Making VET ‘fit for purpose”- Policymakers -

1.1 Coordination of policies for education and training, employment and social welfare

• Legal environment – sectoral committees (professional curriculum)

• Council for VET• Labour demand analysis• In some countries, no representatives from social

welfare

- Involve all relevant stakeholders in the sectoral committees/councils, including local communities and social welfare institutions - Legally regulated and protocol for cooperation

1.2 Under-resourced and unattractive VET schools vs. disadvantaged pupils

• Negative selection of pupils in 3-year programs• Modernization of school programs through extra-

curricular activities (specific competencies)• General lack of support system for young people with

disadvantaged socio-economic background (free transport, textbooks)

• Professional abilities for pupils at end of primary school• Issues: migration and declining fertility rates

- Improve vertical and horizontal mobility- Greater use of EU funds for better equipment - Introduce tracer studies

1.3 Engagement of employers and social partners

• Involve systematically employers• Provide incentives for employers to engage in policy

development, governance, management and provision

1.4 Competent school professionals and relevant methods and materials

• Insufficient support from teachers (embrace students)

• In some cases, teachers are not motivated to undertake a social role

- Change teachers’ education and training – include social inclusion aspects; instruction methods for pupils from socio-economic disadvantaged groups

1.5 Support framework for school-leavers

• Career guidance• Adult education systems• Expensive for school-leavers to go back on

track

- Free first occupation

HOW?

• Legislation• Professional development (and education) of

teachers• Motivation