España
This study examines the way in which institutional arrangements for the delivery of IVET have changed in response to shifts in skills demand.
Although these arrangements vary across countries, it is possible to identify common trends over time, such as institutional hybridisation, the blurring of boundaries between IVET and general education. Despite this development, IVET has been able to retain a distinct identity, which is attractive to learners and has the support of key labour market actors. This reflects IVET’s adaptability and resilience in the face of change.
Building on a Europe-wide survey of VET providers and in-depth national case studies, the study delivers a timely update of, and insight into, the continually changing IVET landscape. Results show increasing similarities in how countries configure their IVET systems. This is evident in the broadening of IVET curricula, the prominence given to the work-based learning pathway, as well as the growing importance attached to local and regional autonomy.
http://dx.doi.org/10.1787/9789264277892-en
The Blue Economy has been changing over the last decade at a faster pace, adding new goods and services from sectors like coastal tourism, shipbuilding, aquaculture, marine biotechnology, ocean energy and seabed mining. These transformations are creating more jobs as well as changing the skills profile of existing jobs. This has deep implications for skills development systems to train more youth for the Blue Economy as well as upgrade the skills of existing workers to adapt to new market demands. The challenge requires a comprehensive strategy involving employment services as well as cooperation from all stakeholders including industry, unions, workers, public sector and education systems.
Youth in particular face skills mismatch due to the lack of work experience and relevant skills. In order to address this challenge EU countries have developed a Youth Guarantee System which is a commitment to ensure that all young people receive a good quality training, particularly apprenticeship or traineeship after leaving formal education or within a period of four months after becoming unemployed.