Indicator 8. Prevalence of vulnerable groups

The material gathered below is part of the information provided by EQAVET on the state of play in quality assurance in VET systems among Member States. These practices have been provided by some Member States in the context of the work undertaken by the EQAVET work on Indicators, 2011.  

Estonia

In Estonia “Prevalence of vulnerable groups” is not used as an indicator. This indicator was considered but eventually abandoned. The number of students with disabilities however is monitored and the Development Plan for the Estonian Vocational Education and Training System 2009-2013 uses the following indicators:
- Proportion of graduates with moderate or severe learning disabilities who follow the basic school curriculum or a simplified curriculum, and continue their studies in VET
- Proportion of students aged 18-24 with basic or lower level of education studying in VET (except imprisoned persons) from all people aged 18-24 with basic or lower level of education
Legislation provides opportunities to involve new target groups (including young people without basic education) and to implement workplace-based training. Since 2006, the Ministry of Education and Research has designed several VET courses for students with or without basic education and for disabled individuals. These courses allow students to make a smoother transition into the labour market. There is no requirement for entering these courses but for courses after basic education, the basic education certificate is needed. Furthermore, some of these programmes are designed to encourage those individuals who have interrupted basic education to return to education.
Special ESF programmes are offered to those VET students who follow their programmes in Russian. The purpose is to ensure their employability in the Estonian labour market where Estonian language skills are crucial.

More information is available here

Hungary 

In Hungary, the meaning of this indicator is as follows:
This is a very significant indicator at each level of VET. It can be a measure of flexibility of the changed Hungarian vocational training structure as one of the aims of having a differentiated VET structure in place is to help the individual to achieve a qualification which is useful for both the individual and the society. The system of partial qualifications, the different learning pathways facilitated by the modular VET / NQR promote the involvement of vulnerable groups into vocational training.
More information is available here

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