Vocational Education and Training : Policy and practice in the field of special needs education (VET)

Vocational Education and Training is a broad concept, usually defined at European level as preparing learners for jobs with a basis in manual or practical activities, traditionally non-academic and entirely related to a specific trade, occupation or vocation.

The topic of Vocational Education and Training in the field of special needs education has been highlighted by all Agency country representatives as a top priority. The project will last for three years with activities beginning in 2010 and running until the end of 2012.

The Agency member countries involved in the VET  project are:  Austria, Belgium (covering both the Flemish and French speaking communities), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Grece, Hungary, Iceland, Ireland, Latvia, Lithuania, Luxemburg, Malta, Netherlands, Norway, Poland, Portugal, Slovenia, Spain, Sweden, Switzerland, United Kingdom (England, Northern Ireland and Wales).

In addition, representatives from the European Commission (DG Education and Culture), CEDEFOP, ILO and OECD are involved in the project’s activities.

Project Aims and Methodology

The aim of the project is to identify and investigate the relevant key aspects of vocational education and training programmes for students with SEN, with a clear link to employment opportunities and, in particular, to investigate 'what works' in VET for students with SEN and 'why it works'. The focus could be partly placed on the content of the vocational education and training programmes provided but will mainly concern the main VET results in relation to the labour market.

Taking into account that VET covers the diverse range of pathways followed by learners in the various European countries, the project could look at the learners with SEN who attend educational programmes primarily designed for direct access to the labour market at the end of that level (practical/technical/occupational-oriented programmes). In this context it is relevant to highlight that in order to address learners with SEN, the programmes must be flexible and cater for the huge variety of educational needs of this target group.

The methodology of the project is the following:

•  A literature review on the state of play of VET for students with SEN, with a clear focus on official European documents, studies and research work, reports and relevant funded European projects,
• The Cedefop summary country reports on the national education and training system of the participating countries,
•  An analysis of country practices (implementation of national/local VET programmes) that need to take into consideration a number of parameters in relation to three levels:
  
• national context (description of existing legislation in the area of VET for students with SEN and recent changes);
• vocational education and training institutions (VET programmes provided and organisation of provision); 
•  practical implementation of VET programmes (taking into account the individual needs of students and results).

Project Activities

Further to the agreement on the project background document, the main focus of the project following the February 2010 kick-off meeting has been the preparation of and agreement upon a common framework and methodology in order to proceed with the analysis of the selected examples of VET country practices. The framework will ensure the homogeneity and efficiency of the study visits programme and the analysis work carried out in the framework of the project.

The first step of the process involved the selection and initial description of examples of successful national/local VET programmes for learners with SEN. The selection of VET examples was based on a list of agreed criteria that should be taken into account when considering successful VET for students with SEN. 28 selected examples were then briefly described using clear and precise information in line with the template sent in advance. The initial descriptions of the examples cover the main aspects of the VET programme (e.g. type of institution/organisation, training courses, target group, etc), highlighting the unique element of the programme.

The second step gave experts the opportunity to express their preferences for study visits, based upon the descriptions of examples. In total, 28 study visits have been scheduled for the timeline of the VET project and will take place in all participating countries.

The aim of the study visits and analysis of the VET country practices will be for experts to become familiar with and better understand the particular project and investigate the factors that appear to facilitate both aspects of the VET example: the way VET is performed and the outcomes of this particular VET process.

In addition to the study visit analysis and in order to have an overview of the state of play of VET for SEN and the transition to employment in each of the participating countries, a relevant questionnaire will be completed by the national experts providing information relating to the national level.