Cambridge Technicals are vocational qualifications offered by OCR at Levels 2 and 3, for students aged 16 and above. They are designed with the workplace in mind and provide an alternative to A levels. The successful completion of a Cambridge Technical can provide opportunities to progress into employment, onto professional development programmes…

Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these…

Streamlining the vocational qualification development process in Australia is a current priority of the skills ministers of both the Australian Government and state and territory governments. This research summary explores the development processes associated with vocational qualifications in selected countries and compares them with the current…

Concise, clear and comprehensive snapshots of vocational education and training systems in EU, Iceland and Norway: this is what the Cedefop Spotlight on VET series offers. Building on individual country Spotlights, this publication provides an overview of VET systems with their distinctive qualities, such as main accession and progression routes…

This short description contributes to better understanding of vocational education and training (VET) in Germany by providing insight into its main features and highlighting system developments and current challenges. Learning on the job is traditional in German education. Work-based learning (WBL) features in most secondary and tertiary VET…

This project is focused on the second element noted by the Australian Industry Skills Committee (AISC) to streamline the national vocational education and training (VET) system so that it can better respond to the needs of industry -- faster development of qualifications. It looks at the vocational qualification development processes in different…

This report presents vocational education and training (VET) policy developments in Turkey between 2015 and 2017. It covers all five Europe-wide priority areas or medium-term deliverables (MTDs) agreed at Riga in June 2015: (1) Work-based learning with special focus on apprenticeships; (2) Quality assurance mechanisms in line with European Quality…

This report presents vocational education and training (VET) policy developments in Republic of Serbia (hereinafter Serbia) between 2015 and 2019. It covers all five Europe-wide priority areas or medium-term deliverables (MTDs) agreed at Riga in June 2015: (1) Work-based learning with special focus on apprenticeships; (2) Quality assurance…

This report presents vocational education and training (VET) policy developments in North Macedonia between 2015 and 2019. It covers all five Europe-wide priority areas or medium-term deliverables (MTDs) agreed at Riga in June 2015: (1) Work-based learning with special focus on apprenticeships; (2) Quality assurance mechanisms in line with…

This report presents vocational education and training (VET) policy developments in Montenegro between 2015 and 2019. It covers all five Europe-wide priority areas or medium-term deliverables (MTDs) agreed at Riga in June 2015: (1) Work-based learning with special focus on apprenticeships; (2) Quality assurance mechanisms in line with European…

This report presents vocational education and training (VET) policy developments in Albania between 2015 and 2019. It covers all five Europe-wide priority areas or medium-term deliverables (MTDs) agreed at Riga in June 2015: (1) Work-based learning with special focus on apprenticeships; (2) Quality assurance mechanisms in line with European…

The Wolf Report (2011) made clear that the proliferation of low-level vocational qualifications was in need of reform. It was thought that too many of these qualifications lacked substance, had little value in the jobs market and provided a weak platform for further development. Amongst the report's recommendations, which were largely accepted and…

This publication presents information on the outcomes of students who completed their vocational education and training (VET) in Australia during 2018. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students who were awarded a qualification (graduates), or who completed at least one subject and left…

It has been eight years since the National Indigenous Reform Agreement (also known as "Closing the Gap") set out a series of areas and targets designed to close the gap between Indigenous and non-Indigenous outcomes on a range of measures. A key objective was to halve the gap in employment outcomes between Indigenous and non-Indigenous…

This report provides an overview of key policy developments in education, training, and employment in Morocco. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy,…