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Learning for Jobs OECD Review of Vocational Education and Training (VET) Competing for Skills

Learning for Jobs OECD Review of Vocational Education and Training (VET) Competing for Skills Calgary, 31 August 2009 Kathrin Hoeckel Education & Training Policy Division OECD, Directorate for Education. An international perspective. Phase 1 2007-2008. Phase 2 2009-2010. Australia

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Learning for Jobs OECD Review of Vocational Education and Training (VET) Competing for Skills

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  1. Learning for Jobs OECD Review of Vocational Education and Training (VET) Competing for Skills Calgary, 31 August 2009 Kathrin Hoeckel Education & Training Policy Division OECD, Directorate for Education

  2. An international perspective Phase 1 2007-2008 Phase 2 2009-2010 Australia Hungary Korea Mexico Norway Sweden Switzerland United Kingdom (England and Wales) Austria Belgium (Flanders) Czech Republic Chile China Germany Ireland United States (South Carolina, Texas)

  3. 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

  4. How to improve responsiveness of VET systems to labour market needs

  5. Messagesfrom the OECD VET policy review Message 1The international VET evidence base needs to be improved. Message 2VET systems should deliver the right skills mix. Message 3VET needs to be well taught. Message 4VET should be delivered in the right place. Message 5Cooperation with social partners is essential to make change happen.

  6. Message 1: The VET evidence base needs to be improved The OECD International Survey of VET Systems Social partner influence on upper secondary VET: - 0%; ■ 1-25%; ■■ 26-50%; ■■■ 51-75%; ■■■■ 76-100% Source : Kuczera, M. (forthcoming), The OECD International Survey of VET Systems, OECD, Paris

  7. Message 2: VET should deliver the right skills mix (micro) What should students learn? General skills or specific skills? Specific skills smoothen labour market transition, general skills ensure flexibility later on.

  8. Message 2: VET should deliver the right skills mix (macro) How many students per programme? Students choose, government plans or employers determine? Balance student preferences with employer demand, ideally through workplace training. Provide government support in case of market failure.

  9. Message 3: VET needs to be well taught Challenges: Teacher shortages Teachers lack industry experience Trainers lack pedagogical skills How to prepare VET instructors? Ensure adequate pedagogical and technical knowledge. Promote interchange between VET institutions and firms. Encourage flexible recruitment and part-time working.

  10. 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).

  11. Learning and work: two worlds?

  12. Message 4: VET should be delivered in the right place Prepares apprentices for the world of work Apprentices can make productive contributions Facilitates recruitment and transition to the labour market Advantages of workplace training Limitations: Some skills are better taught in a school environment. Tasks might be dangerous or too firm-specific.

  13. 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.

  14. VET systems and the crisis Economic development and apprenticeship enrolment rates among 16 year olds in Switzerland Average GDP growth, current and previous year Share of apprentices among 16-year olds Source : Schweri und Müller (2008), Die Ausbildungsbereitschaft der Betriebe. Entwicklungen 1999 bis 2005, Bundesamt für Statistik, Neuenburg

  15. 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.

  16. 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

  17. Learning for Jobs OECD Review of Vocational Education and Training (VET) Information: Kathrin.Hoeckel@oecd.org Project website: www.oecd.org/edu/learningforjobs

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