1. Higher Vocational Education (HVE) characteristics
Per Byström, Senior Adviser
Ministry of Education and Research, Sweden
Higher Vocational Education (HVE) characteristics
Post-secondary education and training separated from HE
Combines theoretical and practical studies in close cooperation with employers and companies
Programmes are offered in fields and professions where there is an explicit demand for competence and not provided for in HE
No guarantee for employment at cooperating companies
½-3 years studytime, two different qualifications
Governed by own legislation

2. Based on the active participation by employers and companies
Higher Vocational Education (HVE)
Based on the active participation by employers and companies
Employers take the initiative to create a programme
The employers concerned and a training provider apply jointly at an National Agency for starting a Higher Vocational Education
The employers and cooperating companies finance the work place training that is included and assure that there is a workplace ready for the student as well as a tutor at one or more companies.
The programme must be open for all individual applicants that meet the necessary qualifications
Full state funding (apart from work place training). No study fees are allowed. Studies entitle to study loans

3. Higher Vocational Education (HVE)
Why was HVE introduced?
Complaints from industry and trade in the early 1990´s on the lack of relevant non-academic skills and competence
The responsibility for vocational training had from the 1950´s in practice been transferred to the public school system
Limited participation and influence from industry and trade on the curriculum.
A government commission was set up to run a post secondary pilot scheme 1996 called Advanced Vocational Education
Met a strong support by employers and companies and became a part of the regular education system 2002 under a special ordinance
After some alterations it was renamed and introduced as Higher Vocational Education (HVE) 2009 under an own act

4. Current state of affairs
Higher Vocational Education (HVE)
Current state of affairs
students participate in ongoing programmes in HVE
50 % are women
90 % of all leavers with an exam have a job within a year
applications yearly from individuals to the programmes, six or seven times more than available study places
Training providers and employers apply yearly to start 1000 programmes
Resources are sufficient to finance one third with grants from the state
250 different training providers run the programmes
Programmes are offered in several professions: Economics/sales/trade and technology/industry are the largest sectors, others are ICT, Health and Social care, Tourism, Hospitality, Construction, Agriculture, Media, Crafts

5. Higher Vocational Education (HVE)
Challenges
Lack of part time, distance based or otherwise flexible learning opportunities.
No systematic arrangements for recognition for transitions and credit transfer to HE from HVE.
Big education companies tend to take the initiatives to start HVE instead of employers and industry. Poorly supported applications has increased resulting in unnecessary and expensive administration.
About 60% of students are occupied with a profession at a level they were trained for within a year after exam. Surprisingly little as programmes should be tailor made in accordance with the employers and companies own needs.
HVE has focused on short time permissions to run programmes which has had an injurious effect on quality and made it impossible for upper secondary students to plan for their further vocational training.

6. Higher Vocational Education (HVE)
Lessons to be learnt
When employers and their organizations show a real interest and commitment to this form of education and training it works very well.
Most important that they have a real influence on the programmes and its course content and take initiatives to change them when needed.
Programmes need to be long enough measured in time so that there is space for both theory and workplace training.
Workplace training should be a large mandatory part and well integrated in the programme as a whole.
Permissions to run programmes should be granted for a longer period to make them well known by employers, new students and for the sake of quality.
A variety of qualifications with subtitles which give similar skills should be avoided - creates confusion by the employers.