Among nearly all of the EU Member States, the most common reasons for enterprises not to provide CVT were that the existing skills and competences of their workforce already corresponded to the enterprise’s needs or that they tried to recruit people with the required skills. The NAVE found that 5.8 million students were enrolled in postsecondary vocational education in 1990, making up about 35 percent of all undergraduate postsecondary enrollments (16) Vocational enrollments represented an even larger share of the nonbaccalaureate undergraduate population, with about one-half of these students reporting that they were majoring in a vocational program area (table 58). This paper proposes that the concept should be more inclusive and that vocational education and training for adults has played a bigger role than is usually recognised. This article presents statistics on vocational training in the European Union (EU) and forms part of an online publication on education and training in the EU. Where can I find information on CTE funding? Within ISCED 2011, two categories of programme orientation are identified for ISCED levels 2-5, namely, general and vocational educational programmes. EdStats (Education Statistics) provides data and analysis on a wide range of education topics such as access, quality, learning outcomes, teachers, education expenditures, and education equality. The programme currently covers all 27 EU Member States, as well as the United Kingdom (at least until 31 December 2020), Iceland, Liechtenstein, Norway, North Macedonia, Serbia and Turkey. Source: Eurostat (online data code: educ_uoe_grad01). Vocational education statistics is in its current form comparable since 2005 and is part of the overall Student Register, which contains information on all students and students in ordinary education … Vocational education and training as well as skills are part of the European Commission’s COVID-19 recovery efforts in the fields of employment and social policy and contribute to the Recovery Plan for Europe. The overall costs incurred by enterprises for the provision of CVT courses correspond to total monetary expenditure. It sets out four strategic objectives for education and training in the EU: The ET 2020 strategy set a number of benchmarks to be achieved by 2020, including that an average of at least 15 % of adults aged 25 to 64 should participate in lifelong learning. At the other end of the scale, less than 1 in 10 enterprises provided IVT in seven of the Member States, principally Member States that joined the EU in 2004 or 2007, but also Greece. Statistics from the annual Healthy Living Survey on registration for free school meals, uptake of school meals (both free and paid for) and physical education. In 2018, the largest difference was recorded in Romania, where the ratio for post-secondary non-tertiary education was4.6 times as high as that recorded for upper secondary education. The content is often tailored according to the learners’ individual needs in the workplace. France (FR): post-secondary non-tertiary education, not available. CVT in enterprises must be financed, at least in part, by the enterprise and should concern persons employed by the enterprise (either those with a work contract or those who work directly for the enterprise such as unpaid family workers). In 2015, the only exceptions to this pattern were in: Czechia, Estonia and Italy, where the residual category of ‘other reasons’ was the second most common reason; and France which reported a lack of time as the second most common reason, with trying to recruit people with the required skills becoming the third most common reason. Number of students in vocational education in Finland 2018, by field of education Expenditure on upper secondary education per student in Finland 2008-2018 The most important statistics Vocational education institutions are divided based on the ownership status into state, municipal and private institutions. The largest difference among these was reported in Bulgaria, where the pupil-teacher ratio for upper secondary vocational education was 2.1 times as high as that for post-secondary non-tertiary education; the other three Member States were Hungary, Sweden (2016 data for upper secondary education) and Germany. Each person should be counted only once, irrespective of the number of CVT courses he or she has participated in. A vocational education is a youth education which gives the student a vocational qualification. There was no clear pattern across the EU Member States, as among the 25 for which recent data are available in 2018 (Ireland and Portugal, not available; Sweden, 2016 data), there were 12 with higher pupil-teacher ratios for vocational programmes and 12 with higher ratios for general programmes; in Czechia the ratios were the same for general and vocational programmes. Find career information on duties, education and training, pay, and outlook for hundreds of occupations. Enterprises in the EU-27 were slightly more likely to provide CVT through courses (either internal or external) than to provide other forms of CVT, such as planned learning through guided on-the-job training, job rotation, exchanges or secondments, conferences and workshops, participation in learning or quality improvement groups, or self-directed learning. Across the EU-27, the pupil-teacher ratio within upper secondary education was 1.5 percentage points higher for general programmes (12.0 pupils per teacher) than for vocational programmes (10.5). Published by the U.S. Bureau of Labor Statistics. The length of IVT should be between six months and six years. Statistics covering the number of certificates issued for regulated vocational and other qualifications during a given quarter. Although the data presented in Figure 3 are from the continuing vocational training survey (CVTS), they show the proportion of enterprises providing initial vocational training (IVT), rather than continuing vocational training (CVT); a detailed description of these terms is provided below in the key concepts section under Data sources. In 14 of the EU Member States, less than half of all upper secondary pupils were studying vocational programmes, with this share dropping below one fifth in Cyprus (16.7 %). The New Jersey High School Proficiency Test (HSPT) is a "high stakes" test administered as a graduation requirement to all 11th grade students in New Jersey high schools. Italy (IT): post-secondary non-tertiary education, 2016. The same pattern as for the vast majority of EU Member States was repeated in the United Kingdom, Norway and North Macedonia, where the highest proportion of enterprises providing CVT was recorded for information and communication services and financial and insurance activities. This information refers to education or training activities which are financed, at least in part, by enterprises; part financing could include, for example, the use of work time for the training activity. Manuals and other methodological information, Vocational training within secondary and post-secondary non-tertiary education, Pupil-teacher ratios for vocational programmes, Initial vocational training in enterprises, Continuing vocational training in enterprises, Enterprises providing continuing vocational training by economic activity, Participation rates for continuing vocational training courses, Cost of continuing vocational training courses, Reasons for enterprises not providing training, secondary and post-secondary non-tertiary education, international standard classification of education (ISCED), continuing vocational training survey (CVTS), Member States that joined the EU in 2004 or 2007, Vocational education and training statistics: tables and figures, United Nations Educational, Scientific, and Cultural Organization (UNESCO), Organisation for Economic Cooperation and Development (OECD), joint annual UNESCO/OECD/Eurostat (UOE) data collection, methodology of the UNESCO-OECD-Eurostat data collection, methodology of the continuing vocational training survey (CVTS), vocational education and training (VET) systems, a new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy, Education and training statistics introduced, strategic framework for European cooperation in education and training, Communication on a European Skills Agenda, EU’s programme for education, training, youth and sport, Education and training in the EU — facts and figures, The EU in the world — education and training, Education administrative data from 2013 onwards (ISCED 2011), Classification of learning activities — Manual, Further methodological information on the CVTS, International Standard Classification of Education (ISCED), ISCED 2011 operational manual — Guidelines for classifying national education programmes and related qualifications, UOE data collection on formal education — Manual on concepts, definitions and classifications, EU legislation on education and training statistics, CEDEFOP — European centre for the development of vocational training, CEDEFOP — VET toolkit for tackling early leaving, European Commission — Education and training — Adult learning, European Commission — Education and training — Strategic framework for education and training, European Commission — Education and training — Vocational education and training, European Commission — Education and training monitor, European Commission — Programmes — Erasmus+, Eurydice — Better knowledge for better education policies, OECD — OECD policy reviews of vocational education and training (VET) and adult learning, UNESCO — Strategy for technical and vocational education and training (TVET) (2016-2021), https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Vocational_education_and_training_statistics&oldid=504647. This total is composed of direct costs, participants’ labour costs and net contributions, where the latter is the balance between contributions to and receipts from training funds. Only enterprises from the business economy are included in the analysis; in other words, most economic activities are covered, with the exclusion of agriculture, forestry and fishing, public administration and defence, compulsory social security, education, human health and social work activities. In 2018, close to half (48.4 %) of all upper secondary (ISCED level 3) school pupils in the EU-27 followed vocational programmes, with the share for males (54.6 %) clearly higher than that recorded for females (41.8 %). Vocational education definition is - training for a specific occupation in agriculture,, trade, or industry through a combination of theoretical teaching and practical experience provided by many high schools in their commercial and technical divisions, and by special institutions of collegiate standing (as a college of agriculture, a school of engineering, or a technical institute). The report is the second edition of the State of Education Report and it focuses on technical and vocational education and … Where can I find information on trade schools. Find career and industry-related articles. Economic, educational, and societal issues have repeatedly exerted influence on the definition of vocational education, as well as on how, when, where, and to whom it will be provided. Formal minimum education requirements are one of four components used to calculate an occupation’s specific vocational preparation, or SVP. 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