United Kingdom of Great Britain and Northern Ireland

The future of vocational education and training in Europe: volume 2

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Document

Content Type:

Generic document

Language:

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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skpCaseStdy

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case-studies-and-good-practices

Publication Date:

22 Aug 2022

Open

5584_en.pdf

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.

Subject Tags:

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Poland

Portugal

Romania

Slovakia

Slovenia

Spain

Sweden

United Kingdom of Great Britain and Northern Ireland

Which digital skills do you really need?

Type:

Document

Content Type:

Publication

Language:

English

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english

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skpEng

Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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skpILO

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ilo

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Anticipating and matching skills needs

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Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions.

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skpAFSN

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anticipating-and-matching-skills-needs

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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skpCaseStdy

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case-studies-and-good-practices

Publication Date:

01 Sep 2021

Open

Which digital skills do you really need?

Exploring employer demand for digital skills and occupation growth prospects

Policymakers consider digital skills to be a top priority for investment. They are seen as offering people greater employability and job resilience. But are all digital skills created equal?

The analysis provided in this publication shows that not all digital skills will be equally important in the future. In fact, occupations which we are more certain will have poor prospects, are more likely to require a digital skill than the occupations that are most likely to grow by 2030. This is because the relationship between the digital intensity of an occupation and its potential for growth is not straightforward: there are occupations that are currently not digitally intensive, but are expected to grow in the next 10-15 years, as varied as teachers and chefs. The type of digital skills needed in a job also makes a difference: the digital skills most likely to be needed in growing occupations are ones that are used in non-routine tasks, problem-solving and the creation of digital outputs. This is exploratory analysis that takes a novel approach.

Subject Tags:

Skills anticipation

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skills-anticipation

Identifier

677

Technology

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technology

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345

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Youth Voice Census Report 2020

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Document

Content Type:

Youth Voice Census Report 2020

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English

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english

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skpEng

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Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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skpOSource

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other-sources

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Youth employability

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Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.

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skpYoEmp

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youth-employability

Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

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skpRPS

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research-papers

Publication Date:

11 Aug 2020

Open

edmsp1_266029.pdf

This Youth Voice Census report, the third of its kind, is a much anticipated look at how young people are feeling on a range of issues related to education, work and the areas in which they live. Open to 14-24 year olds across the UK, it captures the voice of young people within the Youth Employment UK network and allows them the chance to be heard.

This year’s census findings tell the story of those in education, work and seeking work just as the landscape is set to change in an unprecedented way.

Subject Tags:

Career guidance

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career-guidance

Identifier

640

Employability

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employability

Identifier

643

Vocational guidance

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vocational-guidance

Identifier

123

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Unrealised potential: The role of the independent training providers in meeting skills needs

Type:

Document

Content Type:

															Unrealised potential: The role of the independent training providers in meeting skills needs 
													

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

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case-studies-and-good-practices

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

30 Jan 2020

Open

edmsp1_254625.pdf

Independent Training Providers (ITPs) are an integral part of the TVET landscape. They play an increasingly important role in delivering government policy priorities in the development of TVET systems, however their role is often under-researched and their significance overlooked. The first research in the series, conducted in partnership with the Association of Employment and Learning Providers (AELP), puts the ITP sector in the spotlight.

The research begins by outlining the distinctive characteristics of the ITPs in the UK which enable them to respond to government priorities. Examples of the successes and challenges that UK ITPs face are presented through mini case studies. Further on, the research examines the role of the ITPs in six countries – Botswana, South Africa, Uganda, India, Nepal and Sri Lanka and the different models they operate within.

This research aims to prompt national policy makers to consider whether they are making the best use of ITPs by highlighting their distinct characteristics that make them suitable and effective in delivering government skills objectives. It also aims to raise awareness among ITPs about the work undertaken by counterpart organisations in other countries and to encourage international collaboration.

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Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

The role of intermediary organisations in apprenticeship systems

Type:

Document

Content Type:

The role of intermediary organisations in apprenticeship systems

Language:

English

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english

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skpEng

Sources:

ILO

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skpILO

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ilo

Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

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skpATSU

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access-to-training

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Research papers

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skpRPS

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research-papers

Publication Date:

28 Oct 2019

Open

edmsp1_250825.pdf

Intermediary organizations in apprenticeships are those which act on behalf of, link, or mediate between the main parties – apprentices and employers. An intermediary organization in apprenticeship systems is thus one that undertakes one or more of the following activities: employs apprentices as a third-party employer; trains apprentices as part of a specific arrangement with groups of employers; or undertakes other apprentice support activities on behalf of an employer or a specified group of employers. This discussion paper highlights different ways of classifying intermediary organizations, provides examples of different types of intermediary organisations and examines the different roles they can play to support the effective operation of apprenticeship systems. In particular, the report includes brief case studies of intermediary organisations in Australia, India, England.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Labour market information

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labour-market-information

Identifier

684

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Youth

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youth

Identifier

319

Regions:

Global

Countries and territories:

Australia

India

United Kingdom of Great Britain and Northern Ireland

Fit for the Future: Making the Apprenticeship System Work for Small Businesses

Type:

Document

Content Type:

Fit for the Future: Making the Apprenticeship System Work for Small Businesses

Language:

English

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english

Identifier

skpEng

Sources:

Employers' organizations

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

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skpEmp

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employers-organizations

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Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

02 May 2019

Open

edmsp1_240826.pdf

This report shines a light on the impact of the apprenticeship reforms on small businesses in England. It explores the 2017 apprenticeship reforms, how they have impacted small firms and what needs to change to make the system work better. It is structured into four sections: post-reforms state of apprenticeships in small businesses in England, impact of May 2017 reforms on small businesses, training and assessment provision, and the future of apprenticeships.

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Apprenticeships

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apprenticeships

Identifier

639

Small enterprises

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small-enterprises

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181

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Skills for green jobs: 2018 update

Type:

Document

Content Type:

Skills for green jobs: 2018 update

Language:

English

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english

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skpEng

Sources:

Other sources

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skpOSource

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other-sources

Topics:

Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

Knowledge Products:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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skpNatPol

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national-policies-and-initiatives

Publication Date:

02 May 2019

Open

edmsp1_240824.pdf

European synthesis report This report provides an update on the state of play regarding ‘green skills’ and ‘green jobs’ in six EU countries (Denmark, Germany, Spain, Estonia, France and the UK). It examines the major changes in green jobs and employment since 2010, and analyses the regulations and policies supporting green skills and employment, including the surrounding institutional set-up and the role played by social partners. It also highlights good practices, including green skill anticipation mechanisms, relevant vocational education and training and higher education, active labour market policies and retraining measures, and the role of the private sector.

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Green jobs

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green-jobs

Identifier

623

Green skills

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green-skills

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645

Sustainable development

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sustainable-development

Identifier

658

Regions:

Europe and Central Asia

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Countries and territories:

Denmark

Estonia

France

Germany

Spain

United Kingdom of Great Britain and Northern Ireland

Inclusion of refugees in technical and vocational education and training: An exploration into funding, planning and delivery

Type:

Document

Content Type:

															Inclusion of refugees in technical and vocational education and training: An exploration into funding, planning and delivery
													

Language:

English

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english

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skpEng

Sources:

Other sources

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skpOSource

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other-sources

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

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skpMigWor

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migrant-workers

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

29 Oct 2018

Open

edmsp1_226825.pdf

This report provides an analysis of the situation of refugees and their inclusion in TVET across five countries – Ethiopia, Jordan, Pakistan, South Africa and the UK, in terms of availability, accessibility, acceptability, and adaptability. It includes examples of best practice and makes recommendations to relevant stakeholders including policy makers, donor agencies, funders and education providers.

Subject Tags:

Migrant workers

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migrant-workers

Identifier

681

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Disabled people’s inclusion within UK technical and vocational education and training

Type:

Document

Content Type:

															Disabled people’s inclusion within UK technical and vocational education and training
													

Language:

English

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english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

People with disabilities

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Of an estimated 1 billion people with disabilities in the world today, some 785 million are of working age. While many are successfully employed and fully integrated into society, most face a disproportionate level of poverty and unemployment. This is a massive loss both to them and their countries. A strategy of including people with disabilities in training and employment promotion policies, combined with targeted supports to ensure their participation, can help disabled persons obtain productive mainstream employment.

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skpPeoDis

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people-with-disabilities

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

29 Oct 2018

Open

edmsp1_226824.pdf

This report explores a range of TVET models that ensure good learning outcomes associated with meaningful employment for disabled people. It includes case studies from policy and practice that illustrate successful UK approaches, provides analysis and makes recommendations to the relevant stakeholders. This report also highlights UK approaches to other countries. The benefits of effective skills development for people facing disability-related barriers include improved income, health and well-being for individuals and broader social and economic benefits.

This report provides a summary and analysis of a range of models of technical and vocational education and training (TVET) where an objective evidence base, qualitative data and/or expert opinion from within the skills sector make a strong case for their inclusion. It also outlines principles for effective provision, largely drawn from codes of practice setting out the legislative and policy framework in the UK.

These principles include:
• High quality provision to meet the needs of young disabled people, including those with special educational needs.
• A focus on innovative inclusive teaching practice and removing barriers to learning.
• Personalised support.
• Supporting successful preparation for adulthood.
• Effective early engagement of employers and an emphasis on work-based learning.
• High expectations and aspirations for young disabled people.

The report outlines a number of areas for continued focus and improvement. These include:
• Creating fair and effective funding for students with the highest needs.
• Investing in independence for 19 to 25 year olds.
• Personalised careers education, advice and guidance.
• Increased employment opportunities.

It also makes specific recommendations for governments, learning providers and employers.

Subject Tags:

People with disabilities

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people-with-disabilities

Identifier

323

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Apprenticeship in England, United Kingdom

Type:

Document

Content Type:

Apprenticeship in England, United Kingdom

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Youth employability

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Identifier

skpYoEmp

Slug

youth-employability

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

23 May 2018

Open

edmsp1_216224.pdf

One of a series of studies on vocational education and training, this review focuses on the apprenticeship system in England and concludes with policy recommendations. England has launched a series of reforms that champion the institution of apprenticeship, and address some previous weaknesses. The reforms encourage more substantive apprenticeship programmes and a stronger funding framework. Despite these strengths, there is still some way to go to establish an apprenticeship system in England to match those of the strongest countries. This report suggests several ways in which reforms might be adapted to achieve higher quality and better outcomes. An effective apprenticeship system involves various elements such as the development of the apprentice in the workplace by the employer and the broader education of young apprentices. The report argues that England should consider introducing regulations and standards to ensure that these elements are part of all apprenticeship programmes, and that the recently introduced apprenticeship levy supports high-quality training. In comparison to other countries, England has relatively few young apprentices. The report suggests England could facilitate transition from school to work by making better use of apprenticeships targeting school leavers.

http://dx.doi.org/10.1787/9789264298507-en

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