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Context: The main research question of the symposium is how the latest findings from scenario research impact theoretical research on vocational education and training, VET policies, and the evolution of VET systems in various countries. Approach: The symposium includes four presentations followed by a discussion. One of the important expected outcomes of the symposium is that the new scenarios hold the potential to catalyse supporting future innovation and strategies in vocational education and training. Findings/Conclusion: We propose that the regular application of the scenario approach could be a useful complement to various other prospective approaches used to guide European employment and vocational training policies.&nbsp

The article presents a synopsis of key concepts and models developed in the course of a comprehensive comparative research project carried out for Cedefop which analysed changes of vocational education and training systems between 1995 and 2015 in the EU-28, Iceland and Norway. We sketch a framework of descriptors used to analyse national conceptions of Vocational education. Building upon this framework we introduce a two-dimensional model to describe trajectories of national VET systems. The German-speaking and Nordic countries are used as examples to illustrate the model. The aim of the contribution is to discuss the potential of these new methods and models for comparative VET research.

Contrary to general education, vocational education and training (VET) has been an area of cooperation from the very beginning of the European Union. Over decades, however, the concept and reality of VET has changed substantially. VET as a dead-end educational pathway preparing exclusively for direct labour market entrance has practically faded out. The VET systems of the EU member states have become more open and have developed their access routes to higher and further education. Since 1995, common drivers for developments in VET across EU member states have included structural ones as shrinking birth-cohorts or changes in skill demands induced by new technologies and digitalisation as well as institutional ones, for instance, a new emphasis on learning outcomes or the introduction of qualification frameworks. However, common drivers have resulted in different trajectories taken by the various national VET systems, perpetuating the diversity of VET in Europe. The paper discusses long-term structural changes and recent trends within VET (such as vocational drift in education, hybridisation of general and vocational education, increasing permeability of educational pathways in initial VET) and how they might play out in the future. Given that the trends are expected to continue, it can be expected that by 2030 national qualification frameworks in most EU members states will be firmly established thereby organising a diversity of vocational qualifications ranging from EQF level 1 to 8 - including professional doctorates.

Magazin erwachsenenbildung.at (2014) 21, 14 S., Formale, zu einem anerkannten Abschluss führende Weiterbildung von Erwachsenen ist ein in seiner quantitativen wie qualitativen Bedeutung unterschätztes Phänomen. In Österreich stehen nationale Auffassungsweisen den international eingeführten Definitionen formaler Erwachsenenbildung gegenüber. Die Autoren plädieren im vorliegenden Beitrag dafür, formale Weiterbildung in Österreich in einen breiteren, international vergleichenden Kontext zu stellen. Der Beitrag schließt hierfür an eine von den Autoren entwickelte Typologie formaler Erwachsenenbildung an, welche sieben organisationale Felder unterscheidet. Drei ausgewählte Felder, nämlich (formale) Basisbildung, Zweiter Bildungsweg und berufsbegleitende Hochschulbildung bzw. Hochschulbildung für nicht-traditionelle Studierende, und deren rezenten Entwicklungen (ca. 1996 bis 2010) werden für Österreich diskutiert. In dieser Diskussion zeigt sich, dass alle drei untersuchten Felder formaler Erwachsenenbildung starken Veränderungen unterliegen, die aber eines gemeinsam haben: Expansion, sprich neue Angebote, steigende TeilnehmerInnenzahlen und die Transformation bestehender Angebote. (DIPF/Orig.), Formal continuing education for adults leading to a recognized qualification is a phenomenon whose quantitative and qualitative significance is underestimated. In Austria, national perceptions confront internationally established definitions of formal adult education. In this article, the authors argue that formal continuing education in Austria should be placed in a broader international context. To do this, the paper follows a typology of formal adult education developed by the authors which distinguishes between seven organizational fields. It discusses three specific fields - (formal) basic education, the second chance education and part-time university education for working students and university education for non-traditional students - and their recent developments (from roughly 1996 to 2010) in Austria. It is apparent from this discussion that all three of the fields of formal adult education under investigation are subject to great changes that have several things in common: expansion, i.e. new provisions, an increasing number of participants and the transformation of existing provisions. (DIPF/Orig.)

Este artículo pertenece a un número temático dedicado al Marco Europeo de Cualificaciones Para una correcta interpretación del Marco Europeo de Cualificaciones (MEC) se lleva a cabo, desde una perspectiva diacrónica, el estudio del desarrollo evolutivo de los descriptores establecidos para cada uno de los ocho niveles en los que este se encuentra dividido; por otra parte se analizan las dimensiones (conocimiento, destrezas y competencias) que engloban a los descriptores del MEC a través de tres jerarquías implícitas: educativa, profesional y de adquisición personal de destrezas o de desarrollo de competencias. A la hora de describir las cualificaciones se propone estudiar la viabilidad de una posible interacción del MEC con otros instrumentos específicos en la materia. . Consejería de Educación, Formación y Empleo. Biblioteca; Avda. de la Fama, 15; 30006 Murcia; Tel. +34968279685; Fax +34968279835; mjesus.ruiz@carm.es GRC