1. The future of VET and Cedefop perspectives
EQAVET Annual Network Meeting
20-21 June 2018, Sofia
Tina Bertzeletou, Cedefop

2. CEDEFOP Research Projects (2016-2018) Part 1
“The changing nature and role of VET in Europe”
Analysing developments in the sector over the last two decades ( )
The project focusses on a range of six separate but interlinked themes:
The changing definition and conceptualisation of VET;
The external drivers influencing VET developments;
The role of traditional VET at upper secondary level;
VET from a LLL perspective;
VET at higher education levels;
Scenarios-alternative development paths for EU VET in 21st century
Combining a system/institution perspective with both a pedagogical/epistemological and a socioeconomic/labour market perspective
Education and training systems as a whole
Project coordination: Jens Bjornavold under Loukas Zahilas, DSI, CEDEFOP
Research consortium led by 3s Unternehmensberatung GmbH led by Jörg Markowitsch

3. CEDEFOP Research Part 2 First Findings Late 80’s:
qualifications in narrow range of industries, mainly in manufacturing and construction
Initial VET at upper secondary level – stability rather than decline

4. The 90’s:
decline of employment in traditional sectors and the rise of the service sector
VET was integrated into the formal E&T systems
focus on practical skills and competences and transversal ones
VET provision diversified and modularised
new VET pathways for adults
including the validation of non-formal and in-formal learning
growing importance of learning outcomes
access to HE has become easier
VET has spread to HE levels
increase in VET at higher level
greater practice orientation
offer apprenticeships at higher level
vocational programmes upgraded to a higher level

5. Possible future tendencies
more modularisation
transversal skills
fewer VET-qualifications
further expansion to higher VET
further blurring of the frontiers between
IVET and CVET
general education and VET

6. Provisional conclusions and issues for debate
In relation to the lack of parity of esteem, we could consider whether we underestimate (and therefore fail to communicate the strength of the sector). We may also think that we operate from a too narrow definition of VET contributing in its underestimation which in turn reinforces the lack of esteem.
We need to attribute to VET its real value for society and the economy
VET sector with its more than 10 million EU-students attending VET programmes at EQF levels 3 and 4, is underestimated
Need for solutions spanning several subsectors and involving institutions and providers currently operating individually

7. Perfecting VET curricula and delivering valuable degrees, using modern technologies and innovative learning methods and environments, aligning VET programmes with the skills required in the labour market, offering new relevant VET or apprenticeship schemes
Improving the image of VET, also through structural reforms to improve its quality or relevance
Broaden national curricula by integrating an international and global dimension
Facilitate navigation between school, labour market and VET
VET policies require strong evidence and reliable statistics. How can VET statistics be improved?

8. Thank you for your attention.
Tina Bertzeletou