1. There is a need to better balance academic and vocational education to meet economic and social needs, rather than focusing only on increasing the percentage of students in universities. 2. Vocational education at higher levels is an important but "invisible" part of higher education that suffers from preconceptions of being lower status than academic education. 3. National qualifications frameworks developed in line with the European Qualifications Framework have reopened discussions about defining and leveling vocational qualifications, including whether some vocational qualifications could be considered higher education.

1. 1 Making post-secondary vocational education more attractive European Economic and Social Committee 12 July 2011 Jens Bjørnåvold

2. The need for a better mix of academic and vocational education and training The percentage of students in universities is by many seen as a measure of modernity and progress However, universities alone can’t ensure economic growth and social inclusion We need a stronger focus on how to balance education and training systems; exploring the right mix between general, vocational and academic provisions Post secondary vocational education and training illustrates the challenges involved in balancing education and training policies and systems

5. Fully integrated in Universities

7. VET subject consider weaker as regards research-basis

9. We can observe that vocational education and training at higher levels are getting more attention – not least by enterprises and sectors

11. All EU countries have developed or are developing national qualifications frameworks in line with EQF

13. Skills

14. Competence (autonomy and responsibility) EQF covers all types and levels of qualifications, from those achieved at the end of compulsory education to doctorates

17. Should, for example, the ‘Meister’ be placed at same level as a Bachelor (EQF 6)?

18. Can a vocational qualification be placed at level 8?

20. Learning outcomes express the expectations as regards what somebody knows, is able to do and understand

22. The new frameworks van be used to identify areas where new qualifications should be developed

24. The assumption that VET is lower level than academic subjects must be challenged

25. Lower level of theoretical knowledge can be balanced by higher levels of skills and competences

26. A strategy on post-secondary education need to be taken forward in this perspective – as a way of broadening and thus strengthening the skills and competence focus of European education and training