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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

This edition of the Global Inventory of Regional and National Qualifications Frameworks maintains the role established by preceding editions, gathering knowledge and insight from the international range of contexts in which regional and national qualifications frameworks operate. This volume's (Volume I) thematic focus is evidence of the degree to which three core areas are dominating the direction of reforming policies; digitisation, recognition of prior learning, and outcomes-based approaches to managing education and training.

Edited excerpts from publication.

The chapters in this volume are: (1) World Reference Levels for lifelong learning: a tool for comparison and recognition of learning outcomes; (2) Beyond qualifications as we know them today: digital credentials and interoperability; (3) The role of learning outcomes in governing and reforming education and training: reflections on strengths and limitations; (4) RVA that counts: what data do we need to nurture recognition, validation and accreditation of prior learning?; (5) Recognising prior learning experiences of migrants and refugees for inclusion; (6) Accessing and acquiring skills and qualifications: connecting people to national qualifications frameworks.

Volume II is available in VOCEDplus at TD/TNC 139.638. Show less

This booklet focuses on some of the main aspects of vocational education and training (VET) in Romania. 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 Romanian 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 Finland. 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 Finnish education and training system and some education and training figures. Show less

Labour market change has been accelerating in recent years and the dynamics go far beyond shifts in sectors and occupations. The broad patterns of workplace transformation and of changing skill needs in today's jobs are, however, visible and give some clues as to likely future developments. This briefing note gives an overview of the situation and how Cedefop develops real-time skills intelligence by analysing online job vacancies.

Edited abstract from publisher's website. Show less

This short description contributes to better understanding of vocational education and training (VET) in Finland by providing insight into its main features and highlighting system developments and current challenges. Finnish VET is highly regarded: 90 per cent of Finns think it offers high-quality learning and 40 per cent enrol in VET after basic education. The reasons include qualified and competent teaching, flexible qualifications, strong employment prospects and eligibility for further studies. VET flexibility is one of the Finnish system's greatest strengths. Personal development plans are created for each learner at the beginning of studies. Learners study only what they do not yet know; the more they know, the shorter their studies. VET study can start at any time, depending on provider arrangements. The system is undergoing significant change. The 2018 reform is increasing the share of performance and effectiveness funding: these are to be based on the number of completed qualifications, on learners' access to employment or pursuit of further education, and on feedback from both learners and the labour market.

Abstract from publisher's website. Show less

This publication provides a comparative statistical analysis of skills development through continuing vocational training (CVT) in EU enterprises. It is based on data from the latest rounds of the CVTS survey (CVTS 5, 2015 and CVTS 4, 2010) covering EU-Member States, Norway and North Macedonia and reporting on progress towards key policy objectives. The analysis considers indicators on enterprise CVT provision, staff participation, time devoted to training and enterprise expenditure. These are analysed and then summarised by means of a composite index. Results are further complemented with an analysis of data concerning the reasons given by enterprises for not providing (further) training and main skill needs in companies. The report pays particular attention to training efforts of [small and medium-sized enterprises] SMEs.

Abstract from publisher's website. Show less

This publication is the final report of the flash thematic country review of apprenticeships in French-speaking Belgium. Cedefop initiated the review, which took place between October 2017 and October 2018, and looked at the apprenticeship scheme at upper secondary level. This report presents the key findings and suggestions for action to develop apprenticeship training at upper secondary in the medium and long term. The underlying analysis largely relies on information collected from different categories of stakeholder at different levels, and in-depth discussions with a national panel of experts. The report presents suggestions for action organised under mid- and long-term scenarios. These include developing a comprehensive vision and a clearer identity of the scheme within the education and training system, by working on an umbrella legislative framework; and a short-term scenario, to improve the existing apprenticeship scheme, mostly by improving certificate transparency and by working on cooperation among training providers and between the latter and companies.

Published abstract. Show less

Apprenticeship provision has a long history of enabling the transitions for young people from education into sustained skilled employment. Dependent on deep employer engagement, apprenticeships have proven to be an effective means of ensuring that the formative education and training of learners is well aligned to actual labour market needs. In recent years, governments across Europe and the OECD have invested considerable resource in improving apprenticeship provision, introducing and reforming apprenticeships to reach ever more learners, both young people and increasingly adults. It is timely to look at the future of apprenticeship from the perspective of a number of external mega trends - such as socio-demographic changes, new technologies and new forms of work organisation, trends in education and training - and consider how they have affected (or will affect) the design and delivery of apprenticeship and policy approaches towards its provision.

The joint Cedefop/OECD symposium on apprenticeship (7 October 2019) brought together policy makers, practitioners and researchers from around the world to consider new research exploring the next steps for apprenticeship provision. The following papers were presented and discussed: New apprenticeship arrangements for a new world of work? [Getting ready for new apprenticeship arrangements for a new world of work] / Erica Smith; The future of apprenticeships in Europe: three scenarios / Philipp Grollmann and Jorg Markowitsch; Arranging relations between the vocational and academic system in a new way: socio-economic trends and their implications for the future of apprenticeships [Shaping the relationship between vocational and academic education] / Dieter Euler; The development and implementation of a graduate apprenticeship programme / Stewart McKinlay; Going for attractiveness and excellence: a cross-country review of excellence in apprenticeship in Austria, Denmark, Germany and Switzerland / Isabelle Le Mouillour, Frederic Berthoud, Franz Gramlinger, [Claudia Lippuner, Torben Schuster]; The effect of changing entrance requirements for VET education on low-income students / Shaun M. Dougherty and Jesper Eriksen; Digitalisation of apprenticeship in Germany [Digitalisation of apprenticeship in German companies] / Regina Flake and David Meinhard; Innovative learning cultures in apprenticeships in the Swiss telecommunication industry / Antje Barabasch, [Anna Keller]; Tensions and innovations: the impact on learning of apprenticeships in 'non-traditional' organisational settings [Tensions and innovations: the impact on learning of Apprenticeships in non-traditional settings] / Eleanor M. Andressen; Collaborative training in the dual system: learning and working in a network of companies to meet training requirements more adequately [Creating collaborative training: learning and working in a network of companies to meet training requirements more adequately] / Isabelle Michel.

Edited excerpts from publisher's website.

Published in 2021, 'The next steps for apprenticeship', provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium. This publication is available in VOCEDplus at TD/TNC 143.412. Show less

'Skillset and match' is Cedefop's magazine promoting learning for work. Given the high priority of investing in skills, this issue highlights the efforts made by Cedefop to gather real-time skills requirements across the EU. Feature articles include: Skills for green jobs: a growing trend / Stelina Chatzichristou; Inspiring innovative skills policies / Jasper van Loo and Konstantinos Pouliakas; Cedefop checks out online job vacancies / Vladimir Kvetan; Apprenticeship country reviews: pathways to policy learning and action / Irina Jemeljanova; Islahane, the oldest VET school in Thessaloniki / Stephanie Wehrheim. Also included are: Occupation in focus: farmworkers and gardeners; Member States: Using VET to integrate migrants in Belgium; 'Skills surveys: getting them right', in which Rosy Voudouri interviews Michael Handel about the challenges that surveys, particularly cross-country ones, have to deal with. Show less