Search Results

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

In recent years the spread and dynamic of information and communications technologies (ICT) across Europe have been steadily increasing. Today the high importance of ICT for the EU [European Union] economy and business, services, domestic and leisure activities is obvious. ICT developments have created an ‘information society’ with consequential new possibilities and challenges in all areas of work and life. This is especially true of ICT work itself. ICT practitioners - skilled and highly skilled ICT staff - are needed to manage business and work processes in both the core ICT sector and in ICT user industries. To understand, produce and use the new information and communications technology (computers, networks, the Internet, new hard- and software applications, e-commerce, fixed and mobile telecommunications, consumer electronic devices, digital cameras and television, etc.) increasingly demands a wide range of ICT competences and skills. This is one of four studies which Cedefop launched in support of the e-Europe programme and e-skills forum set up by the European Commission in 2003, covering three user industries (automotive, banking and financing, media and graphic arts) and the ICT manufacturing industry. The focus of the last of these is on subdegree level skills and training issues. This report examines and analyses the education and training requirements for new skills and competences in relation to ICT skills in the graphic arts and media industry. The contents are: Executive summary; Introduction; Methodology; Analysis of the graphic arts and media industry; Graphic arts and media vocational education and training in Europe; Skills characteristics in the graphic arts and media sector; Recommendations for designing learning modules and curricula for the graphic arts and media sector; The media designer qualification: description of the prototype; Conclusions and further actions recommended for the graphic arts and media sector; References.

Published abstract with additional information reprinted by permission of the copyright owner.

Reports from the four studies are indexed from TD/TNC 82.193 to TD/TNC 82.197. Show less

'Skillset and match' is Cedefop's magazine promoting learning for work. This issue contains a feature on the Second European vocational skills week and the #CedefopPhotoAward 2017 (pages 10-13). Feature articles include: Lifelong guidance in the digital age / Rosy Voudouri (pages 4-5); Skills Panorama at the service of career guidance / Stelina Chatzichristou (pages 6-7); Hacking big data for better labour market policies / Sofia-Maria Giannouli (pages 8-9); Social dialogue can benefit digital Europe / Rosy Voudouri (pages 14-15); VET: from past to future / Loukas Zahilas and Jens Bjornavold (page 16); Insights on what EU citizens think about VET / Lidia Salvatore and Ernesto Villalba-Garcia (pages 18-19); Cedefop apprenticeship reviews make a difference (page 20).

This issue also reports that the Europass has passed the 100 million CV milestone and provides information about the latest Cedefop publications and upcoming events. The Member State contribution comes from current EU Presidency holder, Bulgaria.

Edited excerpts from publication and publisher's website. Show less

The main stories in this issue are 'Are we prepared for the future of work?' in which Konstantinos Pouliakas explains the impacts of digitalisation on skills and jobs and 'VET for prosperity in Europe' in which Bulgaria's Education Minister Krasimir Valchev talks about the role of vocational education and training in bringing prosperity to Europe. Other articles include: Visiting MEPs praise Cedefop's work / Rosy Voudouri; Learning providers at the heart of VET / Tina Bertzeletou; EQF celebrates 10th anniversary / Slava Pevec Grm; Weaving a stronger social fabric for Europe: the European pillar of social rights / Eleonora Schmid; Australia seeks real skills for real careers / Karen Andrews, Assistant Minister for Vocational Education and Skills. The issue also contains information about the latest Cedefop publications and upcoming events. Show less

The Coronavirus Disease 2019 (COVID-19) pandemic has highlighted the vast opportunities of working and learning digitally. This is one of the reasons why the European Commission, in its Communication of 27 May 2020 on the next EU budget, reiterated its commitment to 'help boost competitiveness and technological sovereignty … [by] … investing in digital infrastructure and skills'. It also stated that 'the crisis has (shown) the importance of digital skills, for children, students, teachers, trainers and all of us to communicate and work'. In these exceptional times, where a large part of the workforce has been obliged to work remotely due to home confinement and social distancing measures, gig or crowd-workers have enjoyed a kind of 'home field' advantage: working and interacting digitally has always been their prevailing mode of operation. What can we learn from these online workers who mastered the art of working and learning remotely long before the public health crisis?

Edited excerpt from publication. Show less

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 adaptive hypermedia and its role in lifelong learning. Practitioners, researchers and policy makers from government, the social partners and European and international organisations participated in the workshop. Lifelong learning for all requires broad access to information and knowledge to encourage people to participate in learning throughout their lives along with high quality teaching and learning experiences. Adaptive hypermedia can support this, especially in raising the quality of learning processes and outcomes. The report provides an introduction to the terminology of adaptive educational hypermedia, an outline of current thinking and examples of ongoing research, including the challenges involved in successfully integrating technology with education and training practice.

The summary conference report is indexed at TD/TNC 77.629. Other workshop reports are indexed at TD/TNC 77.624, TD/TNC 77.625 and TD/TNC 77.628. Show less

It is widely accepted that digital innovation is changing work environments and occupational profiles, impacting on people's learning and work. But how does it affect the way people can manage their careers, train and change jobs? Thanks to innovative tools, greater data availability and artificial intelligence, new approaches to career development support and self-directed learning are transforming lifelong learning. Cedefop has been looking into European countries' most recent practices in this field and has analysed the promises and challenges they hold.

Published abstract. Show less

Most parents who have needed their children's help with their computer or smartphone have had a feeling of obsolescence - that unnerving sense that their skills are out of date. But family embarrassment is one thing; at work skill obsolescence can be more unforgiving. Skill obsolescence is an integral part of technological progress and, in many cases, it is not a problem. It is natural that some previously necessary skills are no longer needed as people progress in their careers. However, skill obsolescence has become more important as jobs have become more demanding and complex. As technology progresses, this trend is expected to speed up in the coming years. To obtain a clearer picture of the largely unexplored question of skill obsolescence, Cedefop launched a pilot survey in four European Union (EU) Member States (Germany, Hungary, the Netherlands and Finland). The survey looked at how many people in work aged between 30 and 55 felt their skills were, or were becoming, obsolete. It also examined the type of skills and people most affected by skill obsolescence and what enterprises and policy-makers can do to reduce it.

Excerpt from publication. Show less

In light of the growing negative impact of the [Coronavirus Disease 2019] Covid-19 pandemic on national labour markets and people's lives and livelihoods, the role of career guidance has become ever more important to individuals, families, communities, the workforce, employers and society. This report is based on a flash joint international survey, designed to provide a snapshot of how career guidance policies, systems and services were adapting and coping, following the declaration of the world Covid-19 pandemic in March 2020. The survey, launched on 8 June 2020 and closed on 3 August 2020, included an exploration of these policies, systems and practices (focusing on remote and ICT-based delivery) in the context of the early phase of government reactions to the pandemic, the extent to which the pandemic and its social consequences triggered a debate on career guidance reform, and the role for career guidance in pandemic recovery measures. It also considered the support role of international and donor bodies.

Published summary. Show less

'Skillset and match' aims to promote vocational education and training [VET] in the context of European initiatives taken by the [European] Commission, Member States and social partners through Cedefop's work programme.

Excerpts from publisher's website.

Feature articles in this issue include: Engaging SMEs in apprenticeships: turning ideas into reality; Growing business with apprentices / Jason Holt; Reviewing apprenticeship in member states / Ramona David; VET helps people say 'yes' to education and training / Irene Psifidou; Helping low-skilled adults / Steve Bainbridge and Lidia Salvatore; A broader role for Cedefop in a new Europe / Micheline Scheys; Skills for jobs and jobs for skills, in the robot era; Young people: the last ones to get a job / Peter Cappelli; Proudly presenting the new skills panorama / Alena Zukersteinova and Jesus Bustamante; Work organisation and workplace learning: a win-win environment / Rosy Voudouri; A European forum for learning outcomes / Kate Tetley and Tomasz Saryusz-Wolski; Increasing outreach and attractiveness / Gerd Oskar Bausewein; and Improving VET in Denmark / ReferNet Denmark. Show less