The value of vocational education and training

This edition is the last that we are editing in this journal. The time has come after eight years to pass the editorial baton to new editors. It is fitting therefore that the papers included here should speak to the value of vocational education and training (VET) and VET research. Issues on this theme continue to be raised and debated frequently in most countries, and in almost all (exceptions being the Germanic-speaking nations) the concerns revolve around perceived low status and how it could be elevated. In the European Union, two recent surveys provide very interesting reading on Europeans’ views about initial VET (Cedefop, 2017) and adult learning and continuing VET (Cedefop, 2020). The first survey involved 35,646 face-to-face interviews with citizens of the Member States. It provided data on citizens’ opinions on awareness, attractiveness, experience and effectiveness of VET in the EU. Results revealed considerable variation between countries on awareness of VET, ranging from 46% to 91% of respondents acknowledging that they know what VET is. The research indicated that EU citizens tend to have a positive attitude towards VET, its quality and effectiveness. Respondents valued upper secondary VET as a way to find jobs, strengthen the economy, help reduce unemployment and tackle social inclusion. However, it continues to suffer from lack of esteem: VET is often perceived as a less attractive learning option compared with general education and it is still considered a second choice for second-rate students. VET is often seen as a type of education that can lead to a job quickly but not necessarily a well-paid, well-regarded job (p. 16). The second survey focused on adult learning and continuing VET (CVET), defined as any learning activities undertaken by adults (employed or not) with the intention of improving their knowledge or skills. More than 40,000 interviews were held with a random sample aged 25 and over in the European Union, Norway and Iceland. At least two-thirds of the adults in every Member State agreed that their government should prioritise investment in adult learning. Some 70% believed that adult learning and training would become more important to career progression over the next decade, and 88% stated their job required them to keep their skills constantly up to date. The benefits they saw were stated as support for their personal development, necessary for career progression and when seeking a job, a path to a higher income and a help in reducing unemployment. They expressed positive perceptions of availability, access and information. In most countries, family was regarded as the key source of support for participating, though in the Netherlands, UK and Norway it was the employer, in France, professional or sector associations, and in Luxembourg, government. Despite this positive image of learning and training, adults in 22 of the 30 countries stated that their main reason for not participating was that they had no need! The report concludes that this response is not because they are negative about adult learning and CVET but because of lack of incentive. Thus, the positive image of CVET can provide policy-makers with a strong basis for INTERNATIONAL JOURNAL OF TRAINING RESEARCH 2020, VOL. 18, NO. 3, 185–190 https://doi.org/10.1080/14480220.2020.1860309