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VET Graduate Tracking - State of Play in seven EU countries (AT, BG, CY, GR, LV, SK, ES)

Within the Erasmus+ project "OnTrack" we compiled a comparative study on the state of play in VET graduate tracking in the seven partner countries. The presentation gives an overview of the most important findings.

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VET Graduate Tracking - State of Play in seven EU countries (AT, BG, CY, GR, LV, SK, ES)

  1. 1. IO 1 Stefan Humpl, Alexandra Fabrykowska TRACKING LEARNING AND CAREER PATHS OF VET GRADUATES TO IMPROVE QUALITY OF VET PROVISION
  2. 2. Background • In the partner countries there are only some systematic measures for tracking VET graduates – mostly only ad-hoc measures • Awareness will be raised on the relevance and importance of the VET graduate tracking systems • Transnational study will be the basis for a new European tracking system for VET graduates
  3. 3. Main goals Aim of IO1: compile a context study of tracking systems and measures at VET provider level: • National context study with identified indicators • To address specific needs and potential challenges • Description of one or more tracking measures • Case study of a VET provider  Comprehensive in-depth analysis of context, needs and challenges in the partner states  Transnational study  Recommendations for the graduate tracking tool
  4. 4. European Perspective Currently there are no EU-level VET graduate tracking measures, only one-off measures for HE graduates • European Council Recommendation 2017 – Improve the availability and quality of data about the activity of graduates by collecting various administrative data (education, tax, social security databases) – Developing longitudinal graduate surveys – Link data from different sources anonymously
  5. 5. • European Council Recommendation 2017 – Recommends MS use graduate tracking data to strengthen career guidance, design and update curricula, improve skills matching, plan for evolving employment, education and social needs, and improving policy development – Asks MS to report to the Commission annually on the implementation and evaluation – Includes a recommendation for the Commission to provide capacity building support for the establishment of VET graduate tracking systems and facilitate mutual knowledge on the topic among MS European Perspective
  6. 6. BE CZ DK DE EE GR FR LU AT PL RO SK FI SE UK NO CH -10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 110% 120% 20% 30% 40% 50% 60% 70% 80% ShareofWork-basedlearning Share of VET in Upper Secondary Education Very high share of VET studentsLV Example: In Austria, 70% of all pupils at upper secondary level are enrolled in vocational education and training (VET), 47% of those are in work-based learning. (The size of the bubbles illustrates the overall number of pupils enrolled in VET.) Source: Data for 2015, Eurostat, educ_uoe_enrs04 Very high share of WBL (Apprenticeships) 3s Unternehmensberatung, www.3s.co.at VET in Partner Countries compared to… ES CY BG
  7. 7. What do we have? National Report Case Study Austria X X Bulgaria X X Cyprus X X Greece X X Latvia X X Slovakia X X Spain X X
  8. 8. • Austria: University of applied Science FH BFI, MODUL Vienna • Bulgaria: Center for Vocational Training • Cyprus: Communication Platform for Graduates and Employers for technical professions • Greece: survey and interview with a VET provider • Latvia: HE graduate tracking – Register of Students and Graduates • Slovakia: Secondary School of Jan Bocatia • Spain: Politeknika Ikastegia Txorierri Several Case Studies
  9. 9. • Austria: limitations for VET providers due to fixed curricula, consistency of tracking and maintaining the database, continuity and regularity to stay in touch • Bulgaria: lack of tools, methodology and capacity of VET providers, VET providers have difficulties in quality follow-ups, lack of additional financial resources, no cooperation from graduates, no systematized data, lack of experts to analyse the data • Cyprus: limited resources (time, investment), type of tracking system that suits the provider, actively engaged graduates • Greece: non-systematic way of tracking graduates • Latvia: limited resources (no financing for monitoring graduates), educational institutions have no access to official data • Slovakia: limited resources (time, finances, IT), unwillingness of the cooperation of graduates, reluctance • Spain: school early dropouts, transition from training to the world of work, overskilled workers or lack of specific profiles Various Challenges across the EU
  10. 10. • Outreach and timing • Influence of educational institutions • Quality culture and capacities • Data protection • Data maintenance and experts • Motivation for institutions and sustainability Main Challenges
  11. 11. • How can it be a feedback mechanism for institutions? • Institutional focus, what they can influence (curricula, learning environment) • Experts that will manage and evaluate the collected data • Quality culture • Contact graduates (email, telephone) or other possibilities to reach out to them (students association, journals…) • Development of the tool from the beginning to the end Challenges for a new tracking tool
  12. 12. Recommendation for tool development • Raising awareness of a new tracking system & its value • Can be seen as an optional tool, which provides some type of service for graduates • Better cooperation and networking is needed between the VET providers • Better cooperation with employers • Systematic collection of data (methodology and database) • Regularity and sustainability
  13. 13. How to motivate institutions? • In the right time and occasion • Reaccreditation of schools -> more possibilities to influence curricula • Quality Culture: focus on separate schools or the whole system? • Create useful feedback • Data protection?
  14. 14. A possible tracking timetable
  15. 15. • How satisfied where you with the education you received? • Would you choose the same school again? • Did you participate in a work placement during your studies? • Did you attend a further education since graduation? • How much time did you need to find your first employment after graduation? • To what extent is your job related to the attended study programme? • What subjects in your study programme helped you in your work? Possible questions for the questionnaire
  16. 16. What already happened Meeting in Sofia, discussing IO1 (findings of the study and specific recommendations for the new tool) Meeting in Limassol, discussing IO2 (questionnaire for the new tool) Further development of the new tracking tool is on track!

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