Reference year 2019
1Scheme history
Work-based learning (apprenticeship) was introduced after 2012 and was formally adopted in 2015 (Vocational Education Act amendment).
Since 2012/2013 (before adopting the current legal framework) there had been discussions at various levels between the Latvian state and various co-operation partners (ministries of economy, employment and finance), social partners and employers’ organisations) on the introduction of the WBL scheme in the formal Latvian vocational education and training (VET) system.
In 2013, the Ministry of Education and Science invited 6 VET institutions to consider participation in a WBL pilot project. In the academic years 2013/2014 and 2014/2015 a limited number of VET institutions took part in the implementation of the WBL pilot project. The results of the implementation of the WBL pilot project have served as a basis for further WBL developments in Latvia at a later stage.
The legal basis for WBL as an apprenticeship scheme is in place since 2016 when regulation on the “Procedures for Organisation and Implementation of Work-based Learning was adopted (Cabinet of Ministers’ Regulation of No. 484 of 15 July 2016). (http://likumi.lv/ta/id/283680-kartiba-kada-organize-un-isteno-darba-vid…).
See more in the Latvian country fiche.
2Beneficiaries
The work-based learning scheme is offered as an alternative option to other existing school-based schemes. Enrolment age is related to these programmes, offered at NQF (analogous to EQF) levels 2-4 (upper secondary and post-secondary VET). In this context, there is no age limit set for the apprenticeship scheme per se, but the age limits for the corresponding VET programme apply.
It is the decision of the administration of the particular VET institution which IVET and CVET programmes will be offered in this mode (usually parallel to the offered school-based mode). Given the ongoing modularisation of VET programmes, more individualised approaches have been made possible, e.g. students can choose to follow a particular programme in a school-based or work-based mode.
The traditional age of the initial VET programmes at the NQF levels 2-4 is between 15-18. At the same time, from the planning and administration point of view, the work-based learning option is easier to be organised by VET institutions at post-secondary level (CVET). Especially those schools that are not too experienced with WBL approaches choose to implement CVET WBL programmes, as there is no need to plan subjects of general secondary education.
Around 3,000 learners have been enrolled in the scheme. The results are derived from the implementation of the ESF funded project on the implementation of WBL.
3Qualifications
NQF 2, 3, 4
The WBL scheme per se is not included, but it is offered as an alternative to school-based VET programmes at ISCED levels 254, 353, 351, 454
(https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/latvia
In order to adjust an existing VET programme to the WBL mode or create a new WBL programme, certain time/ human/ financial resources have to be invested. Thus, the number and type of the offered WBL programmes depends on the ability/ capacity/ possibilities of VET institutions to adapt and offer programmes in such format. The Ministry of Education and Science is encouraging schools to set up programmes (existing or new) in WBL mode.
Work-based learning (apprenticeship) programmes can provide direct access to higher education depending on the level of the corresponding VET programme in which they operate.
A level 3 work-based programme does not lead to higher education in any format (School-based or apprenticeship), but leads to level 4 options which in turn lead to higher education.
A level 4 programme leads to higher education, whether is offered through the school-based or work-based (apprenticeship option).
4Governance
The Employers Confederation of Latvia, implementing a national level ESF project on the implementation of work-based learning.
The work done since 2013 regarding introduction of apprenticeships in the VET system indicates to the existence of strong social dialogue in Latvia at various levels – VET institution, local and regional level, sector level, ministerial and social partner level. The social dialogue refers to various aspects - the drafting of legal framework, development of standards and curriculum, compliance to labour market demands, determining the priority areas, incentives to the involved parties and now increasingly also to graduate tracking.
Sector expert councils play an important role as advisory bodies supporting the development of quality IVET programmes in line with the needs of the labour market. Sectoral expert councils operate on the basis of tripartite cooperation. Their members include representatives from employers’ organisations, trade unions, ministries (the education, economics and welfare ministries), as well as other branch ministries, and the State Employment Agency.
Sectoral associations are also relevant actors.
These stakeholders have a role in the development of the actual content of the programme and the expected outcomes (through setting the standards, content of the examinations etc.)
VET institutions (Competences centres) as stipulated by VET Law have established advisory bodies (Conventions) where local or regional employers are represented (among other stakeholders) to better coordinate the local/ regional and national priorities for better education and employment/ labour marker compliance.
The role of VET institutions Conventions and Sector Expert Councils is growing – since their establishment by amendments to the VET Law in 2015.
Their role is related to defining the rights and responsibilities of the involved parties.
The sector expert councils have the right to express their opinion on the company potentially implementing WBL – if their opinion is being required, as it’s usually the schools that select reliable and suitable companies for the learners.
5Training at the workplace
Training takes place both at school and during the time spent at the company. A significant aspect on the WBL organisation is that parts of the theoretical training can take place in the company, not only at school.
There is no particular distinction made. It is considered that practical learning and work goes hand in hand. Remuneration-wise – the payment depends upon the actual input by the student and tends to increase with growing ability and competence to perform.
Depending on the programme type and the tripartite agreement between the school, the learner and the company. This is clearly stated in the Individual learning plan.
VET institutions are free to choose whether they will implement a VET programme in apprenticeship mode or in a school-based mode.
VET programme standards apply regardless of its form of organisation or delivery (school-based or workplace based / apprenticeship). Also, the qualification is the same. A WBL VET programme can be adapted from an existing school-based VET programme or a new can be created, based on the same VET standard.
The school has to report in the Education Information System (VIIS) that the programme has been adapted or created anew for the delivery in WBL mode. If the VET programme is adapted, it does not need to be licenced or accredited anew, since it concerns only the mode of delivery. In case a new programme is being created for the WBL mode, the licencing and accreditation process is the same as for any other VET programme.
The programme (its mode of delivery) is adapted at school and company level to meet the needs of apprenticeships (see Q35 below).
VET standards that are developed for the corresponding VET programmes are applied to the ‘work-based learning’ scheme (common standard for school-based VET and the apprenticeship option). A training plan is agreed between the school, the employer and the apprentice, and details issues related to the volume and content of workplace training, the type of alternation etc.
Health and safety at the workplace is an important issue as well.
Additional criteria are in place in the case of ESF funding, e.g. that the company tutor has to have certain pedagogical competence; it is recommended that no more than 6 trainees are being trained with the same trainer etc.
6Contract and compensation
Apprentice is a student (learner).
The contract on remuneration is signed between the learner and the company.
Together with them, the school enters the tripartite agreement which sets general provisions and training related issues.
The type of agreement depends on the type of remuneration: It can take the form of an ordinary work contract (where wage is paid to the apprentice), or of an agreement in the case an allowance is paid (exempt from citizens income tax up to a certain level). (see more in Q13 and Q31)
Remuneration to apprentices is compulsory.
It can take the form of wage under an ordinary work contract, or of an allowance (exempt from citizens income tax up to a certain level) (see also Q13)
The company can pay either wage or allowance, but not the one on top of the other. The allowance was introduced as an option in 2016 as a compromise to social partners who claimed that employers were not inclined to deal with unexperienced trainees and pay them wages with full set of taxes and benefits to be paid. Thus, the compromise was to introduce both types of payment – leaving it to the employer which mode of payment to choose in each particular case (Wage with full set of taxes or allowance with no tax at all).
Individual agreement.
7Financing and incentives
Any stakeholder can join the WBL scheme either exclusively under the umbrella Regulation No 484 (that stipulates its general provision) or in addition, subject to certain compliance criteria, join also the ESF scheme which is being implemented as an additional incentive for employers. Under the ESF supported WBL measure (Supplementary Regulation No.483), the employer is entitled to a monthly lump sum of 270 euro per student. It is up to the employer how to spend this – either as a salary to the trainers, or for wages/allowances to the apprentices, as it is a compulsory criterion (payment to the apprentice).
When operating under umbrella regulation No 484 (without ESF support), the employer does not receive any direct support from the state for covering the trainees’ wage or allowance.
State budget and ESF funding are the major sources of financing the apprenticeship costs.
The remuneration is ensured by the company and is compulsory. The company is free to cover other expenses as well. Remuneration can take the form of a wage (taxable) or an allowance (non-taxable) (see more in Q31).
Apart from the wage/ allowance also the individual labour protection means and the civil liability insurance of the learner have to be ensured during the implementation of the individual plan in accordance with the training contract.
The general provision for ensuring learners’ insurance is included in the Regulations by the Cabinet of Ministers of 20 November 2012 No 785 ‘On the organisation and insurance of students’ training practice’ (Regulation No 785), https://likumi.lv/ta/id/252862-macibu-prakses-organizacijas-un-izglitoj…
In case the particular qualification is not referred to in the regulation No 785, it can be covered by the ESF project OP 851.
Any stakeholder can join the WBL scheme either exclusively under the umbrella Regulation No 484 (that stipulates its general provision) or in addition, subject to certain compliance criteria, join also the ESF scheme which is being implemented as an additional incentive for employers. Under the ESF supported WBL measure (Supplementary Regulation No.483), the employer is entitled to a monthly lump sum of 270 euro per student. It is up to the employer how to spend this – either as a salary to the trainers, or for wages/allowances to the apprentices, as it is a compulsory criterion (payment to the apprentice).
As an incentive for employers, since 2016 it is possible for them to choose to pay apprentices either wages (taxable, full set of wages apply) or allowances (non-taxable) (see more in Q31).
According to Law on Citizens Income Tax, Article 9, paragraph 81) - scholarships up to 280 euros per month, paid to a learner in accordance with the procedure specified by the Cabinet for organizing and implementing work-based learning, by a merchant, institution, association, foundation, natural person registered as an economic operator, as well as an individual enterprise, including farmers or a fisherman's farm and other economic operators, https://likumi.lv/doc.php?id=56880. These allowances are not taxed.