Comparative analysis of vocational education and training cost-sharing schemes across the 12 newer EU member states (original) (raw)

The European Union policy for vocational education and training

2022

One of the oldest in the European Union, the vocational education and training (VET) policy is rich and complex. It influences the content of VET programmes, determines the conditions for accessing VET, and shapes the rules for the acquisition, validation, certification, and international recognition of competences and qualifications. This book presents the organisation, objectives, areas of action, and main achievements of the EU VET policy. The book shows how the development of VET policies in the European Union is based on a coherent vision the design of which Union authorities, Member States, and civil society stakeholders play an active role in; and how it follows a methodical approach for the ultimate purposes of economic growth and social cohesion.

Future developments in Vocational Education and Training in Europe

Research Papers in Economics, 2019

Contrary to general education, vocational education and training (VET) has been an area of cooperation from the very beginning of the European Union. Over decades, however, the concept and reality of VET has changed substantially. VET as a dead-end educational pathway preparing exclusively for direct labour market entrance has practically faded out. The VET systems of the EU member states have become more open and have developed their access routes to higher and further education. Since 1995, common drivers for developments in VET across EU member states have included structural ones as shrinking birth-cohorts or changes in skill demands induced by new technologies and digitalisation as well as institutional ones, for instance, a new emphasis on learning outcomes or the introduction of qualification frameworks. However, common drivers have resulted in different trajectories taken by the various national VET systems, perpetuating the diversity of VET in Europe. The paper discusses lo...

Vocational Training in the European Union

Journal of Higher Education and Science, 2013

European Union requires some standards in all areas. Today, the importance of training qualified individuals which holds an important place in the development of countries increases and certain standards are adopted creating common European Union tools in the field of vocational and technical education. In this study, vocational education and training policies system and the standards adopted by the European Union are discussed. Furthermore, this study was accepted as a European Union project in 2010 and the results obtained from the Leonardo Da Vinci Life Learning European Union project called "Web Based Basic Vocational Training" between the years 2010-2012 were presented. Since the partners of these projects are Turkey, Spain and Germany, the structure of vocational education, institutions of public and private vocational education and the diplomas and certificates entitled after these educations are included. As Turkey is on its way to become a European Union member, a number of advices are presented for Turkey to reach its destination about vocational education standards that European Union has aimed. The purpose of the study is not only to be a guide for the young who want to get professional training in the countries that are European Union members or candidates about how and where to have education opportunities but also to give a chance for trainers and training managers, participating in vocational training, so as to glimpse different practices from different countries and compare these practices between the countries of European Union and their countries. The study is also very important as it has the opportunities for training managers to see if their countries' vocational education is close enough to vocational education in European Union.

Policy Transformations and Institutional Interventions Regarding VET in an Employment-oriented European Union

Review of European Studies, 2014

During the last two decades the international socioeconomic circumstances have changed dramatically. The European Union has engaged in an effort to achieve socioeconomic adjustments in an attempt to confront the changes in the international environment, especially the persisting financial crisis. Many European Union policies were reoriented due to the socioeconomic transformations; among others, greater emphasis was given to the promotion of an innovative spirit in Vocational Education and Training (VET). This paper aims at discussing the main legislative interventions and institutional tools through which the European Union pursues the reorganisation of VET systems in terms of operation and quality. The importance of these initiatives is strongly related to the ability of the member states to ignite development actions and economic growth. The paper also attempts to assess the aspirational character and the prospects of success of such policy initiatives to increase the opportunities of European citizens for educational and employment mobility. These EU interventions aspire to increase the opportunities of Europeans to be educated or trained, to develop their competences, to broaden their knowledge and creative spirit by accessing multiple educational environments, to take advantage of professional opportunities in the common European area. In the long-run this will serve to invigorate the economic potential of the European economy and contribute not only to the European integration, but also to the confrontation of social turmoil.

New Methodological Approaches to Review Governance and Financing Arrangements in Vocational Education and Training (VET) and Skill Systems: A Data Collection Tool (DCT) 4.0 for Facilitating Self-Assessment Processes

2020

The European Training Foundation (ETF) is more than aware that effective -good multilevelgovernance arrangements in Vocational Education and Training (VET)-and Skill policies-is key for having sound skills in the labour market. The ETF developed new Data Collection tool 4.0 (DCT) to implement self-assessments working with partner countries (PCs) in governance and financing arrangements involving, at least, seven different categories of policy stakeholders (e.g. governmental actors-public servants-, social partners, private actors, key experts). This -innovativetool contains 65 indicators for self-assessing seven governanceand financingfunctions including institutional coordination mechanisms (e.g. strategic and legislative framework, management of public-private partnerships, VET providers network, evaluation, research and data analysis provision, councils/committee’s system etc.). The DCT 4.0 has been piloted in 5 ETF PCs (Albania, Jordan, Kazakhstan, Moldova and Uzbekistan). The r...

Scenarios for vocational education and training in Europe in the 21st century

Hungarian Educational Research Journal

Building on the findings of Cedefop’s research project ‘The changing nature and role of VET in Europe’ (2015–18), this article outlines the development and transformation of European VET over the last two decades. Exploring change from epistemological-pedagogical, institutional and socio-economic perspectives, the research not only illustrates the stability and path dependence of national VET systems (and how this sustains overall VET-diversity in Europe), it also demonstrates how the combination of incremental change and major societal and economic shocks shift the orientation of VET. This mapping and analysis of the past is used to outline possible scenarios for the future of vocational education and training in Europe. Three main scenarios - pluralistic, distinctive and special-purpose VET - illustrate the different directions VET can take in the next two decades and the challenges and opportunities involved in this. The final part of the article discusses the potential use of th...

Approaches and Obstacles to the Evaluation of Investment in Continuing Vocational Training: Discussion and Case Studies from Six Member States of the European Union. CEDEFOP Panorama. Discussion Paper/Case Studies

This report summarizes six case studies on different aspects of the issue of evaluating investing in continuing vocational training (CVT). Part 1 (chapters 1-2) contains "Conceptual Introduction" (Jean-Marie Luttringer), which explores practical problems in considering training expenses as an investment, and "Methodological Introduction" (Alan Barrett), which discusses the merits of using qualitative and quantitative research methods in evaluating CVT investments. Part 2 (chapters 3-8) describes and analyzes continuing training schemes in six European Member States: "The Evaluation of CVT in Enterprises in Styria in Austria" (Stefan Lorenzoni, Dieter Mandl) investigates whether certain goals of CVT were achieved; "The Importance of CVT to Enterprises: A Discussion of the Agricultural Foodstuffs Sector in Denmark" (John Houman Sorenson) seeks to understand why CVT is not being used; "Accounting for Enterprise Investment in CVT in France&qu...

Social Dialogue over Vocational Education and Training in Europe

Online Submission, 2005

A European-wide survey on social dialogue over vocational education and training demonstrated that the social partners have a formal role in VET policy making in all the countries covered and are involved in the implementation of VET actions, particularly at sector and local levels. While the structures of participation vary according to the degree of state regulation and the locus of training, social partner involvement is extensive irrespective of the nature of the regulatory framework and is likely to increase.