Analysis of cross border competencies in hard to fill vacancies The welder case
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Case study by wes research & strategy on behalf of Euregio Scheldemond 4
Content of the presentation About the study Comparison of educational framework Cross border comparision initial VET for welder Conclusions Recommendations 5
About the study (1) Looking for cross border similarities and differences in the competencies and qualifications acquired through initial secondary VET In the competencies required by employers 6
About the study (2) Exploratory study Sources: learning programmes and qualification dossiers, interviews with schools, job vacancy analysis Contributing institutions: Scalda, Zeeland (Netherlands)* Koninklijk Atheneum Zelzate OLV Ter Duinen, campus Heist VTI Brugge* Lyceum aan de Stroom, Temse (Belgium)* * = for the welder case 7
Comparision of educational framework Level EQF Educational framework Netherlands (NL) Educational framework Flanders (BE) 1 VMBO-BL and MBO-1 Primary education 2 VMBO-KL and VMBO-GL and VMBO-TL and MBO-2 Second grade secondary education 3 MBO-3 Third grade secondary education (BSO) 4 MBO-4 and HAVO and VWO Third grade ASO, TSO, KSO; 7th year BSO 5 Associate degree Graduate (HBO5) 6 Bachelor, University (WO) and high school (HO) Bachelor, University and high school 7 Master, University (WO) Master, University and high school 8 Doctor and medical specialist Doctor
Comparision of educational framework Level EQF Educational framework Netherlands (NL) Educational framework Flanders (BE) 1 VMBO-BL and MBO-1 Primary education 2 VMBO-KL and VMBO-GL and VMBO-TL and MBO-2 Second grade secondary education 3 MBO-3 Third grade secondary education (BSO) 4 MBO-4 and HAVO and VWO Third grade ASO, TSO, KSO; 7th year BSO 5 Associate degree Graduate (HBO5) 6 Bachelor, University (WO) and high school (HO) Bachelor, University and high school 7 Master, University (WO) Master, University and high school 8 Doctor and medical specialist Doctor Flanders (Belgium) Zeeland (Netherlands) Description of qualification Welding-construction (3 de graad bso) Welder (basic level) (mbo niveau 2) Obtained qualification level 3 2
Cross border comparision initial VET for welder Similarities Duration of the educational pathway (2 years) Content of what is learned (different welding techniques learned, other competences) Differences Entry requirements higher in Flanders than in Zeeland (according to EQF) Educational approach In Flanders: mainly school based training, less interaction with business In Zeeland: all training through work based learning ( BBL ). One day at school and four days in a company. Employers share responsibility with schools for the quality of the training. Students gain more practical experience. Welding certificates: Welders (basic level) in zeeland obtain a school diploma and on top 2 welding certificates ( niveau 2 NIL ). No welding certificates for welders graduating in the Flemish schools Obtained qualification level According to EQF (Flanders 3 de graad bso = niveau 3 / Zeeland mbo-2 = niveau 2) 10
Cross border comparision initial VET for welder Requirements of employers NL Requirements of employers BE Welder-construction trained in Flanders can fill a Dutch job vacancy but should obtain the welding certificates Basic welder trained in the Netherlands can fill a Flemish job vacancy Job vacancies in the Netherlands mention qualification requirements Flemish welders will not always understand this terminology 11
Conclusions According to EQF: welder (basic level) in Zeeland lower qualification than welding-construction in Flanders however, competences learned are very similar Students graduated in Zeeland seem more ready for the labour market Welding certificates are valuable for employers (cfr Zeeland) More intensive collaboration between school and business in Zeeland More workplace learning in Zeeland Assessing equivalence of competences and qualifications across border goes beyond comparing EQF level
Recommendations More information exchange and collaboration between schools across the border (and beyond) Mutual learning across borders Analysis should be continued (more in depth) and expanded for other professions More insight in opportunities for cross border mobility Take into account differences in educational structure, recruiting, job vacancy language,. 13
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