4135 en - cedefop.europa.eu · this anniversary publication presents a concise picture of essential...

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European Centre for the Development of Vocational Training

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Vocational education and training systems in Europe


A N N I V E R S A R Y E D I T I O N

A N N I V E R S A R Y E D I T I O NSpotlight on VETSpotlight on VET

4135 EN – TI-04-15-258-EN-N – doi:10.2801/298383

ISBN 978-92-896-1875-5

Luxembourg: Publications office of the European Union, 2015

Spotlight on VETAnniVErSAry EdiTion

Vocational education andtraining systems in Europe

Please cite this publication as:Cedefop (2015). Spotlight on VET – Anniversary edition. Vocational education and training systems in Europe. Luxembourg: Publications office of the European Union. Cedefop information 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 978-92-896-1875-5doi:10.2801/298383

Copyright © European Centre for the development of Vocational Training (Cedefop), 2015All rights reserved.

Layout 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), GrEECEPo Box 22427, 551 02 Thessaloniki, GrEECE

Tel. +30 2310490111, Fax +30 2310490020E-mail: [email protected]

www.cedefop.europa.eu

James J. Calleja, Director Barbara dorn, Chair of the Governing Board

T his anniversary publication presents a concise picture of essential features of VET inEurope. reporting on and analysing vocational education and training (VET) has been

a Cedefop core activity throughout its 40-year history.Modernising VET to ensure its outcomes empower learners to find and maintain jobs

and advance in their educational careers, has been at the heart of European cooperationfor more than a decade. Cedefop is at the forefront of monitoring countries’ progresstowards set VET priorities. it also supports cross-country policy learning and, increasingly,individual Member States and social partners in their joint work on modernising VET.

While Cedefop’s core task has remained the same, approaches and methods havechanged over the years. An early focus was on producing comprehensive information onVET systems and their features. Today, there is a wealth of reports and studies byCedefop, the European Commission and other organisations on specific VET featuresand VET-related policies in Member States. in recent years, VET has (again) moved highup on the policy agenda. demand for country-specific information has increased. differentreporting formats are needed to serve various purposes and stakeholders.

in response to these needs, Cedefop, in cooperation with its refernet, publishes aSpotlight on VET for each EU Member State, iceland and norway. Spotlights presentessential VET features of all 30 countries using comparable system charts based on eachcountry’s VET programmes, rather than schools or institutions. This approach inevitablyinvolved simplification and use of common terminology. The information presented in thesystem charts is therefore not exhaustive but aims to illustrate main differences andsimilarities between the 30 countries at a glance. More detailed national informationprovided by refernet is available in VET in Europe country reports and thematic articleson Cedefop’s web portal.

i trust that this anniversary publication will prove to be a useful starting point fordiscussions in national, regional European and international VET forums.

Finally, i should particularly like to acknowledge contributions from refernet partnerswho provided the information on VET in their countries. Without their commitment, thispublication would not have been possible.

James CallejaCedefop Director

Message from the director

Message from the director 5

Austria 8Belgium 10Bulgaria 12Croatia 14Cyprus 16Czech republic 18denmark 20Estonia 22Finland 24France 26Germany 28Greece 30Hungary 32iceland 34ireland 36italy 38Latvia 40Lithuania 42Luxembourg 44Malta 46netherlands 48norway 50Poland 52Portugal 54romania 56Slovakia 58Slovenia 60Spain 62Sweden 64United Kingdom 66

refernet – a European network for sharing knowledge 68

Table of contents

Vocational education and training (VET) plays animportant role; 75% of all learners who havecompleted compulsory schooling are in a VETprogramme. young people can choose from a widerange of mainly school-based and dual track(apprenticeship) programmes (about the sameshares in both). These upper secondaryprogrammes cover all economic sectors and leadto different qualification levels (from EQF 3 toEQF 5). School-based VET starts in the last yearof compulsory schooling (year 9), andapprenticeship usually in year 10, as the minimumage is 15. While most school-based VET comesunder the responsibility of the education ministry,governance of apprenticeship is shared by theministries of economy and education, the socialpartners and the Länder. There is also a variety oftertiary level VET programmes. outside formaleducation, learners can acquire differentqualifications through continuing VET (CVET).

The major VET programmes include:• three- to four-year (mainly) school-based

programmes (BMS, 14-18 years, iSCEd-P 354)leading to qualifications to exercise the respectiveoccupation(s) and have access to regulatedactivities immediately after the final exam. Thosewho complete the Berufsreifeprüfung (exam forpeople whose initial VET does not automaticallyqualify them for entry into higher education) alsohave general access to tertiary level studies;

• five-year (mainly) school-based programmes(BHS, 14-19 years, iSCEd-P 354-554), whichlead to double qualifications for senior positionsin business and general access to highereducation at the same time (Reife- undDiplomprüfung). As with graduates of BMS,access to regulated trades is possible. More than50% progress to higher education;

• dual track (apprenticeship) training (from 15 yearsonwards, iSCEd-P 354) in some 200apprenticeships. Training takes place at acompany and at vocational school. in-companytraining is based on a training regulation validthroughout Austria, which is within the remit of theFederal Ministry of Economy, but largely shapedby the social partners. The school-based partcomes under the responsibility of the education

ministry (curricula) and the Länder. Graduatescan obtain further qualifications, such as themaster crafts person exam or Berufsreifeprüfung;

• those at universities of applied sciences (FHS,from 18 years onwards, iSCEd P-665/767): theseprogrammes are tailored to specific occupationfields and award academically foundedprofessional qualifications at higher educationlevel (bachelor-master). A period of workplacement is a mandatory part of the curriculum.FHS programmes are not only open to learnerswho hold higher education entrance qualificationsbut can also be undertaken by people with VETqualifications relevant to the field of study.

Adult learning/CVET: within the formal educationand training system, (young) adults can acquirequalifications open to youth through specificprogrammes which build on initial qualification/priorlearning (for those with a VET background as wellas those from general education). There are alsoexam preparation programmes for mastercraftsperson/ foreperson and similar qualifications.

VET outside schools and higher educationinstitutions is often available at CVET institutions.The CVET landscape is characterised by a highdegree of institutional diversity (social partners’institutions are the key providers) and an associatedwide range of available courses. There are alsoprogrammes that award legally regulatedqualifications.

Progression opportunities from general to VETstrands are possible at different stages. Horizontalmobility between general education and VET oramong different sectors and types of VET may bechallenging, given the substantial share of work-based learning and occupation-related theoryrequired for vocational qualifications. Uppersecondary VET graduates can progress to tertiarylevel studies either immediately followinggraduation or after completing additionalexaminations (such as Berufsreifeprüfung),depending on the type of programme undertaken.

Spotlight on VET – Anniversary edition 8

VET in Austria

VET in Austria’s education and training system 9

Possible progression routes

Prior VET knowledge may be recognised affecting the duration of the programme

Entry for learners over 17 with a certain number of years in education

Work-based learning, either at the workplace or a VET institution

Berufsreifeprüfung

For learners with incomplete VET or VET at another field

Changing to other programmes after year 9 is possible

NB: This is a simplified chart based on a common format for all countries in EU-28+Norway and Iceland. ISCED-P2011. EQF levels are being discussed. Source: Cedefop and ReferNet Austria.

General education programmes VET programmes

Programmes combining VET and general education

Programmes typically adressing adult learners

Officially recognised vocational qualifications

Qualifications allowing access to the next educational level

End of compulsory education after completing 9 years of studies

Giving access to tertiary education

18+ 12+

YEARS in E&T SECONDARY LEVEL

POST-SECONDARY LEVEL

AGE

TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING(outside the school system)

Formal qualifications regulated by

law, e.g. accountants,

police officers,etc.

Training offered by private providers

CVET for employees

Training for unemployed

and other vulnerable

groups; Second chance

education

7

8

6

13

1117

1016

1218

1319

14

915

12

511

WBL

BRP(•)

Doctoral programmes,

3 years

Bachelor programmes,

3-4 years

General programmes,

4 years

Lower secondary programmes at different schools

Bachelor programmes (FHS),

3-4 years

Master programmes, 1-2 years

Master programmes (FHS), 1-2 years

Integrated bachelor and master studies,

5-6 years

ISCED 244

ISCED 344

ISCED 665-767

ISCED 864

ISCED 665

ISCED 767 ISCED 767

ISCED 665 ISCED 554 ISCED 554 ISCED 554

ISCED 354

ISCED 354-554

ISCED 454

Post-secondary VET programmes,

2-3 years

Add-on VET programmes,

2-3 years

Master craftsperson, foreperson, etc.

qualifications and studies

Mainly school -based VET programmes (BHS),

WBL 30%, 5 years

Healthcare & nursing

programme, 3 years

Apprenticeship for >15 year-olds, WBL 80%, 2-4 years

HE entrance exam (BRP) Bridging programmes (•)

ISCED 351ISCED 354Pre-vocational, 1 year

Mainly school-based VET programmes (BMS), WBL- 40%,

3-4 yearsPre-VET programmes,1-2 years

ISCED 341

Belgium is a federal State comprising three regions(Flanders, Wallonia and Brussels) and threecommunities (Flemish community – BEFL, Frenchcommunity – BEFr, and German-speakingcommunity – BEdG) (1). despite multiple authoritiesresponsible for education and training and divergingeducation and training systems, there is a politicalcoherence which, as defined in the 2014 nationalreform programme, aims to reduce early leaving fromeducation and training, increase rates of participationin lifelong training, as well as increase and valuequalifications, and reduce inequalities within eachregion. At all levels, vocational and educationaltraining (VET) policies closely involve social partnersin a tradition of social dialogue.

VET systems cover compulsory education, highereducation, adult education programmes,programmes alternating work and learning, andvocational training organised by public authorities forjob-seekers, employees and entrepreneurs. Thethree communities for education and regions forvocational training and employment organise thesesystems.• Compulsory education covers learners aged 6 to

18 years. VET pathways exist for those aged 14and over. These take the form of technical orvocational secondary education programmes.Technical secondary education programmesprepare students for accredited training and/orhigh-level technical education with award of ahigher secondary education diploma. Vocationalsecondary education programmes focus onpractice to prepare learners for labour market entry.Both types of programmes lead to a qualificationcertificate (after the sixth year) or a highersecondary education diploma following successfulcompletion of a seventh year in the vocationaltrack.

• Learners aged 15 or over can also opt for part-timeprogrammes, alternating work and learning,organised either by schools or by public trainingcentres. The first type of work-based learning isorganised by centres (schools) for part-timeeducation. in these programmes, learners followgeneral and technical courses at school two days

a week and work in a company the three otherdays. The second type of work-based learningconcerns apprenticeships and entrepreneurialtraining programmes managed by SyntraVlaanderen (Vlaams Agentschap voorondernemersvorming) in BEFL, the iFAPME(institut wallon de formation en alternance et desindépendants et petites et moyennes entreprises)in Wallonia; the SFPME (Service formation pourles petites et moyennes entreprises) in Brusselsand the iAWM (institut für Aus- und Weiterbildungim Mittelstand und in kleinen und mittlerenUnternehmen) in BEdG. in these programmes,learners acquire general and occupation-relatedknowledge and practical skills at the training centrefor one to one-and-a-half days and the rest of theweek training in a company. The system is orientedtowards becoming skilled workers and preparingfor self-employed professions. over 18 years-old,learners have access to entrepreneurshipprogrammes.

• From 18 years onwards, individuals have a widerange of programmes to choose from, offered bythe education system and by public or private VETproviders. To continue in higher professional,technical or academic education, it is, however,necessary to hold a higher secondary educationdiploma. People who have failed to obtain thisdiploma can follow adult education programmeswhich lead to secondary education qualifications,and in some cases also to higher professionalqualifications (mostly bachelor level in BEFr orassociate degree in BEFL).Vocational training offered by public authorities

leads to partial or full qualifications, or relates tospecific subject areas, such as language learning. itis offered by the VdAB (Vlaamse dienst voorArbeidsbemiddeling en beroepsopleiding) inFlanders and Brussels, the ForEM (office wallon del’emploi et de la formation) in Wallonia, BruxellesFormation (institut bruxellois de la formationprofessionnelle) in Brussels and the AdG(Arbeitsamt der dG) in BEdG. Training is organisedby their own services or in cooperation with public orprivate VET centres, subsidised or not.


VET in Belgium

(1) in the text the three communities will be referred to by these acronyms.

VET in Belgium’s education and training system 11

NB: ISCED-P 2011, only one digit is used, as this is a simplified chart representing VET in the three regions.Source: Cedefop and ReferNet Belgium.

General education programmes

VET programmes


May also be offered to adults (full-, part-time or distance education)



18+ 12+

YEARS in E&T SECONDARY LEVELAGE

TERTIARY LEVEL


ADULT LEARNING(outside the school system)

Publicly subsidised training for

unemployed and other vulnerable

groups

Self employment training or

apprentice-ship training

Public employment/

training services

CVET for employees (sectoral training funds)

17

18

16

13

12

15

14

11

12

10

7

6

9

8


Possible progression routes End of compulsory education

Entry through validation of adults' prior learning (formal/informal/non-formal)

Including programmes to become a nurse

For learners 15 years and older


Special educational needs

(•)(*)

SENWBL

ISCED 2

General progr. (incl. Arts & Technology

in BEFR)


3 years


PhD

prog

ram

mes

Post

grad

uate

sp

ecia

lisat

ion

Professionnal bachelor

programmes Post-secondary progr. (•),1 to 3 years

Short cycle degree

Techn. & vocational follow-up progr.

General+arts programmes(+technology in BEFR)

Technical programmes

Technical programmes

Vocational prog. (incl. dual training),

WBL 60%

Apprenticeship, WBL 80%, 2-3 years

Programmes for HE access

Adult education programmes

(15+ and 18+ olds)

Lower ('1st grade') secondary programmes VET for SEN learners (ages 12-18), access to and from all other programmes

ISCED 3

ISCED 6

ISCED 7

ISCE

D 7

ISCE

D 8


ISCED 2-7 (BEFR)ISCED 2-5 (BEFl)

ISCED 2-3

ISCED 3

Vocational programmes (incl. dual training in BEFR), WBL 60% (*) ISCED 3


ISCED 3

ISCED 2, 3, 4 ISCED 3, 4

The Ministry of Education and Science coordinatesnational policy on vocational education and training(VET), while other ministries are in charge ofschools in the areas they are responsible for (art,sports, etc.). The main VET providers are VETschools (VET secondary schools, art schools,sports schools), VET colleges and licensed privateand public continuing vocational training (CVT)centres. Framework programmes regulateacquisition of VET qualifications by setting age andentry level requirements and specifying content andduration. There are six framework programmes: • school-based initial VET (iVET) programmes ‘A’

leading to first national level VET qualifications(EQF 2), can be accessed at age 13 at theearliest, after completing at least the sixth yearof lower secondary education. The duration ofthese programmes is one to three years andvaries with learners’ previous educationalbackgrounds;

• school-based iVET programmes ‘B’ leading tosecond level VET qualifications (EQF 3) can beaccessed after completing lower secondaryeducation. These programmes give access tohigher education (HE);

• school-based VET programmes ‘C’ for secondand third level VET qualifications (EQF 4) can beaccessed after completing lower secondaryeducation and give access to HE. They areavailable after a one-year introductoryprogramme to learners completing the seventhyear of lower secondary school;

• school-based post-secondary non-tertiary VETprogrammes ‘d’ leading to fourth level VETqualifications (EQF 5) are offered by VETcolleges;

• CVT centres offer workplace-based iVETprogrammes ‘E’ (apprenticeships) for individualsover 16. Usually, these programmes are short-term training courses for partial qualifications orcourses enabling people to upgrade their VETqualifications;

• CVT programmes ‘F’ update or broadenprofessional qualifications and/or lead to first,second or third level VET qualifications. CVTcentres offer these programmes for individualsover 16.

Qualification levels reflect complexity and whatis expected from learners, ranging from the firstlevel, which involves learning/ performing routineactivities carried out in stable conditions, to thefourth level, which encompasses performingcomplex activities in changing conditions,combined with management responsibilities. inschool-based programmes, at least 40% ofcompulsory VET subjects are taught throughpractical training. All framework programmes areavailable to adults.

VET qualifications are acquired after completingtraining and passing State exams that correspondto national educational standards for VETqualifications. Examinations are conducted bycommittees appointed by heads of eacheducational institution. Members of thesecommittees include representatives of educationalinstitutions, employers and employees.

in addition to assessing learning outcomes ofVET graduates at institutional level, social partnersare involved in designing and approving nationaleducational standards coordinated by the nationalAgency for VET, before they are embedded inlegislation. Helping shape VET policy, socialpartners are also active in the economic and socialcouncil, as well as other national councils.

Adult participation in lifelong learning is low. Formany unemployed people, especially fromdisadvantaged groups, training at CVT centres isthe only opportunity to enter the labour market, andfor employees, to retain their jobs. These trainingcourses are predominantly financed through activelabour market policy schemes supported by theEuropean Social Fund (ESF).


VET in Bulgaria

VET in Bulgaria’s education and training system 13

NB: ISCED-P 2011.Source: Cedefop and ReferNet Bulgaria.


VET programmes


Also available to adults (full-, part-time or distance education)




End of compulsory education irrespective of the educational level achieved


Letters A, B, C and D designate national framework programmes

Prior VET knowledge may be recognised affecting programme duration


18+ 12+

YEARS in E&T

12

10

9

11

8

7

(*)

WBL

ISCED 344

ISCED 244

EQF 2

EQF 4

EQF 8

EQF 7 EQF 7

TERTIARY LEVEL


SECONDARY LEVEL

Generalprogrammes,

4 years

8th grade

7th grade

6th grade

Lower secondary(basic education) programmes

4 years

ADULT LEARNING/CONTINUING TRAINING(outside the school system)

CVET (framework

programme E) for partial

qualifications or upgrade

CVET (framework

programme F) for upgrade

or new qualification

18

17

16

15

14

13

612

511

AGE

EQF 3

EQF 2-4 EQF 2-4

EQF 2

EQF 4

EQF 4

EQF 2ISCED 251, 254

ISCED 351, 354

Mainly school-based initial VET (A*),

WBL up to 40%, up to 1-3 years

Mainly school-based VET (B*), WBL ca

60%, 4 years

Post-secondary VET courses (D*), WBL min 40%, up to 2 years

Integrated bachelor and

master programmes,

5-6 yearsBachelor

programmes, 4 years

PhD programmes, 3+ years

Master progr., 1-2 years

Professional bachelor

programmes, 3 years

Mainly school-based VET (C*), WBL min 40%,

4-5 years

EQF 6

EQF 6

ISCED 766

ISCED 767

ISCED 645 ISCED 655 ISCED 453

ISCED 864

EQF 5

ISCED 351, 354

Vocational education and training (VET) plays amajor role in Croatia. overall responsibility for VETlies with the Education Ministry supported by theAgency for VET and Adult Education (ASoo). Theagency’s remit is to develop, organise, monitor andevaluate VET. it is responsible for developing VETcurricula (collaborating with the Education andTeacher Training Agency for the general educationelement), professional development of VETteachers, and quality assurance. its managementboard is appointed by the ministry and includessocial partner representatives. The 2009 VET Actmade stakeholder cooperation mandatory. Thisimplies that ministries of labour andentrepreneurship and crafts, social partners,chambers of economy, trades and crafts, theemployment service, and professionalassociations are involved in VET development.Several of these stakeholders are represented inthe VET council, established under the VET Actthat proposes new or revised programmes anddevelops recommendations and strategies. TheVET Act also established 13 sector skills councilswhich analyse skill needs, identify the demand forqualifications and develop VET standards. Sincethe 2013 Act on the national qualificationsframework (CroQF) the number and scope ofsector skills councils has increased and they nowcover general, vocational and higher education atall levels. Further developing the CroQF is thetask of the newly established human resourcedevelopment council. To encourage humanpotential development, stimulate competitivenessand achieve Croatia's strategic goals, the councilassesses, validates and coordinates educational,employment, and lifelong professional guidancepolicies and regional policy.

All VET programmes combine professional andgeneral competences, to varying degrees; mostinclude mandatory work experience (durationvaries among different types of VET programmes).Learners from lower-level programmes canprogress to higher levels at the discretion of theirschools. initial VET is publicly financed and free ofcharge for the learner.

Approximately 70% of learners at uppersecondary level participated in iVET in 2013/2014.Two thirds of VET learners were in four-yearschool-based programmes, one third in three-yearprogrammes. Some learners participated in shorter,1-2 year VET.• The four-year school-based VET programmes

(five years for nurses) at iSCEd-P 354 lead toqualifications at CroQF level 4.2/EQF level 4.These ‘technician’ programmes allowprogression to tertiary education, aftercompleting optional external matura exams,administered by the national centre for externalevaluation of education (nCVVo). Most studentsin four-year VET programmes use thisopportunity.

• The three-year VET programmes (iSCEd-P 353)can be school-based or run as apprenticeshipschemes, with significant work-based training.They lead to qualifications at CroQF level 4.1/EQF level 4 and give access to the labourmarket. Since 2014 graduates can enter anoptional one- to two-year programme and ifsuccessful, take matura exams to qualify forhigher education access. This programmecorresponds to the fourth year of the school-based programme. VET is provided at higher education level

(iSCEd-P 655) in the form of short-cycleprogrammes and at polytechnics with a focus onapplied sciences. Learning in these programmestypically involves extensive practical workexperience and leads to a qualification at CroQFand EQF levels 5 and 6. Some shorterprogrammes also exist.

Adult education and training for people over 15offers a broad range of options, mainly in the formof short (re)training programmes. The offer rangesfrom basic or technical skills courses to completeformal secondary education and training. Entryrequirements for post-secondary adult VETprogrammes include relevant iVET training and/orprofessional experience. Adult education providersmust be accredited and have their programmesapproved by the Education Ministry to be able toissue formal certificates.


VET in Croatia

VET in Croatia’s education and training system 15

NB: ISCED-P 2011.Source: Cedefop, Croatian Ministry of Science, Education and Sports and ReferNet Croatia.

18+

18

17

15

16

12

13

14

AGE


VET programmes






Possible progression route, where prior VET knowledge may be recognised affecting programme duration

End of compulsory education

State matura exams which give access to tertiary education are optional for VET students

12+

YEARS in E&T

12

11

9

10

8

6

7

TERTIARY LEVEL

SECONDARY LEVEL

POST-SECONDARY

LEVEL

Primary education,8 years


Continuing vocational training

for a new qualification or update

Master craftsperson qualification

exam

Training for


groups

Foreign language

programmesEQF 8

EQF 7 EQF 7

EQF 6EQF 6

EQF 5

EQF 7

EQF 5

EQF 5

EQF 7

PhDprogrammes

Integratedbachelor

and masterprogrammes,

5 years

ISCED 844

ISCED 746

ISCED 747

ISCED748

ISCED 645

Master programmes,1-2 years

Post-masterspecialist studies


3-4 years

ISCED 757

ISCED 655 ISCED 453

ISCED 351

Professionalstudies

Specialist professional studies

Development and trainingprogrammes

EQF 1

ISCED 244

EQF 4

EQF 4

EQF 4

EQF 4

EQF 3

EQF 2

Generalprogrammes(gymnasium),

4 years1-2 year pr.

hool-based and h l b d d hool based and hool based and Sc S Sc Sc ch apprenticeship progr.,a a apprenticeship progapprenticeship progpp p p g gr gr g ,3 years y3 3 3 years3 years

School-based andapprenticeship progr.,3 years

Optional Optional Optional p programmeprogrammeprogrammep g Optional programme

School basedSchool baSchool-baSchool baasedasedasedprogrammes,programmprogrammmesmes,

4-5 years4 5 year4 5 year y rs rs

School-basedprogrammes,

4-5 years


ISCED 351, 353

EQF 4

The vocational education and training (VET) systemof Cyprus plays a significant role in dealing withadverse effects of the economic crisis on the labourmarket, as well as in laying the foundations forfuture socioeconomic development.

The earliest level where VET is available isupper secondary at technical schools, includingevening technical schools, while the unified lyceumprovides general upper secondary education.Horizontal and vertical movement across uppersecondary education is possible, as students maymove between the unified lyceum and technicalschools, provided they succeed in specialexaminations.

Technical schools offer two distinct three-yearprogrammes: the theoretical stream and thepractical stream. The first year of studies is commonto each stream and students select a specialisationof their choice in the second year. The theoreticalstream and the first and second years of thepractical stream are completely school-based andcombine general education subjects withtechnological and workshop subjects, while the thirdyear of the practical stream combines a school-based environment with training at the workplace.School-leaving certificates are awarded uponsuccessful completion of either programme and areequivalent to those of secondary general educationschools. Therefore, certified secondary technicaland vocational education school-leavers are eligiblefor admission to universities and other tertiaryeducation institutions in Cyprus and abroad.Qualifications provide access to several regulatedoccupations, provided all other requirements ofrelevant legislation are met.

VET is also available through the apprenticeshipsystem, which accepts students who leave formaleducation between grades 8 and 10. The‘apprenticeship certificate’ allows access to severalregulated occupations, provided all other require -ments of relevant legislation are met.

Post-upper secondary VET is provided since the2012/13 academic year at post-secondary institutesof technical and vocational education and training.These institutes provide Cypriot citizens, especiallyyoung people, with two-year courses to acquire,improve, or upgrade their qualifications and skills.

By acquiring a post-secondary technicalqualification, they are better prepared for the labourmarket.

VET at tertiary non-university level is provided atfour public institutes/colleges and at several privateinstitutes. Successful completion of the programme,which lasts for two-to-three years, leads to adiploma or higher diploma awarded by theinstitution.

Vocational training for adults is extensivelyavailable in Cyprus for employees, the unemployed,other vulnerable groups and adults in general,through a mixture of public and private provisionsuch as colleges, training institutions, consultancyfirms and enterprises. Employees usuallyparticipate in training programmes which addressjob-specific skills deriving from company needs,while the unemployed acquire both horizontal andjob-specific skills, to improve their employability.Training schemes targeted at the unemployedcombine training with either employment in anenterprise or job placement to acquire workexperience. However, the percentage of 25 to 64year-olds participating in education and training islower than the EU average.

The Ministry of Education and Culture hasoverall responsibility for developing andimplementing educational policy. The Ministry ofLabour, Welfare and Social insurance has overallresponsibility for labour and social policy and theHuman resource development Authority plays animportant role in vocational training.


VET in Cyprus

VET in the Cypriot education and training system 17


VET programmes









18+ 12+

YEARS in E&T

12

10

9

11

8

7

ISCED 454ISCED 554ISCED 655


ISCED 244

EQF 2

EQF 4

EQF 5

EQF 5

EQF 7

EQF 6

EQF 8

ISCED 864

ISCED 766, 767

TERTIARY LEVEL

SECONDARY LEVEL


PhD programmes,3-4 years


Bachelor programmes,4 years

Generalprogrammes,

3 years

Lower secondary programmes

Specialised programmes, incl. WBL, 1-2 years

Higher professionalprogrammes, 2-3 years


Specialised programmes

foremployees


for unemployed and other vulnerable

groups

18

17

16

15

14

13

AGE

EQF 4

EQF 3

EQF 2

Apprenticeship,WBL ca 70%

NB: ISCED-P 2011.Source: Cedefop and ReferNet Cyprus.

ISCED ISCED D ISC D 354 ISC CED CED 354

WBL

School-basedprogrammes,

incl. WBL, 3 years

Mainly school-basedprogrammes,

incl. WBL, 3 years

VET has always represented a fundamental part ofthe Czech education system. Besides gaining froma tradition of quality, it has developed intensivelyover the last decades. Within the past five yearscurricula have been reformed and modernised.VET predominantly begins following completion ofcompulsory education usually at age 15 and ismainly provided at upper secondary and tertiarylevels.

Structure

The main body responsible for iVET is the Ministryof Education (MŠMT). Most VET schools are publicand founded by regions. iVET is school-based witha large proportion of practical training (at schools,in workshops, practical training centres, andauthorised companies) and/or work placements.representatives of employers are involved insector skill councils and field groups that setoccupational and qualification standards.

Lower secondary level iVET programmes(EQF 2-3) represent a marginal segment ofsecondary VET, as they are designed primarily forstudents with special needs. These programmesare provided by secondary vocational schools(SoU) or practical schools.

Upper secondary level vocational and technicalprogrammes (EQF 3-4) are provided by schoolsoffering three- or four-year programmes:• three-year vocational programmes at EQF 3

(completed by a final examination leading to‘apprenticeship certificate’) enable graduates toenter directly the labour market and performmanual work and similar occupations (such asbricklayer, hairdresser). They are usuallyprovided by SoU. Graduates of a three-yearprogramme can undergo a two-year follow-upprogramme (EQF 4) and pass a maturitaexamination, which opens a path to highereducation. SoU may also provide a smallnumber of four-year programmes completed bymaturita (EQF 4);

• four-year technical programmes (completed by amaturita examination, EQF 4) are usuallyprovided by secondary technical schools (SoŠ)

and entitle their graduates to apply for highereducation or perform mid-level technical,business and other similar jobs (such as civilengineering technician, iT system administrator).SoŠ also offer lyceum programmes with a highproportion of general education (up to 70% of thecurricula) preparing their graduates for studies athigher education institutions;

• conservatories are a specific type of secondaryschool with a different regime, preparing studentsfor performing demanding artistic activities inmusic, dance, singing and drama. Studies areeither completed by maturita (secondaryeducation – EQF 4) or by absolutorium (tertiaryprofessional education – EQF 6).

VET at tertiary level

Tertiary professional schools (VoŠ) provideeducation to secondary school graduates (with amaturita certificate) and prepare them for qualifiedperformance of demanding professional tasks(such as nutritionist, dental assistant). Studies lastthree to three-and-a-half years and are completedby absolutorium (EQF 5-6).

Higher education institutions provide educationto school graduates (with a maturita certificate) inthree types of programme: bachelor (EQF 6),master (EQF 7) and doctoral (following on frommaster programmes – EQF 8).

Continuing VET (CVET)

Any adult can study any VET programme in theformal school system. There are also manyprogrammes designed to be combined withworking life. The wide variety of CVET programmesprovided outside the formal school system is notgenerally regulated and is subject to the freemarket; nevertheless, a system of validation of non-formal and informal learning outcomes has beengradually developing since 2007.


VET in the Czech Republic

VET in the Czech republic’s education and training system 19


VET programmes








Age by which all learners have the right to education and training


Work-based learning, either at the workplace or a VET institutionWBL

YEARS in E&T

SECONDARY LEVEL

AGE

ISCED 645ISCED 746

ISCED 747

ISCED 244

EQF 2

EQF 6

EQF 7EQF 7

EQF 8

ISCED 844

TERTIARY LEVEL

PhD programmes

Master programmes


3-4 years

ISCED 344

EQF 4

Generalprogrammes

ISCED 353

EQF 3

School-basedVET,

WBL 40-65%

ISCED 354

EQF 4Follow-up progr.,

WBL 3-13%

ISCED253

EQF 2/3

Practical VET,WBL 13-60% ISCED 354

EQF 4

Performingarts

programmes

ISCED 554

EQF 6


Integratedbachelor

andmaster

programmes,4-6 years



for employees


for unemployed

Formal teacher training courses

Specialised programmes for socially vulnerable

groups

ISCED 353

EQF 4


School-basedpractical trainingISCED 354

EQF 4

ISCED 655

EQF 6

Higher VET programmes, WBL 45-55%

School-based theoryfocused progr. with WBL elements

EQF 2

Perf. arts progr.

ISCED 354

School basedSchoolSchoolSchooll basedl-basedl basedprogrammes, programmes, mmes, programmes, mmes WBL 3 37%WBL 3WBL 3WBL 3 3 37% 3-37% 3 37%

School-basedprogrammes, WBL 3-37%

ISCED 244

Dance programmesDan Dan Dan nce programmesnce programmesnce programmesDance programmes

EQF 4

NB: ISCED-P 2011.Source: Cedefop and ReferNet Czech Republic.

19+ 13+

13

12

10

9(*)

(*)

7

8

6

19

1420

1521

18

16

1117

13

14

15

12

Vocational education and training (VET) plays a keyrole in danish strategy for lifelong learning andmeeting the challenges of globalisation andtechnological change. An inclusive and flexibleinitial VET system helps ensure that all youngpeople have an opportunity to obtain relevantcompetences for smooth transition to the labourmarket. Adult education and continuing trainingrespond to structural and technological changes inthe labour market and provide the workforce withnew and updated skills.

The danish education and training systemcomprises a mainstream system providingqualifications at all levels, from compulsoryschooling to doctoral degrees, and a parallel adulteducation and continuing training (CVT) system.The adult education and CVT system is designedto meet needs of adult learners, for example byoffering part-time courses. The two systems offerequivalent qualifications at various levels, enablinghorizontal permeability.

VET is under the Ministry of Education’sjurisdiction, which maintains close dialogue with thesocial partners to respond to labour market needs.initial VET is organised into 12 broad entry routesand includes technical, agricultural, commercial,social and healthcare programmes.

Programmes are organised according to the dualprinciple, alternating between periods of college-based learning and work-based learning(apprenticeship training) in enterprises. A typicaliVET programme (EUd) lasts three-and-a-halfyears with a 2:1 split between workplace andcollege-based training, although there isconsiderable variation between programmes.individual study plans are compiled for all students,with VET colleges and the social partners sharingthe responsibility for developing curricula to ensureresponsiveness to local labour market needs.Qualifications at this level can provide access torelevant fields in academy profession (KVU)programmes or professional bachelor programmesat tertiary level.

Alternative routes to VET qualifications include:• combined vocational and general upper

secondary education, EUX programme (newacademic preparation programme) – a relatively

new pathway, which lasts around four years,attended by highly-motivated students aiming atobtaining access to higher education along witha vocational qualification;

• ‘new apprenticeship’ (Ny Mesterlære) pro-grammes, where entire training is at a companyinstead of partly at a VET college. These pro-grammes are attended by students with apractical approach to learning;

• individual VET programmes, attended by very fewstudents, consist of single subject courses andelements from EUd programmes;

• basic vocational education and training (EGU),attended by lower secondary graduates with apractical approach to learning. The programmecaters for young unemployed, and lasts for threeto four years, with work-based learning (WBL)being at least 75%.

Adult learning

Basic adult education (grunduddannelse for voksne,GVU) provides qualifications equivalent to iVET.GVU is aimed at adults (minimum 25 years old) withat least two years relevant work experience, butwithout formal qualifications. individual study plans,which recognise prior learning, are used. GVUstudy plans can comprise elements from other adulteducation programmes.

Adult vocational training (arbejdsmarked-suddannelser, AMU) provides participants with skillsand competences relevant to the labour market andis primarily directed towards specific sectors andjobs. Programmes may either deepen aparticipant's knowledge in a particular field orextend it to related fields. AMU programmes(around 3 000) last an average of one week and arecreated, adapted or discontinued in response tolabour market needs. At tertiary level, further VETand adult education programmes lead to EQFlevel 5 qualifications.


VET in Denmark

VET in denmark’s education and training system 21

NB: ISCED-P 2011.Source: Cedefop and ReferNet Denmark.


VET programmes


Adult education programmes, often part-time or distance education



19+ 12+

YEARS in E&T

SECONDARY LEVEL

AGE

TERTIARY LEVEL NON-FORMAL ADULT EDUCATION

Danish for foreigners

In-service training

Liberal adult

education

Non-formal education

at specialised

schools

8

9

7

15

1017

1118

1219

1320

16

14


Giving access to tertiary education in the previously acquired field

Possible progression routes Access to relevant field of study



Entrance from all programmes to acquire the missing competences, duration varies


(•)WBL

General programmes,

3 years

Doctoral programmes

Master programmes

Master programmes

Bachelor programmes Academy professions

programmes (KVU), some WBL

Diploma programmes, some WBL


programmes, some WBL

Higher pre-paratory single

subject courses (•)

Preparatory adult education

(FVU)

General adult education

(AVU)

VET programmes (EUX), WBL 50%,

4 years

Basic VET (EGU) programmes,

WBL at least 75%

CVET (AMU) for new skills and

upgrade (•)

Apprenticeships (EUD) and other

VET programmes, WBL 67%,

4 years

Adult VET (GVU)

programmes (•)


Optional year, 10th grade

EQF 4-5 EQF 3-5

EQF 4

EQF 8

EQF 7

EQF 6 EQF 6

EQF 7

EQF 2

EQF 2-3 EQF 2

EQF 2

EQF 4

EQF 2-5

EQF 3-5

ISCED 244

ISCED 344

ISCED 844

ISCED 746, 747 ISCED 757

ISCED 645 ISCED 655

ISCED 655

ISCED 551, 554


ISCED 353

ISCED 244

ISCED 241

ISCED 241

EQF 5 EQF 5

EQF 6

Further adult education programmes,some WBLISCED 554

Vocational education and training (VET) in Estoniais key to ensuring a flexible and skilled workforce isable to adapt to changes in the labour market. VETis under the Ministry of Education and research’sjurisdiction. To respond better to labour marketneeds the social partners are closely involved inVET policy development.

According to new legislation (September 2013)both initial (iVET) and continuing (CVET) vocationaleducation curricula are used in formal VET. iVET isprovided at second, third, fourth and fifth levels ofthe Estonian qualifications framework, whichcorresponds to the European qualificationsframework (EQF). At each level, students acquirelearning outcomes (knowledge, skills and attitudes)in accordance with qualifications at the appropriateEQF level. At second and third levels there is nominimum education requirement for access.Curricula are designed for direct access toelementary labour market occupations.

Generally, completion of lower secondaryeducation is a prerequisite to start studies at fourthlevel. At this level, it is possible to do vocationalstudies (iSCEd-P 351) or study VET together withupper secondary general education (iSCEd-P 354)to obtain a certificate which allows access to highereducation. Studies lead to qualifications necessaryto work in more complicated jobs.

The precondition for access to fifth-level iVET(iSCEd-P 454) is completion of upper secondaryeducation. Graduates can be technicians orassociate professionals. CVET programmes areoffered at fourth and fifth levels of the EQF. CVETaims to help individuals raise their qualifications oracquire new specialisations. CVET studies usuallylast up to one year.

Most VET studies are school-based. However,for some specialities apprenticeship training is alsoavailable. in school-based VET, practical training ishalf of the study volume and is usually dividedequally between workplace training in enterprisesand practical training at school. For apprentice -ships, practical training in enterprises is at least twothirds.

To graduate from a VET institution one has toachieve learning outcomes of a particular specialityand to pass a professional examination,

administered by a VET school or by theoccupational qualifications awarding body.

Higher education takes place at EQF levels 6 to8 and the first level of tertiary education has both anacademic (BSc) and a professional branch (appliedhigher education); it is accessible to all graduatesof both general and vocational upper secondaryeducation, as well as graduates of post-secondaryVET. To meet specific entrance requirements atsome universities, vocational upper secondarygraduates have an option to study generaleducation subjects of their choice for an additional35 study weeks following completion of VETstudies.

Adults can obtain general, vocational and highereducation in the formal education system. outsideformal education there are training coursesavailable for employees, as well as for theunemployed and other vulnerable groups, toimprove their professional skills and supportemployability. Training providers are mainly VETand higher education institutions, private trainingcentres, enterprises and other public or privateinstitutions. Adult training is funded by employers,the State or by participants themselves.

The adult population’s participation rate inlifelong learning has been steadily increasing andwas 12.9% in 2012, which is higher than the EUaverage. during the past five years the followingmeasures have had a major impact on increasingparticipation rates in adult education: provision ofState-funded study places, a voucher system fortraining the unemployed and grants to enterprisesfor training their employees, as well as incentivesfor individuals such as study leave and taxexemptions on training costs.


VET in Estonia

VET in Estonia’s education and training system 23

NB: ISCED-P 2011.Source: Cedefop and ReferNet Estonia.


VET programmes





19+ 12+

YEARS in E&T

12

11

SECONDARY LEVEL

10

AGE

ISCED 665ISCED 766

ISCED 767

ISCED 864

TERTIARY LEVEL




3-4 yearsISCED 665

Higherprofessionalprogramme,3-4.5 years

Integratedbachelor

andmaster


1 year professional experience

For >22y olds

NON-FORMAL ADULT LEARNING

Work-related (re)training

Popularadult education


ISCED 344

General programmes(gymnasium),

3 yearsISCED 351

ISCED 244

ISCED 344

19

18

ISCED 354

Mainly school-based VET,Mainly school base Mainly school-base y ed VET ed VET ,up to 3 years,up to 3 yearsup to 3 yearsp y ,

WBL: min. 35%WBL i 35%WBL: min 35% % %

Mainly school-based VET,up to 3 years,

WBL: min. 35%Mainly school-based VET, up to 2.5 years,WBL: min. 50%

Mainlyschool-based VET,0.5 to 2.5 yearsWBL: min. 50%


(*)

8

9

7

15

16

17

14 ISCED 244

3rd stage of the integrated primaryand lower secondary programmes

EQF 2

EQF 8

EQF 7 EQF 7

EQF 6

EQF 6

EQF 4EQF 5

ISCED 454 ISCED 454



EQF 4 EQF 4

Optionaladditional year

Formal education

for adults – integrated lower and

upper secondary

programmes

EQF 4

EQF 4

EQF 2ISCED 251

Mainlyschool-based VET,

up to 2.5 years,WBL: min. 50%

EQF 3

ISCED 251

Mainlyschool-based VET,

up to 2.5 years,WBL: min. 70%

EQF 2




Entry through validation of adults' prior learning formal/informal/non-formal)

Progression routes for students with incomplete compulsory education

End of compulsory education (with completion of lower secondary education; if unsuccessful, students must continue to age 17)

(*)

The Ministry of Education and Culture isresponsible for strategic and normative steering ofvocational education and training (VET) and leadsnational development. national objectives of VET,structure of qualifications, and core subjectsincluded in them are determined by thegovernment.

More than 40% of the relevant age group startupper secondary VET studies immediately afterbasic education; most of these obtain their VETqualifications at vocational institutions. Allqualifications include at least six months’ on-the-joblearning. The most popular fields are technology,communications and transport, and social services,health and sports.

in addition to school-based upper secondaryVET, vocational qualifications can be obtained inapprenticeship training or as competence-basedqualifications:• apprenticeship training includes courses at

vocational institutions. The share of work-basedlearning (WBL) is 70-80%. Most apprentices areadults;

• competence-based qualifications are usuallycompleted by adults. in addition to the 52vocational qualifications offered, there are nearly300 further and specialist qualifications indifferent fields. Vocational and further vocationalqualifications are at upper secondary level andmay be obtained through competence tests,independent of how vocational skills wereacquired. The specialist vocational qualificationis at post-secondary, non-tertiary level.Authorisations to provide VET are granted by the

ministry. They cover VET fields, qualifications,number of students, language of instruction,locations, special educational tasks and otherissues. VET providers may also be assigned tasksto develop and serve the world of work.

VET providers are responsible for organisingtraining in their areas, for matching provision withlocal labour market needs, and for devisingcurricula based on national qualificationrequirements. They also decide independently onissues such as type of education and trainingprovided and the method for completion of studies,within the limits of their authorisation from the

Education Ministry. A VET provider may be a localauthority, municipal training consortium, foundationor other registered association or State company.

national qualification requirements ensurenationally uniform vocational competence; theyfunction as the basis for evaluating learningoutcomes. These requirements are drawn up by theFinnish national Board of Education in the contextof broad cooperation with stakeholders (employers’organisations, trade unions, the Trade Union ofEducation, and student unions).

Cooperation with the world of work is consideredessential. in addition to contributing to nationalqualification requirements, representatives fromenterprises participate in work on local curricula,organise and plan training and skills demonstra-tions, and are part of regional committees. Theyalso assess both skills demonstrations in uppersecondary qualifications and competence tests incompetence-based qualifications.

Flexibility and individualisation have become ameans to respond to changing requirements of theworld of work. Studies in upper secondary VET arebased on individual study plans, comprising bothcompulsory and optional modules. Modularisationallows for a degree of individualisation ofqualifications; for example, students can includemodules from other vocational qualifications(including both further and specialist vocationalqualifications) or polytechnic degrees. Flexibilityalso enables education providers more effectivelyto meet the demands of regional and local worldsof work.

There are no dead-ends within the educationsystem. From the late 1990s the vocational trackhas given eligibility to access polytechnics anduniversities. With this reform upper secondaryvocational education and training became equal togeneral upper secondary education as a pathwayto higher education.


VET in Finland

VET in Finland’s education and training system 25

NB: ISCED-P 2011. EQF levels have not yet been defined.Source: Cedefop and ReferNet Finland.


VET programmes





19+ 12+

YEARS in E&T

SECONDARY LEVEL

AGE


Liberal adult education

In-servicetraining

8

9

7

15

1017

1118

1219

16

14 ISCED 244

ISCED 244


Voluntary additional year

Licentiate programmes,Li Lice Lice ti t entiate programmesentiate programmes,2 years2 2 years2 years

Licentiate programmes,2 years

ISCED 864 ISCED 864

PhD programmes,4 years

ISCED 665 ISCED 665


Polytechnic bachelor programmes,3.5-4 years

ISCED 767 ISCED 767

Master programmes, 2 years Polytechnic master progr.,

1-1.5 years

ISCED 344

General programmes

Mainly school-based, WBL >20%, also available as apprenticeship, WBL 70-80%

ISCED 354

Work-based further VET, tailored individually

ISCED 454

Work-based specialist VET, tailored individually

3 years ofworking experience





Related vocational skills needed as the only prerequisite



ISCED 354

Vocational education and training (VET) is, bytradition, central to France’s adopted priorities:guilds first appeared in the Middle Ages andapprenticeship in the 19th century. Thedevelopment of lifelong learning in the early 1970swas based on long-standing and highly diverseadult education practices that are the foundation ofcontinuous education.

initial VET (iVET)VET at upper secondary level. on leaving lowersecondary school (collège) at iSCEd-P 244, gener-ally at the age of 15, students are steered eithertowards a general (iSCEd-P 344) and technological(iSCEd-P 354) upper secondary school (lycée), toprepare for a three-year general or technologicalbaccalaureate, or towards a vocational lycée(iSCEd-P 353, 354), to prepare for a two-year pro-fessional skills certificate (CAP) or a three-yearvocational baccalaureate. These qualifications aredesigned to provide direct access to employmentand the training always includes in-company intern-ship. However, access to tertiary level VETprogrammes in related fields is possible. Upper sec-ondary education is governed and financed largelyby the Ministry of Education and partly by otherministries (including agriculture and industry).

VET at tertiary level (iSCEd-P 554). The lycée-based higher technician curricula provide atwo-year programme leading to the highertechnician certificate (BTS). Universities offer alsoa two-year technological university diploma (dUT);this is designed for entry into the labour market.Students can also decide, on completion, to go onto a vocational bachelor’s programme, whichenables them to acquire a vocational qualificationat EQF level 6 and progress to master’s level for aqualification at EQF level 7. Higher education(tertiary level) provides general courses andtechnical and vocational courses within universitiesand public or private higher colleges of excellence(grandes écoles).

Apprenticeship. This pathway can lead to allvocational certifications registered in the nationaldirectory of professional qualifications, whichincludes all secondary or higher educationcertifications as well as vocational qualificationcertificates (CQP), created by the professionalbranches. young people on an apprenticeshipcontract (from one to three years) have the statusand rights of other employees and receive a salary.The course takes place both in the workplace andin an apprentice training centre (CFA). The systemis governed by the State (legislation), the regionalcouncils (policy setting) and the social partners(management of the CFAs). its funding comes fromthe State, which exempts enterprises fromemployer contributions for the amount of eachapprentice salary, the regional councils (bonuses onrecruitment, apprenticeship subsidies) andcompanies (apprenticeship tax).

Continuing VET (CVET)

CVET applies to those entering the world of work oralready in work, both the young and adults. Theobjectives of CVET include promoting professionalintegration or reintegration; maintaining people inwork; encouraging the development of skills andaccess to different levels of professionalqualification; and contributing to economic andcultural development and social progress. Accessand funding procedures for courses vary accordingto individual status, either jobseekers or people inemployment (private sector employees, publicservants, self-employed workers). Training of job-seekers is managed by the regions, with centralgovernment intervening only for particular targetgroups (the illiterate, foreigners, and people withdisabilities). Employers (private or public) and thesocial partners are responsible for training peoplein employment. The training market is open: in2011, more than 58 650 training providers earnedrevenues of EUr 13 billion for 23.8 million trainingcourses.


VET in France

VET in the French education and training system 27

NB: ISCED-P 2011.Source: Cedefop and ReferNet France.


VET programmes






18+ 12+



Programmes for

employees

Programmes for the

unemployed

Programmes for vulnerable

groups

8

9

7

6

13

1117

1016

1218

14

15

12


Giving access to tertiary education in selected fields



For learners aged 16-25, after completion of compulsory education



EQF 2

EQF 4 EQF 4

EQF 3 EQF 3

EQF 4

EQF 5 EQF 5

EQF 6

EQF 7

EQF 6EQF 6

EQF 7

EQF 8EQF 3

EQF 4

ISCED 655-756, 767

ISCED 756-844

ISCED 645

ISCED 344 ISCED 354 ISCED 353, 354 ISCED 354, 353

ISCED 554 ISCED 655 ISCED 655, 554

ISCED 757 ISCED 756, 757

ISCED 244

ISCED 747

ISCED 756-844

EQF 8

EQF 7 EQF 7

Doctoral programmes,3 years


Master programmesWBL: up to 50%, 2 years

Higher technician progr. WBL up to 25%, 2 years

DUT and bachelor programmes

WBL ca10%, 3 years

ApprenticeshipsWBL 67%,

2 or 3 years

ApprenticeshipsWBL 67%,

2 or 3 years

Mainly school-based technological programmes,

WBL: 18%, 3 years

Mainly school-based vocational programmes

WBL ca 10-20%, 2 or 3 years

ApprenticeshipsWBL 67%, 2 years


Programmes at public or private

higher colleges of excellence

Upper secondary general programmes,

3 years

Lower secondary programme

VET in Germany is based on cooperation betweenState, private sector and social partners. The FederalMinistry of Education (BMBF) is responsible forgeneral VET policy issues and has a coordinating andsteering role for all training occupations incooperation with the respective ministries. Theministry also works closely with the Federal institutefor Vocational Education and Training (BiBB), whichconducts research and advises the FederalGovernment and vocational training providers. TheLänder (federal states) are responsible for school-based (parts of) VET and have VET committees withemployer and employee representatives. TheMinistries of Education in the Länder cooperate in astanding conference (KMK) to ensure a degree ofuniformity and comparability.

The main pillar of VET is the dual system(apprentice ship). Every person who has completedfull-time compulsory schooling has access toapprenticeship training (duration usually three years),which combines two learning venues, companies andvocational schools. Those successfully completingtheir training are qualified to be employed as skilledworkers. Progression is possible through variousschool-based VET programmes and by acquiringmaster craftsperson and similar qualifications. Thereare also programmes based on the dual principle athigher education level.

Parallel to the dual system there is a wide range ofschool-based programmes (iSCEd levels 3-4), whichdiffer in terms of entry requirements, focus, types andlevels of qualifications they lead to, such as:• programmes at vocational schools preparing

people for work in many occupational areas(Berufsfachschule, duration one to three yearsdepending on the occupational area andspecialisation and the type/level of qualification).Where they do not offer a full vocationalqualification, attendance can be credited as the firstyear of training in the dual system if certainconditions are met. Entry requirement is the lowersecondary general school certificate or thecertificate obtained on completion of year 10(intermediate level, Realschule);

• programmes providing general upper secondaryand vocationally-oriented education and usuallyleading to the general higher education entrancequalification (Berufliches Gymnasium/Fach -

gymnasium, duration is two to three years; fouryears if learners also acquire a vocationalqualification). Entry requirement is the intermediatelevel certificate;

• specialised programmes that build upon inter -mediate level certificates or initial vocationaltraining and impart deeper occupational knowledge(duration one to three years). They lead to entrancequalifications for universities of applied sciences orspecific fields of study. Under certain conditions,learners may also obtain the general highereducation entrance qualification.

VET at higher education level is becoming moreimportant. A blend of vocational and academictraining is offered by universities of applied sciences(duration four years) and other higher educationinstitutes (Berufsakademien, duale Hochschule insome Länder, usually leading to bachelor or in somecases master degrees). Enterprises participating inBerufsakademie programmes bear the costs of thecompany-based training and pay learners a wage.

An important step in widening access to highereducation is the 2009 KMK resolution, which definescommon access criteria for vocationally qualifiedapplicants without a school-based higher educationentrance qualification: advanced vocationalqualifications such as those of master craftsperson,foreperson and certified supervisor (Meister,Techniker, Fachwirt, see below); completion ofrelevant iVET lasting two years; three years ofrelevant occupational experience; passing anaptitude test; or successful completion of aprobationary year of studies.

Continuing training is playing an increasinglyimportant role in improving employability. it ischaracterised by a wide variety of providers (atraining market) and a comparatively low degree ofregulation by the state. only a small part of provisionleads to formal qualifications regulated by theVocational Training Act, such as mastercraftsman/foreman/ certified supervisor, technicalengineer, and certified senior clerk qualifications(Meister, Techniker, Fachwirt). Courses to prepare forthese advanced level qualifications are offered bychambers or schools (Fachschulen, mastercraftsmen schools). Access to the respectiveassessment usually requires several years of practicein the related occupation.


VET in Germany

VET in Germany’s education and training system 29

NB: This is a simplified chart, based on the unified approach used for the spotlights on VET in all EU-28 countries plus Iceland and Norway. ISCED-P 2011. EQF levels have not yet been defined for all qualifications.Source: Cedefop.


VET programmes


Also available to adults




Professional experience required to enter

19+ 13+

SECONDARY LEVEL

POST-SECONDARY

LEVEL


CVET for employees

Courses for unemployed and other vulnerable

groups

Training courses by private providers

7

8

13

1117

1016

1218

1319

14

915

1016

Giving access to higher education

Access to HE is limited, only from/to some programmes


Prior education may be recognised affecting programme duration

Access restricted to certain related subjects

At universities of applied science At duale Hochschule

At Fachschule/Fachakademie, At Berufsakademienduration varies

Lower secondary programmes, at Hauptschule and Gesamtschule

3 years (4 years in one federal state)

ISCED 844

ISCED 747

ISCED 645

ISCED 344

ISCED 244 ISCED 244

ISCED 645 ISCED 645

ISCED 444

ISCED 354 ISCED 354

ISCED 747 ISCED 747

ISCED 645 ISCED 655

EQF 2-4

EQF 4

EQF 2

EQF 8

EQF 7EQF 7 EQF 7

EQF 6EQF 6 EQF 6 EQF 6 EQF 6 EQF 6

EQF 6-7

EQF 1-2

Lower secondary programmes, at Gymnasium, Realschule and Gesamtschule,

4 years

Generaleducation programmes, 2-3 years

Master programmes,

2 years

Master programmes ,

2 yearsIT-Professional

General educ.programmes with vocational orientation, 2-3 years

Apprenticeship programmes, 2-3.5 years

Specialised programmes, 1-3 years

School-based VET programmes, 1-3 years

Transition progr., 1 year

PhD programmes, duration varies

Master programmes ,

2 years


3-4 years

Bachelor programmes ,

3-4 years


3-4 years

Technician,Fachwirt, etc. qualifications


3-4 years

Meister, technician, etc. qualifications examinations

ISCED 344

ISCED 254

YEARS in E&TAGE

,

Following new legislation strengthening its work-based component, vocational education andtraining (VET) in Greece is in transition. The duallearning approach in VET was reinforced withexpansion of apprenticeships at secondary leveland more work-based learning opportunities atpost-secondary and tertiary levels.

For graduates of lower secondary education, therecent law on secondary education (2013) foreseesthat those who do not wish to follow generaleducation (Geniká Lykeia, GEL) may choosebetween the following VET options:• school-based programmes and specialities

leading to a vocational certificate (Apolitírio EPAL,EQF level 4) or a vocational specialisation degree(Ptihío Epaggelmatikís idikótitas, EQF level 4) atvocational education school (EpaggelmatikáLykeia, EPAL, three years). Graduates may thenenter the labour market, become an apprentice,or proceed to post-secondary VET or tertiaryeducation through general exams (for all types ofhigher education) or special exams (only forcertain technological higher education institutes);

• programmes combining school-based and work-based instruction that lead to a vocationalqualification (Ptihío Epaggelmatikís idikótitasSEK, EQF level 3) at vocational training school(Sholés Epaggelmatikís Katártisis, SEK). Aftertwo years of school-based learning, learnersenter an apprenticeship year. Apart from thepossibility to enter the labour market, graduatesmay proceed to post-secondary VET but notdirectly to tertiary education;

• learners who have completed first grade of GELor EPAL may enter two-year dual learningprogrammes supervised by the employmentservice (oAEd) at apprenticeship school(Epaggelmatikés Sholés Mathitías, EPAS).Studies are mainly work-based and lead to avocational qualification (Ptihío EPAS, EQFlevel 4). Typical programmes are car engineering,electrical engineering and automation, web designand heating and cooling technology. At post-secondary and tertiary levels, the

following VET options are available:• vocational training programmes offered by iEK

(institúta Epaggelmatikís Katártisis). Studies last

two years (plus an optional semester of practicaltraining) and lead to a post-secondary vocationaltraining diploma (díploma iEK, EQF level 5)allowing labour market access. Access to iEK isavailable to graduates of all general andvocational education and training programmes;

• higher professional programmes (in tourism,maritime, army, arts, etc.) offered by higherschools (Anóteres Sholés) have strong work-based elements and lead to a post-secondaryVET qualification (Ptihío Anóteris Sholís, EQFlevel 5). in some cases, access is only granted tograduates of secondary education (GEL/EPAL)who pass entry examinations. Graduates mayenter the labour market or access some highereducation programmes;

• for EPAL graduates, an apprenticeship year (Étosmathitías) is foreseen (Law on secondaryeducation, 2013). it is based on dual learning andleads to a vocational specialisation degree atEQF level 5. Graduates have the sameprogression opportunities as EPAL graduates thathave not taken part in the apprenticeship year.Horizontal mobility in the education and training

system is possible, but not very common. Studentscan move between general schools (GEL) andvocational ones and between vocational education(EPAL) and training (SEK).

Continuing VET (CVET) is primarily offered bylifelong learning centres run by regional authorities,municipalities, social partners, chambers ofcommerce, professional associations, and highereducation institutions. These CVET programmes arepartially regulated by the national Agencyresponsible for Qualifications (EoPPEP) and theGeneral Secretariat for Lifelong Learning (GGdVM),but they do not lead to formal qualifications. TheHellenic open University and post-secondaryprivate colleges provide CVET programmes thatmay lead to a recognised qualification. Many recentinitiatives that involve social partners and localauthorities promote vocational training and workplacements for the unemployed or aim atretraining/upskilling employees.


VET in Greece

VET in the Greek education and training system 31

NB: ISCED-P 2011. EQF levels are placed according to the January 2014 EQF-NQF referencing report. Source: Cedefop.

TERIARY LEVEL


SECONDARY LEVEL

ADULT LEARNING



Prior studies may be recognised affecting programme duration

To enter, minimum one year of additional upper secondary studies is required

General HE entry exam might be needed to access some programmes



VET programmes






(*)

WBL

YEARSin E&TAGE

14 8

13 7

15 9

10

17 11

18 12

16

12+18+


4 years

Technological bachelor

programmes,4 years

Lower secondary programmes,3 years


Trainingfor


groups

Trainingfor

employees

LLLcenters' courses

HellenicOpen

University courses

General programmes, 3 years

ISCED 344

ISCED 244

ISCED 655ISCED 645, 646

ISCED 747, 757

Doctoral programmes, 3+ years

ISCED 844

Apprenticeship, 2 years, WBL 80%

General HEentry exam

Exams forVET graduates

EQF 4EQF 4

EQF 8

EQF 7

EQF 6-7

EQF 6 EQF 6

EQF 2

EQF 3 EQF 4

Higher professional

programmes (*)Post-secondary VET programmes,

WBL 20%

EQF 5 EQF 5

ISCED 655 ISCED 453

Apprenticeship,

1 year, WBL>50%

EQF 5

School-based VET,3 years

Mainly school-based VET,

3 years, WBL >50%ISCED 354 ISCED 353

recent legislation has led to more centralisedvocational education and training (VET)governance. Since January 2013, the State hasreplaced local government in governance ofschools. it has the right to employ head-teachersand pays pedagogical staff's salaries. Centraladministration of VET (and adult training) is led bythe Minister for the national Economy, who sharesresponsibility with ministries for specific vocationalqualifications and with the Minister for Humanresources on learning outcomes and frameworkcurricula. Since the 1990s, business and industryhave been involved in national advisory bodies and,increasingly, in decision-making on VET-relatedissues. The Chamber of Commerce and industrypresently plays a dominant role in shaping VET andadult training.

VET for young people

At age 14, learners decide if they wish to enter VETand what type of VET to choose. Around two thirdschoose a VET pathway. nearly one third of all 14-year-olds enter the track that prepares directly formanual jobs at upper secondary level. recentlegislation has introduced fundamental changes intothe structure, governance and funding of upper,post-secondary and tertiary VET, effective fromSeptember 2013.

The programmes are:• vocational school (SZi) programmes leading to

iSCEd-P 353 (or 253) level nationalqualifications register (oKJ) qualifications. Theydo not allow direct access to higher education.The new three-year programme is inspired by the‘dual principle’. it combines general educationand vocational training throughout the threeyears and reinforces practical training;

• secondary vocational school (SZKi) pro-grammes span upper and post-secondary level.The programme now combines VET and gen-eral education from the start, leading to a‘vocational secondary school leaving examina-tion’ (iSCEd-P 344) which does not award anoKJ qualification, but allows access to at leastone occupation, higher education studies, or

'VET grades' awarding iSCEd-P 454 level oKJqualifications. 'VET grades' are also open to grad-uates from general upper secondary education.Since 2012, iSCEd-P 454 level programmeshave been open to students who do not hold asecondary school leaving certificate, but haveobtained a master craftsperson certificate andhave at least five years' relevant work experi-ence;

• apprenticeships can be offered in all types of VET.Practical training is organised in enterprisesand/or school workshops depending onavailability of places and learners' and schools'decisions. Currently, most SZi students do (partof) their practical training in an enterprise;

• higher education VET, previously advancedvocational programmes (FSZ), are nowexclusively provided by higher educationinstitutions and are regulated by the HigherEducation Act of 2011. Programmes require asecondary school leaving certificate and awardiSCEd-P 554 level higher education vocationalqualifications. Graduates can transfer credits to abachelor (BA/BSc) programme in the same field.

VET for adults

Formal education offers adults the same options asyoung people, in part-time or distance education.Adult training outside the formal school systemcomprises, among others: VET programmes whichlead to oKJ qualifications; courses run by economicchambers preparing for master craftsperson exams;training awarding other (inter)nationally-recognisedqualifications and licences, regulated by legislation;mandatory further training programmes for a givenoccupation; and other vocational, language andgeneral courses. A new Adult Training Act waspassed in 2013. it defines the legal framework fortraining provision regarding courses that award anoKJ qualification or a language proficiencycertificate or those that have been financiallysupported by national/EU funds. The State supportsvulnerable groups' and SMEs' training throughgrants.


VET in Hungary

VET in Hungary’s education and training system 33

NB: ISCED-P 2011. EQF levels have not yet been defined.Source: Cedefop and ReferNet Hungary.


Possible direct admission with master craftsmanship certificate and 5 years of work experience



Duration is typically 4 years, but it may vary according to the educational needs of the learners. The programme typically leads to an officially recognised vocational qualification


VET programmes






SECONDARY LEVEL


YEARS in E&TAGE

511

612

713

814

1117

1016

915

1218

1319

13+18+

Further training of employees (compulsory

CVET or courses offered by the

employer)

Training courses for the


groups

Vocational and general

courses offered on the training

market

PhD programmes,

3 years


master programmes,

5-6 years

Integratedlower and

upper secondary

programmesBridging programmes for those not eligible

for upper secondary programmesBridging programmes for those who have completed at least 2, but not all 4 years of

lower secondary education


for SEN students

ISCED 766

ISCED 244-344

ISCED 244 ISCED 244

ISCED 864

For learners aged 15-23

Postgraduate specialisation pro-gramme,

1-3 yearsMaster programmes,1-2 years

ISCED 665

ISCED 244

ISCED 344

ISCED 344

ISCED 344

ISCED 252,353

ISCED667, 768ISCED 767

Bachelor programmes,3-4 years

Uppersecondary

programmesPractice-oriented

programmes, typicaly including work placements

Follow-up programmes

School-based theory-focused programmes

VET for SEN learners (*)


Higher education vocational programmes

Theory-focused progr., (work placements possible) ISCED 454ISCED 554

ISCED 353ISCED

243, 252, 253, 353

(*)


SEN


VET in IcelandThe icelandic vocational education and training(VET) system originates from when iceland was stillpart of the danish kingdom. At that time,apprentices learned from their masters by workingalongside them. Gradually, schools took over partsof the training and more theoretical subjects wereadded. Workplace training is still of greatimportance and the journeyman's exam is centredon demonstrating skills students have learned at aworkplace.

Almost all VET is offered at upper secondarylevel, where studies at school and workplacetraining form an integral part. Study programmesvary in length from one school year to four years ofcombined school and workplace training.Workplaces responsible for training need officialcertification and training agreements with both thestudent and the school, stipulating the objectives,time period and evaluation of the training. Moststudents in workplace training receive salaries,which are a (growing) percentage of fully-qualifiedworkers’ salaries. Companies training students canapply to the Ministry of Education, Science andCulture for a subsidy to fund training.

At upper secondary level (iSCEd 3) severalqualifications are offered, some of which arepreconditions for holding relevant jobs. The mostcommon are journeyman’s exams but there are alsoexams for healthcare professionals and captainsand engineers of ships and planes. in otherprofessions, a VET degree is not a precondition foremployment but graduates enjoy preferentialtreatment for the jobs they are trained for.

A few VET programmes are available at post-secondary non-tertiary level (iSCEd 4), for exampletourist guides and captains at the highest level, plusdegrees for all masters of trade. These programmeslast one to two years and lead to qualificationsgiving professional rights.

Students with severe learning difficulties areoffered special programmes at mainstream uppersecondary schools. Several VET pathways leadingto a diploma give students a possibility to continuetheir education.

The overall emphasis of the educational systemis to keep its structure simple and easilyunderstandable so students can move relatively

easily between study programmes. Thus, studentscan finish upper secondary school with both avocational and a general degree (matriculationexam) and access to higher education is open to allwho have acquired the necessary number of points.

For those who have not, it is easy to attendfurther education to qualify. Courses which givestudy points at upper secondary schools must beapproved by an official validation body, according tostandards approved by the Ministry of Education,Science and Culture.

Upper secondary schools create descriptions ofnew study programmes and submit them to theMinistry of Education, Science and Culture. Uponapproval, programmes become part of the nationalcurriculum guide. When formulating ideas for newstudy programmes, schools cooperate closely withoccupational councils, which form the link betweenthe ministry and the world of work.

iceland is in third place among 33 Europeancountries in learning among 25 to 64 year-olds.Adult learning is available in upper secondaryschools (day classes or special adult eveningclasses), nine lifelong learning centres, trainingcentres owned and operated by social partners forskilled workers in certain trades, and in numerousprivate training institutions. For example, twoinstitutions owned by employers’ and employees’organisations offer courses for journeymen andmasters of trades in the latest technology. For thehealthcare sector, retraining courses are offered byuniversities and there are specific traininginstitutions for several professions. in connectionwith labour agreements, from 2000, specific trainingfunds for employees were established, into whichboth employees and employers pay a certainpercentage of all salaries. Both parties can apply forfunding towards training.

VET in iceland’s education and training system 35


VET programmes







Age by which all learners have the right to education and training




20+ 14+

YEARS in E&T

14

13

11

10

12

9

8

(*)

(*)

ISCED 453, 454

ISCED 342

ISCED 647 ISCED 554

ISCED 748

ISCED 647, 748


ISCED 244

EQF 1/2

EQF 4 EQF 4 EQF 4 EQF 4

EQF 5

EQF 6

EQF 6

EQF 7EQF 7

EQF 8

ISCED 844

TERTIARY LEVEL

SECONDARY LEVEL

PhD programmes

Master programmes

Bachelor programmes

General programmes

Integrated primary and lower secondary programmes

WBL

Bridging courses

Mainly school-basedprogrammes

Mainly school-basedprogrammes

Mainlyschool-basedprogrammes, duration and WBL % vary

Mainlyschool-basedprogrammes, duration and WBL % vary

School-based programmes, duration varies

Integratedbachelor

andmaster

programmes

Specialised S Spe Spe p i li d ecialised ecialised programmesprogprogp ggrammesgrammesg

for SENf fo fo SENor SENor SENlearnerslleleearnersearners


for SENlearners


Foreign language courses,including

Icelandic for foreigners

Continuous trainingfor VET

professionals and university

graduates

Trainingfor the

unemployed

Special work-related

training

20

19

18

17

16

15

14

AGE

NB: ISCED-P 2011.Source: Cedefop and ReferNet Iceland.


Most vocational education and training (VET)occurs within the State sector, although privateproviders also play a role. The country’s educationand training system is divided into four mainsectors: primary, secondary, further (post-secondary non-tertiary) education and training(FET), and higher education. VET is providedprimarily within the FET sector, with some in highereducation.

The main VET providers are 16 education andtraining boards (ETBs) spread across the country.responsibility for funding, planning andcoordinating FET programmes at ETBs lies withSoLAS, ireland’s Further Education and TrainingAuthority. other statutory providers include BiM(seafood industry training) and Teagasc (agriculturaltraining). These bodies are publicly funded. Someprogrammes are cofinanced by the EuropeanSocial Fund. Higher VET programmes are theresponsibility of the Higher Education Authority (thestatutory planning and policy body for highereducation).

ireland’s 10-level national framework ofqualifications (nFQ) is referenced to the Europeanqualifications framework (EQF). VET pertains tonFQ levels 5 or 6 (EQF 4 or 5), with someprogrammes at nFQ 7 (EQF 6). Almost all awardsmade through the State-funded sector, and many inthe private sector, have been placed on the nFQ.

While it is possible to proceed to apprenticeshiptraining following completion of lower secondaryeducation (iSCEd 2), most learners (around 90%)continue to complete upper secondary education,which in ireland is general, rather than vocational,in nature.

Post-secondary non-tertiary programmes areaimed mostly at those who have completed uppersecondary education. Training includes: • apprenticeships: people acquire craftsperson

status by combining off-the-job training (in ETBsand institutes of technology) and on-the-jobtraining (with an employer). Training leads to annFQ level 6 (EQF 5) craft certificate. Partialawards are also made;

• post-leaving certificate courses (PLCs): deliveredin ETB colleges or second-level schools; theycomprise general or vocationally oriented

education, or both. Typically, training is in areassuch as technical knowledge, personal/coreskills and work experience; PLCs lead to an nFQlevel 5 or 6 award (EQF 4 or 5 ). Partial awardsare also made;

• training for other occupations: delivered bysecond-level schools, ETB colleges, private orsectoral providers (e.g. for tourism, agriculture orfishing). Awards, full or partial, are made, usuallyat nFQ level 5 or 6 (EQF 4 or 5).VET at tertiary level (iSCEd-P 544, 554) is

provided mostly by institutes of technology and, toa lesser extent, by universities and other highereducation providers. Courses are mainly inbusiness, science and technology and lead to annFQ level 6 or level 7 award (EQF 5 or 6).

For second chance education and training for theunemployed, VET is also offered in the form of:• VToS (vocational training for the unemployed);

youthreach (for early school leavers aged 15-20);and the back to education initiative (part-time foradults). Full and partial awards are made at nFQlevels 1-6 (EQF 1-5);

• traineeships: training for the unemployed for arange of occupations (such as financial advisorassistant, pharmacy sales assistant). it leads toan nFQ level 5 or 6 (EQF 4 or 5) award (full orpartial);

• specific skills training: training for the unemployedin a vocational skill (such as computer hardwaremaintenance), delivered by ETBs (on average, 16weeks). There is a range of awards, full andpartial, at nFQ levels 3-5 (EQF 2-4).


VET in Ireland

VET in ireland’s education and training system 37

NB: ISCED-P 2011.Source: Cedefop and ReferNet Ireland.


VET programmes

Mix of VET and general education programmes





End of compulsory education at 16 or at completion of lower secondary programmes


Possible, but atypical study paths


Includes a specified set of vocational subject in some programmes

18+

YEARS in E&T

TERTIARY LEVEL

SECONDARY LEVEL

SECOND CHANCE AND ADULT LEARNING

18

17

15

16

AGE


EQF 2

EQF 3-4

EQF 6-7

EQF 6

EQF 4-5

EQF 1-5 EQF 1-5 EQF 1-5 EQF 1-5

EQF 4-5

EQF 3-4

ISCED 864

ISCED 665

ISCED 667, 767

ISCED 244

ISCED 453

EQF 5

EQF 8

ISCED 544, 554

Doctoral programmes,

3+ years

Youth Reach programmes

for 15-20 year-old

early school leavers

VET for unemployed: traineeship,

specific skills

training, and others

Back to education, part time

CVET for adults

Literacy training

and other further

education and training

Post-graduate programmes,1-2 years

Undergraduate programmes,

3-5 years


Optional transition year

General programmes (*), 2 years


Apprenticeshipup to 4 years,WBL ca 80%

Higher certificate programmes, 2 years

Post-leaving certificate courses, 1-2 years

WBL

9

14 8

10

11

12

12+

ISCED 244, 343 ISCED353 ISCED varies ISCED 243, 343

ISCED 344 ISCED 343

ISCED 341

ISCED 453

(*)

in recent years, several reforms have been carriedout to make vocational education and training (VET)more flexible and respond better to labour marketneeds. VET in italy is characterised by multilevelgovernance with broad involvement of national,regional and local stakeholders. Ministries of Labourand Education define the general framework andpolicies. regions and autonomous provinces are incharge of providing several vocational programmesand most apprenticeship-type schemes.

Compulsory education lasts 10 years, up toage 16. To ensure young people do not leaveeducation and training without a qualification, theyhave the ‘right/duty’ (diritto/dovere) to accomplishat least 12 years before they are 18. The choicebetween general education and VET is usuallymade at age 14.

At upper secondary level, the following VETprogrammes are available: (a) five-year programmes at technical schools

(istituti tecnici), to prepare for technical andadministrative jobs, and at vocational schools(istituti professionali) to prepare for carrying outqualified tasks in the production industry (fieldsof national interest). They combine generaleducation and VET. Graduates have access tohigher education and acquire qualifications atEQF level 4;

(b) three- to four-year VET programmes organisedby the regions (istruzione e formazioneprofessionale, ieFP). These modularprogrammes aim at developing basic,transversal and technical-occupational skillsand include on-the-job training (especiallyinternships). Learners can change areas ofstudy through recognition of credits.Qualifications at EQF levels 3 and 4 arerecognised nationally;

(c) a three- to four-year apprenticeship-typescheme offers qualifications at EQF levels 3and 4. Apprenticeship includes both on-the-joband classroom training. The minimum entry ageis 15.

At post-secondary level, there are severaloptions which all include internships or traineeships: (a) iFTS programmes (istruzione e formazione

tecnica superiore) leading to EQF level 4 offer

higher technical education and training foryoung people and adults;

(b) iTS programmes (istituti tecnici superiori)leading to EQF level 5 offer non-academictraining at tertiary level in professional areasconsidered strategic for the country’s development;

(c) post-ieFP and other programmes/courses,which provide theoretical, technical andmanagerial skills, also through practical workand offer regional qualifications. They usuallycater for young unemployed people, migrantsand disabled people.

VET courses also exist at post-higher educationlevel.

Higher education and research apprenticeships(apprendistato di alta formazione e ricerca) enable18 to 29 year-olds to acquire qualifications usuallyoffered through school-based programmes atsecondary, post-secondary and tertiary levels,including a doctoral degree (EQF levels 4 to 8).

Professional apprenticeships (apprendistatoprofessionalizzante o contratto di mestiere) offerqualifications provided for in collective-bargainingagreements to 18 to 29 year-olds. They last up tothree years (five for the crafts sector). Workersaffected by restructuring can participate in thisscheme to (re)qualify.

VET for adults is offered by a range of differentpublic and private providers. This includesprogrammes leading to upper secondary VETqualifications to ensure that the low-skilled haveprogression opportunities.

Continuing vocational training (CVT) to meetenterprise, sectoral and regional needs is supportedby joint interprofessional funds managed by thesocial partners.

For lifelong learning, training is also provided byfree universities or universities for the third age,voluntary associations, nGos, etc.


VET in Italy

VET in italy’s education and training system 39


VET programmes





Admission by the assessment of competences



Right/duty to education for at least 12 years or until obtaining a vocational qualification

Higher education and research apprenticeship possible in all these programmes

Those entering directly after completion of lower secondary at 15, do not need an extra year in ISCED 3 level programmes

Prior studies may be recognised affecting programme duration


19+ 13+

YEARS in E&T

10

13

11

12

7

6

(*)

(●)

WBL

ISCED 344

EQF 4

TERTIARY LEVEL

SECONDARY LEVEL

ISCED 354

EQF 4

ISCED 352, 353

ISCED 224

EQF 1

Lower secondary programmes, 3 years

EQF 4

CONTINUING TRAINING(outside the education system)

ADULT LEARNING

16

915

19

18

17

(*)

13

814

12

AGE


EQF 4 EQF 4

EQF 3EQF 3

Upper secondary general

programmes (●), 5 years

Technical and vocational school programmes (●),

5 years

Regional VET (leFP), BL:30%,

3-4 years

Appren-ticeship for 15-25 year-olds, 3-4 years

ISCED 665ISCED 766

EQF 5EQF 6

EQF 7EQF 7

EQF 8

ISCED 864

PhD programmes (●),3 years

Master programmes(●), 2 years

Bachelor programmes (●),

3 years

Integratedbachelor

and masterprogrammes (●),

5 years

EQF 8

ISCED 768

ISCED767

Master level II (●),1-2 years

EQF 7

ISCED 667Master level I (●),1 year

Highertechnical programmes (ITS) (●),WBL:30%, 2-3 years ISCED 554 IFTS programmes (●),1y, WBL:30% ISCED 453

Training provided

and financed by the

private sector

CVT for skills upgrade or new

qualification, financed by

regions and/or joint interprofes-sional funds

IVET(Post-

secondary,post-leFP

andpost HE), offered

by regions

Adult education

for compulsory and upper secondary certificates,

CPIA

NB: ISCED-P 2011.Source: Cedefop and ReferNet Italy.

VET in Latvia is offered at three (1) levels: integratedprimary and lower secondary (called ‘basic’nationally), upper secondary (secondary), andtertiary (professional higher education). VET ismainly school-based, hence the national term refersto ‘vocational education’ that includes practicaltraining at schools and enterprises. To acquire aVET qualification, learners have to take a statequalification exam at the end of the programme.

Basic VET programmes (one to two years,iSCEd-P 254) lead to qualifications at EQF level 3. Learners are admitted irrespective of theirprevious education but not earlier than in the yearin which they turn 15. Those without completedbasic education are admitted to three-yearprogrammes that include a compulsory basicgeneral education course.

At upper secondary level: • three-year programmes (iSCEd-P 353) lead to a

certificate of vocational education but do not givethe right to enter higher education. Students whowant to continue their studies at higher educationlevel may attend an additional one-yearintermediate-level general educationprogramme. Those without completed basiceducation are admitted to VET programmes thatinclude a compulsory basic general educationcourse;

• four-year programmes (iSCEd-P 354) lead to adiploma of vocational secondary education. Atthe end, students also take four state generalsubject exams; if successful, they are awarded acertificate of general secondary education, whichgives them the right to enrol in higher education;

• one- to two-year programmes that lead to avocational qualification (iSCEd-P 354 and 453)are designed for 17 to 29 year-olds with orwithout completed upper secondary education.The programmes focus on vocational skills only,so they are shorter.

Professional higher education programmes areprovided at two levels: • first-level college programmes (two to three

years) (iSCEd-P 554) targeted mainly at thelabour market, though graduates can continuetheir studies in second-level professional highereducation;

• second-level university programmes (four to sixyears) (iSCEd-P 655, 656, 657, 756 and 757)lead to a professional qualification andprofessional bachelor, master or a so-calledprofessional higher education degree.Formal CVET programmes enable adults with

education/work experience to obtain a state-recognised professional qualification in 480 to 1 280hours, depending on the field of study. Shorterprofessional development programmes (atleast 160 hours) enable learners to acquireprofessional knowledge and skills regardless oftheir age, education and professional backgroundbut do not lead to a VET qualification.

Apprenticeship exists on a small scale mainly inthe crafts sector. it is separate from other educationprogrammes and there are currently no pathwaysto formal education.

The Ministry of Education and Science is themain body responsible for VET’s legal framework,governance, funding and content. Social dialogueand strategic cooperation are arranged through thenational Tripartite Sub-Council for Cooperation inVocational Education and Employment, which wasfounded in 2000 by the State and representativesof employers and employees. Since 2011, 12sectoral expert councils have ensured cooperationand information exchange.


VET in Latvia

(1) Arts, culture and sports programmes (referred to as ‘vocationally-oriented education programmes’ nationally) are also implementedconcurrently with basic and secondary general education, but they do not lead to a vocational qualification.

VET in Latvia’s education and training system 41

NB: ISCED-P 2011.Source: Cedefop and ReferNet Latvia.



End of compulsory education (with primary education certificate; if unsuccessful, learners must continue to age 18)


Access for learners older than 15 with no basic education

Work-based learning, referred to as 'practical training' in national context, either at a VET institution or an enterprise


VET programmes





Vocationally oriented programmes in sports, music and arts are available for pupils in these programmes

19+ 12+


WBL

EQF 3

TERTIARY LEVEL

8

13

12

11

10

9

7

15

16

14

613

20

19

17

18

ADULT LEARNING

EQF 3EQF 1-2

EQF 6

EQF 4

EQF 6

EQF 4

EQF 5

EQF 4

EQF 4

EQF 4

EQF 6EQF 7EQF 7

Integrated primary and lower secondary(basic education) programmes,

9 years

Special needsprimary education

Generalprogrammes,

3 years

Follow-up programme

Mainly school-based VET, WBL 65%M M Mainly school based V Mainly school based V y VET WBL 65% VET, WBL 65% , Mainly school-based VET, WBL 65%

ISCED 244ISCED 243

ISCED 254

Bachelorprogrammes,

3-4 years

Continuing education and skills upgrade

Non-formal programmes, including VET

Prof. HE programme,1-2 years

Prof. master progr.,min 1 year


Professionalbachelor

programme,4 years

College VET progr.,2-3 years

ISCED 645

ISCED 344

ISCED 655 ISCED 554


EQF 8

Doctoral programmes,3-4 years

EQF 3-4

Mainly school-basedsecondary VET, WBL 65% up to 2 yearsMainly school-based

secondary VETWBL 50%, 4 years Mainly school-based

secondary VET, WBL 65%, 3 yearsISCED 354 ISCED 353

ISCED 354, 453

ISCED 864

EQF 7

EQF 6

Professionalhigher

education programme

(e.g. medical studies),4-6 years

ISCED 655, 656, 756

ISCED 251, 351, 451, 453

(*)

(*)

The Ministry of Education and Science isresponsible for shaping and implementingvocational education and training (VET) policy. TheMinistry of Economy participates in humanresources development and VET policy, andorganises research on future skill needs. Advisoryinstitutions play an important role in designing andimplementing VET policy and the qualificationssystem. Most important are the VET council and thecentral professional committee with its sectoralprofessional committees.

The main priority for VET is to become anattractive and highly valued part of education andlifelong learning. VET programmes are designed forlearners of different ages and educationalbackgrounds. initial VET (iVET) offers learners over14 opportunities to acquire a first qualification.Continuing VET (CVET) is designed for learnerswho want to improve a qualification they have,acquire a new one or gain a competence needed todo specific jobs (perform functions) as specified inregulations.

iVET is offered at lower secondary (iSCEd 2),upper secondary (iSCEd 3) and post-secondaryeducation (iSCEd 4) levels, leading to Europeanqualifications framework (EQF) levels 2 to 4.Learners can acquire a vocational qualification andcomplete general lower or upper secondaryeducation. Upper secondary-level VET graduateswho have obtained a matura certificate may applyto be admitted to higher education. When applyingfor higher non-university education programmes inthe same field, they can be awarded additionalentrance points.

Although VET in Lithuania is school-based,practical training and training in enterprises are amajor part. in iVET, practical training comprises 60to 70% of the total time allocated to vocationalsubjects, of which 8 to 15 weeks is organised in acompany or a school-based workshop simulatingworking conditions. Progressing implementation ofapprenticeship is considered a national priority andpolicy initiatives are in process.

Formal CVET is designed for people withdifferent education attainment levels, from primaryto post-secondary; in some cases, a vocationalqualification or work experience is a prerequisite.

Programmes last no longer than one year and leadto a vocational qualification at EQF levels 1-3,recognised by the State. Practical trainingcomprises 60-80% of the programme, half of itpreferably taking place at the enterprise. FormalCVT for unemployed and those notified of dismissalis funded by a voucher system, which allows theunemployed to choose the training provider. Theprovision of training is based on contracts betweenthe local public employment service, theunemployed and, if applicable, the enterprise. Aftertraining, the employer undertakes to employ theperson for at least six months.

non-formal CVET for the self-employed andtraining for employees, initiated by employers, isorganised in various settings. Some companieshave their own training units and qualificationsframeworks or apply internationally-recognisedsectoral qualifications and programmes.

Social partners have the right to initiate newqualifications, standards and VET programmes.Since 2003, competence assessment has beendetached from the training process and since 2012has been carried out by accredited institutions.Social partners, enterprises and employers'associations may apply for accreditation. Employerrepresentatives participate in designing andassessing VET programmes according to labourmarket needs. They are also involved in organisingtraining and may participate in the management ofVET institutions and become their shareholders.Currently, social partners, enterprises and municipalauthorities participate directly in managing self-governing iVET providers, which comprise a quarterof all VET institutions.


VET in Lithuania

VET in Lithuania’s education and training system 43

NB: ISCED-P 2011 .Source: Cedefop and ReferNet Lithuania.


VET programmes





19+ 12+

YEARS in E&T

SECONDARY LEVEL

AGE


TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING

CVETprogrammes

Non-formalCVET

programmes

9

10

16

815

1118

1219

17




Progression routes for students with incomplete compulsory education

Age until which all learners have the obligation to education and training


ISCED 244

ISCED 344


ISCED 747

ISCED 844ISCED 2-4

ISCED 354 ISCED 352

ISCED 454

ISCED 254

EQF 3

EQF 2EQF 2

EQF 4

EQF 4

EQF 1-3

EQF 8

EQF 2

EQF 4

EQF 7 EQF 7

EQF 6 EQF 6


Integrated bachelor and master


General programmes,2 years

Lower secondary programmes,6 years


3-4 years

Higher education college studies,

3 years

Post-secondary VET, WBL 24%, 1-2 years


WBL-24%, 2-3 years


WBL-25%, 3 years


WBL-25%, 2-3 years

Mainly school-based programmes, WBL-25%,

2-3 years


ISCED 252

The Luxembourg administration is centralised. TheMinistry of national Education, Children and youth(MEnJE) is responsible for all types of education,including continuing vocational education andtraining. initial and continuing higher education isunder the Ministry of Higher Education andresearch. The Luxembourgish VET system isbased on a dual system, where there is a strongrelationship between school-based education andwork-based learning in enterprises. The recent VETreform aims at strengthening the links between VETand the labour market and focuses on competence-based and modular qualifications.

initial VET (iVET)

Technical secondary education prepares learnersfor professional life but also qualifies them forhigher education. it is divided into three cycles: thelower cycle (iSCEd 2), the medium cycle and theupper cycle (iSCEd 3). The lower cycle isdedicated to deepening general educationgradually leading learners to an education level oroccupation corresponding to their abilities. Themedium and upper cycles of secondary technicaleducation offer learners an opportunity to learn aprofession for which a certificate or diploma isawarded. There are three types of programmeswithin these cycles:• work-based programmes: at the core of these

programmes lies an apprenticeship whichincludes practical training under guidance of asupervisor (an enterprise, recognised as qualifiedfor this purpose). Learners study general subjectssuch as citizenship education at a technical highschool. These programmes offer two types ofcertificates: – vocational capacity certificate (CCP) which

prepares learners directly for professional life;– vocational aptitude diploma (dAP) which

prepares learners for carrying out aprofession. it also provides possibilities forfurther studies to become a mastercraftsperson or, subject to completingsupplementary preparatory modules, topursue higher technical studies;

• technician’s programmes: these prepare learnersfor a technician’s diploma (dT) in variousprofessional domains. They focus on training forprofessional life. Thanks to optional preparatorymodules, students can also pursue highertechnical education;

• technical VET programmes: there are four types(referred to as 'divisions') of programmes: – administrative and commercial programmes;– health and social care programmes;– general technical programmes.– arts programmes.Apart from general subjects, the curriculum of

these school-based programmes includesvocational subjects, which comprise theory andadvanced practical training. Students completingtechnical programmes are awarded a technicalsecondary school-leaving diploma. This diplomaconfers the same rights as the general secondaryeducation diploma; students can enter the labourmarket or pursue higher education.

Learners can move from technical to generalsecondary education and vice versa.

Continuing VET (CVET)All adults who have left school have access to life-long learning supported by guidance services. Theycan, at various stages of their lives, obtain a formalqualification, acquire or improve knowledge andknow-how, adapt themselves to new technologies,change their careers and experience personalenrichment through learning. There are severalactors providing training: the State, professionalchambers, sectoral organisations, providers withmixed funding, non-profit organisations and privatetraining centres. The State provides some supportfor companies and individuals to encourage iVET(financial support on top of apprenticeship pay andfor higher education) and CVET (paid training leave,flexible working time arrangements, cofundingarrangements). The Agency for the development ofEmployment (AdEM, Luxembourg's public employ-ment service) organises vocational training forjob-seekers in close cooperation with MEnJE.


VET in Luxembourg

VET in Luxembourg’s education and training system 45

(*)

NB: ISCED-P 2011.Source: Cedefop and ReferNet Luxembourg.



Work experience of 1 year needed to finish Master Craftsperson studies (either before or during the studies)



Lower secondary technical programmes end with completion of grade 8 at age 14 as 'Years in E&T' start at age 3 with early childhood education


VET programmes






SECONDARY LEVEL



YEARS in E&TAGE

11

14

13

1012

12

15 13

16+18+

1517

14

(*)

16

1618

Vocational and general courses offered on the

training market

Training courses for the unemployed and other

vulnerable groups

EQF 1EQF 1Lower secondary programmes,

4 years

ISCED 244

ISCED 353

EQF 3

ISCED 353

EQF 4

ISCED 354

EQF 4

Generalprogrammes,

3 years

WBL

EQF 4

ISCED 344


3 years

EQF 6

ISCED 645

Higher technician programmes, 2 years

EQF 5

ISCED 554

Professional bachelor programmes,

3 years

EQF 6

ISCED 655

Μaster craftsperson studies

EQF 5

ISCED 453

PhD programmes, min. 3 years

EQF 8

ISCED 844

Master programmes, 2 years

EQF 7

ISCED 747

Professional master progr., 2 years

EQF 7

ISCED 757

Work-based programme (CCP),

3 years

Work-based programme (DAP),

3 years

Technician's programme (DT),

4 years, partly WBL

Technical T h i l Technical school-based VET h l b d V school-based V school based V VET VET VET

programme, programme programme, , 4 or 5 years4 or 5 years4 or 5 years y

Technical school-based VET

programme, 4 or 5 years

Optional preparatory moduleOptional preparator Optional preparator p p p ry module ry module y Optional preparatory module

ISCED 354

Lower secondary technical programmes

ISCED 244

Integrationclasses

ISCED 244

EQF 3

EQF 2

(*)

over the past years, Malta has been investing invocational education and training (VET) and hasencouraged students to continue their educationbeyond school-leaving age. State VET providersare primarily the Malta College for Arts, Science andTechnology (MCAST) and the institute of TourismStudies (iTS).

MCAST houses several institutes which provideVET in various sectors while iTS provides trainingmainly in the hospitality sector. MCAST and iTS areregulated by the Education Act. The Employmentand Training Corporation (ETC), Malta’s publicemployment service, is regulated by theEmployment and Training Services Act. Since 2008,Malta has moved towards industry-led qualificationsmostly linked to the nQF (Malta qualificationsframework, MQF): VET providers work closely withemployers in designing courses meeting labourmarket needs in a rapidly changing economiclandscape.

At lower secondary level (called secondaryeducation nationally), VET subjects in hospitality, iT,care and engineering were piloted in 2011 tostudents aged 14 onwards to raise awareness andinterest in VET and to increase mobility betweenVET and general education. The following VEToptions are available:• school-based iVET in college programmes after

compulsory education. Programmes leading toEQF levels 3 and 4 (mainly provided by MCASTand iTS for 16 to 18+) have a duration of one ortwo years. For students who finish compulsoryeducation without a certification, there are intro-ductory courses to specific vocational sectors(programmes leading to an introductory and/orfoundation certificate) at EQF levels 1 and 2.Successful completion leads to access to furtherstudy in the same field. At post-secondary (non-tertiary) level, two-year college-basedprogrammes lead to a qualification at EQF level5 (higher national VET diploma) and at tertiarylevel, two-year programmes lead to a VET bach-elor degree (EQF level 6). Students whosuccessfully complete a higher national diplomaprogramme (equivalent to the first two years of auniversity first degree programme) and who meetall entry requirements can opt for a further year of

study to qualify for a university degree. iTS stu-dents can further their studies after an EQF level5 qualification by enrolling in a bachelor degree intourism at the University of Malta. Vocationallyoriented degree programmes are also providedby the university’s department of nursing;

• apprenticeship schemes (work-based learning atan employer’s establishment combined withschool-based instruction at a college) with aduration of 18 to 36 months are run by the ETCin collaboration with MCAST and iTS. Two typesof schemes exist: the extended skills trainingscheme (ESTS) awarding a journeyman’scertificate at craftsman level (EQF level 3) and thetechnician apprenticeship scheme (TAS)awarding a journeyman’s certificate at technicianlevel (EQF level 4);

• continuing VET is offered by MCAST and iTS inevening courses. The ETC also provides adultlearning but mainly targeted at the unemployed.The directorate for Lifelong Learning in theMinistry of Education and Employment organisescourses at EQF levels 1 and 2 to develop keycompetences among adults (lifelong learning inthe community), hosted by local councils andfinanced by the department for LocalGovernment;

• maturity clauses allow adult learners aged 23 orolder to enter programmes at the University ofMalta and MCAST. They do not have to complywith entry requirements but are interviewed (andin some cases take a written test) to assess priorqualifications and experience. While progression opportunities in VET are

widely available, there are limited possibilities formobility between VET and general education.Proposed amendments to the Education Act in2014 will improve permeability between VET andhigher education.


VET in Malta

VET in Malta’s education and training system 47

NB: ISCED-P 2011.Source: Cedefop and ReferNet Malta.





Possible direct admission to some specially designed programmes



VET programmes






SECONDARY LEVEL

ADULT LEARNING/CONTINUING PROFESSIONAL DEVELOPMENT

YEARS in E&TAGE

WBL

14 7

15

13 6

8

916

11+18+

1017

1118

Adult learning/ continuous training courses offered by

Directorate LLL


for unemployed and other

vulnerable groups

Integrated bachelor and master

programmes, 5-6 years

VET bachelor degree programmes,

WBL 15-20%, 2 years

EQF 7


EQF 7

PhD programmes, 3 years

EQF 8

Post-doctoral programmes

EQF 8

Lower secondary programmes which include

VET specialisation subjects

EQF 3 EQF 3

EQF 2

EQF 2

EQF 1EQF 1

College-based foundation courses, 1-2 yearsISCED 244-343

EQF 4

ISCED 344

ISCED 253

EQF 4

EQF 3

EQF 3

College-based programmes, WBL 20%, 2 yearsISCED 352

EQF 4

EQF 6

College-based programmes, WBL 25-40%, 2 years

Apprenticeship schemes,1.5-3 yearsISCED 353

ISCED 655VET higher diploma programmes, WBL 25-40%, 2 years

EQF 5

ISCED 554


ISCED 656 ISCED 665

EQF 6

Bachelor programmes, 3-4 years

ISCED 864

ISCED 767 POST-SECONDARY LEVEL

TERTIARY LEVEL

EQF 1-5

ISCED 352, 353

Learners leaving primary education at age 12 go onto various schools in the secondary educationcategory. From the third year at lower secondarylevel (14 year-olds) onwards, about a quarter ofstudents follow programmes that can becharacterised as pre-vocational (part of preparatorysecondary vocational education (VMBo)).

For learners not capable of entering pre-vocational education, separate labour-orientedpractical training is offered (praktijkonderwijs).

There are two types of programmes at uppersecondary level that provide general education:upper secondary general education (HAVo) andpre-university education (VWo).

Upper secondary VET

Upper secondary vocational education (MBo) isalso available. Three structural elements determinethis type of education: differentiation according tolevel, programme orientation and learning pathway:• level: upper secondary vocational education has

four levels corresponding to EQF levels 1 to 4. Atwhich level students start depends on what prioreducation they have and the diploma obtained.There are no minimum admission requirementsfor level 1 in this type of education. it is possibleto move (upwards) within upper secondaryvocational education and the highest level 4(EQF 4) gives access to associate degree orbachelor programmes in higher professionaleducation (HBo) offered by universities ofapplied sciences;

• programme: vocational training programmes areoffered in four sectors; green/agriculture,technology, economics and care and welfare.There are a total of 237 dossiers that describeinterrelated qualifications; there are 612 differentdiplomas;

• learning pathway: upper secondary vocationaleducation has a school-based pathway (BoL)and a dual pathway (BBL). in the school-basedpathway, students spend at least 20% of theirtime on work placement. in the dual pathway,students have jobs that they combine with acourse of study (apprenticeship); this often

involves four days’ work a week and one day atschool.in upper secondary vocational education the

national qualification structure defines qualifications’desired outcome. Social partners and educationinstitutions, represented in sectoral bodies, have thelegal task to develop and maintain thesequalifications. once determined by the Ministry ofEducation, Culture and Science/Economic Affairs,schools develop – in cooperation with training firms– curricula based on the qualification profiles.

Tertiary VET

Higher professional education (HBo) is open tostudents with upper secondary general educationdiplomas. Transferring to this type of highereducation is also possible with a diploma at level 4of upper secondary vocational education: 50% ofstudents with a qualification at MBo-4 level enterthe job market while the other half go on to higherprofessional education. The majority of thesestudents pursue a four-year professional bachelordegree programme. Moreover, in recent years two-year associate degree programmes have beendeveloped (short-cycle higher education) andstudents with a bachelor degree can transfer to aprofessional master degree programme, albeit stillto a limited extent.

Continuing VET

There is no institutional framework for continuingvocational education and training (CVET). Provisionis market-driven with many suppliers. Socialpartners can stimulate CVET with help from theirbranch-specific training and development funds.Publicly-financed part-time/dual initial VET can alsofunction as CVET for adults.


VET in the Netherlands

VET in the dutch education and training system 49

NB: ISCED-P 2011.Source: Cedefop and ReferNet Netherlands.





No entry requirements for learners over 16

All upper secondary level VET programmes can either be mainly school-based (part of it in enterprises) or apprenticeships

(●)


VET programmes





SECONDARY LEVEL



YEARS in E&TAGE

9

14

13

10

15 11

1216

13+17+

1317

1418

1519

1620

Pre-university education(integrated lower and

upper secondary

programmes), 6 years

Integrated lower and

upper secondary

programmes, 5 years


3 years



Middle-management

VET programmes (●),

4 years

Lower secondary pre-vocational school-based programmes,L Lower se Lower se d i econdary pre vocationa econdary pre vocationa l h l b d al school based progra al school based progra ammes ammes,4 years 4 yea 4 yea y ars ars

Lower secondary pre-vocational school-based programmes,4 years

Professional education pro-grammes (●),

3 years

Basic vocational pro-grammes (●),

2 years

Assistant training (●), 1-1.5 years

Practical, labour-oriented

programmesfor students

withlearning

difficulties


for employees(often financed by

training funds)


for unemployed

EQF 8

EQF 7

EQF 6

EQF 4

EQF 2 EQF 1

EQF 4

EQF 6

EQF 5

EQF 4

EQF 3

EQF 2

EQF 1

EQF 4

ISCED 244-344 ISCED 244-344 ISCED 244 ISCED 244

ISCED 354


ISCED 645

ISCED 747

ISCED 844


ISCED 253

Bridging programme

Prof. master progr.,1 year

EQF 7

Specialising programmes, 1-2 years

Associate degree, 2 years

Higher professional bachelor programmes,

2-4 years

ISCED 757


VET in NorwayAll young people leaving compulsory school have astatutory right to three years of upper secondaryeducation. They may choose from three generalstudies programmes and nine VET programmes.Upper secondary education, VET included, isprovided by 19 regional county authorities.

Upper secondary VET is conducted both inschools and in public and private enterprises.Training establishments must be approved by thecounty authorities. The standard two-plus-twomodel normally includes two years in school, wherestudents also participate in practical training inworkshops and enterprises, followed by two yearsof formalised apprenticeship (training andproductive work) in enterprises. The first yearconsists of general education (the six common coresubjects: norwegian, maths, English, naturalsciences, social sciences and history) and anintroduction to the vocational area. during thesecond year, VET students choose specialisationsand courses are more trade-specific but coresubjects are also included. VET programmes canalso be organised with longer apprenticeship orwithout apprenticeship.

Upper secondary VET is normally completed bya practical-theoretical trade or journeyman’sexamination (Fag- eller svenneprøve). Successfulcandidates are awarded a trade certificate(Fagbrev) for industrial and service trades or ajourneyman’s certificate (Svennebrev) for traditionalcrafts. The nine VET programmes lead to about 180different certificates.

There are many possibilities for transition tohigher education (HE) from upper secondary VET: • by completing the third year of supplementary

studies qualifying for HE, comprising the coresubjects;

• after completion of a trade or journeyman’scertificate:(a) one-year course in core subjects;(b) direct admission to certain specially designed

programmes (Y-veien);• applicants aged 23 or above with at least five

years’ work experience and/or education, andwho have successfully passed a course in thecore subjects;

• based on individual assessment of relevantformal, informal and non-formal qualifications forapplicants aged 25 or more, who do not meetgeneral entrance requirements.Adults over 25 have, on application, a statutory

right to upper secondary education and training.Education should be adapted to the individual’sneeds and life situation. Adults also have a right tohave their prior learning assessed towards nationalcurricula, which may result in exemption from partsof training. The experience-based trade certificationscheme gives adults the right to sit a trade orjourneyman’s examination upon proof of long andrelevant practice. The candidate must demonstratecomprehensive experience in the trade or craft,normally a minimum of five years.

Master craftsperson education is VET for holdersof a relevant trade or journeyman’s certificate withseveral years’ work experience. The training, whichcombines general business management,marketing and vocational theory, is a publiccertification arrangement under the Ministry ofindustry and Trade. Many of these programmes areprovided by vocational colleges (Fagskoler) atiSCEd level 4. Such colleges also offer a range ofshort VET programmes for students with an uppersecondary qualification. Providers design their owncourses and curricula. Each programme must berecognised by a national authority for qualityassurance. The comprehensive higher educationsystem has no formal or other distinction betweenvocational and non-vocational education.

The Ministry of Education and research hasoverall responsibility for education and training at alllevels. For upper secondary VET, curricula and theVET structure are laid down in national regulations,and providers are required to comply with them. Thecounty authorities are responsible for the volume ofschool and VET provision, dispensing VETfinancing provided by the State budget (includingapprenticeships), and providing apprenticeshipplacement and supervision.

VET in norway’s education and training system 51

NB: ISCED-P 2011.Source: Cedefop and ReferNet Norway.


VET programmes


Also available to adults (full, part-time or distance education)



18+ 13+

YEARS in E&T

14

13

(*)

(*)

(*)

(*)

10

SECONDARY LEVEL

12

AGE

ISCED 645 ISCED 746

ISCED 747

ISCED 746

ISCED 844

TERTIARY LEVEL

PhD programmes,3 years

Master programmes,2 years


3-4 years

Professionallyoriented


Integratedbachelor

andmaster

programmes,5 years


Basic competence

in working life programme

Full-time introduction course for

refugees and their family members (2 years)

Specialised training for employees

Specialised training for


groups

ISCED 344

ISCED 352

Generalprogramme

8

9

13

14

15

ISCED 5B

Master craftsperson'sexam

Post-secondaryVET colleges,0.5-2 years

Only with sufficient knowledge of Norwegian

Older than 25

Older than 25 Several yearsof workingexperience

ISCED 454, 554

ISCED 244

Second stage of the integrated primary and lower secondary programmes

Additional course forhigher education access,

1 year

19

15 (*)20

18

17

1116

Trade or journeyman certificate

School based programmes, WBL 20 35% BL 20 35 BL-20-35 L 20 35 5% 5% 5%d d prog d prog WB B grammes WB B grammes, WBSchool base S h l b d d School-based d School base d BSchool-based programmes, WBL-20-35%

Apprenticeship training, WBL-100%eship t eship t p training WBL training WBL g, e L-Apprenticeship training, WBL-100% School-basedSchooSchoool basedol-basedprogramme, p g , program program amme amme

no WBL,no no WBL WBL ,3 years3 3 y3 y years years

School-basedprogramme,

no WBL,3 years

2+2 years2 2 2+2 years2+2 years y2+2 years 3+1 years3 3 +1 years+1 years y3 1 3+1 years 1+3 years1+3 years





VET pathway to HE, valid for some specific programmes



Youth right: a statuatory right for 3 years of upper secondary education during 5 years after completing lower secondary education

Adults who have not completed primary and/or secondary education have a right to receive education from the municipality or county authorities

(*)

Management and administration of the VET systemin Poland has a three-level structure: national(ministries), partially regional (schoolsuperintendents, mainly in pedagogicalsupervision), and district authorities (governingupper secondary schools). Social partners areinvolved in developing the VET system by givingopinions on planned changes to VET.

Educational policy at secondary level isgoverned by the Ministry of national Education, theMinistry of Culture and national Heritage (artisticschools), the Ministry of Agriculture (agriculturalschools), the Ministry of the Environment (forestryschools), the Ministry of Justice (inmate educationand correctional education) and other ministriesresponsible for particular occupations. The Ministryof Science and Higher Education is responsible forVET at higher education level.

At upper secondary level, students can gainvocational qualifications at a three-year basicvocational school (ZSZ) or at a four-year uppersecondary technical school (technikum). Pathwaysare provided for students to continue education attertiary level. At post-secondary non-tertiary level,graduates of general and technical uppersecondary schools can gain vocationalqualifications at post-secondary school (szkołapolicealna).

Polish VET at technical schools and post-secondary schools is mainly school-based with ashare of 50% practical training in VET programmes,while in basic vocational schools the practice andtheory proportion is 60% and 40% respectively. ofstudents at basic vocational schools, 60% undergopractical training in form of apprenticeshiporganised in small and medium-sized enterprises.it starts after completion of lower secondaryeducation at age 16.

After passing external exam(s) confirmingvocational qualification(s), students obtain arelevant certificate. Each occupation comprises oneto three qualifications. only after passing examsconfirming all qualifications required for a givenoccupation may a diploma confirming vocationalqualifications be issued.

Adult learning and CVET

About 4.5% of the population between 25 and 64years of age participated in some form of educationor training in the four weeks before the survey.Since 1 September 2012, due to more Stateintervention, basic vocational and technical schoolsfor adults are gradually being replaced by a moreflexible system of VET courses, enabling adults toacquire either part or full qualifications. introducingthese types of courses has created a fast track foradults to gain vocational qualifications. iVETschools offering vocational education for youth haveexpanded their target group to include adults.

VET for adults is organised mainly in out-of-school forms, such as:• vocational qualification courses. Completing a

vocational qualification course allows adults, ifthey pass an external examination, to confirm avocational qualification acquired under the sameconditions and rules as iVET students;

• occupational skills courses – courses forseparate units of learning outcomes specified ina given qualification;

• courses related to classified occupations andspecialisations meeting labour market needs,including courses conducted in cooperation withlabour offices.Apprenticeship for adults is the responsibility of

the Ministry of Labour and Social Policy. Thisparticular active labour market programme,provided by local labour offices, aims to improveemployability of the unemployed and job-seekersby helping them to attest their skills andqualifications formally. Apprenticeship for adults isfinanced by the labour fund. The apprenticeship foradults programme, consisting of 80% practicaltraining and up to 20% theoretical, has two forms:occupational training, lasting 12 to 18 months,leading to the journeyman exam and training forperforming a specific job, lasting three to sixmonths.


VET in Poland

VET in Poland’s education and training system 53

NB: ISCED-P 2011.Source: Cedefop and ReferNet Poland.







VET programmes





SECONDARY LEVEL


YEARS in E&TAGE

WBL

714

815

916

1017

1118

1219

1320

12+19+


master programmes,

5-6 years



3-4 years

General programmes,

3 years

Work preparation classes

Mainly school-based, WBL 50-60%,1-2.5 years

Vocational qualification courses, WBL 50-60%

College programme

General education programmes for adults



Shortened apprenticeship

schemesfor adults

Master craftsperson

exam


foremployees


forunemployed

and other vulnerable

groups

ISCED 244

ISCED 344

ISCED 344

ISCED 353, 354

Vocational qualification courses, WBL 50-60%

ISCED 353, 354


ISCED 864

ISCED 767

ISCED 453

Mainly apprenticeship training, WBL 80%,2-3 years ISCED 353

Mainly school-based programmes,

WBL 60%, 3 years

ISCED 353

Mainly school-based programmes,

WBL 50%4 years

ISCED 354

Central government has overall responsibility foreducation and training. The Ministry of Education isresponsible for most types of education, includingschool-based vocational education and training(VET), while the Ministry of Employment isresponsible for the apprenticeship system, CVETand active labour market policies. The ministriesshare responsibilities for school-based VET anddevelop key policies, while the respective regionalbodies are responsible for implementation. Thenational qualifications system (SnQ) reorganisedVET within the remits of the education andemployment authorities into a single system.

young people can choose different types of VETprogrammes if they meet admission requirements interms of age and educational background.Permeability is ensured between general and VETprogrammes.• VET programmes at basic education level (VET

programmes for young people: cursos de educaçãoe formação de jovens (CEF), iSCEd-P 254) areschool-based and include work-based learning(WBL, referred to as ‘practical training’ in thenational context). Learners need to be over 15 andshould have completed the first cycle of basiceducation (four years). They award qualificationsat level 2 of the national (QnQ) and the Europeanqualifications framework (EQF). They are designedfor young people at risk of leaving school early orwho have already left the school system beforecompleting their compulsory education; they allowprogression to several types of programme,including other CEF programmes available atsecondary and post-secondary level. Since 2012,vocational programmes for youngsters aged 13 orolder have been introduced in some schools aspilot projects.

• VET programmes at secondary education level(vocational programmes, CEF and art educationprogrammes, iSCEd 3) are school-based andinclude WBL, except for some art education pro-grammes. Learners need to be over 15 and shouldhave completed basic education. Successful learn-ers are granted both a secondary level educationcertificate and an occupational qualification at EQFlevel 4, which may lead either to employment or fur-ther education, including higher education.

• Apprenticeship programmes (iSCEd-P 354)include 40% workplace training. A contractbetween the enterprise and the apprentice iscompulsory. Access is possible for learners below25 who have completed basic education. Coursesare specifically designed to help young peopleenter the labour market, although they also allowfurther studies in higher education. Successfullearners are granted double certification at EQFlevel 4.

• Programmes at post-secondary non-tertiary levelcombine general, scientific and technologicaltraining in school with work-based learning. WBLis 30 to 46% in technological specialisationprogrammes (CET) and 18% in post-secondaryCEF. Learners need to be over 18, have acquiredEQF level 4 or be in the last year of secondaryeducation or have a higher education diploma.These programmes award qualifications at EQFlevel 4 (CEF) or 5 (CET) and a technologicalspecialisation diploma and can also be provided inhigher education institutions.over the past decade, policy developments have

aimed at raising adults’ qualifications by wideningaccess to VET to increase participation. • Adult education and training courses (EFA,

iSCEd-P 254, 354) are flexible training schemesavailable for people over 18 who wish to completebasic or secondary education and/or obtain anoccupational qualification (EQF levels 2-4).

• Certified modular training courses are credit-basedand allow learners to select individual units. Theygenerally address people over 18 who have notcompleted basic or secondary education/training.Upon successful completion of each module, andassessment by a technical committee, a finalcertificate and diploma are issued (EQF levels 2-4).

• recognition, validation and certification ofcompetences (rVCC, iSCEd-P 244, 344) is basedon the principle of lifelong learning and targetspeople over 18. The two different rVCC processes(general ‘academic’ and vocational) can lead toeither a basic or secondary level educationcertificate (at EQF levels 2-4) or an occupationalcertificate (VET qualification at EQF levels 2-4).Adults lacking competences required for aqualification are guided to relevant trainingprogrammes to acquire them.


VET in Portugal

VET in Portugal’s education and training system 55

NB: ISCED-P 2011.Source: Cedefop and ReferNet Portugal.


VET programmes

Programmes combining VET and general education – double cerification programmes




18+ 12+




8

9

7

14

10

18

11

16

12

17

15

13



Prior VET studies may be recognised affecting programme duration


Work-based learning, either at the enterprise or a VET institution referred to as 'practical training' in the national context


WBL

ISCED 254, 354

Validation (RVCC) pathway,

including 3 years’ professional

experience for 18-23 year-olds

Certified modular training

(also for <18 in certain cases)

Adult education and training

courses (EFA)(also for <18 in labour market)

ISCED 244, 344

EQF 2-4EQF 2-4 EQF 2-4

EQF 7EQF 7 EQF 7

EQF 6 EQF 6

EQF 8

EQF 5

EQF 4 EQF 4 EQF 4 EQF 4

EQF 2

EQF 3

EQF 2

EQF 4

ISCED 757ISCED 747


ISCED 844

ISCED 244 ISCED 254

Doctoral programmes, 3-4 years

Integrated programmes

leading to a master degree,

5-6 years

University master programmes, 1.5-2 years

Technological specialisation programmes, WBL 30-46%

CEF programmes, 1 year, WBL 18%

CEF programmes, 1-2 years, WBL15-19%

Polytechnic master programmes, 1.5-2 years

University bachelor programmes,

3-4 years

General programmes,3 years

Basic education – 3rd cycle,3 years

Art educationprogrammes,

3 years,WBL varies

Vocational programmes,

3 years, WBL 19-24%

CEF programmes for >15 year-olds, 3 years, WBL 17%

Apprenticeship progr.,for <25 year-olds,

3 years,WBL >40%

Polytechnic bachelor


ISCED 454 ISCED 354

ISCED 344 ISCED 344, 354 ISCED 354 ISCED 354

ISCED 354

initial vocational education and training (iVET) isprovided at both upper secondary and post-secondary levels. 'Professional education' is usedto denote the 'vocational' and 'technological' routesof upper secondary school, dual learning atprofessional schools and the 'higher VETprogrammes'.

General compulsory education includes primaryeducation and lower secondary education. Aftercompleting lower secondary education, learnerscan continue their studies at upper secondary orprofessional schools. Admission to upper secondaryeducation is based on each learner’s portfolio,including graduating diploma and transcript, and ongrades acquired in national evaluation exams takenat the end of the eighth grade.

Upper secondary programmes at high schoolscomprise three routes that lead to upper secondaryleaving diploma (matura) at EQF level 4, grantingaccess to higher education:• four-year general programmes ('theoretical

route') with two options of study: sciences(mathematics and informatics or naturalsciences) or humanities (social studies orphilology);

• four-year vocational programmes (‘vocationalroute’) with the following fields of study: military,theological, sports, arts and pedagogy;

• four-year technological programmes(‘technological route’) with the following fields ofstudy: technical (engineering, electrotechnicsand electronics, mounting construction),services (trade, public catering), naturalresources and environmental protection.After two years of study in a technological

programme, students may opt for an additional 720hours of workplace training to acquire anoccupational qualification at EQF level 3.

There are also three-year VET programmes inprofessional schools that lead to an occupationalqualification at EQF level 3. Graduates can alsocontinue learning by entering the third year of aniSCEd-P 354 level programme (usually theoreticalor technological routes). The most popularprogrammes are transport, engineering, andhospitality (hotels and restaurants).

'Higher VET programmes' are included inprofessional and technical education and partiallyfinanced by the State. They provide an opportunityfor advanced vocational training for graduates ofsecondary schools (with or without a baccalaureatediploma). Most post-secondary schools preparenurses and pharmacy technicians. These studieslast for two years.

Since 2003, the labour code includes provisionsfor apprenticeship. Apprenticeship contracts havebeen defined as a special type of labour contractinvolving both work as well as vocational training atthe workplace. The current act adopted in 2007 hasseen rather slow application, partially becauseenterprises willing to apply for apprenticeshipschemes were initially required to provide severalapprenticeship foremen certified for their formally-acquired knowledge and skills, apart from havingprofessional experience and expertise.

Adult vocational training is provided by legalentities (either private or public), includingvocational training centres, or individuals certifiedas VET providers. Adult vocational training can alsobe provided through work-based courses organisedby employers or through internships andspecialisation programmes.

The Ministry of Education is the nationalauthority for formal pre-university education(including iVET) and higher education and isresponsible for developing and/or implementingpolicies related to provision of training andqualifications assessment. The Ministry of Labouris the national authority for CVET policies. Sectoralcommittees are the bodies responsible for definitionand validation of standards and qualifications, andin collaboration with the Ministries of Labour andEducation, for CVET policies. The nationalAuthority for Qualifications (AnC) coordinates adulttraining. Social partners (employers and tradeunions) have important responsibilities incontinuous training at national and sectoral levels.


VET in Romania

VET in romania’s education and training system 57

NB: ISCED-P 2011.Source: Cedefop and ReferNet Romania.


End of grade 10 marks the end of compulsory education at EQF level 2

Possible direct admission after completing studies at EQF level 4 in general or technological programmes


Students can leave after 2 years to attend a 720h workplace training and obtain an EQF 3 level VET qualification


(*)

WBL


VET programmes






SECONDARY LEVEL


TERTIARY LEVEL NON-FORMAL ADULT LEARNING

YEARS in E&TAGE

511

612

713

814

915

1016

1117

1218

18+ 12+

Training for employed

Training for unemployed and other

vulnerable groups

ISCED 844, 854

ISCED 747, 757

ISCED 645, 655

ISCED 244

ISCED 443, 453

PhD and post-doctoralprogrammes, 3-4 years

Generalprogrammes,

4 years

Vocationalprogrammes,WBL 10-20%,

4 years

Apprenticeship, WBL >70%, 1-3 years


For learners over 16without any relevantrecognised VETqualifications

Bachelor programmes, 3-4 years


Higher VET programmes with WBL, 1-3 years

ISCED 254-354ISCED 244-344

EQF 8

EQF 7

EQF 6

EQF 2-4EQF 4 EQF 4

ISCED 254-354I I ISCED 254-354ISCED 254-354ISCED 254-354

EQF 4

TechnologicalT hTechTech l i lnologicalnologicalprogrammes,progrprogrrammesrammes,WBL 16-30%,WBL WBL 16-30%, 16-30%, ,2 (2 (2 (2 (**)))) - 4 years4 4 years4 years

Technologicalprogrammes,WBL 16-30%,2 (*) - 4 years

EQF 3 School- andworkplace-based VET,WBL 40-75%, 3 years

EQF 3

ISCED 352

initial vocational education and training (iVET) inSlovakia is school-based, with periods of work-basedlearning based on contracts between secondary VETschools and companies. iVET usually starts at uppersecondary level. At the age of 15, pupils choose aVET study field leading to maturita school-leavingcertificate (iSCEd-P 354) that allows graduates toenter higher education, or a training programme witha certificate of apprenticeship (iSCEd-P 353). in2012/13, 451 VET programmes were approvedaccording to the decree on secondary schools, andan additional 55 new programmes were piloted.

Secondary iVET programmes comprise:• two to three-year iSCEd-P 253 training

programme for basic school low-achievers endswith a final exam; in exceptional cases there is alsoa certificate of apprenticeship;

• three to four-year iSCEd-P 353 training ends witha certificate of apprenticeship;

• four to five-year iSCEd-P 354 study programmewith extended number of hours of practical trainingends with a maturita school-leaving certificate (inmost cases also with a certificate of apprentice -ship);

• four to five-year iSCEd-P 354 study programme,more theory-focused ends with a maturita school-leaving certificate. These programmes are typically offered by

secondary specialised schools (SoŠ); similarprogrammes adjusted for students with specialneeds and specific iVET programmes for mentallychallenged students are offered within the specialschools stream. A specific iVET option for performingarts students are six- and eight-year programmes,offered by conservatories.

Post-secondary non-tertiary VET programmesoffered by SoŠ and conservatories comprise: • two-year iSCEd-P 454 follow-up study programme

intended for iSCEd-P 353 graduates ends with amaturita school-leaving certificate;

• minimum six-month refresher programmesintended for VET graduates end with a post-maturita exam;

• minimum two-year qualifying programmesintended for iSCEd-P 344 and 354 graduates endwith a maturita school-leaving certificate (secondmaturita with a specific vocational component);

• minimum two-year specialising programmes endwith an absolutorium diploma;

• three-year higher professional programmes endwith an absolutorium diploma.data indicate high vertical permeability.

nevertheless, two weakness remain: lack ofpractice-oriented tertiary VET programmes neededfor the labour market; and underdevelopedprocedures for validation of prior learning.

Governance

iVET in Slovakia, with the exception of the healthsector and some specific occupations (fireman,police officer), is predominantly regulated bynational/regional educational authorities supportedby the newly empowered bodies introduced by theAct on VET 2008: the national VET Council, anultimate coordinating body affiliated with thegovernment discussing all the important VET-relatedpolicy and legislative documents; regional VETcouncils; sectoral VET councils; and ‘sectoralassignees’ set by legislation as professionalcounterparts to education authorities and asdefenders of employers’ interests in the respectivefields of study.

The role of the social partners has beenstrengthened in all phases:• programming: the mandatory national framework

for curricula is discussed to achieve a better matchto labour market needs;

• curriculum design: curricula are developedautonomously by schools based on nationaleducation programmes, but must be discussedwith employers to comply with labour marketneeds prior to implementation;

• qualifications award: employer representativeinvolvement in school-leaving examination hasbeen reinforced.There are currently no incentives available to

support adult learning. Provision of learningopportunities is not regulated by the State, except fortraining the unemployed, which is regulated andprovided by the Ministry of Labour within its activelabour market policy. Unemployed training iscofunded by the European Social Fund.


VET in Slovakia

VET in Slovakia’s education and training system 59


VET programmes


Also available to adults (full-, or part-time or distance education)






May lead to an officially recognised vocational qualification

Work-based learning shares vary by individual school and programme (from 0 to ~60%)

19+ 13+

YEARS in E&T

13

12

10

SECONDARY LEVEL

14

15

16

11

AGE

ISCED 665ISCED 766

ISCED 767

ISCED 864

TERTIARY LEVEL



Bachelor programmes

3-4 years

ISCED 244Courses to complete basic education

Integratedbachelor

andmaster


ADULT LEARNING/CONTINUING TRAINING


for employees


for unemployed

2nd chance programmes

Specialised programmes for socially vulnerable

groups


ISCED 344

Generalprogrammes

ISCED 353

School-based progr.with extensive

practical trainingISCED 354

Performingarts

programmes

ISCED 554

ISCED 554

Danceprogrammes

Conservatories

7

8

9

6

13

14

15

12511

(*)

ISCED 554

Higherprofessionalprogrammes

Progr. leadingto a (2nd) VETqualification

Specialisingprogrammes Refresher pr.


ISCED 244

ISCED 253

VET without basicschool certificate

requirementLower secondary programmesISCED 244

Danceprogrammes

ISCED243,252,352

VET for SENlearners (*)

19

20

21

18

17

ISCED 354

School basedSchool basedSchool-basedddtheory-focusedth f dtheory-focusedtheory focuseddddprogrammesprogrammesprogrammesp g

School-basedtheory-focusedprogrammes

ISCED 354

School-basedS h l b dSchool-basedSchool basedpractice-tipracticepracticepfocusedfocusedfocused

programmesprogrammesprogrammes

School-basedpractice-focused

programmes

NB: ISCED-P 2011. EQF levels have not yet been defined. Source: Cedefop and ReferNet Slovakia.

ISCED 454

Follow-up programmesF Follow up programmp p g mes F Follow up programm mesFollow-up programmes

(•)(•)

(•) (•) (•)

(•) (•) (•)

(•)

Formal vocational education and training (VET)programmes in Slovenia are generally provided bypublic schools. Together with private providers,public schools also offer continuing VET for adults.

The Education Ministry is the main bodyresponsible for VET. it prepares legislation for uppersecondary and higher vocational education, adoptseducational programmes, and finances VETproviders. The latest VET reform has increased theautonomy of schools, by transferring significantdecision-making powers regarding curricula andmanagement from national to school level. Socialpartners are involved in VET at all levels:• preparing vocational standards as a base for

formal VET programmes;• participating in the council of experts for VET

(consulting body for the Ministry);• cooperating at local level in preparing 'open

curricula' (employers);• helping organise practical training for students.

VET programmes

After completing compulsory basic education, VETstudents can enrol in the following upper secondary,mainly school-based, programmes:• technical programmes (iSCEd-P 354): four-year

programmes that lead to a vocational matura (twogeneral and two vocational – theoretical andpractical – exams). These programmes consist ofat least 40% of general subjects and 4 to 12weeks of practical training at a workplace. Afterpassing vocational matura, students can enrolin higher post-secondary, non-tertiaryvocational education (iSCEd-P 554, two years)or in first-cycle tertiary professional education(iSCEd-P 655, three to four years). Graduatesalso have an opportunity to access mostacademic tertiary programmes if they pass oneadditional general matura exam;

• vocational programmes (iSCEd-P 353): three-year labour-market-oriented programmes thatlead to a final examination consisting of apractical assignment and Slovenian languageexam. Programmes include at least 24 weeks ofworkplace training. After completion of the final

examination students can enter the labour marketor access two-year vocational technical educationprogrammes at iSCEd-P 354 that lead tovocational matura;

• short VET programmes (iSCEd-P 353): two-yearprogrammes that include work-based learningthat prepare and qualify learners for lessdemanding occupations, for example at assistantlevel. Alternatively, they can choose to continuetheir education in upper secondary VETprogrammes.Public and private VET providers also offer

higher VET programmes at post-secondary level,which include 40% of work-based learning incompanies. Learners with vocational or generalmatura can enrol in these two-year programmes.

Adult learning

Adults can enrol in the same formal VETprogrammes as the young. organisation andmeans of assessing learning are adjusted to suitadult learner needs, for instance by using modulesand allowing exemptions.

in addition to VET programmes, the nationalvocational qualifications (nVQ) system governed bythe Ministry of Labour, has been in place since2000. it is based on assessment processes thatenable adults over 18 to obtain formal recognitionof their vocational competences, acquired outsidethe formal education system.

Adults can also participate in continuing VET,usually provided by private companies. regulationof provision of such programmes is not part oflegislation. Many activities to support adulteducation are organised by adult educationguidance centres and a network of independentlearning centres.


VET in Slovenia

VET in Slovenia’s education and training system 61


VET programmes







Possible access after additional examination




19+ 13+

YEARS in E&T

13

12

SECONDARY LEVEL

14

11

AGE

WBL

TERTIARY LEVEL

National vocational

qualifications

Training for unemployed

Training for employees


for young adults and vulnerable

groups

7

8

9

13

14

15

19

20

18

17

1016

NB: ISCED-P 2011. Source: Cedefop and ReferNet Slovenia.


EQF 2-5

EQF 1

EQF 2

EQF 4

EQF 7 EQF 7

EQF 6 EQF 6

EQF 4

EQF 4

EQF 8

EQF 4

EQF 4

EQF 3

EQF 4

EQF 5

EQF 4

Doctoral programmes, 3 years


master programmes,

5-6 years

General programmes

Third cycle of the integrated primary and lower secondary (basic education) programmes

Mainly school-based technical VET,

WBL 15%, 4 yearsMainly school-based VET,

WBL 40%, 3 years

Mainly school-based technical VET, WBL 10%, 2 years

Craftsman/foreman/ shop manager exams

General bridgingcourse,1 year

Vocational bridgingcourses, 1 year

Short VET programmes, WBL 35%, 2 years


3-4 years




Higher VET programmes, WBL 40%, 2 years

ISCED 844

ISCED 767


3 year professional experience

ISCED 354

ISCED 354


ISCED344

ISCED354

ISCED 244

ISCED 353

Modernising vocational education and training(VET), and making it more flexible as support tolifelong learning, are at the heart of Spanisheducation and employment policies. VET plays asignificant role in dealing with the adverse effectsof the economic crisis and in helping young peopleacquire qualifications that respond to labour marketneeds.

VET in Spain is mainly the responsibility ofeducation and employment authorities. Thenational system for qualifications and vocationaltraining forms the umbrella for VET programmesleading to formal qualifications awarded by them.The General Vocational Training Council is thenational government’s advisory body on VETpolicy. It comprises representatives of national andregional public authorities and social partners, suchas enterprise organisations and trade unions.

Stakeholders were involved in developingoccupational standards and creating a nationalregister (Catálogo Nacional de CualificacionesProfesionales, CNCP), which serves as a referencefor education and employment authorities whendesigning VET qualifications and programmes toensure they are relevant to labour market needs.

VET qualifications awarded by the educationauthorities (VET diplomas) certify education level(from secondary to higher education) andoccupational skills and competences. Thoseawarded by the employment authorities(professional certificates) comprise three levels andcertify the occupational skills and competencesacquired.

VET usually begins after the end of compulsoryeducation (ISCED-P 341), at age 16. Learnersopting for school-based VET attend a two-yearprogramme (ISCED-P 354) which leads to anintermediate-level VET diploma. This diploma givesaccess to higher level VET (ISCED-P 554) via anadmission procedure. There are also VET optionsfor those who have not completed compulsoryeducation that award professional certificates atlevel 1 of the national register.

Those older than 16 can also attend pro-grammes (250-1150 hours) awarding profes sionalcertificates. Access requirements and duration varyaccording to the level of learning outcomes to be

achieved. These programmes can be consideredinitial or continuing VET, depending on the learn-ers’ background and professional experience.

There are also intermediate and higher-levelVET programmes in arts and design and sports(ISCED-P 354 and 554).

The dual principle was introduced in 2012 toincrease access to VET and support young peoplein transition to the labour market. Someautonomous communities have already put it inplace in specific occupation areas. Participants(16-25 year-olds) are considered employeescovered by labour contracts (usually one to threeyears) and get at least a minimum wage: this is notnecessarily the case in dual training schemesunder the remit of the education authorities. Peopleup to the age of 30 may also benefit until youthunemployment decreases. At least 25% (first year)or 15% (subsequent years) of the time specified inthe contract should be devoted to acquiringcomplementary skills in a specialised or dulyauthorised training centre or in the company.

Tertiary or higher education comprises universitystudies and higher-level VET. Since 2011, higher-level VET diplomas have been assigned to the firstof the four levels of the Spanish higher educationqualifications framework (MECES). Recognition ofcertain European credit transfer and accumulationsystems allows progression for higher VETgraduates and complementary studies for thosefrom university.

CVET for workers, employed or unemployed,can be demand-led either as in-company trainingor in the form of individual training permits forformal qualifications financed through a socialsecurity bonus. CVET can also be offered as partof active labour market policies, encouragingpeople to upgrade their skills and acquireprofessional certificates based on the occupationalstandards of the CNCP issued by the labourauthorities. This supply side training is financedthrough public funds.


VET in Spain

VET in Spain’s education and training system 63

NB: ISCED-P 2011. EQF levels have not yet been defined.Source: Cedefop and ReferNet Spain.


VET programmes




End of compulsory education irrespective of the education level achieved


18+ 12+

YEARS in E&T

(*)

SECONDARY LEVELAGE

TERTIARY LEVEL

VET UNDER THE REMITOF EMPLOYMENT AUTHORITIES

OTHERTRAINING PROGRAMMES

Language courses, including

Spanish as second

language

In-service teacher training

Training initiatives

at companies’ demand

Training programmes (not in CNCP)

8

9

7

14

12

17 11

18

15

1016

13

Possible progression routes Possible access after examination

Prior VET knowledge may be recognised affecting the duration of the programme (Partial recognition of units of competence of the CNCP – National Catalogue of Professional Qualifications)

Entry through validation of prior learning (formal/informal/non-formal)



Called 'Basic VET' in the national context

SEN

WBL

Upper secondary programmes

Master programmes,2 years

Higher VET programmes, WBL 65%. 2 years

Higher arts and design programmes, 2 years

Professional certificates level 3

programmes

Professional certificates level 2 programmes

Arts and design programmes, 2 years

Mainly school-based intermediate VET programmes,WBL 65%, 2 years Sports progr., 1 year

Higher sports progr., 1 year

Professional certificates level 1 programmes

Mainly, school-based VET (*) programmes, WBL 50%,

1-2 years


3-5 years


Lower secondary programmes (compulsory secondary education)

ISCED 244-341

ISCED 344

ISCED 665, 766 ISCED 554 ISCED 554 ISCED 453

ISCED 354 ISCED 354

ISCED 554

ISCED 767

ISCED 864

ISCED 351, 353

ISCED 354

ISCED 254

ISCED 351

Swedish vocational education and training (VET)includes programmes and study pathways withinupper secondary education, and non-academic andacademic tertiary education. After compulsoryschool, students have the right to proceed to uppersecondary school to either one of the vocationalprogrammes or one of the higher educationpreparatory programmes. Learners notaccumulating enough pass grades can followindividualised introductory programmes givingaccess to upper secondary level. All uppersecondary vocational programmes may be offeredas school-based or as apprenticeship. independentof the specific combination of school-based andapprentic eship learning, successful completion ofthese VET programmes leads to a vocationaldiploma. Learners can also gain an uppersecondary vocational diploma in municipal adulteducation. non-academic tertiary VET mainlyconsists of one- or two-year higher VETprogrammes leading to a diploma or advanceddiploma in higher vocational education.

An upper secondary diploma is required toaccess higher vocational education and highereducation. Students must also have pass grades incertain courses, such as Swedish/Swedish as asecond language, English and mathematics, tomeet general entry requirements for highereducation. All students attending an uppersecondary school vocational programme have theright within its scope, or through programmeextensions, to study these required courses.Specific entry requirements apply to some highervocational education or higher educationprogrammes.

The starting point for adult education is alwaysan individual's specific needs and situation.individual pathways are the most common way togain a qualification in a new field or study thecourses required to access higher vocationaleducation or higher education. in upper secondaryschool vocational programmes, workplace-basedtraining (APL) is compulsory and covers a minimumof 15% of the programme. in contrast, for uppersecondary apprenticeship education, more than halfthe learning takes place at a workplace. non-academic higher vocational programmes combine

school-based learning with training at the workplace(LiA); to obtain an advanced diploma in highervocational education, for example, at least a quarterof the programme must be carried out as LiA.

The Ministry of Education and research isresponsible for most education; for VET this coversupper secondary schools, adult education, andhigher vocational education. Steering documentsregulating upper secondary school and municipaladult education are drawn up by the governmentand by the Swedish national Agency for Education.Upper secondary schools may be run bymunicipalities, county councils and the State.Private actors may also be approved as educationproviders and run independent upper secondaryschools. Private providers do not exist in municipaladult education but municipalities can outsourcetasks such as training. The Swedish nationalAgency for Higher Vocational Education approvesproviders and government grants for highervocational programmes. Providers draft aneducation plan and programmes should bedeveloped and delivered in close cooperation withthe world of work.

There are many other actors providing both initialand continuing VET. Courses and programmes arefinanced through fees or by companies andorganisations, but public grants are also provided.This includes non-formal education arranged byprivate companies and labour market partners,supplementary education, and programmes offeredby folk high schools. Several active labour marketpolicy programmes geared towards the un -employed are also vocationally-oriented or featuredifferent forms of work placement.


VET in Sweden

VET in Sweden’s education and training system 65

NB: ISCED-P 2011. EQF levels have not yet been defined. Source: Cedefop and ReferNet Sweden.


VET programmes





19+ 12+


TERTIARY LEVEL

TERTIARY / POST-SECONDARY LEVEL


Privately provided training

pro-grammes

Pro-grammes offered by folk high

schools

ALMP (mainly

for unem-ployed)

Appren-ticeship or work intro-

duction place-ments after IVET

Skills training

for the

employed

8

9

7

15

1017

1118

1219

16

14 ISCED 244

ISCED 564, 665

ISCED 2A

ISCED 766

Highest level of the integrated primaryand lower secondary programme


Possible progression routes Change of pathways possible



Duration and content adapted to learners' needs



(•)SENWBL

ISCED 344 ISCED 354

ISCED 343, 353

ISCED 864

ISCED 864

ISCED 665, 766

ISCED 2, 3

ISCED 454


master programmes,

5 yearsBachelor


HE preparatory programmes,

3 years

School-based VET programmes, 3 years,

WBL >12,5%

Apprenticeship programmes, 3 years,

WBL >50%

Programmes for SEN learners,

4 years, WBL >14%

Individual I di id l Individual Individual modularised d l i d modularised modularised

pathways th pathways pathways for adults f d lt for adults for adults

(20+ years),(20 )(20+ years)(20+ years), (•)(•)(•)( )( )

WBL possible, WBL ibl WBL possible WBL possible, % varies % varies % varies

Individual modularised

pathways for adults

(20+ years),(•)

WBL possible, % varies

Programmes for professional

qualifications, 3-5 years


Licentiate programmes, 2 years

Higher VET programmes with WBL, 1-2 years

Individualised programmes for learners not eligible for national

upper-secondary programmes (•)


ISCED 760

ISCED 354

ISCED 2, 3

ISCED 554

Vocational education and training (VET) is availableat secondary, further and higher education levels;most VET qualifications are taken at secondary andfurther education level. VET prepares students forwork in a wide variety of sectors. it includes broadintroductory courses and narrowly specialisedadvanced training. Education or training iscompulsory up to age 16 (17 in England), but mostyoung people continue learning after this point. Forlearners up to 18, VET is funded by governmentagencies, while adult learners are eligible for grantsand loans.

School-based programmes that combinegeneral academic study with VET elements existalongside broad VET programmes and specialistoccupational programmes that may take place bothin a school setting and the workplace. VET isoffered full- and part-time; students may attendtraining on a block-release or day-release basisfrom employers or attend evening or weekendlearning. Programme duration varies by subjectarea, level of study and type of learning and isgenerally between one and four years.

Apprenticeships always include a work contractand, in most cases, a technical and occupationalqualification and core, transferable skills such asnumeracy, literacy and iCT. demand forapprenticeships is rising and competition for thebest apprenticeship places is increasing. Moreapprenticeships are being developed at highereducation level.

Qualifications are designed by independentawarding organisations that also issue thecertificates. Some offer a large variety ofqualifications, often both general academic andvocational; smaller ones specialise in a specificprofessional area. VET providers includesecondary schools, school sixth forms, sixth formcolleges, further education colleges, highereducation institutions, private training providers, andemployers.

Many VET learners are adults. Adult andcontinuing education is part of the formal educationsystem, but is also offered as non-formal training byemployers and training providers. Trade unions,employer organisations, sector skill councils andother social partnerships are involved in providing

adult education, developing learning resources andanticipating labour market needs. Employers areencouraged to become more involved in skill andqualifications development.

There is a well-established system for VETlearners in the UK to progress to higher education.Candidates holding vocational qualifications atupper secondary level (EQF level 4), may accessselected first-cycle university programmes atinstitutional discretion. However, there is noautomatic right to progression from onequalifications framework level to the next aseducation providers and awarding organisationscan set entry requirements for individualqualifications.

The recently introduced curriculum forexcellence in Scotland creates greater opportunitiesfor students to combine qualifications and subjects,which means that a larger variety of secondaryqualifications may be used to apply for tertiaryeducation in future. Across the UK there are alsogood articulation options for progression fromhigher VET programmes (EQF level 5), such ashigher national certificates and diplomas, to thesecond or third year of a bachelor degree in arelated field. However, admission and transferarrangements are made at the discretion of theadmitting institution. outcome agreements, in somecases, lead to guaranteed progression from onestudy level to the next in Scotland.

The unit-based structure of qualifications, andtheir alignment to qualifications and creditframeworks, opens up the possibility of credittransfer between qualifications in line withrecognition of prior learning guidelines. The UKqualifications system also has the main buildingblocks to support the European credit system forvocational education and training (ECVET) in placeand is now working towards its implementation forinternational student mobility.


VET in the United Kingdom

VET in the United Kingdom's education and training system 67

NB: ISCED-P 2011.Source: Cedefop and ReferNet UK.



End of compulsory education. At age 17 in England, 16 in Scotland, Wales and Northern Ireland

Possible direct admission at institutional discretion

(*)


VET programmes





YEARS in E&TAGE

(*)

712

813

914

1015

13

13

18

18+

1116

(*) 1217


Community learning for adults,

unemployedand vulnerable groups

Training for employees

TERTIARY LEVEL

ISCED 244, 342

ISCED 665

ISCED 767

ISCED 864

ISCED 354

ISCED 351, 352

ISCED 351, 352ISCED 351, 352

ISCED 551, 554

ISCED 343, 344

ISCED 767

EQF 8

EQF 7

EQF 6

EQF 4

EQF 3 EQF 2

EQF 4 EQF 4

EQF 2/3EQF 3

EQF 7

EQF 5

Generalprogrammes

Generalprogrammes

Master/postgraduate programmes

Bachelorprogrammes

Doctoralprogrammes

School-based VET

College-based VET

College-based higher VET

Higher VET

Apprenticeship

Apprenticeship

ISCED767

EQF 7

Higherapprenticeships

SECONDARY LEVEL

ISCED 551, 554, 665

EQF 6

EQF 5Higherapprenticeships


AustriaABF Austria – ArbeitsgemeinschaftBerufsbildungsforschung Austria www.refernet.at

BelgiumiBFFP – institut Bruxellois Francophone pour laFormation Professionnelle (Bruxelles formation) www.refernet.be

BulgarianAVET – Национална агенция запрофесионално образование и обучениеwww.refernet.bg

CroatiaAVETAE – Agencija za strukovno obrazovanje iobrazovanje odraslih www.refernet.hr

CyprusΑνΑΔ – Αρχή Ανάπτυξης ΑνθρώπινουΔυναμικού της Κύπρουwww.refernet.org.cy

Czech RepublicnÚV – národní ústav pro vzdělávánínVF – národní vzdělávací fondwww.refernet.cz

Denmark Professionshøjskolen Metropolwww.phmetropol.dk/refernet

EstoniainnoVE – Sihtasutus innoVEwww.innove.ee/refernet

Finland oPH – opetushallitus/Utbildningsstyrelsenwww.oph.fi/tietopalvelut/kansainvalinen_koulutustieto/cedefop/refernet

France Centre inffo – Centre pour le développement del’information sur la formation permanente www.centre-inffo.fr/refernet

refernet – a European network forsharing knowledge

refernet – a European network for sharing knowledge 69

GermanyBiBB – Bundesinstitut für Berufsbildungwww.refernet.de

Hungaryoktatásfejlesztési observatory Központ –Budapesti Corvinus Egyetemwww.refernet.hu

IrelandSoLAS – An tSeirbhís oideachaisLeanúnaigh agus Scileannawww.fas.ie/en/refernet/default.htm

Icelandrannís – rannsóknamiðstöð Íslands www.refernet.is

ItalyiSFoL – istituto per lo sviluppo della formazione professionale dei lavoratoriwww.isfol.it/refernet-italia

LatviaAiC – Akadēmiskās informācijas centrswww.aic.lv/refernet

LithuaniaKPMPC – Kvalifikacijų ir profesinio mokymo plėtros centraswww.kpmpc.lt/refernet

LuxembourginFPC – institut national pour ledéveloppement de la formationprofessionnelle continuewww.refernet.lu

MaltanCFHE – Kummissjoni nazzjonali għalEdukazzjoni Avvanzata u ogħlawww.refernet.org.mt

NetherlandsECBo – Expertisecentrum Beroepsonderwijs www.refernet.nl

NorwayUtdanningsdirektoratet www.udir.no/Stottemeny/om-direktoratet/internasjonalt-arbeid2/refernet1/

PolandFFW – Fundacja Fundusz Współpracywww.refernet.pl

PortugaldGErT – direcção-Geral do Emprego e dasrelações de Trabalho www.dgert.mtss.gov.pt/refernet

RomaniaCndiPT – Centrul national de dezvoltare aÎnvăţământului Profesional şi Tehnicwww.tvet.ro/

SlovakiaSno – Slovenské národné observatóriumodborného vzdelávania a prípravy – Štátnyinštitút odborného vzdelávaniawww.refernet.sk

SloveniaCPi – Center rS za poklicno izobraževanjewww.refernet.si

SpainSEPE – Servicio Público de Empleo Estatalwww.sepe.es/refernet

SwedenSKoLVErKET – Statens skolverk www.skolverket.se/refernet

United KingdomECCTiS Ltdwww.refernet.org.uk

Cedefop is a European agency based in the northern Greek city ofThessaloniki focused on development of vocational education andtraining. The Centre carries out research that underpins Europeanand national vocational education and training policy, with particularfocus on how best to link education and employment.

By collecting, through its expert networks in Member States,specialised information on vocational education and training policiesand practice across Europe, Cedefop produces analyses, data andstatistics that allow for comparisons between countries and identifypresent challenges and future trends.

Cedefop submits its reports to the European Commission,European Parliament, Member States and European socialpartners. it also advises its stakeholders on issues linked tovocational education and training.

The Centre also operates as a forum, bringing together policy-makers, social partners, researchers and practitioners to shareideas and debate the best ways to improve vocational education andtraining in Europe.

Cedefop’s work is organised around three axes:1. Vocational education and training systems and institutions

• Cedefop monitors changes to vocational education and trainingsystems and implementation of common EU tools, such asqualification frameworks.

• The Centre advises policy-makers on implementing reforms. 2. Learning and employability

• Cedefop examines a wide range of policies affecting transitionsbetween vocational pathways and employment, such as socialinclusion and innovation.

• The Centre advises stakeholders on how to address citizens’needs in parallel with economic priorities.

3. Skills and the labour market• Cedefop researches demographic, social and economic trends

as they affect the nature of jobs and demand for skills. • The Centre assesses benefits of vocational pathways for

individuals and employers, and forecasts skill needs.

ENEN

Europe 123, 570 01 Thessaloniki (Pylea), GREECE

PO Box 22427, 551 02 Thessaloniki, GREECE

Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]

European Centre for the Development of Vocational Training

ENEN

ENEN



A N N I V E R S A R Y E D I T I O N

A N N I V E R S A R Y E D I T I O NSpotlight on VETSpotlight on VET

4135 EN – TI-04-15-258-EN-N – doi:10.2801/298383

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