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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

Increasing Europe's competitiveness while preserving the European social model, coping with population ageing, reducing unemployment, tackling labour market skill needs and shortages, and improving enterprises' economic performance all exert pressures on [vocational education and training] VET, pushing for its modernisation. The search for models of good governance in VET is an effective policy response to the increasing degree of uncertainty for economies and individuals that characterise our times. It allows VET to become more responsive to changing labour market and individual needs and flexible enough to address skills imbalances and shortages. European and national policy has set high expectations for VET modernisation. VET should be an attractive option for young people and adults to foster the acquisition of professional qualifications and their updating throughout working life. Professional competences and skills delivered through VET should be a model of excellence, while being transparent to relevant parties at individual, company and state levels. This fourth report on VET research in Europe analyses the above pressures for VET modernisation. Research, however, also underlines the key role of VET itself in addressing these socioeconomic challenges. VET, therefore, not only reacts to change, but is also a driver of success and competitiveness for European economies and societies. Throughout this publication, Cedefop has gathered evidence of the role VET plays in sustaining economic development, promoting active ageing, ensuring adequate skill supply, supporting corporate innovation capacity, growth and productivity, combating social exclusion and improving social cohesion. Synchronised and modern VET is not only an aim but also a means of addressing the challenges that lie ahead.

Published abstract.

Volume 1 is available in VOCEDplus at TD/IRD 88.433, volume 2 at TD/IRD 88.434 and volume 3 at TD/IRD 88.435. Show less

This skills forecast from Cedefop identifies parallel and contradictory trends and challenges. Work environments in the near future are expected to feature more autonomy, less routine, more use of ICT, reduced physical effort and increased social and intellectual tasks. Labour market skill needs will be shifting, and workers will have to supply new skills to match changing needs. An ageing workforce, overqualification and job polarisation at the top and bottom of the skills scale will be some of the key challenges of the next decade, calling for action now. Strong policy responses will be needed to boost labour market participation rates and employment outcomes of specific demographic groups and foster longer working careers, including lifelong learning policies.

Edited excerpts from publication. Show less

This publication is the final report of Cedefop's thematic country review of apprenticeship in Croatia. The review took place between January 2017 and June 2018 at the request of the Ministry of Science and Education of Croatia. It examined the unified model of education (jedinstveni model obrazovanja) three-year programmes for trades and crafts ([Croatian qualifications framework] CROQF level 4.1). The report presents key findings and suggestions for action to improve and further develop the model in line with the curriculum reform and labour market needs. The analysis is based on the information collected from stakeholders from different levels (students, practitioners, institutional actors, the social partners and policy-makers) and in-depth discussions with the steering group. The review suggests taking more care of the model in four directions:(a) making it attractive and supportive for learners; (b) supporting employers who take apprentices; (c) increasing its quality and permeability; (d) improving stakeholder coordination.

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As one of the fastest growing economies of Europe, Lithuania considers investment in human resources paramount. This requires making [initial vocational education and training] IVET more attractive to young people and, despite high educational attainment levels, encouraging more adults to develop their skills further. Improved vocational guidance, more professional development opportunities for [vocational education and training] VET teachers and more attention to quality assurance are some of the current priorities. Although mainly school-based, IVET includes some forms of work-based learning. Apprenticeship-type training exists but is not yet very strong. The intention to include non-formally acquired qualifications in the Lithuanian qualifications framework and use of European Structural Fund support are expected to help strengthen work-based learning routes.

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This publication provides a comparative statistical analysis of skills development through continuing vocational training (CVT) in EU enterprises. It is based on data from the latest rounds of the CVTS survey (CVTS 5, 2015 and CVTS 4, 2010) covering EU-Member States, Norway and North Macedonia and reporting on progress towards key policy objectives. The analysis considers indicators on enterprise CVT provision, staff participation, time devoted to training and enterprise expenditure. These are analysed and then summarised by means of a composite index. Results are further complemented with an analysis of data concerning the reasons given by enterprises for not providing (further) training and main skill needs in companies. The report pays particular attention to training efforts of [small and medium-sized enterprises] SMEs.

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Economic crisis, social exclusion and uncertain careers: lifelong guidance responds to a triple challenge. The economic crisis that peaked in 2009 sent shockwaves that will be felt for years to come. It affected businesses, increased social risk for many and destabilised job and career prospects. Young people, particularly, have been badly affected. They are suffering the highest unemployment rates and their prospects have been damaged most. But, despite high unemployment rates in many countries, skill shortages are reported in science, technology, engineering and mathematics (STEM) occupations. Europe's working population is also getting older. In response, European Union (EU) countries have devised several education, training and labour market policies. In all of them, career guidance and counselling increasingly play a central role due to their effectiveness in developing the right skills and attitudes people need for successful careers.

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Despite the pre-crisis economic boom and the move to more skill-intensive jobs, levels of continuing training by Europe's enterprises are not improving overall. Everyone regards continuing training, especially that provided by employers as good, if not essential. Studies show that it can raise productivity and encourage innovation and so help improve competitiveness, market share and profitability. European enterprises in 2005 spent less on continuing training than in 1999, particularly in Italy, the Netherlands, Finland and Sweden (however, in the case of these last three spending in 1999 was quite high). Overall, spending on continuing training per employee by European enterprises fell by more than a quarter. Lower spending may not necessarily indicate worsening continuing training provision. More efficient and effective training markets could have reduced prices and lowered expenditure. However, the trend of less spending combined with falls in other key continuing training indicators implies a lack of progress in Europe's performance.

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This publication results from proceedings of the Agora conference ‘Skills for Europe’s future’ organised by Cedefop in February 2008. It contains the contributions of the Agora conference, the summary of the discussions in the working groups, and the conclusions of the conference. The volume consists of six main parts: the first part deals with progress in early identification of skill needs (contributors: Rob Wilson, Alena Zukersteinova); the second section locates skills in a wider context (contributors: Carlo Dell’Arringa, Ernest Berkhout, Riel Miller); the third part covers presentations and discussions of the working group ‘Forecasting skill needs at European Union (EU) level’ and provides detailed information on the medium-term forecast (contributors: Rob Wilson, Ilias Livanos, Ben Kriechel, Frank Corvers, Ben Gardiner); the fourth part comprises contributions and discussions of the working group ‘Skill needs in sectors’ (contributors: Henriette Freikamp, Uwe Schumann, Martin Mulder, Donald Storrie, Thom ter Stege, Bernd Dworschak); the fifth section deals with presentations and discussions of the working group ‘Skill needs in enterprises’ (contributors: Olga Strietska, Germana Di Domenico, Ronald van Bekkum and Britta Ludeke, Jean-Louis Zanda, Frederike Behringer, Mark Keese); and the sixth part outlines key policy challenges, the conclusions of the Agora conference, and the way forward (contributors: David White, Xavier Prats Monne, Matthew Highham, Jean-Francois Robinet, Petri Lempinen, Slava Pevec Grm, Marie Panayotopoulos-Cassiotou, Torsten Dunkel, Manfred Tessaring, Alena Zukersteinova).

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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