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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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'Skillset and match' aims to promote vocational education and training 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: Focus should be on existing [European Union] EU tools / Barbara Dorn; We need to make a case for quality [vocational education and training] VET / Xavier Prats Monne; Investment in education and training key to exit crisis / Androulla Vassiliou; Work in class: more initial vocational education and training should combine school and work-based learning; Greek EU presidency: working together to prevent skills mismatch and [not in education, training or employment] NEETs; A lot more required to reach employment targets / Laslo Andor; At the interface of training, skills, qualifications and employability: Cedefop's work presented to the European Parliament; The Italian way: using vocational training to boost employability; Vocational training is first rate education / Christian Lettmayr. Show less

Cedefop has long tracked the changing roles and professional development of teachers and trainers in vocational education and training. In this publication, it analyses 19 member state initiatives which aim to set out competence requirements for trainers in adult learning and continuing training. The analysis, which also covers validation of non-formal and informal learning, forms the basis of a proposed emerging competence profile for trainers. The publication contributes to the work of the thematic working group on the professional development of trainers in vocational education and training, which the European Commission set up in 2012 and jointly coordinates with Cedefop.

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More than 150 countries worldwide are now developing and implementing qualifications frameworks. The global inventory 2017 further strengthens the knowledge base on developments in national and regional qualifications frameworks, as implemented by countries and regions, by end of 2016. It acts as an observatory of progress in establishing NQFs, as well as the challenges and success factors in implementation. The thematic chapters (Volume I) discuss key trends and policy issues emerging from qualifications frameworks and learning outcomes reforms and developments. Volume II is available in VOCEDplus at TD/TNC 131.317.

Excerpts from publication.

The chapters in this volume are: Chapter 1: Qualifications frameworks in a sustainable development context: reflections and perspectives; Chapter 2: Organising to deliver national qualifications frameworks; Chapter 3: Measuring the impact of national qualifications frameworks: lessons and challenges; Chapter 4: Quality lifelong learning: qualifications frameworks and mechanisms for recognising all learning; Chapter 5. Validation of non-formal and informal learning: a reality in Europe?; Chapter 6: Quality assurance of qualifications: building trust and enhancing value; Chapter 7: Learning outcomes in comparing VET qualification profiles: a global approach; and Chapter 8: Learning outcomes world reference levels: global solutions for global challenges. Show less

This report is based on a research project undertaken by CEDEFOP, employing a Eurobarometer survey, which aimed to obtain innovative information about lifelong learning from the perspective of individuals themselves. This report provides a detailed analysis of the survey results, following the 2003 publication of an initial analysis (indexed at TD/TNC 74.360). The results obtained were divided into four major areas which form the structure of this report. The first examines citizens’ perceptions of the usefulness of a range of skills both ‘old’ and ‘new’, and whether they believe they possess these skills themselves; the second area questions where and how people feel they learn best, with a particular focus on work-based learning; section three discusses issues related to participation and intentions towards lifelong learning; and the fourth explores policy-relevant issues while comparing the collected data with results from previous Eurobarometer surveys. The results of the survey include: most citizens see traditional skills and social skills as very useful, and largely feel proficient in these; older citizens are more likely to feel less than proficient in all ‘new skills’ and see them as useless in their lives; there is a visible gendered skills gap in information technology (IT) and applied science areas; citizens who have experienced the practical usefulness of a given skill are more likely to recognise its usefulness; only a small number of survey participants would choose to learn in the future through open and distance learning methods; nearly all respondents who reported no interest in work-related learning had low levels of education; and respondents with high levels of education and high-status jobs are the most proactive learning citizens. Show less

Following the general concern that the Danish vocational education and training system (VET) was relatively costly and much more complicated than the systems of other countries, the government, in 1998, launched an inter-ministerial assessment of the system to create a basis for a debate on the future set-up and development of the Danish VET system. The system comprises five elements: (1) initial vocational education and training (IVT); (2) basic job courses; (3) open youth education system; (4) social and health care programs; and (5) a system of labour market training courses (AMU system). This report focuses on IVT, the open youth education system and the AMU system. The chapters are: Executive summary; Introduction to the Danish VET system; Overview of the social partners in Denmark; VET in the context of structural change; Capabilities and roles of social partners and other VET actors; The dialogue between the social partners and with public bodies; The VET institutional framework and the social partners’ involvement; Conclusions; Provisional considerations on benchmarking of systems for VET; Summary in Danish. Annexes are: Questionnaire on social partner’s cooperation on education and training; Analysis of the questionnaire; Draft discussion note on tools for benchmarking and comparison of the effect of a social dialogue on the quality of VET systems; Institutional set-up of the VET systems under the Ministry of Labour and the Ministry of Education; The Danish VET - institutional set-up in two different ministries; Benchmarking statistics for Denmark in 1993, 1995 and 1997; List of involved trade committees and continuing training committees; Committees involved in the Danish tripartite system on VET. Show less

This report highlights the achievements of Cedefop's activities, as outlined in its 2003 work program [available in VOCEDplus at TD/TNC 73.109]. These activities are grouped into five broad areas: Developing research; Reporting and facilitating a concerted approach; Exchange and supporting partners; Information, communication and dissemination; and Administration, facilities and resources. Major achievements include: the successful completion of the test-implementation phase of the European Research Overview (ERO) database, resulting in an online web-based template being available for input of data by ReferNet members in all countries; the establishment of 18 virtual communities (VCs) to support, among others, the technical, working and expert groups involved in follow-up to the Copenhagen and Concrete Objectives processes; an initial version of the knowledge management system (KMS) on the 11 KMS themes in the European Training Village (ETV) becoming operational; and substantial progress being made on the credit transfer system for vocational education and training (VET). Show less

This document sets out the strategic objectives and priorities which will guide the Governing Board in adopting Cedefop's work programmes for 2006, 2007 and 2008. It highlights the challenges in vocational education and training (VET) stemming from the Lisbon goals, the 2010 objectives for education and training, and describes the contribution expected of Cedefop in meeting these goals.

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People, organisations and governments invest in vocational education and training (VET) because they believe there will be positive outcomes. VET produces many benefits, such as higher wages, improved productivity and economic growth. VET also brings non-economic benefits, such as greater job satisfaction for individuals, lower absenteeism and less crime. Most research on benefits of VET has focused on specific relationships, such as its impact on productivity or health. Non-economic benefits from VET have been analysed for individuals and societies. Insufficient attention has been given to how VET’s market and non-market benefits interact in organisations. VET contributes directly to higher productivity by increasing skill levels, but also indirectly by increasing job satisfaction and lowering absenteeism. Using existing and new research covering more European countries, this publication argues that many of VET’s benefits, perhaps the most important, are difficult to express in monetary terms. Organisations (as well as individuals and governments) may fail to take full account of VET’s benefits and how they interact when deciding to invest in it. A better understanding of its full benefits may not only influence the likelihood of investing in VET, but is important for organisations competing on the basis of high quality, high value-added goods and where skills and attitudes need to combine to bring success.

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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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