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The greening of the European economy, as outlined in the [European Union] EU 2020 strategy, will have profound effects on the labour market and the development of the skills of the European population. This report claims that the main factors slowing down adaptation to the green economy and the development of necessary skills are the failure of employers to demand new qualifications, and the uncertainty surrounding regulations and policies. Learning providers also report difficulties in meeting the needs of employers and understanding what organisations' skill needs are. Overall, there is limited evidence that green policies have become part of the mainstream of skills development and hiring policies. There is clearly a potential for policy makers and social partners to raise awareness and take common action. This study on green skills and environmental awareness in vocational education and training identifies the main challenges and priorities. It also makes recommendations on how the labour market can be helped to respond to emerging skill needs. The study further investigates the links between skill needs and the responses of learning providers.

Abstract from Cedefop website. Show less

Between 1998 and 2008, occupational polarisation emerged for the first time in Europe not only in terms of low- and high-paid jobs: labour demand rose for both high-skilled and elementary jobs. Much of the phenomenon of labour-market polarisation can be traced to macroeconomic trends and structural changes in sectors. The rising supply of non-national workers is also a factor in this, while technological and task content changes seem to play a minor role. In light of the continuous shift towards a tertiary-based economy, together with the predictable changes in consumption models and lifestyle of European societies, it is likely that a relative increase of elementary occupation is bound to persist also in the near future. However specific policies, including vocational education and training, could potentially favour a process of occupational upgrading in the future, reducing the polarisation trend.

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Growing evaluation evidence confirms the impact of capital investment on building participation rates, retention rates and attainment, and the Learning and Skills Council (LSC) and the Department for Innovation, Universities and Skills (DIUS) recognise the crucial importance for learning of the physical environment. The capital strategy is designed to support the LSC's three national priorities: (1) creating demand for learning and skills; (2) transforming the further education (FE) system to meet demand; and (3) delivering better skills, better jobs and better lives. This document describes how the LSC's capital programme will be targeted to support the delivery of the organisation's key aims and priorities.

Excerpt from publication. Show less

This paper focuses on some of the main aspects of vocational education and training (VET) in Denmark. It provides an outline of the structure and characteristics of the training system and the challenges it faces. The paper includes a chart of the Danish education system and some education and training figures. Show less

The outcomes of a special Eurobarometer survey, carried out in spring 2005, provided for the first time an insight into attitudes and opinions of citizens in the new Member States towards lifelong learning. The present report provides a detailed analysis of this survey. Taking into account the results of an analogous survey in the EU-15 in 2003, the authors try to capture major differences or possibly coherences in the perceptions, needs, motivations and preferences of citizens in the new and old Member States. The results of the 2005 Eurobarometer survey on lifelong learning show that new Member States' citizens are highly conscious about the importance of learning a lifetime, for both economic and social reasons. Results provide evidence that EU policies on lifelong learning gained a foothold in the new Member States. However, details of the analysis reveal the potential for further targeted policy intervention and measures.

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The 2005 National Employers Skills Survey (NESS) was commissioned by the Learning and Skills Council (LSC), in partnership with the Sector Skills Development Agency (SSDA) and the Department for Education and Skills (DfES). It provides up-to-date information on the incidence, extent and nature of skills problems faced by employers and explores employers' activities and expenditure in relation to training. Over 74,500 employers were interviewed and comparisons are made with results from employer surveys dating back to 2001. This document is the main report from the survey. It is presented in seven sections: following the executive summary and introduction, section three explores the recruitment problems facing employers and their causes, focusing on the incidence, number, distribution and density of vacancies caused at least partly by a lack of skills, experience or qualifications among those applying; section four examines skills gaps within the workforce and their main causes; section five investigates the recruitment of 16-to-24-year-olds over the past 12 months and explores employers' perceptions of the work-readiness of these recruits and which skills, if any, are found to be lacking; section six focuses on training and workforce development, and explores the extent, nature and volume of training and workforce development activity; and the final section examines employer expenditure on training. Findings include: there has been little change since 2004 in the proportion of employers experiencing difficulty filling vacancies; the proportion of employers affected by skills gaps has once again decreased over the past 12 months, as it has every year since 2001; 21% of employers have recruited a young person into their first job direct from education in the past 12 months; 65% of employers have provided training in the previous 12 months, with the vast majority providing some off-the-job training; and total employer training expenditure over the previous 12 months was UKP 33.3 billion.

A related report containing the key findings is indexed at TD/TNC 86.444. Show less

This study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). [The report] 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. [The report] identifies and discusses the key features of successful policies and practices, plus the conditions necessary to evaluate and upscale successful regional and local practices to national strategies.

Edited excerpts from publisher's website.

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

This Cedefop-Lifelong Learning Platform joint briefing paper aims to inform European institutions as well as national policy and decision makers on the issue of [an] integrated and holistic approach to lifelong learning. It also provides the context at a high level and share a few recommendations on ways to establish lifelong learning systems at local, regional and national level.

Excerpt from publisher's website. Show less

Learning outcomes are a multifaceted phenomenon, expanding across systems and borders. Countries around the globe employ learning outcomes when defining, reviewing, and refining the content and profile of their education, training and skills provisions and strategic practices. Common terminology, based on learning outcomes is needed to facilitate mutual understanding among stakeholders. Learning outcomes provide a common language allowing different stakeholders in education and training, as well as the labour market and society at large, to clarify skills needs and to respond to these in a relevant way. In vocational education and training (VET), learning outcomes are perceived as a means to strengthen not only the systematic dialogue between stakeholders inside and outside schools, but also the relevance and quality of the programmes and qualifications on offer.

This policy brief discusses developments in using the learning outcomes approach and the links with qualification frameworks. It builds on Cedefop, European Training Foundation (ETF) and UNESCO research on the topic.

Edited excerpts from publication. Show less

This publication draws on the general principles of sectoral partnership for lifelong learning. Looking at some of the challenges different sectors face, such as international competition, free trade and technological advancement it asks how changes and challenges can be translated into human resource priorities and strategies. Guided by practical examples from Europe, it considers how priorities and strategies can become qualifications and focuses on the practicalities of establishing sectoral partnerships. It discusses how sectoral partnerships can be funded, including training funds, individual contributions and the role of collective bargaining. The international perspective and the European developments related to the Lisbon and Copenhagen processes are highlighted, examining areas where closer European integration is desired and how this can be achieved. Finally, it considers the resources available to support the development of sectoral partnerships in Europe.

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