General Trends in VET in Europe over the Past Decades Keynote Address

General Trends in VET in Europe over the Past Decades

Keynote Address

Dr Hubert ErtlDepartment of Education

University of Oxford



European Models in VET VET in two national contexts: England and Germany◦Characteristics◦History and contexts◦Current reforms

The bigger picture◦Questions and issues in VET◦Challenges for VET teachers and

trainers



VET Model

s

market model•regulation of training is

left to market forces• mostly work-based training

European Models in VETEuropean Models in VET

state model•state regulates training and education (nationally or regionally)•mostly school-based training

dual model•regulation through combination of market

forces and state•combination of venues



VET Model

s

market model• regulation of training is

left to market forces• mostly work-based training


strong connection between work and training needs of training company determine training supply of training places dependent on economic situation of companies



VET Model

s


state model• state regulates training and education (nationally or regionally)• mostly school-based training

strong connection between vocational and general/academic education wider needs of society determine training state guaranties availability of training



VET Model

s


dual model• regulation through combination of market

forces and state• combination of venues

compromise between world of work and societal needs

state determines legal framework, other stakeholder determine

contents of training market forces and state intervention

influence availability of training



VET Models:ideal-types – adaptation

through comparisons and globalisation

market model•regulation of training is

left to market forces•mostly work-based training

(example: UK)

European Models in VETEuropean Models in VETstate model

•state regulates training and education (nationally or regionally)•mostly school-based training

(examples: France, Sweden)

dual model•regulation through combination of market

forces and state•combination of venues

(examples: German-sp.-c.)



England

Low participationin WBL (~ 8% of age cohort, declining)

Patchy employer involvement

‘Qualifications jungle’, state-funded and private qualifications

Voluntarist VET system beyond age 16

Germany

High participation (~ 55% of age cohort, stable)

Strong employer involvement

~ 250 state-recognised qualifications

Compulsory education/ training up to age 18



Voluntarist principle ◦Individuals not compelled to engage in

education and training ◦Employers not compelled to train young

people Liberal market economy:

◦Political goal of labour market flexibility◦Minimal labour market regulation ◦Few licences of practice

Policy environment: constant change



Principle of neo-corporatism◦Societal interest groups (corporations) determine

VET (self-determination of employers and trade unions)

◦State sets legal framework for self-determination Vocationally-structured labour market

◦Initial training as the ‘ticket’ to the labour market and further training

◦Training occupations refer to specific work roles and benefits in the labour market

Policy environment: stability and consensus



VET in the Dual System

Secondary School

Universities andPolytechnics

FurtherEducation

Workplace

public governanceand public law

private businessand private law

‘School-based

System’



VET in the Dual System

‘School-based System’

Year ‘Transition System’

VET in specialised

Colleges

Dual System

1995341,13731.9%

180,27116.9%

547,06251.2%

2000460,10737.8%

175,46214.3%

582,41647.8%

2004488,07339.5%

211,53117.1%

535,32243.3%



Structural modernisation◦ new training occupations (IT sector, entertainment...)◦ shorter procedures for updating training occupations

Institutional co-operation◦ between smaller companies◦ between the dual partners

Didactic innovation◦ focus on comprehensive work tasks◦ focus on social learning and learning –to-learn skills

Re-conceptualisation of curricula◦ introduction of concept of ‘learning areas’◦ modularisation



Secondary School

Universities

Workplace

public governanceand public law

private businessand private law

Further Educatio

n

VET

School to Work: The English School to Work: The English casecase



1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

End of calendar year

0.0

20.0

40.0

60.0

80.0

Pro

po

rtio

n o

f th

e ag

e co

ho

rt %

Participation in Full Time Education 16 year olds

Participation in WBL 16 year olds

Employer Funded Training 16 year olds



Most recent VET reform has focused on qualifications and qualification frameworks:◦ NQF and Framework for Achievement◦ Strengthening of Apprenticeships◦ 14-19 Diplomas

Limited reform of curriculum or pedagogy

Rise of compulsory participation age to 18



CONSIDEROPTIONS

17

GCSE

Foundation Learning Tier

Apprenticeship

Foundation or Higher Diploma

Foundation Learning Tier

Higher or Advanced Diploma

GCSE / A-Level

Employment withtraining

CONSIDEROPTIONS

14

Further education

Higher education

Employment

Employment with training

Apprenticeship post 18CONSIDEROPTIONS

18

CONSIDEROPTIONS

16



How can employers be engaged in VET matters?

How can the relevance of school-based VET for the world of work be increased?

How can VET be made more attractive for high-achieving students?

What contribution can VET make to social inclusion of disadvantaged societal groups?

Is the way forward to reform qualification systems or to develop curricula and pedagogy?

What is the contribution of qualification frameworks and credit transfer schemes?



Establishing the link between school-based VET and the world of work

Interpreting and implementing political reform agendas

Being responsive to the needs of an increasingly diverse and individualised group of students/trainees

Responding in an innovative way to declining resources

‘Reform fatigue’ in the face of an ‘avalanche of change’„[...] the preparedness of teaching staff to initiate innovation has declined substantially (‘not another new thing’).“ (Dubs 2003, p. 3)



Documents

General Trends in VET in Europe over the Past Decades Keynote Address