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Spotlight on VET: Italy 2017

This booklet focuses on some of the main aspects of vocational education and training (VET) in Italy. It provides a ... Show more
This booklet focuses on some of the main aspects of vocational education and training (VET) in Italy. 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 Italian education and training system and some education and training statistics. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2018

Geographic subjects: Italy; Europe

Resource type: Country information

Series name: Spotlight on VET

Subjects: Vocational education and training; Governance; Statistics
Anticipation of occupation and qualification trends in the European Union: innovations for effective anticipation of qualification and competence trends and the adaptation of VET provision in Member States

This publication is based on a 1999 CEDEFOP survey undertaken at the request of the European Commission in order to ... Show more
This publication is based on a 1999 CEDEFOP survey undertaken at the request of the European Commission in order to contribute to the validation of the outcomes of the Leonardo da Vinci Programme I in terms of methods, tools and instruments for anticipating qualifications and competence development and adapting vocational education and training systems. It provides an overview of the approaches taken and innovations adopted at the national level and compares approaches at the European level. There are four sections to this report: Preliminary synthesis; National reports; Bibliography/country references; Annotated bibliography. The 16 national reports are: Belgium (Dutch speaking) / Leen Vanaerschot and Rien Van Meensel; Belgium (French speaking) / Marc Ant; Denmark / Bruno Clematide, Finn Tidemand and Peter Ploughmann; Germany / Peter-W. Kloas; Greece / Theo Papatheodossipu; Spain / Nuria de la Fuente Teixido; France / Henriette Perker; Iceland / CIRCA; Italy / Mario Gatti and Maria Grazia Mereu; Luxembourg / Marc Ant; The Netherlands / Ben Hovels; Austria / Jorg Markowitsch; Portugal / INOFOR; Finland / Olli Poropudas and Kirsti Stenvall; Sweden / Ingrid Levander-Bergstroem; United Kingdom / John Konrad and Catherine O’Sullivan. Show less

Authors: Sellin, Burkart

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2000

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

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Apprenticeship; Qualifications ... [+] Show more
Analysis and overview of NQF developments in European countries

Cedefop's fourth annual report on developments in national qualification frameworks (NQFs) in Europe confirms that ... Show more
Cedefop's fourth annual report on developments in national qualification frameworks (NQFs) in Europe confirms that these frameworks are considered a key way of making qualifications easier to understand and compare within and between countries. It has also found that such frameworks are increasingly used to encourage changes in education and training. For instance, during 2012 some national qualifications frameworks opened up to include qualifications awarded outside the formal public system. Most of the 36 countries working together on the European Qualifications Framework (EQF) - the 27 EU Member States, Croatia, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia, Switzerland and Turkey - have now agreed on the overall structure of their national frameworks. In addition to the fully operational frameworks in France, Ireland, Malta and the UK, 10 more countries are now entering an early operational phase. The 2012 overview shows that NQFs increasingly interact with and link to arrangements for validating non-formal and informal learning. The recent (December) Council recommendation on the validation of non-formal and informal learning invites Member States to put in place validation arrangements which are linked to NQFs and in line with the EQF, by 2018. The progress made on NQFs has made it possible for more countries to complete their link to the EQF; 16 countries had linked their national qualifications levels to EQF levels by December 2012.
Published abstract. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2013

Geographic subjects: Europe; Austria; Belgium ... [+] Show more Republic">Czech Republic; Britain">Great Britain; Liechtenstein; for Macedonia (Republic)">Macedonia (Republic); Macedonia">North Macedonia; [-] Show less

Resource type: Report, paper or authored book

Series name: Cedefop working paper

Subjects: Qualifications; Governance; Vocational education and training ... [+] Show more
Monitoring ECVET implementation strategies in Europe in 2013

Eleven years after the first meeting on the creation of a credit transfer system for vocational education and train ... Show more
Eleven years after the first meeting on the creation of a credit transfer system for vocational education and training [European credit system for vocational education and training] (ECVET), how committed are countries to applying [vocational education and training] VET credit transfer to their wider qualifications systems? Using information provided by social partners, national and regional authorities and credit transfer system experts, this fourth annual report on ECVET looks into how far 38 countries/regions have come in testing, using, and committing to applying ECVET in qualifications; and examines which countries have put this development on hold, and why.
Abstract from publisher's website. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2014

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

Resource type: Report, paper or authored book

Series name: Cedefop working paper

Subjects: Vocational education and training; Qualifications; Pathways ... [+] Show more
Assuring quality in vocational education and training: the role of accrediting VET providers

In this study the role of accreditation of [vocational education and training] VET providers and its relation to qu ... Show more
In this study the role of accreditation of [vocational education and training] VET providers and its relation to quality assurance are analysed by means of in-depth case studies into eight national and four sectoral accreditation systems. In both systems strong and widely consolidated legal frameworks are continuously fine-tuned and adapted in their methodologies. Their results are quite convincing: the systems are widely accepted by providers, have captured the market and delivered VET according to predefined quality standards with or without direct involvement of public authorities. Accreditation has a clearing effect as weak performers disappear from the market and successfully accredited providers increase their credibility and visibility. Use of quality labels is less than expected but can be observed in the sectoral examples in particular, where its added value for VET providers and its impact on the business world can be clearly defined. While the main function of the analysed accreditation systems is to assure respect of minimum standards in VET delivery, the main future challenge is to develop accreditation into a driving force for improvement of quality. To progress towards this objective, the study suggests a multistep approach to accreditation and concludes with recommendations for national, sectoral and main European stakeholders.
Abstract from CEDEFOP website. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2011

Geographic subjects: Europe; Denmark; Germany ... [+] Show more

Resource type: Report, paper or authored book

Series name: Cedefop reference series

Subjects: Vocational education and training; Providers of education and training; Governance ... [+] Show more
Agora VI: Reporting on human capital: is it possible to report on human capital and, if so, why and how?: Thessaloniki, 24-25 June 1999

The Agora Thessaloniki is a forum for vocational education and training issues. Agora VI was convened to discuss th ... Show more
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

Authors: Guggenheim, Eric Fries

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Conference name: Agora

Date: 2002

Geographic subjects: Europe; France; Denmark ... [+] Show more

Resource type: Conference

Series name: Cedefop panorama series

Subjects: Quality; Skills and knowledge; Governance ... [+] Show more
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
Recognition and validation of non-formal and informal learning for VET teachers and trainers in the EU Member States

Validation of non-formal and informal learning is a centrepiece of lifelong learning and has become a priority for ... Show more
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.
Published abstract reprinted by permission of the copyright owner. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2007

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

Resource type: Report, paper or authored book

Series name: Cedefop panorama series

Subjects: Lifelong learning; Workforce development; Research ... [+] Show more
Improving career prospects for the low-educated: the role of guidance and lifelong learning

This report draws both on literature review and an original collection of stories from biographical interviews of i ... Show more
This report draws both on literature review and an original collection of stories from biographical interviews of individuals in the Czech Republic, Denmark, Germany, France, Italy, Poland and the UK. The narrative accounts describe the wide variety of experiences with initial and further education. The analysis focuses on motivations for learning (or not) and the findings confirm that early negative experiences with schooling have a scarring effect inhibiting workers' willingness to re-engage in education later in life. Nevertheless, many low-educated adults command a variety of skills, which they have developed in the work context, while the interest of the low-educated in education and training may be rekindled by making learning instrumental to improvement in their work situation.
Abstract from publisher's website. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2016

Geographic subjects: Europe; Czech Republic; Great Britain ... [+] Show more

Resource type: Report, paper or authored book

Series name: Cedefop research paper

Subjects: Career development; Disadvantaged; Participation ... [+] Show more
Determining the need for vocational counselling among different target groups of young people under 28 years of age in the European Community: low-skilled young people: Italy

This report begins with an analysis of guidance as an educational process, particularly in the areas of transmissio ... Show more
This report begins with an analysis of guidance as an educational process, particularly in the areas of transmission, processing and acquisition of knowledge and skills. It is seen as an integral part of educational activities and not merely the provision of information. To help the research, some essential reference terms are re-defined: 'low skilled', 'young people', 'guidance' and 'needs'. The report is in four chapters: (1) guidance as a training process: a theoretical framework; (2) research on the situation and life circumstances of young people; (3) the need to redefine the terms of the problem; and (4) hypotheses and proposals. The report concludes with four recommendations for the support and encouragement of low-skilled young people at the start of their training and work, and an acknowledgement of the difficulties they face in the current social environment. Show less

Authors: Meghnagi, Saul

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 1993

Geographic subjects: Europe; Italy

Resource type: Report, paper or authored book

Series name: Cedefop panorama series

Subjects: Youth; Disadvantaged; Lifelong learning ... [+] Show more