The strategic framework for European cooperation in education and training (known as ET 2020), was adopted by the Council in May 2009. A large majority of CVT is non-formal education or training, in other words, it is provided outside the formal education system. Examples of such organisations include businesses, public bodies, social partners, research institutes and non-governmental organisations. This total is composed of direct costs, participants’ labour costs and net contributions, where the latter is the balance between contributions to and receipts from training funds. The most notable example was Germany as participation rates for CVT courses in 2015 were more than 10 percentage points higher among small enterprises than they were among large enterprises. ≙\0�Cxu����A��r?fEŊ8�)��uI��+�9ܮ���G�?�G�~�����c���`:~���|7q`�ہ�U�;TV�&q�����ޥ��#;�S��/8���8S��@\������^���5�潫����t���j���4�U�7mT3�Ǚ>��.QW�o>�^�R��3��+��S9B���N5&k�q����v����y+����R�&�l�*��R��0���V�A;R$3����X���lP%q,�^�dc�H����o$��2��f3unm����\*w��6�;v���xX]>o��w�[f�y-l{����aϬf�/`4��rhXI �d�'�Ƣ-�D�Ri@3^@]0`�C� $ n+�BI��!��(7�� ��ШMZ�DЬl���2��B�?�}��J����M(�q�[4��X��5� �8���>�x��,�����d����A�)�:�����Cv�q��������H,�0w1�1�\�����O�W�:��?�[�}�uߐ"��iކl�#a_����g��I�`���� CVT can be provided either through dedicated courses or other forms of CVT, such as guided on-the-job training. Overview. The following types of other forms of CVT may be identified: A participant in CVT courses is a person who has taken part in one or more CVT courses during the reference year. 5511 0 obj <> endobj The German VET system (both initial and continuing VET) and making lifelong learning and mobility a reality; improving the quality and efficiency of education and training; promoting equality, social cohesion and active citizenship; and. In vocational schools, the programme was implemented in the first grade of four-year vocational schools in general subjects (Croatian, Mathematics, English and German). (2 The network provides Cedefop with information and analysis on national vocational education and training. In 2015, the average expenditure on CVT courses by enterprises in the EU-27 was 1 484 PPS per participant; note that each person is only counted once, regardless of how many courses they attend during a year and regardless of the course duration. France (FR): post-secondary non-tertiary education, not available. Among the EU Member States, the share of enterprises that provided such training in 2015 ranged from 21.7 % in Greece to 99.9 % in Latvia; note that this share was also very high in Norway (99.1 %). In 2015, almost one third (30.5 %) of all enterprises with 10 or more persons employed in the EU-27’s business economy provided IVT, although the proportion varied greatly across EU Member States. Vocational education and training as well as skills are part of the European Commission’s COVID-19 recovery efforts in the fields of employment and social policy and contribute to the Recovery Plan for Europe. Vocational education and training in Finland. As for CVT participation rates, data on the cost of CVT only relate to CVT courses and not to other forms of CVT. Initial VET is organised mainly in the form of apprenticeships called the « dual system » since it takes place at both the enterprise and a vocational school. Cedefop ReferNet VET in Europe reports. Schools The European Commission works with EU countries to develop their school education systems. The school-based element of dual vocational training is financed by State and local authority public funds: EUR 3 billion in 2017 for 1 550 public vocational schools providing part-time VET for apprentices ([50] BIBB (2018). The content is designed for a group of learners (for example a curriculum exists), while two distinct types of courses may be identified — internal and external CVT courses. The Erasmus programme was one of the most well-known European programmes and ran for just over a quarter of a century; in 2014 it was superseded by the EU’s programme for education, training, youth and sport, referred to as ‘Erasmus+’. ; Dialogue - Offers intensive English immersion courses. In particular, the Bruges communiqué states that ‘policy-making in VET should be based on existing comparable data. Comparing the proportion of enterprises providing CVT courses and those providing other forms of CVT, differences in excess of 10 percentage points were observed in 12 of the EU Member States, with enterprises in Finland, Spain, France and Czechia more likely to provide CVT courses, whereas enterprises in Poland, Lithuania, Germany, Portugal, Malta, Estonia, Ireland and Latvia were more likely to provide other forms of CVT. endstream endobj 5512 0 obj <> endobj 5513 0 obj <>/Font<>/ProcSet[/PDF/Text]/Properties<>/Shading<>>>/Rotate 0/TrimBox[0.0 0.0 595.276 840.756]/Type/Page>> endobj 5514 0 obj <>stream There was a relatively high degree of variation in pupil-teacher ratios for vocational education programmes across the EU Member States, depending on whether these were at upper secondary level or post-secondary non-tertiary level — see Figure 2. In 2015, 70.5 % of enterprises employing 10 or more persons in the EU-27 provided CVT to their staff (see Figure 4); this marked an increase compared with 2005 and 2010 when the corresponding shares were 55.6 % and 63.6 % respectively. Croatia (HR), the Netherlands (NL), Slovenia (SI), the United Kingdom (UK), Liechtenstein (LI), Switzerland (CH), Montenegro (ME) and Turkey (TR): post-secondary non-tertiary education, not applicable. The data on the cost of CVT courses (as shown in Figure 6) have been converted to purchasing power standards (PPS) rather than presenting these costs in euros; purchasing power standards are an artificial currency which adjusts for price level differences between countries. However, it is possible to obtain or supplement vocational qualifications in non-school environments, in a more flexible system of lifelong training system, including at qualification professional courses. Enterprises in the EU-27 were slightly more likely to provide CVT through courses (either internal or external) than to provide other forms of CVT, such as planned learning through guided on-the-job training, job rotation, exchanges or secondments, conferences and workshops, participation in learning or quality improvement groups, or self-directed learning. Employment of such specialists depends on the school budget. ��D�G!��f��\��|���[|���Δ��)�����ٗU� ��7���d]:�_��)Ԥ p%��F#� The two main reasons given by enterprises in the EU-27 for not providing CVT related to recruitment strategies: more than half (53.4 %) of those enterprises not providing CVT did not do so because they tried to recruit people with the required skills while more than four fifths (81.2 %) said that the existing skills and competences of their workforce already corresponded to their needs. To this end, and using the lifelong learning programme, Member States should collect relevant and reliable data on VET — including VET mobility — and make these available for Eurostat. Another key principle is … All programmes include 3 years and give admission to university, given that 90 % of the course points are passed. planned training through guided on-the-job training; planned training through job rotation, exchanges, secondments or study visits; planned training through participation (instruction received) in conferences, workshops, trade fairs and lectures; planned training through participation in learning or quality circles; planned training through self-directed learning/e-learning. More information on graduates from secondary and post-secondary non-tertiary education is available in a separate article. In June 2010, the European Commission presented its proposals for ‘a new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy’ (COM(2010) 296 final). Random learning and initial vocational training (IVT) are explicitly excluded. This VET in Europe report is part of a series prepared by Cedefop’s ReferNet network. Cedefop ReferNet VET in Europe reports 2018. It enjoys a very positive image in German society. In 2018, 44.6 % of all graduates from vocational programmes in upper secondary education in the EU-27 were female. In most vocational secondary schools and vocational schools, students are admitted based on their results achieved in primary school but, in some vocational secondary schools, the scores achieved in the written examination involving centrally issued, standardised, competence-based tests play a key role in determining admittance. The proportion of enterprises providing other forms of CVT had a slightly wider range, from below one quarter in Greece and Romania up to more than four fifths in Estonia and Sweden, peaking at 99.9 % in Latvia; the share recorded in Norway was again relatively high (at 93.4 %). %PDF-1.6 %���� Within post-secondary non-tertiary education (ISCED level 4), the vast majority of pupils followed vocational programmes, an average of 94.4 % across the EU-27 in 2018 (the average includes 2016 data for Italy and 2017 data for Cyprus). Since 2002, national authorities and social partners from European countries have taken part in the Copenhagen process which aims to promote and develop vocational education and training (VET) systems; at the time of writing 33 countries are active in this process. By contrast, female graduates accounted for close to three quarters of all post-secondary non-tertiary graduates from vocational programmes in Austria (75.5 %) and Poland (76.6 %) and more than nine tenths (93.9 %) in Malta — see Figure 1. Successful completion of such programmes leads to labour market-relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market. Art schools are not included in the data in the following parts of the Report. 1.1. The overall costs incurred by enterprises for the provision of CVT courses correspond to total monetary expenditure. CVT in enterprises must be financed, at least in part, by the enterprise and should concern persons employed by the enterprise (either those with a work contract or those who work directly for the enterprise such as unpaid family workers). They show a high degree of organisation (time, space and content) by a trainer or a training institution. 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