Making VET ‘fit for purpose” - Policymakers -

1. Making VET ‘fit for purpose”- Policymakers -

2. 1.1 Coordination of policies for education and training, employment and social welfare • Legal environment – sectoral committees (professional curriculum) • Council for VET • Labour demand analysis • In some countries, no representatives from social welfare - Involve all relevant stakeholders in the sectoral committees/councils, including local communities and social welfare institutions - Legally regulated and protocol for cooperation

3. 1.2 Under-resourced and unattractive VET schools vs. disadvantaged pupils • Negative selection of pupils in 3-year programs • Modernization of school programs through extra-curricular activities (specific competencies) • General lack of support system for young people with disadvantaged socio-economic background (free transport, textbooks) • Professional abilities for pupils at end of primary school • Issues: migration and declining fertility rates • Improve vertical and horizontal mobility • Greater use of EU funds for better equipment • Introduce tracer studies

4. 1.3 Engagement of employers and social partners • Involve systematically employers • Provide incentives for employers to engage in policy development, governance, management and provision

5. 1.4 Competent school professionals and relevant methods and materials • Insufficient support from teachers (embrace students) • In some cases, teachers are not motivated to undertake a social role - Change teachers’ education and training – include social inclusion aspects; instruction methods for pupils from socio-economic disadvantaged groups

6. 1.5 Support framework for school-leavers • Career guidance • Adult education systems • Expensive for school-leavers to go back on track - Free first occupation

7. HOW? • Legislation • Professional development (and education) of teachers • Motivation