Higher VET in Europe Karin Luomi-Messerer 3s, Vienna, Austria Vienna, 22 November 2018 ECVET Experts Conference: Higher VET in Europe Visions for the future
Overview Understanding of higher VET Higher VET in EU policy Drivers for higher VET Types of higher VET Core characteristics of higher VET Challenges for higher VET Points for discussion
Understanding of highervet No common understanding across Europe Vocationally oriented types of programmes and qualifications offered at EQF levels 5 to 8 which do not fall within the overarching qualifications framework of the European Higher Education Area Cf. Cedefopstudy: The changing nature and role of vocational education and training in Europe
Higher VET in EU policy - examples Bruges Communiqué (2010) called on MS to develop or maintain post-secondary or higher VET at EQF level 5 or higher Communication on Re-thinking Education (2012) called on countries to promote excellence in the sector of VET including by developing the VET offer at higher levels New Skills Agenda (2016) higher level VET provision is steadily expanding and is valued by both learners and employers for providing skills needed on the labour market. Such developments need to be further encouraged and be appropriately integrated into the qualification frameworks and systems calls for supporting the development and visibility of higher VET opportunities through partnerships between learning providers, research and business, with a particular focus on needs for higher level skills at sectoral level
Drivers for higher VET Labour market needs vocational skills at higher levels Ensuringcompetitiveness of the labour market at the global level, innovation and economic gowth Technology, by replacing routine tasks, is making jobs more demanding and requiring higher skills Higher-level skilled jobs, requiring their incumbents to use cognitive skills, cannot be readily substituted by automation Ensuring attractiveness of VET by offering pathways in VET without dead ends
Types of higher VET #1 Post-secondary/tertiary (formal) VET mainly linked to EQF level 5 (some: 6) build on secondary general education and offer the acquisition of vocational competences in addition to the previous education; or aim at up-skilling holders of VET qualifications school-based with wbl-elements Examples: AT: Colleges for Higher Vocational Education CY: Post-secondary certificates and diplomas DE: Trade and technical schools EE: VET certificate, level 5 EL: Vocational training diploma (IEK) IE: Post Leaving Certificate SE: Higher Vocational Education NO: Vocational Colleges
Types of higher VET #2 Qualifications acquired based on professional experience and skills examinations (formal and non-formal) strong link to occupational activities and labour market requirements often without compulsory training Master craftsperson qualifications EQF levels 5: FR, HR, LU; EQF level 6: AT, DE; not yet levelled: NO Other examples: AT: Ingenieurqualifications BE-fl: Professional qualifications CZ: Vocational Qualifications EE: Occupational Qualifications FI: Specialist Vocational Qualifications NL: non-regulated qualifications UK: National Vocational Qualifications
Types of higher VET #3 Higher-level CVET provided outside the formal education system e.g. by adult education centres, public employment services or private companies Examples: BE-fr: higher VET courses delivered by PES IE: Second Chance and Adult Learning programmes
Core characteristics of higher VET Perception: image of VET is also lower at higher levels(compared to HE) exceptions: e.g. AT, DE, FR Learners: often IVET graduates but also adult learners with work experience Purpose: primarily access to the labour market (exceptions!) Governance: traditionally strong links to the labour market and employer involvement Profile: traditional focus on applied knowledge Pedagogical/didactical approach, learning sites: strong focus on practice-oriented learning and WBL
Challenges #1 Lack of visibility in statistics - ISCED ISCED 1997 ISCED 2011 Level 4: Post-secondary non-tertiary education (general, pre-vocational, vocational) Level 5: First stage of tertiary education - 5A: theoretically based/research preparatory/giving access to professions with high skills requirements - 5B: practical/technical/occupationally specific Level 6: Second stage of tertiary education Source: UNESCO, 1997; UNESCO, 2012. Level 4: Post-secondary non-tertiary education (general and vocational) Tertiary education (academic and professional) Level 5: Short-cycle tertiary education Level 6: Bachelor or equivalent Level 7: Master or equivalent Level 8: Doctoral or equivalent
Challenges #2 Lack of visibility -NQF
Challenges #3 Lack of permeability Lack of parity of esteem Lack of awareness and understanding of the purposes and functions of higher VET
Future developments? Future expectations expected growth in VET provision at higher levels Visions for VET for 2035 higher VET in parallel to HE or as part of the HE sector equal preference (Cf. Cedefop study: The changing nature and role of vocational education and training in Europe )
Points for discussion Taking a lifelong learning perspective vs. dichotomy between sectors of education distinction between higher VET and HE useful? Labelling / trademark clearly recognised European nomenclature? for all higher VET types or specific ones? higher VET or other (e.g. professional education and training without higher )?
References Cedefop(2011). Vocational education and training at higher qualification levels. Cedefop(2014). Qualifications at level 5: progressing in a career or to higher education. DG EMPL. (2016). Higher Vocational Education and Training in the EU. Cedefop(forthcoming). Vocationally oriented education and training at higher education levels. Expansion & diversification in European countries(cedefopproject Changing nature and role of vocational education and training in Europe, Working paper 6)
Thank you! Karin Luomi-Messerer 3s reserach laboratory WiednerHauptstraße 18, 1040 Wien Phone +43-1-5850915-41, Fax -99 luomi-messerer@3s.co.at, www.3s.co.at