SIST-TP CWA 17953:2023

SLOVENSKI STANDARD
SIST-TP CWA 17953:2023
01-marec-2023
Smernice za sisteme dualnega usposabljanja
Guidelines for dual-based training systems
Ta slovenski standard je istoveten z: CWA 17953:2022
ICS:
03.180 Vzgoja in izobraževanje Education
SIST-TP CWA 17953:2023 en,fr,de
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

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SIST-TP CWA 17953:2023


CEN
CWA 17953

WORKSHOP
December 2022

AGREEMENT


ICS 03.180
English version


Guidelines for dual-based training systems
This CEN Workshop Agreement has been drafted and approved by a Workshop of representatives of interested parties, the
constitution of which is indicated in the foreword of this Workshop Agreement.

The formal process followed by the Workshop in the development of this Workshop Agreement has been endorsed by the
National Members of CEN but neither the National Members of CEN nor the CEN-CENELEC Management Centre can be held
accountable for the technical content of this CEN Workshop Agreement or possible conflicts with standards or legislation.

This CEN Workshop Agreement can in no way be held as being an official standard developed by CEN and its Members.

This CEN Workshop Agreement is publicly available as a reference document from the CEN Members National Standard Bodies.

CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France,
Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Republic of North
Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Türkiye and United Kingdom.



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© 2022 CEN All rights of exploitation in any form and by any means reserved worldwide for CEN national Members.


Ref. No.:CWA 17953:2022 E

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Contents Page
European foreword . 3
Introduction . 5
1 Scope . 6
2 Normative references . 6
3 Terms and definitions . 6
4 Governance of the dual systems . 8
4.1 Involvement of public institutions, social partners, sectoral level and intermediate
bodies . 9
4.2 Definition of the Applicable Legal Framework . 10
4.3 Sharing costs for the mutual advantage of enterprises, VET providers and learners
. 11
4.4 Feedback-mechanisms between VET systems and labour market needs . 12
4.5 Collaboration between VET institutions and enterprises . 13
5 Clause title, e.g. Dual system partners . 14
6 Learner . 14
6.1 Entry requirements . 15
7 Enterprise . 15
7.1 Workplace requirements . 16
7.2 Work, health and safety conditions . 16
7.3 Enterprise trainers . 16
8 VET institutions . 17
8.1 Improvement of training programmes . 17
8.2 Strengthening the educational institutions capability of designing high quality dual
training . 17
8.3 Supporting the development and updating of school teachers’ skills . 18
9 Monitoring and evaluating tools for the dual-based training experience . 18
10 Final examination: mid-term evaluations and final assessment criteria . 19
11 Flexible pathways and transnational mobility of the learners . 20

11.1 Promote permeability between VET and other educational and career pathways . 21
Annex A (informative) Code of conduct . 22
A.1 Introduction . 22
A.2 Expectations from the learners . 22
A.3 Learners’ responsibilities: . 22
A.4 Enterprises expectations: . 22
A.5 Enterprises’ responsibilities: . 23
Annex B (informative) Training contract . 24
Bibliography . 25
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European foreword
This CEN Workshop Agreement (CWA 17953:2022) has been developed in accordance with the CEN-
CENELEC Guide 29 “CEN/CENELEC Workshop Agreements – A rapid way to standardization” and with
the relevant provisions of CEN/CENELEC Internal Regulations - Part 2. It was approved by a Workshop
of representatives of interested parties on 2022-06-21, the constitution of which was supported by CEN
following the public call for participation made on 2022-02-18. However, this CEN Workshop Agreement
does not necessarily include all relevant stakeholders.
The final text of this CEN Workshop Agreement was provided to CEN for publication on 2022-06-30.
The following organizations and individuals developed and approved this CEN Workshop Agreement:
• ANGELINI Eleonora - CONSIGLIO PROVINCIALE DEI GIOVANI DI TRENTO
• BORGHINI Giorgia - PROVINCIA AUTONOMA DI TRENTO
• BUKA Teuta – KKEKSH (ALBANIAN COMMISSION FOR CATHOLIC SCHOOL)
• BRIGNOLI Lucio - ANCI LIGURIA
• COSTARELLI Cristina - ANP (ASSOCIAZIONE NAZIONALE PRESIDI)
• CRISTOFORETTI Giuliana (Chair) - PROVINCIA AUTONOMA DI TRENTO
• DE FINO Gabriella (Vice Chair) - TSM (TRENTINO SCHOOL OF MANAGEMENT)
• FABRIS FULVIO - REGIONE AUTONOMA FRIULI VENEZIA GIULIA
• FRASSONI CRISTINA (Project leader) - TSM (TRENTINO SCHOOL OF MANAGEMENT)
• GAGNEUX Esther - FIDAE (FEDERAZIONE ISTITUTI DI ATTIVITÀ EDUCATIVE)
• GENTILINI Donatella - ANP (ASSOCIAZIONE NAZIONALE PRESIDI)
• GIACOMELLI Andrea - REGIONE AUTONOMA FRIULI VENEZIA GIULIA
• GÖTSCH Hannes - BASIS VINSCHGAU VENOSTA
• HUANG Yuan - CCPIT COMMERCIAL SUB COUNCIL
• HUBER Johannes - WIRTSCHAFTSKAMMER TIROL
• LAPIŅA Inga - EMPLOYERS CONFEDERATION OF LATVIA
• LIU Yaping - CABP-CHINA ASSOCIATION OF BUSINESS PROFESSIONALS
• LOCHMANN Vera – CHAMBER OF LABOUR, ARBEITERKAMMER TIROL
• LUMINATI Cassiano - POLO POSCHIAVO
• MALI Darko - CENTER REPUBLIKE SLOVENIJE ZA POKLICNO IZOBRAŽEVANJE – CPI
• MITROTTA Emma - PROVINCIA AUTONOMA DI TRENTO
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• MUCA Zamira - KKEKSH (ALBANIAN COMMISSION FOR CATHOLIC SCHOOL)
• MULAZZI Floriana - UNIVERSITÀ DEGLI STUDI DI MILANO
• NÖBAUER Daniela - OFFICE OF THE SALZBURG PROVINCIAL GOVERNMENT (DEPARTMENT
1/LABOUR MARKET)
• REVERBERI Brunella - REGIONE LOMBARDIA
• VJAKSE Jolanta - EMPLOYERS CONFEDERATION OF LATVIA
• WANG Chongya - CCPIT COMMERCIAL SUB COUNCIL
• WEINGARTNER Ursula - LAND TIROL
• YAO Xin - CCPIT COMMERCIAL SUB COUNCIL
• ZHANG Huanxin - CCPIT COMMERCIAL SUB COUNCIL
Attention is drawn to the possibility that some elements of this document may be subject to patent rights.
CEN- CENELEC policy on patent rights is described in CEN-CENELEC Guide 8 “Guidelines for
Implementation of the Common IPR Policy on Patent”. CEN shall not be held responsible for identifying
any or all such patent rights.
Although the Workshop parties have made every effort to ensure the reliability and accuracy of technical
and non- technical descriptions, the Workshop is not able to guarantee, explicitly or implicitly, the
correctness of this document. Anyone who applies this CEN Workshop Agreement shall be aware that
neither the Workshop, nor CEN, can be held liable for damages or losses of any kind whatsoever. The use
of this CEN Workshop Agreement does not relieve users of their responsibility for their own actions, and
they apply this document at their own risk. The CEN Workshop Agreement should not be construed as
legal advice authoritatively endorsed by CEN/CENELEC.
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Introduction
The Alpine Macroregion, located in the centre of Europe, is among the richest, most dynamic, innovative
and competitive areas in many respects.
EUSALP – EU STRATEGY FOR THE ALPINE REGION is one of the four European Macroregional strategies
and aims at fostering transnational collaboration among the Alpine States by joining human passions,
natural resources and economic assets, linking cities, plains, valleys and mountains to find solutions to
common challenges that can be solved better together.
EUSALP has nine thematic Action Groups. The focus of AG3 is to improve the adequacy of the labour
market and of the education and training systems in order to foster increased employment levels,
especially in strategic sectors.
1
The analysis developed by INAPP and published in February 2019 in the framework of the Interreg
Alpine Space project "Alp Gov I", "Dual Systems in the Regions of the Alpine Space", highlights the
2
complexity and heterogeneity of the dual training models of the seven EUSALP countries . The profound
differences should be brought together in order to identify possible forms and solutions.
Dual training system is a model of professional training that aims at fostering young employability,
promoting the match between supply and demand and countering early school leaving. Dual training
systems are, in general, characterised by a learning process which develops in a workplace as well as in
an educational or training institution. At the end of this process the apprentice/intern gains a
qualification or a recognised certificate. The dual training system is generally based on a formal
agreement between the enterprise and the apprentice/intern or between the enterprise and the
educational institution.
3
This CWA aims at bringing the level of discussion and dialogue on dual training to a higher level. A
constructive and structured debate has been held within the Workshop and all stakeholders belonging to
the European countries part of EUSALP had the opportunity to give their contribution, defining a shared
and effective strategy for the development of apprenticeship/traineeship.
Thus, the development of a CWA based on the consensus of the parties is the most suitable tool to provide
policymakers and all interested stakeholders with a guide, a reference document which can act as a
catalyst for further documents, proposals and future European projects.
This CWA presents recommendations not requirements and its character is voluntary.
of the introduction.

1 INAPP (Istituto Nazionale per l’Analisi delle Politiche Pubbliche) is an Italian public research organisation, whose main goal is the analysis,
monitoring and evaluation of the labour policies and services, education and training and of all the social policies with a direct impact over the
labour market.
2 For further comparison about this issue see also SWORD (School and Work Related Dual Learning), Autonomous Province of Trento, Erasmus+,
2014.
3
A CWA (Cen Workshop Agreement) is an agreement developed and approved in a CEN Workshop; the latter is open to the direct participation
of anyone with an interest in the development of the agreement. There is no geographical limit on participation; hence, participants may be from
outside Europe. A CWA does not have the status of a European standard. It involves no obligation at national level.
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1 Scope
This CWA defines quality criteria and guidelines for an effective dual training. The document aims at
simplifying the dual training process for every kind of structure and includes examples of best practices
related to different country-specific or sector-specific experiences. It also includes two annexes: the first
one will target the code of conducts for enterprises and the second one will define training contract’s
4,5
general principles .
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
• ISO Online browsing platform: available at https://www.iso.org/obp
• IEC Electropedia: available at https://www.electropedia.org/
3.1
Dual based system
Dual based system formally combines and alternate company-based training (periods of practical work
experience at a workplace) with school-based education (periods of theoretical/practical education
delivered in a school or training centre) and lead to nationally recognised qualification upon successful
completion. In case of apprenticeship, there is a contractual relationship between the employer and the
apprentice, with the apprentice being paid for his/her work.
3.2
Dual system partners
Refers to all parties involved in the dual systems: VET providers, employers, apprentices, employers’
associations, trade unions, the government, student unions, etc. The three main partners are VET
providers, employers and trainees or apprentices.
3.3
Dual system scheme
A systematic overview about how dual system provision is designed, delivered, assessed, certified and
governed within the overall VET system.
3.4
Competence
Ability to apply knowledge and skill to achieve intended results.
[SOURCE: ISO/IEC 17021-1:2015, 3.7]
3.5
Host organization
A legal entity which can be private, semi-public or public acting as the place of work for the
apprentices/trainees and responsible for providing practical work based learning experience under the

4
This CWA covers dual system mainly referenced to EQF level three and above.
5
Significant identified good practices have been included in this CWA.
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supervision of a professional with a significant background in the field of the experience. Enterprises are
usually included in the host organisations.
3.6
IPOO Model
A new theoretical approach to school learning. IPOO is an acronym of Input, Process, Output, Outcome.
3.7
Job Shadowing
Job shadowing is a type of on-the-job training that allows an interested employee to follow and closely
observe another employee performing the role. This type of learning is usually used to onboard new
employees into an organization or into a new role. Job shadowing may also be used as a learning
opportunity for interns or students to gain an understanding of the role requirements and the job tasks.
3.8
Knowledge
Facts, information, truths, principles or understanding acquired through experience or education.
[SOURCE: ISO/IEC TS 17027:2014, 2.56]
3.9
Mentor
Any experienced person who provides guidance and support in a variety of ways and acts as a role model,
guide, tutor, coach or confidant for a young person or novice (i.e. someone joining a new learning
community or organisation).
3.10
Qualification
A formal outcome of an assessment and validation process which is obtained when a competent authority
determines that an individual has achieved learning outcomes to given standards.
[SOURCE: EQF Recommendation, 2017]
3.11
Work-based learning (WBL)
A key aspect of VET directly linked to its goal of helping learners acquire the knowledge, skills and
competences with direct relevance for the labour market.
3.12
Skill
Ability acquired through education, training, experience or other means to perform a task or an activity
with a specific intended outcome.
[SOURCE: ISO/IEC TS 17027:2014, 2.74, modified — The wording in the definition has been reordered]
3.13
Skill needs
Demand for particular types of knowledge and skills on the labour market (total demand within a country
or region, economic sector, etc.).
[SOURCE: Cedefop, 2010]
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3.14
Social dialogue
Negotiation, consultation or simply exchange of information between or among representatives of
governments, employers and employees, on matters of common interest relating to economic and social
policy.
[SOURCE: ISO 26000:2010, 2.17, modified]
3.15
Social partners
Employers’ associations and trade unions forming the two sides of social dialogue.
[SOURCE: Cedefop, 2008, p. 170]
3.16
Trainer/in-company trainer
Employers’ Anyone who fulfils one or more activities linked to the theoretical or practical training
function, either in an institution for education or training, or in the workplace.
In-company trainers are understood as those trainers fulfilling their training functions in the workplace.
3.17
Tutor
Any experienced and competent professional that offers a learner guidance, counselling or supervision.
3.18
VET provider
Any organisation or individual providing education or training services.
3.19
VET teacher
A teacher is a person whose function is to impart knowledge, know-how or skills to learners in an
education or training institution. A VET teacher is a person who works in education and training who
aims to equip people with knowledge, know-how, skills and/or competences required in particular
occupations or more broadly on the labour market.
3.20
Vocational education and training
Vocational education and training, abbreviated as VET, sometimes simply called vocational training, is
the training in skills and teaching of knowledge related to a specific trade, occupation or vocation in which
the student or employee wishes to participate.
Vocational education may be undertaken at an educational institution, as part of secondary or tertiary
education, or may be part of initial training during employment, for example as an apprentice, or as a
combination of formal education and workplace learning.
[Source: Eurostat Statistics Explained, 2021]
4 Governance of the dual systems
When addressing the governance of the dual-based system we have to take into account national
circumstances and several possible parameters. The governance of the dual system is not univocally
defined as it refers to different issues.
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In general, we refer to governance by considering it a form of collaboration among the different bodies –
institutional and non-institutional – involved in the functioning of dual systems.
Considering that this CWA focuses on the dual system’s quality criteria, the main emphasis will be on the
following statements:
• Involvement of public institutions, social partners, sectoral level and intermediate bodies;
• Definition of the Applicable Legal Framework;
• Sharing costs for mutual advantage of enterprises, VET providers and learners;
• Feedback-mechanism between VET systems and labour market needs;
• Collaboration between VET institutions and enterprises.
4.1 Involvement of public institutions, social partners, sectoral level and intermediate
bodies
The collaboration among different partners and actors is very important for the Alpine region, where an
effective and continuous social dialogue among the different levels (national, regional and local), the
institutional actors and the social partners involved is highly recommended. The heterogeneity of
national, regional and local governance in the Alpine region is however a complex issue. Therefore, it is
difficult to define a single perspective, due to the different degrees of decentralization.
In this frame, public institutions should:
• Work at engaging the social partners to design and implement organisation and content of vocational
programs by instituting permanent and well organized venues for a better collaboration among the
parties;
• Reinforce the networks involved and manage the apprenticeship, activating effective synergies.
In order to involve social partners, public institutions could establish multi-stakeholder Committees
focused on the apprenticeships’ analysis. A good referring example is the dual system of German speaking
countries (Austria, Germany, Lichtenstein and Switzerland), which is shaped as a corporative model,
where employees’ trade unions and employers’ associations are actively and continuously involved in the
planning, managing and evaluating phases.
Within this framework, tripartite Committees have been established (or even “quadripartite”, given the
involvement of representatives from two institutional levels). These Committees are focused on the
apprenticeships’ analysis: they elaborate and disseminate strategic guidelines for the evolution of the
system, both on a national (federal) and regional level. This is particularly beneficial for an effective
construction of the dual system’s strategy since it helps to establish a permanent collaboration among
the partners.
The main tasks of these committees should be:
• The production of regular reports concerning the monitoring and evaluation of apprenticeship
systems and specific potential critical sides;
• The identification of corrective measures;
• The introduction of innovation in procedures, tools and rules;
• The introduction and implementation of feedback mechanisms with relevant research institutions.
Committees should include:
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• Representatives of governments;
• Representatives of trade unions;
• Representatives of employers’ associations;
• Education and training experts.
4.2 Definition of the Applicable Legal Framework
Establishing a clear legal framework, aiming at defining the design, implementation, monitoring and
evaluation of quality dual systems is a key element when addressing apprenticeship in the Alpine region.
Its main goal is to guarantee mutual rights and responsibilities, paying a special attention to the following
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functions :
• Setting the standards for the main training and skills development requirements in order to ensure
the learning content and quality of the programme;
• Providing a clear outline of the rights, roles and responsibilities of all relevant parties and, in some
cases, institutionalizing the specific role of key actors, notably the social partners;
• Specifying the status of the trainee;
• Outlining the basic terms and conditions, including (where applicable) entitlement to remuneration
and other benefits;
• Determining the (minimum) duration of the training as well as the distribution of time between
school- and work-based training;
• Specifying quality assurance mechanisms;
• Defining the agreement arrangements between the educational institution, employer and trainee,
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usually reflected in a training agreement, and conflict resolution mechanism ;
• Setting the minimum qualifications and length of previous professional experience for trainers both
at the educational institutions and within the enterprises.
A further level of recommended involvement is with sectoral bodies, whose members belong to trade
unions and employers’ associations. Since they directly operate on the field, they can be extremely useful
for the production of qualifications, assessment criteria, accreditation of enterprises and quality
assurance for on-the-job training.
The regulatory framework should:
• Recognize the unique status of the trainee as a learner and secure his/her right to high quality
training with strong transferable elements;

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This scheme was defined in 2013 by the European Commission, Apprenticeship and Traineeship Schemes in EU27: Key Success Factors A
Guidebook for Policy Planners and Practitioners, European Commission, December 2013. , pp 14-15.
7
Over the years some countries established specific research institutes with the aim of monitoring and evaluating the dual systems (e.g. BIBB in
Germany, ibw and öibf in Austria or SBFI in Switzerland). They played and play a key role in the design and the improvement of the dual systems
thanks to their contribution, among others, on individuating the main labour market trends, on collecting training regulations and teaching
materials and producing annual apprenticeship monitoring reports.

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• Safeguard the rights and responsibilities of the main partners (see Annex A on Code of Conduct)
while leaving questions of trainee content, assessment and certification to be agreed upon by
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employer and employee representatives ;
• Support governments in focusing on facilitating and regulating the overall processes;
• Facilitate accreditation procedures for enterprises and workplaces that offer traineeship and/or
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other quality assurance measures .
4.3 Sharing costs for the mutual advantage of enterprises, VET providers and learners
The final report Apprenticeship supply in the Member States of the European Union by the European
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Commission identifies two main financing models when addressing apprenticeships:
• The first model is based on having the public sector as the central source of finance, with national and
several European public funds.
• The second model, instead, offers a kind of shared financing with different actors and parties
(enterprises, public sector, families and learners) involved. In the second case the enterprises play a
key financial role.
It is hard to identify a unique and more effective financing model in the Alpine region. It is necessary to
ensure a strong motivation among all the partners (enterprises, VET institutions and students) in order
to engage them the best.
According to national regulations and practices the State should have the responsibility of financing the
off-the-job training activities; the enterprises should take in charge the costs of the enterprise-based part
of training, such as – among others – staff, on-the-job trainers, administration, assessment and
certification costs. The narration of especially positive students’ apprenticeship experiences might help
overcoming the stereotypes and preconceptions usually connected to vocational training.
In some regions of the Alpine area apprentices have reduced salaries during the training period, thus co-
participating to the overall finance sharing system, as explained above. Different kinds of systems ask for
different kinds of cost-sharing.
Each stakeholder carries out different costs and benefits, both on the financial and non-financial level. A
...