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Putting into practice the European Framework for Quality and Effective Apprenticeships: implementation of the Council Recommendation by Member States

In March 2018, following a consultation of cross-industry European social partners and an opinion of the tripartite ... Show more
In March 2018, following a consultation of cross-industry European social partners and an opinion of the tripartite Advisory Committee on Vocational Training (ACVT), EU Member States agreed on a Council Recommendation on a European Framework for Quality and Effective Apprenticeships (EFQEA). The framework aims to ensure that apprenticeships respond to the needs of both apprentices and employers throughout the European Union. The European Commission committed to report on the implementation of the framework within three years from the date of its adoption. This report presents the state of play of implementation of the Council Recommendation as of September 2020. The analysis is based on input provided in the 2nd half of 2020 and in early 2021 by all EU Member States, as well as European and national social partners and members of the European Alliance for Apprenticeships (EAfA). The analysis focuses in particular on how Member States have been putting in practice the 14 criteria for quality and effective apprenticeships set out in the EFQEA. It also describes further aspects related to the implementation at national level (involvement of social partners, gender equality, national reform programmes, use of EU funds). It presents how the European Commission supported Member States in the implementation and summarises remaining challenges. The Annex describes the key features of apprenticeships in each Member State.
Three years into the implementation of the recommendation, this report shows that the 7 criteria on learning and working conditions are in place in the majority of Member States, while further progress is needed in implementing the 7 criteria on framework conditions. The report confirms that the Framework continues to be relevant and up to date, and that it remains a key instrument to enhance the quality and effectiveness of apprenticeships across the EU. The report also indicates that the Framework supports Member States in an incremental, continuous improvement of their apprenticeship schemes, including on those criteria that were already partially in place in 2018.
Edited excerpts from publication. Show less

Corporate authors: European Commission (EC)

Date: 2021

Geographic subjects: Europe

Resource type: Report, paper or authored book

Series name: European Commission staff working document

Subjects: Apprenticeship; Governance; Quality ... [+] Show more
Report on access to continuing training in the Union (Council Recommendation of 30 June 1993)

This report is intended to provide the basis for debate about the development of a learning society and about ongoi ... Show more
This report is intended to provide the basis for debate about the development of a learning society and about ongoing reforms to the vocational training systems among member states of the European Union. Its further intention is to stimulate action to enhance access to training programmes in European economies. The report comprises an analysis of existing programmes and initiatives, an examination of further steps that need to be taken and a set of conclusions, guidelines and objectives. Show less

Corporate authors: European Commission (EC)

Date: 1997

Geographic subjects: Europe; Austria; Belgium ... [+] Show more Britain">Great Britain; [-] Show less

Resource type: Report, paper or authored book

Subjects: Employment; Vocational education and training; Workforce development
European inventory on validation of non-formal and informal learning: 2018 update

Validation of non-formal and informal learning is defined as 'a process of confirmation by an authorised body that ... Show more
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

Corporate authors: European Centre for the Development of Vocational Training (Cedefop) ... [+] Show more

Date: 2019

Geographic subjects: Europe; Austria; Belgium ... [+] Show more

Resource type: Country information

Series name: European Inventory on validation of informal and non-formal learning

Subjects: Governance; Skills and knowledge; Assessment ... [+] Show more
Up- and re-skilling in micro and small enterprises [guidance pack]

In 2019, the European Commission and CEPS (Centre for European Policy Studies), conducted a study on mapping opport ... Show more
In 2019, the European Commission and CEPS (Centre for European Policy Studies), conducted a study on mapping opportunities and challenges for micro and small enterprises in offering their employees up- and re-skilling opportunities. Up- and re-skilling are necessary to face changes in the labour market, led by important transformations such as digitalisation, ageing population and climate change. In addition, the recent [Coronavirus Disease 2019] COVID-19 crisis has reinforced some of the existing trends transforming the labour market, like digitalisation, and made the need for continuous up- and re-skilling even more evident.
This guidance pack draws on the results of the study and presents information, recommendations and additional resources for intermediary organisations such as chambers of commerce or education and training providers, and social partners to support micro and small companies in up- and re-skilling.
Edited excerpts from publications and publisher's website. Show less

Corporate authors: European Commission (EC)

Date: 2020

Geographic subjects: Europe

Resource type: Guide

Subjects: Skills and knowledge; Workforce development; Industry ... [+] Show more
The European Qualifications Framework for Lifelong Learning

The European Qualifications Framework for Lifelong Learning (EQF) acts as a translation device to make national qua ... Show more
The European Qualifications Framework for Lifelong Learning (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting the mobility of workers and learners between countries and facilitating their lifelong learning. The EQF will relate national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems. The EQF was adopted by the European Parliament and Council on 23 April 2008. The EQF encourages countries to relate their qualifications systems or frameworks to the EQF by 2010 and to ensure that all new qualifications issued from 2012 carry a reference to the appropriate EQF level. The core of the EQF are eight reference levels describing what a learner knows, understands and is able to do, i.e. learning outcomes. Levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). It will therefore enable much easier comparison between national qualifications and should also mean that people do not have to repeat learning if they move to another country. The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational education. The system shifts the focus from the traditional approach which emphasises 'learning inputs' such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning.
Excerpt from European Commission website. Show less

Corporate authors: European Commission (EC)

Date: 2008

Geographic subjects: Europe

Resource type: Guide

Series name: Education & Training

Subjects: Vocational education and training; Lifelong learning; Pathways ... [+] Show more
National student fee and support systems in European higher education 2015/16

This annual report shows how fee and support systems (including grants and loans) work in higher education in Europ ... Show more
This annual report shows how fee and support systems (including grants and loans) work in higher education in Europe. In addition to providing a comparative overview of fees and financial support available for full-time students in 2015/16, it also includes individual country sheets outlining the main elements of national systems. In particular, the publication describes the range of fees charged to students and specifies which categories of students are required to pay, and which may be exempt. Similarly it explains the levels of public support available in the form of grants and loans, as well as tax benefits and family allowances where applicable. The report focuses on fees and support in public or government-dependent private higher education institutions for the first (Bachelor level) and second (Master level) cycles and does not cover private higher education institutions. Information covers the 28 [European Union] EU Member States as well as Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey.
Abstract from publisher's website. Show less

Corporate authors: European Commission (EC) ... [+] Show more

Date: 2015

Geographic subjects: Europe; Austria; Belgium ... [+] Show more

Resource type: Report, paper or authored book

Series name: Eurydice: facts and figures

Subjects: Higher education; Finance; Governance
Malta: report of the national consultation process on the memorandum of lifelong learning: outcomes to date and plans for the way forward

Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the Eu ... Show more
Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). National reports were submitted by each Member State as well as by candidate countries and Iceland and Norway. This document is the national report from Malta. It includes the outcomes achieved by the Working Committee for Facilitating Consultations on Lifelong Learning that was set up by the Ministry of Education in May 2001, stakeholder opinions on each of the six key messages contained in the Memorandum and recommendations to the European Commission.
Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

Authors: Mallia, Alfred; Baldacchino, Godfrey; Mayo, Peter; Wain, Kenneth ... [+] Show more

Corporate authors: European Commission (EC)

Date: 2001

Geographic subjects: Europe; Malta

Resource type: Report, paper or authored book

Series name: Making a European area of lifelong learning a reality

Subjects: Technology; Lifelong learning; Innovation ... [+] Show more
European Business Forum on Vocational Training: challenges and trends in continuing development of skills and career development of the European workforce: survey report

The present survey analysis summarises the findings of 93 interviews conducted among large European enterprises (81 ... Show more
The present survey analysis summarises the findings of 93 interviews conducted among large European enterprises (81) and a number of labour- and business associations (12) on challenges and practices related to competence development. The survey is a key part of the preparations for the first upcoming European Business Forum on Vocational Training and services the following purposes: a knowledge base for drawing up the agenda and identifying suitable speakers; a basis for identifying workshop topics; input for the background notes that will help steer the debate on the most important issues related to competence development in workshops; and together with the Forum conclusions, it will provide input for a final assessment of challenges, trends, solutions and best practices in the area of competence development in large European enterprises.
Excerpts from publication Show less

Corporate authors: European Commission (EC)

Date: 2012

Geographic subjects: Europe

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Research; Skills and knowledge ... [+] Show more
Addressing youth unemployment in the EU

Youth employment is a priority for the European Union. The situation varies a lot across Europe. While there is no ... Show more
Youth employment is a priority for the European Union. The situation varies a lot across Europe. While there is no single solution to address this challenge, there is an urgent need to act.
Summary from publisher's website. Show less

Corporate authors: European Commission (EC)

Date: 2015

Geographic subjects: Europe

Resource type: Report, paper or authored book

Subjects: Policy; Youth; Employment
Continuing training in enterprises: facts and figures: a report on the results of the continuing vocational training survey carried out in the enterprises of the Member States of the European Union in 1994

This report provides detailed analytical results of the Continuing Vocational Training Survey (CVTS), carried out i ... Show more
This report provides detailed analytical results of the Continuing Vocational Training Survey (CVTS), carried out in 1994, which is based on elaborate questionnaires and interviews with the managers of 50 000 European enterprises in the then 12 Member States. Results are tabulated and analysed for: training offered by enterprises; training courses; training policies; and management. Show less

Corporate authors: European Commission (EC)

Date: 1999

Geographic subjects: Europe

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Statistics; Research ... [+] Show more