Reflecting on Work-based Learning and Centres for Vocational Excellence

Following a stint at GIZ headquarters, which included advising the Federal Ministry for Economic Cooperation and Development (BMZ), Thomas then went to Albania to develop a project on educational reform. He then worked as a consultant for various internationa organisations including UNESCO and the International Labour Organisation (ILO) before joining the ETF in late 2015. 

Diverse experience 

Thomas’ deep knowledge of international education dove-tails with the EU agency’s mission to help transitioning and developing countries harness the potential of their human capital through the reform of education, training and labour market systems. His experience also compliments his ETF colleagues’ diverse backgrounds and experience.  

“My colleagues are from many different countries, which is really an asset, as they bring experience on national VET systems as well as working in ETF partner countries. And, like me, some colleagues have a rich experience and knowledge of non-ETF partner countries, like in Sub-Saharan Africa, South-East Asia and Latin America,” he says. 

Thomas finds working on different countries and TVET systems fascinating. “We have 29 partner countries – although we are not currently working with all of them (such as Belarus or Russia) – and it is always interesting to see how different systems or pillars of TVET systems can develop and how they need to be supported,” he says. 

While Thomas’ work is primarily centred around TVET, the ETF also provides policy advice on labour market policies. “They are both are very much linked with each other but as my background is a bit weaker in labour market policies, and stronger in VET, and it is personally hugely beneficial to work with colleagues that are specialised in labour market policies,” he says.  

Clarifying work-based learning 

Work-based learning (WBL) is a particular focus of the ETF, which the agency supports in partner and non-partner countries.  

Implementing WBL into educational programmes and curricula is not always as straightforward as might be expected. “There can be confusion, as people hear all these buzz words like apprenticeships, internships, and traineeships, which we need to clarify, as they can be confused with practical training, which can take place in school workshops,” he says. 

In some countries, feasibility studies need to be carried out, as well functioning WBL programmes require cooperation with companies, the training of trainers, and the consideration of safety at work policies and regulations. “We provide advice such as whether to make WBL mandatory or be more flexible, and what funding or incentives may be needed,” he says.   

Building trust 

In-country advice on educational reform needs to be intensive, says Thomas. When working in Northern Macedonia on shifting the VET system from being solely focused on schools towards more work-based learning, Thomas lead a working group for almost two years, and visited the South-east European country several at least four times a year.  

“To give policy advice you need to be familiar with a country, and build up trust. You can’t go every two years and say, do this! It really takes time to build good relations with the key players and develop your competences. You cannot learn that from books. You need some experience. It’s also really important to assess the consequences of reforms, as there are always risks,” he says.  

CoVEs 

Since 2020, the ETF has supported Centres of Vocational Excellence (CoVEs) throughout the EU, in partner countries and further afield. This includes the ETF Network for Excellence (ENE), which connects over 400 CoVEs to enhance international collaboration in innovation and quality in education, training and response to labour market skills demands.  

Thomas has recently been involved in several studies for the European Commission into best practices at CoVEs. One study is on applied research, which is still rather rare among vocational centres, usually being carried out at universities. “We want to show that VET schools also carry out applied research, and the good practices,” he says.  

Two other studies involve the transition to green and digital economies, and the role of CoVEs in aiding that transition. “We looked at five best practices for the digital transition, and four for the green transition to see what kind of programmes certain CoVEs offer, but also which pedagogical approach the centres follow and how they are managed.and how they integrate green content into ‘non-green’ programmes,” says Thomas. 

CoVEs in Sub-Saharan Africa 

In Sub-Saharan Africa, a study is looking at some 30 CoVEs. “We are interested in where they are, where there can be further development, and what support might be needed in bringing together CoVEs with member states. Next year an event will bring together CoVEs from Sub-Saharan Africa and the EU to exchanges experiences,” he says. 

CoVEs are a hot topic in Rwanda right now. The Rwandan VET Authority wants to establish around 30 CoVEs in the country. Some of these centres could be supported by the EU.  

To explore what future CoVEs in Rwanda might look like, Thomas recently visited the country and outlined various policy options. The development of CoVEs usually requires particular support, as government delegations are often comprised of generalists rather than specialists in the field of education. Thomas did just that earlier this year in Rwanda, which wants to establish 30 CoVEs and asked for support from the EU.  

“We helped the Rwandan VET authorities and the EU delegation to develop some first ideas. It is important to clarify what is really meant by ‘vocational excellence’. And this can be quite different from country to country. It is more like technical input,” he says.