Search Results

Cities are key players in mitigating climate change and shaping the green transition via services and through regulatory competence. Using the smart and green city concept in existing and new urban settings contributes to achieving European Green Deal ambitions. This policy brief reports on a Cedefop skills foresight study which looked at the occupations and skills that help cities become smarter and greener and the role vocational education and training can play in developing them.

Published summary. Show less

This report is based on a small research project conducted on behalf of the European Commission and Cedefop. The project’s objective was to undertake a series of case studies and a summary study of the development of e-learning in small and medium sized enterprises (SMEs) in different countries. SMEs play a central role in the European Union, accounting for over 99% of all businesses, but have unfortunately been very slow in adapting to e-learning practices. Various factors - such as globalisation, the flood of information and communications technologies (ICTs), and the building of Europe’s lifelong learning culture - all demand an updating of the SME workforce’s skills and competences. This report seeks to identify good practices in the development and implementation of models for the use of e-learning, and discuss issues associated with them. The results indicate that there is: a missing training culture in SMEs; an ‘e-learning divide’ between white and blue-collar workers; poor content; linguistic issues; costs; and missing support structures. Suggestions made in regard to supporting the development and use of e-learning in SMEs include: possible changes in work organisation; the use of e-learning to support informal learning; development of effective pedagogies and strategies for e-learning in SMEs; and the important role of regions, networks and partnerships. Show less

The [Coronavirus Disease 2019] COVID-19 pandemic has led to deep shocks and scars to the economy and societies throughout the world. To mitigate and address these shocks and scars, as well as the wider impacts of the pandemic, many countries put in place recovery plans that may now be threatened by Russia's war of aggression against Ukraine, the associated rises in energy prices and cost of living, and its consequences on the global economy. At the same time, countries are also mobilising to reduce greenhouse gas emissions and widespread environmental degradation, working to adjust to the diffusion of new digital technologies (including generative artificial intelligence systems), and putting in place strategies to reduce the economic and societal effects related to increased poverty and shares of marginalised population.

Overall, countries look increasingly vulnerable, with risks of profound economic and societal upheavals. In this context, skills development and lifelong learning play a fundamental role, now more than ever before. Skills are essential to ensure that individuals and societies are able to navigate and integrate into a rapidly changing world of work. Learning from the past three years is critical to strengthen the resilience of lifelong learning systems to future and ongoing shocks.

This brief focuses on the resilience of skill systems, which is key to promote resilient labour markets and societies. It reviews what policy responses can promote labour market integration and skills development, with a view to build resilient systems. It draws lessons from recent episodes of economic downturn, for example the COVID-19 pandemic - an economic crisis for which both shock and recovery are currently observable - as well as the cost-of-living crisis, that many countries have recently experienced as a consequence of rising prices, in particular for energy.

The brief first summarises evidence on the effect of COVID-19 and the cost-of-living crisis on labour markets and skills over 2020-2023, flagging their most important lessons. It then proceeds to describe a set of policies that have recently been implemented around the world to foster skill resilient systems in the face of external shocks - such as the pandemic crisis or the energy crisis, by classifying them in policies to enhance absorption, adaptation, and anticipation.

Edited excerpts from publication. Show less

To make and shape the green and digital transitions, Europe needs a skills revolution. Sitting alongside the current [vocational education and training] VET and skills policy framework and expanding funding opportunities, Cedefop EU skills intelligence is a key resource that helps unleash it. Skills intelligence provides sound and trusted evidence on labour market trends and skill needs, which guides policy- and decision-makers in focusing their efforts when investing in skills and in skills matching.

This report is one of Cedefop's key contributions to the 2023 European Year of Skills. It broadens understanding of what has changed in EU labour markets in the past decade and uses Cedefop's 2023 skills forecast, sectoral foresight and big data-powered analysis to track ongoing and future trends. The report blends different types of evidence to foster better understanding of the labour market and skills impacts of the twin transition and current and future labour markets tensions.

Published abstract. Show less

In recent years the spread and dynamic of information and communications technologies (ICT) across Europe have been steadily increasing. Today the high importance of ICT for the EU [European Union] economy and business, services, domestic and leisure activities is obvious. ICT developments have created an 'information society' with consequential new possibilities and challenges in all areas of work and life. This is especially true of ICT work itself. ICT practitioners - skilled and highly skilled ICT staff - are needed to manage business and work processes in both the core ICT sector and in ICT user industries. To understand, produce and use the new information and communications technology (computers, networks, the Internet, new hard- and software applications, e-commerce, fixed and mobile telecommunications, consumer electronic devices, digital cameras and television, etc.) increasingly demands a wide range of ICT competences and skills. This synthesis report is part of the four studies which Cedefop launched in support of the e-Europe programme and e-skills forum set up by the European Commission in 2003, covering three user industries (automotive, banking and financing, media and graphic arts) and the ICT manufacturing industry. The focus of the last of these is on subdegree level skills and training issues. The report complements the findings of the four studies, focusing on innovative European ICT skills and curriculum solutions that address balance, mismatch and skill gaps. The contents are: Executive summary; Introduction; ICT skills needs: analysis and synthesis of demand and supply; Skills needs in a comprehensive European ICT skills framework: Matching the skills framework to ICT qualifications; Guidelines and recommendations for ICT curriculum development; Implementation issues and recommendations; Bibliography; Annex 1: Cedefop/ICT skills workshop participants; Annex 2: Comparison and transfer of skill and qualification level frameworks.

Published abstract with annotations and additions reprinted by permission of the copyright owner.

Reports from the four studies are indexed from TD/TNC 82.193 to TD/TNC 82.197. Show less

The Department of Human Resource Development at the College of Europe has devoted special attention to the problems of lifelong learning in a European perspective. In its daily academic work, it incorporates the European Commission’s appeal for a Europe-wide debate with a view to fostering lifelong learning for all. The papers presented in this publication illustrate the European progress towards achieving the ideals embodied in lifelong learning. These papers are presented in five main sections. The opening section is ‘From formal education and training to lifelong learning: what is new?: will it work better?’ by Danielle Colardyn (p. 7-16). Chapter one, ‘Recent developments in formal settings’, contains the following papers: Opening ways for more accessibility / Danielle Colardyn (p. 17-19); New challenges for vocational education / Jean Gordon (p. 20-33); Lifelong learning: which ways forward for higher education? / Peter Jarvis (p. 34-46); Educational hypermedia: challenges and perspectives for lifelong learning / Luciano Morganti (p. 47-57); The dynamics of non-formal learning and the opening-up of national learning systems / Ruud Duvelot (p. 58-68). Chapter two, ‘Innovations to promote learning in non-formal settings’, contains: Learning is everywhere / Danielle Colardyn (p. 69-72); Assessment of non-formal learning: a link to strategies for lifelong learning? / Jens Bjornavold (p. 73-86); Roles and responsibilities of the individual: opportunities and threats / Asa Sohlman (p. 87-97); Emergence of new partnerships: the learning region and its potential roles in lifelong learning / Thomas Stahl (p. 98-105); Towards a framework for assessment practices in the context of work and learning: measuring human competences / Jan van Ravens (p. 106-118). Chapter three, ‘Formal and non-formal learning’, contains: sharing responsibilities for lifelong learning / Danielle Colardyn (p. 119-122); Lifelong learning: a challenge for public authorities / Pierre Laderriere (p. 123-128); Financing and resources: potential consequences of shifting the frontier between formal and non-formal learning / Gregory Wurzburg (p. 129-143); New steps in shaping the future of lifelong learning in the European knowledge society / Tomas Niklasson (p. 144-153); Innovations to address the challenges of lifelong learning in transition countries / Haralabos Fragoulis (p. 154-167). The final section is ‘Conclusions: linking formal and non-formal part of a strategy for lifelong learning?’ by Danielle Colardyn (p. 168-175). Show less

This unique publication brings together the results of seven surveys dealing with e-learning, carried out online on the European Training Village (ETV) website by CEDEFOP in 2001. The surveys identify trends in e-learning at the European level, as expressed by users and suppliers. The survey looks at such issues as the use of e-mail as a learning tool, economics of e-learning, teachers' and trainers' skills in relation to e-learning, and e-learning as an aid to the learning process of people with disabilities. The surveys are not a statistical analysis on the use of e-learning as a means of learning and teaching, but rather provide an overview and insight into trends emerging in the field.

Published abstract reprinted by permission of the copyright owner. Show less

The information and communications technology (ICT) industry in Europe is experiencing a severe shortage of skilled personnel. The Career Space consortium believe that the way in which engineering and computer studies students are educated should change to meet the needs of the ICT industry in the 21st century, and offers information and suggestions about the needs of the ICT sector and ways in which the skills gap might be narrowed. The purpose of the curriculum development guidelines is to assist the development of courses, which will cover the whole range of needs in particular fields. It is hoped that these guidelines will assist universities in designing courses whose content will emphasise a balance between technical skills and knowledge, behavioural skills, industrial placements and project work. Show less

The country reports presented on this web page provide an overview of the various vocational education and training (VET) systems in European Union (EU) member states plus Iceland and Norway. They are aimed at improving understanding of national VET systems, their characteristics, developments, processes and priorities, as well as offering ideas and examples of good practice. The reports are presented thematically according to the following themes: (1) General context: framework for the knowledge society; (2) Policy development: objectives, frameworks, mechanisms and priorities; (3) Legislative and institutional framework: provision of learning opportunities; (4) Initial VET; (5) Continuing VET for adults; (6) Training VET teachers and trainers; (7) Matching VET provision with labour market needs; (8) Guidance and counselling for learning, career and employment; (9) Financing: investment in human resources; and (10) National VET statistics: allocation of programs. The countries included are: Austria; Belgium; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Netherlands; Norway; Poland; Portugal; Romania; Slovakia; Slovenia; Spain; United Kingdom. Show less

Skillset and match is Cedefop's magazine promoting learning for work. The September issue, which is the final issue of this publication, looks back at the highlights of Skillset and match over the last eight years. The main story in this issue is 'Setting the European digital transition in motion' by Konstantinos Pouliakas which uses the findings of Cedefop's second European skills and jobs survey to try and identify winners and losers of Europe's digital transition in light of the changes brought about by the pandemic.

Other articles: 'Students in Ukraine compared to those in the EU', by Ralph, Hippe, Maciej Jakubowski and Tomasz Gajderowicz which provides an analysis of PISA 2018 data that shows the skills and aspirations of Ukrainian students compared to those of their counterparts in the EU; 'Upskilling for business needs and learners' ambitions' by Panos Polyzoidis which is about how a pilot program in Greece, organised by the country's employers' federation and funded by private entities, fosters upskilling to match business needs with learners' ambitions.

Also in this issue: an interview with Xavier Matheu, director ad interim of the European Training Foundation (ETF) that sheds light on the ETF's collaboration with Cedefop on a number of projects; the 'Occupation in focus' looks at science and engineering technicians; the Member States page describes a pilot program of tiered educational pathways within the care and nursing sector in Czechia; a report on the visit to Cedefop by the team from Poland, winners of the latest #CedefopPhotoAward in the best-video category; and information on the latest Cedefop publications and upcoming events. Show less