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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

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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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.

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The Training of Trainers Network (TTnet) was established by CEDEFOP in 1998 as a community forum for communication, cooperation and expertise in the field of training for teachers and trainers of vocational training. This dossier, presented in both French and English, reports on the workshop held in Lisbon in May 2000 to discuss the conditions under which the validation of knowledge gained through experience can be considered a ‘professionalising factor’ for teachers and trainers. The first section, ‘Review of the issue’, contains the following papers: Introduction / Anne de Blignieres-Legeraud; Validation of prior learning in training occupations in Europe / Jens Bjornavold; Validation of prior learning in training occupations / Anne-Marie Charraud. The second section, ‘National contribution’, contains the following papers: Validation of prior learning in training occupations in France / Francoise Gerard; Designing and implementing the national accreditation system of trainers’ training in Greece / Stamatina Diamanti; Validation of competences and the professionalisation of trainers in Austria / Alfred Freundlinger; Accreditation of vocational teachers’ competences in Norway / Ellen Bjerknes; Vocational training markets and the validation of trainer qualifications in Portugal / Horacio Covita. The annex contains a glossary on identification, assessment and recognition of qualifications and competences and transparency and transferability of qualifications. The glossary is an extract from ‘Making learning visible: identification, assessment and recognition of non-formal learning in Europe’ published by CEDEFOP in 2000 and indexed at TD/IRD 88.399. Show less

Occupational skills profiles (OSPs) describe, in a comprehensive and standardised way, the skill requirements for individual jobs. The aim of the study is to bridge the information gap on occupational profiles by providing essential characteristics required by the economy, in terms of level and field of education and training, as well as other requirements such as knowledge, skills, competence, occupational interests, and work values. OSPs have been developed for several purposes: analysing, projecting and forecasting skill needs; determining and measuring skill mismatches in different countries, sectors, or occupations; comparing skill needs across European countries; and determining change over time.

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The aim of the ADAPT community initiative was to help the workforce adapt to industrial change and to promote growth, employment and the competitiveness of companies in the European Union. This report, aimed at contributing to the current debate on lifelong learning in Europe, was commissioned by CEDEFOP at the end of the initiative to analyse those projects which illustrated good practice in lifelong learning. The focus of the report is on the key findings of ADAPT projects on workplace-oriented learning and learning networks. Suggestions are made based on project results and structured around the key messages of the European Commission’s ‘Memorandum on lifelong learning’ (indexed at TD/IRD 88.400). The chapters are: Introduction; New basic skills for all; More investment in human resources; Innovation in teaching and learning; Value learning; Rethinking guidance and counselling; Bringing learning closer to home; Learning networks; Lifelong learning, innovations from ADAPT. Show less

Pressure on European education and training systems has increased in recent years, with technological and demographic trends reshaping demand for skills and qualifications and making lifelong learning a necessity, for both individuals and countries. Vocational education and training (VET) provision has to respond to rapidly changing labour market needs and to match qualification supply to skills demand. Improving its quality, relevance and agility is, therefore, at the heart of the European VET policy framework 2021-25, which emphasises the importance of international cooperation, learner and worker mobility and recognition of learning outcomes. To support the implementation of policies strengthening cross-country transparency and comparability of qualifications, Cedefop has conducted a study into methods for analysing and comparing the profile and content of VET qualifications; these still largely differ between European countries. This briefing note outlines the two main objectives addressed, as well as the solutions identified and their implications for researchers and policy-makers.

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This review is based on a comparative analysis of country reports written by [the] ReferNet national consortia of 25 European countries on initial vocational education and training (IVET). It provides an overview of the changes, trends and debates, and identifies the principal issues at stake. It summarises how they are being tackled by national IVET policies and provides some common orientations and policy objectives among countries. As far as the IVET structure is concerned the reader is provided with comprehensive information and a more specific outline of lower, upper, and postsecondary VET provision. The main conditions determining admittance to training, different initiatives undertaken by countries to promote participation, as well as different curricula development mechanisms and learning outcomes are also described. Even though IVET varies to a large extent both by country and type or mode of provision, this comprehensive review provides important conclusions that summarise the main trends in IVET across Europe.

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This study examined how vocational education and training (VET) has changed since the mid-1990s, and how this may influence future opportunities and challenges. This synthesis report summarises three years of research involving researchers and VET experts across Europe, with discussion of findings on the content and delivery of VET, assessment practices, and the link between initial and continuing VET. In addition to connecting and synthesising the series of research papers and case studies already published, it features an analysis by country.

The study provides important insights into how VET in Europe has developed over the past three decades, illustrating observed trends and developments, as well as tendencies of convergence between countries and systems. The research has also shown that the development of VET does not necessarily form an unbroken chain leading in one direction but can be interrupted by changes of course and even reversals in policy and practice. The future of VET is still unwritten. This report aims to provide a stimulus for developing future research in this area.

Edited excerpt from publication. Show less

The underlying premise of the Inventory follows from the goal of monitoring and characterizing the development of [national qualifications frameworks] NQFs as implemented by member states. The Inventory involves both a mapping of global qualification reforms and thematic chapters that discuss key trends and policy issues emerging from qualifications framework reforms and development. This Inventory provides a broad overview of the status and scope of qualifications frameworks internationally as at the end of 2014. It includes the NQFs of 86 countries and seven regional qualifications frameworks (RQFs). The Inventory acts as an observatory of progress and achievement of NQF goals through country case studies. Specifically, the case studies look at the main policy objectives, stakeholder involvement, the framework adopted for implementation, the focus on learning outcomes and the use of level descriptors. They also consider the ways in which the validation of non-formal learning is considered (if any), and how these link to the NQF. The case studies finish with important lessons and future plans.

Excerpts from publication.

Chapters in this volume are: Chapter 1: Between communication and transformation: the impact of European national qualifications frameworks; Chapter 2: Links between NQFs and validation of non-formal and informal learning; Chapter 3: NQF links with informal sector skills development; Chapter 4: NQFs and reforming qualifications; Chapter 5: Changing legal and institutional arrangements as a consequence of qualifications systems reforms; and Chapter 6: Developing world reference levels of learning outcomes: potential and challenges. Show less