways to improve the apprentice's learning process. 

Maybe your vocational college has task groups that work with education development. The task groups will probably appreciate your knowledge and experience.

This kind of work takes time. But many companies say they get a lot out of it, and the time is well spent.

Example Frode Laursen A/S
Frode Laursen is a company that is growing. The employees and management are, therefore, always busy. Management still makes it a priority to participate regularly in projects with schools and be involved in developing clerical training in Aarhus Business College. In this way, Frode Laursen has an influence on vocational education in administration and shipping. In the long run, it's a good investment, because good training is the basis for good apprentices and future employees!


3 - Vocational education