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Overview and Vision of VET

This section provides an overview of VET systems and key developments made by countries since the preceding round of the Torino Process.

a

Vision and Progress

a1

Social, political, and economic developments

a2

Education and VET policy developments

a3

Key factors behind developments outlined in A2

a4

Economic Reform Programme for EU candidate countries

Legislation

a5

Legislative adjustments in VET

Economic and labour market factors shaping skills demand

This section focuses on VET from an economic and labour market perspective, including skills anticipation and matching, and the transition to work.

b

Overview of economic and labour market factors that shape demand for skills

b1

Economic and demographic factors

b2

Labour market situation and key challenges

b3

Skills demand and supply

Identifying skills demand

b4

Solutions for identifying skills demand

Solutions for matching skills supply with demand

b5

Matching skills with labour market needs

b6

Challenges in generating labour market data

Better transitions to work

b7

Factors affecting the transition to work

b8

The role of VET in the transition to work

b9

Career guidance provision

Business creation and self-employment

b10

Monitoring VET graduates self-employment and business creation

b11

Entrepreneurship as a key competency in VET

b12

Entrepreneurship and career guidance

Socioeconomic Factors Shaping Demand for VET

This section looks at the demand for VET education as determined by demographic and social developments.

c

Overview of sociodemographic factors that shape demand for VET provision

c1

Key factors of social inclusion agenda

Access, Participation, Progression

c2

Promoting the access of learners to VET

c3

Measures to increase attractiveness

c4

Transitions from general education to VET

c5

Data collection around vulnerable sub-groups

Socioeconomic and Inclusion Demands and Objectives

c6

Learning opportunities offered, with a focus on disadvantaged groups and NEETs

c7

Actions taken to make VET more inclusive

Internal Efficiency of the VET System

This section considers the system’s ability to deliver intended results.

d

Teaching and Learning

d1

Evaluating VET teachers and trainers

d2

Continual professional development opportunities

d3

Shortages and social status of VET teachers and trainers

d4

Methods of teaching and learning in VET

Learning Conditions

d5

Improvements to VET learning and training environments

d6

Policy and provision of work-based learning in VET

d7

Work-based learning policy options and types

Quality Assurance

d8

Availability and adequacy of quality assurance

Learning Outcomes

d9

Quality of learning and VET outcomes

d10

National Qualifications Framework (NQF) and lifelong learning

d11

Defining qualifications by learning outcomes

d12

Institutions that govern the NQF

d13

Ensuring qualifications meet employers’ needs

Governance and Policy Practices in VET

This section provides an update on governance and policy practices, with a focus on the multi-level participatory policy making approach.

e

Update on Governance Arrangements

e1

Changes in VET governance since the preceding Torino Process

e2

Autonomy of VET providers

Governmental Institutions

e3

Coordination of state actors to define VET vision and policy

Involvement on Non-State Actors

e4

Participation and coordination of non-state actors

e5

Distribution of functions between actors

e6

Sectoral participation in planning and implementation of VET

Arrangements between National and Sub National Levels of Governance

e7

Distribution of roles and responsibilities in VET governance

e8

Participation of stakeholders at the local level

e9

Promoting private-public partnerships

Financing of VET

e10

Resource shortfalls and the allocation of VET funding

Not currently available

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