OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications
AUSTRIA 1.
“Fachhochschulen”
(non-university tertiary institutions;
strong vocational and technical orientation)
2. Specialized Colleges (colleges and other training institutions for health professionals, teacher training etc.)
(Eurydice, 2008/2009)
Nursing, Midwifery, Economics, Teacher Training, Law, Engineering Sciences, Music & Arts, Agriculture, Viniculture, Oenology & Wine Marketing, Forestry &
Renewable Natural Resources, Information Systems & Technologies, Media & Design, Social &
Health Studies and Tourism (Eurydice, 2008/2009)
1. Diploma Degrees (two years; offered at
“Fachhochschulen”
institutions)
2. Bachelor's Degrees (three years; offered at both
“Fachhochschulen” and university institutions)
(Eurydice, 2008/2009)
Trends in Participation
Ɣ In 2007-2008, there were 240 “Fachhochschule” programs offered by non- university tertiary institutions; of these, 166 were Bachelor's programs, 62 at the Master's level and 12 diploma programs. The bulk of these studies are in the technical and commercial fields as well as tourism. Significantly, 40% of
“Fachhochschule” programs are geared toward the needs of working adults (Eurydice, 2008/2009).
Ɣ Between 2002 and 2007, all “Fachhochschule” programs recorded growth in student enrollment where data was available. The most dramatic gains were witnessed in Economics (+5,848 students), the Technical & Engineering Sciences (+3,957 students) and Health Sciences (+951 students between 2006 and 2007).
More modest gains to student enrollments were also seen in Design/Art (+149 students), Military & Security Studies (+136). In 2007, 31,064 students were enrolled in “Fachhochschule” programs of which the fields of Economics and Technical & Engineering Sciences made up the majority (82%) of student enrollments. In 2007, females made up 44.5% of the student population at non- university tertiary institutions, up from 36.72% in 2002. Of the vocational tracks, women are most represented in the Health Sciences (82.81%), Economics (57.62%) and Design/Art (45.97%) (Eurydice, 2008/2009).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications
BELGIUM . (Flemish Community)
“Hogescholen”
(provide professionally oriented education with work placements)
(OECD, 2008)
Health Care, Education, Engineering, Manufacturing
& Construction, Business &
Law, Services, Agriculture, Computing, Architecture, Commercial & Management Sciences, Audiovisual &
Visual Arts, Industrial Sciences, Technology &
Nautical Sciences, Music &
Performing Arts and Biotechnology
(Eurydice, 2008/2009;
OECD, 2008)
1. Diplomas [lead to a Higher Vocational Education Qualification (Level 5); offered by Adult Education Centres]
2. Professional Bachelor Degrees (three years;
oriented toward a particular profession and offered only by “Hogescholen”)
(Eurydice, 2008/2009 and 2010)
Trends in Participation
Ɣ In 2006, there were 22 “Hogescholen” and 6 regular universities in Belgium's Flemish community. Overall, 64% of students were enrolled in the former institutions with 36% participating in the latter (OECD, 2008).
Ɣ Between 2005/2006 and 2007/2008, overall enrolments in higher education have increased only slightly from 167,447 to 168,546 students. During this period, the sector share of student participating in professional bachelor's degrees and initial programs remained steady at 47%. Likewise, there has been little evolution in the overall sector share of academic and initial programs with enrolment rates hovering around 53%.
ƔThere were competing institutional trends with regards to programs having an academic orientation. Notably, there was a modest increase in demand for academic programs at universities offset by a decreased demand at
“Hogescholen” for this type of training (Eurydice, 2008/2009).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications BELGIUM
(French Community)
1. "Hautes Écoles"
(non university type institutions offering short and long programs) 2. "Écoles supérieures des arts" & "Instituts supérieurs d'architecture"
(organize artistic higher education;
architecture field considered to be at the university level)
(Eurydice, 2006)
Agronomics, Architecture, Applied Arts (Fabric Arts, Graphic Arts, Advertising etc.), Economics (Insurance, Foreign Trade, Accounting etc.), Hotel Management, Marketing, Music, Theatre &
Vocal Arts, Performing Arts, Communication &
Broadcasting Techniques, Paramedical Education (Nursing, Speech Therapy etc.), Executive Secretary, Midwifery, IT Management, Mental Health, Retail Management, Tourism, Business & Public Administration, Social Education (Social Worker, Social Auxiliary, Social Counsellor etc.), Teacher Education and Translation &
Interpretation
(Eurydice 2006 and 2008/2009)
1. "Graduats régendats"
(three years following the completion of short term programs at the "Hautes Écoles"; vocational short programs normally lead students toward a profession)
2. Bachelor's degrees (at least three years following the completion of long term non-university programs;
Note: university programs also offer bachelor's degrees]
(Eurydice, 2008/2009)
Trends in Participation
Ɣ In 1992/3, the French community in Belgium made up 19% of total student enrolments at non-university higher education institutions compared to 21.5% in 2005/6. This modest increase has been accompanied by an overall country-level increase in vocational type education. National statistics suggest that there are more Belgians enrolled in non-university than university education tracks. In 2008/9, there were 74,684 students attending the 25 "Hautes Écoles" and 73,249 students attending the country's 9 universities (Eurydice, 2009/2010). In relative terms, the French community in Belgium is more represented at universities than in the non-university programs making up 28% of enrolments in 2005/2006 (Eurydice, 2008/2009).
Ɣ Although the participation of men in higher education has been relatively stable between 1993/4 and 2004/5, the participation of women has increased to a much greater extent in both university and non-university educational environments. The greatest gains among female students have been witnessed in the non-university sector (Eurydice, 2008/2009).
Ɣ In 2005, there were 12,213 "Graduats régendats" awarded as opposed to only 2,199 first cycle bachelor's degrees achieved at non-university type institutions.
In 2005/6, the most popular short term programs were teaching (74% women), economics and paramedical studies (84% women). There were similar preferences among educational fields in the long term programs despite a relatively greater preference for technical studies (Eurydice, 2008/2009).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications CANADA 1. Colleges
(different types:
community, regional, institutes, training centres etc.)
2.Collège d'enseignement
général et professionnel
(CÉGEP) [only in Quebec; dual academic
And vocational tracks]
(CICIC, 2010)
Business, Health Sciences, Agriculture, Applied Arts, Nursing, Technology, Skilled Trades, Social Services, Health & Beauty, Engineering, Fisheries, Paramedical Technology and Agriculture
(CICIC, 2010)
1. Diplomas (two to three years)
2. Certificates (one year or less)
(CICIC, 2010)
Trends in Participation
Ɣ Apprenticeship programs have established training and certification standards in over 50 recognized trades and occupations (CICIC, 2010). The demand for apprenticeships in Canada has steadily increased in recent years. Between 1994- 2004, there was a 17% increase in apprenticeship training with 300,000 registrations by 2005 (City and Guilds Centre for Skills Development, 2008 &
CMEC, 2010) These gains were headed in the construction and skilled trade areas (CMEC, 2010).
Ɣ Despite the stronger demand for apprenticeships, only 18% of businesses in Canada employ apprentices demonstrating the existing gap in market forces (City and Guilds Centre for Skills Development, 2010).
Ɣ There is an emerging skills shortage crisis in Canadian industry no doubt influenced by multiple factors including an ageing population and the loss of learners in the transition from secondary to post-secondary VET (City and Guilds Centre for Skills Development, 2010).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications CHILE 1. "Institutos
Profesionales"
(IPs) [professional institutes offer vocational
programs but cannot award degrees]
2. "Centros de Formación
Técnica" (CFTs) [technical training centres are private institutions offering technical programs]
(OECD 2008, 2007)
Business & Law, Engineering,
Manufacturing &
Construction, Computing, Hotel & Tourism, Electronics,
Telecommunications,
Metal Construction, Automotive & Industry, Administration, Sales &
Accounting, Food Processing, Social Services, Technical Drawing & Graphics, Mining, Textile, Forestry, Health & Welfare, Fishery and Agriculture
(Formacion Tecnica 2010, OECD 2008)
1. Technical Careers (normally between two and two and a half years;
offered by IPs, CFTs, and universities)
2. First Diplomas (typically four years;
offered by professional institutes and universities)
(OECD 2008, 2007)
Trends in Participation
Ɣ In 2006, there were 105 CFTs, 42 IPs and 61 universities in Chile. Overall post-secondary enrollment rates suggest that 71% of students participate in the university system with the remaining 29% enrolled at IPs (17%) and CFTs (12%) (OECD, 2008).
Ɣ In 2006, there were 113,178 students enrolled in 5B level technical programs, 55% of which study at CFTs. In contrast, 512,108 students were enrolled at the 5A level: 85% enrolled at universities and 15% participating at IPs. In Chile, for each 5B educated adult, there are 10 5A educated adults, explaining the marked preference for longer studies largely within the university system. Between 2000 and 2005, tertiary sector growth was dominated by private universities with 900% growth. The strong focus on university type education has reinforced disparities between academic and vocational streams putting VET institutions and their students at a disadvantage (OECD, 2007).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications
CZECH REPUBLIC
1. "Vyšší odborné školy" (tertiary professional
schools provide advanced technical knowledge) 2. "Vysoké školy"
(normally offer Bachelor's degrees but non-university type institutions cannot award Ph.Ds)
(Eurydice 2010, 2008/2009)
Business & Law, Services, Engineering, Manufacturing &
Construction, Health &
Welfare, Computing, Forestry and Agriculture
(OECD, 2008)
1. “Absolutorium” (three years including work practice; awarded by "Vyšší odborné školy" )
2. Bachelor's Degrees (three to four years; awarded by
"Vyšší odborné školy" and
"Vysoké školy" institutions) (Eurydice, 2008/2009 and
2010)
Trends in Participation
Ɣ In the Czech Republic, there are 28 universities and 174 "vyšší odborné školy". Universities have recorded growth rates averaging over 40% between 1995/1996 and 2006/2007. Meanwhile, student enrollments at public "vyšší odborné školy"declined by 7.6% between 1995/1996 and 2000/2001 but rebounded with a growth rate of 3.6% between 2001/2002 and 2006/2007.
Private "vyšší odborné školy" have witnessed more impressive growth at 9.18% during the latter period. It is difficult to describe trends relating to non- university type "vysoké školy" institutions due to the recent establishment in 2004 and 2006 (OECD, 2008).
Ɣ In 2007/2008, the vocationally oriented fields of study producing the most graduates (all levels) include Economics & Administration (25.88% of which 65.74% women), the Technical Sciences (24.54% of which 26.97% women) and Pedagogy, Teaching & Social Care (13.71% of which 77.57% women) (Eurydice, 2008/2009).
Ɣ In the 2008/2009 academic year, 90% of students were enrolled in higher education institutions (university and non-university types) while only 10%
participated in "Vyšší odborné školy" (Eurydice, 2009/2010).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications
DENMA RK
1.
“Erhvervsakademi e” (Academies of Professional Higher Education) 2.
“Professionshøjsko le” (Regional University
Colleges) (Eurydice, 2009)
Business, Information Technology, Education, Engineering, Nursing, Agriculture, Textile &
Design, Food Industry, Construction, Hotel &
Tourism, Computer Science, Industrial Production,
Communication,
International Marketing, Music, Creative Art, Architecture, Dance and Theatre
(Eurydice, 2009 and 2009/2010)
1. Diplomas (one to four years; short cycle higher education)
2. Academy Professional Degree (two years; short cycle higher education) 3. Professional Bachelor's Degrees (three to four years;
medium cycle higher education)
(Eurydice. 2009 and 2009/2010)
Trends in Participation
ƔIn Denmark, there are 10 “Erhvervsakademie”, 8 “Professionshøjskole” and 15 Institutions of Education for the Arts. In comparison, there are 8 universities providing long-cycle education programs (Eurydice, 2009/2010).
Ɣ In 2005, there were 198,000 students enrolled in higher education in Denmark:
55% (or 110,300 students) studied at the university level, 34% (or 68, 500 students) were enrolled in professional bachelor programs and 9% (or 18,500) were enrolled in short-cycle programs. Between 2000 and 2005, university enrollment increased by 9%; those studying in professional bachelor's programs also increased but to a lesser extent at 5%. However, student enrollment in short- cycle education programs fell 5% during the same period (Danish Ministry of Education, 2007).
Ɣ In 2005, the mean age for short-cycle higher education studies was 23.4 years and 23.7 years for the professional bachelor's degrees. The mean age for university bachelor's degrees was 21.6 years. In each category of higher education studies, the mean age has evolved very little since 2000 (Danish Ministry of Education, 2007).
Ɣ In 2008, the most popular fields of study (in terms of # of students) in short- term higher education were Economic/Business followed by Computer Science, Biotechnical Studies, Design and Technical Studies. In the same year, there were more male than female students and graduates (Eurydice, 2009/2010).
OECD Country
Post-secondary Vocational Education and Training
Supply
Specialized VET
Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications
Egypt
1. Technical Colleges (formerly called Middle Technical Institutes) 2. Technical Health Institutes
3. Labour University and Private Middle Institutes 4. Integrated Technical Education Cluster 5. Faculty of Industrial Education
(Strategic Planning Unit of the Egyptian Ministry of Higher Education, 2011)
Engineering, Medical Studies, Social Studies, Tourism & Hotels studies, Business Studies and Applied Statistics, Applied Arts
(Strategic Planning Unit of the Egyptian Ministry of Higher Education, 2011)
1.Technical diploma (two years; awarded by Technical Colleges and Technical Health Institutes)
2. Certificate of Third- level Technicians (three years; awarded by the Integrated Technical Education Cluster)
3. Certificate of Technical Trainers (4 years, awarded by the Integrated Technical Education Cluster)
4. Bachelor’s Degree (four years enabling graduates to teach in secondary VET;
awarded by Faculties of Industrial Education)
(Strategic Planning Unit of the Egyptian Ministry of Higher Education, 2011) Trends in Participation
Between 1985 and 2003, the enrolment rate in higher education rose from 18,1% to 32,6% and is assumed to rise to 35% by 2021. Concurrently, as the percentage of the working age population (between 15-64 years) is projected to rise from 55% in 2007 to 67% in 2020, improvements of the adult workforce skills development is necessary (OECD, 2010).
In 2011, there were 186 Higher Education Institutions, including 35 university-type and 153 PET-oriented institutions, with 76,6% of the students enrolled at the universities and only 23,3% of the students attending Higher PET education (5,2% in the 8 Public Technical Colleges, 16,8% in the 121 Private Higher Institutes, 1,3% in the 22 Private Middle Institutes). This distributions has led to “educated unemployment” caused by an excess of graduate supply over labour market demands. While of all educational groups only the unemployment rate of the university graduates has increased between 1997 and 2006, there are shortages of skilled labour supply in the industrial sectors (OECD, 2010).
x Whereas 60% of secondary students enroll in technical secondary schools, 95%
of enrolments in post-secondary technical colleges are students from general secondary schools who failed to gain admission to university. The students coming from secondary VET schools face a dead-end in terms of their prospects for further learning (OECD, 2010).
x The higher education sector of technical and vocational education and training suffers from low status, poor funding, poor quality and thus a lack of incentives for greater numbers of students to participate. In 2002, the Ministry of Higher Education with support of the World Bank launched a Higher Education Enhancement Project (HEEP) which included clustering the 45 middle technical institutes into eight technical colleges (OECD, 2010).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications
FINLAND
1. ”Ammatillinen oppilaitos”
(Vocational institutions providing
preparatory training for competence- based
qualifications) 2.
"Ammattikorkeako ulu" (Polytechnics providing vocationally
oriented higher education)
(Eurydice, 2009/2010; Kyro, 2006)
Business and Administration, Catering
and Domestic Services, Communication and Transport, Culture, Health and Sports, Humanities and Education, Natural Resources and the Environment, Natural Sciences, Social Services, Technology, Tourism
(Cedefop, 2009) x
1. Specialist vocational qualification (ISCED 4;
competence-based qualification)
2. Polytechnic Degree (Bachelor’s level; three and a half to four years full-time study)
3. Polytechnic Master's degree (Requirement is a Polytechnic Degree and at least a three-year work experience; one and a half to two years)
(Cedefop, 2009; Ministry of Education and Culture, 2010)
Trends in Participation
xFinland differentiates between initial and further tertiary vocational training.
Initial VET receives around 146.000 students each year and further VET enrolls approximately 40,000.
xIn recent years, there has been a growing demand for vocational secondary education in Finland headed by a governmental push for adult education.
(Statistics Finland, 2008).
x36.000 post-secondary/tertiary vocational qualifications are awarded each year including competency-based qualifications for adults.
xThere were 4,800 specialist qualifications granted in 2009 showing an increase of more than 69 % in years 2004-2009
- The largest educational fields for specialist vocational qualifications were Social Science, Business and Administration
xThe number of students in Polytechnics has increased in 2000-2009 from 114,000 to 134.500 students, and from 14.200 to 21.000 graduates.
- The three largest fields for Polytechnics are Technology,
Communication and Transport (30 % of all students), Social Services, Health and Sport (24 %). and social science, business and
administration (20 %).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications
FRANCE
1. Public Administrative Institutions (called
“EPA”)
2. Private Institutions of Higher Education [Higher Technical Education Sections (called “STS”), University
Institutes of Technology (called
“IUT”) and specialized
schools]
(Eurydice, 2008/2009 and 2009)
Education, Services, Life Sciences, Physical Sciences, Business &
Law, Engineering, Manufacturing &
Construction, Agriculture, Computing, Health &
Welfare, Hotel &
Catering, Design, Fashion, Electronics, Electricity, Speech Therapy, Orthotics, Midwifery,
Audio prosthetics, Social
Aid, Physical Therapy/Massage and Nursing
(Eurydice, 2008/2009;
OECD, 2008)
1. Technical Degrees &
Diplomas [short courses of two years including the Technological University Degree (“DUT”), Scientific and Technical University Degree (“DEUST”) and Higher Technician’s Diploma (“BTS”)]
2. Vocational Degrees &
Diplomas
[three years including the National Specialized Technology Diploma (“DNTS”) and the Professional “Licences”
degrees]
(Eurydice, 2009) Trends in Participation
Ɣ In 2006, there were 84 universities (and equivalent institutions), 226 engineering schools, almost 230 business, management and accountancy schools and 3000 other institutions including “lycées” (high schools) providing the post- secondary “STS” technical education sections (Eurydice, 2008/2009).
Ɣ In the 2007-2008 academic year, there were 2,258,000 higher education students in Metropolitan France, 4,000 more than in the year before. Of the overall student body, 1,326,000 (59%) were enrolled at universities, 113,000 (5%) at IUTs, 235,500 (10.5%) at STSs and 506,500 (22.5%) were enrolled in other private and public institutions including University Teacher Training Institutes (“IUFM”), engineering, business, paramedical and social, architecture
& artistic schools (Eurydice 2008/2009). In 2007, the French government created 182 additional vocational three-year “licence” degrees, reaching 1,620 in total. In the same year, there were 9 new “IUT” departments added bringing the total to 662 (Eurydice, 2008/2009).
Ɣ Between 2000 and 2006, there was a decrease observed in enrollment rates of all high school graduates in university programs, “IUTs” and “STSs” but an increase noted in the preparation courses for the “grandes écoles” and other courses (not identified). Overall, enrollment rates in French higher education are expected to drop between 2009-2017. Decreased post-secondary enrollments will likely reduce demand for vocational programs. However, it is predicted that the number of students participating in some schools ("IUFM", business schools, art and architecture schools etc.) should increase by about 9.8% between 2009- 2017 (Eurydice, 2008/2009).
OECD Country
Post-secondary Vocational Education and Training Supply
Specialized VET Institutions
VET Programs/
Fields of Study
Type of Recognized Qualifications
GERMANY
1. Institutions of Higher Education (enable skilled workers to take on management roles in their respective professions;
combines
theoretical and on- the-job training) 2.
"Fachhochschulen"
(Universities of Applied Sciences;
studies of practical application and institutional bridge to the professional sphere)
3. Colleges of Art and Music (preparation of artistic professions and teaching of Art
& Music)
(Eurydice, 2008/2009)
Agricultural Economy, Design, Technology, Business & Social Work, Agronomy, Forestry, Nutritional Sciences, Engineering Sciences, Economics & Economic
Law, Public Administration,
Information Technology, Computer Science, Mathematics, Natural Sciences, Information, Communication Studies, Nursing & Management in the Public Health System, Performing Arts, Visual Arts, Music, Applied Art, Art Education, Art Therapy and Media
(Eurydice, 2008/2009)
1. Short-term courses (one to two years leading to a state examination under the 6 fields of study at the institutions of higher education)
2. "Diplom"/Bachelor's Degrees (three to four years;
awarded by
"Fachhochschulen" and Colleges of Art and Music)
(Eurydice, 2008/2009 and 2010)
Trends in Participation
Ɣ In Germany, there are 124 universities and equivalent institutions, 51 colleges of art and music and 220 "Fachhochschulen" (Eurydice, 2009/2010). Among the 160 specializations offered at the various institutions of higher learning, the most popular subject areas include Engineering (Electrical, mechanical, construction and chemical) and Business Management (Eurydice, 2008/2009).
Ɣ In the 2007/2008 academic year, the distribution of the 1,941,763 students enrolled in the different types higher education institutions were as follows:
universities and equivalent institutions (1,338,556 students or 69%), colleges of art and music (30,519 students or 1.5%) and "Fachhochschulen" (572,688 students or 29.5%) [Eurydice, 2008/2009]. In the following academic year, there was an increase in the proportion of students enrolled at "Fachhochschulen" and a decrease noted to the academically-oriented university sector (Eurydice, 2009/2010).