There are multiple different pathways to professionals across countries. The new report from the OECD Pathways to Professions (https://oe.cd/pub/4s3) maps the professional programmes across OECD countries and highlights the importance of having comparative data and set definitions to improve the higher vocational and professional tertiary education field.
This presentation was presented at the launch webinar on 5 May, 2022. You can view the video here: https://www.facebook.com/OECDEduSkills/live_videos/
The document discusses the OECD Skills Strategy for Poland. It notes that skills are important for individual well-being and economic prosperity. However, many Polish adults have low foundational skills and relatively few participate in adult learning. The strategy aims to make the education system more responsive to labor market needs, foster greater participation in adult learning, strengthen skills use in workplaces, and improve governance of the skills system. Specific opportunities discussed include expanding career counseling, strengthening collaboration between education institutions and employers, raising awareness of adult learning benefits, and better targeting financing to increase adult participation.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Vocational education faced challenges during the COVID-19 pandemic. Many countries closed vocational education institutions for shorter periods than general education. Distance learning increased but was seen as less suitable than in-person learning. Fewer work-based learning opportunities were available and only 1/3 of vocational students participated in combined school and work programs. Support was provided for remote teaching and assessing learning losses. Looking forward, countries aim to strengthen resilience through flexible training, technology use, and focusing on future-proof jobs.
This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Education and Training Monitor 2015: Informe de seguimiento Objetivos 2020 eraser Juan José Calderón
This document summarizes the 2015 Education and Training Monitor report from the European Commission.
The report analyzes education trends and performance across EU member states. It focuses on issues related to the Europe 2020 strategy goals such as education attainment levels, early school leaving, and skills matching labor market needs.
The report contains country-specific analyses and identifies policy priorities to promote inclusion, quality, and relevance in education. These include supporting teachers, innovative teaching methods, work-based learning, and lifelong learning opportunities.
The report stresses that continued investment in education is crucial to address poverty, unemployment, and social inclusion challenges in Europe while also promoting long-term growth.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
The OECD launch presentation for the report, "OECD Skills Strategy Luxembourg: Assessment and Recommendations", on 23 February 2023.
The report identifies opportunities and makes recommendations to provide labour-market relevant adult learning opportunities, guide and incentivise skills choices, attract and retain foreign talent to fill skills shortages, and strengthen the governance of skills data in Luxembourg.
The document discusses the OECD Skills Strategy for Poland. It notes that skills are important for individual well-being and economic prosperity. However, many Polish adults have low foundational skills and relatively few participate in adult learning. The strategy aims to make the education system more responsive to labor market needs, foster greater participation in adult learning, strengthen skills use in workplaces, and improve governance of the skills system. Specific opportunities discussed include expanding career counseling, strengthening collaboration between education institutions and employers, raising awareness of adult learning benefits, and better targeting financing to increase adult participation.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Vocational education faced challenges during the COVID-19 pandemic. Many countries closed vocational education institutions for shorter periods than general education. Distance learning increased but was seen as less suitable than in-person learning. Fewer work-based learning opportunities were available and only 1/3 of vocational students participated in combined school and work programs. Support was provided for remote teaching and assessing learning losses. Looking forward, countries aim to strengthen resilience through flexible training, technology use, and focusing on future-proof jobs.
This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.
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Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Education and Training Monitor 2015: Informe de seguimiento Objetivos 2020 eraser Juan José Calderón
This document summarizes the 2015 Education and Training Monitor report from the European Commission.
The report analyzes education trends and performance across EU member states. It focuses on issues related to the Europe 2020 strategy goals such as education attainment levels, early school leaving, and skills matching labor market needs.
The report contains country-specific analyses and identifies policy priorities to promote inclusion, quality, and relevance in education. These include supporting teachers, innovative teaching methods, work-based learning, and lifelong learning opportunities.
The report stresses that continued investment in education is crucial to address poverty, unemployment, and social inclusion challenges in Europe while also promoting long-term growth.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
The OECD launch presentation for the report, "OECD Skills Strategy Luxembourg: Assessment and Recommendations", on 23 February 2023.
The report identifies opportunities and makes recommendations to provide labour-market relevant adult learning opportunities, guide and incentivise skills choices, attract and retain foreign talent to fill skills shortages, and strengthen the governance of skills data in Luxembourg.
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This document provides information about the Erasmus+ program, the EU's program for education, training, youth and sport for 2014-2020. Some key points:
- Erasmus+ will have a budget of €14.7 billion over 7 years, a 40% increase from the previous program, to support over 4 million people.
- The program aims to support transnational partnerships and mobility in higher education and vocational education through three Key Actions - learning mobility for individuals, cooperation for innovation and exchange of good practices, and support for policy reform.
- Learning mobility will receive 63% of the budget and support over 2 million students in higher education as well as staff exchanges. Cooperation projects will
This document provides key indicators and benchmarks related to education in Spain. It finds that while early childhood education participation is high, Spain faces challenges like a persistently high rate of early school leaving, low basic skills achievement, and inefficient transition from education to employment. Vocational education and training reforms have progressed but links between education and labor market policies need improvement. University attainment is high but graduate unemployment and skills mismatches remain a concern. The document examines areas like investment in education, teachers, and increasing employability.
The document summarizes the key findings of the 2013 Education and Training Monitor report. It discusses how the economic crisis has challenged European education systems through public finance consolidation and youth unemployment. Specifically, it notes that 16 member states decreased education spending between 2008-2011, with cuts most prevalent in tertiary education. The employment rate of recent graduates has also declined since 2008. It emphasizes that skills and qualifications will be key to Europe's economic success but that current skills levels in Europe do not fully meet labor market needs. Overall the report examines investments, outcomes and efficiency in European education and training systems.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
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Malgorzata Kuczera (OECD) presents Building Future Ready VET systems on 26 October 2023 at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce
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Lithuania report's launch presentation - November 2023daianatorreslima1
The document discusses strengthening upper secondary education in Lithuania. It finds that while attainment of upper secondary education is high in Lithuania, learning outcomes and skills are relatively low. It suggests two policy options: 1) Providing individualized transition recommendations for students entering upper secondary to help guide their choices, and 2) Creating two distinct vocational education pathways, one focused more on work-based learning and essential skills, and another oriented toward technical skills. The overall goal is to improve the quality and prestige of vocational education and align it better with the needs of students and the labor market.
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The document discusses making post-secondary vocational education and training (VET) more attractive. It addresses the need for a flexible middle cadre and promoting citizenship. There are four key drivers changing the labor market: the economic crisis, developing a low-carbon economy, more skill-intensive jobs, and future skill supply and demand in Europe. To increase attractiveness, post-secondary VET should be recognized, integrated into tertiary education, and include lifelong learning, research, and partnerships with industry. Teaching staff should include both academics and corporate experts. The European Training Foundation plays a role in sharing European frameworks and principles for post-secondary VET reforms across 29 partner countries.
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This document provides an overview of the Erasmus+ Capacity Building in Higher Education programme. It discusses the types of projects that can be funded, including joint projects focusing on curriculum development and structural projects aimed at modernizing higher education systems. Eligible applicants and partners are described. National and regional priorities for different countries/regions are outlined. Budget information is presented, including funding amounts for previous calls and budget categories. The application and selection process are also summarized.
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What’s the purpose of assessing higher education’s learning outcomesdvndamme
The document discusses the purpose and progress of the OECD's Assessment of Higher Education Learning Outcomes (AHELO) feasibility study and plans for a main study. It provides context on the goals of measuring undergraduate learning outcomes across countries and disciplines. Key points include: the feasibility study involved 17 countries and tested generic skills, economics, and engineering knowledge of over 23,000 students; analysis of results was completed in 2012; and a 2015 meeting with interested countries discussed framing the main study around transversal skills and providing individual results to increase engagement. The document also considers arguments for and against implementing such an international assessment of higher education outcomes.
Funded by the European Commission under the Erasmus+ Programme, the ‘Critical Thinking Across the European Higher Education Curricula – CRITHINKEDU’ project arises with the background and experience of European Higher Education Institutions, business corporations and Non-Governmental Organisations and their ongoing concern to improving the quality of learning in universities and across different sectors, which converge in a common need on how to better support the development of Critical Thinking (CT) education according to labour market needs and social challenges.
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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2. 2
The added value of comparative data & analysis
History
Biology
Mathematics
Physics
Philosophy
Interior designer
Environmental sciences
Financial expert
Business studies
Food technology
What kind of education and training prepares best for labour
market entry, a successful career and participation in society?
What mix of skills do our economies and societies need?
3. 3
Ad-hoc Working Group on
Professional Tertiary Education
Countries International organisations /
agencies
Within the OECD
INES Network
LSO Network
Higher Education
Albania
Austria
Belgium
Bulgaria
Canada
Colombia
Cyprus
Denmark
Estonia
Finland
France
Germany
Israel
Italy
Latvia
Lithuania
Montenegro
New Zealand
Norway
Poland
Slovenia
Sweden
Switzerland
Turkey
United Kingdom
United States
Australia
Chile
Costa Rica
Czech Republic
Hungary
Korea
Luxembourg
Mexico
Netherlands
Portugal
Slovak Republic
Spain
Data collection only:
4. 4
1. Professional programmes
across OECD countries
2. The diverse functions of
professional programmes
3. The need for better
comparative data
5. 5
Short-cycle tertiary education is predominantly
professional
0
20
40
60
80
100
%
Professional Academic Orientation unspecified
Distribution of students by programme orientation at short-cycle tertiary level (2018)
Note: Data are based on national definitions of programme orientation.
Source: OECD calculations based on UOE enrolment data collected for Education at a Glance 2020.
7. 7
Bachelor’s level: patchy data
0
20
40
60
80
100
%
Professional Academic Orientation unspecified
Note: Data are based on national definitions of programme orientation.
Source: OECD calculations based on UOE enrolment data collected for Education at a Glance 2020.
Distribution of students by programme orientation at bachelor’s or equivalent level (2018)
8. 8
Bachelor programmes with professional orientation
Professional bachelor
programmes
Professional
examinations
Belgium-Flanders, Denmark, France, Latvia, Lithuania, Slovenia
Germany, Switzerland
Bachelor programmes
with applied focus
UAS-s (e.g. Austria, Finland, Germany, Netherlands, Switzerland)
‘regular’ universities (e.g. Canada, UK, US)
Excluded:
9. 9
1. Professional programmes
across OECD countries
2. The diverse functions of
professional programmes
3. The need for better
comparative data
10. 0
10
20
30
40
50
60
70
80
90
100
%
Tertiary
General upper secondary or
post-secondary
Vocational upper secondary
or post-secondary
Below upper secondary
10
Short-cycle tertiary education:
an opportunity for VET graduates and beyond
* 1. Note by Turkey: The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of
Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the “Cyprus issue”.
2. Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective
control of the Government of the Republic of Cyprus.
Source: OECD calculations based on the European Union Labour Force Survey.
Distribution of educational attainment of students in short-cycle tertiary programmes (2017-2019 pooled)
11. 11
Professional programmes as a bridge into
other tertiary programmes
Country Upper secondary
vocational programme
Tertiary programme(s) directly
accessible Progression options into “academic” tertiary programmes
Austria BHS years 1-3 BHS years 4-5 (ISCED 5) University; university of applied science.
Belgium (Flanders) BSO (6 years) Associate degree (ISCED 5) All bachelor’s programmes.
Denmark Vocational upper
secondary
Academy profession (ISCED 5)
Some professional bachelor’s.
Bachelor’s programmes within the same field.
Master’s programmes.
Germany Dual system Professional tertiary programmes Bachelor’s programmes at universities or universities of applied science
(even without Abitur).
Netherlands Vocational upper
secondary (MBO) Universities of applied sciences University (access to year 1 after 1 year at a UAS).
12. 12
Students in professional programmes tend to be
older than those in academic programmes
18
20
22
24
26
28
30
Age
Academic Professional
Average age of students in ISCED 6 programmes (2018)
Note: Data are based on national definitions of programme orientation.
Source: OECD calculations based on UOE enrolment data collected for Education at a Glance 2020.
14. 14
Lack of common ground for comparative analysis
Source: OECD Data collection on professional tertiary education (2021).
Current classification of programmes leading to selected occupations in international data collections
0
2
4
6
8
10
12
14
16
18
20
22
24
26
Primary school
teacher
Early childhood
teacher
Nurse Accountant Lawyer Medical doctor Engineer
Number
of
countries
No answer
Unspecified
Academic
Both
Professional
15. 15
Towards internationally agreed definitions
Grey zones Practical constraints
Programmes that are both
‘academic’ and ‘professional’
(e.g. teacher, medical doctor)
Programmes that prepare for a
group of occupations
(e.g. business studies)
Lack of institutional
distinctions in some countries
‘Programme’ is a highly
aggregated category in some
countries
Consultation with countries, international organisations and OECD colleagues (INES, LSO, higher education)
via the Ad-hoc Working Group on Professional Tertiary Education
Proposals
Focus on “professional” dimension only
Complement with additional
indicators
16. 16
Proposed classification
Programme orientation
Profession-oriented
architect, nurse
Applied education and training
designed to equip students with
knowledge and skills required to
practice a particular profession.
Sector-oriented
food technology, international business
Applied education and training designed
to equip students with knowledge and
skills required to work within an
occupational family or industrial sector.
General
history, physics
Discipline-oriented education in the
pure sciences, humanities and arts.
+ Additional indicators (e.g. share of WBL)
+ Develop an agreed classification of detailed fields-of-study (ISCED-F framework)
17. 17
What’s next?
Learning for Careers: Initial VET for lifelong learning
(2023-24)
• How to prepare for a first job and for further studies?
• Different models: single VET track with access to tertiary; multiple vocational tracks;
optional extra general content; bridging programmes
• Who could benefit?
• What works best?
Country reviews tailored policy advice
Case studies documenting national policy and practice
As higher education has expanded, it has also diversified in study programmes and provider institutions, and became more sensitive to labour market needs. There is an important policy debate regarding…
Which is the best way to prepare people not only for a first job, but also for a lifelong career and successful participation in society? What combination of different types of education and training can help achieve the desired mix of skills?
When we look at some megatrends that shape our economies and societies, the arguments might go both ways. On the one hand, trends like outsourcing and temporary work mean that employers may be less keen to provide on-the-job training, particularly for entry-level jobs. So the expectation is increasingly on the initial education and training system to equip young people with occupational skills. Also some transversal skills like team work and customer service, are easier to develop in applied programmes, especially with work-based learning.
On the other hand, it is sometimes argued that it is best to prepare young people with general education, to equip them with strong core learning skills and prepare them for a world where the capacity to adapt is crucial. This debate has no easy answer, but a first step is to monitor country practices, establish high-quality comparative data to allow for more research and benchmarking.
Of course all tertiary programmes ultimately prepare for the labour market. And programmes come in shades of grey rather than black and white. But a broad distinction remains between programmes that focus on an academic discipline, and those that take a target occupation or occupations as their point of departure.
We have conducted this project thanks to funding from the European Commission. We exploited administrative data collected for Education at a Glance and we used the European Labour Force Survey and the Survey of Adult Skills to complement the analysis.
We also established an ad-hoc working group to engage with countries: gather information on policy and practice, and in terms of data, understand what currently available data cover and how data quality could be improved
In the remaining 10 minutes, we will talk about three topics.
At short-cycle tertiary education level, ISCED 5, programmes are predominantly professional. As you can see in this chart, nearly all countries report all their students at this level in professional programmes.
Only a few countries report a mix and even some of the programmes classified as ‘academic’ appear to have professional focus (for example training for paramedics and social workers in the UK).
A closer look at these countries shows that much of the enrolment is this category has a professional focus. In the US though, there seems to be a real mix with around 40% of associate degrees in fields like liberal arts and sciences, and the rest in applied fields. So in our analysis, we treated all ISCED level 5 programmes as professional to allow for more analysis and broader country coverage.
What kinds of programmes are included in this category?
Quite a range, typically one or two year programmes – associate degrees for example in Belgium, the Netherlands and the United States, undergraduate diplomas and certificates in Canada, higher technician qualifications in Chile, France, Luxembourg, higher vocational programmes in Austria, Norway and Sweden, and higher national qualifications in Scotland.
In addition, professional examinations or master craftsman examinations are distinct type of qualification, which exist at several levels. They typically require no set coursework and are delivered following an examination. Austria and Germany both offer professional examinations at this level training for example opticians and heating engineers.
Comparative data at ISCED level 6 are patchy. About half of OECD countries do not distinguish by programme orientation in comparative data collections and some report everything under the ‘academic’ category.
Two reasons are likely to explain this. First, some countries may find the professional-academic distinction less relevant to their system or difficult to implement because they do not have distinct institutional or programme categories. Second, some countries may prefer not to report a distinction that is possibly ambiguous because there are no internationally agreed definitions for ‘professional’ and ‘academic’. I will come back to this issue at the end of my presentation and with some proposals for improving data.
Countries that choose to distinguish by programme orientation report different types of programmes. Professional bachelor programmes are increasingly common in Europe. They are often taught in dedicated institutions, like universities of applied sciences or university colleges. Some programmes prepare for a single occupation (e.g. teacher, nurse, physiotherapist), others focus on the applications of a particular type of science – e.g. food technology or business management.
Professional examinations are also available at this level in Germany and Switzerland – indeed in Switzerland most federal examinations are situated at this level. They offer advanced technical and managerial skills for those already holding a VET qualification and several years of work experience. They are offered in a wide range of occupations, such as procurement, book-keeping and finance.
But at this level the fact that countries have different approaches to classification is very visible. For example, bachelor programmes with an applied focus are classified as ‘academic’ or ‘unspecific orientation’ by many countries. This includes programmes in universities of applied sciences in Austria, Finland, Germany, the Netherlands and Switzerland. Our data on professional programmes also exclude applied programmes that are offered within regular universities in unified higher education systems, like Canada, the United Kingdom or the United States.
Professional programmes can play different functions in skills systems: offer preparation for a first job, upskilling for existing professionals or serve as a bridge into other programmes.
This chart shows the highest qualification held by current students in short-cycle tertiary education. In various countries, these programmes enrol predominantly students from upper secondary VET programmes. In Austria, which tops this chart, these programmes (year 4-5 of in higher vocational colleges) are a continuation of upper secondary VET. But short-cycle tertiary programmes are not only for VET graduates – in some other countries a large share of students have a general education background and some have even a prior tertiary qualification.
They are sometimes the only type of tertiary education directly accessible from VET, and in some cases they provide a bridge into the academic sector of higher education, thus facilitating permeability.
The available data also allows us to compare the profile of students in professional programmes and those in academic tertiary programmes in terms of age, gender and full-time or part-time participation. Overall students who pursue professional ISCED level 6 programmes tend to be older than their peers in academic bachelor programmes.
We can also see large differences between countries in the average age of professional students. Younger adults dominate in programmes that provide initial preparation for labour market entry. Examples of such programmes include professional bachelors in Belgium, Slovenia, France and Lithuania. By contrast, older adults dominate in programmes that offer other functions, like upskilling for existing professionals. In Switzerland and Germany for example, professional examinations are pursued after several years of work experience, which is why typical learners are in their late twenties or early thirties.
We have some comparative data. A lot of effort has gone into building better data on the orientation of tertiary programmes. But there is one obstacle on the road to comparative analysis in this area: the lack of internationally agreed definitions.
We asked countries how they classify programmes leading to some common occupations. If countries had the same understanding of what ‘professional’ means, we would see just one colour for each occupation in this figure. But we are far from that – take training for primary school teachers for example: about a third of countries consider teacher training professional, a third academic, and a third classify it as unspecified. This undermines comparative analysis.
Propose to move away from the academic-professional dichotomy.
Current classification treats academic and professional as mutually exclusive categories. Some programmes are both academic and professional – medical doctors, teachers. Indeed, one argument we have heard several times from countries is that all higher education programmes are academic
While programmes may vary in how intellectually demanding they are. But ISCED levels already provide an indication of the level of knowledge and skills targeted. And beyond that, measuring how ‘academic’ programmes are in terms of intellectual complexity would be extraordinarily difficult and of questionable value.
Focus on the professional dimension only – the extent to which programmes are designed to prepare for a particular profession or a group of professions, recognising that all tertiary programmes prepare for the labour market and require high level thinking and learning.
Higher VET and more broadly, professional tertiary programmes are an important learning opportunity for VET graduates. Increasingly, those who complete an initial vocational programmes aspire to higher levels of learning. The challenge for education and training systems is to equip young people with skills needed to access and succeed in postsecondary and tertiary education, develop strong pathways that link initial VET to higher level studies – but at the same time, initial VET has to continue to prepare for a first job, so that those who do not pursue further studies or at least not immediately upon graduating from VET, are able to find skilled employment.
Countries have developed different responses: some countries (Chile, Finland) have a single vocational track and all graduates are eligible for entry into tertiary education. Another model is multiple vocational options, with varying emphasis on preparation for further studies – e.g. Netherlands. In some countries students may opt for additional general education – in Denmark, and gain a qualification required for tertiary education. Bridging programmes also exist in some countries (e.g. Germany, Switzerland) allowing VET graduates to obtain the qualification needed for university studies.
In this work we will also look at the profile of students who could benefit from strong pathways from VET into tertiary education – often those with low socio-economic backgrounds.
Finally, we will look at the outcomes associated with different approaches, to distil lessons from international experience.
If you are interested in participating in our work or supporting our work in this area, please do get in touch.