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Skill needs in Europe: focus on 2020

The knowledge, skills and competences Europe needs to compete successfully in a global labour market is a major que ... Show more
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.
Published foreword reprinted by permission of the copyright owner. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2008

Geographic subjects: Europe

Resource type: Guide

Series name: Cedefop panorama series

Subjects: Participation; Outcomes; Employment ... [+] Show more
Vocational education and training in Belgium [2001]

This second edition (the first edition is indexed at TD/INT 58.387) updates the description of initial and continui ... Show more
This second edition (the first edition is indexed at TD/INT 58.387) updates the description of initial and continuing vocational education and training (VET) in Belgium. The report begins with a presentation of the administrative, demographic and economic background in which the training system operates. A brief historical outline of the development of the VET system is followed by a detailed description of arrangements for initial and continuing vocational training and the supportive legislative and financial framework. Qualitative aspects including qualifications and certification, the training of teachers and trainers, and the availability of educational and vocational counselling, are also outlined. The final section discusses a number of present trends and developments relating to employment, the relationship between education and the business community, and the resulting challenges for policy makers. Show less

Authors: Simon, Roselyne; Griethuysen, Claire-Anne van; Hellemans, Jacques; Verhelpen, Pierre ... [+] Show more

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2001

Geographic subjects: Europe; Belgium

Resource type: Country information

Subjects: Vocational education and training; Teaching and learning; Governance
Cedefop work programme 2001

The European Centre for the Development of Vocational Training (Cedefop) was established in 1975 and provides infor ... Show more
The European Centre for the Development of Vocational Training (Cedefop) was established in 1975 and provides information on vocational education and training (VET), promotes and interprets research and identifies innovation, supports the specific needs of Cedefop's partners and provides forums for debate and links between policy makers, social partners, researchers and practitioners. The work program for 2001 provides a coherent approach to VET within its medium-term priorities for 2000-2003. In 2001 Cedefop will undertake an external assessment of its performance and impact and take into account the outcomes. Cedefop's activities in 2001 will continue within the four themes of: (i) promoting competences and lifelong learning; (ii) facilitating new ways of learning for a changing society; (iii) supporting employment and competitiveness; and (iv) improving European understanding and transparency. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2000

Geographic subjects: Europe

Resource type: General publication

Subjects: Employment; Lifelong learning; Skills and knowledge ... [+] Show more
Vocational education and training in France: short description [2008]

The French vocational training system has to address two major challenges: promoting access to qualifications and c ... Show more
The French vocational training system has to address two major challenges: promoting access to qualifications and coping with demographic change. At the same time, it is developing a stronger focus on quality. This report gives an insight into the French vocational training system by describing its main aspects under the following headings: (1) The general policy context; (2) Recent developments in vocational training policy; (3) Administrative structure; (4) Initial vocational education and training; (5) Continuing vocational education and training; (6) Teachers; (7) Skills development and innovative teaching methods; (8) Validation of learning; (9) Guidance and counselling; (10) Investing in human resources; and (11) European and international dimensions. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2008

Geographic subjects: Europe; France

Resource type: Country information

Series name: Cedefop information series

Subjects: Qualifications; Quality; Innovation ... [+] Show more
Recognising the learning outcomes acquired abroad by IVET learners: some progress made, but still much to do

This policy brief analyses country policies and practices in recognising learning outcomes acquired abroad by [init ... Show more
This policy brief analyses country policies and practices in recognising learning outcomes acquired abroad by [initial vocational education and training] IVET learners on transnational learning mobility, whether within or outside Erasmus+. The analysis covers the EU Members States, Iceland, and Norway. It is based on data collected in 2021 from Cedefop's ReferNet network for the mobility scoreboard.
Published abstract. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2022

Geographic subjects: Iceland; Norway; Europe

Resource type: Report, paper or authored book

Series name: Cedefop policy brief

Subjects: Policy; Teaching and learning; International education ... [+] Show more
Spotlight on VET: anniversary edition: vocational education and training systems in Europe

This publication presents a concise picture of essential features of vocational education and training (VET) in Eur ... Show more
This publication presents a concise picture of essential features of vocational education and training (VET) in Europe. It provides a brief description of the VET system for each country, outlining the structure of its courses and programs. The countries covered are: Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Sweden, and United Kingdom. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2015

Geographic subjects: Europe; Great Britain

Resource type: Country information

Series name: Spotlight on VET

Subjects: Governance; Vocational education and training; Teaching and learning ... [+] Show more
Spotlight on VET: Finland [2006]

This paper describes the VET system which exists in Finland, outlining the structure of its courses and programs. U ... Show more
This paper describes the VET system which exists in Finland, outlining the structure of its courses and programs. Using graphs and charts, it indicates the level of participation in post-secondary courses at all levels in Finland, and compares VET outcomes with other European countries. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2006

Geographic subjects: Europe; Finland

Resource type: Country information

Series name: Spotlight on VET

Subjects: Vocational education and training; Youth; Employment ... [+] Show more
European inventory on validation of non-formal and informal learning: 2018 update

Validation of non-formal and informal learning is defined as 'a process of confirmation by an authorised body that ... Show more
Validation of non-formal and informal learning is defined as 'a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard'. It aims to make non-formal and informal learning visible socially, in the labour market and in the education and training system, based on the identification, documentation, assessment and certification of such learning. Validation has the potential to contribute to achieving the goals set by the Europe 2020 strategy, as it can contribute to matching skills supply and demand, supporting mobility across sectors and countries and fighting social exclusion. The European inventory on validation of non-formal and informal learning is a regularly updated overview of validation practices and arrangements across Europe. It is compiled in cooperation with the European Commission and ETF. The inventory was endorsed by the Council recommendation of 2012 on validation and works together with the European guidelines as a tool to support countries in developing and implementing validation arrangements.
The inventory informs dialogue and learning between countries and stakeholders developing and implementing validation in Europe. Our key objective is to support Member States so that more learners and workers can acquire and make visible new skills, which will support their career and further learning and improve their quality of life. The 2018 update of the inventory is a unique record of how validation is being used nationally, regionally and locally across Europe. It contains the state of play and an overview of developments for 39 countries, illustrated by good practice examples. You will also find thematic reports on key issues in designing and implementing validation initiatives, plus three international case studies. The inventory is the result of a three-year process based on the work of a large network of national experts, extensive review of documents, and interviews with key stakeholders.
Edited excerpt from publisher's website.
The 39 country reports are: Austria / Karin Luomi-Messerer; Belgium-Flanders / Katleen De Rick; Belgium-French / Milica Popovic; Bulgaria / Mariya Dzhengozova; Croatia / Marija Pavkov; Cyprus / Anna Manoudi; Czech Republic / Milada Stalker; Denmark / Bokil Husted; Estonia / Marin Johnson; Finland / Anni Karttunen; France / Cecile Mathou; Germany / Claudia Ball; Greece / Anna Manoudi; Hungary / Eva Tot; Iceland / Fjola Maria Larusdottir; Ireland / Ilona Murphy; Italy / Elisabetta Perulli; Kosovo / Teuta Danuza; Latvia / Diana Ieleja; Liechtenstein /Jaana Puukka; Lithuania / Giedre Beleckiene; Luxembourg / Claire Duchemin; Malta / Suzanne Gatt; Montenegro / Slavica Dimovska; Netherlands / Ruud Duvekot; North Macedonia / Ognen Spasovski; Norway / Odd Bjorn Ure; Poland / Aleksandra Duda; Portugal / Paula Guimaraes; Romania / Magdalena Balica; Slovakia / Juraj Vantuch; Slovenia / Marija Pavkov; Spain / Patricia Vale; Sweden / Soren Kristensen; Switzerland / Deli Salini, Saskia Weber Guisan and Evelyn Tsandev; Turkey / Fusun Akkok; UK - England and Northern Ireland / Michael Richardson; UK - Scotland / David Scott; UK - Wales / David Scott.
The five thematic reports are: Bridging the gap: validation creation routes and links between sectors / Jo Hawley-Woodall; How digital forms of assessment and self-assessment might place a new challenge and opportunity for assessment methodologies / Karin Luomi-Messerer; How social partners and other labour marketrelated stakeholders are involved in validation arrangements / Mariya Dzhengova; Validation of non-formal and informal learning for migrants and refugees / Ilona Murphy; The role of validation in an upskilling pathway for young people not in education and training (NEETS), adults with low skills and long-term unemployed people / Gabor Endrodi.
The three case studies are: Canada-Nova Scotia / Cecile Mathou; Chile-Chilevalora / Gabor Endrodi; Hong Kong / Ruud Devekot. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop) ... [+] Show more

Date: 2019

Geographic subjects: Europe; Austria; Belgium ... [+] Show more Republic">Czech Republic; Britain">Great Britain; Liechtenstein; for Macedonia (Republic)">Macedonia (Republic); Macedonia">North Macedonia; Ireland">Northern Ireland; America">North America; America">South America; for Hong Kong (China)">Hong Kong (China); [-] Show less

Resource type: Country information

Series name: European Inventory on validation of informal and non-formal learning

Subjects: Governance; Skills and knowledge; Assessment ... [+] Show more
Green skills and innovation for inclusive growth

The second 'green skills' forum organised by Cedefop and the OECD-LEED in February 2014 provided an open space for ... Show more
The second 'green skills' forum organised by Cedefop and the OECD-LEED in February 2014 provided an open space for discussion between researchers, policy-makers, social partners and international organisations on skills development and training needs for a greener economy. The focus of this second staging of the event was 'green skills and innovation for inclusive employment growth'. The discussions were aimed at identifying obstacles and challenges lying ahead for the development of skills, education and training policies suitable to address the transition to greener and job-rich growth; to set out strategies, initiatives and policy approaches tackling key skills issues for green growth; compare methods and tools used in monitoring and evaluating developments in labour markets; indicate how research can support better targeted policy-making and skills strategies; and identify gaps in knowledge and provide guidance for future research and collaboration for transitioning to a low-carbon economy.
Published abstract reprinted by permission of the copyright owner. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Conference name: Green Skills Forum

Date: 2015

Geographic subjects: Europe; Austria; Asia ... [+] Show more

Resource type: Conference

Series name: Cedefop reference series

Subjects: Skills and knowledge; Sustainability; Teaching and learning ... [+] Show more
Quality in VET in European SMEs: a review of the food processing, retail and tourism sectors in Germany, Ireland and Greece

Small enterprises are predominant in all European economies and are also important providers of jobs. However, desp ... Show more
Small enterprises are predominant in all European economies and are also important providers of jobs. However, despite the fact that [small and medium enterprises] SMEs are seen as an important source of dynamic development and innovation, they tend to carry out little training. The wide variety of training provision and the generally limited extent of training itself, make the issue of quality in small enterprise training more important. Hence, the questions that the present study is addressing of whether small enterprises have a quality approach to training and of how, and under what conditions, such approaches are or could be introduced and maintained. The study sets out to investigate small enterprises in specific sectors in which SME presence is particularly pronounced, in three Member States (Germany, Ireland and Greece) and to draw comparisons between them. Particular emphasis is placed on ‘sector logic’, the sectors’ special characteristics and the national cultural and institutional environment.
Published abstract reprinted by permission of the copyright owner. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2009

Geographic subjects: Europe; Germany; Ireland ... [+] Show more

Resource type: Report, paper or authored book

Series name: Cedefop reference series

Subjects: Quality; Research; Industry ... [+] Show more