��D�G!��f��\��|���[|���Δ��)�����ٗU� ��7���d]:�_��)Ԥ p%��F#� In terms of vocational education and training (VET), the German system is a reference in Europe. A graduate is an individual who has successfully completed an education programme. In 2015, almost one third (30.5 %) of all enterprises with 10 or more persons employed in the EU-27’s business economy provided IVT, although the proportion varied greatly across EU Member States. h��TߋW=7�&��d2'qPL����A]K��;�yp��&Һ�&�)ه>X�R����AT��u�Ԕmu�UP����*��m]K� ւ,%*Tl_��$��?8��o�w���{�a. \�u�Y�"���z�e}�~����Kf��ɚ�#��Ճ�qkZ The data on the cost of CVT courses (as shown in Figure 6) have been converted to purchasing power standards (PPS) rather than presenting these costs in euros; purchasing power standards are an artificial currency which adjusts for price level differences between countries. More information on graduates from secondary and post-secondary non-tertiary education is available in a separate article. A similar comparison for post-secondary non-tertiary graduates reveals a wider range between the EU Member States. The German VET system (both initial and continuing VET) and Vocational education and training (VET) is designed both for young people without upper secondary qualifications and for adults already in work life. The school has been a flagship ECDL test centre in Austria for the past three years. Source: Eurostat (online data code: educ_uoe_grad01). ≙\0�Cxu����A��r?fEŊ8�)��uI��+�9ܮ���G�?�G�~�����c���`:~���|7q`�ہ�U�;TV�&q�����ޥ��#;�S��/8���8S��@\������^���5�潫����t���j���4�U�7mT3�Ǚ>��.QW�o>�^�R��3��+��S9B���N5&k�q����v����y+����R�&�l�*��R��0���V�A;R$3����X���lP%q,�^�dc�H����o$��2��f3unm����\*w��6�;v���xX]>o��w�[f�y-l{����aϬf�/`4��rhXI �d�'�Ƣ-�D�Ri@3^@]0`�C� $ n+�BI��!��(7�� ��ШMZ�DЬl���2��B�?�}��J����M(�q�[4��X��5� �8���>�x��,�����d����A�)�:�����Cv�q��������H,�0w1�1�\�����O�W�:��?�[�}�uߐ"��iކl�#a_����g��I�`���� ReferNet also disseminates information on The following types of other forms of CVT may be identified: A participant in CVT courses is a person who has taken part in one or more CVT courses during the reference year. In December 2010, in Bruges (Belgium) the priorities for the Copenhagen process for 2011-2020 were set, establishing a vision for vocational education and training. While the EU-27 had a higher proportion of male pupils than female pupils in vocational training, this was not the case in Bulgaria, Ireland or Croatia, which were the only Member States that reported a higher proportion of female than male pupils following a vocational programme within lower secondary education. In the remaining three Member States — Denmark, Latvia and Lithuania — the highest shares were recorded for other services, which includes for example real estate activities, professional, scientific, technical, administrative and support service activities, arts, entertainment and recreation; Latvia also reported that 100 % of its construction enterprises provided CVT. In 24 EU Member States, the highest proportion of enterprises providing CVT was recorded for information and communication services and financial and insurance activities. y��#��p�F���\A���VZ��i��~���z�˳? This was particularly the case for the grouping of information and communication services and financial and insurance activities where the proportion of enterprises offering CVT peaked at 84.5 %. Among the 10 EU Member States where average expenditure per participant was below 1 000 PPS, eight were Member States that joined the EU in 2004 or 2007, with Portugal and Finland the only exceptions. Croatia (HR), the Netherlands (NL), Slovenia (SI), the United Kingdom (UK), Liechtenstein (LI), Switzerland (CH), Montenegro (ME) and Turkey (TR): post-secondary non-tertiary education, not applicable. Member States and the European Commission should jointly agree on which data should be made available first’. Kristina Hessel – Komvux Malmö Universitetsholmen (Sweden) There has been a political discussion leading to the present government reappointing certain theoretical … C^�o�����h�3�^��i-��j�6Sud�ҡ\�$�ŕŶ�7���.���pG�˟0�|{�!���N��E��ğF. In a majority of the EU Member States (17 of the 22 with post-secondary non-tertiary education) all of the pupils at this educational level were enrolled in vocational programmes. From VET toolkits to tackle early school-leaving to events like the European Vocational Skills Week, Europe is taking TVET seriously.One of the key pushes in coming years will be the concept of Centres of Vocational Excellence (CoVEs), and IVETA Europe is involved in the creation and dissemination of such a framework together with other partners. Kiipula Vocational College is maintained by Kiipula Foundation, which also runs a vocational&medical rehabilitation centre in Turenki. It enjoys a very positive image in German society. The German VET system (both initial and continuing VET) and its governance are characterised by a strong partnership between the state, employers and trade unions. Comparing the proportion of enterprises providing CVT courses and those providing other forms of CVT, differences in excess of 10 percentage points were observed in 12 of the EU Member States, with enterprises in Finland, Spain, France and Czechia more likely to provide CVT courses, whereas enterprises in Poland, Lithuania, Germany, Portugal, Malta, Estonia, Ireland and Latvia were more likely to provide other forms of CVT. Italy (IT): post-secondary non-tertiary education, 2016. 5546 0 obj <>stream In 2018, typically between one third and one half of all graduates from upper secondary vocational programmes in the EU Member States were female, with this share averaging 44.6 % across the EU-27. In 2018, the largest difference was recorded in Romania, where the ratio for post-secondary non-tertiary education was4.6 times as high as that recorded for upper secondary education. ... To access vocational education at school, learners must either be aged 15 and have completed the first degree of secondary education or aged 16 without any further conditions. This article presents statistics on vocational training in the European Union (EU) and forms part of an online publication on education and training in the EU. By contrast, there were four Member States (out of 15 for which data are available) where pupil-teacher ratios in vocational programmes were higher for upper secondary education than for post-secondary non-tertiary education. Since 2002, national authorities and social partners from European countries have taken part in the Copenhagen process which aims to promote and develop vocational education and training (VET) systems; at the time of writing 33 countries are active in this process. The largest difference among these was reported in Bulgaria, where the pupil-teacher ratio for upper secondary vocational education was 2.1 times as high as that for post-secondary non-tertiary education; the other three Member States were Hungary, Sweden (2016 data for upper secondary education) and Germany. Art education constitutes a separate system, supervised by the minister responsible for culture and national heritage. EU-27: post-secondary non-tertiary education including 2016 data for Italy (IT), 2017 data for Cyprus (CY) and excluding France (FR). The vocational qualification requires the completion of an additional one-year post-secondary programme (ISCED 4 level) in a vocational secondary school. Framework curricula for vocational secondary schools (introduced in 2013, phased out from 2015, ending in 2019), annual number of hours Random learning and initial vocational training (IVT) are explicitly excluded. Also some school will offer scholarship for students. .�i ... responsible for the school-based parts of vocational training, and hence also for vocational schools. h�ĕmO�0ǿ�_�&v��8�4M*��� �ئ�&�ԩ��}���> b�m�P��|�;���ٍ��J�(�$ ��z�����i�� �Q�VLXH}xBXļ�&&���8bh1’�[ܕZ�4�VH�D+"�G��z�9�.�V���u3�d=��S89%�Y(� The CVTS also collects some information on initial vocational training (IVT) within enterprises which is defined as a formal education programme or a component of it where the working time of the paid apprentices/trainees alternates between periods of practical training in the workplace and general/theoretical education in an educational institution or training centre. Employment of such specialists depends on the school budget. The first statistics based on ISCED 2011 were published in 2015 starting with data for the 2013 reference period. Within post-secondary non-tertiary education (ISCED level 4), the vast majority of pupils followed vocational programmes, an average of 94.4 % across the EU-27 in 2018 (the average includes 2016 data for Italy and 2017 data for Cyprus). Within lower secondary education (ISCED level 2), vocational programmes are relatively rare: in 2018 they accounted for 2.6 % of the total number of pupils at this level in the EU-27 (note that there were 11 EU Member States where there were no vocational programmes offered within lower secondary education, while the United Kingdom was the only one of the non-member countries included in Table 1 that had vocational programmes at lower secondary education level). In general, enterprises finance CVT in order to develop the competences and skills of the people they employ, hoping that this may contribute towards increasing competitiveness and productivity. The programme currently covers all 27 EU Member States, as well as the United Kingdom (at least until 31 December 2020), Iceland, Liechtenstein, Norway, North Macedonia, Serbia and Turkey. For teachers in vocational schools the e-CF is a useful reference tool that helps to identify the job profile of a qualified IT-specialist. Cedefop ReferNet VET in Europe reports. planned training through guided on-the-job training; planned training through job rotation, exchanges, secondments or study visits; planned training through participation (instruction received) in conferences, workshops, trade fairs and lectures; planned training through participation in learning or quality circles; planned training through self-directed learning/e-learning. Vocational education and training in Europe – Norway. ... For the school year 2017/18, 66 562 vocational learners are registered in upper secondary education in Norway and there are 41 480 apprentices with apprenticeship contracts. In 2018, close to half (48.4 %) of all upper secondary (ISCED level 3) school pupils in the EU-27 followed vocational programmes, with the share for males (54.6 %) clearly higher than that recorded for females (41.8 %). Among nearly all of the EU Member States, the most common reasons for enterprises not to provide CVT were that the existing skills and competences of their workforce already corresponded to the enterprise’s needs or that they tried to recruit people with the required skills. CVT courses are typically clearly separated from the active workplace (learning takes place in locations specially assigned for learning like a classroom or training centre). If you study at a national university, it will be much lower cost than other school. Schools The European Commission works with EU countries to develop their school education systems. The lowest share was 26.2 % in Cyprus while shares just above 50.0 % were recorded in the Netherlands, Malta and Luxembourg, with somewhat higher rates in Finland (54.8 %) and Ireland (where a peak of 61.3 % was registered). Within the EU-27, enterprises in services (other than distributive trades or accommodation and food services) were more likely to offer CVT. The length of IVT should be between six months and six years. Cedefop ReferNet VET in Europe reports 2018. Within ISCED 2011, two categories of programme orientation are identified for ISCED levels 2-5, namely, general and vocational educational programmes. The net contribution to training funds is made up of the cost of contributions made by the enterprise to collective funding arrangements through government and intermediary organisations minus receipts from collective funding arrangements, subsidies and financial assistance from government and other sources. A somewhat higher proportion of male than female pupils followed vocational programmes within lower secondary education, as the shares were 2.9 % among male pupils and 2.2 % among female pupils. Vocational education and training Vocational education and training (VET) provides learners with skills for personal development and active citizenship. > �� E Another key principle is … $�@� �2D� �� YWF0���w�`�RclL �;�H��Eŀ,Fʉ�o The remainder of this article focuses on data from the continuing vocational training survey and in particular on the provision of continuing vocational training (CVT) by enterprises. In 14 of the EU Member States, less than half of all upper secondary pupils were studying vocational programmes, with this share dropping below one fifth in Cyprus (16.7 %). Erasmus+ supports teaching assignments at vocational education and training (VET) institutions abroad.If you work in VET, you can spend time teaching at another organisation in an Erasmus+ Programme country.. Education and training is focused upon level 4 of the European Qualification Framework (EQF). I don't personally have any experience of vocational schools in Europe. The same pattern as for the vast majority of EU Member States was repeated in the United Kingdom, Norway and North Macedonia, where the highest proportion of enterprises providing CVT was recorded for information and communication services and financial and insurance activities. CVT in enterprises concerns training measures or activities which have as their primary objective the acquisition of new competences or the development and improvement of existing ones. The Vocational Training Act of 1969, which was amended in 2020, introduced this close alliance between the Federal Government, the federal states (the ‘Länder’) and companies with a view to providing young people with training in nationally recognized occupations which is then documented accordingly by means of a certificate issued by a competent body, i.e. There is no data on how many vocational schools employ such specialists. VET provides students with strong vocational competence. The apprenticeship programmes (offered by upper secondary vocational schools – EPAL) give to EPAL graduates the opportunity to upgrade their education qualifications and obtain work experience. Successful completion of such programmes leads to labour market-relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market. Vocational education may have work-based components (such as apprenticeships or traineeships). Within these education levels (which are covered by the international standard classification of education (ISCED) levels 2-4), vocational educational programmes are distinguished from general educational programmes, as they are specifically designed for pupils to acquire the knowledge, skills and competencies for a particular occupation or trade. This tool supports teacher by identifying relevant competence development. �;�(�8��9�3]����FY]ȱZ��9�mI2�ۅ�J�&��m��w��L��ó����'�.s/3>*�����ڔʴ���/�ԐR8���E�\W Vocational Education and Training in Europe on the Threshold of the 21st Century UNESCO-OEEK Symposium 23-26 September 1998, Island of Crete, Greece in preparation for the Second International Congress on Technical and Vocational Education. As noted above, 70.5 % of EU-27 enterprises provided CVT (including courses and other forms) in 2015 and therefore 29.5 % did not (as shown in Table 4). Pupil-teacher ratios are calculated by dividing the number of full-time equivalent pupils in each level of education by the number of full-time equivalent teachers at the same level; this ratio should not be confused with average class size, which refers to the number of pupils in a given course or classroom. Each person should be counted only once, irrespective of the number of CVT courses he or she has participated in. Types of Institutions Full-time vocational schools. The total daily student and client amount of Kiipula Foundation is over 1000. In 2018, the share of female graduates from vocational programmes was around one eighth (12.7 %) in Luxembourg. Try the new automatic translation by clicking on the blue icon “Translate” up in the right corner of the article! Two supplementary benchmarks on learning mobility were adopted by the Council in November 2011, including one that, by 2020, an EU average of at least 6 % of 18 to 34 year-olds with an initial vocational education and training (VET) qualification should have had an initial VET-related study or training period (including work placements) abroad lasting a minimum of two weeks, or less if documented by Europass. In June 2019, the European Parliament approved the budget for the programme for 2021-2027. VET in Europe reports are cofinanced by the European Union and ReferNet national partners. The conclusions of the November 2010 Council underlined the need for data on VET systems in the context of the Copenhagen process and the important contribution VET systems can potentially make to the Europe 2020 strategy. School-Based parts of vocational training in the right corner of the proportion of enterprises provided CVT in. 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