Tracking CVET learners

Policy development
Practical measure/Initiative
Sweden
Download PDF version
Timeline
  • 2015Implementation
  • 2016Completed
ID number
28529

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

There was a need to survey the extent to which learners were in employment or not.

Objectives

Goals and objectives of the policy development.

The objective is to evaluate and follow up relevant policy initiatives.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2015, the Institute for Evaluation of Labour Market and Education Policy (IFAU) undertook a major study to follow up the transition from CVET by:

  1. graduates;
  2. learners who completed their education but did not receive a diploma;
  3. drop-outs.

IFAU surveyed the extent to which CVET learners were in employment and how their income developed and made a comparison with higher education students. In 2016, the research institute Ratio conducted a study on productivity development in technology companies that have recruited CVET learners compared to those recruiting higher education students. Studies on learners' employment show essentially the same results for CVET learners and higher education students, confirming the results of the follow-up performed by the National Agency for higher vocational education.

2015
Implementation
2016
Completed

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Institute for Evaluation of Labour Market and Education Policy (IFAU)
  • Ratio Research Institute

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Young people (15-29 years old)
  • Adult learners

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Governance of VET and lifelong learning

This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.

This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.

The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.

Establishing and developing skills intelligence systems

High-quality and timely skills intelligence is a powerful policy tool, helping improve economic competitiveness and fostering social progress and equality through the provision of targeted skills training to all citizens (Cedefop, 2020). Skills intelligence is the outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. Skills intelligence draws on data from multiple sources, such as graduate tracking systems, skills anticipation mechanisms, including at sectoral and regional levels. Actions related to establishing and developing such systems fall under this thematic sub-category.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
The Institute for Evaluation of Labour Market and Education Policy (IFAU)'s website)

Country

Sweden

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Tracking CVET learners: Sweden. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28529