spotlight in vet

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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 [email protected]

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: [email protected]

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.


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


May also be offered to adults (full-, part-time or distance education)



18+ 12+

YEARS in E&T SECONDARY LEVELAGE

TERTIARY LEVEL


ADULT LEARNING


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


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


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 2-7 (BEFR)

ISCED 2-5 (BEFl)

ISCED 2-3

ISCED 3

Vocational programmes(incl. dual training in BEFR),WBL 60% (*) ISCED 3


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).


VET in Bulgaria



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VET in Bulgarias education and training system 13

NB: ISCED-P 2011.

Source: Cedefop and ReferNet Bulgaria.


VET programmes


Also available to adults (full-, part-time or distance education)




End of compulsory education irrespective of the educational level achieved


Letters A, B, C and D designate national framework programmes

Prior VET knowledge may be recognised affecting programme duration


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


SECONDARY LEVEL

Generalprogrammes,

4 years

8th grade

7th grade

6th grade

Lower secondary(basic education) programmes

4 years

ADULT LEARNING/CONTINUING TRAINING


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.


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


VET programmes






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



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 351, 353

EQF 4



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VET in the Cypriot education and training system 17


VET programmes






End of compulsory education irrespective of the

educational level achieved


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 244

EQF 2

EQF 4

EQF 5

EQF 5

EQF 7

EQF 6

EQF 8

ISCED 864

ISCED 766, 767

TERTIARY LEVEL

SECONDARY LEVEL


PhD programmes,3-4 years


Bachelor programmes,4 years

Generalprogrammes,

3 years

Lower secondary programmes

Specialised programmes,incl. WBL, 1-2 years

Higher professionalprogrammes, 2-3 years



Specialisedprogrammes

foremployees


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.


VET in the Czech Republic



21/76

VET in the Czech Republics education and training system 19


VET programmes






Prior VET knowledge may be recognised affecting

programme duration


Age by which all learners have the right to education and training


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


Integratedbachelor

andmasterprogrammes,

4-6 years




foremployees


forunemployed

Formalteachertrainingcourses

Specialisedprogrammesfor sociallyvulnerable

groups

ISCED 353

EQF 4


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



22/76

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.


VET in Denmark



23/76

VET in Denmarks education and training system 21

NB: ISCED-P 2011.

Source: Cedefop and ReferNet Denmark.


VET programmes


Adult education programmes, often part-time or distance education



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 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)


Entrance from all programmes to acqu ire the missing competences, duration varies


()

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 ()


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 353

ISCED 244

ISCED 241

ISCED 241

EQF 5 EQF 5

EQF 6

Further adult educationprogrammes,some WBLISCED 554



24/76

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.


VET in Estonia



25/76

VET in Estonias education and training system 23

NB: ISCED-P 2011.

Source: Cedefop and ReferNet Estonia.


VET programmes





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


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


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




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)

(*)



26/76

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.


VET in Finland



27/76

VET in Finlands education and training system 25

NB: ISCED-P 2011. EQF levels have not yet been defined.

Source: Cedefop and ReferNet Finland.


VET programmes





19+ 12+

YEARS in E&T

SECONDARY LEVEL

AGE



Liberaladult education

In-servicetraining

8

9

7

15

1017

1118

1219

16

14 ISCED 244

ISCED 244


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





Related vocational skills needed as the only prerequisite



ISCED 354



28/76

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.


VET in France



29/76

VET in the French education and training system 27

NB: ISCED-P 2011.

Source: Cedefop and ReferNet France.


VET programmes


May also be offered to adults (full-, part-time or distance education)




18+ 12+

YEARS in E&T SECONDARY LEVELAGE



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 in selected fields



For learners aged 16-25, after completion of compulsory education



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

PREVIOUS CO NT ENT S NEXT


30/76

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.


VET in Germany



31/76

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.


VET programmes


Also available to adults




Professional experience required to enter

19+ 13+

SECONDARY LEVEL

POST-SECONDARY

LEVEL



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


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

,

PREVIO US CO NT ENT S NEXT


32/76

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.


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


SECONDARY LEVEL

ADULT LEARNING



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



VET programmes






(*)

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.


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


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


VET programmes






SECONDARY LEVEL



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 (*)


Higher education vocational

programmes

Theory-focused progr.,

(work placements possible)ISCED 454

ISCED 554

ISCED 353

ISCED243, 252, 253, 353

(

*

)


SEN



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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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