Problem statement
Vocational education and training (VET) plays a strategic role in raising the skills of the workforce. While participation in VET varies substantially between Member States, it is often perceived as less attractive and less prestigious than general (university) education. A recent Cedefop survey showed most EU citizens agree that general education has a more positive image than vocational education in their country.
Perceived attractiveness of VET pathways can lead certain young people to follow general education pathways that are less well-suited to them, increasing their risk of dropping out. By contrast, others find the idea of practical learning more appealing and are interested in opportunities to earn as they learn or to work towards a specific profession. It is important that young people see VET as a valuable option that will enhance their employability and access to the labour market.
Improving the quality of VET provision is an effective way to improve its image and attractiveness. However, increasing quality is not enough in itself to change longstanding biases and perceptions of VET. Here, we focus on targeted measures to improve the appeal of VET.
Beneficiaries
Addressing the problem
Policy makers and practitioners involved in the design and delivery of VET programmes that help NEETs to transition into employment may find useful the following tips.
The provision of accessible, user-friendly information on VET gives NEETs the possibility to make informed choices. Information on the content and level of VET programmes, learning methods (with an emphasis on practical learning) and labour market relevance can greatly improve the attractiveness of VET. For NEETs, there is particular value in promoting VET as a fast-track to gainful employment. Parents, school staff and career guidance counsellors can also be provided with relevant information that will help them to support NEETs to make informed choices. It is similarly useful to communicate VET programmes’ information to employers so that they understand the skills and assets that programmes’ graduates would bring to their businesses.
Marketing and promotional activities can help to raise awareness of the value of VET. Social media campaigns, for example, are useful in improving the image of VET and making it attractive to NEETs. There is even scope to involve NEETs directly in such campaigns by giving them a platform to share their successful experiences. Competitions and awards can promote VET while simultaneously enhancing its quality. The European Commission’s Awards for VET Excellence recognise and reward good practices in VET provision, creating a positive environment for organisations to develop innovative actions to raise the standards of VET. Similarly, promotional actions could celebrate the achievements of VET students who were previously NEET. Employers that actively promote VET as a route to career success (e.g. in careers fairs) use real-world evidence to improve its image among NEETs.
Role models are an important way of showing NEETs the potential benefits of taking up VET. Former and current VET students who share their successful experiences (e.g. on social media) can act as VET ambassadors by giving NEETs valuable, real world peer support and advice. Teachers or in-house trainers also have a role to play in promoting VET programmes by emphasising their practicality and links to the labour market.
Remuneration can motivate NEETs to undertake VET. Offering apprenticeships as part of VET programmes - whereby NEETs can acquire skills on the job while getting paid - can be an effective way to encourage NEETs to participate in VET. Other financial incentives for students, such as allowances, grants or training vouchers, can also be offered to VET students, and may be linked to attendance and/or performance. At organisation level, financial incentives such as wage subsidies could be offered to employers who are willing to hire, train and remunerate apprentices. Such incentives are particularly helpful for small businesses for which hiring apprentices can be costly. They can also encourage employers to consider suitable candidates that they may otherwise have overlooked.
