measuring the outputs and outcomes of vocational training

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Measuring the outputs and outcomes of vocational training – towards a coherent framework for indicators Analytical Dimensions of the framework Policy Statistical Data generated What data can show Availability (if YES, source) Statistical unit Individual Employer System Data issues Frequency of data generated Remarks on data generated No solid evidence for under-provision of workplace training Combination of vocational schools with on-the-job training apprenticeship better suited to facilitate transition from school to work Participation patterns significantly different for graduates of higher education as opposed to VET graduates Training increase with education and skillintensity of occupations Highly educated people more likely to participate in the labour market Significant differences between training provision (public vs. private) Workplace training seems much more associated to private returns than public training Significant differences in the access to training for younger and older workers depending on the intensity of training Training provision goes mostly to highly educated people Improving the image and attractiveness of vocational route for employers and individuals in order to increase participation in VET Flexible and open frameworks for VET in order to increase progression between initial and continuing training and higher education Equipping young people with key competences they will require throughout life Linking VET with the labour market requirements of the knowledge economy for a highly skilled workforce Improving public and/or private investment in VET by the training incentive effects of tax and benefit systems Renewing and updating skills of an ageing population Development of VET systems to meet the needs of people or groups at risk of labourmarket and social exclusion (i.e. early school leavers, low skilled, migrants, etc.) Continuing competence development of teachers and trainers in VET, reflecting their specific learning needs To better capture participation in VT strand at typical age/age groups Unduplicated number of graduates by netting out graduates with more than one qualification during the reference period (‘typical’ VT students) Direct assessment of skills have proved to be better measures than selfreporting Use of LFS variables to capture the transition patterns for young people Age-training profiles are downwardsloping in all countries Participation in initial VT programmes Participation in continuing VT courses Survival rate in VT strand Assessment of job specific skills for youths Incidence of mismatching of jobs Re-scaling of age-training gaps between younger and older workers Training gaps for groups at risk Participation patterns and changes in patterns over time Current output of VT How job-related competencies relate to outcomes of youth and adult agegroup Employment patterns of school leavers How some measures of participation in training can be further used to explain differences among countries How the issue of equity in training provision can be measured and assessed Teaching and working time of teachers and trainers YES, UOE YES, CVTS 3 YES UOE YES X Annual Scope for a composite measure on participation in IVT and CVT X X Annual Scope for better coverage and reducing data gaps NO X X 5-yearly New data collection needed or integration of data needs into another survey YES LFS- AHM YES EU- SILC YES UOE/Fi nance and CVTS3 YES CVTS 3, LFS-E YES LFS-E Partially yes for teachers NO for trainers X X X 5-yearly, subject to agreement in Eurostat X X Annual for IVT 5-yearly for CVT X X X 5-yearly for CVT Annual for LLL X X Quarterly Annual Scope for analytical work using social background variables Scope for work with longitudinal data Scope for constructing composite measures on costs of vocational training. Scope for study of efficiency of investment in VT by source of funds Scope for study of companies’ expenditure on IVT Better coverage for participation in any kind of learning through LFS Scope for further breakdowns for low-skilled in LFS-E, incl. ESL Better coverage for participation in any kind of learning through LFS X Annual Weak coverage of trainers New data collection instrument needed, possible integration in other surveys Further development of learning-conducive environments in training institutions and at the workplace Attitudes towards learning, reasons for nonparticipation Differences between attitudes and actual participation in VT UOE- Teachers YES Euro barometer and AES X X X Each time with Euro barometer 5-yearly with AES Weak comparability between the two tools
European Commission EUR 22305 EN – DG Joint Research Centre, Institute for the Protection and Security of the Citizen Measuring the Outputs and Outcomes of Vocational Training - Towards a Coherent Framework for Indicators Author: Mircea Badescu Luxembourg: Office for Official Publications of the European Communities 2006 – 20 pp. – 21 x 29.7 cm EUR - Scientific and Technical Research series; ISSN 1018-5593 Abstract This paper proposes a new analytical framework for monitoring the outcomes and outputs of voca-tional training. It includes a critical review of the main statistical sources used to measure vocational training (both initial and continuing) and to generate indicators. It also presents some country or cross-country comparative results of empirical analysis. The annex outlines the three dimensions of the framework (analytical, policy and statistical), using some examples of output and outcome indica-tors that could be developed.
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