The first policy learning forums (PLFs) on apprenticeships is linked to the thematic country reviews on apprenticeships (TCRs), which Cedefop launched in 2014. With the TCRs Cedefop supports cooperation at European level among Member States and interacts with individual countries that wish to develop quality apprenticeships, in line with EU policies. Up to date there have been 3 waves of TCRs:
- The first wave in Malta and Lithuania was concluded in 2015;
- The second wave in Greece, Italy, Slovenia, to be concluded in mid-2017;
- The third wave is ongoing in Cyprus and Croatia, and was kicked off in early 2017. As part of this wave, Cedefop is piloting a light version of the TCRs on apprenticeships (i.e. flash TCRs) in Belgium-French speaking Community and Sweden.
Cedefop’s PLFs are an opportunity for countries to generate knowledge and they act as a site of consensus-building around shared problems. The 2017 PLF on apprenticeships addresses the countries that are involved at different stages in the TCRs and flash TCRs on apprenticeships, or that expressed their interest to participate. Stakeholders and national experts directly involved in the TCR exercises have been invited to contribute to the PLF.
This PLF will take place in Cedefop (Thessaloniki, Greece) on 7 and 8 September.
Participants will have the opportunity to:
- Discuss how the TCR countries have used/will use the knowledge generated by the TCR to devise domestic policies: the 5 countries that have already experienced the TCR exercise from the first and second waves (i.e. MT and LT, and EL, IT, SI) will have a leading role;
- Reflect on a number of shared problems, and formulate knowledge-based solutions;
- Make a communication exercise between labour market and education and training actors.
Discussions are expected to result in:
- Advice on how the TCRs should/could formulate solutions/policy recommendations, taking into account that knowledge/expertise on policy issues is a critical resource in policy making but may be politically contested;
- Consensus building around shared problems;
- Better understanding of the divergent and convergent points (e.g. as concerns communication, policy expectations, etc.) between labour market and education and training actors.