VET skills formation systems - what is the role of guidance?
A recent working paper by the Skills2Capabilities project provides an overview of career guidance systems in vocational education and training in seven European countries: Austria, Bulgaria, Estonia, Finland, Germany, Norway and the UK. It looks in particular at vocational education and training (VET), career guidance and counselling, and the legislation, strategies and funding that govern them. The study builds an understanding of how national skills development systems can respond to current and future skills needs.
Guidance as part of the knowledge ecosystem
One of the key findings of the report is that guidance services play an important - but often underused - role in skills development. Guidance can help individuals to make informed choices and to plan and update their skills in a changing society. In particular, the importance of continuous learning and lifelong guidance is highlighted: careers no longer follow a linear path, but require flexibility, the acquisition of new skills and support in transitions.
Cooperation and fragmentation - differences between countries
The study shows that cooperation between stakeholders is a key mechanism for a functioning VET governance system. Cooperation is particularly needed to provide seamless support for those considering vocational education and training and for those moving on to employment or further training. However, clear differences in the implementation of cooperation were found between countries: in Austria, Bulgaria, Estonia, Norway and the UK, cooperation is mainly within sectors and vertically coordinated. Finland and Germany have more developed systems where cooperation extends across sectors and involves a wide range of stakeholders.
The survey shows that Finland's education system and guidance services are seen as advanced in many ways. Finland offers comprehensive guidance services at different levels of education and the importance of guidance is also recognised at policy level. At the same time, the question arises: could guidance be used more systematically as part of addressing skills gaps and supporting transitions - especially in adult education and continuing learning? The report challenges us to look at the system from a new perspective - as a whole, where guidance is not an add-on but a key part of the solution.
Key findings on differences between countries
The study highlights important differences between countries in a number of areas related to guidance:
- Legislation: All countries have a strong legal basis for the provision of vocational education and training, but the integration of career guidance into educational pathways varies considerably.
- Strategies: Strategies related to education systems exist in all countries, but their coordination and integration into VET varies.
- Use of labour market information: Labour market information is collected and disseminated in all countries, but its application in guidance practice requires further research.
- Access to guidance services: Services are available in the education sector, but their availability in the workplace and at different stages of the life cycle varies.
- Stakeholder cooperation: Cooperation exists in all countries, but varies significantly in scope and consistency
- Digitisation: digitisation of guidance services is underway, but the extent and effectiveness varies.
Interestingly, although VET is well organised in all countries surveyed, the role of career guidance as part of lifelong learning needs to be strengthened in many countries. Guidance is still often seen as a one-off event rather than a continuous process supporting individuals through life stages and transitions.
Follow-up studies in seven countries will seek to find out how legislation and strategies work in practice at national level
Read the full working paper:
Skills Formation System (PDF)
