Learning for Jobs

OECD Review of Vocational Education and Training (VET)

Competing for SkillsCalgary, 31 August 2009

Kathrin HoeckelEducation & Training Policy DivisionOECD, Directorate for Education

An international perspective

Phase 12007-2008

AustraliaHungary

KoreaMexicoNorwaySweden

SwitzerlandUnited Kingdom

(England and Wales)

AustriaBelgium (Flanders)

Czech Republic ChileChina

Germany Ireland

United States (South Carolina, Texas)

Phase 22009-2010

VET systems vary widely across OECD countries

Vocational education and training as a share of the upper secondary sector, 2006

Source: OECD (2008), Education at a Glance 2008, Indicators, Table C1.1, OECD, Paris

How to improve responsiveness

of VET systems to labour

market needs

Messages from the OECD VET policy review

Message 1 The international VET evidence base needs to be improved.

Message 2 VET systems should deliver the right skills mix.

Message 3 VET needs to be well taught.

Message 4 VET should be delivered in the right place.

Message 5 Cooperation with social partners is essential to make change happen.

Message 1: The VET evidence base needs to be improvedThe OECD International Survey of VET Systems

Source : Kuczera, M. (forthcoming), The OECD International Survey of VET Systems, OECD, Paris

Decision Advice Decision Advice Decision Advice Decision Advice

Australia - - ■■■ ■■■ ■■■ - ■■■ -

Austria ■■ ■■■ ■■ ■■■ ■■ ■■■ ■ ■■■

Czech Republic - ■■ - ■■ - ■■■■ - -

Denmark ■■■■ ■■■■ ■■■■ ■■■■ ■■■■ ■■■■ ■■■■ ■■■■

Finland ■■■ ■■■ - ■■■ ■■■ ■■■ ■■ -

France - - - ■■■■ - ■■■■ - ■■■■

Germany - ■■ ■■■ ■■■■ - ■■ ■■■ ■■■■

Hungary - ■■■■ - ■■■■ - ■■■■ * ■■■■

Netherlands - ■■■■ - - - ■■■■ - ■■■■

Norway - ■■■■ ■■■■ - - ■■■■ ■■■■ -

Sweden - ■■■■ - ■■■■ - ■■■■ - ■■■■

Switzerland ■■■■ - ■■■■ - ■■■■ - ■■■■ -

Turkey ■■■■ - ■■■■ - ■■■■ - - -

United States - ■■■■ ■ - ■■■■ - ■■■■ -

Curricula Practical training content

Acquired competencies

Delivered Qualifications

Social partner influence on upper secondary VET: - 0%; ■ 1-25%; ■■ 26-50%; ■■■ 51-75%; ■■■■ 76-100%

Message 2: VET should deliver the right skills mix (micro)

What should students learn?

Specific skills smoothen labour market transition, general skills ensure flexibility later on.

General skills

or

specific skills?

How many students per programme?

Balance student preferences with employer demand, ideally through workplace training.Provide government support in case of market failure.

Students choose,

government plans

or

employers determine?

Message 2: VET should deliver the right skills mix (macro)

Message 3: VET needs to be well taught

How to prepare VET instructors?

Challenges:

Teacher shortages

Teachers lack industry experience

Trainers lack pedagogical skills

Ensure adequate pedagogical and technical knowledge.Promote interchange between VET institutions and firms.Encourage flexible recruitment and part-time working.

Good practice in OECD countries

Switzerland has a specific institution for VET teacher training/up-skilling (SFIVET).

Finland has established the Telkkä programme matching VET teachers and trainers in industry.

Some countries (Mexico, Netherlands) have part- time arrangements for teachers working in industry.

Switzerland ensures quality control and provides tools for self-evaluation in training firms (QualiCarte).

Learning and work: two worlds?

Message 4: VET should be delivered in the right place

Advantages of workplace training

Limitations: Some skills are better taught in a school environment. Tasks might be dangerous or too firm-specific.

Prepares apprentices for the world of work

Apprentices can make productive contributions

Facilitates recruitment and transition to the labour market

Message 5: Engagement of social partners is essential

Provision of apprenticeship places signals labour market relevance of the programme.

Participation in curricula design guarantees link between workplace training and teaching in schools.

Actual influence and interest for engagement are mutually reinforcing.

VET systems and the crisis

Source : Schweri und Müller (2008), Die Ausbildungsbereitschaft der Betriebe. Entwicklungen 1999 bis 2005, Bundesamt für Statistik, Neuenburg

Average GDP growth, current and previous year Share of apprentices among 16-year olds

Economic development and apprenticeship enrolment rates among 16 year olds in Switzerland

The Irish apprenticeship system during the crisis

Since 2008 the youth unemployment rate has doubled and is now at 21%.

50% of apprenticeships are concentrated in the construction sector which is badly affected.

Between December 2008 and April 2009 the number of redundant apprentices has increased from 3100 to 4500.

At present apprentices do not receive a certificate unless they complete the entire apprenticeship.

Responses to the crisis should aim to maintain the system

Increase of the number of government-funded places in education and training in Ireland

Tight monitoring of demand and supply in the apprenticeship market in Switzerland

Kurzarbeit (short-time work) plus training and subsidies to employers who keep their apprentices in Germany

Provision of government sponsored workshop-type apprenticeships in Austria

Increase of the number of apprenticeship places in the public sector in England

Learning for Jobs

OECD Review of Vocational Education and Training (VET)

Information: Kathrin.Hoeckel@oecd.org

Project website:www.oecd.org/edu/learningforjobs