Yuriy Rashkevych
https://orcid.org/0000-0002-6244-2758
Tetyana Semigina
https://orcid.org/0000-0001-5677-1785
EUROPEAN INTEGRATION IN VOCATIONAL EDUCATION: IMPERATIVES FOR UKRAINE
Full text (pdf)
Language: Ukrainian
Abstract. For Ukraine, which is undergoing deep transformations and striving for integration into European structures, vocational education and training (VET) plays a key role not only in economic recovery but also in ensuring social stability during the war and post-war reconstruction. At the same time, the process of harmonizing the national system with European approaches requires a deeper understanding of the policies, tools, and practices that underpin the development of VET in EU countries. This article aims to describe the key principles and tools of European educational policy in the field of VET, with a focus on its positioning within the European Qualifications Framework. Conceptual and practical approaches to integrating VET into the overall education system, ensuring its alignment with labor market needs, and supporting lifelong learning principles are analyzed. To ensure a comprehensive approach to the development of VET at the pan-European level, a number of regulatory documents have been developed, including the EU Council Recommendation on Vocational Education and Training (2020), the European Qualifications Framework, quality standards (EQAVET), and mechanisms for recognizing learning outcomes. The article particularly focuses on mechanisms that promote transparency, comparability, and quality assurance in education within EU countries. Based on the experience of the European Union, possible lessons for Ukraine are outlined in the context of the European integration process and the reform of the national vocational education system. These include improvements in VET regulation, aligning VET with the National Qualifications Framework, strengthening the connection between education levels, and enhancing institutional capacity and partnerships.
Keywords: vocational education and training, European integration, European Qualifications Framework (EQF), EU educational policy, qualifications recognition, quality assurance.
https://doi.org/10.32987/2617-8532-2025-1-43-57
Keywords: vocational education and training, European integration, European Qualifications Framework (EQF), EU educational policy, qualifications recognition, quality assurance.
https://doi.org/10.32987/2617-8532-2025-1-43-57
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35. Semigina, T., & Rashkevych, Yu. (2022). Micro-credentials as a trend in the development of modern lifelong learning. SCIENTIA, 2, 46–50. Kracow. Retrieved from https://ojs.ukrlogos.in.ua/index.php/scientia/article/view/18888 [in Ukrainian].
2. Verkhovna Rada of Ukraine. (1998). On vocational (vocational and technical) education (Act No. 103/98-ВР, February 10). Retrieved from https://zakon.rada.gov.ua/laws/show/103/98-%D0%B2%D1%80#Text [in Ukrainian].
3. Verkhovna Rada of Ukraine. (2017). On education (Act No. 2145-VIII, September 5). Retrieved from https://zakon.rada.gov.ua/laws/show/2145-19#Text [in Ukrainian].
4. Barabash, O. A., & Khaniuk, T. O. (2024). Decentralization reform in the aspect of transferring property of vocational education institutions to local authorities. Educational Analytics of Ukraine, 5(31), 105-115. DOI: https://doi.org/10.32987/2617-8532-2024-5-105-115 [in Ukrainian].
5. Kulachynskyi, O. V., & Kamenchuk, N. V. (2024). Reform of vocational (vocational-technical) education in Ukraine: Ways of integration into the European educational space. Educational Analytics of Ukraine, 5(31), 27-39. DOI: https://doi.org/10.32987/2617-8532-2024-5-27-39 [in Ukrainian].
6. Melnyk, S. V. (2021). State and prospects of development of the national system of personnel training. Educational Analytics of Ukraine, 1(12), 65-80. DOI: https://doi.org/10.32987/2617-8532-2021-1-65-80 [in Ukrainian].
7. Radkevych, V. (2023). Main directions of scientific and methodological ensuring the development of professional education in the conditions of new challenges. Vocational Education, 1, 27-30. Retrieved from https://lib.iitta.gov.ua/id/eprint/738836/ [in Ukrainian].
8. Tutlys, V., Bukantaite, D., Melnyk, S., & Anuzis, A. (2021). The institutional development of skills formation in Lithuania and Ukraine: Institutional settings, critical junctures and policy transfer. Research in Comparative and International Education, 16(4), 405-432. DOI: https://doi.org/10.1177/17454999211057448.
9. Radkevych, V. O., Borodiienko, O. V., & Kravets, S. H. (2021). Vocational (vocational-technical) education of Ukraine in the context of European integration processes (comparative analysis). Kyiv. Retrieved from https://lib.iitta.gov.ua/id/eprint/729185 [in Ukrainian].
10. Moodie, G. (2002). Identifying vocational education and training. Journal of Vocational Education & Training, 54(2), 249-266. DOI: https://doi.org/10.1080/13636820200200197.
11. Wheelahan, L. (2015). Not just skills: what a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750-762. DOI: https://doi.org/10.1080/00220272.2015.1089942.
12. Köpsén, J. (2019). Demands-based and employer-driven curricula: defining knowledge in higher vocational education and training. Studies in Continuing Education, 42(3), 349-364. DOI: https://doi.org/10.1080/0158037X.2019.1661238.
13. Köpsén, J. (2022). Being successful in the educational market: employers in practice of Swedish higher VET provision. Globalisation, Societies and Education, 22(2), 240-251. DOI: https://doi.org/10.1080/14767724.2022.2075833.
14. Webb, S., Bathmaker, A. M., Gale, T., Hodge, S., Parker, S., & Rawolle, S. (2017). Higher vocational education and social mobility: educational participation in Australia and England. Journal of Vocational Education & Training, 69(1), 147-167. DOI: https://doi.org/10.1080/13636820.2016.1269359.
15. Gordon, J. (2015). Glimpsing the future in the past: VET in Europe. European Journal of Education, 50(4), 373-378. DOI: https://doi.org/10.1111/ejed.12151.
16. Fogg, K., & Jones, H. (1985). Education in the European Community: Ten years on. European Journal of Education, 20(2/3), 293-300. Retrieved from https://www.jstor.org/stable/1502956.
17. European Commission. (2002). Declaration of the European Ministers of Vocational Education and Training, and the European Commission on enhanced European cooperation in vocational education and training. Retrieved from https://www.cedefop.europa.eu/files/copenahagen_ declaration_en.pdf.
18. European Commission. (2010). The Bruges Communiqué on enhanced European cooperation in vocational education and training for the period 2011-2020. Retrieved from https://www.cedefop.europa.eu/files/bruges_en.pdf.
19. CEDEFOP. (2015). Strong partnerships in skills development and activation policies: Toolkit for VET policy makers. Publications Office of the European Union. Retrieved from https://www.cedefop.europa.eu/files/3071_en.pdf.
20. European Commission. (2015). Riga Conclusions 2015. Retrieved from https://www.cedefop.europa.eu/files/2015_riga_conclusions.pdf.
21. European Commission. (2008). The Bordeaux Communiqué on enhanced European cooperation in vocational education and training. Retrieved from https://www.cedefop.europa.eu/files/bordeaux_communique_en.pdf.
22. CEDEFOP. (2017). Changing nature and role of vocational education and training (VET) in Europe. Retrieved from https://www.cedefop.europa.eu/en/projects/changing-nature-and-role-vocational-education-and-training-vet-europe#group-link.
23. CEDEFOP. (n. d.). The Future of vocational education and training (VET). Retrieved from https://www.cedefop.europa.eu/en/projects/future-vet.
24. European Union. (2020). Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience. Official Journal of the European Union, 2020/C 417/01. Retrieved from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32020H1202%2801%29.
25. European Commission. (n. d.). EQAVET framework. Retrieved from https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-qualifications/working-together/eqavet-european-quality-assurance-vocational-education-and-training/eqavet-framework_en.
26. European Commission. (2020). The Osnabrück Declaration 2020: VET as an enabler of recovery and just transitions to digital and green economies. Retrieved from https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf.
27. CEDEFOP. (2023). Excellence and inclusion in vocational education and training for the 21st century. Retrieved from https://www.cedefop.europa.eu/en/research-analysis/projects/excellence-and-inclusion-vet.
28. CEDEFOP. (2023). VET excellence and inclusion for the 21st century. Retrieved from https://www.cedefop.europa.eu/en/projects/vet-excellence-and-inclusion-21st-century.
29. ETF. (2022). The Torino Process: Evidence-based policy making for better vocational education and training. Retrieved from https://www.etf.europa.eu/en/projects/torino-process.
30. Kuusela, T. (2020). Policies for human capital development: Ukraine – An ETF Torino Process Assessment (Report). ETF. Retrieved from https://www.etf.europa.eu/sites/default/files/2020-06/07_trp_etf_assessment_2019_ukraine_0.pdf.
31. ETF. (2024). Torino Process System Monitoring Report: Ukraine (2024 update). Retrieved from https://www.etf.europa.eu/en/publications-and-resources/publications/trp-assessment-reports/ukraine-2024.
32. European Commission. (2023). Report on the comparison of the European Qualifications Framework and the Ukrainian National Qualifications Framework. Retrieved from https://europass.europa.eu/system/files/2023-02/Comparison%20report%20final%20rev%2023-02-2023%20UA.pdf [in Ukrainian].
33. Ministry of Education and Science of Ukraine. (2021). On approval of Methodological Recommendations for the development of standards of vocational (vocational-technical) education based on the competence approach (Order No. 216, February 17). Retrieved from https://zakon.rada.gov.ua/rada/show/v0216729-21#Text [in Ukrainian].
34. Bathmaker, A.-M. (2017). Post-secondary education and training, new vocational and hybrid pathways and questions of equity, inequality and social mobility: Introduction to the special issue. Journal of Vocational Education & Training, 69(1), 1-9. DOI: https://doi.org/10.1080/13636820.2017.1304680.
35. Semigina, T., & Rashkevych, Yu. (2022). Micro-credentials as a trend in the development of modern lifelong learning. SCIENTIA, 2, 46–50. Kracow. Retrieved from https://ojs.ukrlogos.in.ua/index.php/scientia/article/view/18888 [in Ukrainian].