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Work-based learning: apprenticeships [Lithuania, Malta and Latvia]

This information note examines work based learning in the form of apprenticeships in three member states: Latvia, L ... Show more
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

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

Date: 2015

Geographic subjects: Europe; Latvia; Lithuania ... [+] Show more

Resource type: Report, paper or authored book

Series name: Cedefop information note

Subjects: Apprenticeship; Workforce development; Governance
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Global inventory of regional and national qualifications frameworks: volume one: thematic chapters

The underlying premise of the Inventory follows from the goal of monitoring and characterizing the development of [ ... Show more
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

Corporate authors: UNESCO Institute for Lifelong Learning (UIL) ... [+] Show more

Date: 2015

Geographic subjects: Europe; Africa; Asia ... [+] Show more

Resource type: Report, paper or authored book

Series name: Global inventory of regional and national qualifications frameworks

Subjects: Qualifications; Governance; Pathways ... [+] Show more
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Vocational education and training in Luxembourg: short description

Luxembourg's vocational education and training (VET) is highly differentiated. Apprenticeships and school-based VET ... Show more
Luxembourg's vocational education and training (VET) is highly differentiated. Apprenticeships and school-based VET coexist. While some features may seem similar to those in other countries, taking a closer look is important to understand national concepts and terms. Luxembourg's education and training system reflects its geographic and socioeconomic context: its small size, the close ties with its neighbours, its multilingual nature and high share of foreign nationals, and the well-established cooperation with social partners. Recently implemented reform has strengthened the links to the labour market and brought about a shift towards competence-based and modular vocational programmes. The implementation of this reform has also revealed weaknesses in the system; evaluation of the reform will provide stakeholders with evidence of a need for further changes. By providing an insight into its main features and highlighting related policy developments and challenges, this short description contributes to better understanding of VET in Luxembourg.
Abstract from publisher's website. Show less

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

Date: 2015

Geographic subjects: Luxembourg; Europe

Resource type: Country information

Series name: Cedefop information series

Subjects: Vocational education and training; Apprenticeship; Governance ... [+] Show more
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Analysis and overview of national qualifications framework developments in European countries: annual report 2014

In 2014, political commitment and technical work towards developing and implementing national qualifications framew ... Show more
In 2014, political commitment and technical work towards developing and implementing national qualifications frameworks (NQFs) across Europe was strengthened. Cedefop's fifth annual report and analysis on European NQF developments confirms that qualifications frameworks are a key tool for improving transparency and comparability of qualifications at national and international levels. Evidence shows that frameworks increasingly trigger reforms and are used to support incremental changes in education and training. Although still uneven across countries and sectors, NQFs have strengthened the implementation of learning outcomes approaches and have brought together stakeholders from different sectors of education, training and employment in renewal and development of new qualifications, for example at [European qualification framework] EQF level 5. More countries are opening up their NQFs to qualifications outside the formal, public system of qualifications, such as those awarded by non-formal and private institutions, and strengthening the links to arrangements for validating non-formal and informal learning. The progress made on NQFs has made it possible for more countries to complete their linking to the EQF; 23 countries had linked their national qualifications levels to EQF levels by December 2014.
Published abstract reprinted by permission of the copyright owner. Show less

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

Date: 2015

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

Resource type: Report, paper or authored book

Series name: Cedefop working paper

Subjects: Qualifications; Governance; Vocational education and training
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Encouraging adult learning: despite improvements, adult learning still needs to become more attractive, inclusive, accessible and flexible

The Bruges communique, part of the framework for the European Union's policy on vocational education and training ( ... Show more
The Bruges communique, part of the framework for the European Union's policy on vocational education and training (VET), set out a vision to make continuing VET more attractive, inclusive, accessible, and flexible. Agreed in December 2010, the European Commission, Member States and social partners endorsed the communique vision in June 2015 in the Riga conclusions. This briefing note aims to clarify the trends in adult learning and the ways to make the Bruges vision a reality.
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Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2015

Geographic subjects: Europe

Resource type: Report, paper or authored book

Series name: Cedefop briefing note

Subjects: Lifelong learning; Teaching and learning; Policy ... [+] Show more
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Stronger VET for better lives: Cedefop’s monitoring report on vocational education and training policies 2010-14

European countries’ joint work on vocational education and training (VET) shows clear signs of progress but there i ... Show more
European countries’ joint work on vocational education and training (VET) shows clear signs of progress but there is more to do. In many countries, the Bruges communique of 2010 has inspired systemic reforms focusing on learning-outcomes-oriented standards and curricula. In several cases, these were triggered by the work on qualifications frameworks. In other countries, the main impact of the communique is reflected in their work on apprenticeships but there are challenges in securing its quality. The development of national qualifications frameworks (NQFs), measures to reduce early leaving, and policies to promote lifelong learning for low-skilled and other groups at risk have also been high on national policy agendas. Work on the European tools will need to ensure they interact better with and focus more on European citizens and employers to produce the intended benefit. Other challenges include better use of information on labour market outcomes of VET graduates, strengthening efforts to promote creativity, innovation and entrepreneurship in VET, and ensuring professional development opportunities for VET teachers and trainers.
Abstract from publisher’s website. Show less

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

Date: 2015

Geographic subjects: Europe

Resource type: Report, paper or authored book

Series name: Cedefop reference series

Subjects: Vocational education and training; Policy; Quality ... [+] Show more
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Spotlight on VET: anniversary edition: vocational education and training systems in Europe

This publication presents a concise picture of essential features of vocational education and training (VET) in Eur ... Show more
This publication presents a concise picture of essential features of vocational education and training (VET) in Europe. It provides a brief description of the VET system for each country, outlining the structure of its courses and programs. The countries covered are: Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Sweden, and United Kingdom. Show less

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

Date: 2015

Geographic subjects: Europe; Great Britain

Resource type: Country information

Series name: Spotlight on VET

Subjects: Governance; Vocational education and training; Teaching and learning ... [+] Show more
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On the way to 2020: data for vocational education and training policies: country statistical overviews: update 2014

This publication aims to provide evidence in support of European policy-making in vocational education and training ... Show more
This publication aims to provide evidence in support of European policy-making in vocational education and training (VET). In this report, Cedefop has selected a set of 33 indicators to quantify some key aspects of VET and lifelong learning. The selection is based on the indicators’ policy relevance and their importance in achieving the Europe 2020 objectives. The report includes recent evidence from the European Statistical System. While this set of indicators does not claim to assess national systems or policies, they could be used to reflect on progress towards the strategic objectives set for Europe. The indicators take 2010 as the baseline year and present statistical overviews in all European Union member states and also the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey.
Abstract from publisher’s website. Show less

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

Date: 2015

Geographic subjects: Europe

Resource type: Report, paper or authored book

Series name: Cedefop research paper

Subjects: Vocational education and training; Lifelong learning; Policy ... [+] Show more
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Apprenticeship review Malta: in pursuit of quality and relevance: revitalising apprenticeship

Cedefop launched thematic country reviews (TCRs) to support the European Alliance for Apprenticeships. Between May ... Show more
Cedefop launched thematic country reviews (TCRs) to support the European Alliance for Apprenticeships. Between May 2014 and May 2015, Cedefop piloted TCRs on apprenticeships in two volunteer countries, Lithuania and Malta. In 2015-16 three more volunteer countries (Greece, Italy, and Slovenia) will benefit from the review. The Maltese government considers apprenticeship as an excellent transition between the world of education and the world of employment and takes the view that apprenticeship should be the product of solid partnerships between vocational education and training (VET) institutions, labour market, and civil society. One of the reasons why the Maltese government engaged in the review is that Malta is currently experiencing a problem in supplying enough skilled workers to the labour market.
This is the final report of the TCR on apprenticeships in Malta. It is largely based on information collected from stakeholders and includes areas for future reforms and suggestions for action. Malta will decide whether and how these would be taken forward. This report is the result of cooperation between Cedefop and the Maltese steering group, coordinated by the Ministry of Education and Employment. The report is organised as follows: (1) chapter two is an overview of the methodology applied both in Malta and in Lithuania; (2) chapter three sets the country's socioeconomic and VET context; (3) chapter four contains information on the state-of-play of the apprenticeship system, including strengths and weaknesses and the main issues related to participation by companies and learners; apart from the description of the apprenticeship system which relies on desk research, all the other information in this chapter comes from the interviews with the different stakeholders; and (4) chapter five includes the areas of interventions and suggestions for action, formulated by the authors based on information presented in chapter four.
Edited excerpts from publication and publisher's website. Show less

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

Date: 2015

Geographic subjects: Malta; Europe

Resource type: Report, paper or authored book

Series name: Thematic country reviews

Subjects: Apprenticeship; Governance; Quality ... [+] Show more
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Green skills and innovation for inclusive growth

The second 'green skills' forum organised by Cedefop and the OECD-LEED in February 2014 provided an open space for ... Show more
The second 'green skills' forum organised by Cedefop and the OECD-LEED in February 2014 provided an open space for discussion between researchers, policy-makers, social partners and international organisations on skills development and training needs for a greener economy. The focus of this second staging of the event was 'green skills and innovation for inclusive employment growth'. The discussions were aimed at identifying obstacles and challenges lying ahead for the development of skills, education and training policies suitable to address the transition to greener and job-rich growth; to set out strategies, initiatives and policy approaches tackling key skills issues for green growth; compare methods and tools used in monitoring and evaluating developments in labour markets; indicate how research can support better targeted policy-making and skills strategies; and identify gaps in knowledge and provide guidance for future research and collaboration for transitioning to a low-carbon economy.
Published abstract reprinted by permission of the copyright owner. Show less

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

Conference name: Green Skills Forum

Date: 2015

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

Resource type: Conference

Series name: Cedefop reference series

Subjects: Skills and knowledge; Sustainability; Teaching and learning ... [+] Show more

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