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This information note examines work based learning in the form of apprenticeships in three member states: Latvia, Lithuania and Malta. Latvia is developing a new apprenticeship-type scheme which was piloted in six vocational schools, beginning in September 2013. In Lithuania, the policy framework supports apprenticeship, but more work needs to be done. Malta is reforming its apprenticeship system in order to increase quality and labour market relevance. Show less

This paper contributes to the ongoing debate about the relationship between the social and individual as it is enacted in personal learning and the remaking of cultural practices through work. It discusses progress in a two-year study of the work, working lives and learning of 12 individuals: four groups of three employees each. The concept of relational interdependence between individual and social agency is used to understand the progress of their participation, learning and remaking of cultural practices that comprises their work. In identifying and elaborating bases of these interdependencies and their consequences for changes to individuals’ cognitive experience and sense of self and the remaking of cultural practices, four linked and overlapping bases for understanding the processes of interdependencies emerge: (i) reflection and review; (ii) performance roles; (iii) prospects for dialogue and (iv) how conceptions of rewards and recognition are constructed. In different, but distinct, ways these four bases provide a means to elaborate interdependencies at work, thereby providing a platform to analyse processes of individual learning and the remaking of work practices and concepts throughout working life.

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The purposes and implementation of adults' lifelong education (LLE) has been shaped by two imperatives: i) neoliberal reforms and ii) focuses on employability and economic outcomes. This has led to LLE taking similar pathways across many countries, i.e., away from a focus on personal and cultural betterment, to one associated with promoting individual employability. However, policies and practices in Japan offers a nuanced contrast to the general trend. That is, the overall focus on LLE, particularly for older Japanese is premised on social engagement, personal enrichment and often captured in 'social education'. There is also a focus on sustaining the adult employability, including the re-employment of retirees, in structured ways and tailored to meet their needs and enacted at the local level.

This paper reviews the manifestations of LLE in Japan to examine how its goals and educational provisions are being developed, enacted, engaged with and evaluated. Overall, it is suggested that Japan has not wholly embraced the tight economic focus on promoting and supporting LLE associated with employability imperatives. Perhaps through the electoral power of the aged population, the provision of educational experiences is focused on longevity, cultural betterment, further education and reducing the social isolation of older Japanese.

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This publication has been prepared by the interagency technical vocational education and training (TVET) group on skill mismatch in digitised labour markets, to support experts and policy-makers who wish to engage in discussion on the potential of web-based big data for skills policy. It outlines how such data can be used to mitigate labour market challenges, reduce skills mismatches and strengthen the links between the labour market and education and training.

The focus is on overcoming conceptual and practical challenges and limitations, system development and using big data for skills policy in practice. Examples of big data initiatives from around the globe illustrate its potential and provide insight into how big data are already supporting policy-makers in shaping the futures of work and education.

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This thesis examines links between social and cognitive contributions to thinking and acting. It delineates how historical, cultural, community and individual sources of knowledge influence the construction of knowledge. Specifically, the thesis investigates the cognitive consequences of participation in everyday vocational practice and relates cognitive activity to different social sources of knowledge. The study supports predictions about how the construction of representations of knowledge in memory and problem-solving strategies are influenced by the social circumstances of the acquisition of that knowledge and individuals’ personal histories, which are themselves socially determined. Initially the thesis synthesises links between social and cognitive contributions to knowledge and advances an initial reconciliation between cognitive and socio-cultural perspectives on knowledge. A practical investigation of two studies of a vocational activity (hairdressing) in four communities of practice with eleven subjects is used to examine theoretical predictions.

The findings have implications for the development of vocational knowledge. As different types of knowledge are needed in different circumstances, there are implications for how knowledge can be accessed and appropriated, and how knowledge can be organised and developed.

The condensed, published version of this thesis is indexed at TD/TNC 50.11. Show less

'Transnational mobility' has been on Cedefop's work program since 1997 and placements abroad, in the context of vocational education and training (VET), are becoming increasingly widespread in Europe. This study, which treats placements abroad in Europe both quantitatively and qualitatively, assesses the European, national and regional scope of activities across Europe. The report contains two main parts: The first part, which aims to provide a better understanding of placements abroad, defines the term, outlines some programs and initiatives, discusses the situation in individual countries and presents four different discourses on the use of placements abroad in VET. They are: as a means for creating cultural understanding; as a means for promoting the free movement of workers in Europe; as an element in the internationalisation of education and training in Europe; and as a method for improving the employability of people. The second part considers theoretical issues and pedagogical implications. Show less

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.

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Validation of non-formal and informal learning is a centrepiece of lifelong learning and has become a priority for national and European vocational education and training (VET) policies in the last decade. Validation of non-formal and informal learning is not only a political challenge but also an ethical and especially a methodological question: how to measure, how to validate, how to assess. These developments have considerable impact on the professional development of VET teachers and trainers, as they are keys to improving the quality of education and training. This report addresses the role of validation of non-formal and informal learning for enhanced professional recognition of VET teachers' and trainers' competences. It presents the outcomes of a study carried out by Cedefop's training of trainers' network - TTnet. From nine countries, 28 examples are described and analysed in the report. They highlight developments and current practice by describing the aims and outcomes, the processes and methodologies of validation, as well as quality assurance mechanisms put in place.

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This review describes recent activities and projects in identifying skill requirements in Greece. Results suggest that problems of skill mismatch are mainly due to a deficit in demand for skilled labour rather than a deficit in supply of skills. Most Greek firms - mainly small businesses - are not open to new developments and or developing their employees’ skills. This is a challenge for policy to support training, to foster openness to cope with new challenges, raise awareness of the importance of training and skills and make use of the opportunities offered by information and communication technologies. Much more research is needed in Greece on skill needs, mismatch in labour markets and skill acquisition of target groups - and above all on transferring research findings into policy and practice. The contents are: The Greek education and training system and the Greek labour market: some facts; Organisations in Greece actively involved in identification of skill needs; Identification of skill needs - activities; Identification of future skills requirements - action taken by international European bodies; Conclusions - policy implications.

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There is a growing interest in practice-based learning in countries with both advanced and developing economies. Much of this interest is directed towards augmenting students' learning within vocational or higher education programmes of initial occupational preparation or those for professional development (i.e. further development of occupational knowledge across working life). The worth of contributions from practice settings and experiences with authentic instances of occupational practice, of course, has been long acknowledged in the major professions and trades. Indeed, most trades and professions have a requirement for individuals to engage in an extensive period of practice prior to being accepted as a tradesperson or professional. So there is now a growing interest in occupationally specific higher education programmes providing these kinds of experiences for novice practitioners. However, beyond their use in initial occupational preparation, there is a wider set of considerations about the utility of practice-based experiences to promote ongoing development across working life. In particular, occupational practice and experiences in practice settings are now being used as a vehicle for professional development. Increasingly, educational programmes organised by universities, technical colleges, and professional bodies, are often either premised upon or partially based within the learner's occupational practice. Hence, at this time, there is a wide and growing acceptance that the experiences provided in practice settings, usually workplaces or work settings, are essential for developing the knowledge required to effectively practice occupations.

Published abstract.

The book from which this chapter is taken is indexed at TD/TNC 101.323; individual chapters are indexed from TD/TNC 101.324 to TD/TNC 101.338. Show less