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European Centre for the Development of Vocational Training
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Vocational education and training in Europe
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This website as well as the publications and online tools accessible via this website may contain UK data and analysis based on research conducted before the United Kingdom’s exit from the European Union on 31 January 2020. EU averages or other statistical parameters including the UK reflect the situation in the European Union before 31 January 2020 and should not be considered as representative of the situation in the EU thereafter. Any data or information pertaining to the UK will be gradually phased out from Cedefop’s website, publications and online tools, as ongoing research projects with the United Kingdom’s participation are concluded. Data coming from UK were collected, processed and published before its withdrawal from the EU. Therefore, EU averages contain UK related data up to 2019.
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Summary of main elements and distinctive features of VET
Main challenges and policy responses
External factors influencing VET
Education attainment
VET within education and training system
Apprenticeship
VET governance
VET financing mechanisms
Teachers and trainers
Shaping VET qualifications
Quality assurance
Validation of prior learning
Incentives for learners
Incentives for enterprises to boost their participation in VET provision
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VET available to adults (formal and non-formal)
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Basic information (e.g. EQF, ISCED, duration, entry/completion age/grade)
Learning forms (e.g. dual, part-time, distance)
Main providers (types)
Share of work-based learning provided by education institutions and companies
Work-based learning type (workshops at schools, in-company training / apprenticeships)
Main target groups
Entry requirements for learners (qualification/education level, age)
Assessment arrangements
Diplomas/certificates
Qualification example(s)
Progression opportunities for learners after graduation
Destination of graduates
Awards through validation of prior learning
General education subjects
Key competences
Application of learning outcomes approach
Share of learners in this programme type compared with the total number of VET learners