A changing world of work brings the importance of VET to the forefront, as it has the ability to develop the skills that are needed in today’s labour markets and societies. At the same time, structural changes highlight the need to re-engineer certain parts of VET systems in some countries to make them more resilient and ensure they can make the most of opportunities presented by the twin transition. 

Responsiveness is key for ensuring that the offer and content of VET programmes is aligned with the needs of learners and employers. This requires the close engagement of social partners in the design of VET and in the provision of work-based learning opportunities such as apprenticeships. It also calls for flexibility in programme design. Modular programmes, for example, can be updated more easily and are more accessible to adult learners looking to upskill or reskill.

VET does not only provide opportunities for young people to develop labour market-relevant skills. It also serves adults who want to up- or reskill. Such opportunities for adults are becoming increasingly important in light of the twin digital and green transition. Adult learners have specific learning needs and preferences, and VET systems should be flexible to take these into account. Microcredentials, recognition of prior learning and online training, for example, help overcome barriers to training.

For VET to be a real vehicle for lifelong learning, it should also equip learners with solid foundational skills on which they can build and with a lifelong learning mindset. Moreover, clear and effective pathways should exist for VET learners to move between different types and levels of education programmes. This could involve “higher VET” or professional tertiary education, which provides opportunities for developing higher-level vocational skills.  

VET teachers need to have both theoretical and practical knowledge and skills related to their field and have the capacity to effectively transfer their knowledge and skills to a diverse group of learners. Many countries struggle to attract and retain VET teachers with relevant skills. Attracting industry professionals to teach in VET can help overcome shortages. These industry professionals can bring practical skills and up-to-date industry knowledge to the classroom and strengthen co-operation between VET systems and the world of work. Access to flexible qualification and training opportunities to develop their pedagogical skills is essential.

VET learners typically spend time in work-based learning, where they are supported by in-company trainers. In general, these trainers are expected to have a relevant education background and work experience. In a few countries in-company trainers are required to complete a specific education or training programme to prepare them for their training duties. Other countries also provide such training without making it mandatory.