1. Making VET ‘fit for purpose”
- Policymakers -

2. 1.1 Coordination of policies for education and
training, employment and social welfare
• Legal environment – sectoral committees
(professional curriculum)
• Council for VET
• Labour demand analysis
• In some countries, no representatives from social
welfare
- Involve all relevant stakeholders in the sectoral
committees/councils, including local communities and
social welfare institutions
- Legally regulated and protocol for cooperation

3. 1.2 Under-resourced and unattractive VET
schools vs. disadvantaged pupils
• Negative selection of pupils in 3-year programs
• Modernization of school programs through extracurricular activities (specific competencies)
• General lack of support system for young people with
disadvantaged socio-economic background (free
transport, textbooks)
• Professional abilities for pupils at end of primary school
• Issues: migration and declining fertility rates
- Improve vertical and horizontal mobility
- Greater use of EU funds for better equipment
- Introduce tracer studies

4. 1.3 Engagement of employers and
social partners
• Involve systematically employers
• Provide incentives for employers to engage in policy
development, governance, management and
provision

5. 1.4 Competent school professionals and
relevant methods and materials
• Insufficient support from teachers (embrace
students)
• In some cases, teachers are not motivated to
undertake a social role
- Change teachers’ education and training – include
social inclusion aspects; instruction methods for pupils
from socio-economic disadvantaged groups

6. 1.5 Support framework for schoolleavers
• Career guidance
• Adult education systems
• Expensive for school-leavers to go back on
track
- Free first occupation

7. HOW?
• Legislation
• Professional development (and education) of
teachers
• Motivation