Inclusion at the core of future-proof VET in Europe

Context

Inclusive vocational education and training (VET) is a long-standing EU policy priority, reinforced by the 2025 Herning Declaration, which calls for equal access to quality VET and lifelong learning for all.  Across Europe, countries are working to widen participation while maintaining high quality educational standards and promoting excellence. Particular attention is given to learners facing barriers, including early leavers, young people not in employment, education or training (NEETs), unemployed adults, people with disabilities or special educational needs, migrants, refugees, and other groups with fewer opportunities. 

This Insight is part of a series drawing on evidence from the Timeline of VET policies in Europe. The Insight highlights key trends and includes a collection of policy examples that readers can explore on their own.

Facts and findings

• Inclusion measures reflect national needs and priorities.
• Flexible pathways, VET programme modularisation, microcredentials, guidance in labour market transitions, and financial incentives open more routes to learning.
• Validation and recognition of skills and prior learning have been specifically instrumental for newly arriving migrants and refugees.
• Data-sharing and early warning arrangements are most effective to preventing early leaving from education and training.
• Awareness-raising campaigns and role-model initiatives promote female participation in STEM and other non-traditional fields.
• Investment in digital infrastructure and online services is expanding access and reducing barriers to learning.

Key messages

• Inclusion has been on the policy agenda for a long time but it is still a concern. 
• Inclusion is linked to VET attractiveness, quality and excellence.
• Inclusiveness is evolving from support for vulnerable groups towards VET systems that respond to the needs of all learners.
• Lifelong guidance and individualised assistance help learners access VET, stay engaged and move into employment.
• Digital technologies and online services can improve access to learning, but support is needed to avoid leaving some learners behind.
• Professional development is crucial for teachers, trainers and institutions’ capacity to support diverse learners.
• Cooperation of policy makers, social partners, employers strengthens the impact of inclusion measures.

Policy pointers

• Inclusion by design not as exception - embed inclusion as a whole-system principle in VET.
• Expand learner-centred approaches - flexible and individualised learning for every learner.
• Scale what works - better use the existing evidence and tools.
• Use connected data to identify risks and act early.
• Balance inclusion, quality and excellence in VET.