Online Questionnaire Vocational Education and Training 2035 Fields marked with * are mandatory. Cover letter Dear Ladies and Gentlemen, The European Centre for the Development of Vocational Training (Cedefop) is currently working on a project focusing on the Changing Nature and Role of Vocational Education and Training (VET) in Europe. This research supports the European Commission and the EU Member States in setting objectives for post-2020 European cooperation in this area. We kindly invite you to actively take part in this project and to share your views with us on the future of VET. For this purpose, we have prepared an online survey on major trends that have existed to different degrees across European countries between 1995 and 2015, which we have identified from our research. This survey will allow us to validate our preliminary findings and to set some parameters in the subsequent development of scenarios for VET in 2035. For more background information see the project website. We kindly ask you to support this project and to fill in the questionnaire below. It will take you 15-25 minutes to complete the survey which is anonymous. You will be able to access some interim results of this survey, once you complete the questionnaire. More results will become available at the European Vocational Skills Week in November 2018. The survey is aimed at experts from various institutional backgrounds in the area of vocational education and training (and related fields such as labour market and social policy). Please feel free to forward the questionnaire to other persons interested in the future of vocational education and training who may equally be interested to support this project. For any questions regarding this project please contact Jens Bjørnåvold (jens.bjornavold@cedefop. europa.eu) or Jörg Markowitsch ( markowitsch@3s.co.at) Best regards, Jens Bjørnåvold Cedefop, Senior Expert Jörg Markowitsch 3s, Project Manager 1
Introduction This survey consists of three parts. In the first part, we ask about past developments and future expectations regarding vocational education and training (VET) in your country. In the second part, we ask about the purpose and future direction of VET. In a short final part, we ask you for some personal information. First of all, we would like to know for which country you would like to fill in the questionnaire. This should be the country on which you feel most competent to provide information on VET. It can differ from the country in which you live or your nationality. * 1. For which country do you want to fill in the questionnaire? Afghanistan Albania Algeria Andorra Angola Antigua and Barbuda Argentina Armenia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium (Flanders) Belgium (Wallonia) Belize Benin Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Burkina Faso Burundi Côte D'Ivoire Cabo Verde Cambodia Cameroon Canada 2
Central African Republic Chad Chile China Colombia Comoros Congo Costa Rica Croatia Cuba Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Fiji Finland France Gabon Gambia Georgia Germany Ghana Greece Grenada Guatemala Guinea Guinea Bissau Guyana Haiti Honduras Hungary Iceland India Indonesia Iran Iraq 3
4 Ireland Israel Italy Jamaica Japan Jordan Kazakhstan Kenya Kiribati Kuwait Kyrgyzstan Laos Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Mauritania Mauritius Mexico Micronesia Monaco Mongolia Montenegro Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands New Zealand Nicaragua Niger Nigeria North Korea
Norway Oman Pakistan Palau Panama Papua New Guinea Paraguay Peru Philippines Poland Portugal Qatar Republic of Moldova Romania Russian Federation Rwanda Saint Kitts and Nevis Saint Lucia Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Korea South Sudan Spain Sri Lanka Sudan Suriname Swaziland Sweden Switzerland Syrian Arab Republic Tajikistan Tanzania Thailand 5
The former Yugoslav Republic of Macedonia Timor-Leste Togo Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Tuvalu Uganda Ukraine United Arab Emirates United Kingdom United States of America Uruguay Uzbekistan Vanuatu Venezuela Viet Nam Yemen Zambia Zimbabwe 2. Next, we would like to know about your general perception of the future. Thinking about your country in the next 15 years. Become much worse than now Become worse than now Be the same as now Become better than now Become much better than now During the next 15 years, what will happen to the condition of society? During the next 15 years, what will happen to the condition of the economy? 6
During the next 15 years, what will happen to the condition of the political system? During the next 15 years, what will happen to the condition of the environment? PART 1: Trends in Vocational Education and Training Between 1995 and 2015 we have seen a number of social, economic and technological developments that have affected vocational education and training and many of these are likely to continue and even intensify - into the future. For example, demographic changes such as ageing and immigration have changed the profile of VET learners, new technologies have led to new jobs and are also continuing to stimulate the development of new training delivery methods. Below we list 12 specific trends within VET that we have identified from our research as existing across European countries to different degrees between 1995 and 2015. We would like to know your views on whether these trends were apparent in the country you indicated above in the past and whether you think they will continue. 3. Increasing work-based elements in curricula Many countries have strengthened apprenticeships and work-based elements in education and training. Practice-based learning in school-based VET and higher education is also expanding. Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think work-based elements in curricula will, remain the same or decrease? strongly remain the same 7
decrease 4. Broadening of course content to include more generic or transversal skills In many countries the content of VET courses has broadened, taking a variety of forms, e.g. decreasing the number of occupational profiles or qualifications, increasing the emphasis on transversal or generic skills, and/or introducing programmes that lead to both general/academic and vocational qualifications. Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think broadening of course content and an emphasis on generic skills will, remain the same or decrease? strongly remain the same decrease 5. Increasing flexibility and individual pathways VET at upper-secondary level has become more flexible by increasing modularisation, and by allowing students to make more individual pathways and/or to use individual learning approaches. Would you that this past development also applies to your country? 8
strongly dis strongly dis Thinking about your country in the next 15 years: Do you think modularisation, flexibility and individual pathways will, remain the same or decrease? strongly remain the same decrease 6. Shift towards learning outcomes Since the 1990s, increasing emphasis has been given to VET qualifications that are based on learning outcomes, often related to the way qualification frameworks are designed. Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think the use of learning outcomes and associated arrangements such as the way qualification frameworks are designed will, remain the same or decrease? strongly remain the same decrease 9
7. Growth in VET provision at higher levels In the past 20 years there has been growth in work-related, labour market-relevant provision beyond the traditional heartland of VET at secondary level. This has included the development of VET programmes within higher education or new VET qualifications at higher levels outside the higher education sector. Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think VET at higher levels will, remain the same or decrease? strongly remain the same decrease 8. Stable patterns of enrolment in vocational and general education Demographic changes have led to a drop in the total number of young people attending upper secondary education and training. However, VET has been able to retain its position relative to general education in terms of enrolments at this level. Would you that this past development also applies to your country? strongly dis strongly dis 10
Thinking about your country in the next 15 years: Do you think enrolment in VET relative to general education will, remain the same or decrease? strongly remain the same decrease 9. Removing dead-ends and facilitating upskilling and progress in learning Upper secondary VET has become less concerned with preparing people for corresponding occupations and direct access to the labour market. VET functions increasingly as an alternative route to further and higher education. Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think the importance of VET as a route to further and higher education will, remain the same or decrease? strongly remain the same decrease 11
10. Disappearing boundary between initial and continuing VET The boundary between initial and continuing VET has been disappearing as evidenced by, for example, initial VET providers offering continuing VET programmes or s in the number of adult learners in initial VET programmes. Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think the overlapping of initial and continuing VET will, remain the same or decrease? strongly remain the same decrease 11. Increasing efforts to enhance responsiveness of VET to labour market needs The faster pace of technological and economic change, including increasing globalisation, has been challenging VET in many areas; but systems and instruments to make VET more responsive are also more widely-used (e.g. methods of skills anticipation or feedback mechanisms between VET and industry). Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think that instruments to make VET more responsive to the labour market will, remain the same or decrease? strongly 12
remain the same decrease 12. Increasing labour market polarization challenges traditional VET provision In many countries there is evidence that digitalization, labour migration and other factors have led to a more polarized labour market in which mid-skilled occupations have been declining thus challenging traditional VET provision. Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think that labour market polarization will, remain the same or decrease? strongly remain the same decrease 13. Increasing influence of employers on training content Employers or their representatives have been given more say over the content of VET and in particular the development of work-based learning in many countries. Would you that this past development also applies to your country? 13
strongly dis strongly dis Thinking about your country in the next 15 years: Do you think that influence of employers or their representatives on training content will, remain the same or decrease? strongly remain the same decrease 14. Decreasing numbers of training places In many countries and across sectors, it has become more challenging to find sufficient company training places/internships compared to the number of potential apprentices/trainees. Would you that this past development also applies to your country? strongly dis strongly dis Thinking about your country in the next 15 years: Do you think that the challenge to find sufficient company training places/internships will, remain the same or decrease? strongly remain the same decrease 14
15. Are there any other important trends within vocational education and training which are important to be considered for the future, but not listed above? 1250 character(s) maximum PART 2: Purposes and Strategies of VET 16. There are a number of reasons typically used to support the provision of VET. To what are the following reasons currently used in your country? To what do you think they will be used in the next 15 years? To prepare students for working life in a specific occupation or occupational field to a very large to a large to some not at all Currently In the next 15 years To provide students with the basis to engage in further education to a very large to a large to some not at all Currently In the next 15 years To prepare students to fully participate in society and to become active citizens to a very large to a large to some not at all Currently In the next 15 years 15
To foster personal growth and fulfilment to a very large to a large to some not at all Currently In the next 15 years To promote social inclusion and cohesion to a very large to a large to some not at all Currently In the next 15 years To combat youth unemployment and/or foster economic growth to a very large to a large to some not at all Currently In the next 15 years Other to a very large to a large to some not at all Currently In the next 15 years Other, please specify: 17. If you could have three wishes, which of the following would you like to see as the main characteristics of VET in 2035? Please select the three most important ones. between 3 and 3 choices To prepare students for working life in a specific occupation or occupational field To provide students with the basis to engage in further education To prepare students to fully participate in society and to become active citizens To foster personal growth and fulfilment To promote social inclusion 16
To combat youth unemployment and/or foster economic growth Other Other, please specify: 18. What should vocational education and training be like in the year 2035? In the following we provide you with some possible options. Please choose your preferable option using the five-point scale. A << < = > B >> 1. VET as a distinct educational sector (A) OR as an indistinct part of lifelong learning (B) 2. VET available as a standard educational pathway for all (A) OR targeting specific groups only (B) 3. A higher VET sector in parallel to higher education (A) OR higher VET as part of the higher education sector (B) 4. VET more driven than now by private investment (A) OR more driven than now by public investment (B) 5. VET oriented towards economic needs (A) OR VET oriented towards social needs (B) 6. More local decisions and autonomy regarding VET (A) OR more central decisions and regulation (B) 7. More competition between VET providers (A) OR more cooperation between VET providers (B) 8. More similarity between national VET systems in the EU (A) OR more diversity of national VET systems in the EU (B) 9. EU accounting for a larger share of VET funding (A) OR EU accounting for a lower share of VET funding (B) 17
19. Is there anything you would like to share about vocational education and training in the year 2035 with us or with the wider community (e.g. visions, wishes or fears)? 1250 character(s) maximum 20. Would you like to see your answer to Question 19 published at the discussion forum on the project website and to contribute to the public discussion there? Yes No PART 3: Personal background 21. In which country are you based? Afghanistan Albania Algeria Andorra Angola Antigua and Barbuda Argentina Armenia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium (Flanders) Belgium (Wallonia) Belize Benin Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Burkina Faso Burundi Côte D'Ivoire 18
Cabo Verde Cambodia Cameroon Canada Central African Republic Chad Chile China Colombia Comoros Congo Costa Rica Croatia Cuba Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Fiji Finland France Gabon Gambia Georgia Germany Ghana Greece Grenada Guatemala Guinea Guinea Bissau Guyana Haiti Honduras Hungary Iceland 19
India Indonesia Iran Iraq Ireland Israel Italy Jamaica Japan Jordan Kazakhstan Kenya Kiribati Kuwait Kyrgyzstan Laos Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Mauritania Mauritius Mexico Micronesia Monaco Mongolia Montenegro Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands New Zealand 20
Nicaragua Niger Nigeria North Korea Norway Oman Pakistan Palau Panama Papua New Guinea Paraguay Peru Philippines Poland Portugal Qatar Republic of Moldova Romania Russian Federation Rwanda Saint Kitts and Nevis Saint Lucia Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Korea South Sudan Spain Sri Lanka Sudan Suriname Swaziland Sweden Switzerland 21
Syrian Arab Republic Tajikistan Tanzania Thailand The former Yugoslav Republic of Macedonia Timor-Leste Togo Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Tuvalu Uganda Ukraine United Arab Emirates United Kingdom United States of America Uruguay Uzbekistan Vanuatu Venezuela Viet Nam Yemen Zambia Zimbabwe 22. You are employed by a (please tick only one)? European Institution/Agency or international organisation National, federal, regional or local authority Employers organisation Trade union, employee representative organisation Education or training institution Enterprise University or research organisation Other Other, please specify: 23. Your activities in your day-to-day employment are mainly related to (multiple answers possible) Vocational Education and Training Higher Education General Education 22
Adult Education Employment Social Affairs Other Other, please specify: 24. Which age group do you belong to? Below 30 years 30 to 50 years above 50 years 25. What is your gender? Female Male Other Thank you for answering our questionnaire! End of questionnaire Please don't forget to click the submit button below. 23