This report provides an in-depth analysis of adults’ participation in non-formal job-related education and training in Europe, having particular but not exclusive regard to employed adults.
European policy-making in vocational education and training (VET) needs to be supported by sound evidence.
In this report, Cedefop has selected a set of 33 indicators to quantify some key aspects of VET and lifelong learning. The selection is based on the indicators’ policy relevance and their importance in achieving the Europe 2020 objectives. This publication should be regarded as a valuable tool to help policy-makers better understand and assess VET developments in each country.
The report includes recent evidence from the European Statistical System.
While this set of indicators does not claim to assess national systems or policies, they could be used to reflect on progress towards the strategic objectives set for Europe.
The indicators take 2010 as the baseline year and present statistical overviews in all European Union Member States and also the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey.
Relative to medium-level general education, there is evidence that vocational graduates enjoy a faster transition to work and are more likely to have a permanent first job in line with their qualifications. But there are substantial differences between countries. Benefits for vocational graduates are most prominent in countries with strong vocational education and training systems with a close connection between school- and work-based learning. However, as people age and gain experience, differences between medium-level general education and vocational graduates diminish. This report aims to improve our understanding of labour market outcomes for vocational education graduates. A real need if we are to respond effectively to the current challenges of high unemployment.
This report complements a recent Cedefop publication 'On the way to 2020: Data for vocational education and training policies - Country statistical overviews (Cedefop, 2013)', which has made use of the same data but has organised them in a different way. While the previous report offered a set of country snapshots, this publication offers a set of indicator snapshots. It is a result of continuing efforts to review and improve indicators as new and better data become available.
Cedefop’s new publication provides a statistical overview of vocational education and training and lifelong learning in European countries. Data are based on international statistics enabling comparisons of countries and statistical averages for the European Union. This report, a first result of a continuing process, aims to be a valuable tool, which can be used in various ways and adds user-friendly evidence for many purposes. It should help policy-makers and researchers and ease access to the information available.