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 general education, VET, IVET, CVET, higher VET and higher education are
likely to have less boundaries and become more interconnected
 due to the quick, continuous evolution of the labour market, continuing

VET and lifelong development of professionals is an increasing necessity
 Financing of VET has to increase budgets for adult workers’ training
 VET policies and frameworks must be more practice-oriented and

responsive to the labour market and employees’ needs
 skills anticipation needs to be captured faster and be more rapidly

adopted by VET systems, especially regarding emerging new technologies
and methods of work organisation
 VET systems might develop flexible formats of curricula so new or higher-

level skills can be added easily
 VET needs to balance expectations of learners regarding adequate
competences for them, the expectations of employers regarding their

competences’ needs at the workplace and productivity expected, and the
expectations of society regarding social cohesion
 the involvement of stakeholders at national, regional, local, institutional

and sector level and of social partners in the governance of VET policies
must be strengthened
 the introduction of technology-based learning tools in VET and in work-

based learning must increase
 innovation in VET curricula must be instigated
 VET must contribute to the competitiveness and growth of the countries

In general, European countries face the same challenges, regarding VET.
Some experience a positive image of VET and an increase in VET enrolments,
while others keep trying to evidence the attractiveness of VET and
experience a decrease interest in it.

VET systems are diverse across Europe, some being quite school-based, other

having well established dual systems. These differences require that answers
to the challenges need to be adapted to the specific context of each country.

Here are some examples of presented trends already taking place in the
countries of the JOB4ALL partnership and in the Netherlands.

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