CVET in Europe: the way ahead

120 Pages·2015·1.71 MB·English

EN EN ISSN: 2363-216X
CVET
the way ahead
IN EUROPE
This publication takes stock of recent Cedefop research on 30
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CVET. It analyses how CVET contributes to reaching 0 E
economic and social policy objectives of the European Union N –
regarding inclusion, employment, innovation, productivity, T
competitiveness and growth. CVET is approached as a I-R
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multidimensional, multistakeholder and multilevel interface -15
between learning and the labour market. The analysis outlines -00
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recent achievements in practices and policies of work-based -E
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learning, guidance, validation and quality. The publication also -N
highlights gaps and challenges for future CVET policies, in –
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particular improving information and guidance, making o
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participation easier for learners and small enterprises, 0
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securing validation mechanisms, and reinforcing quality and 80
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monitoring. /0 CVE T
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European Centre for the Development I N E U R O P E
of Vocational Training
Europe 123, 570 01 Thessaloniki (Pylea), GREECE
PO Box 22427, 551 02 Thessaloniki, GREECE
Tel. [phone], Fax [phone], E-mail: [email protected]

the way ahead
ISBN: 978-92-896-1924-0

CVET in Europe:
the way ahead
Cedefop reference series 101
Luxembourg: Publications Office of the European Union, 2015
Please cite this publication as:
Cedefop (2015). CVET in Europe: the way ahead.
Luxembourg: Publications Office of the European Union.
Cedefop reference series.
A great deal of additional information on the European Union
is available on the Internet.
It can be accessed through the Europa server (http://europa.eu).
Luxembourg:
Publications Office of the European Union, 2015
ISBN: 978-92-896-1924-0
ISSN: 2363-216X
doi:10.2801/034661
Copyright © European Centre for the Development
of Vocational Training (Cedefop), 2015
All rights reserved.
Designed by [email protected]
Printed in the European Union
The European Centre for the Development
of Vocational Training(Cedefop) is the European Union's
reference centre for vocational education and training.
We provide information on and analyses of vocational
education and training systems, policies, research and practice.
Cedefop was established in 1975
by Council Regulation (EEC) No 337/75.
Europe 123, 570 01 Thessaloniki (Pylea), GREECE
PO Box 22427, 551 02 Thessaloniki, GREECE
Tel. [phone], Fax [phone]
E-mail: [email protected]
www.cedefop.europa.eu
Joachim James Calleja, Director
Micheline Scheys, Chair of the Governing Board

Foreword
Europe 2020 strategy challenges European economies to produce world-
class performances in innovation, competitiveness and growth while ensuring
at the same time high employment and social inclusion. Addressing these
objectives with intensifying globalised competition, persisting economic crisis,
booming unemployment and an ageing and shrinking workforce is in it-self a
formidable challenge.
Continuing vocational education and training (CVET) has recently emerged
in the European policy mindset as a promising tool to meet these challenges.
Starting with the 2010 Bruges communiqué, a range of major European Union
(EU) policy statutes – including the 2011 Council resolution on a renewed
European agenda for adult learningand the 2012 communication Rethinking
educationfrom the Commission – have acknowledged CVET’s potential as a
major instrument in the European policy toolbox.
Recent Cedefop work has confirmed this potential. Cedefop’s analyses
have shown that CVET supports lifelong learning, integration and inclusion,
employability and employment, mobility and better allocation of labour,
innovation, productivity, competitiveness and growth. Cedefop’s recent work
has also highlighted CVET’s uniqueness for productivity as it cannot be
substituted with any other learning approach. Higher education and initial VET
are important but need to be complemented by CVET to deliver their full
effects.
This publication synthesises recent Cedefop research on CVET. It
analyses how CVET contributes to reaching the EU’s economic and social
policy objectives. It outlines major achievements in CVET practices and
policies over recent years, both at European and national levels. The book
also highlights policy gaps and challenges that remain to be addressed in the
future. It thus paves the way for future developments in CVET policies in
Europe.
I trust this publication will represent a noteworthy milestone in building a
knowledge base on European CVET policy. I hope it contributes fruitfully to
the policy-making process towards the EU 2020 objectives.
James James Calleja
Director
Acknowledgements
This publication draws on previous work carried out
by Cedefop since 2010 on key topics of adult
learning. Cedefop expert Guy Tchibozo carried out
the desk research and wrote the publication with
valuable input from several Cedefop experts in the
preparation and reviewing phases.
Table of contents
Foreword 5
Acknowledgements 8
Executive summary 12
Introduction 18
1. Structuring work-based learning in CVET 22
1.1. Work-based learning landscape in CVET in Europe 23
1.1.1. Participation in work-based learning in CVET
in Europe: a statistical portrait 24
1.1.2. Practices of work-based learning in CVET 32
1.1.3. Policies of work-based CVET 36
1.1.4. Governance of work-based CVET 45
1.2. Role of work-based CVET in lifelong learning 47
1.3. Work-based CVET and employment 50
1.4. Work-based CVET as a factor of corporate innovation 52
1.5. Conclusions 55
2. Learning and guidance for labour market transitions 58
2.1. Learning to cope with flexibility and uncertainty 59
2.1.1. Learning as a process of building identity 60
2.1.2. Learning as a process of skills development 61
2.1.3. Learning as a process that takes place in context 62
2.1.4. Addressing all three aspects is vital for transition 62
2.2. Guidance to support career and professional development 63
2.2.1. Older workers 64
2.2.2. Migrant workers 67
2.3. Conclusions 73
2.3.1. Preparing guidance practitioners 74
2.3.2. Tailoring approaches 74
2.3.3. Documenting guidance outcomes 75
3. Making validation worthwhile for companies 76
3.1. Validation of CVET in companies: state of play 77
3.1.1. Understanding the reluctance to validation 79
3.1.2. From validation to competency-based assessment:
a step back for a better jump 80
10 CVET in Europe: the way ahead
3.2. Payback clauses as a facilitating tool 81
3.3. Conclusions 83
4. Ensuring quality in CVET 85
4.1. Quality of CVET trainers 87
4.2. Accreditation of CVET providers 89
4.3. Quality in guidance 94
4.4. Quality in validation 95
4.5. Investing in quality 96
4.6. Conclusions 96
5. Financing CVET for social and economic benefits 98
5.1. Costs of CVET 99
5.2. Financing CVET: who pays, who should pay, and how 101
5.2.1. An overview of funding methods 103
5.3. Benefits of CVET 104
5.4. Conclusions 107
General conclusion 109
List of abbreviations 113
References 114
List of tables, figures and boxes
Tables
1. Participation of adults (25-64 years) in job-related non-formal
education and training (whether employer-sponsored or
non-employer-sponsored) in 2007 and 2011 – AES 25
2. Participation of persons in employment in CVET according
to the CVTS4, LFS and EWCS5 26
3. Participation of persons in employment in work-based learning
in CVET according to indicators from AES, CVTS and EWCS 31
4. Examples of work-based CVET practices in a small set of 63
European enterprises: number of cases observed per practice 33
5. Generic models of governance for CVET and work-based CVET 45
6. Correlations between the innovation index and three types
of CVET: average for 28 European countries, 2005-06 53