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Higher vocational and professional tertiary education includes programmes with very different design features and functions, ranging from two-year programmes in tertiary institutions through professional bachelor degrees to free-standing professional examinations designed to upskill existing practitioners. This report compares this sector across OECD countries, drawing on quantitative and qualitative data.
Higher vocational and professional tertiary education includes programmes with very different design features and functions, ranging from two-year programmes in tertiary institutions through professional bachelor degrees to free-standing professional examinations designed to upskill existing practitioners. In some European countries the scale of enrolment in the higher vocational and professional tertiary education sector now rivals that in regular universities. But not all countries have established a separate sector; in some countries applied, practically oriented programmes are taught within multi-purpose institutions alongside programmes like history or physics. This report compares this sector across OECD countries, drawing on quantitative and qualitative data. It describes types of programmes across countries and assesses data quality. The report zooms in on pathways leading into vocational and professional programmes and transitions into further learning or the labour market, as well as the profile of learners served by these programmes and links to the labour market. Comparative data in this area have major gaps because of the lack of internationally agreed definitions for programme orientation at tertiary levels. This report proposes a three-way classification to resolve this problem and sets out practical tools to implement this and thereby improve data availability and quality.
A changing world of work brings the importance of Vocational Education and Training (VET) to the forefront, as it has the ability to develop the skills that are needed in today’s labour markets and societies. At the same time, structural changes highlight the need to re-engineer certain parts of VET systems in some countries to make them more resilient and ensure they can make the most of the opportunities ongoing changes present.
This report on Switzerland examines what kind of training will be needed in the changing economy, how it can be funded, how it can be linked to academic programmes, and how employers and unions can be engaged.
Teachers and in-company trainers are central to vocational education and training (VET), as they support the school-to-work transitions of learners from diverse backgrounds. VET teachers develop learners’ skills in school-based settings, while in-company trainers support learners during their time in work-based learning.
Apprenticeship systems have a crucial role to play in providing students, workers and jobseekers with relevant training opportunities and developing the right skills for the future in responding to changing labour market needs. This report focuses on how to strengthen the apprenticeship system in Scotland (United Kingdom).
This Spotlight presents data and analysis on vocational education and training (VET) from Education at a Glance 2023. VET is a key component of most education systems in OECD countries. About one in three 25-34 year-olds have a vocational qualification as their highest level achieved, whether at upper secondary, post-secondary non-tertiary or short-cycle tertiary level.
Vocational education and training (VET) is an important part of education systems around the world. VET systems differ widely between countries in how programmes are designed and delivered.
An OECD study of vocational education and training designed to help countries make their systems more responsive to labour market needs. It expands the evidence base, identifies a set of policy options and develops tools to appraise VET policy initiatives.