Social Agenda Issue 53 - EN

SOC I A L AG E NDA / J U LY 2 0 1 7 / 1 3 and diversifying. New providers are emerging, delivering VET at new levels of education and in new settings. The positive side to this evolution is that VET will become more targeted and relevant to people and the labour market. While on the negative side, the increasing number of institutions delivering VET may potentially worsen fragmentation. If VET systems operate on the basis of isolated silos, it would be more difficult for a learner to combine the learning outcomes he/she has acquired in different institutions and settings, at school as well as at work. It would also worsen polarisation between low-skilled and highly skilled people. Taking a holistic view When it comes to identifying and responding to new challenges, the traditional distinction between sub-sectors of education and training (general, vocational and higher education, as well as initial and continuing VET) is not always practical. If policy makers have too narrow a definition of VET, they may exacerbate fragmentation and reduce the relevance and impact of their policies. Future policy cooperation should rather take on a holistic approach: considering education and training systems as a whole; and working out how all these systems can promote and facilitate vocationally-oriented learning. Discussions need to focus on learning formats that are characteristic of VET, such as hands-on learning and tacit learning, and on cooperation formats that ensure a fruitful dialogue with labour market actors and society as a whole. Communication skills: finding a balance between horizontal skills – such as the capacity to communicate – and technical skills that have a shorter shelf-life. © Belga Image In the forefront of social rights Since the adoption of the Riga conclusions in 2015, vocational education and training has gained extra prominence through the European Pillar of Social Rights, adopted in April 2017 by the European Commission and proclaimed by EU leaders seven months later. First among the 20 principles enshrined in the Pillar comes life-long learning: “Everyone has the right to quality and inclusive education training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market”. More information: VET Week 2018: https://europa.eu/!gm86dV Cedefop project: https://europa.eu/!wh49QJ SOC I A L AG E NDA / NOV E MB E R 8