How educators and policymakers can strengthen inclusive vocational education systems and improve access to employment in the European care sector 

As Europe faces growing labour shortages in the care sector and increasing social diversity, vocational education and training (VET) systems must evolve. For many migrant women and other vulnerable groups, access to education and employment remains limited due to persistent structural barriers.  

The CARE-ABILITY project demonstrates that inclusive, accessible, and flexible VET systems are essential – not only for learners, but also for educators and policymakers responsible for shaping education and labour market outcomes. 

Inclusive VET is no longer a complementary approach – it is a strategic necessity. It supports: 

• Better labour market integration
• Increased workforce participation in shortage sectors
• Social cohesion and equal opportunities
• Long-term sustainability of care systems
  
  

Inclusive VET systems are those that recognise diversity as a strength and actively remove barriers that prevent participation. For educators, this means designing learning environments that support students with different linguistic, cultural, and educational backgrounds. Practical approaches include flexible entry pathways, modular training programmes, and the recognition of prior learning—especially informal or non-formal skills acquired through caregiving, migration experiences, or community work. 

Research across Europe confirms that vocational education and training is a powerful tool for supporting migrants’ long-term labour market integration and improving employment outcomes.  However, achieving these outcomes requires coordinated action at both teaching and policy levels. 

Educators are at the forefront of implementing inclusive VET. CARE-ABILITY identifies several priority areas for teaching practice. Training programmes should be designed with accessibility in mind from the outset. This includes: 

• Using clear,plainlanguage and visual supports 
• Providing flexible, modular learning pathways
• Ensuring digital accessibility 
• Offering blended and mobile-friendly learning formats
  
  

These approaches enable participation for learners from diverse backgrounds and with varied life circumstances. However, inclusive teaching requires more than content adaptation. Educators should: 

• Applyscenario-based and practical learning methods 
• Integrate intercultural communication skills
• Provide mentoring and individualisedsupport
• Recogniseand build oninformal knowledge and prior experience
  
  

Evidence shows that migrants frequently encounter barriers such as language difficulties, lack of recognition of prior qualifications, and unequal access to training, making these approaches not just beneficial, but essential. Also, unfamiliarity with institutional systems often prevents capable individuals from entering vocational pathways or progressing within them. 

At the same time, the European care sector—covering elderly care, disability support, and community health services—is experiencing a persistent and growing demand for trained professionals. Demographic change, particularly population ageing, is increasing the need for skilled workers who can provide compassionate, culturally responsive care. This situation presents both a challenge and an opportunity: by making VET systems more inclusive and accessible, Europe can simultaneously address labour shortages and promote social inclusion. 

While educators drive change in practice, policymakers create the conditions that make inclusive VET possible. Regulatory frameworks must enable flexible certification pathways and recognise diverse forms of learning. Policies that support bridging programmes, validation of prior learning, and targeted financial support for disadvantaged learners can significantly improve access. Additionally, collaboration between training institutions, care providers, local communities, and employment services is essential to ensure that training programmes reflect real labour market needs. 

To strengthen inclusive VET systems, policymakers should: 

• Establishrobust recognition of prior learning mechanisms 
• Promote flexible and modular training structures
• Ensure accessibility standards inbothdigital and in-person learning environments 
• Align trainingprovisionwith current and projected labour market needs
  
  

European policy frameworks consistently emphasise that inclusive VET systems are essential to ensuring equal opportunities and support smooth transitions from education to employment. Effective VET systems require collaboration across sectors. Policymakers play a key role in: 

• Facilitatingpartnerships between education providers and employers 
• Supporting work-based learning opportunities
• Encouraging coordinationamongsocial services, NGOs, and training institutions
   

Research highlights that strong employer cooperation and flexible learning pathways significantly improve employment outcomes for vulnerable learners. 

A central insight from CARE-ABILITY project is that policy and practice must be mutually reinforcing. Successful VET systems are those where: 

• Policy frameworks reflect real learner needs
• Educators areequippedwith practical tools and guidance 
• Employers are actively involved in training design
• Inclusion and accessibility are embedded ateverylevel
  
  

For educators and policymakers alike, investing in inclusive VET leads to: 

• More effective and responsive education systems
• Increased employability and workforce readiness
• Greater participation of vulnerable groups
• Stronger and more resilient care sectors
  
  

Inclusive vocational education is essential for addressing Europe’s social and economic challenges. By removing structural barriers, strengthening collaboration with employers, and supporting diverse learners throughout their training journey, educators and policymakers can create pathways that benefit individuals, communities, and care systems alike. The CARE-ABILITY project provides clear evidence that, with the right strategies in place, VET systems can become significantly more accessible, flexible, and impactful. Investing in inclusive VET is therefore not only a matter of educational reform—it is a long-term investment in social cohesion, workforce sustainability, and the quality of care across Europe. 

What steps can you take—within your institution or policy framework—to strengthen inclusive VET pathways? Explore CARE-ABILITY results and join the effort to build more equitable and future-ready education systems. 

 

References  

Bell Sebastián, J., Marhuenda Fluixá, F., & Carmona Rodríguez, C. (2025). Vocational education and training pathways of students with a migrant background in Europe: A systematic review. Educational Review, 1–23. https://doi.org/10.1080/00131911.2025.2514038 [Accessed 7 April 2026]. 

CARE-ABILITY Project. (2026). Best practices handbook. https://care-ability.eu/wp-content/uploads/2026/04/EN_BestPracticesHandbook_1.pdf [Accessed 10 April 2026].    

Dempster, H., & Ricou, M. (2026). Linking labor mobility and technical and vocational education and training (TVET). Center for Global Development. https://www.cgdev.org/sites/default/files/linking-labor-mobility-and-technical-and-vocational-education-and-training.pdf [Accessed 7 April 2026]. 

EERA. (2023). The role of vocational education and training in integrating newly arrived immigrants into working life in Europe: A scoping review. European Conference on Educational Research. https://eera-ecer.de/ecer-programmes/conference/29/contribution/59187 [Accessed 7 April 2026].