A Comparison of Attractiveness of TVET / CTE in Europe and the

A Comparison of Attractiveness of
TVET / CTE
in Europe and the United States
Drs. Johanna Lasonen, Marianne Teräs1), Edward
Fletcher and Victor Hernandez
University of South Florida, Tampa, FL
1)University of Helsinki, Finland
IVETA International Conference 2014
Helsinki, Finland
20-23 August 2014
Lasonen, Teräs, Fletcher & Hernandez 2014
1
Contents of the
Presentation
1.
2.
3.
4.
5.
Background
Concept of attractiveness
Situation in the EU and some
other countries based on general
statistics (VET, unemployment,
earnings)
Situation in the U.S., the study on
tracking system
Discussion
Lasonen, Teräs, Fletcher & Hernandez 2014
2
The Presentation Will



Describe the enrolments in general and
TVET / CTE upper secondary / high
school education
Show the unemployment rates and
salaries related to different education
attainment levels
Discuss some factors that are related to
attractiveness of TVET / CTE
Lasonen, Teräs, Fletcher & Hernandez 2014
3
Difference Between TVET
and CTE
TVET focuses on preparing persons
to changing society, career
progression, employment and
specific jobs, whereas CTE prepares
young persons for higher education
and high-demand, high-paying jobs
(Lasonen, 2010; Fletcher, 2006)
Lasonen, Teräs, Fletcher & Hernandez 2014
4
Attractiveness
Previous studies have showed that
people distinguish quite strongly
between the rewards of occupations
and their value perceived in their
societal contexts (Lasonen & Gordon,
2002; Lasonen, 2010; Cedefop, 2014)
Lasonen, Teräs, Fletcher & Hernandez 2014
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Attractiveness of TVET / CTE


refers to preferences of choices of education
and training fields done by citizens
is often measured by statistics that show to
what extent students are choosing and
surviving in different education and training
fields in economies
 (Lasonen
& Gordon, 2002)
Lasonen, Teräs, Fletcher & Hernandez 2014
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Operational Definition






length of education and training and
educational attainment levels in different
countries
the numbers of students in the vocational
and general upper-secondary education and
in tertiary education,
employment rates according to educational
and training attainment levels and fields
occupational fields of academic and
vocational education
participation in non-formal and informal
education
immigrants’ education attainment levels and
employment
Lasonen, Teräs, Fletcher & Hernandez 2014
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Research Questions



To what extent have European countries
and the United States improved the
attractiveness of TVET / CTE?
To what extent do some indicators of
attractiveness differ between the EU-27
member countries and between the states of
the U.S.?
Which factors contribute to attractiveness
of TVET / CTE?
Lasonen, Teräs, Fletcher & Hernandez 2014
8
General and vocational
education students in per
cent of all students at
ISCED level 3 in 2004 by
countries
Lasonen, Teräs,
Fletcher & Hernandez 2014
Ireland
United States
Portugal
Hungary
Cyprus
Albania
Malta
Japan
Italy
Lithuania
Estonia
Iceland
Greece
Spain
Latvia
Turkey
Sw eden
Denmark
Poland
Bulgaria
France
Finland
Norw ay
Macedonia
Germany
Romania
Luxembourg
Sw itzerland
Netherlands
United Kingdom
Slovenia
Belgium
Austria
Liechtenstein
Croatia
Slovakia
Czech Republic
0
20
40
60
80
100 %
General education students at ISCED level 3
Vocational education students at ISCED level 3
Source: Eurostat (2006)
9
Vocational education students by gender in per cent of all students
at ISCED level 3 in 2000 - 2004 by country clusters
80
%
70
EU-25 • Males
EU-15 • Males
60
NMS-10 • Males
EU-25 • Females
50
EU-15 • Females
NMS-10 • Females
40
30
2000
2001
2002
2003
2004*
Year
Source: Eurostat (2006)
Lasonen, Teräs, Fletcher & Hernandez 2014
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Graduates in ISCED 3 in 2004 (some in 2003) by study programmes
United States
Cyprus
Albania*
Lithuania
Hungary
Estonia
Portugal
Japan
Latvia
Ireland
Turkey
Spain
Greece
Norw ay
Bulgaria
Iceland
Denmark
Poland
Sw eden
Finland*
Luxembourg
Belgium
Germany
Macedonia
Netherlands
Romania
France*
Italy
Sw itzerland
Slovenia
Croatia
Slovakia
Austria*
Czech Republic
Liechtenstein
Malta** 0
United Kingdom** 0
0%
100
87
85
85
78
78
75
74
69
66
65
64
62
59
54
54
51
48
48
41
40
37
37
36
35
34
32
30
30
28
25
24
22
21
1
18
3
20 %
General programmes
1
13
15
15
22
22
15
10
25
34
35
36
38
41
46
45
49
52
52
2
59
60
63
63
64
65
66
68
34
36
70
72
75
76
78
78
79
40 %
60 %
Pre-vocational programmes
80 %
100 %
Source: Eurostat
(2006)
Vocational programmes
Lasonen, Teräs, Fletceher & Hernandez 2014
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Progression
Vocational
Education Countries
Progression
Options
(ISCED 3)
19 countries:
55-80%
CZ,SK,AT,UK,Sl,B
E,RO,LU,DE,FI,BU
,MT,LI,CZ,NO,MD,
CR
3 countries:
45-54%
SE, PL, DK
10 countries:
10-44%
ES,LV,GR,EE,LT
,CY,HU,PT, IC
2 countries:
0-9%
IE, USA
Vocational
and academic
++
Double
qualification
Vocational
and academic
+
Primarily
academic,
some options
of vocational
+
Mainly
academic
+
12
When Do Young People Get to Work?
On the average,
 the 21-24 –old Finnish, Swedish and
Danish young people
 the 19-21 –old Dutch, French, Belgium,
Slovenian, Austrian, Spanish and Greek
young people
 18-old Portuguese, Italian, Hungarian,
Slovakian and Romanian young people
Lasonen, Teräs, Fletcher & Hernandez 2014
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Unemployment by educational attainment and age groups in EU-25 countries in
2005
40
%
30
Total - levels 0 - 6
Pre-primary, primary and low er
secondary education - levels 0 - 2
23
20
19
17
Upper secondary and post-secondary
non-tertiary education - levels 3 - 4
13
10
11
8
Tertiary education - levels 5 - 6
8
5
0
Betw een 15 and 24 years
Betw een 25 and 64 years
Source: Eurostat (2006)
Lasonen, Teräs, Fletcher & Hernandez 2014
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Unemployment by age groups in 2000 - 2005 in EU-25 countries
%
25
20
15
10
5
0
2000
2001
2002
2003
2004
2005
Year
Betw een 15 and 24 years
Betw een 25 and 64 years
Source: Eurostat (2006)
Lasonen, Teräs, Fletcher & Hernandez 2014
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Relative earnings of the population by the level of educational attainment
Hungary
Czech Republic
United States
Sw itzerland
Poland
United Kingdom
Italy
Germany
Finland
Netherlands
France
Luxembourg
Ireland
Korea
Canada
Australia
Spain
Belgium
New Zealand
Sw eden
Denmark
Norw ay
40
60
80
100
120
140
160
180
200
220
Index
Below upper secondary education
Post-secondary non-tertiary education
All tertiary education
Source: OECD 2006
Note: upper secondary and post-secondary non-tertiary education = 100
16
Tracking Experience in the U.S.
 Differentiated

curricular programs
Placement decisions
• based on purported interests and talents
(Gamoran & Weinstein, 1998; Hallinan, 1991)
•
ability (Bifora & Ansalone, 2008)
•
past performance/achievement (Rubin,
2006)
•
based on race/ethnicity and SES (Alvarez &
Mehan, 2007)
Lasonen, Teräs, Fletcher & Hernandez 2014
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Results in Different Learning Opportunities

Negative consequences
• influences perceptions of opportunities
available (Akos, Lambie, Milsom, & Gilbert,
2007)
• unequal education (Alvarez & Mehan, 2007)
• long-term social inequalities (Biafora, &
Ansalone, 2008)
• unequal status attainment (Lewis, 2007)
• lower self-esteem, motivation to learn, and
academic status (Hallinan, 1994)
Lasonen, Teräs, Fletcher & Hernandez 2014
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National Longitudial Survey of Youth
Dataset
 1997 dataset (10 rounds – 2006)
 Born between 1980 and 1984
 Included 6,064 participants
 3,534 (58.3%) in the General track
 1,845 (30.4%) in the College Prep track
 363 (6%) in the CTE track
 322 (5.3%) in the Dual track
 National, random sample
Lasonen, Teräs, Fletcher & Hernandez 2014
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Study Framework
Demographic Variables
•Gender
•Race
•SES
High School Curriculum Tracks
General College Preparatory; CTE; Dual
Degree Attainment
•No HS Diploma
•HS Diploma
•Associate’s
•Bachelor’s
•Graduate
Occupational Earnings
•Annual Earned Income in 2006
Participation Rates Based on Race /
Ethnicity
General
n
M
College Preparatory
n
M
CTE
n
M
Dual
n
M

Black
859
53.9
446
28.0
156
9.8

Hispanic
879
69.2
301
23.7
48
3.8
42

White
157
5.0
146 4.6

*n = sample size; M = mean; Red = reflects highest rate
1762 56.1
1078
34.3
Lasonen, Teräs, Fletcher & Hernandez 2014
132 8.3
3.3
21
Degree Attainment by High School Curriculum
Tracks
None
n
M
Diploma
n
M
Associates
n
Bachelors
M
n
M
College 40 2.2
Prep
908 49.2
121 6.6
674
36.5
CTE
41 11.3
229 63.1
19
5.2
18
5.0
Dual
21 6.5
214 66.5
27
8.4
25
7.8
General 458 13
2063 58.4
182 5.1
430
12.2
*n = sample size; M = mean; Red = reflects highest rate
Occupational Earnings by High
School Curriculum Tracks
M
SD
College
Prep
$22,183.33
$15,270.20
CTE
$22,731.67
$16,834.55
Dual
$22,652.92
$14,916.68
General
$20,907.29
$14,916.68
*M = mean; SD = standard deviation; Red = reflects highest
Summary of the U.S. Findings
 Blacks were more likely to participate in CTE and dual
tracks than Hispanics and Whites
 Hispanics were more likely to participate in the
general track than Blacks and Whites
 Whites were more likely to participate in the college
prep track than Blacks and Hispanics
 The CTE track was expected to have higher earnings
than their general track counterparts by $3,279
Lasonen, Teräs, Fletcher & Hernandez 2014
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Discussion…
 In Europe, attractiveness of TVET has been a policy
goal, in many countries the attractiveness has increased
 Data are different, also education systems are different:
in Europe we should look at different minority groups
and how are they tracked, e.g. immigrant groups

Equal status of vocational and general education that is
integrated into the education system

How much financial support different countries are
willing to use for TVET/CET

Quality of TVET/CET: teacher-education, teaching
methods and instruments, co-operation between
parents, rewards for the students
Lasonen, Teräs, Fletcher & Hernandez 2014
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Discussion: Attractiveness of TVET /
CTE Is For:





Improving access to employment, career prospects and
progression through TVET / CTE
Options of quality learning environments and methods
for diverse learners
Self-development choices as citizens and individuals
In the U.S., most critical issue for CTE and federal
legislation is investigate how well students in CTE
programs fare (Silverberg, Warner, Fong, & Goodwin,
2004)
In Europe, the concerns of the attractiveness of and
image of TVET is likely to remain on the agenda of
education system development (Cedefop, 2014).
Lasonen, Teräs, Fletcher & Hernandez 2014
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