VET: a call for heterogeneous policies across countries for positive impact

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Mame Mbacké


The quick changes on the labor market, which lead workers to master new skills, especially regarding ICTs, implies necessary shifts in the field of education. Vocational Education and Training (VET) is a potential solution to the problem of training and curriculum adaptation to the labor market


Apprenticeship: an ancient approach of teaching


Universities such as Oxford or Paris University dating from the Middle Ages illustrate the long heritage of tertiary education. Nevertheless, VET also has a long history. As a matter of fact, apprenticeships, or comparable trainings have been used as a way of transmitting skills for a long time. Such programs have been identified from the Babylon era during the second and the first century BC up to London 400 years ago. Thus, they have demonstrated efficiency across centuries.

Vocational education and training: what is it about?


VET extends much wider than we may think as it includes all the trainings preparing students for a particular job or type of job. Therefore, it includes apprenticeship but also training for some high-level professions such as medicine and law[1] even though the latter are not always addressed in the literature related to VET.  

Terminology is therefore an issue. That’s why the OECD claims that “professional education and training” should become the internationally accepted description for substantial post-secondary vocational programs (equivalent to more than six months full-time)[2]


A heterogeneous policy across countries


Observing countries’ heterogeneity regarding VET, it seems that there is no consensus on the benefits of this type of training.

Focusing on the share of students enrolled in upper secondary programs out of total student population, the graph below[3] shows that their level within the EU in 2015, as a percentage of all students, ranges from around 12% in Malta to more than 70% in Czech Republic.


In Canada, the number of apprenticeships (around 453 500 in 2015) is around the same as in the US (around 448 000 in 2015) despite the fact that the ratio between the two countries in terms of population is around 1 to 10.


Switzerland: a successful example enabled by the implication of companies in VET


VET in Switzerland enables students to integrate successfully into the professional market.  A strong link between VET policy-making and employers is one of the key elements explaining such a success. It is mandatory to involve professional organizations in the process, giving them a leading role.

The OECD stresses how important it is that the availability of vocational programs is driven by industry needs rather than student demand. Therefore the success of the Swiss educational system regarding VET comes from effective integration of work-based learning in the curriculum. Moreover the educational ecosystem in Switzerland is very positive for VET with a rich and flexible offer of tertiary VET programs adapted to student requirements. In addition, the quality of training of teachers and trainers in their vocational field and pedagogy is good. Finally the professional exams are well designed[4].



The way forward: build links between VET, tertiary training and the labor market


One of the paradoxes of VET is that it is often seen as an efficient policy promoted by the elites for the more disadvantaged population. However, VET is an effective way to engage people disenchanted by academic education[5], and shouldn’t be seen as a path adapted only for disadvantaged students.

 One way to attract students from all levels into VET is to build strong links between VET and tertiary education. Germany is a good example: in 2015, the level of VET students with direct access to tertiary education as a percentage of all upper secondary education was 37% above the EU average. The German VET students are performing particularly well regarding their professional integration, as the employment premium for VET graduates is 307% above the EU average in 2016.[6]

Links between VET and tertiary education also enable the system to drive successful students into VET while that is not always the case across all OECD countries. A link with tertiary education is possible thanks to the establishment of tertiary level vocational qualifications. This means that graduates from upper secondary vocational tracks are able to attend tertiary-level courses with the option of pursuing more academic qualifications[7].

Finally, VET should offer various modes of study to enable adults, already in the labor market, to follow such trainings. In that sense, distance learning is a potential solution.


Sources:


1.      CEDEFOP, European Centre for the Development of Vocational Training (2015), Statistical overviews on VET - Germany
Available at: http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/statistical-overviews-vet-germany

2.      European Commission (2017), Education and Training Monitor 2017
Available at: https://ec.europa.eu/education/sites/education/files/monitor2017_en.pdf

3.      OECD (2010), Learning for Jobs: Synthesis Report, OECD Reviews of Vocational and Training, OECD Publishing
Available at: http://www.oecd.org/education/skills-beyond-school/Learning%20for%20Jobs%20book.pdf

4.      OECD (2014), Skills Beyond School: Synthesis Report, OECD Reviews of Vocational and Training, OECD Publishing.
Available at: https://read.oecd-ilibrary.org/education/skills-beyond-school_9789264214682-en#page4

5.      OECD (2017), Economic Surveys: Switzerland, OECD Publishing
Available at: https://books.google.fr/books?id=0pg-DwAAQBAJ&pg=PA113&lpg=PA113&dq=VEt+PROFESSIONAL+INTEGRATION+OECD&source=bl&ots=RuSoUCjbQF&sig=BvXq0NtirHwCECfcNZ6bZxYq9Q4&hl=fr&sa=X&ved=0ahUKEwj96qXlxaPaAhVBNBQKHW2xA0MQ6AEIcDAJ#v=onepage&q=VEt%20PROFESSIONAL%20INTEGRATION%20OECD&f=false




[1] OECD (2010), Learning for Jobs: Synthesis Report, OECD Reviews of Vocational and Training
[2] OECD (2014), Skills Beyond School: Synthesis Report, OECD Reviews of Vocational and Training
[3] European Commission (2017), Education and Training Monitor 2017
[4] OECD (2017), Economic Surveys: Switzerland, OECD Publishing
[5] OECD (2014), Skills Beyond School: Synthesis Report, OECD Reviews of Vocational and Training
[6] CEDEFOP, European Centre for the Development of Vocational Training (2015), Statistical overviews on VET - Germany
[7] OECD (2014), Skills Beyond School: Synthesis Report, OECD Reviews of Vocational and Training

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