Finalist of the 1st ILO Skills Challenge Innovation Call
Scaling Dual Training through Social Franchising, Ánima, Uruguay
Scaling Dual Training through Social Franchising is one of the finalists of the 1st ILO Skills Challenge Innovation Call. The solution, submitted by Ánima Bachillerato Tecnológico (Uruguay), proposes to replicate the dual training model implemented by Ánima, including transferring Anima’s knowledge and methodologies, to other public or private educational organizations and institutions.
Ánima is a technological baccalaureate with two orientations: Management and Information Technology. It is a privately run educational institution with free access aimed at socially vulnerable young people. Ánima has been implementing dual training in Uruguay since 2016. Basically, their dual training model aims at recognizing work as a learning space complementary to that of the classroom. The apprentice undertakes paid training practices in relevant companies in each sector, three times a week, four hours a day. Ánima’s approach does not merely address the skills mismatch; it is the very reason for its creation.
Through is dual training model, Ánima seeks to contribute to the conception and design of public policy by creating a solution that includes the transfer of knowledge and methodologies, and the input of educational organizations and institutions. This is a win-win approach, as young people finish high school with two years´ work experience in high quality jobs, and companies prepare for the future by participating in the training process of potential workers.
Martín Morales, Ánima graduate"Attending Ánima provided me with a great opportunity, as it enabled me through the training practices to became acquainted with the world of work, something which otherwise would only have happened later, at university. I learned professionally how to manage my time and work, and I acquired technical skills.
Now I have more tools to continue performing in the world of work. Professionally, I have even improved my vocabulary, which is now more technical.
The relationship between work and classroom was complementary, sometimes it went side by side and it helped me to interact better with teachers; for example I would say, 'look here, I learned it this way, how can I apply it in another way?'. My work matched what I was studying.”
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