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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.

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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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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.

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Cedefop's work on the thematic country reviews (TCRs) on upskilling pathways (UP) aims at supporting Member States in the development of systematic, coordinated and coherent approaches to upskilling pathways for low-skilled adults. The aim is to undertake in-depth reviews of countries' national approaches to the implementation of the upskilling pathways Recommendation, with the support of key national stakeholders. The European Council 2016 'Recommendation on upskilling pathways: new opportunities for adults' puts low-skilled adults into the spotlight of EU and national policies and encourages Member States to offer upskilling and reskilling opportunities for the low-skilled adult population. France and Italy were the first two countries that undertook this TCR exercise in 2021; implementation is expected to last until the end of 2023.

This report summarises the outcomes of the first (micro) phase of the TCRs on upskilling pathways in France, which reflect the points of view of both the beneficiaries of the outreach and guidance schemes and services under investigation, and the professionals involved in their implementation. The TCR on UP for France highlights outreach and guidance for low-skilled adults, and the crosscutting dimensions of governance and financial and non-financial support in relation to the two areas of focus.

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The Lisbon strategy, adopted in 2000 to face major economic and social challenges, set as one of its objectives Europe's transformation into a knowledge-based society. It assigned a key role to vocational education and training (VET). The Barcelona European Council of 2002 decided to make Europe's education and training systems a work quality reference by 2010, putting the quality issue at the heart of the respective European policy agenda. Accreditation is the mechanism for external assessment of VET providers, certifying their compliance with predefined objectives, criteria and standards. In this respect, accreditation encourages conformity rather than, ideally, improvement. Quality is considered a modernisation factor for VET systems. Quality assurance renders the system accountable for effectiveness, also promoting common understanding and trust. Accreditation is testified by a certificate/label with marketing value as it positions its holder within the steadily expanding VET market. There are currently many labels and certificates. The present Cedefop publication aims at shedding light on some issues common to accreditation approaches in VET within the [European Union] EU.

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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

This short description contributes to better understanding of vocational education and training (VET) in Estonia by providing an insight into its main features and highlighting VET policy developments and current challenges.

Estonian VET has been changing over the past decade, reflecting both demographic trends and the changing needs of the labour market. The VET school network has been optimised to raise its efficiency, with small providers merged into bigger regional centres offering a wide range of qualifications. Participation in lifelong learning has increased, VET having an important role in this process. The share of adults in VET has more than doubled since 2010/11 and reached about a third of the total VET population. Apprenticeships have also been expanding: while their share is still relatively low, the number of apprentices has doubled in the past year. These and other changes are supported by reforms that aim at making VET a more attractive option for learners.

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