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In March 2018, following a consultation of cross-industry European social partners and an opinion of the tripartite Advisory Committee on Vocational Training (ACVT), EU Member States agreed on a Council Recommendation on a European Framework for Quality and Effective Apprenticeships (EFQEA). The framework aims to ensure that apprenticeships respond to the needs of both apprentices and employers throughout the European Union. The European Commission committed to report on the implementation of the framework within three years from the date of its adoption. This report presents the state of play of implementation of the Council Recommendation as of September 2020. The analysis is based on input provided in the 2nd half of 2020 and in early 2021 by all EU Member States, as well as European and national social partners and members of the European Alliance for Apprenticeships (EAfA). The analysis focuses in particular on how Member States have been putting in practice the 14 criteria for quality and effective apprenticeships set out in the EFQEA. It also describes further aspects related to the implementation at national level (involvement of social partners, gender equality, national reform programmes, use of EU funds). It presents how the European Commission supported Member States in the implementation and summarises remaining challenges. The Annex describes the key features of apprenticeships in each Member State.

Three years into the implementation of the recommendation, this report shows that the 7 criteria on learning and working conditions are in place in the majority of Member States, while further progress is needed in implementing the 7 criteria on framework conditions. The report confirms that the Framework continues to be relevant and up to date, and that it remains a key instrument to enhance the quality and effectiveness of apprenticeships across the EU. The report also indicates that the Framework supports Member States in an incremental, continuous improvement of their apprenticeship schemes, including on those criteria that were already partially in place in 2018.

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Validation of non-formal and informal learning is defined as 'a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard'. It aims to make non-formal and informal learning visible socially, in the labour market and in the education and training system, based on the identification, documentation, assessment and certification of such learning. Validation has the potential to contribute to achieving the goals set by the Europe 2020 strategy, as it can contribute to matching skills supply and demand, supporting mobility across sectors and countries and fighting social exclusion. The European inventory on validation of non-formal and informal learning is a regularly updated overview of validation practices and arrangements across Europe. It is compiled in cooperation with the European Commission and ETF. The inventory was endorsed by the Council recommendation of 2012 on validation and works together with the European guidelines as a tool to support countries in developing and implementing validation arrangements.

The inventory informs dialogue and learning between countries and stakeholders developing and implementing validation in Europe. Our key objective is to support Member States so that more learners and workers can acquire and make visible new skills, which will support their career and further learning and improve their quality of life. The 2018 update of the inventory is a unique record of how validation is being used nationally, regionally and locally across Europe. It contains the state of play and an overview of developments for 39 countries, illustrated by good practice examples. You will also find thematic reports on key issues in designing and implementing validation initiatives, plus three international case studies. The inventory is the result of a three-year process based on the work of a large network of national experts, extensive review of documents, and interviews with key stakeholders.

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The 39 country reports are: Austria / Karin Luomi-Messerer; Belgium-Flanders / Katleen De Rick; Belgium-French / Milica Popovic; Bulgaria / Mariya Dzhengozova; Croatia / Marija Pavkov; Cyprus / Anna Manoudi; Czech Republic / Milada Stalker; Denmark / Bokil Husted; Estonia / Marin Johnson; Finland / Anni Karttunen; France / Cecile Mathou; Germany / Claudia Ball; Greece / Anna Manoudi; Hungary / Eva Tot; Iceland / Fjola Maria Larusdottir; Ireland / Ilona Murphy; Italy / Elisabetta Perulli; Kosovo / Teuta Danuza; Latvia / Diana Ieleja; Liechtenstein /Jaana Puukka; Lithuania / Giedre Beleckiene; Luxembourg / Claire Duchemin; Malta / Suzanne Gatt; Montenegro / Slavica Dimovska; Netherlands / Ruud Duvekot; North Macedonia / Ognen Spasovski; Norway / Odd Bjorn Ure; Poland / Aleksandra Duda; Portugal / Paula Guimaraes; Romania / Magdalena Balica; Slovakia / Juraj Vantuch; Slovenia / Marija Pavkov; Spain / Patricia Vale; Sweden / Soren Kristensen; Switzerland / Deli Salini, Saskia Weber Guisan and Evelyn Tsandev; Turkey / Fusun Akkok; UK - England and Northern Ireland / Michael Richardson; UK - Scotland / David Scott; UK - Wales / David Scott.

The five thematic reports are: Bridging the gap: validation creation routes and links between sectors / Jo Hawley-Woodall; How digital forms of assessment and self-assessment might place a new challenge and opportunity for assessment methodologies / Karin Luomi-Messerer; How social partners and other labour marketrelated stakeholders are involved in validation arrangements / Mariya Dzhengova; Validation of non-formal and informal learning for migrants and refugees / Ilona Murphy; The role of validation in an upskilling pathway for young people not in education and training (NEETS), adults with low skills and long-term unemployed people / Gabor Endrodi.

The three case studies are: Canada-Nova Scotia / Cecile Mathou; Chile-Chilevalora / Gabor Endrodi; Hong Kong / Ruud Devekot. Show less

In 2019, the European Commission and CEPS (Centre for European Policy Studies), conducted a study on mapping opportunities and challenges for micro and small enterprises in offering their employees up- and re-skilling opportunities. Up- and re-skilling are necessary to face changes in the labour market, led by important transformations such as digitalisation, ageing population and climate change. In addition, the recent [Coronavirus Disease 2019] COVID-19 crisis has reinforced some of the existing trends transforming the labour market, like digitalisation, and made the need for continuous up- and re-skilling even more evident.

This guidance pack draws on the results of the study and presents information, recommendations and additional resources for intermediary organisations such as chambers of commerce or education and training providers, and social partners to support micro and small companies in up- and re-skilling.

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This updated note on [European Qualifications Framework] EQF referencing aims to continue to support national decisions and international exchanges on the referencing process in countries yet to complete the referencing process and for those aiming at revisiting their referencing process or report. The aim is to present the current ‘state of the art’ of the referencing process and reflect the consensus reached in discussions of the EQF Advisory Group. The note provides advice based on experiences of other countries, it gives sources of information, clarifies some concepts related to the EQF referencing and outlines answers to common questions. It also proposes certain issues to be considered when carrying out the referencing. The note underlines the benefits the referencing process can have for the national qualifications systems being referenced. So far the referencing process has proven to be helpful to those countries that have experienced the process. It has made it easier for the stakeholders involved to examine the national qualifications systems from the point of view of an outsider. This perspective has, in some cases, revealed some hidden issues. As a consequence of this some countries have undertaken new action to improve their national system.

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This annual report shows how fee and support systems (including grants and loans) work in higher education in Europe. In addition to providing a comparative overview of fees and financial support available for full-time students in 2015/16, it also includes individual country sheets outlining the main elements of national systems. In particular, the publication describes the range of fees charged to students and specifies which categories of students are required to pay, and which may be exempt. Similarly it explains the levels of public support available in the form of grants and loans, as well as tax benefits and family allowances where applicable. The report focuses on fees and support in public or government-dependent private higher education institutions for the first (Bachelor level) and second (Master level) cycles and does not cover private higher education institutions. Information covers the 28 [European Union] EU Member States as well as Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey.

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Youth employment is a priority for the European Union. The situation varies a lot across Europe. While there is no single solution to address this challenge, there is an urgent need to act.

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This report provides detailed analytical results of the Continuing Vocational Training Survey (CVTS), carried out in 1994, which is based on elaborate questionnaires and interviews with the managers of 50 000 European enterprises in the then 12 Member States. Results are tabulated and analysed for: training offered by enterprises; training courses; training policies; and management. Show less

Almost 70 million people in Europe have trouble reading, writing, making simple calculations or using a computer. The new Upskilling Pathways initiative will provide a fresh start to people in need of basic skills development through tailored learning offers and skills assessments to help them acquire a minimum level of literacy, numeracy and digital skills and/or a broader set of skills. Learn more about the Upskilling Pathways in the leaflet and find out how you can get involved.

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The Joint Employment Report (JER) is a key input to EU economic governance, providing an annual overview of key employment and social developments in Europe as well as Member States' reform actions in line with the Guidelines for the Employment Policies of the Member States and Annual Growth Survey (AGS) priorities. Key indications are that: (1) the economic expansion, which now has reached all Member States, is accompanied by steady improvements in the labour market and social situation supported by the reform efforts made by Member States; (2) job creation has picked up and employment continues to expand at a firm pace; (3) the main labour market indicators have strengthened across the board; (4) while all Member States show improvements, very substantial differences can be observed; (5) underutilisation of the labour force is falling but remains sizeable even in countries where unemployment is low; (6) despite the improvements in the labour market, wage growth remains subdued in most countries; (7) several Member States have taken steps to enhance the predictability of the wage setting system, with the involvement of social partners; (8) in line with the labour market upturn there is a general improvement in the financial situation of households; (9) increasing labour market participation, employment rates, and productivity is an imperative in view of demographic change; (10) recent gains in employment have not been evenly distributed among different population groups; (11) while the employment rate of women reached another record high, they continue to be underrepresented in the labour market and face a significant pay differential; (12) in addition, more part-time work combined with shorter and more discontinuous careers often translates into lower pensions for women.

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The European Inventory on validation of non-formal and informal learning is a regularly updated overview of validation practises and arrangements across Europe. It is compiled in cooperation with the European Commission. The Inventory was endorsed by the Council Recommendation of 2012 on validation and works together with the European guidelines as a tool to support countries to develop and implement validation arrangements.

The inventory reports are a source of information to encourage more dialogue between the different stakeholders in developing and implementing validation in Europe. [The 'European inventory on validation of non-formal and informal learning: 2016 update: synthesis report'] is accompanied by 36 country reports and four thematic reports. [The authors'] key objective is to support Member States so that more learners and workers acquire and make visible new skills to support their career and further learning and to enhance their quality of life. The 2016 update of the Inventory provides a unique record on how validation is being used at national, regional and local level in Europe. It contains a state-of-play and overview of developments for 33 European countries since the 2014 update and is illustrated by good practise examples. [The] four thematic reports relating to key issues in the design and implementation of validation initiatives. The Inventory is the end result of a two-year process and is based on the work of a large network of national experts, extensive review of documents and interviews with key stakeholders.

Edited excerpts from publisher's website.

The 36 country reports are: Austria / Karin Luomi-Messerer; Belgium-Flanders / Katleen De Rick; Belgium-French / Cecile Mathou; Bulgaria / Mariya Dzhengozova; Croatia / Marija Pavkov; Cyprus / Anna Manoudi; Czech Republic / Lubos Valenta; Denmark / Kirsten Aagaard; Estonia / Marin Johnson; Finland / Anni Karttunen; France / Cecile Mathou; Germany / Claudia Ball; Greece / Anna Manoudi; Hungary / Eva Tot; Iceland / Fjola Maria Larusdottir and Ingibjorg E. Guomundsdottir; Ireland / Ilona Murphy; Italy / Elisabetta Perulli; Latvia / Agnese Rusakova; Liechtenstein / Bianca Faragau-Tavares; Lithuania / Giedre Beleckiene; Luxembourg / Bianca Faragau-Tavares; Malta / Ilona Murphy; Netherlands / Ruud Duvekot; Norway / Camilla Alfsen; Poland / Aleksandra Duda; Portugal / Paula Guimaraes; Romania / Magda Balica; Slovakia / Juraj Vantuch; Slovenia / Katarina Kosmrlj; Spain / Luis Carro; Sweden / Fredrik Sandberg; Switzerland / Deli Salini and Janine Voit; Turkey / Fusun Akkok; UK, England and Northern Ireland / Jo Hawley; UK - Scotland / David Scott; UK - Wales / Jo Hawley.

The four thematic reports are: Funding validation: a thematic report for the 2016 update to the European inventory on validation of non-formal and informal learning / Jo Hawley; Validation in the care and youth work sectors: thematic report for the 2016 update of the European inventory on validation / Karin Luomi-Messerer; Monitoring the use of validation of non-formal and informal learning: thematic report for the 2016 update of the European inventory on validation / Claire Duchemin; Validation and open educational resources (OER): thematic report for the 2016 update of the European inventory on validation / Axelle Devaux and Manuel Souto-Otero. Show less