ANALYSES THE VOCATIONAL SCENARIO IN OTHER COUNTRIES

ANALYSES THE VOCATIONAL SCENARIO IN JAPAN AND UK

The assignment submit on brief outline description of Vocational and Training scenario in
Japan and UK two countries and Comparison with Indian Vocation Education and Training
System.

1. Vocational Education and Training (VET) System in Japan

Background:-
In Japan, parents and students traditionally place higher value on academic education
compared to vocational education. Hence, vocational education is often considered a second
option after university for students with lower grades and/or students from lower socio-
economic backgrounds. Since the 1980s, the number of universities in Japan has grown
dramatically, to almost 800. Enrolments have grown over that period, but many universities
(particularly private institutions and those in regional areas) now face serious financial and
demographic pressures. More recently, due to changes in industry and in the skills required
for work, vocational education and training institutions, especially the specialized courses at
professional training colleges (“senmongakko”) have been gaining in popularity.
Enrolments in these courses are now growing after a period of continuous decline.
Vocational schools are attracting not only senior secondary school graduates but also
university graduates who were not successful in securing employment upon graduation. At
the same time, Japanese companies are making significant changes to their operations. In
2014-15 for the first time, Japanese listed companies made more of their profits offshore
than domestically. Companies have also reduced funding for in-house training programs and
are looking to do more externally. Japanese vocational schools are now also attracting more
international students. In 2014, about 16% of the total number of students studying at
vocational schools were from overseas, mainly from the Asian region. The number of VET
students from Japan studying in Australia is now also increasing again after a period of
decline – this mirrors the broader trend in the number of Japanese students heading
overseas. As the VET system, especially professional training colleges (which are not
“ichijo-ko”1), does not currently have an established quality assurance framework, these
schools often do not receive appropriate valuation from society. In addition, pathways from
vocational schools to universities are still not well developed. Only 2% of Japanese
university entrants are aged over 25 (compared to the OECD average of 18%). The barriers

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to mature-aged entry reduce mobility and opportunity for re-skilling and life-long learning.
Currently, about 20% of students in the senior secondary education are studying at
vocational schools. However, only 20% of these students go to universities. Hence, offering
wider opportunities for further education is one of the challenges the Japanese government
is facing.

 Responsibility for Japan’s VET Sector :-

Responsibility for the provision and supervision of Japan’s VET sector mostly rests
with two ministries – the Ministry of Education, Sports, Culture, Science and Technology
(MEXT) and the Ministry of Health, Labor and Welfare (WHLW). MEXT has responsibility for
general comprehensive school education, which includes some vocational schools such as
colleges of technology, and specialized upper secondary schools. MHLW is principally
responsible for public vocational training and the administration of trade skill and
qualification tests. In addition, the Ministry of Economy, Trade and Industry (METI) offers
career education in the school and higher education sectors to improve students’ job
readiness.

 New policy initiatives in Japan:-

vocational education and university and also to improve quality of vocational

education and training as part of the broader education system, MEXT is implementing new
policies and programs and is discussing the establishment of a new type of tertiary education
institution in the vocational education sector.
These initiatives include: -
1. “Professional Universities” As close to 20% of university graduates are not able to find
stable jobs, the government is actively considering the establishment of a new type of higher
education institution to develop job-ready graduates. Currently, the Central Council for
Education is discussing a report developed by MEXT’s Council of Advisers and plans to submit
a proposal to the Diet sometime in 2016. The issues under discussion include quality
assurance, positioning of the institutions, and pathways from vocational schools. The
government also wants to provide opportunities to working people to go back to study for
improving their skills. It has been suggested that these new institutions should require
industry work placements for all students as well as encouraging study abroad. The private
professional training colleges have a strong voice in the Japanese system and have been
arguing for increased funding and prestige, as well as access to government programs (for
example to support internationalization) that have to date only been available for

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 universities. It is expected that some professional training colleges and some private
universities would seek to transition to this new model once a new system in place. Debate is
also underway about whether a new quality assurance agency will be needed to undertake
evaluation of new institutions and the VET sector more broadly.

2. Vocational and practical professional courses certified by MEXT As a trial to set up a new
framework for vocational education, the MEXT Minister now certifies new vocational
courses which are practical and are offered in cooperation with industry. In August 2014,
470 schools and 1365 courses were registered under the new rules.

3. Super Professional High (SPH) Schools MEXT already provides funding for Super Science
High Schools (to focus on STEM education) and Super Global High Schools (to focus on
internationalization and study abroad). The SPH school project was launched in 2015, and
the government is providing special funding for 3-5 years to 16 specialized upper secondary
schools offering advanced courses in agriculture, technology, commerce, fisheries, domestic
science, nursing and welfare. In 2016, 24 schools will be nominated as Super Professional
High Schools. SPH schools work closely with universities, colleges of technology, research
institutes and industry to “deliver practical vocational education in order to develop job-
ready professionals for further industry development” for Japan.

2. Technical and Vocational Education and Training (TVET) Systems in UK

Background:-
Improving economic and individual prosperity, equality of opportunity and building
communities are key ambitions for the UK. TVET has assumed increased importance as a
catalyst to meet these agendas, and has been at the forefront of policy making in the nations
and regions. TVET in the UK forges the knowledge, skills and behaviors that enable
employment and social mobility. TVET is also vital in supporting businesses to innovate and
grow and plays an integral role in sustainable economic development. This happens at
national, regional and local level and is hardwired into many other ambitions such as Global
Britain and the Industrial Strategy. UK TVET is also a central part of Building Back Better from
Covid-19, responding to industrial and social change and tackling climate change. It is a
priority in every corner of all four UK nations. A summary of key objectives for the sector
include:
 Promoting higher level technical qualifications and training.
 Supporting lifelong training and retraining opportunities to meet the needs of
employees and employers for years to come.
 High quality training that meets current and emerging industry skills needs.

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  Designing new and better ways for employers and educators to collaborate.
 Ensuring flexible routes into training and employment so that all groups of learners,
including those otherwise marginalized, can access training that enhances their
prospects.
 Investing in professional development initiatives and recruitment campaigns to build
the sector’s training capacity.

 Qualification Framework:-

 The Credit and Qualifications Framework for Wales (CQFW) is used for all
qualifications in Wales. Qualifications Wales was established in 2015 as an
independent agency tasked with the effective management of the CQFW.
 The Regulated Qualifications Framework (RQF) is used in England and Northern
Ireland. The RQF is regulated by of equal in England and the Council for the
Curriculum, Examinations and Assessment (CCEA) in Northern Ireland.
 The Scottish Credit and Qualifications Framework (SCQF) has a credit and unit-based
structure.

 Inspection and Regulatory Bodies:-

Scotland, Wales and Northern Ireland, England also have different inspection and
regulatory bodies for the regulation of qualifications and provision in their TVET sectors.

 Independent Training Providers (ITPs):-

Can be both for profit or not for profit, including working in the voluntary sector.
 Deliver government funded training especially to provide ‘off-the-job’ training;
including for apprentices.
 Also deliver non-government funded training, including non-accredited bespoke
training.
 Tend to be smaller than FE colleges so may deliver more niche or technically specialist
provision. FE colleges will often sub-contract ITP’s and work in partnership with them.
 Larger ITPs will provide training opportunities across the country in a range of
vocational training areas.
 Partner with employers who want to access external expertise to help them manage
their training. This includes organizing ‘on the job’ training provided by the employer
in the workplace.

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 Schools deliver some vocational courses, particularly for learners aged 14 to 18.
Universities Offer programmes at higher level technical skills; this includes through the
delivery of Degree apprenticeships (also delivered through FE Colleges)

 Degree Apprenticeships:-

Degree Apprenticeships are developed in partnership by employers, universities,

colleges and professional bodies. They combine working with studying part-time at a
university. Apprentices are employed throughout the programme, and spend part of their time
at university or college and the rest with their employer. Degree apprenticeship programmes
can take between three to six years to complete, depending on the course level. Currently, the
scheme is only available in England and Wales, although applications may be made from all
parts of the UK. Scotland has its own scheme known as Graduate Apprenticeships

 Institutes of technology (IoTs) are collaborations between further education colleges,

universities and employers.
 They specialize in delivering higher technical education (EQF L5) with a focus
on STEM subjects in sectors such as: – engineering – digital – construction.
 Focus on technical skills and seek to provide their learners with clear progression
routes to employment.

National Colleges Between 2016 – 18 the UK Government opened employer-led

‘National Colleges’ in selected growth sectors; Creative and Cultural, Digital Skills, Nuclear and
High-Speed Rail, with an objective to provide higher level skills in key growth sectors and by
doing so, support the delivery of critical infrastructure projects.

 Apprenticeship:-

An apprenticeship is a job with training in which apprentices learn, gain experience

and are paid. Apprentices are employees with an employment contract. An apprenticeship
involves working whilst receiving a formal programme of training. Apprenticeships can take
two to four years to complete and provide an opportunity for apprentices to learn new skills
whilst earning money and gaining hands-on experience. Apprentices ‘off-the-job’ training is
usually provided by an external training organization (college, ITP), although some employers
deliver their own training. Depending on the apprenticeship, off-the-job training could be
delivered via a weekly study day (day release) or through training blocks. Training is delivered
in workshops, classrooms, online or a via a combination of mediums. Training providers work
closely with employers to develop a detailed and targeted training plan. Apprentices work
towards a range of vocational qualifications such as awards, certificates, diplomas or NVQs.

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 Capacity building the delivery of skills through competitions:-

WorldSkills UK is a UK charity that works to raise standards in technical and vocational

education. Utilising their experience of national and international competitions and as the
UK’s representative in the global WorldSkills International movement of over 80 member
countries they work with governments, employers and education institutions to identify and
embed international best practice in skills development. Over the last year WorldSkills UK has
established a Centre of Excellence in partnership with NCFE through which a team of
WorldSkills UK’s Skills Coaches are leading a skills and knowledge development programme
for FE teachers drawing on world-leading excellence in industry and technical education. This
includes peer-to-peer information exchange, technical masterclasses and supporting resources
for training teachers to improve their professional practice and enable thousands of young
people across the country to better fulfil their potential. WorldSkills has also created an
Innovation Network of colleges who benefit from WorldSkills UK’s performance data to
benchmark their performance across a wide range of skills areas and a Skills Development Hub
giving educators and learners access to a wide range of online material, informed by world-
class standards to support their teaching and learning. WorldSkills UK’s Skills Coaches also use
their international knowledge and expertise to help inform standard setting and assessment in
UK TVET systems. Through all these mechanisms WorldSkills UK aims to improve the standard
and prestige of technical education and apprenticeships in the UK.
 Qualifications are available at all levels from basic (EQF1) to higher degree level (EQF 8).
 TVET qualifications certify a learner’s knowledge, skills and behaviors.
 Universities award foundation degrees, bachelor’s and postgraduate degrees and degree
apprenticeships.
 Further Education Colleges mainly focus on vocational qualifications below degree level
(EQF 6), but also deliver some higher education courses, including degrees, usually in
partnership with universities.
 Qualifications are regulated to ensure that they are not overly specific to one industry or
company and to ensure that learners have the skills needed for life as well as work

 Awarding bodies:-

To address an emerging industry skills gap AIM Qualifications in partnership with

NextGen Skills Academy developed a new Tech level qualification in Games, Animation and
VFX Skills. NextGen’s employer steering group consists of Sony Interactive Entertainment,
Ubisoft Reflections, DNEG, Framestore, Blue Zoo, Creative Assembly, Sumo Digital, Mediatonic,
Playground Games and Centroid, who offer their ongoing support ensuring these qualifications
reflect the nature and pace of industry growth. The qualifications were developed in response

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to employer identified problems with available qualifications and a recognition that graduates
entering industry were not occupationally ready. Industry concluded that in order to secure
graduates with the right skills and knowledge, they must be adequately prepared with skills
and knowledge specific for the job role, supported by a sound understanding of all aspects of
the production pipeline. Rather than a bank of optional units, it was imperative that essential
units for demonstrating competence should be mandatory with synoptic assessment. Named
as Qualification of the Year at the 2016 Federation of Awarding Bodies (FAB) Awards, these
Games, Animation and VFX qualifications are recognised for their innovation in meeting the
STEAM Agenda (science, technology, engineering, art and maths). The flexibility in the
qualification design has allowed centres to respond to the challenge of COVID-19 by delivering
online.
 Government funding is chiefly aimed at supporting the full or part time learning of
young people under 25 years old and some targeted adult learners.
 Training providers generate extra income through commercial activities, such as tailor-
made training for employers and consultancy.
 Funding mechanisms vary in each UK nation.
 Funding ‘follows the learner’ and reflects enrolment, retention, achievement and
progression. If learners are not successful on their course then funding will be withheld
or may have to be repaid.
 Funding is used as a policy lever in the delivery of educational strategy, for example,
through offering financial incentives to employers to hire apprentices with additional
needs or by making funding conditional on meeting certain objectives such as meeting
minimum attainment standards in core subjects like English and Maths. There is
considerable pressure to get value for money from government funding. Training
providers are increasingly expected to look for innovative and enterprising ways of
generating income and reducing costs, while maintaining quality Apprenticeship Levy
The UK Government has prioritised the number and quality of apprenticeships.
Funding for this expansion is being supported through an apprenticeship levy which is
paid as a direct tax by employers. This ensures that businesses pay a fair share of
training costs and promotes a ‘demand led’ approach to TVET. In 2017, The UK
Government introduced an apprenticeship levy of 0.5% of wages, that applies to all
large UK companies with a pay bill over £3M. Currently, only 2% of employers pay the
apprenticeship levy. Levy paying businesses can access their funds through an online
apprenticeship service (account) which can be spent on apprenticeship training in
England. The UK Government estimates and shares the annual levy pot to support
training in the devolved administrations. The levy includes funding of apprenticeship
training for all employers. Smaller employers, with a total annual pay bill of less than

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 £3million, pay 5% of the cost of their apprenticeship training and the Government
pays the rest. Smaller companies contract directly with colleges and training
providers, which allows employers a greater choice and voice in TVET. Levy paying
employers can also transfer up to 25% of their levy funds to other employers. This
aims to make sure the system is flexible, meets the needs of employers and will also
help smaller businesses to invest in more training opportunities. Levy paying
employers have up to 24 months to spend their levy funds. Any unspent levy funds
within each financial year are redistributed to support existing apprentices, pay for
apprenticeship training for smaller employers and additional payments required to
support apprentices. How is TVET funded? 6 12364579 10How is TVET funded? 8 ‘’
AIM Qualifications and Assessment Group were selected by the NextGen employer
steering group as the awarding organization to work with industry and develop the
new extended diploma. AIM’s reputation for producing exceptional qualifications and
their understanding of the creative industry, meant that they totally understood what
was needed. The result was, an Ofqual approved vocational qualification designed to
give students two years of study in a combination of art, maths, coding and vocational
skills (crucially with mentorship, teaching and support from industry) that they
previously weren’t able to access in any existing qualification.

Comparison with Indian Vocation Education and Training

Our Training Pattern, Methods, Qualities are far better to other countries. This is
the special reasons that our Indians are working foreign to their Vocational Skills.

Reimagining Vocational Education and Skill-building in India

Background :-
The National Education Policy 2020 proposes the revision and revamping of all aspects of
education, including the educational structure, regulations and governance, to create a new system
which is aligned with the aspirational goals of 21st century students. According to the policy, by
2025, at least 50% of learners through the school and higher education system shall have exposure
to vocational education, for which a clear action plan with targets and timelines are to be
developed. The policy aims to overcome the social status hierarchy associated with vocational
education and integration of vocational education into mainstream education in all educational
institutions in a phased manner. Beginning with vocational exposure at early ages in middle and
secondary school, quality vocational education will be integrated smoothly into school and higher
education. Every child will learn at least one vocation and is exposed to several more. This would
lead to emphasizing the dignity of labour and importance of various vocations involving Indian arts

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and artisanship. By 2025, at least 50% of learners through the school and higher education system
shall have exposure to vocational education, for which a clear action plan. Vocational education will
be integrated in the educational offerings of all secondary schools in a phased manner over the
next decade. The development of vocational capacities will go handin-hand with the development
of 'academic' or other capacities. To achieve this objective, secondary schools will have to
collaborate with Industrial Training Institutes (ITIs), Polytechnics, Local Industry, etc. Skill labs will
also be set up and created in the schools in a Hub and Spoke model, which will allow other schools
to use the facility. Higher education institutions will offer vocational education either on their own
or in partnership with industry and other institutions.
The Ministry of Education is organizing Shikshak Parva 2021-22 from 5thto 17 th
September, 2021 on the theme “Quality and Sustainable Schools-Learnings from Schools in India”.
During the Shiksha Parva, ten (10) webinars will be held on various sub- themes. One of the sub-
themes is “Re-imagining the Vocational Education and Skill Building". +

 Recommendations in National Education Policy 2020:-

1. No hard separations between arts and sciences, between curricular and extra-curricular
activities, between vocational and academic streams, etc. in order to eliminate harmful
hierarchies among, and silos between different areas of learning.
2. A concerted national effort will be made to ensure universal access and afford opportunity to
all children of the country to obtain quality holistic education–including vocational education -
from pre-school to Grade 12.
3. The Secondary Stage will comprise of four years of multidisciplinary study, building on the
subject-oriented pedagogical and curricular style of the middle stage, but with greater depth,
attention to life aspirations, flexibility and student choice of subjects. In particular, students
would continue to have the option of exiting after Grade 10 and re-entering in the next phase
to pursue vocational or any other courses available in Grades 11- 12, including at a more
specialized school, if so desired.
4. Students will be given increased flexibility and choice of subjects to study, particularly in
secondary school - including subjects in physical education, the arts and crafts, and vocational
skills – so that they can design their own paths of study and life plans.
5. Integration of vocational education programmes into mainstream education in a phased
manner, including beginning with vocational exposure at early ages in middle and secondary
school.
6. ‘LokVidya’, i.e., important vocational knowledge developed in India, will be made accessible to
students through integration into vocational education courses.

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 7. Vocational education will be integrated into all school and higher education institutions in a
phased manner over the next decade. Focus areas for vocational education will be chosen
based on skills gap analysis and mapping of local opportunities. Ministry of Human Resource
Development (renamed as Ministry of Education) will constitute a National Committee for the
Integration of Vocational Education (NCIVE), consisting of experts in vocational education and
representatives from across Ministries, in collaboration with industry, to oversee this effort.
8. Individual institutions that are early adopters must innovate to find models and practices that
work and then share these with other institutions through mechanisms set up by NCIVE, so as
to help extend the reach of vocational education. Different models of vocational education,
and apprenticeships, will also be experimented by higher education institutions. Incubation
centres will be set up in higher education institutions in partnership with industries.
9. The National Skills Qualifications Framework will be detailed further for each discipline
vocation and profession. Further, Indian standards will be aligned with the International
Standard Classification of Occupations maintained by the International Labour Organization.
This Framework will provide the basis for recognition of prior learning. Through this, dropouts
from the formal system will be reintegrated by aligning their practical experience with the
relevant level of the Framework. The credit-based Framework will also facilitate mobility
across ‘general’ and vocational education.

 WAY FORWARD :-
The National Education Policy (NEP) 2020 heralds the potentially explosive growth of
vocational education in the country since it requires all educational institutions to integrate
vocational education into their offerings. This will bring in a very large number of schools, colleges
and universities into the fold of potential Vocational Education and Training (VET) providers during
the coming decade and making VET available to millions of students.

The various challenges to VET and action to be taken to address the challenges include the
following:
Challenges Action
➢ Overcoming social status hierarchy ➢ Organization of awareness programmes to change
Associated with vocational education. the general perception and attitude towards
vocational education.
➢ Vocational exposure to children from GradeVI
onwards in all secondary and higher secondary
schools.
➢ Information, education and communication (IEC)
and media campaigns.

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 ➢Preparation and distribution of
brochures/leaflets/pamphlets
and video shows on vocational education and
courses.

➢ Integrating vocational education with ➢ Introduction of skill-based activities from pre-

general education, with focus on social school to Grade XII.
inclusion, gender equality and inclusive ➢ Reforming curricula through enhanced content of
education vocational knowledge and skills, better course
alignment with skill standards and interdisciplinary
content connections.
➢ Developing workplace-related skills and attitudes
through internships and on-thejob training.
➢Introduction of Vocational Interest Inventory in
GradeVIII and Skill Based Aptitude Test (SBAT) in
Grade X for guidance to the students in making
informed career choice.
➢Ensuring that qualifications are relevant to
perceived social and economic needs.
➢National Occupation Standards (NOSs) to be
defined by agreed learning outcomes and applied
consistently across all institutions.

➢ Introducing LokVidya (indigenous ➢ Identifying local vocational crafts for organising

knowledge and skills) in schools internships for students on indigenous practices.
through vocational education. ➢ Identifying local experts and conducting internship
trainings for students.
➢Community and industry partnerships for
vocational exposure through informal internship
programme.

➢Facilitating horizontal mobility of ➢Collaborating with Industrial Training Institutes,

vocational students in schools. polytechnics, local businesses, industries, hospitals,
agriculture farms, local artisans and NGOs through
Hub and Spoke Model for imparting skills training.

➢ Integrating new age skills, 21st century ➢Integrating employability skills at all stages of
skills and entrepreneurship education school education.
in schools. ➢Integrating new technologies in VET for preparing
students for Industry 4.0.
➢Introducing vocational courses on new and
emerging skill demands of the industry, such as
Artificial Intelligence, Robotics, and Internet of
Things(IoT) will be introduced and enterprise
education will be promoted from Grade 6 onwards.

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➢ Promoting online and open vocational ➢Introducing new learning methods and digital
education. tools, like Massive Open Online Courses (MOOC),
Flipped learning and Virtual learning methods will
be used for training teachers.

➢Developing and implementing a holistic ➢ Conduct interest assessment and aptitude test to
assessment and evaluation system. measure special abilities or readiness for learning
in various vocational areas.
➢Measuring the achievement of learning outcomes
through various tools and methods, such as
checklist, group work, peer assessment,
worksheets, presentations, student portfolio, etc.,
for 360-degree assessment and evaluation of
students.

➢Fostering vertical mobility of vocational ➢The courses under National Skills Qualifications
students. Framework (NSQF) or National Higher Education
Qualifications Framework (NHEQF) shall provide for
vertical mobility to the students with vocational
subjects at school level.

➢Ensuring professional training for ➢Developing capacity of vocational teachers in use

preparation of quality vocational of innovative pedagogical approaches to teaching
teachers and training.
➢Pre-service training and short-term training
courses for preparing Vocational
Teachers/Trainers through online and offline mode
to be offered through States Council of Education
Research and Training (SCERT)and District
Institutes of Educational Training(DIETs)
➢External trainers/ experts in various vocations to
be invited to train teachers at Cluster Resource
Centres (CRCs), Block Resource Centres (BRCs) &
DIETs.
➢ Ensuring that Vocational Training providers meet
quality standards across Institutions based on
common norms.
➢Fostering innovation in training of teachers
through partnerships between the VET institutions
and industry or research institutions.

 Conclusion:-

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 The National Education Policy 2020 has given due importance to vocational education, and
capacity development of teachers to boost the employability skills and vocational skills of the
learners at all levels. Quality of VET is to be enhanced by identifying, designing and development
of vocational courses that meet the common norms and skills standards identified at the
national level. Accreditation of vocational courses and registration of providers would also
enhance the quality and sustainability of the VET programmes and it should include the process
of selection and recruitment of teachers, the selection of students, the course delivery,
assessment and awarding qualifications to students. The administration and management of the
VET system as a whole and provision of student support services would require a strong system
of capacity development of the stakeholders at all levels i.e. National, State, District and
Institutional levels. Best practices in vocational education and training with focus on specific
criteria which can be replicated in different institutions in the relevant areas need to be
identified and shared at various levels to promote effectiveness in pedagogical and other
aspects of implementation of VET.

Suggest changes that can be effected in our Vocational system.

 The use of learning outcomes in describing the content and profile of VET qualifications
opens up opportunities for applying methodologies for analysing and comparing
qualifications that contribute to improving the relevance of VET qualifications and
supporting transferability of VET qualifications. The study showed that VET
qualifications described in terms of learning outcomes can be analysed and compared
across profiles, sectors and countries, and that analyses and comparisons can even be
conducted on the intended and acquired learning outcomes. Learning outcomes are
central to this as they allow for a breakdown of qualifications that can be systematically
applied and analyzed in different (national VET) contexts; furthermore, learning
outcomes descriptions allow for the analysis and better understanding of the content of
qualifications, their orientations in relation to labour market access or further learning.
The comparative approaches that use learning outcomes as a basis allow to reflect on the
content and orientations of VET qualifications in different contexts and thereby offer
insights that can be used to improve the relevance of VET qualifications. Furthermore,
learning-outcomes-based methodologies for analyzing and comparing VET qualifications
allow multiple stakeholders to increase their engagement in review and renewal
processes of VET qualifications, and allow for using the outcomes of this exercise in other
processes such as (career) guidance to VET students/ graduates, supporting
transnational mobility of qualifications and labour mobility.

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  A methodology for analysing and comparing qualifications based on learning outcomes
can be supported by the use of a reference point that includes a set of skills appropriate
for the respective purpose for the analysis and comparison of qualifications. As the
content of VET qualifications is constantly changing under the influence of labour
market, technological, pedagogical, societal and political developments, there is no fixed
point at which the content of VET qualifications can be compared to this yardstick.
However, methodologies for analysing and comparing the content of VET qualifications
benefit from an agreed reference point to allow for the mapping and comparison of
qualifications in different contexts. Such a reference point is only a ‘translation device’
and a methodological tool and should not be seen as anything more than that. The
purpose of applying these methodologies based on learning outcomes and the specific
use case determine the demands placed on the reference point. Each purpose of
analyzing and comparing qualifications, and each context in which this is done, places
different demands on the reference point. These requirements can relate to the
applicability of the reference point in different national contexts (for instance offering
different linguistic versions), but they can also relate to the structure and hierarchy
applied in the set of skills used in the reference point, level 11 of detail, types of skills
included (occupational or transversal ones), or whether different performance levels are
expressed in the set of skills included. The research found that the ESCO skills pillar
represents a promising reference system that can possibly be applied in many contexts,
albeit with some specific adaptations depending on the specific purpose and context of
use. However, ESCO is far from being perfect, it needs an improved conceptual basis and
of continuous updating and further development Conclusion .
The study identified seven potential use cases for methodologies for analyzing and
comparing the content of VET qualifications based on learning outcomes that, while not
immediately applicable, can orient future developments in using these methodologies for
improving the relevance of VET qualifications and supporting transferability of VET
qualifications and their learning outcomes. The research project identified a variety of
contexts in which comparative methodologies can be applied, contributing to
(a) Improvements of the quality and relevance of the content of VET qualifications; and
(b) Improvements in transferability of qualifications and learning outcomes across
borders and sectors; and finally,
(c) Developments towards Vocational Core Profiles. Within these broad purposes, seven
specific use cases were identified for potential applications of the methodologies explored in
the future. These potential use cases can be positioned in relation to the orientation towards
conceptualization or towards application and in relation to the three purposes for comparison.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 14