Trends, Issues and Challenges for EU VET Policies Beyond 2010

Author(s):

Guy TchibozoJasper van looPascaline Descy

Conference:

ECER 2009

Network:

2. Vocational Education and Training (VETNET)

Format:

Round Table

Session Information

02 SES 01 A, Challenges and Issues for VET

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

HG, HS 23

Chair:

Pekka Ilmari Kamarainen

Contribution

The Lisbon Strategy is coming to an end. In 2010, stock will be taken of the progress achieved since March 2000, and a new impulse to the progression of EU economies and societies will be given. Reflections on how to design the next steps have started. The present contribution takes place in this context. The research question addressed in this contribution is: in the field of VET, what should the medium-term policy agenda look like? In other words, what should be the priorities for VET policy in the next 5 to 10-year span of time? This research is clearly policy-oriented. It has been conducted by the European Centre for the Development of Vocational Training (Cedefop). The aim is to feed in the EU and national VET policy-making processes with research-based recommendations. The contribution is based on the research report, which will be published at the end of 2009 (1).

Method

On the methodological side, the approach was based on analysing which challenges VET systems will be facing in the near future. Two types of challenges were identified, external (e.g. generated by economic competition) and internal (e.g. resulting from the need for increased professionality of VET staff). These challenges were identified through reviews of research literature and of relevant descriptive statistics from Eurostat and the OECD, mainly. The geographical scope covers more than 20 EU member states. The major challenges thus identified were considered possible priorities for a VET policy agenda beyond 2010.

Expected Outcomes

Findings show that four sources of external pressures and four types of internal trends raise issues and challenges for future VET policies and systems. External pressures come from labour markets – decreasing quality and security in youth employment, lack of progress in geographical mobility and in flexicurity policies, skills shortages (2) –; demographic changes (decreasing school participation while working age is increasing); economic competition (3) and society’s expectations in terms of social cohesion / social inclusion (4). Internal trends are also pushing to increase VET’s profile and attractiveness (5), systems’ transparency through qualification frameworks (6), teachers and trainers’ professionality (7), and to modernise the provision of Information, Advice and Guidance (8). Policy recommendations stemming from this review are in terms of institutional action to meet the need for attractiveness and transparency (e.g. diversifying VET offer); and of action for professional development of VET and IAG staff.

References

(1) Cedefop, Modernising vocational education and training: fourth report on vocational education and training research in Europe: synthesis report. Luxembourg: Publications Office, 2009 (forthcoming). (2) Strietska-Ilina, O. Skill shortages. In: Cedefop. Modernising vocational education and training: fourth report on vocational education and training research in Europe: background report, volume 1. Luxembourg: Publications Office, 2009 (Cedefop Reference series; 69). (3) Smits, W. The private benefits from vocational training: a new framework. In: Cedefop. Modernising vocational education and training: fourth report on vocational education and training research in Europe: background report, volume 1. Luxembourg: Publications Office, 2009 (Cedefop Reference series; 69). (4) Preston, J.; Green, A. The role of vocational education and training in enhancing social inclusion and cohesion. In: Cedefop. Modernising vocational education and training: fourth report on vocational training research in Europe: background report, volume 1. Luxembourg: Publications Office, 2009 (Cedefop Reference series; 69). (5) Lasonen, J.; Gordon, J. Improving the attractiveness and image of VET. In: Cedefop. Modernising vocational education and training: fourth report on vocational education and training research in Europe: background report, volume 3. Luxembourg: Publications Office, 2009 (Cedefop Reference series; 71). (6) Coles, M.; Werquin, P. The role of national qualifications systems in helping to modernise vocational education and training systems. In: Cedefop. Modernising vocational education and training: fourth report on vocational education and training research in Europe: background report, volume 3. Luxembourg: Publications Office, 2009 (Cedefop Reference series; 71). (7) Parsons, D. et al. The training and development of VET teachers and trainers in Europe. In: Cedefop. Modernising vocational education and training: fourth report on vocational education and training research in Europe: background report, volume 2. Luxembourg: Publications Office, 2009 (Cedefop Reference series; 70). (8) Borghans, L; Golsteyn, B. Modernising vocational education and training: the importance of information, advice and guidance over the life-cycle. In: Cedefop. Modernising vocational education and training: fourth report on vocational education and training research in Europe: background report, volume 1. Luxembourg: Publications Office, 2009 (Cedefop Reference series; 69).

Author Information

Guy Tchibozo

CEDEFOP

Area Research and Policy Analysis

Finikas, Thessaloniki

Jasper van loo

Cedefop

Area Research and Policy Analysis

Thessaloniki

Pascaline Descy

Cedefop

Research and Policy Analysis

Thessaloniki

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