Apprenticeship facilitating tool package

Tool focus

The package incorporates three interlinked tools:

1. Certificate of Pedagogical Aptitude is aimed at ensuring the technical-pedagogical required qualifications to work as a trainer on internship.
2. Business Professional Internship Programmes – PEPE
3. Online Employability Roadmap for Cape Verde

Target group

Public and private apprenticeship practitioners:

1. Working on enhancing the pedagogical quality of trainers/instructors
2. Developing a business oriented internship programme
3. Considering taking advantages of online information facilities.

Employers’ associations representatives seeking to engage members (companies) in work based learning programmes such as internship/apprenticeship.

Students wishing to be informed and or join internship/apprenticeship programmes.

Introduction

The Skills Initiative for Africa (SIFA) is a project implemented by the African Union Commission (AUC) and the African Union Development Agency (AUDA-NEPAD) with the support of the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), the Kreditanstalt für Wiederaufbau (KFW), the International Labour Organisation (ILO), and the European Training Foundation (ETF). SIFA is co-funded by the Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung (BMZ) and the European Union (EU). SIFA aims to promote the occupational prospects of young Africans through the support of innovative skills development programmes and in close cooperation with the private sector as an integral and key stakeholder in the creation of jobs. One of the key activities of SIFA is the creation and dissemination of knowledge on topics relating to employment-oriented skills development through exchange and dialogue formats. These take place through the African Skills Portal for Youth Employment and Entrepreneurship (ASPYEE) and through regional and continental event formats such as Africa Creates Jobs (ACJ). Learning offerings, knowledge products and tools shall support SIFA’s audience in facilitating skills development on the continent. SIFA’s audience includes political decision and policy makers, private sector associations and other entities, TVET practitioners and other stakeholders involved in skills development and youth employment. The final beneficiaries of the programme activities are African youth. The African Union’s (AU) Technical Vocational Education and Training (TVET) Decade Plan of Action focuses strongly on enhancing the quality of apprenticeships and engaging with the private sector. SIFA supports the implementation of the action plan and, via its ASPYEE portal, disseminates knowledge on existing approaches towards implementing apprenticeships in Africa, including lessons learnt.

A comprehensive overview of the varying apprenticeship tools in the form of approaches, models, procedures, forms etc. that are used in the African countries and easily accessible is missing. Easily accessible apprenticeship supporting tools and guidelines shall enable governmental TVET authorities, skills development practitioners in the private sector, TVET colleges, Non-Governmental Organisations (NGO) and Development Partners (DP) to improve the design and implementation of apprenticeship programmes and initiatives.

It is against this background and guided by a research and mapping concept that SIFA has supported the identification of practical tools applied that has facilitated the advancement and implementation of apprenticeships in selected AU member states. This paper is part of a series of papers presenting and discussing apprenticeship-facilitating tools used within a diverse selection of apprenticeship programmes implemented in different AU member states. The papers' introductory TVET sections do not claim to be exhaustive. They serve solely to provide context for the sections presenting the apprenticeship programmes and tools. The tools do not necessarily represent the most advanced tools but rather robust examples that could be applied by apprenticeship projects at different stages of their advancement.

It is in this context that apprenticeship in Cabo Verde has been surveyed to identify practical apprenticeship facilitating tools. Out of the many possibilities, two apprenticeship programmes and associated tools are presented and discussed.

The TVET system of Cabo Verde³

Following the four-year-long second cycle of primary education, graduates can enter TVET at technical schools. These schools are offering two years vocational programmes (level IV) within various vocations covering the service, industrial, and artistic sectors. These programmes are qualifying graduates for the labour market. After completing these two-year programmes (10th year), graduates can progress on to two-year vocational specialisation courses leading to a professional qualification (level V).

Within general secondary education, a few vocational training opportunities exist. Three vocational institutions offer programmes at general secondary schools leading to a lower qualification (level III) than the above-mentioned programmes. In addition, nine municipalities offer five specialised vocational programmes in irrigation, agriculture and fruit growing, cheese making, canalisation and fishing.

At present, reforms to the TVET system are considered based on two scenarios:

1. For the first scenario, referred to as “condensed”, a vocational pathway is envisaged which has an identical structure to the general education pathway and which is completed in a four-year cycle from Year 9 onwards. This option aims to provide a secondary school leaving certificate (Year 12) and a Level IV vocational qualification in accordance with the National Qualifications System.
2. The second scenario, called "tendential", is based on two consecutive cycles consisting of vocational qualifications at level III (1st cycle) and level IV (2nd cycle). In this scenario, after successful completion of the first cycle, students can (i) enter the labour market or (ii) continue to the second cycle, where a secondary school qualification can be obtained, enabling them to continue their studies in fields related to higher education.

Source: Plano Estratégico Da Educação Cabo Verde, 2017-2021. https://minedu.gov.cv/media/plano/2020/10/05/Plano_Estrat%C3%A9gico_da_Educa%C3%A7%C3%A3o.pdf

Apprenticeship in Cabo Verde

Formal apprenticeship

In addition to the TVET programmes, four internship programs exist in the country, namely:

1. The Business Professional Internship Programme (PEPE), the largest programme, places interns in the productive sector - both private and public companies/institutions.
2. Professional Internship Programme in Public Administration (PEPAP)  aims to provide a new opportunity for young people who are looking for their first job, young graduates who are unemployed and young people who are employed but do not have a job that matches their field of education and level of qualification. The programme enables young graduates aged up to 30 to undertake a paid professional internship in public administration services and institutions. Trainees with a university degree are given preference when applying for a relevant position in the public sector.
3. Professional Internship Programme for Information and Communication Technologies (PEPIT). The PEPIT programme aims to fill IT skills gaps in a context of strong technological change. ICT for market needs in terms of key skills and consolidated experience; promoting self-employment, incubating projects in the fields of ICT.
4. Professional Internship Programme for Social Inclusion (PEPIS).

Informal/traditional apprenticeship

Informal training is provided within families, where skills are passed on from one generation to the next, and when local artisans take up apprenticeships. This is modelled along the lines of informal training in most other African countries.

An example is the Jov@Emprego project , financed by the Government of Luxembourg. The ILO and its local partners carried out various activities to integrate young people into the labour market. The project reached out to women entrepreneurs, in particular to those with low incomes. A pilot project was implemented to strengthen the capacities of 50 entrepreneurs in the informal market of Praia called 'Sucupira'. It supported the growth and formalisation of the entrepreneurs’ businesses. The project developed a practical entrepreneurs manual.

Acknowledging the importance and accessibility of informal apprenticeship to a large number of young people, recognition of prior learning (RPL) is seen as a way to formalise acquired skills. This is supported by the Decree-Law No. 54/2014 of 22 September on VRCC:

"People acquire, with their life experience, namely in professional activities, knowledge and skills relevant to the exercise of many activities. These skills can and should be formally certified and, if necessary, complemented with training adapted to individual needs, thus promoting access to higher levels of qualification. “

Source:    Decree-Law No. 54/2014 Regula o sistema de reconhecimento, validação e certificação de competências (RVCC) professionais adquiridas e desenvolvidas ao longo da vida, nomeadamente em contextos de trabalho
http://iefp.cv/wp-content/uploads/2018/07/Novo_RJGFP_DL_N53-2014_de_22_Setembro.pdf

The National Qualification System (NQS) and the legal framework for VET are opening up to RPL opportunities as part of the 'Validação de Reconhecimento e Certificação de Competências' (VRCC) [Recognition, Validation and Certification of Competences].

The VRCC facility is available to people over 25 years of age with at least five years of work experience. Only accredited entities can be engaged in VRCC, which should follow a four-step process.

Source: African Continental Qualifications Framework. MAPPING STUDY. Country Report – UPDATE 2021. Working Paper. CABO VERDE. SIFA. Skills for Youth Employability Programme’ by Author: Eduarda Castel-Branco. European Training Foundation – ETF. October 2021 https://acqf.africa/resources/mapping-study/cape-verde-country-report-update/@@display-file/file/Cabo%20Verde_NQF%20UPDATE%202021.pdf

The Programme: Instituto Emprego e Formação Profissional – IEFP

IEFP is a public body, under the supervision of the Ministry of Finance, responsible for the implementation of Employment and Vocational Training policies, defined and approved by the Government. The IEFP's mission is to promote the employment and employability of citizens through the implementation of active and passive employment policies and measures, entrepreneurship, self-employment, professional training, and professional internships, preferably through the private sector, municipalities, and NGOs in harmony with the guidelines and strategic options defined by the Government.

Package tool A:  Certificate of Pedagogical Aptitude (CAP) 

The following is a tool aimed at ensuring the technical-pedagogical qualifications required to work as a trainer. This certificate was created in line with the certificate existing in Portugal and other European countries as a guarantee of the quality of the trainer, thus contributing to the quality of the entire training process.

The CAP takes into account two essential aspects:

(a) Possession of a valid Certificate of Pedagogical Aptitude (CAP) issued by a competent certifying body; the issuance of the CAP is subject to the following conditions, among others:

1. Scientific, technical, technological and practical training, which requires the possession of a qualification equal to or higher than the trainee's initial level in the fields in which the training is provided; and
2. Pedagogical training through successful completion of a basic pedagogical training course for trainers.

b) The Certificate for Vocational Trainers in Cabo Verde is awarded or recognised by IEFP and requires successful completion of a specific training course for vocational trainers. As a guarantor of the quality of training, this national institution is responsible for passing the pedagogical training certificate to all trainers who take the course, as it is a prerequisite to be a trainer in Cape Verde.

As mentioned above, every trainer must obtain a Certificate of Trainer Aptitude (CAP) before becoming a trainer. The CAP is valid for a maximum period of five years and can be renewed for equal and consecutive periods provided certain conditions are met, such as scientific updating, development of a continuous process of pedagogical adaptation and performance demonstrated in the field of vocational education.

Evidence that the professional and pedagogical competences can only be granted if they are cumulatively demonstrated during the period of validity should include:

1. Scientific and technical updating of training in the field in which he/she is a specialist, to be demonstrated through a professional curriculum and/or specific training;
2. Development of a continuous process of pedagogical adaptation, in particular through the frequency of pedagogical training with a minimum duration of 40 hours;
3. Demonstrated performance in the field of training by type of intervention, in particular in terms of the number of hours as trainers, the institutions, the evaluation of their performance and the results obtained.

Package tool B: Business Professional Internship Programmes (PEPE) 

In 2018, the Instituto de Emprego e Formação Profissional (IEFP) launched the Business Professional Internship Program (PEPE), whose main objective is to facilitate the introduction of trained people into the world of work.

The Platform for Employment and Professional Placements - PEPE - includes a range of services useful for finding and offering employment and professional placements in Portugal and abroad. It supports all the procedures of application, reception, evaluation, selection and implementation of professional internships and guarantees objectivity, impartiality and transparency of the internships offered by companies.

PEPE is aimed at young people aged between 18 and 35, looking for their first or new job if they have never had a job in the area in which they were trained. The candidates must hold a certificate qualification from a higher education institute or a vocational training institution with a minimum duration of 200 hours and be certified by the IEFP. The duration of the internships must not be less than six and not more than 12 months.

The PEPE offers grants to interns, the costs of which are borne by the companies. Interns with a university or secondary school degree are offered 20,000 Cape Verde escudos (approx. 203 USD) and interns with a vocational training degree are offered 15,000 Cape Verde escudos (approx. 152 USD).

To make this possible, various tax incentives have been introduced to encourage companies to hire interns. The tax benefits codes, in article nº 30, provide the possibility to have a 50% tax reduction on the cost of taking on interns.

IEFP has developed an effective website that makes it easier for young Cabo Verdeans to find internships and for companies to post internship positions. The web platform offers customised web pages for internship applicants and companies. 

The internship programme entails some attributions to the sponsoring bodies, namely the companies and the tasks and duties of the interns. This essentially means that companies must appoint an internship supervisor, who cannot accompany more than three interns at the same time. The orientation of the internship consists of:

1. Development of an individual internship plan;
2. Carrying out the technical and educational supervision of the intern and monitoring his/her progress against the objectives set out in the individual internship plan;
3. Monitoring the attendance of the intern; 
4. Evaluating the results achieved by the interns at the end of the internship.

In addition, the intern should be offered a monthly allowance and should be covered by occupational accident insurance taken out by the company. The company is required to inform the intern about the rules and procedures of the internship. The intern is guided and supervised during the internship and receives a certificate of attendance at the end of the internship.

The interns have the duty to:

1. comply with the internship rules and procedures;
2. commit to carrying out the activities and tasks assigned to them within the internship; 
3. comply with the internship guidance, as well as the norms and company regulations.

“The platform allows young Cabo Verdeans and employers to search for and offer internships and employment. This means that any young person in any part of the country can access the program, apply for internships via this platform, as long as they have access to the internet”.

The registration, as shown below, is done by filling in the forms: with the data of the candidate in one form and with the data of the company applying for interns in the other form.

Once registered, they will access another form where the interns will create their CV and declare their interest by identifying the position/affiliation they are applying for; the company will create their request for affiliation and develop an internship and candidacy offer.

Both will be able to learn about the profile of the other, which facilitates the triggering of the internship procedure.

How to register?

Candidate Environment

Company Environment

Package tool C :  Online Employability Roadmap for Cape Verde

The Online Roadmap is a compilation of the Employability Handbook and Roadmap for Cape Verde, developed by the International Labour Organization (ILO) and the United Nations Development Program (UNDP), in partnership with the Government of Cape Verde and with funding of the Grand Duchy of Luxembourg.

This roadmap is an online tool that, in a highly interactive way, guides the user through questions aimed at clarifying their employment interests, education and training needs, (including internship), employability etc.

As can be seen below, the roadmap consists of four parts. In a step-by-step process, each step provides the users with a set of questions helping them to reflect on their position by being realistic about their own competencies and employment interests and to identify opportunities that may lead to employment.

Figure 1: PEPE Online Employability Roadmap

Figure 2: Interactive career guide

Interactive options guide the user as shown in the figure above. Minor exercises are included which users are encouraged to do.  The aim of the exercises is to clarify where the individual stands and, by asking questions, to show what is needed to achieve their career goal.

Part 3, for example, is about a good CV. Practical examples and videos show the user how to compose a good CV. Different types of CVs are presented and a template for a CV in "europass" format is available for download.

The same practical approach is used for a letter of motivation that should accompany an application. The section guides the user through an interview situation with suggestions, tips and a structure. Finally, the user is assisted in finding a job and in carrying out a work placement.  

Figure 3: Guiding exercises

• To ensure the quality of training, trainers must be qualified, which implies qualification requirements. The CAP addresses this by setting clear requirements for becoming a trainer. In addition, it focuses on maintaining the competences of trainers by requiring that trainers keep up to date on technical, professional and pedagogical aspects relevant to their work as vocational trainers.
• PEPE is an excellent internship programme that, through contemporary communication channels, facilitates the following:
  • The matching of potential interns with companies' need for labour;
  • The enhancing of interns' employability through work-based learning in a structured internship;
  • The possibilities of real job opportunities for interns;
  • The opportunity for companies to tap into qualified young people and train them for their company;
  • The motivation for companies’ engagement through tax benefits.
• The PEPE Online Employability Roadmap is a well-designed and a contemporary tool that likely will appeal to young people. It links many of the employability factors, such as education, professional skills, sector understanding, career ideas etc. thereby providing a comprehensive guiding tool. As an example of comprehensiveness, the roadmap points to vocational training including internship as an important factor that will strongly improve employability. The Roadmap brings VET stakeholders together, which not only strengthens their importance but also facilitates cooperation that can be used for other aspects of TVET, such as promoting apprenticeship/internship programmes

• The requirements for maintaining competences can be complicated and demanding for the individual trainer, and this also applies to verification. When considering the qualifications/competences of trainers and how they are maintained, it is important to set up a system that is easy to use by both the individual trainers and the respective TVET institutions.
• PEPE targets a segment of young people within a specific age group who are educated and might be comparatively more employable than other segments of young people.
• Necessary reliable internet access could make access practically (and economically) difficult, especially in countries where internet access is not as available/accessible as in Cabo Verde.
• It should be noted that PEPE is supported by strong development partners who can provide technical and financial assistance for the development of the PEPE platform. The establishment of a similar programme therefore requires the availability of the necessary technical and financial resources. To remain relevant, the web facilities need to be constantly maintained and the programme itself needs to be further developed, e.g. in terms of tax benefits offered to companies. Development and maintenance activities, which incur costs, should not be underestimated or neglected. 
• Reliable internet access could make access more difficult practically (and economically), especially in countries where internet access is not as available/accessible as in Cabo Verde.
• It should be noted that PEPE is supported by strong development partners who can assist in offering technical and financial support for the development of PEPE platform. Consequently, the establishment of a similar programme will require the availability of the necessary technical and financial resources. To stay relevant, the web facilities will need constant maintenance and the programme itself will need development for example on the tax benefits offered to companies. The costs for development and maintenance activities should not be underestimated or neglected.