In this summary, your assessment has been translated into average scores on the three Eqavet indicators concerned, subdivided into the four phases of the Eqavet quality cycle.
Your assessment result is visually presented in the graph to the right, supplemented with an overview of average scores on the various indicators and phases in the table below.
Your assessment scores and results are not automatically saved. You can save them using the download button.
In the next step you will find a selection of recommendations and corresponding good practices based on your assessment result.
5. Quantity
6. Quality
9. Adaptivity
I. Planning:
I. Planning:
I. Planning:
II. Implementation:
II. Implementation:
II. Implementation:
III. Evaluation:
III. Evaluation:
III. Evaluation:
IV. Review:
IV. Review:
IV. Review:
Recommendations & good practices
In this last step, we show you the recommendations and good practices that might help or inspire you to make a better match of VET with labour in your own sectoral context. You can scroll through them by selecting an indicator and its successive phases. The full list of recommendations and corresponding good examples can be saved by using the download button on this page. Hovering over the good practices you will see a short description and by clicking on the title you will see a full description. The individual good practice descriptions can be saved by using the download button at the bottom of the description.
Indicator 5: Matching Quantity
Indicator 6: Matching Quality
Indicator 9: Adaptivity
Recommendations
Good Practices
I. Planning
II. Implementation
III. Evaluation
IV. Review
Please give a score to all items in all focus areas
1. VET-providers and sector have a shared acknowledgement of the educational offer to cover the labour market needs
2. The range of VET programs is well attuned to the variety of jobs in the regional (sectors') labour market
3. VET and sector jointly collaborate defining content and volume of VET needed
4. VET and sector work jointly on the programming, design and implementation of education.
5. VET programs meet the national requirements and respond optimally to specific regional demands
6. VET providers have up to date knowledge of sectors of the regional labour market it addresses and of its trends
7. Sector representatives are involved in development and maintenance of the curriculum
8. There is an up-to-date register of (regional) work placement opportunities of the sector
9. Quality criteria for work based learning programs are known by all employers involved
10. The quality of the work based learning program is constantly monitored and results are shared with employers involved
11. The sector is promoted in primary and secondary education
12. Information and recruitment activities yield sufficient and suitable work placements positions for the various programs
13. The goals for recruitment of work placements and work placement companies are adjusted annually based on evaluation results and new insights
14. Information and recruitment activities and materials for work placements are critically evaluated in terms of process and yield.
15. VET programs reflect the current professional reality.
16. Sector representatives are involved in the curriculum delivery
17. VET and sector share the same set of competences related to entry levels of work, further education as well as citizenship.
18. VET programs offer a good balance between professional skills & competences and general skills & competences.
19. General skills & competences are - as much as possible - developed in the context of the profession.
20. There are sufficient work placement positions and jobs available to accommodate students and graduates
21. Teaching and work based learning are attuned to each other
22. The quality of work placement positions is periodically checked and corrective measures are taken when needed
23. Students and graduates are well aware of the continuous changes in the field of work and aware of current developments in the profession for which they are being trained
24. The transition from general to vocational education is smooth and without loss of potential talent for the sector
25. Students have a good understanding of the profession, its context and of the labour market of the VET-program they want to enrol
26. The recruitment activities for the VET-program target a broad potential; students from secondary education as well as a variety of adult side-entrants.
27. The goals, target groups and resources for information and recruitment campaigns for students are adjusted annually based on evaluation results and new insights
28. Career guidance and support is offered to all students throughout the VET program
29. Students with career questions are supported and may be guided towards alternative programs
30. The match between students and their intended professional future is constantly monitored and timely adjusted
31. The roles and responsibilities of student, VET provider and employer regarding work placements are clarified for all stages of the process roles and responsibilities of student
32. The VET provider and work placement companies match work placement options to student’s learning objectives
33. Teachings take into account learning gaps encountered during work based learning as indicated by either student and/or employer
34. Study progress of individual students is closely monitored and support actions are taken for all students in need
35. Workplace trainers are well prepared for their roles as coach, instructor and intermediary to the VET provider
36. Subject teachers and instructors have state of the art knowledge and skills regarding the professional field as well as of its labour market
37. Guest lecturers have the required social and didactical skills to facilitate learning in addition to their subject expertise
38. For all guest lecturers learning objectives and expectancies are specified and communicated well in advance
39. The contribution of guest lectures is always evaluated by the VET provider and by the students
40. A periodic, structured and standardised procedure is used to evaluate and review VET policy and objectives, and the range of programs offered.
41. VET and sector periodically update their knowledge and understanding regarding mutual short term and long term needs
42. VET programs are flexible, easy to maintain and update
43. Effectivity of VET programs is evaluated against measurable performance
44. There is a good overview of current developments in the work field
45. Urgency and importance of adjustments in education are determined jointly
46. Adjustments in response to urgent developments are made as soon as possible
47. Evaluation results are shared with all stakeholders
48. Evaluation is followed up by review measures and these are shared with stakeholders
49. VET as well as sector organise interregional exchange of knowledge and experience.
Sectoral EQAVET for the design and delivery of Vocational Education & Training (VET)
(Self-)assessment, recommendations and good practices for improvement of VET quality from a sectors' point of view
Labour market demands in terms of quantity and quality are "a moving target for VET". There is and there always will be some distance between labour demands and VET supply. That's no problem as long as there is sufficient mutual involvement, communication and cooperation to keep the inescapable gaps as narrow as possible.
Introduction
This webtool is meant to help both VET (providers) and Sector (representatives) to reflect on their (joint) activities and results regarding an optimal match of VET supply with labour demands and provide them with recommendations to define, measure and improve that match as well as with good practices.
The quality statements, recommendations and good practices address three of the ten EQAVET indicators:
5. Matching Quantity
In Eqavet defined from a student’s point of view as “Sufficient work placement positions for students and vacancies for graduates”. From a sector’s point of it is also a matter of “sufficient inflow of graduates”. That’s why we prefer to talk about a “quantitative match of VET supply with labour demand”.
6. Matching Quality
Eqavet speaks “- again from the student’s interest about “Utilisation of acquired skills at the workplace” whereas we prefer to address it a “the qualitative match of VET with the demand” (for workers with the right competences and skills). Employees and employers satisfaction with professional performance is the touchstone for the better match to make.
9. Adaptivity
In Eqavet terms this is described as “mechanisms to identify training needs in the labour market”. We like to focus on adaptivity to respond with foresight and flexibility to fluctuations in the labour market as well as the evolving job requirements.
Each indicator is worked out for all four successive phases of the Eqavet quality cycle: I. Planning, II. Implementation, III. Evaluation, IV Review
Assessment, results, recommendations and good practices:
You start by reflecting on your current (VET or SECTOR) context, activities and success. After completing this assessment you are provided with recommendations for improving the quality of VET in cooperation between VET providers and Sector representatives. The recommendations are supplemented with a selection of good practices; 'recipes' for successful communication and collaboration to ensure a better match of VET supply with labour demands.
Overview of good practices
You may also skip the assessment (or come back another time) and go directly to the (filterable) list of all good practices collected in the partner countries.
Overview of Good Practices
These good practices have been collected by the partners in interviews with education and sector representatives in their own countries.
The descriptions have been designed as a “recipe” to give you as concrete a picture as possible of what it is, how it works and what the active substances are.
You can filter them by indicator and phase.
Hovering over the titles you will see a short description and by clicking on the title you will see a full description. The individual good practice descriptions can be saved by using the download button at the bottom of the description.
1. The (Danish) structure/organisation of VET
2. Regular board meetings with stakeholders and sector representatives and VET school
3. Labour market involvement in the creation of VET
4. Monitoring sectoral organisations and studies to stay relevant
5. Collection of letters of intent from companies
6. Labour Market Needs Diagnosis Mechanism
7. Matching labour needs with refugees needs
8. In2C - Online platform in the construction sector
9. The 10 reporting criteria for (new) VET
10. Sector mapping
11. Measurable Job Profiles
12. Fixed format for qualification profiles
13. Cross-over qualifications
14. Modular VET qualifications and curricula
15. VET “Electives” standardised variation within qualifications
16. Partial VET qualifications and certificates
17. Special organised local VET – a flexible alternative
18. Labour market involvement in the review/adaptation of the curricula
19. Extended curriculum
20. Practical orientation programs for (side) entrants in (technical) VET
21. Retention of unemployment benefits while taking a side-entrance in VET
22. ‘Trade days’ for students, trainers and companies
23. Certification of teaching qualification of Trainers for Adults of non-formal education
24. Teacher internships
25. Hybrid Trainers
26. “Knowledge tables” for mutual exchange and common development of expertise
27. SMART technology update of VET
28. Work Based Learning to apply competences (in finance)
29. Online lectures for iVET students (in finance)
30. Learning with (serious) games on functioning of FSS institutions
31. Extensive periods of work-based learning
32. International Talent Program for bank managers
33. Practical laboratories for (finance) students
34. Internal learning academies for (finance) employees:
35. Collective training companies
36. Set and monitor quality goals
37. Peer Review for EQAVET
38. Assessment Centre to evaluate transversal competences of employees
39. Sector trend reports
40. The Status Reports from the Trade Committees to the Ministry of Education
41. Working on alumni policies
42. Evaluation of work-based learning in EQAVET framework
43. Six months follow-up evaluation after examination
44. Work field review of learning materials
45. Strengthening dialogue between FSS stakeholders and banks to ensure training relevance
46. Share and visualize evaluation results for improvement measures
47. Continuous update of program curriculum by HR (Banca d’ Italia)
5. Matching Quantity