The assessment framework

Learning outcomes and foundations for success

The framework will outline the assessment and analytical modules that will form the basis of the assessment. These modules are organised around three pillars.

1. VET programme/learning outcomes

1.1 Job-specific learning outcomes (measured through the International VET Assessment)

1.2 Employability skills performance (measured through the International VET assessment)

1.3 Health and well-being

1.4 Educational attainment

1.5 Attitudes towards VET, work and learning

1.6 Work safety

1.7 Ethics (in the workplace)

2. Foundations for Success

2.1 Type of VET programme

2.2 Inclusive environments

2.3 Quality instruction

2.4 Learning time

2.5 Work-based learning (WBL) time

2.6 Material resources

2.7 Human resources

2.8 Family and community support

2.9 Social partner support

2.10 Labour market support and school interactions/exchanges with labour market

3. Demographic factors for assessing equality and equity

3.1 Age

3.2 Family structure and living arrangements

3.3 Previous educational/work experience

3.4 Gender

3.5 Socio-economic status

3.6 Language spoken at home and language of instruction

3.7 Urban/rural status

3.8 Immigrant status

3.9 Disability

Source: OECD

Activities

During 2023, the OECD will work with experts nominated by participating countries together with other specialists to develop the framework for the assessment. The framework makes clear how the assessment is split between the core occupational areas, the employability skills and the contextual data. In particular, the framework:

» Defines the domains that the assessment targets;

» Outlines and defines the set of competences students are tested on;

» Provides specifications that orient the task design;

» Indicates appropriate data analysis and reporting approaches, including the description of different proficiency levels along a proficiency scale.

This initiative takes the OECD and the participating countries into unchartered territory. However, the initiative has the potential to pay huge dividends in terms of improving the labour-market relevance, quality and social status of vocational education and training. To achieve these benefits, the OECD and the participating countries must confirm the validity of the metrics and the international comparability of results that will come from this assessment. To address this, the OECD has established a step-by-step approach to the development of the assessment framework and the instruments with multiple opportunities for countries to review progress and decide on subsequent work.

Once the framework has been approved by the OECD’s responsible education committees (the Education Policy Committee and the PISA Governing Board), work will commence on the development of the cognitive instruments for data collection.

The first tests will be administered in a handful of countries through a methodological study, the analysis of which will determine the extent to which the instruments and approaches provide valid metrics and internationally comparable results. The results of the Development Phase will be presented in a report at the end of 2024 which also includes the plan for a Pilot Phase, the next stage in the development of the initiative.