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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

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.

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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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Luxembourg's vocational education and training (VET) is highly differentiated. Apprenticeships and school-based VET coexist. While some features may seem similar to those in other countries, taking a closer look is important to understand national concepts and terms. Luxembourg's education and training system reflects its geographic and socioeconomic context: its small size, the close ties with its neighbours, its multilingual nature and high share of foreign nationals, and the well-established cooperation with social partners. Recently implemented reform has strengthened the links to the labour market and brought about a shift towards competence-based and modular vocational programmes. The implementation of this reform has also revealed weaknesses in the system; evaluation of the reform will provide stakeholders with evidence of a need for further changes. By providing an insight into its main features and highlighting related policy developments and challenges, this short description contributes to better understanding of VET in Luxembourg.

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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 paper focuses on some of the main aspects of vocational education and training (VET) in Bulgaria. It provides an outline of the structure and characteristics of the training system and the challenges it faces. The paper includes a chart of the Bulgarian education system and some education and training figures. Show less

In an age characterised by internationalisation and technological change, an understanding of the perspectives, priorities, and good practices of other nations is becoming increasingly essential to success at the international level. These issues have become important for vocational education and training (VET) as well and this publication contains contributions from Europe, Australia and the United States (US) representing a range of perspectives on the internationalisation of VET. These papers also provide a working document for the CEDEFOP/ACIU (Danish Centre for International Training Programmes) conference on ‘Internationalising vocational education and training in Europe’, 25-27 May 2000. The papers are: Internationalisation of vocational training in Europe / Margrethe Vestager; International employees plead for education and assistance in adjusting to living in foreign cultures / Jean R. McFarland; Globalisation and internationalisation: two conflicting discourses? / Karen Risager; Trends in the internationalisation of qualifications / Tim Oates; Internationalisation - what are the possibilities? / Jorn Sogaard; Education and training in times of globalisation / Michael Brater; The international challenge for vocational education and training / Kim Moller; Qualification development of internationally active skilled workers - from mobility of labour to ‘virtual mobility’ / Peter Wordelmann; Trainer exchanges: a staff development opportunity / Marilyn Young; Internationalisation as a challenge for vocational colleges in Europe / Ronald Monch; The internationalisation of vocational education and training: the Australian experience / Tony Crooks; All of us must have a dream… / Riccardo Petrella, interviewed by Norbert Wollschlager.

Selected papers are indexed from TD/TNC 65.432 to TD/TNC 65.440. Show less

This booklet focuses on some of the main aspects of vocational education and training (VET) in Slovenia. It provides an outline of the structure and characteristics of the training system and the challenges it faces. The booklet includes a chart of VET in Slovenia's education and training system and some education and training statistics. Show less

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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The 'Youth on the move' Recommendation of 28 June 2011 prompted Member States to boost the international mobility of [initial vocational education and training] IVET learners by upgrading their information and guidance systems. This brief takes stock of progress achieved to date. Information mechanisms on international mobility seem to be in place in all Member States, while related policies are typically coordinated countrywide. Still, there is room for progress, as clear policy targets and action evaluation differ across countries, with comprehensive guidance provision often being a weak point.

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