General Trends in VET in Europe over the Past Decades Keynote Address

General Trends in VET in Europe over the Past Decades Keynote Address Education International, European RegionVocational Education and Training Round TableBudapest, 21-22 October 2009 Dr Hubert ErtlDepartment of EducationUniversity of Oxford

Outline • European Models in VET • VET in two national contexts: England and Germany • Characteristics • History and contexts • Current reforms • The bigger picture • Questions and issues in VET • Challenges for VET teachers and trainers

European Models in VET • state model • state regulates training and education (nationally or regionally) • mostly school-based training • market model • regulation of training is left to market forces • mostly work-based training VET Models • dual model • regulation through combination of market forces and state • combination of venues

European Models in VET • market model • regulation of training is left to market forces • mostly work-based training VET Models  strong connection between work and training  needs of training company determine training  supply of training places dependent on economic situation of companies

European Models in VET • state model • state regulates training and education (nationally or regionally) • mostly school-based training VET Models • strong connection between vocational and general/academic education • wider needs of society determine training • state guaranties availability of training

European Models in VET • compromise between world of work and societal needs • state determines legal framework, other stakeholder determine contents of training • market forces and state intervention influence availability of training VET Models • dual model • regulation through combination of market forces and state • combination of venues

European Models in VET • state model • state regulates training and education (nationally or regionally) • mostly school-based training • (examples: France, Sweden) • market model • regulation of training is left to market forces • mostly work-based training (example: UK) VET Models: ideal-types – adaptation through comparisons and globalisation • dual model • regulation through combination of market forces and state • combination of venues (examples: German-sp.-c.)

VET characteristics in two national contexts England Low participationin WBL (~ 8% of age cohort, declining) Patchy employer involvement ‘Qualifications jungle’, state-funded and private qualifications Voluntarist VET system beyond age 16 Germany High participation (~ 55% of age cohort, stable) Strong employer involvement ~ 250 state-recognised qualifications Compulsory education/ training up to age 18

Voluntarist principle Individuals not compelled to engage in education and training Employers not compelled to train young people Liberal market economy: Political goal of labour market flexibility Minimal labour market regulation Few licences of practice Policy environment: constant change History and Context: VET in England

Principle of neo-corporatism Societal interest groups (corporations) determine VET (self-determination of employers and trade unions) State sets legal framework for self-determination Vocationally-structured labour market Initial training as the ‘ticket’ to the labour market and further training Training occupations refer to specific work roles and benefits in the labour market Policy environment: stability and consensus History and Context: VET in Germany

School to work: the German case private business and private law Workplace Universities and Polytechnics Further Education ‘School-based System’ VET in the Dual System Secondary School public governance and public law

Germany: Changing transition patterns ‘School-based System’ VET in the Dual System

Structural modernisation new training occupations (IT sector, entertainment...) shorter procedures for updating training occupations Institutional co-operation between smaller companies between the dual partners Current reforms: Germany • Didactic innovation • focus on comprehensive work tasks • focus on social learning and learning –to-learn skills • Re-conceptualisation of curricula • introduction of concept of ‘learning areas’ • modularisation

private business and private law School to Work: The English case Workplace Universities VET Further Education Secondary School public governance and public law

England: Participation patterns

Most recent VET reform has focused on qualifications and qualification frameworks: NQF and Framework for Achievement Strengthening of Apprenticeships 14-19 Diplomas Limited reform of curriculum or pedagogy Rise of compulsory participation age to 18 Current Reforms: England

Apprenticeship post 18 Further education Higher education Employment Employment with training CONSIDEROPTIONS Higher or Advanced Diploma GCSE 18 Foundation or Higher Diploma CONSIDEROPTIONS CONSIDEROPTIONS FoundationLearning Tier 16 14 Employment withtraining CONSIDEROPTIONS 17 England: Main routes through 14-19 edu-cation and training in 2015 and beyond GCSE / A-Level Foundation LearningTier Apprenticeship

How can employers be engaged in VET matters? How can the relevance of school-based VET for the world of work be increased? How can VET be made more attractive for high-achieving students? What contribution can VET make to social inclusion of disadvantaged societal groups? Is the way forward to reform qualification systems or to develop curricula and pedagogy? What is the contribution of qualification frameworks and credit transfer schemes? The bigger picture: Questions and issues in VET

Establishing the link between school-based VET and the world of work Interpreting and implementing political reform agendas Being responsive to the needs of an increasingly diverse and individualised group of students/trainees Responding in an innovative way to declining resources  ‘Reform fatigue’ in the face of an ‘avalanche of change’„[...] the preparedness of teaching staff to initiate innovation has declined substantially (‘not another new thing’).“ (Dubs 2003, p. 3) The bigger picture: Challenges for VET teachers and trainers

Thank you for your interesthubert.ertl@education.ox.ac.uk

General Trends in VET in Europe over the Past Decades Keynote Address