On 12 September Ministers responsible for VET in the European Union member states, EU Candidate Countries, the European Economic Area Countries, plus the European social partners and the European Commission met in Herning, Denmark and agreed to the “Herning Declaration on attractive and inclusive Vocational Education and Training for increased competitiveness and quality jobs 2026-2030.”

European Ministers agreed to pursue a combination of national and European level objectives – many of which have relevance in Australia.

At the national level many of these commitments agreed by European Ministers resonate strongly with reforms in Australia:

  • Enhance the attractiveness of VET and its parity of esteem with “general and academic” education (ie schools and higher education)
  • Attract more learners into VET and work with employers to attract more apprentices
  • Ensure VET aligns with the evolving needs of the labour market including through “skills intelligence data and graduate tracking systems” (hello in Australia to Jobs and Skills Australia and the NCVER)
  • Foster inclusiveness and address gender inequalities and stereotypes
  • Increase participation of all adults, especially those with lower skill levels
  • Increase excellence in VET including by expanding the Centres of Vocational Excellence model (hello to Australia’s TAFE Centres of Excellence)
  • Further develop higher level VET programs (this has resonance to ASQA’s trial of TAFE self-accreditation and broader VET qualification reforms), and
  • Ensure “sufficient and sustainable investments” in VET (hello to Australia’s National Skills Agreement).

The following initiatives do not yet have an equivalent in the Australian context:

  • Address shortages of teachers and trainers in VET “by making the profession more attractive by ensuring their professional autonomy…”
  • Emphasise the role of “basic and transversal skills” in initial VET including “citizenship, entrepreneurship and sustainability education.”
  • “Strive to ensure physical and mental wellbeing of VET learners of all ages, teachers and students, in line with applicable safety and health regulations, including in relation to training.”
  • “Maximise the potential, reliability, and responsible use of AI” in line with the European Union’s Artificial Intelligence Act, and other technological advancements including virtual and extended reality – by providing “VET learners, teachers and trainers with the skills needed to understand the benefits and risks and effectively use AI-driven tools and immersive technologies.”