Search Results

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.

Published abstract. Show less

'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.

Published abstract. Show less

European countries implemented strict and far reaching lockdowns to slow down the spread of Coronavirus Disease 2019 (COVID-19) and to save citizens' lives. These measures impacted societies, workers and businesses on an unprecedented scale. Entire industries were temporarily shut down and although the countries have started to gradually ease these restrictions, early return to life and work as we knew it is unlikely. Businesses in accommodation and food service, sport and cultural industries, retail and many other areas depending on traveling, gatherings of people and personal interaction expect a very tough period ahead. Europe still waits for up-to-date data to assess the real labour market impact of travel restrictions and social distancing measures, although some early information on rising unemployment and falling search for jobs is already available. It will get worse as millions of people who rely on temporary summer work in accommodation and food service will find employment opportunities to be scarce. Without actual data on the labour market impact of COVID-19, most of the current research focuses on assessment of the potential risk of the pandemic for jobs and individuals. Using detailed skills information available in Europe as revealed by employers' demands in online job advertisements, we explore what it can tell us about risk or resilience of occupations to social distancing measures.

Edited excerpt from publication. Show less

This booklet addresses the ongoing shift to learning outcomes in European education and training policies and practices. The current text builds directly on the comprehensive comparative study (to be published separately) conducted by Cedefop in 2007, covering 32 European countries that participate in the Education and Training 2010 programme. Interest in learning outcomes has widened from the domain of pedagogy to include other settings, notably governance of education and training systems. This main conclusion of the 2007 study was based on extensive research covering developments in general education, vocational education and training and higher education. This research took as its point of departure the following three sets of questions: (1) Conceptual clarification: how can the concept of learning outcomes be made clearer, particularly when used in conjunction with terms such as competences and learning inputs? How is the term used in different countries, cultures and subsystems of education and training? (2) Learning outcomes as an aspect of policy reform: which policy initiatives linked to learning outcomes can be identified in European countries and how do these influence strategies at national, local and institutional levels?; and (3) Learning outcomes impacting on practical reform at the levels of institutions and learners: what is the effect of learning outcome approaches at the micro level of learners in their institutions - whether schools, workplaces or another learning situation? This short extract - focusing on the conceptual basis and main developmental trends - aims to introduce the theme and the challenges facing it.

Published abstract reprinted by permission of the copyright owner. Show less

This first issue of Cedefop's semi-annual thematic bibliography includes references to monographs, chapters, journal articles, legal texts, Internet sites and CD-ROMs dealing with lifelong learning at European, international and Member State levels. The bibliography is organised into two main sections: (1) under headings currently of particular interest, e.g. lifelong learning as seen by international organisations, EU policy, employability, partnerships, and themes in line with the main keywords of the European Commission 'Memorandum on lifelong learning' [available in VOCEDplus at TD/IRD 88.400] including basic skills, financing innovation, accrediting and valuing learning, guidance, and access close to the learner; and (2) by the situation in Member States and the candidate countries and at international level. Data are provided by partner institutions from Cedefop's documentary network in each of the European Union (EU) Member states, Norway and Iceland and by Cedefop's librarians who add material from the EU and international organisations. Show less

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 journal changed its name to the Vocation training European journal in 1994. It 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: Landaburu offers a general picture of community regional policies, their recent adjustments where vocational training is concerned, and the action taken followed by some conclusions; Feuchthofen looks at geographical areas as an important factor in European educational initiatives; Brusco looks at a specific problem within small businesses and suggests a remedy; Durand-Prinborgne describes the effect of decentralisation on vocational training in France; Hovels, Van der Meijs and Van Zeijts deal with the regionalisation trends in the area of education and training in the Netherlands; Artiles describes how the territory becomes of key significance in redefining vocational training policy and as an area for action, discussion and bargaining between the social partners and local authorities; Zygmunt outlines the links which a company is forging in the restructuring of its relationship to local employment and training structure; Capecchi reports on two Italian experiments with vocational training strategies taking account of the training needs of a specific area; Pierret throws some light on the various aspects of two fundamental questions: how should development strategies orient their activities towards local skill resources? how should training provision be tailored according to the rhythm and conditions of local development?

For individual entries see TD/INT 56.59 to TD/INT 56.67. 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