2007年-世界发展银行全球_Vocational_Education_in_the_New_EU_Member_States___Enhancing_Labor_Market_Outcomes_and_Fiscal_Efficiency_64页_1mb

Summary of Vocational Education in the New EU Member States: Enhancing Labor Market Outcomes and Fiscal Efficiency

Core Content

This report, authored by Mary Canning, Martin Godfrey, and Dorota Holzer-Zelazewska, focuses on the fiscal efficiency and labor market outcomes of vocational education (VE) in the EU8 countries (Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia, and Slovenia), which joined the European Union in 2004. It examines the evolution of VE systems in these countries, the challenges they face, and the potential for reform to improve both economic and financial performance.

Main Views

• VE's Importance: VE constitutes a significant portion (25% to 79%) of upper secondary education in EU8 countries, yet it is often overlooked in discussions about educational reform.
• Legacy System: The traditional VE system, inherited from centrally planned economies, was based on the assumption that all students would be trained for specific occupations before entering the workforce. Vocational schools were closely tied to state enterprises, providing on-site practical training.
• Challenges: The system has struggled with falling investments, poorly trained teachers, and the decline of state enterprises. Additionally, VE has been associated with stigma, particularly for lower-level programs, which often cater to students who underperformed in basic education.
• Fiscal Inefficiency: Despite its historical role, the current VE system is costly and inefficient. Unit costs are generally higher than those of general education (GE), due to higher student-teacher ratios, outdated equipment, and additional support like stipends and dormitories.
• Labor Market Outcomes: VE graduates, especially in Lithuania, tend to have worse labor market outcomes compared to GE graduates, including higher unemployment and lower earnings. This raises concerns about the relevance of narrowly specialized skills in a rapidly changing economy.
• Shift in Preferences: Parents and students increasingly prefer GE over VE, leading to a decline in VE enrollment. This trend is partly due to the long-term benefits of higher education and the perception of VE as less valuable.
• Need for Reform: The report suggests that the traditional model of VE is not viable in a high-technology, globalized economy. It advocates for a more flexible, modern approach that aligns with current labor market demands and promotes broader skills.

Key Information

• VE System Structure: The report outlines the four stages of vocational education in EU8 countries, including the level of education (ISCED 2 to 4) and the types of training offered.
• Data Limitations: Due to the lack of comparable data across EU8 countries, it is difficult to draw uniform conclusions. Many countries do not statistically separate VE from other education types.
• Propositions for Reform:
  • Avoid Re-creating the Old Model: Traditional VE systems are not suitable for modern economies and are too costly to maintain.
  • Close or Merge Non-viable Schools: A formula funding system based on student numbers could help identify and close underperforming institutions.
  • Need-Based Subsidies: Subsidies should be awarded based on need rather than the type of school attended.
  • In-plant Practical Training: Practical training should be conducted in companies rather than in schools to reduce costs and ensure relevance.
  • Encourage Private Training Institutions: Private institutions can offer more flexible and responsive vocational training.
  • Reform Higher Education Financing: Introducing a combination of tuition fees, loans, and need-based grants can reduce the attractiveness of tracks leading to higher education and promote broader skill development.
  • Integrate VE with GE: A more integrated system that provides all students with broad skills and competences is needed to avoid social and educational segregation.
  • Transfer Costs to Beneficiaries: As VE becomes more post-secondary, the costs should be increasingly borne by the students and employers.

Conclusion

The report concludes that vocational education reform in the EU8 countries should move towards convergence with general education. This involves not only reforming VE but also rethinking the role of general education. The goal is to create a more efficient, relevant, and equitable system that supports both fiscal sustainability and labor market competitiveness.

Key Figures and Tables

• Table 1: EU8 National Commitments for the Use of EU Structural Funds during 2004-06
• Table 2: Ranking by Innovation Sub-index, 2005
• Table 3: Public Expenditure on All Types of VET, 2000
• Table 4: Public Expenditure on Vocational Education, 2003 and 2004
• Table 5: Public Expenditure, Number of Students, and Unit Cost, By Level and Type of School
• Table 6: The Percentage of Students Receiving Social and Incentive Stipends, by Type of School, Poland, 2003/2004
• Table 7: Upper Secondary Vocational Education, Czech Republic and Lithuania
• Figure 1: Vocational Schools Within the Overall System: The Example of Lithuania

References

• OECD's PISA Studies: Highlight the variation in student performance and the impact of social clustering.
• Eurobarometer Survey: Indicates a preference for general education over vocational education among EU8 citizens.
• Leney and others (2004): Points out the lack of information on vocational education expenditure at the European level.

Summary of Findings

• VE is a significant component of secondary education in EU8 countries.
• The traditional model of VE is not sustainable in the current economic environment.
• Fiscal inefficiencies are widespread, driven by high costs and low returns.
• Labor market outcomes for VE graduates are often worse than for GE graduates.
• Reform should focus on integrating VE with GE, improving quality, and aligning with current and future labor market needs.