Pathways to Professions | Launch webinar
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There are multiple different pathways to professionals across countries. The new report from the OECD Pathways to Professions (https://oe.cd/pub/4s3) maps the professional programmes across OECD countries and highlights the importance of having comparative data and set definitions to improve the higher vocational and professional tertiary education field. This presentation was presented at the launch webinar on 5 May, 2022. You can view the video here: https://www.facebook.com/OECDEduSkills/live_videos/
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Pathways to Professions | Launch webinar
- 1. Centre for skills Viktória Kis Policy analyst OECD Centre for Skills 05.05.2022 Pathways to Professions
- 2. 2 The added value of comparative data & analysis History Biology Mathematics Physics Philosophy Interior designer Environmental sciences Financial expert Business studies Food technology What kind of education and training prepares best for labour market entry, a successful career and participation in society? What mix of skills do our economies and societies need?
- 3. 3 Ad-hoc Working Group on Professional Tertiary Education Countries International organisations / agencies Within the OECD INES Network LSO Network Higher Education Albania Austria Belgium Bulgaria Canada Colombia Cyprus Denmark Estonia Finland France Germany Israel Italy Latvia Lithuania Montenegro New Zealand Norway Poland Slovenia Sweden Switzerland Turkey United Kingdom United States Australia Chile Costa Rica Czech Republic Hungary Korea Luxembourg Mexico Netherlands Portugal Slovak Republic Spain Data collection only:
- 4. 4 1. Professional programmes across OECD countries 2. The diverse functions of professional programmes 3. The need for better comparative data
- 5. 5 Short-cycle tertiary education is predominantly professional 0 20 40 60 80 100 % Professional Academic Orientation unspecified Distribution of students by programme orientation at short-cycle tertiary level (2018) Note: Data are based on national definitions of programme orientation. Source: OECD calculations based on UOE enrolment data collected for Education at a Glance 2020.
- 6. 6 Short-cycle tertiary programmes: a diverse landscape
- 7. 7 Bachelor’s level: patchy data 0 20 40 60 80 100 % Professional Academic Orientation unspecified Note: Data are based on national definitions of programme orientation. Source: OECD calculations based on UOE enrolment data collected for Education at a Glance 2020. Distribution of students by programme orientation at bachelor’s or equivalent level (2018)
- 8. 8 Bachelor programmes with professional orientation Professional bachelor programmes Professional examinations Belgium-Flanders, Denmark, France, Latvia, Lithuania, Slovenia Germany, Switzerland Bachelor programmes with applied focus UAS-s (e.g. Austria, Finland, Germany, Netherlands, Switzerland) ‘regular’ universities (e.g. Canada, UK, US) Excluded:
- 9. 9 1. Professional programmes across OECD countries 2. The diverse functions of professional programmes 3. The need for better comparative data
- 10. 0 10 20 30 40 50 60 70 80 90 100 % Tertiary General upper secondary or post-secondary Vocational upper secondary or post-secondary Below upper secondary 10 Short-cycle tertiary education: an opportunity for VET graduates and beyond * 1. Note by Turkey: The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the “Cyprus issue”. 2. Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus. Source: OECD calculations based on the European Union Labour Force Survey. Distribution of educational attainment of students in short-cycle tertiary programmes (2017-2019 pooled)
- 11. 11 Professional programmes as a bridge into other tertiary programmes Country Upper secondary vocational programme Tertiary programme(s) directly accessible Progression options into “academic” tertiary programmes Austria BHS years 1-3 BHS years 4-5 (ISCED 5) University; university of applied science. Belgium (Flanders) BSO (6 years) Associate degree (ISCED 5) All bachelor’s programmes. Denmark Vocational upper secondary Academy profession (ISCED 5) Some professional bachelor’s. Bachelor’s programmes within the same field. Master’s programmes. Germany Dual system Professional tertiary programmes Bachelor’s programmes at universities or universities of applied science (even without Abitur). Netherlands Vocational upper secondary (MBO) Universities of applied sciences University (access to year 1 after 1 year at a UAS).
- 12. 12 Students in professional programmes tend to be older than those in academic programmes 18 20 22 24 26 28 30 Age Academic Professional Average age of students in ISCED 6 programmes (2018) Note: Data are based on national definitions of programme orientation. Source: OECD calculations based on UOE enrolment data collected for Education at a Glance 2020.
- 13. 13 1. Professional programmes across OECD countries 2. The diverse functions of professional programmes 3. The need for better comparative data
- 14. 14 Lack of common ground for comparative analysis Source: OECD Data collection on professional tertiary education (2021). Current classification of programmes leading to selected occupations in international data collections 0 2 4 6 8 10 12 14 16 18 20 22 24 26 Primary school teacher Early childhood teacher Nurse Accountant Lawyer Medical doctor Engineer Number of countries No answer Unspecified Academic Both Professional
- 15. 15 Towards internationally agreed definitions Grey zones Practical constraints Programmes that are both ‘academic’ and ‘professional’ (e.g. teacher, medical doctor) Programmes that prepare for a group of occupations (e.g. business studies) Lack of institutional distinctions in some countries ‘Programme’ is a highly aggregated category in some countries Consultation with countries, international organisations and OECD colleagues (INES, LSO, higher education) via the Ad-hoc Working Group on Professional Tertiary Education Proposals Focus on “professional” dimension only Complement with additional indicators
- 16. 16 Proposed classification Programme orientation Profession-oriented architect, nurse Applied education and training designed to equip students with knowledge and skills required to practice a particular profession. Sector-oriented food technology, international business Applied education and training designed to equip students with knowledge and skills required to work within an occupational family or industrial sector. General history, physics Discipline-oriented education in the pure sciences, humanities and arts. + Additional indicators (e.g. share of WBL) + Develop an agreed classification of detailed fields-of-study (ISCED-F framework)
- 17. 17 What’s next? Learning for Careers: Initial VET for lifelong learning (2023-24) • How to prepare for a first job and for further studies? • Different models: single VET track with access to tertiary; multiple vocational tracks; optional extra general content; bridging programmes • Who could benefit? • What works best? Country reviews tailored policy advice Case studies documenting national policy and practice
Hinweis der Redaktion
- As higher education has expanded, it has also diversified in study programmes and provider institutions, and became more sensitive to labour market needs. There is an important policy debate regarding… Which is the best way to prepare people not only for a first job, but also for a lifelong career and successful participation in society? What combination of different types of education and training can help achieve the desired mix of skills? When we look at some megatrends that shape our economies and societies, the arguments might go both ways. On the one hand, trends like outsourcing and temporary work mean that employers may be less keen to provide on-the-job training, particularly for entry-level jobs. So the expectation is increasingly on the initial education and training system to equip young people with occupational skills. Also some transversal skills like team work and customer service, are easier to develop in applied programmes, especially with work-based learning. On the other hand, it is sometimes argued that it is best to prepare young people with general education, to equip them with strong core learning skills and prepare them for a world where the capacity to adapt is crucial. This debate has no easy answer, but a first step is to monitor country practices, establish high-quality comparative data to allow for more research and benchmarking. Of course all tertiary programmes ultimately prepare for the labour market. And programmes come in shades of grey rather than black and white. But a broad distinction remains between programmes that focus on an academic discipline, and those that take a target occupation or occupations as their point of departure.
- We have conducted this project thanks to funding from the European Commission. We exploited administrative data collected for Education at a Glance and we used the European Labour Force Survey and the Survey of Adult Skills to complement the analysis. We also established an ad-hoc working group to engage with countries: gather information on policy and practice, and in terms of data, understand what currently available data cover and how data quality could be improved
- In the remaining 10 minutes, we will talk about three topics.
- At short-cycle tertiary education level, ISCED 5, programmes are predominantly professional. As you can see in this chart, nearly all countries report all their students at this level in professional programmes. Only a few countries report a mix and even some of the programmes classified as ‘academic’ appear to have professional focus (for example training for paramedics and social workers in the UK). A closer look at these countries shows that much of the enrolment is this category has a professional focus. In the US though, there seems to be a real mix with around 40% of associate degrees in fields like liberal arts and sciences, and the rest in applied fields. So in our analysis, we treated all ISCED level 5 programmes as professional to allow for more analysis and broader country coverage.
- What kinds of programmes are included in this category? Quite a range, typically one or two year programmes – associate degrees for example in Belgium, the Netherlands and the United States, undergraduate diplomas and certificates in Canada, higher technician qualifications in Chile, France, Luxembourg, higher vocational programmes in Austria, Norway and Sweden, and higher national qualifications in Scotland. In addition, professional examinations or master craftsman examinations are distinct type of qualification, which exist at several levels. They typically require no set coursework and are delivered following an examination. Austria and Germany both offer professional examinations at this level training for example opticians and heating engineers.
- Comparative data at ISCED level 6 are patchy. About half of OECD countries do not distinguish by programme orientation in comparative data collections and some report everything under the ‘academic’ category. Two reasons are likely to explain this. First, some countries may find the professional-academic distinction less relevant to their system or difficult to implement because they do not have distinct institutional or programme categories. Second, some countries may prefer not to report a distinction that is possibly ambiguous because there are no internationally agreed definitions for ‘professional’ and ‘academic’. I will come back to this issue at the end of my presentation and with some proposals for improving data.
- Countries that choose to distinguish by programme orientation report different types of programmes. Professional bachelor programmes are increasingly common in Europe. They are often taught in dedicated institutions, like universities of applied sciences or university colleges. Some programmes prepare for a single occupation (e.g. teacher, nurse, physiotherapist), others focus on the applications of a particular type of science – e.g. food technology or business management. Professional examinations are also available at this level in Germany and Switzerland – indeed in Switzerland most federal examinations are situated at this level. They offer advanced technical and managerial skills for those already holding a VET qualification and several years of work experience. They are offered in a wide range of occupations, such as procurement, book-keeping and finance. But at this level the fact that countries have different approaches to classification is very visible. For example, bachelor programmes with an applied focus are classified as ‘academic’ or ‘unspecific orientation’ by many countries. This includes programmes in universities of applied sciences in Austria, Finland, Germany, the Netherlands and Switzerland. Our data on professional programmes also exclude applied programmes that are offered within regular universities in unified higher education systems, like Canada, the United Kingdom or the United States.
- Professional programmes can play different functions in skills systems: offer preparation for a first job, upskilling for existing professionals or serve as a bridge into other programmes.
- This chart shows the highest qualification held by current students in short-cycle tertiary education. In various countries, these programmes enrol predominantly students from upper secondary VET programmes. In Austria, which tops this chart, these programmes (year 4-5 of in higher vocational colleges) are a continuation of upper secondary VET. But short-cycle tertiary programmes are not only for VET graduates – in some other countries a large share of students have a general education background and some have even a prior tertiary qualification.
- They are sometimes the only type of tertiary education directly accessible from VET, and in some cases they provide a bridge into the academic sector of higher education, thus facilitating permeability.
- The available data also allows us to compare the profile of students in professional programmes and those in academic tertiary programmes in terms of age, gender and full-time or part-time participation. Overall students who pursue professional ISCED level 6 programmes tend to be older than their peers in academic bachelor programmes. We can also see large differences between countries in the average age of professional students. Younger adults dominate in programmes that provide initial preparation for labour market entry. Examples of such programmes include professional bachelors in Belgium, Slovenia, France and Lithuania. By contrast, older adults dominate in programmes that offer other functions, like upskilling for existing professionals. In Switzerland and Germany for example, professional examinations are pursued after several years of work experience, which is why typical learners are in their late twenties or early thirties.
- We have some comparative data. A lot of effort has gone into building better data on the orientation of tertiary programmes. But there is one obstacle on the road to comparative analysis in this area: the lack of internationally agreed definitions.
- We asked countries how they classify programmes leading to some common occupations. If countries had the same understanding of what ‘professional’ means, we would see just one colour for each occupation in this figure. But we are far from that – take training for primary school teachers for example: about a third of countries consider teacher training professional, a third academic, and a third classify it as unspecified. This undermines comparative analysis.
- Propose to move away from the academic-professional dichotomy. Current classification treats academic and professional as mutually exclusive categories. Some programmes are both academic and professional – medical doctors, teachers. Indeed, one argument we have heard several times from countries is that all higher education programmes are academic While programmes may vary in how intellectually demanding they are. But ISCED levels already provide an indication of the level of knowledge and skills targeted. And beyond that, measuring how ‘academic’ programmes are in terms of intellectual complexity would be extraordinarily difficult and of questionable value. Focus on the professional dimension only – the extent to which programmes are designed to prepare for a particular profession or a group of professions, recognising that all tertiary programmes prepare for the labour market and require high level thinking and learning.
- Higher VET and more broadly, professional tertiary programmes are an important learning opportunity for VET graduates. Increasingly, those who complete an initial vocational programmes aspire to higher levels of learning. The challenge for education and training systems is to equip young people with skills needed to access and succeed in postsecondary and tertiary education, develop strong pathways that link initial VET to higher level studies – but at the same time, initial VET has to continue to prepare for a first job, so that those who do not pursue further studies or at least not immediately upon graduating from VET, are able to find skilled employment. Countries have developed different responses: some countries (Chile, Finland) have a single vocational track and all graduates are eligible for entry into tertiary education. Another model is multiple vocational options, with varying emphasis on preparation for further studies – e.g. Netherlands. In some countries students may opt for additional general education – in Denmark, and gain a qualification required for tertiary education. Bridging programmes also exist in some countries (e.g. Germany, Switzerland) allowing VET graduates to obtain the qualification needed for university studies. In this work we will also look at the profile of students who could benefit from strong pathways from VET into tertiary education – often those with low socio-economic backgrounds. Finally, we will look at the outcomes associated with different approaches, to distil lessons from international experience. If you are interested in participating in our work or supporting our work in this area, please do get in touch.