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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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The 1998 annual report of the European Centre for the Development of Vocational Training (Cedefop) provides details of the projects and developments over the previous year, including a focus on developing knowledge through the promotion of lifelong learning, promoting competencies, descriptions of vocational education in Member states and a list of publications. 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.

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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.

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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.

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Before 2005, national qualifications frameworks (NQFs) had been set up in three European countries: Ireland, France and the UK. In 2015, frameworks have been, or are being, developed in all 38 countries cooperating on the European qualifications framework (EQF). An increasing number of these frameworks are now becoming operational and are starting to make an impact on education, training and (to some extent) employment policies and practices. This publication illustrates how the development and introduction of NQFs is resulting in a new representation of national education and training systems. Part one of the report offers a general overview and main tendencies of European NQF developments, with a brief discussion of the impact these frameworks are having. Part two briefly presents each national framework and the way it has been designed and structured. This description is supported by detailed tables showing how concrete qualifications and qualifications types have now been allocated to the learning-outcomes-based levels. Where available, and where referencing has taken place, the link to EQF levels is also included. Given that most countries have recently finalised the initial development of their frameworks, this report provides the first comprehensive overview of the allocation of national qualifications and qualification types to learning-outcomes-based NQF levels.

Excerpts from publication.

An NQF overview for each of the following countries is provided: Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland, and United Kingdom. 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

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 integrating people with disabilities into lifelong learning and paid employment. Experts and specialists, including ones with disabilities, from policy, practice and research arenas participated in the workshop. Recent research, examples of good practice, and new approaches designed to support the integration of people with disabilities into lifelong learning and the labour market were discussed. Key topics were: developing skills potential - encouraging active citizenship; pathways into paid work; and integration strategies - the importance of new basic skills.

The summary conference report is indexed at TD/TNC 77.629. Other workshop reports are indexed at TD/TNC 77.624, TD/TNC 77.628 and TD/TNC 77.630. 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