This section proposes a selection of inspiring examples, including:

These examples were selected as part of the Cedefop study ‘Leaving education early: putting vocational education and training (VET) centre stage’. Would you like to know more about the methodology used to select the examples and the countries covered? Go to About >

Displaying results 1 - 12 out of 32

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  • Statistics and Data

    Apprenticeship supply in the Member States of the European Union

    24 Member States have apprenticeship schemes in which at least 50% of the training takes place on the company’s premises.

    To learn more about apprenticeships and work based learning in EU Member States, click below.

  • Statistics and Data

    Attractiveness of VET: labour market outcomes

    Leading to employment

    The following statements are about the job that people can get after education at upper secondary education. To what extent do you agree or disagree with each of them? – Vocational education allows you to find a job quickly after obtaining a qualification or diploma.

  • Statistics and Data

    Attractiveness of VET: labour market outcomes

    Jobs highly regarded

    The following statements are about the job that people can get after education at upper secondary education. To what extent do you agree or disagree with each of them? – Vocational education leads to jobs that are highly regarded in your country.

  • Statistics and Data

    Attractiveness of VET: labour market outcomes

    Well paid jobs

    The following statements are about the job that people can get after education at upper secondary education. To what extent do you agree or disagree with each of them? – Vocational education leads to well paid jobs.

  • Statistics and Data

    Attractiveness of VET: labour market outcomes

    Matching labour market needs

    The following statements are about the job that people can get after education at upper secondary education. To what extent do you agree or disagree with each of them? – People in vocational education learn skills that are needed by employers in your country.

  • Statistics and Data

    Degree of agreement with the statement ‘In VET, people do not learn skills such as communication or teamwork’

    A majority of respondents in a special Eurobarometer survey in 2011 believe that VET offers learners the opportunity to develop communication and teamwork skills.

  • Statistics and Data

    Education and Training monitoring

    Education and training monitor
    A yearly evaluation of education and training systems across Europe.

  • Statistics and Data

    Employment rate by education type and by work experience during studies

    EU-28, 2016 (% of people aged 15-34 who had any form of completed formal education)

    The employment rate for people aged 15-34 who have complete medium vocational education (ISCED 3-4) is higher than the rate for young people with lower levels of completed education regardless of whether they have no work experience, have work experience only outside the curriculum or have work-based learning.

  • Statistics and Data

    General perception of VET

    Comparison with general education

    To what extent do you agree or disagree with each of the following statements? – In your country general education has a more positive image than vocational education.

  • Statistics and Data

    General perception of VET

    Academic performance

    To what extent do you agree or disagree with each of the following statements? – Students with low grades are directed towards vocational education in your country.

  • Statistics and Data

    General perception of VET

    Easiness of obtaining a qualification

    To what extent do you agree or disagree with each of the following statements? – It is easier to get a qualification in vocational education than in general education.

  • Statistics and Data

    How many young people leave education and training too early?

    Reducing the EU average share of early leavers from education and training to below 10% of young people (18-24 year-olds) is one of the specific objectives of the Europe 2020 strategy.

    Reducing early leaving will make young people better equipped with knowledge and skills for facing the future, including their transition from initial education and training to the labour market.

    The ‘early leavers from education and training’ indicator is defined as the percentage of the population aged 18-24 who have attained, at most, lower secondary level education (ISCED 0-2) and who are not involved in further education or training.

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