Search Results

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

The 2008 financial crisis and the persistent economic downturn that has followed have had a major impact on the European labour market. Taking their effects into account, Cedefop has produced its latest forecast for skilled labour supply and demand up to 2020. Cedefop's forecasts are unique in making a comparative analysis of the major trends in employment growth and decline for sectors, occupations and qualifications both across the European labour market as a whole and for individual European Union Member States. According to the forecasts, assuming a slow but steady recovery, up to 2020, the European economy will create some eight million new jobs. However, nearly 10 times as many jobs, around 75 million, will need to be filled as people retire or leave the workforce. Although there will be job openings for all types of occupations, most new jobs will be at the higher and lower end of the skill spectrum bringing a risk of job polarisation. Weak employment growth indicates that there may be an oversupply of people with high-level qualifications in the short term, but by 2020, Europe will have the most highly-qualified workforce in its history. This publication provides the data behind these trends and discusses the challenges they pose for policy-makers.

Published abstract. Show less

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

While many countries are well on their way to implementing the European credit system for vocational education and training (ECVET), credit transfer is still not an integral part of vocational education and training systems. Moreover, there is still work to be done on making all common European tools - the European Qualifications Framework, quality assurance mechanisms and lifelong guidance, as well as ECVET - work as a seamless whole. This is Cedefop’s third analysis of developments in ECVET from June 2011 to September 2012 in 32 countries. The Council recommendation on ECVET (DATE) calls on Member States to ‘create the necessary conditions and adopt measures so that as from 2012 it is possible for ECVET to be gradually applied’ to vocational education and training (VET) qualifications at all levels of the European Qualifications Framework.

Published abstract. Show less

This study examines the added value of microcredentials for end users. Current knowledge gaps in the perceived exchange value of microcredentials within the labour market raise the question of whether they can be sufficiently trusted by those acquiring them to become building blocks for lifelong learning, employment, improving professional status, and inclusiveness in education and training. Study results show that trust, which shapes potential engagement, is underpinned by socioeconomic factors and an individual's learning-work trajectory. Due to the different configurations of [vocational education and training] VET systems and how they are governed, extensive debate continues about the measures needed to support different groups of microcredential end users in varying labour market contexts.

Published abstract. Show less

This policy brief analyses country policies and practices in recognising learning outcomes acquired abroad by [initial vocational education and training] IVET learners on transnational learning mobility, whether within or outside Erasmus+. The analysis covers the EU Members States, Iceland, and Norway. It is based on data collected in 2021 from Cedefop's ReferNet network for the mobility scoreboard.

Published abstract. Show less

This report details Cedefop's first cross-nation study of apprenticeships in the European Union. The point of departure for the study is what countries define and offer as apprenticeship training. It then applies a purposive approach to identifying the changes that apprenticeships are undergoing in practice, based on their design characteristics. Largely based on data collected in 2016, the study includes mapping of apprenticeship schemes with a stable/valid legal basis at system level, or mainstream schemes, in the EU Member States, Iceland and Norway; it identifies and analyses the different purposes and functions associated with the schemes, and investigates whether and how they differ in terms of organisation. This report indicates the fundamental differences among apprenticeships in Europe that account for the absence of a shared understanding of the concept of apprenticeship. The design of apprenticeship schemes seems to respond to two different and evolving purposes and functions of apprenticeship, plus a hybrid one, existing side by side - the analysis of which may bring new insights into EU- and national-level policy debates. The first function group is apprenticeship as an education and training system; the second is apprenticeship as a type of VET delivery within the formal VET system; and the third, apprenticeship as a hybrid system, aims to offer young people a way of reaching a qualification by bringing them onto the labour market (strong link with social inclusion and employment) and combines elements of the other two groups but does not fully fall under either of the two.

Edited excerpts from publication. Show less

This publication highlights the latest trends and skill needs in the hotel, catering and tourism sector in an international perspective. Tourism is one of the most dynamic sectors in Europe. It enjoys high growth potential and accounts for a considerable proportion of employment; a high level mobility of labour, jobs and services in tourism throughout Europe makes it possible to speak about the truly European character of the sector. Good prospects, however, may be hindered by exogenous effects and by lack of reaction to changing skills requirements; employers in the sector often complain about skill deficiencies among the workforce. Many tasks and activities in the sector are also changing in line with technological, economic and social change, with new and hybrid occupations appearing, demanding completely new sets of skills. The publication is based on the proceedings of an international workshop held in Halle, Germany, 29-30 April 2004. Trends and developments in tourism in the old and new Member States of the European Union [EU], and some countries hoping to join the EU, were discussed against the background of changes taking place in North America. Such discourse demonstrated many similarities and, in some cases, helped to identify possible future trends and useful solutions for Europe.

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

Based on a questionnaire designed by the Organisation for Economic Cooperation and Development (OECD), this report draws on the responses of experts from a large number of European countries who participated in the survey on policies for career guidance. The importance of career guidance is becoming more widely acknowledged, and is recognised as a means to achieve four public policy goals - lifelong learning, social inclusion, labour market efficiency, and economic development. The aim of the report is to provide an account of significant trends, challenges and issues, as well as strengths and weaknesses of information and guidance systems and policies in Europe. Successful or innovative practices are identified, with examples given from participating countries. It is hoped that this will assist policy-makers and practitioners to compare and review their own procedures, as well as providing a clear and useful overview of the research. The report is comprised of a number of chapters: Introduction - putting guidance on the agenda; Defining and interpreting guidance in Europe; Guidance and the challenges for public policy; Meeting the guidance needs of young people; Meeting the guidance needs of adults; Widening access through more innovative and diverse delivery; Providing career information more effectively; Staffing career guidance; Funding career guidance; Improving strategic leadership; Conclusions. A similar synthesis of the research, previously produced in one short paper (Watts and Sultana, 2003), has been included as an annex to this document. Show less

This Cedefop national qualifications framework (NQF) monitoring report confirms that NQFs play a key role in the European qualifications framework (EQF) implementation and in improving transparency and comparability of qualifications nationally and internationally. The 39 countries monitored (28 EU Member States, Albania, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Kosovo, Montenegro, Norway, Serbia, Switzerland and Turkey) are developing and implementing 43 national qualifications frameworks. Most NQFs are comprehensive - covering all levels and types of formal education and training qualifications and promoting learning outcomes perspectives and triggering reform. They have contributed to reinforced and more consistent use of learning outcomes in qualifications, made higher VET (EQF levels 5 to 8) more visible, and supported more systematic implementation of validation of non-formal and informal learning. However, their visibility and use by the labour market is still limited. Sustainability, visibility to end-users, stakeholder involvement, ownership of the process, and consensus-building are among the conditions critical to successful NQF use and impact.

Edited published abstract. Show less