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ENENEN
Vocational educationand training systems in Europe
A N N I V E R S A R Y E D I T I O N
Spotlighton VET
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Luxembourg: Publications Office of the European Union, 2015
Spotlight on VETANNIVERSARY EDITION
Vocational education andtraining systems in Europe
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Please cite this publication as:Cedefop (2015). Spotlight on VET Anniversary edition.Vocational education and training systems in Europe.
Luxembourg: Publications Office of the European Union.Cedefop information series.
A great deal of additional information on the European Unionis available on the Internet.It can be accessed through the Europa server (http://europa.eu).
Luxembourg:Publications Office of the European Union, 2015
ISBN 978-92-896-1875-5doi:10.2801/298383
Copyright European Centre for the Developmentof Vocational Training (Cedefop), 2015
All rights reserved.
Layout by adam@artdirector.gr
Printed in the European Union
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The European Centre for the Developmentof Vocational Training (Cedefop) is the European Union's
reference centre for vocational education and training.We provide information on and analyses of vocational
education and training systems, policies, research and practice.Cedefop was established in 1975
by Council Regulation (EEC) No 337/75.
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECE
Tel. +30 2310490111, Fax +30 2310490020E-mail: info@cedefop.europa.eu
www.cedefop.europa.eu
James J. Calleja, DirectorBarbara Dorn, Chair of the Governing Board
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T his anniversary publication presents a concise picture of essential features of VET inEurope. Reporting on and analysing vocational education and training (VET) has beena Cedefop core activity throughout its 40-year history.
Modernising VET to ensure its outcomes empower learners to find and maintain jobsand advance in their educational careers, has been at the heart of European cooperationfor more than a decade. Cedefop is at the forefront of monitoring countries progresstowards set VET priorities. It also supports cross-country policy learning and, increasingly,individual Member States and social partners in their joint work on modernising VET.
While Cedefops core task has remained the same, approaches and methods havechanged over the years. An early focus was on producing comprehensive information onVET systems and their features. Today, there is a wealth of reports and studies byCedefop, the European Commission and other organisations on specific VET featuresand VET-related policies in Member States. In recent years, VET has (again) moved highup on the policy agenda. Demand for country-specific information has increased. Differentreporting formats are needed to serve various purposes and stakeholders.
In response to these needs, Cedefop, in cooperation with its ReferNet, publishes aSpotlight on VET for each EU Member State, Iceland and Norway. Spotlights presentessential VET features of all 30 countries using comparable system charts based on eachcountrys VET programmes, rather than schools or institutions. This approach inevitablyinvolved simplification and use of common terminology. The information presented in thesystem charts is therefore not exhaustive but aims to illustrate main differences andsimilarities between the 30 countries at a glance. More detailed national informationprovided by ReferNet is available in VET in Europecountry reports and thematic articleson Cedefops web portal.
I trust that this anniversary publication will prove to be a useful starting point fordiscussions in national, regional European and international VET forums.Finally, I should particularly like to acknowledge contributions from ReferNet partners
who provided the information on VET in their countries. Without their commitment, thispublication would not have been possible.
James Calleja
Cedefop Director
Messagefrom the Director
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Message from the Director 5
Austria 8
Belgium 10
Bulgaria 12
Croatia 14
Cyprus 16
Czech Republic 18
Denmark 20
Estonia 22
Finland 24
France 26
Germany 28
Greece 30
Hungary 32
Iceland 34
Ireland 36
Italy 38
Latvia 40
Lithuania 42
Luxembourg 44
Malta 46
Netherlands 48
Norway 50
Poland 52
Portugal 54
Romania 56
Slovakia 58
Slovenia 60
Spain 62
Sweden 64
United Kingdom 66
ReferNet a European network for sharing knowledge 68
Table of contents
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Vocational education and training (VET) plays animportant role; 75% of all learners who havecompleted compulsory schooling are in a VETprogramme. Young people can choose from a widerange of mainly school-based and dual track(apprenticeship) programmes (about the sameshares in both). These upper secondaryprogrammes cover all economic sectors and leadto different qualification levels (from EQF 3 toEQF 5). School-based VET starts in the last yearof compulsory schooling (year 9), and
apprenticeship usually in year 10, as the minimumage is 15. While most school-based VET comesunder the responsibility of the education ministry,governance of apprenticeship is shared by theministries of economy and education, the socialpartners and the Lnder. There is also a variety oftertiary level VET programmes. Outside formaleducation, learners can acquire differentqualifications through continuing VET (CVET).
The major VET programmes include: three- to four-year (mainly) school-based
programmes (BMS, 14-18 years, ISCED-P 354)leading to qualifications to exercise the respectiveoccupation(s) and have access to regulatedactivities immediately after the final exam. Thosewho complete the Berufsreifeprfung (exam forpeople whose initial VET does not automaticallyqualify them for entry into higher education) alsohave general access to tertiary level studies;
five-year (mainly) school-based programmes(BHS, 14-19 years, ISCED-P 354-554), whichlead to double qualifications for senior positionsin business and general access to highereducation at the same time (Reife- undDiplomprfung). As with graduates of BMS,access to regulated trades is possible. More than50% progress to higher education;
dual track (apprenticeship) training (from 15 yearsonwards, ISCED-P 354) in some 200apprenticeships. Training takes place at acompany and at vocational school. In-companytraining is based on a training regulation valid
throughout Austria, which is within the remit of theFederal Ministry of Economy, but largely shapedby the social partners. The school-based partcomes under the responsibility of the education
ministry (curricula) and the Lnder. Graduatescan obtain further qualifications, such as themaster craftsperson exam or Berufsreifeprfung;
those at universities of applied sciences (FHS,from 18 years onwards, ISCED P-665/767): theseprogrammes are tailored to specific occupationfields and award academically foundedprofessional qualifications at higher educationlevel (bachelor-master). A period of workplacement is a mandatory part of the curriculum.FHS programmes are not only open to learners
who hold higher education entrance qualificationsbut can also be undertaken by people with VETqualifications relevant to the field of study.
Adult learning/CVET: within the formal educationand training system, (young) adults can acquirequalifications open to youth through specificprogrammes which build on initial qualification/priorlearning (for those with a VET background as wellas those from general education). There are alsoexam preparation programmes for master
craftsperson/ foreperson and similar qualifications.VET outside schools and higher education
institutions is often available at CVET institutions.The CVET landscape is characterised by a highdegree of institutional diversity (social partnersinstitutions are the key providers) and an associatedwide range of available courses. There are alsoprogrammes that award legally regulatedqualifications.
Progression opportunities from general to VETstrands are possible at different stages. Horizontalmobility between general education and VET oramong different sectors and types of VET may bechallenging, given the substantial share of work-based learning and occupation-related theoryrequired for vocational qualifications. Uppersecondary VET graduates can progress to tertiarylevel studies either immediately followinggraduation or after completing additionalexaminations (such as Berufsreifeprfung),depending on the type of programme undertaken.
Spotlight on VET Anniversary edition8
VET in Austria
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VET in Austrias education and training system 9
Possible progression routes
Prior VET knowledge may be recognised affecting the duration of the programme
Entry for learners over 17 with a certain number of years in education
Work-based learning, either at the workplace or a VET institution
Berufsreifeprfung
For learners with incomplete VET or VET at another field
Changing to other programmes after year 9 is possible
NB: This is a simplified chart based on a common format for all countries in EU-28+Norway and Iceland.
ISCED-P2011. EQF levels are being discussed.
Source: Cedefop and ReferNet Austria.
General education programmes VET programmes
Programmes combining VET and general education
Programmes typically adressing adult learners
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
End of compulsory education after completing 9 years of studies
Giving access to tertiary education
18+ 12+
YEARS in E&T SECONDARY LEVEL
POST-SECONDARY LEVEL
AGE
TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
Formal
qualifications
regulated by
law, e.g.
accountants,
police officers,
etc.
Training offered
by private
providers
CVET for
employees
Training for
unemployed
and other
vulnerable
groups;
Second chance
education
7
8
6
13
1117
1016
1218
1319
14
915
12
511
WBL
BRP
()
Doctoral
programmes,
3 years
Bachelor
programmes,
3-4 years
General
programmes,
4 years
Lower secondary programmes at different schools
Bachelor
programmes (FHS),
3-4 years
Master programmes,
1-2 years
Master programmes
(FHS), 1-2 years
Integrated bachelor
and master studies,5-6 years
ISCED 244
ISCED 344
ISCED 665-767
ISCED 864
ISCED 665
ISCED 767 ISCED 767
ISCED 665 ISCED 554 ISCED 554 ISCED 554
ISCED 354
ISCED 354-554
ISCED 454
Post-secondary VET
programmes,
2-3 years
Add-on VET
programmes,
2-3 years
Master craftsperson,
foreperson, etc.
qualifications and
studies
Mainly
school -based VET
programmes (BHS),
WBL 30%,
5 years
Healthcare
& nursing
programme,3 years
Apprenticeship
for >15 year-olds,
WBL 80%,
2-4 years
HE entrance exam (BRP) Bridging programmes()
ISCED 351ISCED 354Pre-vocational, 1 year
Mainly
school-based
VET programmes
(BMS), WBL- 40%,
3-4 years
Pre-VET
programmes,
1-2 yearsISCED 341
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Belgium is a federal State comprising three regions(Flanders, Wallonia and Brussels) and threecommunities (Flemish community BEFL, Frenchcommunity BEFR, and German-speakingcommunity BEDG) (1). Despite multiple authoritiesresponsible for education and training and divergingeducation and training systems, there is a politicalcoherence which, as defined in the 2014 nationalreform programme, aims to reduce early leaving fromeducation and training, increase rates of participationin lifelong training, as well as increase and value
qualifications, and reduce inequalities within eachregion. At all levels, vocational and educationaltraining (VET) policies closely involve social partnersin a tradition of social dialogue.
VET systems cover compulsory education, highereducation, adult education programmes,programmes alternating work and learning, andvocational training organised by public authorities forjob-seekers, employees and entrepreneurs. Thethree communities for education and regions forvocational training and employment organise these
systems. Compulsory education covers learners aged 6 to
18 years. VET pathways exist for those aged 14and over. These take the form of technical orvocational secondary education programmes.Technical secondary education programmesprepare students for accredited training and/orhigh-level technical education with award of ahigher secondary education diploma. Vocationalsecondary education programmes focus onpractice to prepare learners for labour market entry.
Both types of programmes lead to a qualificationcertificate (after the sixth year) or a highersecondary education diploma following successfulcompletion of a seventh year in the vocationaltrack.
Learners aged 15 or over can also opt for part-timeprogrammes, alternating work and learning,organised either by schools or by public trainingcentres. The first type of work-based learning isorganised by centres (schools) for part-timeeducation. In these programmes, learners follow
general and technical courses at school two days
a week and work in a company the three otherdays. The second type of work-based learningconcerns apprenticeships and entrepreneurialtraining programmes managed by SyntraVlaanderen (Vlaams Agentschap voorOndernemersvorming) in BEFL, the IFAPME(Institut wallon de formation en alternance et desindpendants et petites et moyennes entreprises)in Wallonia; the SFPME (Service formation pourles petites et moyennes entreprises) in Brusselsand the IAWM (Institut fr Aus- und Weiterbildung
im Mittelstand und in kleinen und mittlerenUnternehmen) in BEDG. In these programmes,learners acquire general and occupation-relatedknowledge and practical skills at the training centrefor one to one-and-a-half days and the rest of theweek training in a company. The system is orientedtowards becoming skilled workers and preparingfor self-employed professions. Over 18 years-old,learners have access to entrepreneurshipprogrammes.
From 18 years onwards, individuals have a wide
range of programmes to choose from, offered bythe education system and by public or private VETproviders. To continue in higher professional,technical or academic education, it is, however,necessary to hold a higher secondary educationdiploma. People who have failed to obtain thisdiploma can follow adult education programmeswhich lead to secondary education qualifications,and in some cases also to higher professionalqualifications (mostly bachelor level in BEFR orassociate degree in BEFL).
Vocational training offered by public authoritiesleads to partial or full qualifications, or relates tospecific subject areas, such as language learning. Itis offered by the VDAB (Vlaamse Dienst voorArbeidsbemiddeling en beroepsopleiding) inFlanders and Brussels, the FOREM (Office wallon delemploi et de la formation) in Wallonia, BruxellesFormation (Institut bruxellois de la formationprofessionnelle) in Brussels and the ADG(Arbeitsamt der DG) in BEDG. Training is organisedby their own services or in cooperation with public or
private VET centres, subsidised or not.
Spotlight on VET Anniversary edition10
VET in Belgium
(1) In the text the three communities will be referred to by these acronyms.
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VET in Belgiums education and training system 11
NB: ISCED-P 2011, only one digit is used, as this is a simplified chart representing VET in the three regions.
Source: Cedefop and ReferNet Belgium.
General education programmes
VET programmes
Programmes combining VET and general education
May also be offered to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
18+ 12+
YEARS in E&T SECONDARY LEVELAGE
TERTIARY LEVEL
POST-SECONDARY LEVEL
ADULT LEARNING
(outside the school system)
Publiclysubsidisedtraining for
unemployedand othervulnerable
groups
Selfemploymenttraining or
apprentice-ship training
Publicemployment/
trainingservices
CVET foremployees(sectoraltrainingfunds)
17
18
16
13
12
15
14
11
12
10
7
6
9
8
Giving access to tertiary education
Possible progression routes End of compulsory education
Entry through validation of adults' prior learning(formal/informal/non-formal)
Including programmes to become a nurse
For learners 15 years and older
Work-based learning, either at the workplace or a VET institution
Special educational needs
()
(*)
SEN
WBL
ISCED 2
General progr. (incl.Arts & Technology
in BEFR)
Bachelor
programmes,
3 years
Master programmes,
1-2 years
PhDprogrammes
Postgraduate
specialisation
Professionnal
bachelor
programmes Post-secondaryprogr.(),1 to 3 years
Short cycledegree
Techn. & vocational follow-up progr.
General+arts programmes
(+technology in BEFR)
Technicalprogrammes
Technicalprogrammes
Vocational prog.
(incl. dual training),WBL 60%
Apprenticeship,WBL 80%,2-3 years
Programmes for HE access
Adult educationprogrammes
(15+ and18+ olds)
Lower ('1st grade') secondary programmesVET for SEN learners (ages 12-18), access
to and from all other programmes
ISCED 3
ISCED 6
ISCED 7
ISCED7
ISCED8
ISCED 3 ISCED 3 ISCED 3 ISCED 3
ISCED 2-7 (BEFR)
ISCED 2-5 (BEFl)
ISCED 2-3
ISCED 3
Vocational programmes(incl. dual training in BEFR),WBL 60% (*) ISCED 3
ISCED 6 ISCED 5 ISCED 4 ISCED 4
ISCED 3
ISCED 2, 3, 4 ISCED 3, 4
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The Ministry of Education and Science coordinatesnational policy on vocational education and training(VET), while other ministries are in charge ofschools in the areas they are responsible for (art,sports, etc.). The main VET providers are VETschools (VET secondary schools, art schools,sports schools), VET colleges and licensed privateand public continuing vocational training (CVT)centres. Framework programmes regulateacquisition of VET qualifications by setting age andentry level requirements and specifying content and
duration. There are six framework programmes: school-based initial VET (IVET) programmes A
leading to first national level VET qualifications(EQF 2), can be accessed at age 13 at theearliest, after completing at least the sixth yearof lower secondary education. The duration ofthese programmes is one to three years andvaries with learners previous educationalbackgrounds;
school-based IVET programmes B leading tosecond level VET qualifications (EQF 3) can be
accessed after completing lower secondaryeducation. These programmes give access tohigher education (HE);
school-based VET programmes C for secondand third level VET qualifications (EQF 4) can beaccessed after completing lower secondaryeducation and give access to HE. They areavailable after a one-year introductoryprogramme to learners completing the seventhyear of lower secondary school;
school-based post-secondary non-tertiary VETprogrammes D leading to fourth level VETqualifications (EQF 5) are offered by VETcolleges;
CVT centres offer workplace-based IVETprogrammes E (apprenticeships) for individualsover 16. Usually, these programmes are short-term training courses for partial qualifications orcourses enabling people to upgrade their VETqualifications;
CVT programmes F update or broaden
professional qualifications and/or lead to first,second or third level VET qualifications. CVTcentres offer these programmes for individualsover 16.
Qualification levels reflect complexity and whatis expected from learners, ranging from the firstlevel, which involves learning/ performing routineactivities carried out in stable conditions, to thefourth level, which encompasses performingcomplex activities in changing conditions,combined with management responsibilities. Inschool-based programmes, at least 40% ofcompulsory VET subjects are taught throughpractical training. All framework programmes areavailable to adults.
VET qualifications are acquired after completingtraining and passing State exams that correspondto national educational standards for VETqualifications. Examinations are conducted bycommittees appointed by heads of eacheducational institution. Members of thesecommittees include representatives of educationalinstitutions, employers and employees.
In addition to assessing learning outcomes ofVET graduates at institutional level, social partnersare involved in designing and approving national
educational standards coordinated by the NationalAgency for VET, before they are embedded inlegislation. Helping shape VET policy, socialpartners are also active in the economic and socialcouncil, as well as other national councils.
Adult participation in lifelong learning is low. Formany unemployed people, especially fromdisadvantaged groups, training at CVT centres isthe only opportunity to enter the labour market, andfor employees, to retain their jobs. These trainingcourses are predominantly financed through activelabour market policy schemes supported by theEuropean Social Fund (ESF).
Spotlight on VET Anniversary edition12
VET in Bulgaria
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VET in Bulgarias education and training system 13
NB: ISCED-P 2011.
Source: Cedefop and ReferNet Bulgaria.
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
Possible progression routes
End of compulsory education irrespective of the educational level achieved
Giving access to tertiary education
Letters A, B, C and D designate national framework programmes
Prior VET knowledge may be recognised affecting programme duration
Work-based learning, either at the workplace or a VET institution
18+ 12+
YEARS in E&T
12
10
9
11
8
7
(*)
WBL
ISCED 344
ISCED 244
EQF 2
EQF 4
EQF 8
EQF 7 EQF 7
TERTIARY LEVEL
POST-SECONDARY LEVEL
SECONDARY LEVEL
Generalprogrammes,
4 years
8th grade
7th grade
6th grade
Lower secondary(basic education) programmes
4 years
ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
CVET(framework
programme E)for partial
qualificationsor upgrade
CVET(framework
programme F)for upgrade
ornew qualification
18
17
16
15
14
13
612
511
AGE
EQF 3
EQF 2-4 EQF 2-4
EQF 2
EQF 4
EQF 4
EQF 2
ISCED 251, 254
ISCED 351, 354
Mainly school-based
initial VET (A*),
WBL up to 40%,
up to 1-3 years
Mainly school-based
VET (B*), WBL ca
60%, 4 years
Post-secondary VET courses (D*), WBL min 40%,up to 2 years
Integratedbachelor and
masterprogrammes,
5-6 years
Bachelorprogrammes,
4 years
PhD programmes,3+ years
Master progr.,1-2 years
Professionalbachelor
programmes,3 years
Mainly school-based VET (C*),
WBL min 40%,
4-5 years
EQF 6
EQF 6
ISCED 766
ISCED 767
ISCED 645 ISCED 655 ISCED 453
ISCED 864
EQF 5
ISCED 351, 354
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Vocational education and training (VET) plays amajor role in Croatia. Overall responsibility for VETlies with the Education Ministry supported by theAgency for VET and Adult Education (ASOO). Theagencys remit is to develop, organise, monitor andevaluate VET. It is responsible for developing VETcurricula (collaborating with the Education andTeacher Training Agency for the general educationelement), professional development of VETteachers, and quality assurance. Its managementboard is appointed by the ministry and includes
social partner representatives. The 2009 VET Actmade stakeholder cooperation mandatory. Thisimplies that ministries of labour andentrepreneurship and crafts, social partners,chambers of economy, trades and crafts, theemployment service, and professionalassociations are involved in VET development.Several of these stakeholders are represented inthe VET council, established under the VET Actthat proposes new or revised programmes anddevelops recommendations and strategies. The
VET Act also established 13 sector skills councilswhich analyse skill needs, identify the demand forqualifications and develop VET standards. Sincethe 2013 Act on the national qualificationsframework (CROQF) the number and scope ofsector skills councils has increased and they nowcover general, vocational and higher education atall levels. Further developing the CROQF is thetask of the newly established human resourcedevelopment council. To encourage humanpotential development, stimulate competitivenessand achieve Croatia's strategic goals, the councilassesses, validates and coordinates educational,employment, and lifelong professional guidancepolicies and regional policy.
All VET programmes combine professional andgeneral competences, to varying degrees; mostinclude mandatory work experience (durationvaries among different types of VET programmes).Learners from lower-level programmes canprogress to higher levels at the discretion of their
schools. Initial VET is publicly financed and free ofcharge for the learner.
Approximately 70% of learners at uppersecondary level participated in IVET in 2013/2014.Two thirds of VET learners were in four-yearschool-based programmes, one third in three-yearprogrammes. Some learners participated in shorter,1-2 year VET. The four-year school-based VET programmes
(five years for nurses) at ISCED-P 354 lead toqualifications at CROQF level 4.2/EQF level 4.These technician programmes allowprogression to tertiary education, after
completing optional external matura exams,administered by the national centre for externalevaluation of education (NCVVO). Most studentsin four-year VET programmes use thisopportunity.
The three-year VET programmes (ISCED-P 353)can be school-based or run as apprenticeshipschemes, with significant work-based training.They lead to qualifications at CROQF level 4.1/EQF level 4 and give access to the labourmarket. Since 2014 graduates can enter an
optional one- to two-year programme and ifsuccessful, take matura exams to qualify forhigher education access. This programmecorresponds to the fourth year of the school-based programme.VET is provided at higher education level
(ISCED-P 655) in the form of short-cycleprogrammes and at polytechnics with a focus onapplied sciences. Learning in these programmestypically involves extensive practical workexperience and leads to a qualification at CROQFand EQF levels 5 and 6. Some shorterprogrammes also exist.
Adult education and training for people over 15offers a broad range of options, mainly in the formof short (re)training programmes. The offer rangesfrom basic or technical skills courses to completeformal secondary education and training. Entryrequirements for post-secondary adult VETprogrammes include relevant IVET training and/orprofessional experience. Adult education providers
must be accredited and have their programmesapproved by the Education Ministry to be able toissue formal certificates.
Spotlight on VET Anniversary edition14
VET in Croatia
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VET in Croatias education and training system 15
NB: ISCED-P 2011.
Source: Cedefop, Croatian Ministry of Science, Education and Sports and ReferNet Croatia.
18+
18
17
15
16
12
13
14
AGE
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
Possible progression routes
Possible progression route, where prior VET knowledge may
be recognised affecting programme duration
End of compulsory education
State matura exams which give access to tertiary education are
optional for VET students
12+
YEARS in E&T
12
11
9
10
8
67
TERTIARY LEVEL
SECONDARY LEVEL
POST-SECONDARY
LEVEL
Primary education,8 years
ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
Continuingvocationaltraining
for a newqualificationor update
Mastercraftspersonqualification
exam
Trainingfor
unemployedand othervulnerable
groups
Foreignlanguage
programmesEQF 8
EQF 7 EQF 7
EQF 6
EQF 6
EQF 5
EQF 7
EQF 5
EQF 5
EQF 7
PhDprogrammes
Integratedbachelor
and masterprogrammes,
5 years
ISCED 844
ISCED 746
ISCED 747
ISCED
748
ISCED 645
Master programmes,1-2 years
Post-masterspecialist studies
Bachelorprogrammes,
3-4 years
ISCED 757
ISCED 655 ISCED 453
ISCED 351
Professionalstudies
Specialist professional studies
Development and trainingprogrammes
EQF 1
ISCED 244
EQF 4
EQF 4
EQF 4
EQF 4
EQF 3
EQF 2
Generalprogrammes(gymnasium),
4 years1-2 year pr.
School-based andapprenticeship progr.,3 years
Optionalprogramme
-
- r
School-basedprogrammes,
4-5 years
ISCED 344 ISCED 354 ISCED 353
ISCED 351, 353
EQF 4
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VET in the Cypriot education and training system 17
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
Possible progression routes
End of compulsory education irrespective of the
educational level achieved
Giving access to tertiary education
Work-based learning, either at the workplace or a VET
institution
18+ 12+
YEARS in E&T
12
10
9
11
8
7
ISCED 454ISCED 554ISCED 655
ISCED 344 ISCED 354 ISCED 354
ISCED 244
EQF 2
EQF 4
EQF 5
EQF 5
EQF 7
EQF 6
EQF 8
ISCED 864
ISCED 766, 767
TERTIARY LEVEL
SECONDARY LEVEL
POST-SECONDARY LEVEL
PhD programmes,3-4 years
Master programmes,1-2 years
Bachelor programmes,4 years
Generalprogrammes,
3 years
Lower secondary programmes
Specialised programmes,incl. WBL, 1-2 years
Higher professionalprogrammes, 2-3 years
ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
Specialisedprogrammes
foremployees
Specialisedprogrammes
for unemployedand othervulnerable
groups
18
17
16
15
14
13
AGE
EQF 4
EQF 3
EQF 2
Apprenticeship,
WBL ca 70%
NB: ISCED-P 2011.
Source: Cedefop and ReferNet Cyprus.
WBL
School-basedprogrammes,
incl. WBL, 3 years
Mainly school-basedprogrammes,
incl. WBL, 3 years
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VET has always represented a fundamental part ofthe Czech education system. Besides gaining froma tradition of quality, it has developed intensivelyover the last decades. Within the past five yearscurricula have been reformed and modernised.VET predominantly begins following completion ofcompulsory education usually at age 15 and ismainly provided at upper secondary and tertiarylevels.
Structure
The main body responsible for IVET is the Ministryof Education (MMT). Most VET schools are publicand founded by regions. IVET is school-based witha large proportion of practical training (at schools,in workshops, practical training centres, andauthorised companies) and/or work placements.Representatives of employers are involved insector skill councils and field groups that setoccupational and qualification standards.
Lower secondary level IVET programmes(EQF 2-3) represent a marginal segment ofsecondary VET, as they are designed primarily forstudents with special needs. These programmesare provided by secondary vocational schools(SOU) or practical schools.
Upper secondary level vocational and technicalprogrammes (EQF 3-4) are provided by schoolsoffering three- or four-year programmes: three-year vocational programmes at EQF 3
(completed by a final examination leading toapprenticeship certificate) enable graduates toenter directly the labour market and performmanual work and similar occupations (such asbricklayer, hairdresser). They are usuallyprovided by SOU. Graduates of a three-yearprogramme can undergo a two-year follow-upprogramme (EQF 4) and pass a maturitaexamination, which opens a path to highereducation. SOU may also provide a smallnumber of four-year programmes completed by
maturita(EQF 4); four-year technical programmes (completed by amaturita examination, EQF 4) are usuallyprovided by secondary technical schools (SO)
and entitle their graduates to apply for highereducation or perform mid-level technical,business and other similar jobs (such as civilengineering technician, IT system administrator).SO also offer lyceum programmes with a highproportion of general education (up to 70% of thecurricula) preparing their graduates for studies athigher education institutions;
conservatories are a specific type of secondaryschool with a different regime, preparing studentsfor performing demanding artistic activities in
music, dance, singing and drama. Studies areeither completed by maturita (secondaryeducation EQF 4) or by absolutorium(tertiaryprofessional education EQF 6).
VET at tertiary level
Tertiary professional schools (VO) provideeducation to secondary school graduates (with a
maturita certificate) and prepare them for qualifiedperformance of demanding professional tasks(such as nutritionist, dental assistant). Studies lastthree to three-and-a-half years and are completedby absolutorium (EQF 5-6).
Higher education institutions provide educationto school graduates (with a maturita certificate) inthree types of programme: bachelor (EQF 6),master (EQF 7) and doctoral (following on frommaster programmes EQF 8).
Continuing VET (CVET)
Any adult can study any VET programme in theformal school system. There are also manyprogrammes designed to be combined withworking life. The wide variety of CVET programmesprovided outside the formal school system is notgenerally regulated and is subject to the freemarket; nevertheless, a system of validation of non-formal and informal learning outcomes has been
gradually developing since 2007.
Spotlight on VET Anniversary edition18
VET in the Czech Republic
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VET in the Czech Republics education and training system 19
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
Possible progression routes
Prior VET knowledge may be recognised affecting
programme duration
End of compulsory education
Age by which all learners have the right to education and training
Giving access to tertiary education
Work-based learning, either at the workplace or a VET institutionWBL
YEARS in E&T
SECONDARY LEVEL
AGE
ISCED 645ISCED 746
ISCED 747
ISCED 244
EQF 2
EQF 6
EQF 7EQF 7
EQF 8
ISCED 844
TERTIARY LEVEL
PhD programmes
Masterprogrammes
Bachelorprogrammes,
3-4 years
ISCED 344
EQF 4
Generalprogrammes
ISCED 353
EQF 3
School-basedVET,
WBL 40-65%
ISCED 354
EQF 4
Follow-up progr.,WBL 3-13%
ISCED253
EQF 2/3
Practical VET,
WBL 13-60% ISCED 354
EQF 4
Performingarts
programmes
ISCED 554
EQF 6
Lower secondary programmes
Integratedbachelor
andmasterprogrammes,
4-6 years
ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
Specialisedprogrammes
foremployees
Specialisedprogrammes
forunemployed
Formalteachertrainingcourses
Specialisedprogrammesfor sociallyvulnerable
groups
ISCED 353
EQF 4
POST-SECONDARY LEVEL
School-basedpractical trainingISCED 354
EQF 4
ISCED 655
EQF 6
Higher VETprogrammes,WBL 45-55%
School-based theoryfocused progr. with
WBL elements
EQF 2
Perf. arts progr.
ISCED 354
l-
-
School-based
programmes,
WBL 3-37%
ISCED 244
Dance programmes
EQF 4
NB: ISCED-P 2011.
Source: Cedefop and ReferNet Czech Republic.
19+ 13+
13
12
10
9(*)
(*)
7
8
6
19
1420
1521
18
16
1117
13
14
15
12
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Vocational education and training (VET) plays a keyrole in Danish strategy for lifelong learning andmeeting the challenges of globalisation andtechnological change. An inclusive and flexibleinitial VET system helps ensure that all youngpeople have an opportunity to obtain relevantcompetences for smooth transition to the labourmarket. Adult education and continuing trainingrespond to structural and technological changes inthe labour market and provide the workforce withnew and updated skills.
The Danish education and training systemcomprises a mainstream system providingqualifications at all levels, from compulsoryschooling to doctoral degrees, and a parallel adulteducation and continuing training (CVT) system.The adult education and CVT system is designedto meet needs of adult learners, for example byoffering part-time courses. The two systems offerequivalent qualifications at various levels, enablinghorizontal permeability.
VET is under the Ministry of Educations
jurisdiction, which maintains close dialogue with thesocial partners to respond to labour market needs.Initial VET is organised into 12 broad entry routesand includes technical, agricultural, commercial,social and healthcare programmes.
Programmes are organised according to the dualprinciple, alternating between periods of college-based learning and work-based learning(apprenticeship training) in enterprises. A typicalIVET programme (EUD) lasts three-and-a-halfyears with a 2:1 split between workplace andcollege-based training, although there isconsiderable variation between programmes.Individual study plans are compiled for all students,with VET colleges and the social partners sharingthe responsibility for developing curricula to ensureresponsiveness to local labour market needs.Qualifications at this level can provide access torelevant fields in academy profession (KVU)programmes or professional bachelor programmesat tertiary level.
Alternative routes to VET qualifications include: combined vocational and general uppersecondary education, EUX programme (newacademic preparation programme) a relatively
new pathway, which lasts around four years,attended by highly-motivated students aiming atobtaining access to higher education along witha vocational qualification;
new apprenticeship (Ny Mesterlre) pro-grammes, where entire training is at a companyinstead of partly at a VET college. These pro-grammes are attended by students with apractical approach to learning;
individual VET programmes, attended by very fewstudents, consist of single subject courses and
elements from EUD programmes; basic vocational education and training (EGU),
attended by lower secondary graduates with apractical approach to learning. The programmecaters for young unemployed, and lasts for threeto four years, with work-based learning (WBL)being at least 75%.
Adult learning
Basic adult education (grunduddannelse for voksne,GVU) provides qualifications equivalent to IVET.GVU is aimed at adults (minimum 25 years old) withat least two years relevant work experience, butwithout formal qualifications. Individual study plans,which recognise prior learning, are used. GVUstudy plans can comprise elements from other adulteducation programmes.
Adult vocational training (arbejdsmarked-suddannelser, AMU) provides participants with skills
and competences relevant to the labour market andis primarily directed towards specific sectors andjobs. Programmes may either deepen aparticipant's knowledge in a particular field orextend it to related fields. AMU programmes(around 3 000) last an average of one week and arecreated, adapted or discontinued in response tolabour market needs. At tertiary level, further VETand adult education programmes lead to EQFlevel 5 qualifications.
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VET in Denmark
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VET in Denmarks education and training system 21
NB: ISCED-P 2011.
Source: Cedefop and ReferNet Denmark.
General education programmes
VET programmes
Programmes combining VET and general education
Adult education programmes, often part-time or distance education
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
19+ 12+
YEARS in E&T
SECONDARY LEVEL
AGE
TERTIARY LEVEL NON-FORMAL ADULT EDUCATION
Danish for
foreigners
In-service
training
Liberal
adulteducation
Non-formal
education
atspecialised
schools
8
9
7
15
1017
1118
1219
1320
16
14
Giving access to tertiary education
Giving access to tertiary education in the previously acquired field
Possible progression routes Access to relevant field of study
Entry through validation of adults' prior learning (formal/informal/non-formal)
End of compulsory education
Entrance from all programmes to acqu ire the missing competences, duration varies
Work-based learning, either at the workplace or a VET institution
()
WBL
Generalprogrammes,
3 years
Doctoralprogrammes
Masterprogrammes
Masterprogrammes
Bachelorprogrammes Academy professions
programmes (KVU),some WBL
Diploma programmes,some WBL
Professionalbachelor
programmes,some WBL
Higher pre-paratory single
subjectcourses()
Preparatoryadult education(FVU)
General adulteducation
(AVU)
VET programmes
(EUX), WBL 50%,
4 years
Basic VET (EGU)programmes,
WBL at least 75%
CVET (AMU) fornew skills and
upgrade ()
Apprenticeships(EUD) and other
VET programmes,WBL 67%,
4 years
Adult VET(GVU)
programmes ()
Lower secondary programmes
Optional year, 10th grade
EQF 4-5 EQF 3-5
EQF 4
EQF 8
EQF 7
EQF 6 EQF 6
EQF 7
EQF 2
EQF 2-3 EQF 2
EQF 2
EQF 4
EQF 2-5
EQF 3-5
ISCED 244
ISCED 344
ISCED 844
ISCED 746, 747 ISCED 757
ISCED 645 ISCED 655
ISCED 655
ISCED 551, 554
ISCED 354 ISCED 353 ISCED 253
ISCED 353
ISCED 244
ISCED 241
ISCED 241
EQF 5 EQF 5
EQF 6
Further adult educationprogrammes,some WBLISCED 554
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Vocational education and training (VET) in Estoniais key to ensuring a flexible and skilled workforce isable to adapt to changes in the labour market. VETis under the Ministry of Education and Researchsjurisdiction. To respond better to labour marketneeds the social partners are closely involved inVET policy development.
According to new legislation (September 2013)both initial (IVET) and continuing (CVET) vocationaleducation curricula are used in formal VET. IVET isprovided at second, third, fourth and fifth levels of
the Estonian qualifications framework, whichcorresponds to the European qualificationsframework (EQF). At each level, students acquirelearning outcomes (knowledge, skills and attitudes)in accordance with qualifications at the appropriateEQF level. At second and third levels there is nominimum education requirement for access.Curricula are designed for direct access toelementary labour market occupations.
Generally, completion of lower secondaryeducation is a prerequisite to start studies at fourth
level. At this level, it is possible to do vocationalstudies (ISCED-P 351) or study VET together withupper secondary general education (ISCED-P 354)to obtain a certificate which allows access to highereducation. Studies lead to qualifications necessaryto work in more complicated jobs.
The precondition for access to fifth-level IVET(ISCED-P 454) is completion of upper secondaryeducation. Graduates can be technicians orassociate professionals. CVET programmes areoffered at fourth and fifth levels of the EQF. CVETaims to help individuals raise their qualifications oracquire new specialisations. CVET studies usuallylast up to one year.
Most VET studies are school-based. However,for some specialities apprenticeship training is alsoavailable. In school-based VET, practical training ishalf of the study volume and is usually dividedequally between workplace training in enterprisesand practical training at school. For apprentice-ships, practical training in enterprises is at least two
thirds.To graduate from a VET institution one has toachieve learning outcomes of a particular specialityand to pass a professional examination,
administered by a VET school or by theoccupational qualifications awarding body.Higher education takes place at EQF levels 6 to
8 and the first level of tertiary education has both anacademic (BSc) and a professional branch (appliedhigher education); it is accessible to all graduatesof both general and vocational upper secondaryeducation, as well as graduates of post-secondaryVET. To meet specific entrance requirements atsome universities, vocational upper secondarygraduates have an option to study general
education subjects of their choice for an additional35 study weeks following completion of VETstudies.
Adults can obtain general, vocational and highereducation in the formal education system. Outsideformal education there are training coursesavailable for employees, as well as for theunemployed and other vulnerable groups, toimprove their professional skills and supportemployability. Training providers are mainly VETand higher education institutions, private training
centres, enterprises and other public or privateinstitutions. Adult training is funded by employers,the State or by participants themselves.
The adult populations participation rate inlifelong learning has been steadily increasing andwas 12.9% in 2012, which is higher than the EUaverage. During the past five years the followingmeasures have had a major impact on increasingparticipation rates in adult education: provision ofState-funded study places, a voucher system fortraining the unemployed and grants to enterprisesfor training their employees, as well as incentivesfor individuals such as study leave and taxexemptions on training costs.
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VET in Estonia
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VET in Estonias education and training system 23
NB: ISCED-P 2011.
Source: Cedefop and ReferNet Estonia.
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
19+ 12+
YEARS in E&T
12
11
SECONDARY LEVEL
10
AGE
ISCED 665ISCED 766
ISCED 767
ISCED 864
TERTIARY LEVEL
PhD programmes,3-4 years
Master programmes,1-2 years
Bachelorprogrammes,
3-4 years
ISCED 665
Higherprofessionalprogramme,3-4.5 years
Integratedbachelor
andmaster
programmes,5-6 years
1 year professionalexperience
For >22y olds
NON-FORMAL ADULT LEARNING
Work-related
(re)trainingPopular
adult education
POST-SECONDARY LEVEL
ISCED 344
General programmes(gymnasium),
3 yearsISCED 351
ISCED 244
ISCED 344
19
18
ISCED 354
- ,-u o ears
: .
Mainly school-based VET,up to 3 years,
WBL: min. 35%
Mainly school-based VET,up to 2.5 years,
WBL: min. 50%
Mainly
school-based VET,
0.5 to 2.5 years
WBL: min. 50%
Mainly
school-based VET,
0.5 to 2.5 years
WBL: min. 50%
(*)
8
9
7
15
16
17
14 ISCED 244
3rd stage of the integrated primaryand lower secondary programmes
EQF 2
EQF 8
EQF 7 EQF 7
EQF 6
EQF 6
EQF 4EQF 5
ISCED 454 ISCED 454
Mainly
chool-based VET,
.5 to 2.5 years
WBL: min. 50%
Mainly
school-based VET,
0.5 to 2.5 years
WBL: min. 50%
EQF 4 EQF 4
Optionaladditional year
Formal
education
for adults
integrated
lower and
upper
secondary
programmes
EQF 4
EQF 4
EQF 2ISCED 251
Mainlyschool-based VET,
up to 2.5 years,WBL: min. 50%
EQF 3
ISCED 251
Mainlyschool-based VET,
up to 2.5 years,WBL: min. 70%
EQF 2
Giving access to tertiary education
Possible progression routes
Prior VET knowledge may be recognised affecting programme duration
Entry through validation of adults' prior learning formal/informal/non-formal)
Progression routes for students with incomplete compulsory education
End of compulsory education (with completion of lower secondary
education; if unsuccessful, students must continue to age 17)
(*)
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The Ministry of Education and Culture isresponsible for strategic and normative steering ofvocational education and training (VET) and leadsnational development. National objectives of VET,structure of qualifications, and core subjectsincluded in them are determined by thegovernment.
More than 40% of the relevant age group startupper secondary VET studies immediately afterbasic education; most of these obtain their VETqualifications at vocational institutions. All
qualifications include at least six months on-the-joblearning. The most popular fields are technology,communications and transport, and social services,health and sports.
In addition to school-based upper secondaryVET, vocational qualifications can be obtained inapprenticeship training or as competence-basedqualifications: apprenticeship training includes courses at
vocational institutions. The share of work-basedlearning (WBL) is 70-80%. Most apprentices are
adults; competence-based qualifications are usually
completed by adults. In addition to the 52vocational qualifications offered, there are nearly300 further and specialist qualifications indifferent fields. Vocational and further vocationalqualifications are at upper secondary level andmay be obtained through competence tests,independent of how vocational skills wereacquired. The specialist vocational qualificationis at post-secondary, non-tertiary level.Authorisations to provide VET are granted by the
ministry. They cover VET fields, qualifications,number of students, language of instruction,locations, special educational tasks and otherissues. VET providers may also be assigned tasksto develop and serve the world of work.
VET providers are responsible for organisingtraining in their areas, for matching provision withlocal labour market needs, and for devisingcurricula based on national qualification
requirements. They also decide independently onissues such as type of education and trainingprovided and the method for completion of studies,within the limits of their authorisation from the
Education Ministry. A VET provider may be a localauthority, municipal training consortium, foundationor other registered association or State company.
National qualification requirements ensurenationally uniform vocational competence; theyfunction as the basis for evaluating learningoutcomes. These requirements are drawn up by theFinnish National Board of Education in the contextof broad cooperation with stakeholders (employersorganisations, trade unions, the Trade Union ofEducation, and student unions).
Cooperation with the world of work is consideredessential. In addition to contributing to nationalqualification requirements, representatives fromenterprises participate in work on local curricula,organise and plan training and skills demonstra-tions, and are part of regional committees. Theyalso assess both skills demonstrations in uppersecondary qualifications and competence tests incompetence-based qualifications.
Flexibility and individualisation have become ameans to respond to changing requirements of the
world of work. Studies in upper secondary VET arebased on individual study plans, comprising bothcompulsory and optional modules. Modularisationallows for a degree of individualisation ofqualifications; for example, students can includemodules from other vocational qualifications(including both further and specialist vocationalqualifications) or polytechnic degrees. Flexibilityalso enables education providers more effectivelyto meet the demands of regional and local worldsof work.
There are no dead-ends within the educationsystem. From the late 1990s the vocational trackhas given eligibility to access polytechnics anduniversities. With this reform upper secondaryvocational education and training became equal togeneral upper secondary education as a pathwayto higher education.
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VET in Finland
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VET in Finlands education and training system 25
NB: ISCED-P 2011. EQF levels have not yet been defined.
Source: Cedefop and ReferNet Finland.
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
19+ 12+
YEARS in E&T
SECONDARY LEVEL
AGE
TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
Liberaladult education
In-servicetraining
8
9
7
15
1017
1118
1219
16
14 ISCED 244
ISCED 244
Lower secondary programmes
Voluntary additional year
, ears
Licentiate programmes,2 years
ISCED 864 ISCED 864
PhD programmes,4 years
ISCED 665 ISCED 665
Bachelor programmes,3 years
Polytechnic bachelorprogrammes,3.5-4 years
ISCED 767 ISCED 767
Master programmes,2 years Polytechnic master progr.,
1-1.5 years
ISCED 344
Generalprogrammes
Mainly school-based,WBL >20%, also available asapprenticeship, WBL 70-80%
ISCED 354
Work-based further VET,tailored individually
ISCED 454
Work-based specialistVET, tailored individually
3 years ofworkingexperience
Giving access to tertiary education
Possible progression routes
Prior VET knowledge may be recognised affecting programme duration
Entry through validation of adults' prior learning (formal/informal/non-formal)
Related vocational skills needed as the only prerequisite
End of compulsory education
Work-based learning, either at the workplace or a VET institutionWBL
ISCED 354
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Vocational education and training (VET) is, bytradition, central to Frances adopted priorities:guilds first appeared in the Middle Ages andapprenticeship in the 19th century. Thedevelopment of lifelong learning in the early 1970swas based on long-standing and highly diverseadult education practices that are the foundation ofcontinuous education.
Initial VET (IVET)
VET at upper secondary level. On leaving lowersecondary school (collge) at ISCED-P 244, gener-ally at the age of 15, students are steered eithertowards a general (ISCED-P 344) and technological(ISCED-P 354) upper secondary school (lyce), toprepare for a three-year general or technologicalbaccalaureate, or towards a vocational lyce(ISCED-P 353, 354), to prepare for a two-year pro-fessional skills certificate (CAP) or a three-yearvocational baccalaureate. These qualifications are
designed to provide direct access to employmentand the training always includes in-company intern-ship. However, access to tertiary level VETprogrammes in related fields is possible. Upper sec-ondary education is governed and financed largelyby the Ministry of Education and partly by otherministries (including agriculture and industry).
VET at tertiary level (ISCED-P 554). Thelyce-based higher technician curricula provide atwo-year programme leading to the highertechnician certificate (BTS). Universities offer alsoa two-year technological university diploma (DUT);this is designed for entry into the labour market.Students can also decide, on completion, to go onto a vocational bachelors programme, whichenables them to acquire a vocational qualificationat EQF level 6 and progress to masters level for aqualification at EQF level 7. Higher education(tertiary level) provides general courses andtechnical and vocational courses within universitiesand public or private higher colleges of excellence(grandes coles).
Apprenticeship. This pathway can lead to allvocational certifications registered in the nationaldirectory of professional qualifications, whichincludes all secondary or higher educationcertifications as well as vocational qualificationcertificates (CQP), created by the professionalbranches. Young people on an apprenticeshipcontract (from one to three years) have the statusand rights of other employees and receive a salary.The course takes place both in the workplace andin an apprentice training centre (CFA). The system
is governed by the State (legislation), the regionalcouncils (policy setting) and the social partners(management of the CFAs). Its funding comes fromthe State, which exempts enterprises fromemployer contributions for the amount of eachapprentice salary, the regional councils (bonuses onrecruitment, apprenticeship subsidies) andcompanies (apprenticeship tax).
Continuing VET (CVET)CVET applies to those entering the world of work oralready in work, both the young and adults. Theobjectives of CVET include promoting professionalintegration or reintegration; maintaining people inwork; encouraging the development of skills andaccess to different levels of professionalqualification; and contributing to economic andcultural development and social progress. Accessand funding procedures for courses vary according
to individual status, either jobseekers or people inemployment (private sector employees, publicservants, self-employed workers). Training of job-seekers is managed by the regions, with centralgovernment intervening only for particular targetgroups (the illiterate, foreigners, and people withdisabilities). Employers (private or public) and thesocial partners are responsible for training peoplein employment. The training market is open: in2011, more than 58 650 training providers earnedrevenues of EUR 13 billion for 23.8 million training
courses.
Spotlight on VET Anniversary edition26
VET in France
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VET in the French education and training system 27
NB: ISCED-P 2011.
Source: Cedefop and ReferNet France.
General education programmes
VET programmes
Programmes combining VET and general education
May also be offered to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
End of compulsory education
18+ 12+
YEARS in E&T SECONDARY LEVELAGE
TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
Programmes
for
employees
Programmes
for the
unemployed
Programmes
for vulnerable
groups
8
9
7
6
13
1117
1016
1218
14
15
12
Giving access to tertiary education
Giving access to tertiary education in selected fields
Possible progression routes
Prior VET knowledge may be recognised affecting programme duration
For learners aged 16-25, after completion of compulsory education
Entry through validation of adults' prior learning (formal/informal/non-formal)
Work-based learning, either at the workplace or a VET institutionWBL
EQF 2
EQF 4 EQF 4
EQF 3 EQF 3
EQF 4
EQF 5 EQF 5
EQF 6
EQF 7
EQF 6EQF 6
EQF 7
EQF 8EQF 3
EQF 4
ISCED 655-756, 767
ISCED 756-844
ISCED 645
ISCED 344 ISCED 354 ISCED 353, 354 ISCED 354, 353
ISCED 554 ISCED 655 ISCED 655, 554
ISCED 757 ISCED 756, 757
ISCED 244
ISCED 747
ISCED 756-844
EQF 8
EQF 7 EQF 7
Doctoral programmes,
3 years
Master programmes,
1-2 years
Master programmes
WBL: up to 50%, 2 years
Higher technician progr.
WBL up to 25%, 2 years
DUT and bachelor
programmes
WBL ca10%, 3 years
Apprenticeships
WBL 67%,
2 or 3 years
Apprenticeships
WBL 67%,
2 or 3 years
Mainly school-based
technological programmes,
WBL: 18%, 3 years
Mainly school-based
vocational programmes
WBL ca 10-20%, 2 or 3 years
Apprenticeships
WBL 67%, 2 years
Bachelor programmes,
3 years
Programmes
at public
or private
higher colleges
of excellence
Upper secondary
general programmes,
3 years
Lower secondary programme
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VET in Germany is based on cooperation betweenState, private sector and social partners. The FederalMinistry of Education (BMBF) is responsible forgeneral VET policy issues and has a coordinating andsteering role for all training occupations incooperation with the respective ministries. Theministry also works closely with the Federal Institutefor Vocational Education and Training (BIBB), whichconducts research and advises the FederalGovernment and vocational training providers. TheLnder(federal states) are responsible for school-
based (parts of) VET and have VET committees withemployer and employee representatives. TheMinistries of Education in the Lndercooperate in astanding conference (KMK) to ensure a degree ofuniformity and comparability.
The main pillar of VET is the dual system(apprenticeship). Every person who has completedfull-time compulsory schooling has access toapprenticeship training (duration usually three years),which combines two learning venues, companies andvocational schools. Those successfully completing
their training are qualified to be employed as skilledworkers. Progression is possible through variousschool-based VET programmes and by acquiringmaster craftsperson and similar qualifications. Thereare also programmes based on the dual principle athigher education level.
Parallel to the dual system there is a wide range ofschool-based programmes (ISCED levels 3-4), whichdiffer in terms of entry requirements, focus, types andlevels of qualifications they lead to, such as: programmes at vocational schools preparing
people for work in many occupational areas(Berufsfachschule, duration one to three yearsdepending on the occupational area andspecialisation and the type/level of qualification).Where they do not offer a full vocationalqualification, attendance can be credited as the firstyear of training in the dual system if certainconditions are met. Entry requirement is the lowersecondary general school certificate or thecertificate obtained on completion of year 10(intermediate level, Realschule);
programmes providing general upper secondaryand vocationally-oriented education and usuallyleading to the general higher education entrancequalification (Berufliches Gymnasium/Fach-
gymnasium, duration is two to three years; fouryears if learners also acquire a vocationalqualification). Entry requirement is the intermediatelevel certificate;
specialised programmes that build upon inter-mediate level certificates or initial vocationaltraining and impart deeper occupational knowledge(duration one to three years). They lead to entrancequalifications for universities of applied sciences orspecific fields of study. Under certain conditions,learners may also obtain the general higher
education entrance qualification.VET at higher education level is becoming moreimportant. A blend of vocational and academictraining is offered by universities of applied sciences(duration four years) and other higher educationinstitutes (Berufsakademien, duale Hochschule insome Lnder, usually leading to bachelor or in somecases master degrees). Enterprises participating inBerufsakademie programmes bear the costs of thecompany-based training and pay learners a wage.
An important step in widening access to higher
education is the 2009 KMK resolution, which definescommon access criteria for vocationally qualifiedapplicants without a school-based higher educationentrance qualification: advanced vocationalqualifications such as those of master craftsperson,foreperson and certified supervisor (Meister,Techniker, Fachwirt, see below); completion ofrelevant IVET lasting two years; three years ofrelevant occupational experience; passing anaptitude test; or successful completion of aprobationary year of studies.
Continuing training is playing an increasinglyimportant role in improving employability. It ischaracterised by a wide variety of providers (atraining market) and a comparatively low degree ofregulation by the state. Only a small part of provisionleads to formal qualifications regulated by theVocational Training Act, such as mastercraftsman/foreman/ certified supervisor, technicalengineer, and certified senior clerk qualifications(Meister, Techniker, Fachwirt). Courses to prepare forthese advanced level qualifications are offered by
chambers or schools (Fachschulen, mastercraftsmen schools). Access to the respectiveassessment usually requires several years of practicein the related occupation.
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VET in Germany
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VET in Germanys education and training system 29
NB: This is a simplified chart, based on the unified approach used for the spotlights on VET in all EU-28 countries plus Iceland and Norway.
ISCED-P 2011.EQF levels have not yet been defined for all qualifications.
Source: Cedefop.
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
End of compulsory education
Professional experience required to enter
19+ 13+
SECONDARY LEVEL
POST-SECONDARY
LEVEL
TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
CVETfor employees
Courses forunemployed andother vulnerable
groups
Training courses byprivate providers
7
8
13
1117
1016
1218
1319
14915
1016
Giving access to higher education
Access to HE is limited, only from/to some programmes
Possible progression routes
Prior education may be recognised affecting programme duration
Access restricted to certain related subjects
At universities of applied science At duale Hochschule
At Fachschule/Fachakademie, At Berufsakademien
duration varies
Lower secondary programmes,
at Hauptschule and Gesamtschule
3 years (4 years in one federal state)
ISCED 844
ISCED 747
ISCED 645
ISCED 344
ISCED 244 ISCED 244
ISCED 645 ISCED 645
ISCED 444
ISCED 354 ISCED 354
ISCED 747 ISCED 747
ISCED 645 ISCED 655
EQF 2-4
EQF 4
EQF 2
EQF 8
EQF 7EQF 7 EQF 7
EQF 6EQF 6 EQF 6 EQF 6 EQF 6 EQF 6
EQF 6-7
EQF 1-2
Lower secondary programmes,at Gymnasium, Realschule and Gesamtschule,
4 years
General
education
programmes,
2-3 years
Master
programmes,
2 years
Master
programmes ,
2 yearsIT-Professional
General educ.
programmes with
vocational orientation,
2-3 years
Apprenticeship
programmes,
2-3.5 years
Specialised programmes,
1-3 years
School-
based VET
programmes, 1-3 years
Transition progr., 1 year
PhD programmes, duration varies
Master
programmes ,
2 years
Bachelor
programmes,
3-4 years
Bachelor
programmes ,
3-4 years
Bachelor
programmes ,
3-4 years
Technician,
Fachwirt, etc.
qualifications
Bachelor
programmes ,
3-4 years
Meister,
technician, etc.
qualifications
examinations
ISCED 344
ISCED 254
YEARS in E&TAGE
,
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Following new legislation strengthening its work-based component, vocational education andtraining (VET) in Greece is in transition. The duallearning approach in VET was reinforced withexpansion of apprenticeships at secondary leveland more work-based learning opportunities atpost-secondary and tertiary levels.
For graduates of lower secondary education, therecent law on secondary education (2013) foreseesthat those who do not wish to follow generaleducation (Genik Lykeia, GEL) may choose
between the following VET options: school-based programmes and specialities
leading to a vocational certificate (Apolitrio EPAL,EQF level 4) or a vocational specialisation degree(Ptiho Epaggelmatiks Idiktitas, EQF level 4) atvocational education school (EpaggelmatikLykeia, EPAL, three years). Graduates may thenenter the labour market, become an apprentice,or proceed to post-secondary VET or tertiaryeducation through general exams (for all types ofhigher education) or special exams (only for
certain technological higher education institutes); programmes combining school-based and work-
based instruction that lead to a vocationalqualification (Ptiho Epaggelmatiks IdiktitasSEK, EQF level 3) at vocational training school(Shols Epaggelmatiks Katrtisis, SEK). Aftertwo years of school-based learning, learnersenter an apprenticeship year. Apart from thepossibility to enter the labour market, graduatesmay proceed to post-secondary VET but notdirectly to tertiary education;
learners who have completed first grade of GELor EPAL may enter two-year dual learningprogrammes supervised by the employmentservice (OAED) at apprenticeship school(Epaggelmatiks Shols Mathitas, EPAS).Studies are mainly work-based and lead to avocational qualification (Ptiho EPAS, EQFlevel 4). Typical programmes are car engineering,electrical engineering and automation, web designand heating and cooling technology.
At post-secondary and tertiary levels, thefollowing VET options are available: vocational training programmes offered by IEK
(Institta Epaggelmatiks Katrtisis). Studies last
two years (plus an optional semester of practicaltraining) and lead to a post-secondary vocationaltraining diploma (Dploma IEK, EQF level 5)allowing labour market access. Access to IEK isavailable to graduates of all general andvocational education and training programmes;
higher professional programmes (in tourism,maritime, army, arts, etc.) offered by higherschools (Anteres Shols) have strong work-based elements and lead to a post-secondaryVET qualification (Ptiho Anteris Shols, EQF
level 5). In some cases, access is only granted tograduates of secondary education (GEL/EPAL)who pass entry examinations. Graduates mayenter the labour market or access some highereducation programmes;
for EPAL graduates, an apprenticeship year (tosmathitas) is foreseen (Law on secondaryeducation, 2013). It is based on dual learning andleads to a vocational specialisation degree atEQF level 5. Graduates have the sameprogression opportunities as EPAL graduates that
have not taken part in the apprenticeship year.Horizontal mobility in the education and training
system is possible, but not very common. Studentscan move between general schools (GEL) andvocational ones and between vocational education(EPAL) and training (SEK).
Continuing VET (CVET) is primarily offered bylifelong learning centres run by regional authorities,municipalities, social partners, chambers ofcommerce, professional associations, and highereducation institutions. These CVET programmes arepartially regulated by the National Agencyresponsible for Qualifications (EOPPEP) and theGeneral Secretariat for Lifelong Learning (GGDVM),but they do not lead to formal qualifications. TheHellenic Open University and post-secondaryprivate colleges provide CVET programmes thatmay lead to a recognised qualification. Many recentinitiatives that involve social partners and localauthorities promote vocational training and workplacements for the unemployed or aim at
retraining/upskilling employees.
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VET in Greece
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VET in the Greek education and training system 31
NB: ISCED-P 2011. EQF levels are placed according to the January 2014 EQF-NQF referencing report.
Source: Cedefop.
TERIARY LEVEL
POST-SECONDARY LEVEL
SECONDARY LEVEL
ADULT LEARNING
End of compulsory education
Possible progression routes
Prior studies may be recognised a ffecting programme duration
To enter, minimum one year of additional upper secondar y studies is required
General HE entry exam might be needed to access some programmes
Work-based learning, either at the workplace or a VET institution
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
Giving access to tertiary education
(*)
WBL
YEARS
in E&TAGE
14 8
13 7
15 9
10
17 11
18 12
16
12+18+
Bachelorprogrammes,
4 years
Technological
bachelorprogrammes,
4 years
Lower secondary programmes,
3 years
Master programmes, 1-2 years
Training
for
unemployed
and other
vulnerable
groups
Training
for
employees
LLL
centers'
courses
Hellenic
Open
University
courses
General programmes,
3 years
ISCED 344
ISCED 244
ISCED 655ISCED 645, 646
ISCED 747, 757
Doctoral programmes, 3+ years
ISCED 844
Apprenticeship,
2 years, WBL 80%
General HE
entry exam
Exams for
VET graduates
EQF 4EQF 4
EQF 8
EQF 7
EQF 6-7
EQF 6 EQF 6
EQF 2
EQF 3 EQF 4
Higher professional
programmes (*)
Post-secondary VET programmes,
WBL 20%
EQF 5 EQF 5
ISCED 655 ISCED 453
Apprenticeship,
1 year, WBL>50%
EQF 5
School-based VET,
3 years
Mainly
school-based VET,
3 years, WBL >50%
ISCED 354 ISCED 353
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Recent legislation has led to more centralisedvocational education and training (VET)governance. Since January 2013, the State hasreplaced local government in governance ofschools. It has the right to employ head-teachersand pays pedagogical staff's salaries. Centraladministration of VET (and adult training) is led bythe Minister for the National Economy, who sharesresponsibility with ministries for specific vocationalqualifications and with the Minister for HumanResources on learning outcomes and framework
curricula. Since the 1990s, business and industryhave been involved in national advisory bodies and,increasingly, in decision-making on VET-relatedissues. The Chamber of Commerce and Industrypresently plays a dominant role in shaping VET andadult training.
VET for young people
At age 14, learners decide if they wish to enter VETand what type of VET to choose. Around two thirdschoose a VET pathway. Nearly one third of all 14-year-olds enter the track that prepares directly formanual jobs at upper secondary level. Recentlegislation has introduced fundamental changes intothe structure, governance and funding of upper,post-secondary and tertiary VET, effective fromSeptember 2013.
The programmes are: vocational school (SZI) programmes leading to
ISCED-P 353 (or 253) level nationalqualifications register (OKJ) qualifications. Theydo not allow direct access to higher education.The new three-year programme is inspired by thedual principle. It combines general educationand vocational training throughout the threeyears and reinforces practical training;
secondary vocational school (SZKI) pro-grammes span upper and post-secondary level.The programme now combines VET and gen-eral education from the start, leading to a
vocational secondary school leaving examina-tion (ISCED-P 344) which does not award anOKJ qualification, but allows access to at leastone occupation, higher education studies, or
'VET grades' awarding ISCED-P 454 level OKJqualifications. 'VET grades' are also open to grad-uates from general upper secondary education.Since 2012, ISCED-P 454 level programmeshave been open to students who do not hold asecondary school leaving certificate, but haveobtained a master craftsperson certificate andhave at least five years' relevant work experi-ence;
apprenticeships can be offered in all types of VET.Practical training is organised in enterprises
and/or school workshops depending onavailability of places and learners' and schools'decisions. Currently, most SZI students do (partof) their practical training in an enterprise;
higher education VET, previously advancedvocational programmes (FSZ), are nowexclusively provided by higher educationinstitutions and are regulated by the HigherEducation Act of 2011. Programmes require asecondary school leaving certificate and awardISCED-P 554 level higher education vocational
qualifications. Graduates can transfer credits to abachelor (BA/BSc) programme in the same field.
VET for adults
Formal education offers adults the same options asyoung people, in part-time or distance education.Adult training outside the formal school systemcomprises, among others: VET programmes which
lead to OKJ qualifications; courses run by economicchambers preparing for master craftsperson exams;training awarding other (inter)nationally-recognisedqualifications and licences, regulated by legislation;mandatory further training programmes for a givenoccupation; and other vocational, language andgeneral courses. A new Adult Training Act waspassed in 2013. It defines the legal framework fortraining provision regarding courses that award anOKJ qualification or a language proficiencycertificate or those that have been financially
supported by national/EU funds. The State supportsvulnerable groups' and SMEs' training throughgrants.
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VET in Hungary
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VET in Hungarys education and training system 33
NB: ISCED-P 2011. EQF levels have not yet been defined.
Source: Cedefop and ReferNet Hungary.
Possible progression routes End of compulsory education
Possible direct admission with master craftsmanship certificate
and 5 years of work experience
Prior VET knowledge may be recognised affecting programme duration
Special educational needs
Duration is typically 4 years, but it may vary according to the educational
needs of the learners. The programme typically leads to an officially
recognised vocational qualification
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
Giving access to tertiary education
SECONDARY LEVEL
TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING
(outside the school system)
YEARS in E&TAGE
511
612
713
814
1117
1016
915
1218
1319
13+18+
Further trainingof employees
(compulsoryCVET or courses
offered by theemployer)
Training courses
for theunemployed and
other vulnerablegroups
Vocational
and generalcourses offeredon the training
market
PhDprogrammes,
3 years
Integratedbachelor and
master
programmes,5-6 years
Integratedlower and
uppersecondary
programmesBridging programmes for those not eligible
for upper secondary programmesBridging programmes for those who havecompleted at least 2, but not all 4 years of
lower secondary education
Lower secondaryprogrammes
for SEN students
ISCED 766
ISCED 244-344
ISCED 244 ISCED 244
ISCED 864
For learners aged 15-23
Postgraduate specialisation pro-
gramme,
1-3 yearsMaster programmes,
1-2 years
ISCED 665
ISCED 244
ISCED 344
ISCED 344
ISCED 344
ISCED 252,353
ISCED667, 768ISCED 767
Bachelor programmes,3-4 years
Upper
secondary
programmes
Practice-orientedprogrammes,
typicaly includingwork placements
Follow-upprogrammes
School-based
theory-focused
programmes
VET for SEN
learners (*)
Lower secondary programmes
Higher education vocational
programmes
Theory-focused progr.,
(work placements possible)ISCED 454
ISCED 554
ISCED 353
ISCED243, 252, 253, 353
(
*
)
POST-SECONDARY LEVEL
SEN
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Spotlight on VET Anniversary edition34
VET in Iceland
The Icelandic vocational education and training(VET) system originates from when Iceland was stillpart of the Danish kingdom. At that time,apprentices learned from their masters by workingalongside them. Gradually, schools took over partsof the training and more theoretical subjects wereadded. Workplace training is still of greatimportance and the journeyman's exam is centredon demonstrating skills students have learned at aworkplace.
Almost all VET is offered at upper secondary
level, where studies at school and workplacetraining form an integral part. Study programmesvary in length from one school year to four years ofcombined school and workplace training.Workplaces responsible for training need officialcertification and training agreements with both thestudent and the school, stipulating the objectives,time period and evaluation of the training. Moststudents in workplace training receive salaries,which are a (growing) percentage of fully-qualifiedworkers salaries. Companies training students can
apply to the Ministry of Education, Science andCulture for a subsidy to fund training.
At upper secondary level (ISCED 3) severalqualifications are offered, some of which arepreconditions for holding relevant jobs. The mostcommon are journeymans exams but there are alsoexams for healthcare professionals and captainsand engineers of ships and planes. In otherprofessions, a VET degree is not a precondition foremployment but graduates enjoy preferentialtreatment for the jobs they are trained for.
A few VET programmes are available at post-secondary non-tertiary level (ISCED 4), for exampletourist guides and captains at the highest level, plusdegrees for all masters of trade. Th
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