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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.

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Demographic decline and the mismatch between the demand and supply of skills are two issues of particular concern for the European labour market. But are people’s skills more likely to be mismatched as they age? This is the topic of Cedefop’s latest research paper. As people age they are less exposed to physical risk at work but they are also less exposed to new developments, running the risk that their skills may not keep up with demand. A close study of the ways in which ageing workers’ skills fall behind workplace demands can suggest policies to overcome this problem. Issues discussed in the paper include: (1) how do the various forms of skills mismatch correlate to wages, job satisfaction, career prospects and health?; (2) are workers at different ages affected by different types of mismatch?; (3) does training help ageing workers deal with mismatch problems?; and (4) how do workplace conditions affect the match between skills and jobs?

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A strong [vocational education and training] VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent?

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This study examines the role of microcredentials in supporting learning for employment. The study collected information through an online survey among mostly European [vocational education and training] VET providers, national authorities, employee and employer organisations, in-depth country case studies and interviews, as well as Cedefop's ReferNet network. While the topic has gained in importance in the context of higher education, focusing on VET does justice to the complexity of microcredentials in education, training and learning for the European labour market.

Results show that microcredentials have only recently become prominent in Europe-wide policy-level debates, despite the existence for many decades of short courses and credentials that support labour-market-related education and training. Although there is uncertainty linked to the naming and function of microcredentials, clear benefits with regards to their flexibility and responsiveness to labour market needs can be observed.

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Cedefop aims to support the implementation of lifelong learning in an enlarged European Union and an international conference was held as part of Cedefop's special activities to emphasise this commitment. As part of the preparation for the conference, four thematic workshops were held by Cedefop to provide background information for conference workshops that will further develop the four themes. This is the report of the thematic workshop on workplace learning - reaching those with low skills and older workers. Practitioners, researchers and policy makers from government, the social partners and European and international organisations participated in the workshop. They examined selected examples of innovative and good practice in workplace learning with particular reference to those with low skills and older workers. The aim was to gain insights into effective strategies to raise the participation of these workers in workplace learning. The workshop consisted of presentations and discussions on three issues considered to be crucial in promoting the participation of these workers in workplace learning: (1) access, quality and relevance of workplace learning; (2) new types of partnerships between enterprises, the social partners and education and training providers; and (3) the growing role of the workplace as an arena for the promotion and recognition of learning.

The summary conference report is indexed at TD/TNC 77.629. Other workshop reports are indexed at TD/TNC 77.625, TD/TNC 77.628 and TD/TNC 77.630. Show less

'Skillset and match' is Cedefop's magazine promoting learning for work. This issue reports on the first European vocational skills week, of which Cedefop was a partner. Feature articles include: VET in the Stone Age: toolmaking and the evolution of human language / Steve Bainbridge and Giovanni Russo (pages 4-5); Bringing theory and practice closer / Loukas Zahilas (pages 6-7); Validating validation / Gary Horsley and Ernesto Villalba (pages 16-17); Practising what we preach (pages 18-19); Jobs and mobility: getting the right info as a first step / Rosy Voudouri (pages 20-21).

There are also interviews with Andreas Kazamias on educating the soul for a more human world and with adult learner Una Buckley from Ireland on discovering the joy of learning at 50. The member state contribution comes from Malta, which currently holds the rotating European Union (EU) presidency. Also included is information about the latest Cedefop publications and upcoming events.

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Learning outcomes are a multifaceted phenomenon, expanding across systems and borders. Countries around the globe employ learning outcomes when defining, reviewing, and refining the content and profile of their education, training and skills provisions and strategic practices. Common terminology, based on learning outcomes is needed to facilitate mutual understanding among stakeholders. Learning outcomes provide a common language allowing different stakeholders in education and training, as well as the labour market and society at large, to clarify skills needs and to respond to these in a relevant way. In vocational education and training (VET), learning outcomes are perceived as a means to strengthen not only the systematic dialogue between stakeholders inside and outside schools, but also the relevance and quality of the programmes and qualifications on offer.

This policy brief discusses developments in using the learning outcomes approach and the links with qualification frameworks. It builds on Cedefop, European Training Foundation (ETF) and UNESCO research on the topic.

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In 2016 Cedefop launched its first ever opinion survey aimed at investigating EU citizens' opinions on vocational education and training. A total of 35,646 face-to-face interviews were conducted with citizens of the Member States. The survey provides an unprecedented perspective on EU citizens' opinions on awareness, attractiveness, experience and effectiveness of vocational education and training in the EU. These individual country reports present the outcomes of the survey in their respective countries, each following a similar structure containing five sections: awareness and knowledge; attractiveness and access; experiences and satisfaction; outcomes and effectiveness; and main conclusions and recommendations for further research.

Country reports are as follows: Cedefop opinion survey on vocational education and training in Europe: Malta / Horace Caruana; Cedefop opinion survey on vocational education and training in Europe, country overview: Bulgaria / Nadezhda Daskalova, Violeta Ivanova; Cedefop European public opinion survey on vocational education training, country overview: Sweden / Skolverket (Swedish National Agency for Education); Cedefop European public opinion survey on vocational education training, country overview: United Kingdom / Torjus Abusland; Cedefop European public opinion survey on vocational education training, country overview: Slovenia / Danijela Makovec Radovan, Metka Slander and Spela Resnik; Cedefop European public opinion survey on vocational education training, country overview: Slovakia / Juraj Vantuch and Dagmar Jelinkova; Cedefop European public opinion survey on vocational education training: Romania / Elena Beatrice Cerkez; Cedefop European public opinion survey on vocational education training: Portugal / Filipa Mendes Cunha; Cedefop European public opinion survey on vocational education training: Poland / Agnieszka Chlon-Dominczak, Dorota Holzer-Zelazewska and Anna Maliszewska; Cedefop opinion survey on vocational education and training in Europe: the Netherlands / Anneke Westerhuis; Cedefop European public opinion survey on vocational education and training, country overview: Luxembourg / Lucie Waltzer and Marion Bire; Cedefop opinion survey on vocational education and training in Europe: Latvia / Zinta Daija, Liga Krastina, Sarmite Rutkovska; Cedefop opinion survey on vocational education and training in Europe: Lithuania / Neringa Tolstych; Cedefop opinion survey on vocational education and training in Europe: Italy / Concetta Fonzo and Ismene Tramontano; Cedefop opinion survey on vocational education and training in Europe: Ireland / Nora Condon; Cedefop European public opinion survey on VET, country overview: Hungary / Ildiko Modlane Gorgenyi; Cedefop opinion survey on vocational education and training in Europe: Croatia / Nikola Bukovic, Teo Matkovic; Cedefop opinion survey on vocational education and training in Europe: Greece / Despina Mavris; Cedefop opinion survey on vocational education and training in Europe: France / Nathalie Legoupil; Cedefop opinion survey on vocational education and training in Europe: Finland / Aapo Koukku, Olga Lappi, Paula Paronen; Cedefop opinion survey on vocational education and training in Europe: Spain / Sofia Gutierrez Dewar and Ines Sancha; Cedefop opinion survey on vocational education and training in Europe: Estonia / Meeli Murasovl; Cedefop opinion survey on vocational education and training in Europe: Denmark / Ole Dibbern Andersen and Katrine Kruse; Cedefop opinion survey on vocational education and training in Europe: Czech Republic / Zdenka Simova, Martin Ulovec, Pavla Paterova; Cedefop European Public opinion survey on vocational education and training, country overview: Germany / Adrienne Huismann; Cedefop opinion survey on vocational education and training in Europe: Cyprus / Yianna Korelli; Cedefop opinion survey on vocational education and training in Europe: Belgium / Isabelle Allinckx, David Monico and Celine Remy; Cedefop opinion survey on vocational education and training in Europe: Austria / Kurt Schmid. Show less

Droughts, floods, heat, storms and fires: the perilous effects of climate change on societies and economies worldwide have been pushing decision-makers to commit to greener policies such as those resulting from the European Fit for 55 package and the UN climate change conference COP26. Now, new talent and technologies are needed to turn these commitments into practice. The transition to a green - and more digital - economy and society will upend the job market and create new skill needs across sectors and occupations. Europe will have to invest in upskilling and reskilling its workforce. In this context, vocational education and training (VET) will play an eminent role. Apprenticeship, being closely tied to the labour market, can swiftly adapt, alleviating short-term bottlenecks and ensuring long-term worker employability.

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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.

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