Inclusive Vocational Education and Training (VET) – Policy and Practice

Abstract

Vocational Education and Training (VET) prepares citizens to participate in the labour market, but requires continuous development to adapt to the impacts of global trends, to become more attractive and relevant, to support lifelong learning, to encourage creativity, innovation and entrepreneurship, and to become more inclusive. European legislation and structural funds improved VET for people with SEN and/or disabilities, for example in the case of the European qualifications framework (EQF) and the national qualifications frameworks (NQFs). NQFs often lead to the development of a national qualifications catalogue, specifying training standards for all, including people with SEN/disabilities, yet with the challenge to achieve the right balance between the flexibility and the standardisation requirements of programmes and procedures. A recent European Agency project investigated the key aspects of VET programmes for learners with SEN and/or disabilities in 26 European countries and identified success factors that contributed to auspicious VET and transition to employment for learners with SEN and/or disabilities. These factors will finalise this chapter showing, in an inclusive design perspective, that they benefit all learners.

Citation

Pereira, E., Kyriazopoulou, M. and Weber, H. (2016), "Inclusive Vocational Education and Training (VET) – Policy and Practice", Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 89-107. https://doi.org/10.1108/S1479-363620160000008006