The Business Model approach is a methodology designed to help VET institutions align their programmes with the labour market needs and become a liaison between the industry and graduates of VET schools. The fundamental mission of the Business Model approach is to increase the VET schools’ and Centres of Competencies’ market relevance and mode of operation through a long-term advancement of Occupational Standards, Curricula and Teaching and Learning Material (TLM). The Model also serves as a mechanism in which schools can develop partnerships with private companies with the mission of offering students opportunities for professional development through professional practice.
The Business Model approach was initially incepted through the Project KSV/015 – “Support to VET Reform” as one of the pillars for the development of VET School governance and is comprised of four main components organised as three structured units:
I) Industrial Liaison and Career Guidance;
II) Information Systems and Data Management, and
III) Service Provision Unit (SPU).
The following section describes the main duties and tasks of each of the three pillars of the Business Model approach.
Industrial Liaison and Career Guidance unit
Through the Industrial Bodies established at the respective profile level, schools will have direct access to enterprises that recognise the profession and represent the potential future employer for the students. Additionally, the school will involve the companies in obtaining information when generating Market Needs Analysis and identification of Skills and Knowledge Need Analysis within a profession.Through the Industrial Advisory Boards and Industrial Bodies, schools will have the opportunity to:
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- have direct access to relevant industry actors;
- become part of the major changes and future developments within a specific industry;
- be well-informed regarding new initiatives or technologies within the industry;
- identify the methodologies and equipment needed;
- develop their staff capacities by directly linking with the industry or transferring school practices to companies operating in the respective market;
- ensure comprehensive participation from the private sector within their priority profile(s).
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The Industrial Bodies consist of 4-10 businesses for a particular profile, whereas the Industrial Advisory Boards (IAB) consist of 3-5 members from all the priority profiles.
Tasks of the Industrial Liaison and Career Guidance unit include:
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- identify relevant trends on the labour market; assisting in the development of Skills and Knowledge Needs Assessment (SKNA) and Training Needs Assessment (TNA);
- coordinate and promote relationships and communication networks with Private Sector, Public Institutions and Social Partners;
- planning, arranging and formalising cooperation agreements with businesses and labour providing institutions;
- provision of Career Guidance to TVET students and enrolment candidates;
- marketing of CoC VET offer and income-generating activities (promote visibility).
Tasks of the Information System and Data Management Unit:
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- collect and analyse statistics and information using a regularly updated database (data and information centralisation);
- assume tasks related to Monitoring & Evaluation;
- disseminate information internally and externally to stakeholders such as public institutions and businesses;
- peripheral implementation and management of National or Regional Information Systems and Digitalized Tools.
Tasks of the Service Provision Unit (SPU):
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- identification and provision of income generation activities;
- provision of services to the community;
- manage the offer of short courses and post-secondary programmes.