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7/29/2019 Eu vocational education
http://slidepdf.com/reader/full/eu-vocational-education 1/54
Modernising
vocational education
and trainingFourth report on vocational education
and training research in Europe:
executive summary
&/
7/29/2019 Eu vocational education
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Modernising vocation
education and trainin
Fourth report on vocational educand training research in Europe:executive summary
7/29/2019 Eu vocational education
http://slidepdf.com/reader/full/eu-vocational-education 5/54
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is available on the Internet.
It can be accessed through the Europa server (http://europa.eu).
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The European Centre for the De
of Vocational Training&HGHIRSLVWKH(XURS
reference centre for vocational education a
We provide information on and analyses o
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Peter Kreiml, Chair of the Gove
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countries and the European Commission adopted the Copenhagen de
The declaration underlines the contribution of VET to achieving the Lis
and sets priorities for VET systems reforms through enhanced coopera
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SULRULWLHVIRUUHIRUPDUHUHÀQHGThe third review of the Copenhagen process has just been comple
the French Presidency and the Bordeaux communiqué has set new
for future developments in VET. Cedefop is active in accompanying
process by reviewing national developments and progress in VET and
comparative analyses of policies.
,QIRUPLQJ(XURSHDQ9(7SROLFLHVZKLFKLVDSULRULW\IRU&HGHIRSP
SURYLGLQJWKHHYLGHQFHEDVHIRUSROLF\PDNLQJ,WLVWKHWDVNRIUHVHDUFKWRand explain the complex relationships between education and trainin
socioeconomic system. Research aims at reducing complexity and imp
understanding of causes and effects to identify the means and strategies
to be most effective and acceptable in solving a problem.
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of the socioeconomic context that drives the modernisation of VET sysQHHGWRLQFUHDVHFRPSHWLWLYHQHVVGHVSLWHGHPRJUDSKLFDJHLQJODER
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Foreword
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YRFDWLRQDOHGXFDWLRQDQGWUDLQLQJUHVHDUFKLQ(Modernising vocational education and train
The fourth research report is the result of
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van Loo. They gathered and carried out sec
analysis of the material and drafted the v
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in preparing this publication.
This executive summary relies on the an
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Acknowledgements
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Foreword
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Table of contents
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Part I: Challenges for vocational education
and training modernisation
1. European competitiveness: the role of human capital
/DERXUPDUNHWSUHVVXUHVRQ9(7
3. Demographic trends and implications for VET
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Part II: Trends in vocational education
and training modernisation
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Table of contents
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Modernising vocational education and training4
/LVWRIÀJXUHV
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3 Teachers and academic staff in upper secondary ed,6&('E\DJH
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Introduction
Modernising vocational education and training (VET) is the ov
WKHPHRI&HGHIRSҋVIRXUWKUHSRUWRQ9(7UHVHDUFK,WDLPVWRSUR
GLVFXVVWKHHYLGHQFHEDVHIRUWKHSURFHVVRIHQKDQFHGFRRS
9(7ZKLFKVHWVSULRULWLHVIRUUHIRUPLQJ9(7WRFRQWULEXWHWRWK
SURFHVV(XURSHDQ&RPPLVVLRQ7KHUHSRUWUHOLHVRQ
FRQWULEXWLRQVE\UHVHDUFKHUV&HGHIRSDDDQGEpooled together these contributions and complemented them with
UHVHDUFKWRGRFXPHQWGLVFXVVDQGDQDO\VHWKHVRFLRHFRQRPLFFR
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VET policies have to consider the complex relationships and interdep
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of VET research to investigate and explain these relationships
effects. Sound research focuses on reducing complexity and imprXQGHUVWDQGLQJRIFDXVHVDQGHIIHFWVWRLGHQWLI\WKHPHDQVDQGV
expected to be most effective and acceptable in exploring and
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vocational education and training attempts to address this issue by
together research to discuss policy priorities for VET. This repor
9(7 OL L L L G E ( 8
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Modernising vocational education and training6
RI9(7XVHRITXDOLÀFDWLRQVIUDPHZRUNVDQGWKHVKLIWWR
changes affecting VET teacher and trainer roles as we
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Aim of Cedefop reporting series on VET research
The present publication is the fourth issue in the series of reports on V
by Cedefop since 1998 (a). The aim of the reporting series is to provid
socioeconomic research in fields related and relevant to VET and skill d
its results and implications for policy and future research. Research re
tool for evidence-based policy-making. The reports also identify gaps
and empirical work and suggest how future research can address thes
(a) Cedefop (1998); Cedefop, Tessaring (1999); Cedefop, Descy and Tes
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PART I
Challenges for vocationaleducation and training
modernisation
1. European competitiveness:
the role of human capital&RPSHWLWLYHQHVVLVDOHYHUWRDFKLHYHHFRQRPLFVRFLDODQGHQYLU
JRDOVDQGHQVXUHDJRRGTXDOLW\RIOLIHIRUFLWL]HQV&RPSHWLWLY
dependent upon several factors and it increasingly appears to
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Modernising vocational education and training8
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and of the labour force.
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comparative studies as well as detailed analyses into the
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performance on the other.
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mobility.
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unemployment remains a matter of serious concern as the g
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Challenges for vocational education and training m
25
30
35
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% of employees having undergone training provided by the employer
and career development. An examination of several indicators s
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(as shown by a reduction in unemployment benefit replaceme
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policies may also be interpreted as a decreasing involvement
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focus should now be on promoting job and employment security. E
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Figure 1. Work organisation and employer-providedtraining – EU-27, 2005
A1: Autonomy
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Modernising vocational education and training10
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emerging. These result from the increased importance att
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Challenges for vocational education and training m
3. Demographic trends and implications for
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is diminishing. This will have a negative impact on the number of WKHODERXUIRUFHLQHPSOR\PHQWDQGDOVRRQROGDJHGHSHQGHQF
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PDUNHWHQWUDQWV7KHVHGHPRJUDSKLFFKDQJHVEHDUFRQVHTXHQFHinitial and continuing VET (IVET and CVET).
The reduction in the young age cohort will cause the total numbe
students and graduates to decline. This diminution is estimated
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This has a negative impact on the demand for teachers and t
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,9(7LVQRWRQO\LQÁXHQFHGE\FKDQJHVLQWKHVL]HRIWKH\RXQJDJHLVDOVRDIIHFWHGE\WKHLUSUHIHUHQFHVDQGWKRVHRIWKHLUSDUHQWVE\SR
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and the integration of people with special needs in mainstream educ
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Modernising vocational education and training12
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CVET is not yet part of the toolbox to promote active ag
discussions on lifelong learning for adults focus on
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clear negative relationship between participation in co
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also no apparent relationship between how much a co
demographic ageing and participation in CVT. Those
States most affected by ageing are less active in CV
northern Member States are less affected by agein
provide more CVT.
Financial incentives and social security regulat
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participation. Providing promising employment opport
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Challenges for vocational education and training m
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LQQRYDWLRQFDSDFLW\DQGSURGXFWLYLW\VHHDOVR&KDSWHURQHQeconomic performance here below).
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awareness campaigns could support managerial staff to combat
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Modernising vocational education and training14
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deliver VET in multiple contexts. Expanding the profes
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and trainers).
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are embedded in corporate strategy.
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Challenges for vocational education and training m
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and management support for training provision.
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5. Promoting social Europe:
the role of education and VET
The specific role of VET in promoting and sustaining social
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part of the mechanisms by which concomitant models of econom
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participation but this can be considered as a narrow form of social
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Modernising vocational education and training16
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but are victims of some forms of exclusion from particip
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seem to be more successful in terms of combating excl
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cooperation and social solidarity across communities
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able to accommodate limited educational inequality wit
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Challenges for vocational education and training m
of occupational mobility across social classes. Comprehensive e
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minimum wage
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Modernising vocational education and training18
Compulsory education is organised in a unique system
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funded and strongly involves social partners in VET
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of State subsidy (particularly for those with low levels o
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towards the needs of socially excluded groups with the
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among adults and the young. Comparing this model w
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outcomes seem to be crucial for achieving high levels of e
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PART II
Trends in vocationaleducation and training
modernisation
6. Improving the image and attractiveness o
The general impression resulting from analysing indicators
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to VET at tertiary level and the general attractiveness of VET to e
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the public image of VET tends to be good.
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Increasing VET enrolment is seen not only as a means of providin
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people who would not otherwise have participated in education an
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involved is thus critical to attractiveness; the more VET is used b
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Modernising vocational education and training20
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transparency) (7);
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tuition fees ().
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attractiveness of VET shows that the policy approaches
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improving governance and image.
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entrants will be all the more attracted if they feel that the
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for low ability students; and modularising VET to allow le
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The Copenhagen process promotes enlarging the ran
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irreversible choice. They also improve access from subt
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Trends in vocational education and training m
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recognition of the importance of these partnerships. Another tool o
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of their VET systems.
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In the Member States actions on the status of VET tend to focus on
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vocational content with the aim of increasing employability of graduDFDGHPLFURXWHV&HGHIRS'XQNHOHWDO10).
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Modernising vocational education and training22
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policies. A methodology to approach consistently the issue
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competences recognised and to consider possibilities for advaThey help to identify possible gaps in education and training provis
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The large numbers of European and other countries that are reo
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emerge from reform needs: to open access to education and tr
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that all types of learning can be accredited and assessed. Depend
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Modernising vocational education and training24
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education or VET) are themselves logical and consi
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by which the acquisition of learning contents can be paused and
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has gained attractiveness over the past decades. Validating and e
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account national and European institutional reform needs and inte
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Modernising vocational education and training26
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and private providers compete as well as funding pr
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trainers have also to be seen in the light of the shift t
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training in Europe. Arrangements have seen some comm
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or trends across the whole of VET practice emerge.
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of continuing professional development (CPD) that m
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Examining the teaching profession () indicates a high proportio
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(Figure 3). Quantitative shortages may appear if replacement
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teaching profession because of occupational mobility is not m
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at upper secondary level and will reduce demand for VET teac
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Figure 3. Teachers and academic staff in upper secondary ed(ISCED 3), by age, 2005
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Modernising vocational education and training28
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the replacement demand generated by the high numb
trainers reaching retirement age.
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conditions and career opportunities are among the mos
of attractiveness. Other factors are the perceived stat
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agents. Teachers and trainers are not neutral condu
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and modernising VET systems. They not only implem
reforms as well as they may generate their own change
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modernising agenda. This is usually achieved through un
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Trends in vocational education and training m
Another conclusion that emerges from carrying out a review of
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enterprises are not. Thus one cannot confront the discourse on new
needs and themes for VET teachers and trainers professional dev
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trainer initial and continuing professional development in terms of pa
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and relates poorly to the reality of teaching and training in VET.
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Modernising vocational education and training30
contributes to maximising educational and training atta
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to avoiding retraining and the direct and indirect costs as
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people in better timing continuing training efforts. Such su
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resulted in outsourcing guidance services. While both dPDUNHWRULHQWDWLRQFRXOGEHIDFWRUVRIÁH[LELOLW\LQLWLDW
research indicates that they raise issues of quali
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Trends in vocational education and training m
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the fact that such methods are more effective when direct interact
counsellor complements them (). Holistic guidance practices are
a concern to reconcile both personal and professional aspirations ra
being led merely by employment concerns (7UDLQLQJRI,$*SUD
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few countries have established specialised career guidance researcRUSURJUDPPHVDWWHPSWLQJWRGHYHORSWKHNQRZOHGJHEDVHLQDV\VW
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Modernising vocational education and training32
and maximise its impact: approach the guidance and c
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well thought strategies to include ICT in practitioner toolb
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and multiculturalism. Literature also points out the need
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10. Conclusions
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Trends in vocational education and training m
(a) research on VET attractiveness emphasises the need for in
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and options to return to general education either at secondary a
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V\VWHPVVKRXOGEHDSULRULW\IRUIXWXUHUHVHDUFK(b) teacher and trainer competences and effectiveness appear
cornerstone of European VET reforms. They are required not
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well as being able to dialogue with industry and the local co
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List of abbreviations
CPD continuing professional development
CVET continuing vocational education and training
CVT continuing vocational training
EQF European qualifications framework
EU European Union
IAG information, advice and guidance
ICT Information and communication technology
ISCED international standard classification of education
IVET initial vocational education and training
NQF national qualifications framework
OECD Organisation for Economic Cooperation and Development
R&D research and development
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BE Belgium
BG Bulgaria
CZ Czech Republic
DK Denmark
DE Germany
EE Estonia
IE Ireland
EL Greece
ES Spain
FR France
IT Italy
CY Cyprus
LU Luxembourg
HU Hungary
MT Malta
NL Netherlands
AT Austria
PL Poland
PT Portugal
RO Romania
SI Slovenia
SK Slovakia
FI Finland
SE Sweden
Country codes
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formal rational action theory. Rationality and Society
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&HGHIRS%RUJKDQV/*ROVWH\Q%0RGHUQLVLQJYRFDWLRQDOHGXFD
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of education and training: third report on vocational
Europe: synthesis report /X[HPERXUJ3XEOLFDWLRQV2
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Cedefop. Modernising vocational education and train
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Modernising vocateducation and train
Fourth report on vocational ed
and training research in Europ
executive summary
7/29/2019 Eu vocational education
http://slidepdf.com/reader/full/eu-vocational-education 54/54
Between 2006 and 2008, the European Centre for the
Development of Vocational Training (Cedefop) conductedresearch on the needs and ways of modernising VET in the
EU beyond 2010. The resulting papers are the basis of
Cedefop’s fourth report on VET research. This executive
summary reviews the major issues analysed in the report, and
the findings and conclusions reached. It outlines the
expectations placed on VET by policy-makers, firms, labour
markets, VET professionals and users, and society as a whole.
The major challenges and future prospects for policy and
research are also presented.
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Modernising vocational education and training
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and training research in Europe:
executive summary
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