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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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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

People, organisations and governments invest in vocational education and training (VET) because they believe there will be positive outcomes. VET produces many benefits, such as higher wages, improved productivity and economic growth. VET also brings non-economic benefits, such as greater job satisfaction for individuals, lower absenteeism and less crime. Most research on benefits of VET has focused on specific relationships, such as its impact on productivity or health. Non-economic benefits from VET have been analysed for individuals and societies. Insufficient attention has been given to how VET’s market and non-market benefits interact in organisations. VET contributes directly to higher productivity by increasing skill levels, but also indirectly by increasing job satisfaction and lowering absenteeism. Using existing and new research covering more European countries, this publication argues that many of VET’s benefits, perhaps the most important, are difficult to express in monetary terms. Organisations (as well as individuals and governments) may fail to take full account of VET’s benefits and how they interact when deciding to invest in it. A better understanding of its full benefits may not only influence the likelihood of investing in VET, but is important for organisations competing on the basis of high quality, high value-added goods and where skills and attitudes need to combine to bring success.

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This skills forecast from Cedefop identifies parallel and contradictory trends and challenges. Work environments in the near future are expected to feature more autonomy, less routine, more use of ICT, reduced physical effort and increased social and intellectual tasks. Labour market skill needs will be shifting, and workers will have to supply new skills to match changing needs. An ageing workforce, overqualification and job polarisation at the top and bottom of the skills scale will be some of the key challenges of the next decade, calling for action now. Strong policy responses will be needed to boost labour market participation rates and employment outcomes of specific demographic groups and foster longer working careers, including lifelong learning policies.

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While many countries are well on their way to implementing the European credit system for vocational education and training (ECVET), credit transfer is still not an integral part of vocational education and training systems. Moreover, there is still work to be done on making all common European tools - the European Qualifications Framework, quality assurance mechanisms and lifelong guidance, as well as ECVET - work as a seamless whole. This is Cedefop’s third analysis of developments in ECVET from June 2011 to September 2012 in 32 countries. The Council recommendation on ECVET (DATE) calls on Member States to ‘create the necessary conditions and adopt measures so that as from 2012 it is possible for ECVET to be gradually applied’ to vocational education and training (VET) qualifications at all levels of the European Qualifications Framework.

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Between 1995 and 2005, over 1.7 million jobs in the field of information and communications technologies (ICT) were created throughout the European Union (EU). The growth of ICT over the past 40 years has led to increased demands for skilled ICT practitioners, but the tertiary course provision capacity in ICT has not matched this demand. The aim of this document is to clarify the different types of roles or profiles required of ICT practitioners and the knowledge, skills and competences they need to be able to perform effectively. It also investigate developing a single, common, European-wide framework for skills and competences of ICT practitioners. Show less

Despite the pre-crisis economic boom and the move to more skill-intensive jobs, levels of continuing training by Europe's enterprises are not improving overall. Everyone regards continuing training, especially that provided by employers as good, if not essential. Studies show that it can raise productivity and encourage innovation and so help improve competitiveness, market share and profitability. European enterprises in 2005 spent less on continuing training than in 1999, particularly in Italy, the Netherlands, Finland and Sweden (however, in the case of these last three spending in 1999 was quite high). Overall, spending on continuing training per employee by European enterprises fell by more than a quarter. Lower spending may not necessarily indicate worsening continuing training provision. More efficient and effective training markets could have reduced prices and lowered expenditure. However, the trend of less spending combined with falls in other key continuing training indicators implies a lack of progress in Europe's performance.

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The Agora Thessaloniki is a forum for vocational education and training issues. Agora VI was convened to discuss the task of how to report on investments in vocational education and training (VET) in enterprises, including looking at whether it is worthwhile to undertake such a task. The objective of this meeting was to enhance the awareness of reporting on human capital and to discuss its precondition for societal benefits, the competitiveness of enterprises and job enhancements for individuals. The meeting was formed around three discussion groups/workshops: Reporting on human capital at enterprise level: problems and perspectives; Governments and social partners’ concern in reporting on human capital; and International organisations’ concern in reporting on human capital. This publication contains the agenda of the meeting, a list of participants, and the following papers: A contribution of Mr Evanghelos Boumis, Human Resources Manager of Titan Cement Co; Social reporting in French companies / Dominique Fruleux; Reporting on human capital in Denmark / Jens Frederiksen; Human capital reporting: experiences and proposals discussed at the Agora / Ulf Johanson; Reporting on human capital / Keith Drake; Human capital reporting as an area of concern for policymakers and the social partners - the case of Finland / Tuomo Alasoini; Reporting on human capital - is it possible to report on human capital and if so, why and how? / Helge Kielland Lovdal; The learning enterprise and corporate governance / Isabelle Guerrero; International standards for reporting on human capital / Riel Miller; Quality management for companies: developing skills through training with ISO standard 10015 / Frederic Sechaud; Human capital - some comments on the possibility and desirability of establishing an international reporting standard - the case of Italy / Stefano Zambon. Show less

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

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