Eu vocational education

7/29/2019 Eu vocational education

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Modernising

vocational education

and trainingFourth report on vocational education

and training research in Europe:

executive summary

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Modernising vocation

education and trainin

Fourth report on vocational educand training research in Europe:executive summary



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is available on the Internet.

It can be accessed through the Europa server (http://europa.eu).

http://europa.eu/

http://europa.eu/



The European Centre for the De

of Vocational Training&HGHIRSLVWKH(XURS

reference centre for vocational education a

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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.

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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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Foreword



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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



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

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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



Modernising vocational education and training4

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Introduction

Modernising vocational education and training (VET) is the ov

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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

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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



PART I

Challenges for vocationaleducation and training

modernisation

1. European competitiveness:

the role of human capital&RPSHWLWLYHQHVVLVDOHYHUWRDFKLHYHHFRQRPLFVRFLDODQGHQYLU

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dependent upon several factors and it increasingly appears to

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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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Challenges for vocational education and training m

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% of employees having undergone training provided by the employer

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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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CVET is not yet part of the toolbox to promote active ag

discussions on lifelong learning for adults focus on

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also no apparent relationship between how much a co

demographic ageing and participation in CVT. Those

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northern Member States are less affected by agein

provide more CVT.

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participation. Providing promising employment opport

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deliver VET in multiple contexts. Expanding the profes

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are embedded in corporate strategy.

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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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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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capacities is substantially different from targeting by soDQGSUREDEO\PRUHDSSURSULDWHLQWHUPVRIPRGHUQLV

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cooperation and social solidarity across communities

7KHVHDUHOLNHO\WREHHQKDQFHGE\UHODWLYHHTXDOLW\social institutions and the prevalence of societal attit

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democratisation (%XWNH\WRVRFLDOFRKHVLRQLVQRWRQO\W

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able to accommodate limited educational inequality wit

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of occupational mobility across social classes. Comprehensive e

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)LJXUH Learning effects on social cohesion

Source: Adapted from Green et al., 2006, p. 54. Dotted arrows indicate possible

simultaneous reverse causality.

Dispersion of educational

outcomes

Social cohesion

Trust Civic cooperation

Socialisation

Income dispersion

Labour market structures: union density, collective agreement,

minimum wage

Learning




Compulsory education is organised in a unique system

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funded and strongly involves social partners in VET

learning is more prevalent in the Nordic countries than aLVVWURQJO\XQGHUSLQQHGE\WKHVRFLDOSDUWQHUVDQGWKH6WD

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

beyond compulsory age.

Attractiveness is a cumulative process. People will use the sys

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involved is thus critical to attractiveness; the more VET is used b




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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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VWXGLHVDQGODERXUPDUNHWHQWU\1DWLRQDOSROLFLHVIRUWof VET pathways and delivery methods include: diversify

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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

higher academic education and developing permeability



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).

Despite progress made on implementing policies which may ac

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efforts aimed at better informing students on the range of opportunFDQRIIHUDQGHVSHFLDOO\WKHLQVWLWXWLRQDOSURFHGXUHVWRDFFHVVWK

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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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and transfer of learning outcomes between independent instit

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11

): it must be possible toDOOTXDOLÀFDWLRQVLQWHUPVRIOHDUQLQJRXWFRPHVWRGHSLFWDOOTXDO

in a hierarchy or continuum to describe learning levels; to ass

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that all types of learning can be accredited and assessed. Depend

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In the absence of systematic impact research and evaluatio

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assuring education and training provision; and promoti

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education or VET) are themselves logical and consi

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themselves politically and/or legally to developing an overa

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consider an overarching NQF as a priority (13).

The EQF levels descriptors relate exclusively to l

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quality assurance function of the tool. A deeper analysis of the c

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by which the acquisition of learning contents can be paused and

at any point. Focusing on learning outcomes and less on learning

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some countries to proceed fairly hesitantly with implementing the EQ

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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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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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might be a thrust towards more robust professional un

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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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KRZHYHUULFKHUDQGPRUHUHJXODWHGIRU,9(7WHDFKHUVVET professional profile. Common themes for VET

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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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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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Teacher and trainer competence and effectivenes

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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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enterprises are not. Thus one cannot confront the discourse on new

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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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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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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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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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(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



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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Modernising vocateducation and train

Fourth report on vocational ed

and training research in Europ

executive summary



&/



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

Fourth report on vocational education

and training research in Europe:

executive summary

4068 EN

Free of charge - On request from Cedefop

5 *

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Documents

Eu vocational education