Introduction

Providing evidence for Vocational Education and Training (VET) relevance by applying occupational mapping, to support stakeholders in finding and keeping balance of labour demand and VET supply in quantity and quality, from EQAVET 5 and 6 perspective.

Welcome!

The purpose of these guidelines is to support VET providers, employers and decision-makers in monitoring and measuring the effectiveness and efficiency of VET:

  • The VET public authorities wonder if they get the expected return on public funds if VET investments lead to higher employability, economic growth and social inclusion
  • The employers expect access to a job-ready labour force or improvement in thequalification of employees
  • The VET learners want to qualify for an occupation with employment possibilities and employees expect career advancement

The above issues require answers based on evidence that is mainly the duty of VET providers to present. These guidelines are inspired by the tool “SkillsManager” developed by SkillKompas B.V. in the Netherlands.

 

The guidelines cover two main outcome-oriented indicators in the European Quality Assurance in Vocational Education and Training (EQAVET), namely Indicators 5 and 6, i.e. the outcome-oriented indicators in the framework. These two indicators help providers to produce qualitative and quantitative evidence of high-quality VET outcomes:

  • Indicator 5: the proportion of VET programme completers who are either placed in the labour market and the percentage of VET programme completers who are employed one year after the end of the training.
  • Indicator 6: Information on occupations obtained by individuals after completion of training, according to the type of training and individual criteria and satisfaction rate demonstrated by individuals and employers with acquired skills/competences.

While Indicator 5 emphasis the quantitative aspect of the outcome of VET, Indicator 6 is more focused on the qualitative dimension, namely if the VET provides those competencies it aimed to deliver according to occupational demand.

The ambition of this partnership has been to create a systematic approach and to describe the activities and tools needed to apply the above indicators for measuring the outcome and output of VET. The dominant focus has been on facilitating a structural and constructive dialogue between the 2 primary stakeholders involved: Sector representatives and VET providers. The different elements fit into the EQAVET quality circle as follows:

eqavet

The purpose of these guidelines is to support Vocational Education and Training (VET) institutes, employers and the public sector, who are interested in focussing on the main objective of education: creating good learning outcomes - outcomes that support the individual learner in their development, as well as outcomes that meet the needs of the labour market.

Apart from supporting an integrated approach to achieving these objectives the guidelines also incorporate the European Quality Assurance Reference Framework (EQAVET) to a uniform set of European standards for a good education.

The guidelines on evidence-based VET are intended as a pathway for outcome-oriented VET used by providers, employers and public authorities. By creating a common language it will provide a base to:

  1. Set clear roles and responsibilities for different stakeholders in the VET system
  2. Identify what information and data should be collected
  3. Define and implement a communications strategy between providers and employers
  4. Help providers to focus on the outcome, help employers to communicate their needs in a common language, help the public sector to monitor and measure return on public investment in VET
  5. Ensure VET is founded on a strong involvement of external and internal partners and relevant stakeholders.

These guidelines, describe a step-by-step pathway to carry out:

  1. Sector analysis
  2. Occupation profile
  3. Task description and required competencies
  4. Measurement of the outcome of competency-based VET by assessing the acquired competencies by VET learners and employers which result in a 'spider graph' visual aid that shows the eventual gap between the assessments

Depending on the question of the VET institute one can start using the guidelines to evaluate and review existing VET programmes or for a complete development cycle of a new VET programme. The guidelines do not cover the implementation phase since this has already been developed by the toolkit developed in “EQAVET in Practice”, please see https://www.eqavet.eu/Top-Navigation/EQAVETinPractice