Viktoria Kis – författare

Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.

The Flemish VET system has a good range of vocational options at different levels. The system is underpinned by strong academic standards reflected in the performance of 15-year-olds and compulsory education up to age 18. Commendable attention is given to entrepreneurial training. Policy development is dynamic and evidence is used extensively in reforms. At the same time the system faces a number of challenges, including early tracking, weaknesses in literacy and numeracy skills among some students, and too many unqualified school leavers. The use of workplace training is very variable, and some training provision inadequately reflects labour market needs. The quality of career guidance in compulsory education could also usefully be improved.

The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.

The government’s commitment to develop and reform the VET system is illustrated by the recent work of the VET Commission and the creation of the National Council for VET. Chilean society places a high value on education and training, with fast-increasing participation in post-compulsory education. At the same time, the various elements of the VET system are weakly connected to each other, the literacy and numeracy skills of 15 year olds in Chile are not as good as they should be, and workplace training, as part of VET programmes, is weakly developed.

The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.

In England and Wales, a substantial commitment, backed by increased resources, has been made to the enhancement of workplace skills. Policy-making is self-evidently dynamic and innovative and governments are making conscious attempts to improve employer engagement – the particular topic of this report. At the same time there are a number of challenges – in particular that of linking enhanced employer engagement to a strong apprenticeship system, and of overcoming the obstacle of a complex and unstable institutional environment.

The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.

Since 1989, Hungary has made significant efforts to restructure its VET system and it now has many strengths, including a strong national qualifications framework. But there are significant challenges, including weak links between VET and the labour market, early tracking and multiple selection mechanisms in the school system, and the low status of VET.

The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.

Ireland has a wide range of VET provision targeted at different client groups. The national qualifications framework is comprehensive and includes a strong commitment to the avoidance of dead-ends and pathways of progression. At the same time, the economic crisis is making intense demands on the Irish VET system, particularly on the apprenticeship system, which focuses on a narrow set of occupations. Weak literacy and numeracy are serious problems for many learners, and many of those looking after VET students, in particular those in companies, lack pedagogical training.

The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.

The Korean VET system is part of a system of education which has achieved huge advances in a very short time; school results and educational attainment levels are now among the highest in OECD countries. At the same time, the rapidity of change has presented the Korean VET system with some significant challenges, including weak involvement of industry in VET, lack of quality standards for workplace training, weak linkages between VET degree and national technical qualifications and lack of practical work experience among VET teachers.

The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.

In Texas, secondary level career and technical education (CTE) is provided within a comprehensive high school framework. Texas has encouraged a wide variety of innovative learning initiatives, established good articulation between high school CTE and postsecondary programs and benefits from a strong network of community colleges and universities. At the same time the state faces some challenges in ensuring minimum quality standards in CTE, in providing sufficient good quality career advice, and providing an adequate range of workplace learning opportunities.

The OECD review assesses the main challenges faced by the CTE system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. VET in Mexico plays an important social role and numerous recent initiatives illustrate the country’s will to address the challenges faced by its VET system and integrate VET into a broad framework of lifelong learning. At the same time, the Mexican VET system faces some challenges, including ineffective co-ordination and coherence within the VET system, weak linkages between employers and VET, and insufficient pedagogical preparation of teachers and trainers.

The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of  changing economies? How should the programmes be funded?  How should they be linked to academic and university programmes?  How can employers and unions be engaged?   This country report on Denmark looks at these and other questions, and is part of the Skills beyond School series, OECD policy reviews of postsecondary vocational education and training.