General Trends in VET in Europe over the Past Decades Education International, European Region Vocational Education and Training Round Table Budapest, 21-22 October 2009 General Trends in VET in Europe over the Past Decades Keynote Address Dr Hubert Ertl Department of Education University 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 VET Models state model market model dual 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 VET Models market model regulation of training is left to market forces mostly work-based training VET Models companies pay for training  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 VET Models state model state regulates training and education (nationally or regionally) mostly school-based training VET Models state pays for training strong connection between vocational and general/academic education wider needs of society determine training state guaranties availability of training

European Models in VET VET Models dual model 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 cost-sharing model dual model regulation through combination of market forces and state combination of venues

ideal-types – adaptation through comparisons and globalisation 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 Models in place maybe 30 years ago but not anymore! no more pure models at all! Impact of EU policies 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 participation in 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 2013: age of compulsory participation - 18

History and Context: VET in England 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 250 reforms/changes in last 10 years major reform every 2/3 years

History and Context: VET in Germany 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 Only one major change in VET Act in over 30 years

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

Germany: Changing transition patterns ‘School-based System’ VET in the Dual System Year ‘Transition System’ VET in specialised Colleges Dual System 1995 341,137 31.9% 180,271 16.9% 547,062 51.2% 2000 460,107 37.8% 175,462 14.3% 582,416 47.8% 2004 488,073 39.5% 211,531 17.1% 535,322 43.3%

Current reforms: Germany Structural modernisation new training occupations (IT sector, entertainment...) shorter procedures for updating training occupations Institutional co-operation between smaller companies between the dual partners 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 ~ 250 state-recognised training occupations move away from specialised technical skills to more learning-to-learn skills

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

England: Participation patterns

Current Reforms: England 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 Apprenticeship and NVQ and GNVQ – attempts to make them more attractive! Foundation Degrees: vocational provision within HE. Government sees them as way of increasing participation in HE. National Qualifications Framework – to help navigate around different qualifications. Framework for Achievement – an attempt to accredit learning outside formal qualifications too. 2) Private providers to deliver publicly-funded programmes

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

The bigger picture: Questions and issues in VET 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? Apprenticeship and NVQ and GNVQ – attempts to make them more attractive! Foundation Degrees: vocational provision within HE. Government sees them as way of increasing participation in HE. National Qualifications Framework – to help navigate around different qualifications. Framework for Achievement – an attempt to accredit learning outside formal qualifications too. 2) Private providers to deliver publicly-funded programmes

The bigger picture: Challenges for VET teachers and trainers 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) Apprenticeship and NVQ and GNVQ – attempts to make them more attractive! Foundation Degrees: vocational provision within HE. Government sees them as way of increasing participation in HE. National Qualifications Framework – to help navigate around different qualifications. Framework for Achievement – an attempt to accredit learning outside formal qualifications too. 2) Private providers to deliver publicly-funded programmes

Thank you for your interest hubert.ertl@education.ox.ac.uk