Indicator 6. Utilisation of acquired skills at the workplace
a) Information on occupation obtained by individuals after completion of training, according to type of training and individual criteria;
b) Satisfaction rate of individuals and employers with acquired skills/competences
Utilisation of acquired skills at the workplace: a) Percentage of VET programme completers working in relevant occupations;
b1) Percentage of employees of a given sector who, within a period of 12-36 months from completing the VET programme, find that their training is relevant for their current occupation;
b2) Percentage of employers of a given sector who are satisfied to find VET programme completers with relevant qualifications and competences required for the work place;
b3) Percentage of employers of a given sector who are satisfied with programme completers.
The following Questions & Answers may be useful in interpreting this indicator and in supporting its implementation.
What is the policy rationale for Indicator 6 and what is it useful for?
The purpose of the policy is to increase employability, to improve responsiveness of VET to changing demands in the labour market as well as to support adapted training provision, including for disadvantaged groups.
Usefulness of Indicator 6
Indicator 6 is an outcome indicator which
- Assists in increasing the employability of VET learners, in improving the responsiveness of VET to the changing demands of the labour market and in supporting adapted training provision, particularly for disadvantaged groups;
- May be used for the planning, implementation, evaluation and review phases of the quality cycle.
Which other EQAVET indicators may be used to improve understanding or provide additional information?
Indicator 1: Relevance of quality assurance systems for VET providers
Indicator 5: Placement rate in VET programmes
Indicator 7: Unemployment rate
Indicator 8: Prevalence of vulnerable groups
Indicator 9: Mechanisms to identify training needs in the labour market
Technical and contextual caveats
Which specific issues should be considered in order to avoid misapplication and/or misinterpretation of this indicator?
- There may be difficulties in finding a one-to-one correspondence between training domains/qualifications attained and sectors of economic activities (e.g. a secretary or an IT operator might work in any sector; a cook usually works in restaurants but also might work in hospitals or in a school’s canteen etc.);
- Successful programme completion does not necessarily translate into successful employment:
- It is adequate to refer to “VET completers of a given sector” only in case of company-based IVET systems (apprenticeship /dual system) or in case of CVET;
- Need to consider vulnerable groups;
- This indicator requires a mixture of both quantitative and qualitative data;
- Data sources from different databases would need a common identifier to link data.
Which other issues may influence the use of this indicator?
- This indicator (6a, 6b1, 6b2 and 6b3) may require commissioned surveys which means that such organizational constraints as budget and response burden need to be considered;
- Tracer studies are needed based on two kinds of surveys:
- Tracer studies of IVET completers (for indicator no 6a and 6b1) to explore their performance in the labour market
- Reverse tracer studies of CVET completers in companies (for indicators 6b1, 6b2, and 6b3) to explore how they entered certain occupations and what role VET providers and enterprises played in the process.
- Surveys of employer satisfaction provide measures of the relevance of courses (or VET institutions) for their own particular skills needs;
- Complementary information for indicator 6b1 may result from both types of surveys;
- Legal issues related to data protection on accessing individuals’ records have to be considered too and written permissions from learners are recommendable to be obtained while they are still in the school.
Components: Which data elements are needed to generate this indicator?
Numerator: Number of VET completers (by gender, education/qualification levels and training domains) of a given sector who, within 12-36 months from completing the VET programme, find a relevant occupation.
Denominator: Total number of VET programme completers.
Numerator: Number of individuals (by gender, education/qualification levels and by training domains) and employers who are satisfied with the acquired skills/competences.
Denominator: Total number of VET programme completers and employers of that given sector.
Formula: Which mathematical formula may be used for computing the indicator value?
Number of IVET programme completers (by age and gender) who, within 12-36 months from completing the VET programme, find a relevant occupation divided by the total number of VET programme completers x 100.
b1) Number of VET programme completers, employees (by gender, education/qualification levels and by training domains) of a given sector who, within a period of 12-36 months from completing the VET programme, find that their training is relevant for their current occupation divided by the total number of VET programme completers, employees of that specific sector x 100.
b2) Number of employers of a given sector who are satisfied to find VET programme completers with relevant qualifications and competence required for the work place divided by the total number of employers of that given sector x 100.
b3) Number of employers of a given sector who are satisfied with programme completers divided by the total number of employers of that given sector x 100.
Reported Subgroups: Which subgroups are commonly reported for this indicator?
- Need to consider vulnerable groups;
- Subgroups of IVET completers by education/qualification level and by training domains.
Data Requirements: What type of data may be useful to gather on this indicator?
Utilisation of acquired skills at the workplace:
- Programme coverage: formal programmes, schemes for the recognition of prior learning, particular awards;
- Relevance of programme and occupation: it can be investigated by checking whether the qualification is adequate to perform that occupation and/or to undertake further learning in the occupational knowledge in areas in which they have been trained;
- Need to consider vulnerable groups.
NOTE: for further information on utilisation of acquired skills at the workplace in Estonia, Hungary and Romania, please click here