WORK IN PROGRESS
Why the " " vocational program is indispensable for lifelong learning
The crisis in the labor market shows that there is something fundamentally wrong with the way we train, retrain, and provide continuing education for people in the Netherlands. Vocational schools are indispensable if we want to solve this problem.
As education specialists at Turner, we have recently asked a large number of administrators and school leaders involved in MBO (secondary vocational education) how they view lifelong learning and what role MBO plays in it.
Vocational education plays a crucial role in training the skilled workers who are currently so hard to find. Think of the security guards at Schiphol, the nurses in hospitals, plumbers and auto mechanics, designers, and installation technicians—the list is endless. Supply and demand are not well aligned. The outlook for the future is not promising. Given demographic trends, these problems are likely to persist for some time. Except in the Randstad, most vocational schools are facing a decline in enrollment. There are fewer young people, and those who are young are less likely to choose vocational education. As a result, even fewer skilled workers will be available in the future—even as the demand for labor continues to rise.
“The focus on LLO also aligns perfectly with the main objective of secondary vocational education.”
The Right Qualifications
An additional issue is that not only are more people needed, but they must also possess more specific skills. Many people do not (or no longer) have the right qualifications. The certificate they earned in the past does not adequately reflect the knowledge and skills required for today’s professional practice. Society is changing so rapidly that you can no longer say, “I earned my auto mechanic’s diploma, so I’ll be an auto mechanic for the rest of my life.” Cars these days are full of electronics, and the internal combustion engine will eventually disappear. It’s clear that auto mechanics need additional training or continuing education.
And they’re not alone in this. Nurses are having to deal with new protocols and techniques, HVAC technicians need to retrain to become heat pump installers, and so on. Every profession is evolving. Everyone needs continuing education, additional training, or retraining to be prepared for the work of tomorrow and the day after tomorrow.
At work or at school
Continuing education or professional development can, of course, be organized in the workplace. That is also part of the concept of Lifelong Development (LLO). But a car mechanic or a nurse can also return to their educational institution with the questions they have. “I’m missing certain knowledge—can you teach it to me?” This presents a huge opportunity for vocational education. Precisely because many vocational schools are facing declining enrollment, they can secure their future by developing and expanding programs and courses for working adults. All organizations strive for continuity, and vocational schools are no exception.
The focus on LLO also aligns perfectly with the primary objective of secondary vocational education: to train people so they can function sustainably in society. This is no easy task, and one that goes beyond simply imparting knowledge and skills. Yet it is crucial for our society, which is struggling with a severe shortage of qualified skilled workers.
Isn’t that a great, continuous learning path?
Virtually all vocational schools (MBO) are implementing LLO, but by no means do all programs and courses for working adults align equally well with their daily work. In initial education for young people, there is usually a well-structured, continuous learning pathway, but that is not necessarily the case for those returning for continuing education or professional development. It’s not simply a matter of taking a module and being up to speed again. Development needs are often specific to the individual, the sector, or the situation. Vocational education (MBO) teachers and administrators know this all too well. They maintain close ties with companies and institutions in the region to align their offerings as closely as possible with demand. This is time-consuming.
And don’t forget that they themselves, internally, also have to deal with this issue. Vocational education institutions must also offer their own staff the opportunity to continue their continuous development.
It is not easy for many vocational education institutions to place greater emphasis on LLO. They, too, are facing staff shortages. Day-to-day operations often consume all their energy. Furthermore, LLO is funded differently than regular education: LLO is funded with private money, while regular vocational education is funded with public money.
The urgency is clear; now the question is how to really tackle it.
Turner views LLO as a public responsibility. There are other organizations that offer a wide range of courses and training programs, but because LLO is a mission of great social importance, publicly funded educational institutions should take the lead. This is also because issues such as the shortage of workers in the Healthcare and technology sectors and the energy transition are so socially relevant. Private educational institutions play a useful role, but these challenges are too great and too important.
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