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The greening of the European economy, as outlined in the [European Union] EU 2020 strategy, will have profound effects on the labour market and the development of the skills of the European population. This report claims that the main factors slowing down adaptation to the green economy and the development of necessary skills are the failure of employers to demand new qualifications, and the uncertainty surrounding regulations and policies. Learning providers also report difficulties in meeting the needs of employers and understanding what organisations' skill needs are. Overall, there is limited evidence that green policies have become part of the mainstream of skills development and hiring policies. There is clearly a potential for policy makers and social partners to raise awareness and take common action. This study on green skills and environmental awareness in vocational education and training identifies the main challenges and priorities. It also makes recommendations on how the labour market can be helped to respond to emerging skill needs. The study further investigates the links between skill needs and the responses of learning providers.

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The outcomes of a special Eurobarometer survey, carried out in spring 2005, provided for the first time an insight into attitudes and opinions of citizens in the new Member States towards lifelong learning. The present report provides a detailed analysis of this survey. Taking into account the results of an analogous survey in the EU-15 in 2003, the authors try to capture major differences or possibly coherences in the perceptions, needs, motivations and preferences of citizens in the new and old Member States. The results of the 2005 Eurobarometer survey on lifelong learning show that new Member States' citizens are highly conscious about the importance of learning a lifetime, for both economic and social reasons. Results provide evidence that EU policies on lifelong learning gained a foothold in the new Member States. However, details of the analysis reveal the potential for further targeted policy intervention and measures.

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This Cedefop-Lifelong Learning Platform joint briefing paper aims to inform European institutions as well as national policy and decision makers on the issue of [an] integrated and holistic approach to lifelong learning. It also provides the context at a high level and share a few recommendations on ways to establish lifelong learning systems at local, regional and national level.

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Occupational skills profiles (OSPs) describe, in a comprehensive and standardised way, the skill requirements for individual jobs. The aim of the study is to bridge the information gap on occupational profiles by providing essential characteristics required by the economy, in terms of level and field of education and training, as well as other requirements such as knowledge, skills, competence, occupational interests, and work values. OSPs have been developed for several purposes: analysing, projecting and forecasting skill needs; determining and measuring skill mismatches in different countries, sectors, or occupations; comparing skill needs across European countries; and determining change over time.

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The knowledge, skills and competences Europe needs to compete successfully in a global labour market is a major question on the European Union policy agenda. It is a question directly relevant to European citizens who want to know which knowledge, skills and competences will help them find or keep a job. Acknowledging the challenge, the 2007 Council Resolution 'New skills for new jobs' stressed the need to anticipate the skill needs - and skill gaps - emerging in the European labour market. In the short term, information on emerging skills needs is crucial, especially as several sectors already face skill shortages. The 2008 Spring European Council called for a comprehensive assessment of skill requirements in Europe up to the year 2020. This request has also been taken up in the June 2008 Council conclusions 'Anticipating and matching labour market needs, with special emphasis on youth - a jobs and skills initiative'. Information on skill needs at national level is no longer enough. A European labour market requires European-level information. Through its analysis of skills needs at European level, Cedefop took the initiative to help fill this knowledge gap. Cedefop's analysis, carried out in 2007, provides a consistent and comprehensive medium-term forecast of employment and skill needs across Europe and has made a major contribution to identifying labour market trends. To complement the information, in 2009, Cedefop will publish a skill supply forecast analysing possible future labour market imbalances. Cedefop intends to produce demand and supply forecasts regularly to help make skill needs in Europe more transparent. Cedefop's original analysis covered 2006-15. This booklet extends its forecast on skill needs in Europe to 2020. The forecast covers 25 EU Member States plus Norway and Switzerland. It analyses skill needs by broad sectors, occupational groups and broad qualifications levels and discusses possible policy implications. It is hoped this text will support not only policy-makers and researchers working on skill needs, but also social-partners and practitioners.

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The aim of the ADAPT community initiative was to help the workforce adapt to industrial change and to promote growth, employment and the competitiveness of companies in the European Union. This report, aimed at contributing to the current debate on lifelong learning in Europe, was commissioned by CEDEFOP at the end of the initiative to analyse those projects which illustrated good practice in lifelong learning. The focus of the report is on the key findings of ADAPT projects on workplace-oriented learning and learning networks. Suggestions are made based on project results and structured around the key messages of the European Commission’s ‘Memorandum on lifelong learning’ (indexed at TD/IRD 88.400). The chapters are: Introduction; New basic skills for all; More investment in human resources; Innovation in teaching and learning; Value learning; Rethinking guidance and counselling; Bringing learning closer to home; Learning networks; Lifelong learning, innovations from ADAPT. Show less

2006 was a year of change for the European Centre for the Development of Vocational Training (Cedefop). Changes not only concerned the internal organisation and administration of the Centre but also led to refocusing Cedefop on its political priorities and main tasks as the reference centre for developing vocational education and training in the European Union. This annual report reports on the activities outlined in the annual work programme 2006. Chapters include: Developing research; Reporting and facilitating a concerted approach; Exchange and supporting partners; Information, communication and dissemination; Directorate, administration, facilities and resources; and Budget implementation. Show less

This booklet focuses on some of the main aspects of vocational education and training (VET) in Italy. It provides an outline of the structure and characteristics of the training system and the challenges it faces. The booklet includes a chart of VET in the Italian education and training system and some education and training statistics. Show less

This review is based on a comparative analysis of country reports written by [the] ReferNet national consortia of 25 European countries on initial vocational education and training (IVET). It provides an overview of the changes, trends and debates, and identifies the principal issues at stake. It summarises how they are being tackled by national IVET policies and provides some common orientations and policy objectives among countries. As far as the IVET structure is concerned the reader is provided with comprehensive information and a more specific outline of lower, upper, and postsecondary VET provision. The main conditions determining admittance to training, different initiatives undertaken by countries to promote participation, as well as different curricula development mechanisms and learning outcomes are also described. Even though IVET varies to a large extent both by country and type or mode of provision, this comprehensive review provides important conclusions that summarise the main trends in IVET across Europe.

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By providing an insight into the main features and current developments, this short description contributes to a better understanding of vocational education and training (VET) in Greece and the challenges that lie ahead, such as high youth unemployment and other labour market imbalances. Recent reform initiatives aim to make VET more attractive in a country where the worlds of education and training and work have been quite apart. Recent legislation aims to reinforce work-based components of education and training, thus strengthening links with the labour market. Anticipating skill needs should also become part and parcel of educational policy. Provided all partners within the education and training field and the labour market are committed to their implementation, these reforms can go a long way towards addressing the challenges the country currently faces.

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