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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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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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As one of the fastest growing economies of Europe, Lithuania considers investment in human resources paramount. This requires making [initial vocational education and training] IVET more attractive to young people and, despite high educational attainment levels, encouraging more adults to develop their skills further. Improved vocational guidance, more professional development opportunities for [vocational education and training] VET teachers and more attention to quality assurance are some of the current priorities. Although mainly school-based, IVET includes some forms of work-based learning. Apprenticeship-type training exists but is not yet very strong. The intention to include non-formally acquired qualifications in the Lithuanian qualifications framework and use of European Structural Fund support are expected to help strengthen work-based learning routes.

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This publication aims to contribute to better understanding of vocational education and training (VET) in Slovakia, providing an insight into its main features and highlighting recent VET policy developments. The Slovak economy is largely driven by manufacturing and could benefit from more diversification to make it less sensitive to economic shocks and more skill-intensive jobs, encouraging innovation. VET has traditionally played a strong role, responsible for around two-thirds of graduates at upper secondary level. But qualifications do not always match labour market needs. A 'dual' VET scheme was introduced in 2015-16 as one way to address mismatch. First results show greater involvement of employers in VET: it is now in their interest to attract learners and to deliver job-relevant training. The government also intends to promote VET at higher levels to make it more attractive.

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In October 2022, Cedefop organised the fourth Policy Learning Forum (PLF) on Apprenticeships, engaging all EU-27 countries, with a tripartite composition, including representatives of governments and social partners from each Member State. The focus and scope of the policy forum was on regulatory frameworks, policies and practices in the Member States regarding the role and use of upskilling and reskilling of low-skilled adults. Participation was by invitation only.

Summary from publisher's website.

The available documents and presentations are: (1) Draft programme; (2) Day 1 plenary on Finland - Apprenticeship as a flexible opportunity for continuous learning: how the system works in Finland for underrepresented groups and all adults / Riikka Vacker; (3) Day 1 plenary on France - Apprenticeships for adults through the professionalisation contract / Christine Schmitt; (4) Day 1 workshop A on Denmark - Apprenticeship schemes for adults in Denmark / Torben Schuster; (5) Day 1 workshop B on Lithuania - How do companies see and use apprenticeship training for low-skilled adults? / Marius Ablacinskas; (6) Day 2 plenary on Austria - Apprenticeship and asylum: key facts on Austria / Oliver Gruber; (7) Day 2 plenary on Ireland - Apprenticeships: adapting for a green economy: an Irish perspective on reskilling and upskilling for a green economy / Brian Nolan; (8) Day 2 workshop A on Germany - Apprenticeship to support the inclusion of adult migrants or refugees in the labour market: government and trade union perspectives / Isabelle Le Mouillour; (9) Day 2 workshop B on Sweden - Adults' skills development in the Swedish solar energy sector / Par Lundstrom; and (10) Summary of outcomes. Show less

This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: Eliasson takes the view that possibilities of pursuing a path depend on the operational characteristics of the labour market and the willingness of individuals to move in search of better job opportunities; Hasan describes structural changes in OECD labour markets and examines their implications for education and training (E & T) policy; Interviews with Carlo Callieri and Bruno Trentin are used to discover their point of view towards the major trends and on the future of education and training; Skedinger discusses recent research on the macroeconomic effects of Sweden's active labour market policies and argues that the alleged benefits probably have been exaggerated; Eliasson looks at the issue that the real responsibility for coping with change will be increasingly shifted from Government to the individual, and it will become increasingly important to reorganize educational, labour market and social insurance institutions to facilitate this change; Verdier looks at the problems youth face within the French educational strategy and warns that overcoming these difficulties will call for major structural changes in the training field, employment and work organization; Lefresne looks at the major changes in the vocational training system on the one hand and the dynamics of the labour market triggered by neo-liberal policies on the other that have contributed to markedly reshaping the process of access to jobs for young British people over the last ten years; Zedler describes the German situation where many enterprises are having trouble employing all the apprentices who have finished their training; Rainbird reports on the findings of a five country comparative study that seeks to answer the question: to what extent are unions able to represent the interests of unskilled workers with respect to vocational training and thus prevent their exclusion from the labour market?; Borgomeo reports on an innovative experiment in the general debate about economic development and active labour policy that stems from the need to link development theory to a process for promoting new enterprises; Rose notes that in the course of the last few years the approach to occupational integration has developed considerably, opening the door to new research.

For individual entries see TD/INT 55.236 to TD/INT 55.246. Show less

This briefing paper examines the European efforts towards making education and training systems more flexible. Permeability in education is the idea that learners are able to move easily between different types and different levels of education and training as they choose. Current education and training systems follow a hierarchy of primary, then secondary, then tertiary and this can create institutional barriers which can restrict the options of learners. Show less

This booklet focuses on some of the main aspects of vocational education and training (VET) in Sweden. 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 Sweden's education and training system and some education and training statistics. Show less

This study examines the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, this first looks at quantitative data to understand better the extent of early leaving from VET (ELVET). It analyses mechanisms for monitoring early leaving (at national and [European Union] EU-levels), and examines VET and labour-market-specific factors, as well as those related to the individual and his/her family background, contributing to this phenomenon. It aims to assist national policy-makers and decision-makers at different levels in developing existing monitoring systems to measure ELVET and inform VET policies to tackle ELET. It also aims to assist European stakeholders to refine the EU indicator to capture the important variations in individual situations of early leavers. The second volume [indexed in VOCEDplus at TD/TNC 126.111] reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training.

Published abstract.

Country reports developed as background material for this study are available in VOCEDplus at TD/TNC 130.578. Show less

Continuous vocational education and training (CVET) for all is essential to respond to increased global competition and changing technological and socioeconomic requirements. What can be done to make use of the full potential that CVET has to offer individuals, enterprises, society and the economy? How can participation in CVET be increased and access to it extended, especially for disadvantaged groups that traditionally participate the least? How can high-quality provision be ensured? This CVET policy handbook addresses policy-makers, enterprises, social partners and other stakeholders. It aims at strengthening CVET by providing policy guidance illustrated with concrete examples of effective practices. It highlights the importance of CVET for smart and inclusive growth and shows the benefits of investing in it. It gives an overview of the current position in Europe and describes success factors and good practices for widening access and participation and for promoting high-quality CVET provision for all.

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