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Cedefop has recently started new research and analysis to provide more insights on skill mismatch issues and problems in Europe. Several new studies are planned to provide policy-makers with new information needed to anticipate and address mismatch. To establish policy-relevant themes for Cedefop’s skill mismatch research in the coming years, experts have been invited to the Centre to share their experience on the most promising research opportunities. Combining the views of experts with careful analysis of relevant academic research has led to five overall research priorities. This working paper gives an overview of these priorities.

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This review describes recent activities and projects in identifying skill requirements in Greece. Results suggest that problems of skill mismatch are mainly due to a deficit in demand for skilled labour rather than a deficit in supply of skills. Most Greek firms - mainly small businesses - are not open to new developments and or developing their employees’ skills. This is a challenge for policy to support training, to foster openness to cope with new challenges, raise awareness of the importance of training and skills and make use of the opportunities offered by information and communication technologies. Much more research is needed in Greece on skill needs, mismatch in labour markets and skill acquisition of target groups - and above all on transferring research findings into policy and practice. The contents are: The Greek education and training system and the Greek labour market: some facts; Organisations in Greece actively involved in identification of skill needs; Identification of skill needs - activities; Identification of future skills requirements - action taken by international European bodies; Conclusions - policy implications.

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The underlying premise of the Inventory follows from the goal of monitoring and characterizing the development of [national qualifications frameworks] NQFs as implemented by member states. The Inventory involves both a mapping of global qualification reforms and thematic chapters that discuss key trends and policy issues emerging from qualifications framework reforms and development. This Inventory provides a broad overview of the status and scope of qualifications frameworks internationally as at the end of 2014. It includes the NQFs of 86 countries and seven regional qualifications frameworks (RQFs). The Inventory acts as an observatory of progress and achievement of NQF goals through country case studies. Specifically, the case studies look at the main policy objectives, stakeholder involvement, the framework adopted for implementation, the focus on learning outcomes and the use of level descriptors. They also consider the ways in which the validation of non-formal learning is considered (if any), and how these link to the NQF. The case studies finish with important lessons and future plans.

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Chapters in this volume are: Chapter 1: Between communication and transformation: the impact of European national qualifications frameworks; Chapter 2: Links between NQFs and validation of non-formal and informal learning; Chapter 3: NQF links with informal sector skills development; Chapter 4: NQFs and reforming qualifications; Chapter 5: Changing legal and institutional arrangements as a consequence of qualifications systems reforms; and Chapter 6: Developing world reference levels of learning outcomes: potential and challenges. Show less

Increasing Europe's competitiveness while preserving the European social model, coping with population ageing, reducing unemployment, tackling labour market skill needs and shortages, and improving enterprises' economic performance all exert pressures on [vocational education and training] VET, pushing for its modernisation. The search for models of good governance in VET is an effective policy response to the increasing degree of uncertainty for economies and individuals that characterise our times. It allows VET to become more responsive to changing labour market and individual needs and flexible enough to address skills imbalances and shortages. European and national policy has set high expectations for VET modernisation. VET should be an attractive option for young people and adults to foster the acquisition of professional qualifications and their updating throughout working life. Professional competences and skills delivered through VET should be a model of excellence, while being transparent to relevant parties at individual, company and state levels. This fourth report on VET research in Europe analyses the above pressures for VET modernisation. Research, however, also underlines the key role of VET itself in addressing these socioeconomic challenges. VET, therefore, not only reacts to change, but is also a driver of success and competitiveness for European economies and societies. Throughout this publication, Cedefop has gathered evidence of the role VET plays in sustaining economic development, promoting active ageing, ensuring adequate skill supply, supporting corporate innovation capacity, growth and productivity, combating social exclusion and improving social cohesion. Synchronised and modern VET is not only an aim but also a means of addressing the challenges that lie ahead.

Published abstract.

Volume 1 is available in VOCEDplus at TD/IRD 88.433, volume 2 at TD/IRD 88.434 and volume 3 at TD/IRD 88.435. Show less

Cities are key players in mitigating climate change and shaping the green transition via services and through regulatory competence. Using the smart and green city concept in existing and new urban settings contributes to achieving European Green Deal ambitions. This policy brief reports on a Cedefop skills foresight study which looked at the occupations and skills that help cities become smarter and greener and the role vocational education and training can play in developing them.

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This report is based on a small research project conducted on behalf of the European Commission and Cedefop. The project’s objective was to undertake a series of case studies and a summary study of the development of e-learning in small and medium sized enterprises (SMEs) in different countries. SMEs play a central role in the European Union, accounting for over 99% of all businesses, but have unfortunately been very slow in adapting to e-learning practices. Various factors - such as globalisation, the flood of information and communications technologies (ICTs), and the building of Europe’s lifelong learning culture - all demand an updating of the SME workforce’s skills and competences. This report seeks to identify good practices in the development and implementation of models for the use of e-learning, and discuss issues associated with them. The results indicate that there is: a missing training culture in SMEs; an ‘e-learning divide’ between white and blue-collar workers; poor content; linguistic issues; costs; and missing support structures. Suggestions made in regard to supporting the development and use of e-learning in SMEs include: possible changes in work organisation; the use of e-learning to support informal learning; development of effective pedagogies and strategies for e-learning in SMEs; and the important role of regions, networks and partnerships. Show less

This skills forecast from Cedefop identifies parallel and contradictory trends and challenges. Work environments in the near future are expected to feature more autonomy, less routine, more use of ICT, reduced physical effort and increased social and intellectual tasks. Labour market skill needs will be shifting, and workers will have to supply new skills to match changing needs. An ageing workforce, overqualification and job polarisation at the top and bottom of the skills scale will be some of the key challenges of the next decade, calling for action now. Strong policy responses will be needed to boost labour market participation rates and employment outcomes of specific demographic groups and foster longer working careers, including lifelong learning policies.

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This publication is the final report of Cedefop's thematic country review of apprenticeship in Croatia. The review took place between January 2017 and June 2018 at the request of the Ministry of Science and Education of Croatia. It examined the unified model of education (jedinstveni model obrazovanja) three-year programmes for trades and crafts ([Croatian qualifications framework] CROQF level 4.1). The report presents key findings and suggestions for action to improve and further develop the model in line with the curriculum reform and labour market needs. The analysis is based on the information collected from stakeholders from different levels (students, practitioners, institutional actors, the social partners and policy-makers) and in-depth discussions with the steering group. The review suggests taking more care of the model in four directions:(a) making it attractive and supportive for learners; (b) supporting employers who take apprentices; (c) increasing its quality and permeability; (d) improving stakeholder coordination.

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Cedefop aims to support the implementation of lifelong learning in an enlarged European Union and an international conference was held as part of Cedefop's special activities to emphasise this commitment. As part of the preparation for the conference, four thematic workshops were held by Cedefop to provide background information for conference workshops that will further develop the four themes. This is the report of the thematic workshop on integrating people with disabilities into lifelong learning and paid employment. Experts and specialists, including ones with disabilities, from policy, practice and research arenas participated in the workshop. Recent research, examples of good practice, and new approaches designed to support the integration of people with disabilities into lifelong learning and the labour market were discussed. Key topics were: developing skills potential - encouraging active citizenship; pathways into paid work; and integration strategies - the importance of new basic skills.

The summary conference report is indexed at TD/TNC 77.629. Other workshop reports are indexed at TD/TNC 77.624, TD/TNC 77.628 and TD/TNC 77.630. Show less

Luxembourg's vocational education and training (VET) is highly differentiated. Apprenticeships and school-based VET coexist. While some features may seem similar to those in other countries, taking a closer look is important to understand national concepts and terms. Luxembourg's education and training system reflects its geographic and socioeconomic context: its small size, the close ties with its neighbours, its multilingual nature and high share of foreign nationals, and the well-established cooperation with social partners. Recently implemented reform has strengthened the links to the labour market and brought about a shift towards competence-based and modular vocational programmes. The implementation of this reform has also revealed weaknesses in the system; evaluation of the reform will provide stakeholders with evidence of a need for further changes. By providing an insight into its main features and highlighting related policy developments and challenges, this short description contributes to better understanding of VET in Luxembourg.

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