A reshaped society refers to a societal landscape that has changed dramatically due to key trends such as digitalisation, globalisation, sustainability and demographic shifts. These trends are fundamentally changing various aspects of life, including the economy, education, culture and the dynamics of the labour force. In a reshaped society, traditional norms, practises and institutions are being redefined or replaced to meet the changing needs and realities of the modern world. This includes the introduction of new technologies, the expansion of global connectivity, the emphasis on environmental sustainability and the recognition of different demographic profiles and cultural perspectives. In a reshaped society VET holds a critical role in preparing individuals for the evolving workforce. These key trends profoundly influence various aspects of life, prompting VET to adapt its approach to meet the demands of the rapidly changing professional landscape.

Digitalization has transformed industries, necessitating VET to incorporate digital literacy and technical skills into its curriculum. Industries such as cybersecurity, data analytics, and digital marketing now require individuals to be proficient in emerging technologies. Meanwhile, globalization has expanded market opportunities, emphasizing the need for cross-cultural communication and global awareness in VET to prepare individuals for collaboration within international teams and navigate global supply chains effectively.

Moreover, sustainability has become a central focus, with VET promoting skills related to renewable energy and environmental conservation to address environmental challenges. Additionally, demographic shifts, including aging populations and cultural diversity, shape workforce dynamics, prompting VET to offer inclusive training programs for individuals of all ages and backgrounds.

To effectively respond to these changes, education and training systems, particularly in VET, must adapt by integrating technology into learning environments, fostering global competencies, and addressing diverse learning needs. This includes promoting a culture of lifelong learning among educators, who require core competencies such as digital literacy, adaptability, and problem- solving to meet the demands of the reshaped society.

Strategies for fostering creativity, innovation, and collaboration among educators include professional development workshops, cross-disciplinary collaboration, peer mentoring programs, and the utilization of technology for collaboration. By embracing these strategies and competencies, VET institutions can prepare learners for success in the modern workforce, contribute to the sustainable development of society, and foster a culture of lifelong learning and innovation within the education sector.

In the field of vocational education and training (VET), inclusion is a benchmark that guides the integration of young people from different educational and social backgrounds. With the growing need for a skilled workforce, governments around the world are pushing to increase enrolment and completion rates in VET, seeing it as a gateway to the labour market and lifelong learning. Despite these efforts, however, a significant proportion of young people in OECD countries do not complete upper secondary education, with dropout rates particularly high in vocational programmes. However, VET is also a promising way to disengage and reintegrate early school leavers from the general education system, as it offers practical learning pathways tailored to specific occupations.

Recognising the key role that VET plays in social inclusion, policymakers and researchers have explored strategies to help vulnerable young people complete their education. These include designing specific VET programmes and support measures that address the different needs of vulnerable learners. Furthermore, there is a growing realisation that inclusion in VET goes beyond mere school enrolment and also includes psychological resilience and social participation to prevent early dropout from education and training.

The quest for inclusive VET does not end with enrolment strategies, but also extends to the continuous professional development of VET teachers and trainers. These teachers face the constant challenge of addressing learners from diverse backgrounds who often struggle with issues such as low motivation or learning difficulties. Continuous professional development provides them with the pedagogical and cross-curricular skills they need to recognise and support learners who are at risk of disengaging or dropping out of education and to create a supportive learning environment for all.

However, there are barriers to career progression, ranging from logistical constraints to inadequate support from employers. Overcoming these barriers requires concerted action by stakeholders, including governments, educational institutions and industry, to provide resources and incentives for teacher training.

In adopting inclusive pedagogy, VET professionals are encouraged to adopt learner-centred approaches that address individual needs and encourage active participation. Techniques such as problem-based learning and project-based teaching can increase student motivation and satisfaction, creating a more conducive learning environment.

For policy makers and VET practitioners alike, the message is clear: prioritising VET and adopting learner-centred approaches are crucial steps to ensure the inclusion and success of VET programmes. By addressing the diverse needs of learners and teachers alike, we can build a more inclusive and effective VET system that enables all young people to succeed in education and beyond.

In today’s rapidly evolving world, success requires more than just traditional academic knowledge. Educators, businesses and policymakers are increasingly recognising the importance of integrating 21st century skills into education to prepare students for the challenges of the modern workplace and society. These skills encompass a broad range of abilities and competences that are essential for coping with the complexity of the digital age.

Why 21st century skills are important:

• Soft skills are key: higher education and business leaders emphasise the importance of soft skills such as communication and collaboration in higher education courses and in the workplace.

• Preparing for the unknown: As the world of work is constantly changing, schools need to teach students a variety of skills to help them adapt to new challenges and opportunities.

• Dealing with social media: Social media has changed human interaction and presents new challenges in dealing with social situations and communicating online.

• Access to information: The internet has democratised access to knowledge and requires students to develop skills to process and analyse large amounts of information.

• Application of knowledge: While content knowledge is important, students also need to be able to apply facts and ideas to solve complex problems effectively.

• Frameworks such as those developed by the Partnership for 21st Century Skills provide a roadmap for integrating these skills into education. This framework emphasises not only academic subject knowledge, but also additional skills divided into learning skills, life skills and literacy skills.

The Framework for 21st Century Learning:

• Learning Skills: Often referred to as the “four Cs” – critical thinking, communication, collaboration and creativity – are the foundation for 21st century learning.

• Life skills: These include flexibility, initiative, interpersonal skills, productivity and leadership – essential qualities for success in both personal and professional life.

• Reading and writing skills: Information literacy, media literacy and technology literacy are critical to navigating the digital world and effectively evaluating and using information.

School districts play an important role in implementing 21st century learning. They develop profiles for graduates that are tailored to the needs and values of their communities. These profiles typically include a mix of academic knowledge, life skills and social-emotional competencies.

Implementing 21st century learning:

• Professional development for teachers is essential to ensure that they can effectively integrate 21st century skills into their teaching.

• Data-driven assessments help track student progress in developing these skills and inform instructional strategies and interventions.

• Fostering a culture of innovation and collaboration in schools encourages students to think critically, be creative and solve problems.

• While technology plays a critical role, it is equally important to foster students’ social skills, adaptability and growth mindsets.

• Ultimately, teaching 21st century skills is about preparing students for success in a rapidly changing world and empowering them to thrive in the digital age and beyond.