Apprenticeship systems have a crucial role to play in providing students, workers and jobseekers with relevant training opportunities and developing the right skills for the future in responding to changing labour market needs. This report focuses on how to strengthen the apprenticeship system in Scotland (United Kingdom).
A changing world of work brings the importance of Vocational Education and Training (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 the opportunities ongoing changes present.
Glasgow City Region - composed of eight Local Authorities - is Scotland’s largest integrated economic area, accounting for a third of Scotland's jobs and economic output. Over the last two decades, the unemployment rate has decreased to a record low, and the share of degree holders has increased significantly. Despite its overall economic success and high growth potential, Glasgow City Region faces several challenges. The region’s productivity levels compare poorly with other UK cities and major OECD metropolitan regions, and income deprivation and economic inactivity are high. As the economy has recovered from the COVID-19 pandemic, the pressure on the labour market has increased, resulting in labour shortages. The challenges for Glasgow City Region’s labour market call for greater efforts to enhance and future-proof the skills and employability systems in the region. This OECD report reviews and offers recommendations on three of the most pressing challenges facing the Glasgow City Region: i) reinforcing re- and upskilling opportunities for individuals in work and aligning skills supply with demand, ii) enhancing labour market inclusion of the economically inactive, and iii) strengthening school-to-work transitions of young people.
Scotland (UK) is a strong innovator, ranking among the top 20% of economies among European regions, with strengths in university-firm collaborations and skills for innovation. With close to two-thirds of all growth in productivity from 2010 to 2018 coming from better use of resources in remote rural areas, rural areas are critical to economic prosperity.
One of a series of studies on vocational education and training, this review focuses on the apprenticeship system in England and concludes with policy recommendations.
This report assesses how the United States Commonwealth of Virginia is preparing young people for their working lives through career development. It builds on OECD longitudinal analyses which identify forms of career development that can be most confidently associated with better employment outcomes for young people.
Higher vocational and professional tertiary education includes programmes with very different design features and functions, ranging from two-year programmes in tertiary institutions through professional bachelor degrees to free-standing professional examinations designed to upskill existing practitioners. This report compares this sector across OECD countries, drawing on quantitative and qualitative data.
Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014.
This report explores how Lithuania, and its young people can achieve higher returns on its investment in upper secondary education and provides Lithuania with policy recommendations to help improve it by strengthening vocational education pathways and by consolidating upper secondary certification.
This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21st century. These new forms of education respond to two key policy concerns: an emphasis on high skills as a means to achieve economic competitiveness, and the promise of open access for adults hitherto excluded from higher education. Examining a range of geographic contexts, the editors and contributors aim to address these contexts and highlight various similarities and differences in developments. They locate their analyses within the various political and socio-economic contexts, which can make particular reforms possible and achievable in one context and almost unthinkable in another. Ultimately, the book promotes a critical understanding of evolving provisions of higher vocational education, refusing assumptions that policy borrowing from apparently ‘successful’ countries offers a straightforward model for others to adopt.
