27 août 2016

40% of vocational students won’t repay their student loan: report

The ConversationBy . More than a third of government loans to vocational education and training students will never be repaid, according to a new analysis by the Grattan Institute. More...

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21 août 2015

Quality assurance and VET providers

Home The workshop will focus on the role of quality assurance in promoting mutual understanding and trust between education and training system and VET providers. More...

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01 mai 2015

Germany - university dropouts sought as skilled professionals

HomeAccording to Deutsches Zentrum für Hochschul- und Wissenschaftsforschung DZHW (German centre for research on higher education and science studies), the dropout rate among bachelor students is 28%. Rates tend to be higher in technical, mathematical and natural science subjects. The DZHW does not provide absolute figures. The nationwide number of university dropouts is estimated at 100 000 per year.
Are all of them underachievers? Not at all. More and more companies compete for these ex-students. ‘University dropouts are an important target group and their numbers are considerable’, says Vera Demary, project manager at Kompetenzzentrum für Fachkräftesicherung KOFA (Competence centre for safeguarding skilled labour supply) at the Cologne institute for economic research.
KOFA has identified university dropouts as its special focus for the current funding period. According to Demary, so far only individual companies and model projects focus on this particular target group.
Further, Germany’s education minister Johanna Wanka announced an initiative aimed at winning over university dropouts for occupational careers in crafts.
More information:

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23 mars 2015

Faut-il une nouvelle filière professionnelle supérieure ?

Par Paul Santelmann, Responsable de la Prospective à l’AFPA. Madame FIORASO, ex-ministre de l’enseignement supérieur, a suggéré, en décembre 2014, de créer une filière supérieure spécifique conduisant à un  « brevet professionnel supérieur » de niveau III délivré en alternance et dédié aux bacheliers professionnels. Cette proposition qui a ouvert un débat, illustre la fuite en avant que nous avons souligné plusieurs fois et qui consiste à accentuer tous les dysfonctionnements qui caractérisent les rapports entre le système éducatif, les entreprises et les nouvelles générations. Cette orientation témoigne de plusieurs contre-sens dont la mécompréhension des réalités du travail n’est pas le moindre.
La difficulté pour les titulaires de Bac professionnels de réussir dans les filières de l’enseignement supérieur court (BTS et DUT) est une réalité. Ces diplômes de niveau III sont plutôt conçus pour les bacheliers généraux ou technologiques alors que le Bac professionnel, mis en place à la fin des années 80, a été initié pour favoriser une sortie sur le marché du travail dans une logique d’élévation du niveau PROFESSIONNEL des sortants du système éducatif (jusqu’alors c’était le CAP qui jouait ce rôle).
Pour des raisons multiples (voir nos chroniques précédentes) le Bac professionnel n’a pas complètement joué ce rôle et a conduit un nombre croissant de bacheliers professionnels à poursuivre leurs études. En 2000, 17% d’entre eux poursuivaient des études post bac, en 2014 ils étaient 48%. Voir l'article...

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18 octobre 2014

France - assessing policies for combating early school-leaving - ReferNet France

Cedefop - European Centre for the Development of Vocational TrainingIn June 2014, the French Ministry of Education published a joint report assessing the policy for combating early school-leaving. This study was the outcome of all stakeholders (Ministries of Education, Employment, city, regional and local authorities, voluntary organisations and users) involved in preventing 150 000 students dropping out of education each year without qualifications.


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28 avril 2014

Quality assurance in vocational education and training (EQAVET)

European Commission logoWhat is the framework for?
The European Quality Assurance Reference Framework (EQAVET) is a reference instrument designed to help Member States promote and monitor the continuous improvement of their vocational education and training systems on the basis of commonly agreed references. The framework should not only contribute to quality improvement in VET but also, by building mutual trust between the VET systems, make it easier for a country to accept and recognise the skills and competencies acquired by learners in different countries and learning environments. EU countries use the framework to improve their quality assurance systems in a way that involves all relevant stakeholders. This includes:

  • setting up national reference points for quality assurance;
  • actively participating in the relevant European-level network;
  • developing a national approach aimed at improving quality assurance systems and making the best possible use of the framework.

EQAVET is a voluntary system to be used by public authorities and other bodies involved in quality assurance.
Find out more

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25 novembre 2013

United Arab Emirates Looks to Vocational Education

New York TimesBy Sarah Hamdan. For Musaab Abdo Murshed al-Maamari, continuing his studies after high school has meant striking out on a new path. “All the male members of my family are in the police or the army,” said Mr. Maamari, 20, an engineering student in the United Arab Emirates. “I wanted a change. I didn’t want to follow. I wanted more, a different kind of job.” 
But rather than going to a university, he signed up for a practical engineering program offered by the National Institute of Vocational Education, in Dubai. More...

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08 septembre 2013

New vocational degrees to improve HE opportunities

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Suvendrini Kakuchi. The Sri Lankan government is to launch new vocational degrees – a landmark step for an education system long dominated at the pinnacle by traditional state universities. It is hoped that the move will also help to reduce youth unemployment.
The new degrees, to be launched within a year under the slogan of a National Vocational Qualification, will combine academic and practical elements. More...

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01 septembre 2013

Greece : Continuing vocational education and training (CVET) for adults

The primary aim of CVET in Greece is the development and improvement of the qualifications and skills of unemployed and working people and the creation of new jobs. The definition of CVET and adult education and their forms and functions are provided mainly by recent laws that have introduced important policy developments.
The most important aim of lifelong education is to constitute a dynamic policy factor for social integration. Accordingly, a series of programmes focusing on socially vulnerable and disadvantaged groups are being implemented and promoted.
Despite the policy statements and the actions that have been taken, Greece, along is among the European Union member countries that rank lowest in the field of citizen participation in Lifelong Learning training and education programs at the age group of 24-64. Greece’s participation percentage is only 3.6%, when at the same time the average European participation is 10.8%.
OAED is the major body responsible for implementing continuing vocational training programmes in order to cover the needs of the unemployed who require specialisation in order to find work. The main focus of OAED is to develop and/or expand upon existing continuing vocational training courses with a view to making a more effective intervention in the labour market and covering the needs of the largest possible number of interested persons in training services.
The Account for Employment and Vocational Training (Logariasmos gia tin Apascholisi kai Epangelmatiki Katartisi, LAEK) is a major mechanism of CVET at the initiative of enterprises in Greece. This account has decisively contributed to the reinforcement of vocational training and employment policies. The financial resources of LAEK come from the joint contributions of both employers and employees, which amount to 0.45% of the total salary of each employee and are collected by the Social Security Institute (Idryma Koinonikon Asfaliseon, IKA).
Διαφήμιση Ο Λογαριασμός για την Απασχόληση και την Επαγγελματική Κατάρτιση (Logariasmos GIA κασσίτερος Apascholisi kai Epangelmatikis Κατάρτισης, ΛΑΕΚ) είναι ένα σημαντικό μηχανισμό Cveta με πρωτοβουλία των επιχειρήσεων στην Ελλάδα. Ο λογαριασμός αυτός έχει συμβάλει αποφασιστικά στην ενίσχυση της επαγγελματικής κατάρτισης και των πολιτικών απασχόλησης. Οι χρηματοδοτικοί πόροι του ΛΑΕΚ προέρχονται από την κοινή συνεισφορά των εργοδοτών και των εργαζομένων, οι οποίες ανέρχονται σε 0,45% του συνολικού μισθού κάθε εργαζόμενου και συλλέγονται από το Ινστιτούτο Κοινωνικής Ασφάλισης (Idryma Koinonikon Asfaliseon, ΙΚΑ).

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31 août 2013

VET Governance

http://www.etf.europa.eu/web.nsf/Images/etf-logo.gifGovernance modes and models have a high correlation with the overall performance of education and training policies, influencing their strategic formulation and implementation.
The experience of the ETF shows that, when looking at the governance dimension of education and training, there is need to map and discuss:

  • the effectiveness of VET functional settings,
  • develop relevant mechanisms to ensure high-quality VET provision,
  • find smart, innovative and efficient financing solutions to support VET policies within a lifelong learning perspective.

In this context, what is needed are actions and debates that target the development and enhancement of good governance, and an increased role for sub-national regions and local actors, social partners and civil society organisations in shaping education and training policies. This brings ETF partner countries closer to European efforts to increase the role of regions and ensure multi-level participation in the policymaking cycle. Such vertical and horizontal interaction can help to ensure greater effectiveness, efficiency, coherence, transparency and accountability of education and training policy in the overall strategic development of a country.

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