Trend towards increased emphasis on transversal skills

over time (Section 3.2.2). Also, this development is accompanied by a reduction in compulsory common studies. Second (example from Slovakia), the autonomy of individual schools to define content has become higher in recent years (Section 2.4.2), and the higher the education level, the more autonomy is permitted.

This section provided initial examples of how the balance between general knowledge, vocational skills and transversal skills has changed, and discussed some important aspects which need to be taken into consideration when assessing such changes: the level of VET (ISCED 3 or 4), the extent of optional content, and changes at system and institutional levels, such as decentralisation. We now analyse the growing emphasis on general education and transversal skills more systematically.

a certain rethinking in the teaching of content can be observed through learning- outcomes orientation, whereby transversal competences become more central.

However, […] there is a lack of concrete studies that quantify this development.’

(Cedefop, 2020a, AT, p. 4). Curricula of VET colleges for business administration, for instance, include a specific subject cluster on 'social competence and personality development' which focuses specifically on transversal skills.

Entrepreneurial competence is represented in a wide variety of ways in the curricula of vocational schools, e.g. in the competence areas of business, accounting or as a separate cluster entrepreneurship, in secondary colleges for business administration (BMBF, 2017; Lachmayr and Proinger, 2019).

Another interesting case of an increase in transversal (as part of general) skills are the 3- and 4-year regional VET programmes (IeFP) in Italy. The significant expansion observed here is a response to an increased emphasis on general and transversal skills at policy level but can also be explained with the extension of the duration of the overall programmes (from 2 years to 3 to 4 years) as the following example shows.

Box 13. The increase in transversal skills in Italian regional VET programmes

Transversal skills gained more importance in regional VET curricula (3 to 4-year IeFP courses) in terms of hours in the curricula. In Italy, the term general education is generally also understood to include what is understood as transversal skills and competences, soft skills, basic cultural skills, key competences, personal, social, learning, entrepreneurial resources, and problem solving and relational skills, digital skills.

Since 2003, the share of general/cultural/basic contents (also related to transversal skills) has been significantly increased in regional VET curricula; this is a result of starting the process of formally including regional IVET in the upper secondary national education and training system.

Overall, the curricula show an increase in hours dedicated to basic competences and workplace learning with a corresponding reduction in practical learning and

workshops and in technical-professional contents, as illustrated in the table below (Cedefop, 2020a, IT, pp. 2-3; 18).

Table: Key changes in regional VET between 1995 and 2020

1995 2003-06 2007-11 2020

Course contents:

• 80% on technical-professional skills

• 20% on general skills

Course contents (exemplary for electronic equipment installers and repairers in the Lombardy Region):

• 35-45% basic competences

• 55-65% technical-professional competences

• 20-50% training in workplaces

No curricula but region-based system of qualifications: 2-year courses with the max. 1-year additional specialisation courses;

contents based

3-year and 4-year pilot-courses leading to national IVET qualifications and diplomas (but under Regions’

responsibility);

progressive definition of basic and

professional final learning outcomes;

course contents defined by training institutions according to Regions’ indications

Regional IVET entitled to fulfil compulsory education (10 years of education) and basic and cultural contents were strengthened (in the first 2 years of qualification courses);

revision and final definition of both basic and technical learning outcomes but no definition of any curricula (at national, regional and training institution level)

New definition of final learning outcomes (in 2019) for both qualifications and diplomas

Cultural basic skills have been increased, especially those related to digitalisation, citizenship and STEM;

introduction of a set of

‘personal, social, learning and entrepreneurial resources’

Source: Vergani (2021).

The following example from the German electrical engineering sector illustrates an insertion of transversal skills in an otherwise stable environment that is characterised by a stable relationship between general and vocational contents throughout.

Box 14. Imparting transversal skills in the training model for the German electrical engineering sector

The principles of curriculum design in German upper secondary IVET have remained stable between 1995 and 2020, with the Lernfelder concept (learning fields)

continuing to serve as a guiding principle for structuring the syllabi for the school-based part of dual VET programmes. Accordingly, the relationship between general and vocational contents has not changed fundamentally over the past 25 years. What can be observed, though, is a growing emphasis on key competences such as teamwork or working with flat hierarchies, but also language and communication skills; this may be regarded as a shift towards or growing awareness of transversal competences.

In the example of the electrical engineering sector, an integrated training model has been in place since 2003 that structures curricula into so-called fundamental or core qualifications (understood as units of learning outcomes) and specialised

qualifications; the two were to be imparted side by side. This training model can be regarded as an effective approach for the imparting transversal skills. The reason is

that all parts of the training curriculum, core qualifications and specialised contents alike, are always related to the work context. Planning skills, for instance, cannot be acquired in isolation from professional activities and their settings. All units refer to areas of professional activity in which the transversal skills are situated.

Source: Wittig (2021).

4.2.3.1. Current policy debates on transversal skills

In the Maltese VET system, key competences, sectoral skills and underpinning knowledge are defined for each MQF VET qualification. Definitions of these three types of learning outcomes, as provided by the NCFHE (National Commission for Further and Higher Education) in the latest Referencing report (NCFHE, 2016) suggest that transversal skills are defined together with general skills as key competences. The understanding of key competences is based on the definition by the European Commission, which differentiate between eight types, including skills such as digital competences, learning to learn or interpersonal, intercultural and social competences, and civic competence. ‘Sectoral skills’ are skills which are relevant for a specific sector and derive from labour market demands.

‘Underpinning knowledge’ refers to theoretical knowledge; this serves as the basis on which sectoral skills are applied at work. The curriculum department of the Malta College for Arts, Science and Technology (MCAST), which adheres to the NCFHE Reference report, is currently considering both how to make transversal skills more visible and whether more transversal skills should be integrated in courses (Cedefop, 2020a, MT, pp. 2).

The VET system in the Netherlands is another example of an increasing interest in transversal skills. Here, this skills type is labelled ‘21st century skills’, which can be included in various school activities: cross-curricula projects (activities taking place both in school and other locations such as neighbourhoods, workplace), participating in discussions during citizenship lessons, presenting an argument, motivational reflections, or engaging in career guidance. Although they are not formally included in the national qualification files, teaching these skills has become popular in schools in recent years (Cedefop, 2020a, NL, p. 3). They are especially offered as part of the elective modules.

The discussion on transversal skills, and the examples presented in this section, show various developments: several countries report a growing relevance of transversal skills in VET programmes. However, there is no clear trend in how such skills are being imparted across different VET systems. Some of the examples discussed suggest inclusion of transversal skills in general subject knowledge (e.g. Italy), but there were also cases where we saw them being integrated in VET content as well. The Finnish VET system provides an example how transversal skills are integrated in both general education and VET content

(common studies and vocational studies): ‘Additionally transversal skills and competences are an essential part of vocational competence, and students also acquire them in connection with their vocational studies. The emphasis of the transversal skills and competences varies in different fields’ (Cedefop, 2020a, FI, p. 2).

The discussion on transversal skills further indicates that certain types of competence, such as entrepreneurship or digital skills, may be more associated with vocational skills, regardless of whether they are integrated in general education or occupation-specific curricula content.

The different practices in dealing with transversal skills in upper secondary curricula in Europe might indicate that the concept of transversal skills itself is not a useful category for curriculum planning. Yet it challenges traditional curriculum planning in VET, which is essentially based on three categories: the general, the vocational-practical and the vocational-theoretical components. A better definition and structuring of transversal skills, as provided for instance by ESCO (Chapter 2), may provide a way forward in this respect.

4.2.3.2. Insights from the VET provider survey

Respondents to the VET provider survey were asked to give an estimation of the future emphasis on transversal/soft skills in their institutions. As Figure 14 below shows, most respondents across the focus countries of the survey believe that transversal/soft skills will increase in the coming years. This assessment is especially clear among respondents from Italy, Austria and Slovenia; in all three cases over 90% indicated an increased emphasis in the future. This result further confirms the trend discussed earlier of an increasing relevance of transversal skills in VET programmes.

Figure 14. Future emphasis on transversal/soft skills

NB: n = 881.

Source: VET provider survey; data from selected countries

4.2.4. Relationship between occupation-specific skills and general subject