Trends in European VET

Christian Lettmayr Acting Director

LINQ 2013, Rome 16 May 2013

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At the interface of education and labour market

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-2%

-13%

-3%

9%

-20%

-10%

0%

10%

20%

30%

TOTAL LOW MEDIUM HIGH

The impact of the crisis on the European labour market Employment growth (%) by education (2008-2011)

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-20 0 20 40 60 80

Low qualification

Medium qualification

High qualification

All qualifications

Low qualification

Medium qualification

High qualification

All qualifications

Millions

Expansion demand

Replacementdemand

Upper secondary still the main LM component...

26%

59%

15%

Youth

Low Medium High

19%

48%

33%

AdultEmployment by level of education (EU-27 2012)

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Mismatch Adjustment lags of education and training system

Lack of mobility

INFORMATION ASYMMETRY

Adjustment lags in labour demand

Recruitment frictions

Inadequate job design

Wage rigidities

Ineffective intermediaries

Skill supply

Active population

Participation rates

Skills heterogeneity within qualifications groups

Imperfect career councelling and guidance of students

Country-specific factors

Demographics

Level of economic development

Economic structure

Technology

Institutions

Skill demand

Employment by sector/occupation/education

Job vacancies

Job-task skill requirements

Outcomes

Loss of productivity & growth

Structural unemployment

Earnings inequality

Social exclusion

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2020 forecasts: high demand for VET graduates

Jobs for medium level qualified people almost 51%

Jobs for highly qualified people more than 34%

Jobs for those with low qualifications around 15%

Past and likely future sectoral employment change

Source: Cedefop country workbooks 2012

Future job opportunities by occupation

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EDUCATION AND TRAINING SYSTEM

Planning and delivery of teaching and learning processes

LABOUR MARKET

Identification of demand for skills and competences

Formulation of knowledge, skills and competence requirements

Assessment and certification of knowledge, skills

and competence

Validation and recognition of learning

• Council recommendation adopted in September 2012

– Establishes a national system by 2015 leading to full or

partial qualifications

– Defines elements to be included and principles to be

respected

– Ensures the involvement of LM stakeholders

– Promotes coordination between education, training,

employment and youth services and policies

Validation and recognition of learning

Validation: the confirmation by an authorised body that a learner has achieved

outcomes according to an agreed standard.

- Key to adult and lifelong learning and to skill strategies

- Diversity of use across Europe – countries are progressing

High development

High take up

Medium –high

development

Medium-low Low

Finland

France

The Netherlands

Norway

Portugal

Denmark

Germany

Romania

Spain

Sweden

UK

Austria,

Belgium

Czech Republic

Estonia

Iceland

Italy

Ireland

Lithuania

Slovakia

Slovenia

Bulgaria

Croatia

Cyprus

Greece

Hungary

Latvia

Malta

Poland

Turkey

WBL – actions by countries

STD5a Work-based learning, including apprenticeships Number of countries

Apprenticeship or similar programmes Guidelines providing for work based learning in VET

Work-based learning elements in school based IVET programmes Strategy to foster VET-Enterprises cooperation to ensure quality and relevance

Incentives for enterprises to provide training or employment Learning methods in VET including simulated or real business experience

Campaigns encouraging enterprises to provide or invest in VET Services that assist in finding training places for VET learners in enterprises

in place by 2010 and not changed in place by 2010 and adjusted since put in place since 2010 preparing for implementation no action

Source: Cedefop

STD5b Cooperation between VET institutions and enterprises Number of countries

Training VET teachers/trainers to help learners acquire entrepreneurship skills Guidelines for VET teacher development including enterprise traineeships

Services that assist VET institutions in finding partners in the business world Guidelines encouraging staff exchange between enterprises and VET providers

Services that assist in finding training places for VET teachers in enterprises

in place by 2010 and not changed in place by 2010 and adjusted since put in place since 2010 preparing for implementation no action

Source: Cedefop

Provisional information – not validated at national government level – not for circulation

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STD16 Maximising the contribution of VET in combating early leaving from education

Number of EU + countries Candidate

countries Guidance and mentoring for learners in IVET programmes

Apprenticeship or similar programmes

Work-based learning elements in school based IVET programmes

LLL or VET strategy supporting early school leavers and those at risk

Opportunity to obtain missed qualifications in VET

Modularised IVET programmes

Incentives for learners and their families to remain in VET

Incentives for enterprises to provide training or employment

Opportunity to acquire underdeveloped key competences in VET

Opportunity for those with migrant background to learn the host country language

Psychological and social support to learners in IVET programmes

Regulations easing access to VET

Alternative routes within mainstream VET

Training for VET teachers and/or trainers to support disadvantaged learners

Incentives for VET institutions to prevent drop outs

in place by 2010 and not changed in place by 2010 and adjusted since put in place since 2010 preparing for implementation no action reported on

Source: Cedefop (based on ReferNet ) and ETF

Work-based learning to

help different types of learners succeed

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Adult learning is underdeveloped Financial resources are limited

Reluctance to invest in HC

Lack of awareness of training and skills development needs and benefits

Overreliance on (fresh) labour supply to provide necessary skills

Overconfidence in market mechanism

Different adult learning cultures

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LLL is ill-distributed

Skills begets skills

The older

you get,

the less

you train

18%

15%

7%6%

Participation in adult learning by

occupations - EU-27 average 2005-10

Skillednon Manual

High SkilledManual

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Table 1. State of play and progress towards STD18

STD18 Using ICT to maximise access to training and to promote active learning

Number of EU+ countries Candidate countries

ICT strategy or ‘digital agenda’ considering ‘at-risk’ groups

Development of ICT based learning tools/methods to help ‘at-risk’ groups learn

LLL or VET strategy which promotes using ICT for ‘at-risk’ groups

Training VET teachers and/or trainers to help ‘at-risk’ groups in using ICT

Incentives helping at risk groups to cover ICT and internet costs

VET platforms or web portals tailored to the needs of ‘at-risk’ groups

in place by 2010 and not changed in place by 2010 and adjusted since put in place since 2010 preparing for implementation no action reported on

Source: Cedefop based on ReferNet and ETF.

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