Search Results

Cedefop has recently started new research and analysis to provide more insights on skill mismatch issues and problems in Europe. Several new studies are planned to provide policy-makers with new information needed to anticipate and address mismatch. To establish policy-relevant themes for Cedefop’s skill mismatch research in the coming years, experts have been invited to the Centre to share their experience on the most promising research opportunities. Combining the views of experts with careful analysis of relevant academic research has led to five overall research priorities. This working paper gives an overview of these priorities.

Excerpt from publication. Show less

Increasing Europe's competitiveness while preserving the European social model, coping with population ageing, reducing unemployment, tackling labour market skill needs and shortages, and improving enterprises' economic performance all exert pressures on [vocational education and training] VET, pushing for its modernisation. The search for models of good governance in VET is an effective policy response to the increasing degree of uncertainty for economies and individuals that characterise our times. It allows VET to become more responsive to changing labour market and individual needs and flexible enough to address skills imbalances and shortages. European and national policy has set high expectations for VET modernisation. VET should be an attractive option for young people and adults to foster the acquisition of professional qualifications and their updating throughout working life. Professional competences and skills delivered through VET should be a model of excellence, while being transparent to relevant parties at individual, company and state levels. This fourth report on VET research in Europe analyses the above pressures for VET modernisation. Research, however, also underlines the key role of VET itself in addressing these socioeconomic challenges. VET, therefore, not only reacts to change, but is also a driver of success and competitiveness for European economies and societies. Throughout this publication, Cedefop has gathered evidence of the role VET plays in sustaining economic development, promoting active ageing, ensuring adequate skill supply, supporting corporate innovation capacity, growth and productivity, combating social exclusion and improving social cohesion. Synchronised and modern VET is not only an aim but also a means of addressing the challenges that lie ahead.

Published abstract.

Volume 1 is available in VOCEDplus at TD/IRD 88.433, volume 2 at TD/IRD 88.434 and volume 3 at TD/IRD 88.435. Show less

This publication results from proceedings of the Agora conference ‘Skills for Europe’s future’ organised by Cedefop in February 2008. It contains the contributions of the Agora conference, the summary of the discussions in the working groups, and the conclusions of the conference. The volume consists of six main parts: the first part deals with progress in early identification of skill needs (contributors: Rob Wilson, Alena Zukersteinova); the second section locates skills in a wider context (contributors: Carlo Dell’Arringa, Ernest Berkhout, Riel Miller); the third part covers presentations and discussions of the working group ‘Forecasting skill needs at European Union (EU) level’ and provides detailed information on the medium-term forecast (contributors: Rob Wilson, Ilias Livanos, Ben Kriechel, Frank Corvers, Ben Gardiner); the fourth part comprises contributions and discussions of the working group ‘Skill needs in sectors’ (contributors: Henriette Freikamp, Uwe Schumann, Martin Mulder, Donald Storrie, Thom ter Stege, Bernd Dworschak); the fifth section deals with presentations and discussions of the working group ‘Skill needs in enterprises’ (contributors: Olga Strietska, Germana Di Domenico, Ronald van Bekkum and Britta Ludeke, Jean-Louis Zanda, Frederike Behringer, Mark Keese); and the sixth part outlines key policy challenges, the conclusions of the Agora conference, and the way forward (contributors: David White, Xavier Prats Monne, Matthew Highham, Jean-Francois Robinet, Petri Lempinen, Slava Pevec Grm, Marie Panayotopoulos-Cassiotou, Torsten Dunkel, Manfred Tessaring, Alena Zukersteinova).

Excerpts from publication. Show less

This publication provides a detailed technical background and reviews the first skill demand forecast in Europe. It outlines the approach and methods adopted and presents the results for Europe as a whole ([European Union] EU-25, Norway and Switzerland) as well as for individual countries. It also untangles many data and technical issues and sets out the solutions that were adopted. The overall aim is to develop a comprehensive system for producing detailed and consistent quantitative projections of future skill needs across Europe. This approach and the set of results provide a sound foundation to take the debate on the changing pattern of demand for skills forward.

Published abstract reprinted by permission of the copyright owner.

The synthesis report is indexed at TD/IRD 88.225 and the key findings booklet is indexed at TD/TNC 102.910. Show less

This publication explores quality assurance mechanisms supporting certification of [vocational education and training] VET qualifications in nine European countries. It examines the necessary transparency of quality assurance practices, particularly in the context of the [European Qualifications Framework] EQF. The study reveals that various methods are used to assure the quality of the three stages of certification: assessment, validation and recognition. Quality assurance of VET certification can be characterised as a mixture of regulation and autonomy. In the countries studied it is possible to categorise quality assurance systems into models along a continuum based on the division of responsibilities: the prescriptive, the cooperative and the self regulated. It is shown that VET certification quality assurance practices can be analysed according to the stages (organisational and operational) at which they are applied to design and delivery of assessment, validation and recognition.

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

The handbook has been produced to support practitioners and decision-makers, such as teachers, trainers and administrators, in their efforts to support the professional development and well-being of vocational education and training (VET) professionals and organisations. Existing descriptions of the competences of teaching professionals mainly encompass those working in general education. This handbook is an attempt to capture the fast-evolving and complex activities and competences required of those working within VET. The handbook and its competence frameworks hope to contribute to a wider understanding of the roles and responsibilities of VET professionals in the development of vocational education and training. The handbook also points to areas where the VET professionals need to be supported, either through pre-service or in-service training. The handbook has been edited and printed by the Finnish National Board of Education (FNBE). It reflects the views of the TTnet [Teachers and Trainers network] national networks.

Published summary. Show less

Since lifelong learning became one of the European Union (EU) priorities with the launch of the Lisbon strategy in 2000, individual learning accounts have been seen as a possible means of encouraging individuals to polish their knowledge, skills, and competences. Incentives to encourage early school leavers and illiterate adults to participate in training need to be different from those to motivate workers with high educational attainment and professional experience. Companies mostly invest in training for qualified workers in the labour market because of their lower training costs. Certain groups, especially with low qualifications, have limited access to training. Because of this, some countries foster pilot projects focused on joint financing of education and training to help employees share costs between the State and individuals when they are not supported solely by employers. Individual learning accounts are an example of such joint financing mechanisms and have been discussed in most EU Member States. Some countries have introduced them (some on a trial basis) while others have rejected them. However, the results differ by country and scheme, and there has been a shift from financing training providers in some countries to demand-led financing in recent years. This publication not only provides a review of recent developments in learning accounts but is intended to be a useful example for evaluation of education and training programs and will have an impact on research for policy formulation and program design. Show less

The study maps and compares vocational education and training (VET) cost-sharing mechanisms and regulatory instruments across the 12 newer Member States (Bulgaria, the Czech Republic, Estonia, Cyprus, Latvia, Lithuania, Hungary, Malta, Poland, Romania, Slovenia and Slovakia). It evaluates the influence of these mechanisms and instruments on private investment and participation in VET. It establishes which ones are more successful and identifies shortcomings in their governance. It also analyses the influence of contextual factors (the capacity of spending on education from public sources, the certainty of employers about their returns on investment in VET, the technological progress of the economy, and the balance of the supply and demand for labour with VET qualifications) on both cost-sharing mechanisms and regulatory instruments and on private investment and participation in VET. In combining quantitative (use of statistical data, regression analysis) and qualitative (literature review, surveys of national VET experts, qualitative comparative analysis) methods, the study reviews and evaluates the developments of these cost-sharing mechanisms and regulatory instruments in the 12 newer Member States and provides recommendations to improve VET cost-sharing policies.

Published summary. Show less

This paper describes the vocational education and training (VET) system of the Czech Republic, outlining the structure, characteristics and challenges of the education system. It contains graphs showing: youth education attainment level; students in upper secondary education enrolled in vocational and general programs; enterprises providing any form of continuing vocational training; and educational attainment of the population in comparison to other European countries. Show less

Between 2006 and 2008, the European Centre for the Development of Vocational Training (Cedefop) conducted research on the needs and ways of modernising [vocational education and training] VET in the [European Union] EU beyond 2010. The resulting papers are the basis of Cedefop's fourth report on VET research. This executive summary reviews the major issues analysed in the report, and the findings and conclusions reached. It outlines the expectations placed on VET by policy-makers, firms, labour markets, VET professionals and users, and society as a whole. The major challenges and future prospects for policy and research are also presented.

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