PISA-VET Fact Sheet
- Long title
- Frequency of data collection
- Schedule
- Objectives
- Research questions
- Assessment domain(s)
- Study framework (summary)
- Participating entities
- Target population and sample (summary)
- Data collection techniques and instruments (summary)
- Initiator
- Study director(s)
- Study website(s)
- Contact
- Related studies
- Sources
(Explanation: The PISA-VET assessment is currently in its development phase. Future cycles will depend on the outcomes of this phase, which runs from 2022 to 2026.)
- 2022-2024: Framework development
- 2024-2025: Instrument development
- 2025: Cognitive laboratories
- 2026: Data collection and methodological report
- There will be no international report
- There will be no international database
Note: PISA-VET is being developed and implemented in three phases, with the following activities planned for each phase:
- 2022-2026: Development phase
- Methodological study in a limited number of countries
- Data analysis and report
- Preparation for the pilot phase
- Confirmation of assessment feasibility and affordability
- 2026-2030: Pilot phase
- Field trial and main survey in 10-15 countries
- Data analysis and international comparisons
- Plan for the next phase
- 2030-2034: Large-scale assessment phase
- Instrument development for additional occupational areas
- Field trial and main survey in 15-25 countries
- Data analysis and results of international comparisons
- On-going large-scale assessment in 3-4year cycles
Enhance comparative policy insights on improving relevance, quality, equity, and effectiveness of VET programs in selected occupational areas.
- How to compare achievement in VET across countries and within specific occupations?
- How does achievement in VET relate to differences in the design and delivery of VET programmes (between and within countries)?
- How to relate achievement in VET to per learner expenditures?
- Which VET programmes and occupational areas lend themselves most readily to international comparison?
- Automotive technology
- Electrician
- Business and administration
- Healthcare
- Tourism and hospitality
- Literacy
- Problem solving
- Task performance
- Collaboration
Assessment or survey framework
Occupational areas
- Automotive technician occupations
- Electrician occupations
- Business and administration occupations, focused on the business and administration job family in commercial workplaces
- Healthcare occupations, focused on healthcare/nursing assistants
- Tourism and hospitality occupations, focused on hotel receptionists
Employability skills
- Collaboration, as defined by the OECD’s Survey of Social and Emotional Skills (SSES)
- Literacy, as defined by the OECD’s Survey of Adult Skills (PIAAC)
- Problem solving, as included in the OECD’s PIAAC Cycle 2 (adaptive problem solving)
- Task performance (responsibility, self-control, and persistence), as defined by the OECD’s SSES
Contextual or background framework
Learner success outcomes
- Learners’ educational and work-related progression and plans
- Learner engagement in school and at work
- Health and well-being
- Work safety
Foundations of learner success
- Inclusive school and work environments
- Guidance and quality of instruction
- Educational institution-based and work-based learning time
- Material resources
- Human resources
- Family, partners’, and friends’ support for learners
- Social partner engagement
Learners’ demographic factors to study equality and equity
- Age
- Gender
- Socioeconomic status
- Family structure and living arrangements
- Previous education and work career
- Language spoken at home and language of instruction
- Urban/rural status of the VET institution
- Immigrant status
- Disability
Other contextual factors related to
- Teachers
- VET institutions
- The (national) system
Numbers
- 7 data collection countries
- 7 non-data collection countries
Participants
- Data collection countries: Australia, Brazil, Colombia, Germany, Greece, Portugal, United Arab Emirates
- Non-data-collection countries: Belgium (Flanders), Ireland, Mongolia, Netherlands, Türkiye, United Kingdom, United States
Target population
Learners nearing the end of initial formal VET programs in the five occupational areas at the upper-secondary and post-secondary non-tertiary education levels, i.e., International Standard Classification of Education (ISCED) Levels 3 and 4.
The population of learners enrolled in the sampled VET programs will be outlined for the assessment based on their program comparability in terms of learning outcomes (levelled across levels 3-4 of the European Qualifications Framework, EQF, or equivalent for those countries not using EQF). This includes learners in school-based programs and in programs that combine school-based and work-based learning (e.g. apprenticeships).
While no age range is specified for the target population, it is likely that most learners sampled for this assessment will have commenced their training programs at age 16 or 17 and would be aged 18-20 at the time of taking the test. In some countries, however, the learners are likely to be older.
Sample
A convenience sample selected by participating data collection countries
PISA-VET is a computer-based test designed to be taken by groups of learners on the premises of their VET institution or in their work-based learning environment if this is the main place of training (for example, in the case of apprentices).
The assessment is designed to take place within a three-to-four-hour test window, which includes time for:
- Introductions, setup and guidance for test-takers
- Learner background questionnaire: approximately 35 minutes to complete
- Non-cognitive skills self-report: about 10 minutes
- Cognitive test of core employability and occupation-specific skills: between two to three hours, including time to adjust to the simulation environment and move between test locations
- PIAAC Literacy (15 minutes), i.e., reading and answering questions on digital and print-based texts
- PIAAC Problem Solving (30 minutes), i.e., solving scenario-based everyday and working-life problems
- One of the five occupational domains (90 minutes), i.e.:
- Scenario-based questions on occupation-specific knowledge and skills
- Digital simulations of occupation-specific professional skills at the workplace
- Live or recorded demonstrations of occupation-specific professional skills assessed by expert judges (where possible)
During the development phase, a smaller-scale administration of the test is anticipated, limited to the five selected occupational area forms, with particular attention given to the efficacy of the three types of tasks. The background questionnaire and employability skills data will not be collected during this phase.
Michael Ward
OECD
2, rue André Pascal
75775 Paris Cedex 16
France
Tel.: +(33) 1 45 24 76 47
Marieke Vandeweyer
OECD
2, rue André Pascal
75775 Paris Cedex 16
Tel.: +(33) 1 45 24 90 20