Search Results

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.

Edited excerpts from publication. Show less

The comprehensive mid-term stocktaking of the strategic framework for European cooperation in education and training (ET 2020) carried out in 2014, involving Member States and key stakeholders, and providing the basis for this report, led to three main policy conclusions: (1) The great value of an integrated framework covering education and training at all levels was confirmed. Today's need for flexibility and permeability between learning experiences requires policy coherence from early childhood education and schools through to higher education, vocational education and training and adult learning; (2) The ET 2020's four strategic objectives (and current European Union (EU) benchmarks) remain valid as they were formulated in a comprehensive and forward-looking manner in the ET 2020 Council conclusions of 2009, providing a solid basis for ET 2020 activities up to 2020. However, the policy focus needs to be re-calibrated to include both the pressing economic and employment challenges and the role of education in promoting equity and non-discrimination and in imparting fundamental values, intercultural competences and active citizenship; and (3) The role of ET 2020 as contributor to the overall EU agenda for jobs, growth and investment, including the European Semester, needs to be further deepened. This implies strengthening evidence building and mutual learning around reform challenges as well as increasing the country specific relevance of the framework.

Edited excerpt from publication. Show less

The Blueprint for Sectoral Cooperation on Skills is a new framework for strategic cooperation to address short and medium-term skills needs in a given economic sector. The publication outlines how stakeholders (businesses, trade unions, public authorities, research, education and training institutions etc.) can apply the framework to address sectoral challenges, illustrating the steps towards delivering sector-specific skills solutions through sectoral partnerships. The Blueprint currently focuses on six pilot sectors including: automotive; defence; maritime technology; space (geo-information); textile, clothing, leather and footwear (TCLF); and tourism. It will be extended to additional sectors in the future.

Abstract from publisher's website. Show less

This document, which is the European Commission’s contribution to the mandate of the Bruges Communique to analyse successful work-based learning models, is intended as a tool for policymakers and practitioners working on modernising and reforming vocational education and training systems. The numerous country examples it contains provide useful information on the three key components for successful work-based learning: governance, quality and partnerships. The study aims to encourage more and better work-based learning by highlighting successful practices and policies in diverse settings. It uses information from recent studies and academic discussions, including [European Centre for the Development of Vocational Training] Cedefop data and analysis, and draws on practical examples from Member States, collected in consultation with the Advisory Committee on Vocational Training.

Published abstract. Show less

[This document] outlines the scope, size and complexity of the challenges that lie ahead, in order to modernize and open up education through new technologies and open educational resources (OER). The document provides the necessary evidence and background analysis on the use of new technologies and OER in education and training across Europe. It is based on in-depth country analysis for all [European Union] EU Member States, expert reports and an extensive literature review on the state of play for new technologies and open educational resources in education and training.

Excerpt from publication. Show less

Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). National reports were submitted by each Member State as well as by candidate countries and Iceland and Norway. This document is the national report from Romania. It is presented in three main sections. The first section outlines the research methodology; the second section contains the preliminary results of the investigation presented under the six key messages in the Memorandum; and the final section contains examples of good practices in view of the six key messages.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

The study reported here aimed to get better insight into private household spending on education and training in Europe. In the process, the study has collected available statistical information, analysed such data, reviewed some policy documents with relevance to the issue and synthesised the current situation. This report presents the findings and makes proposals for possible future development in this respect. The willingness of a household to invest in education is affected by a number of factors. The study identified these factors: personal and cultural perceptions: institutional, referring to the education system and national legislations; economic factors; and socio-demographic conditions. These factors do vary considerably between Member States and even vary down to the level of individual households. The report reviews the current state of data collection on household expenditure on education, looking at the methodologies used and the resulting effect on the adequacy and quality of such data. It examines the adequacy of the methodologies currently in use with a view to establishing the data sets which are essential but currently not possible to collect in a coherent or harmonised fashion, looks at the role that methodologies (or the lack of these) play in this problem and makes proposals on how to address the problems of comparability, which limit the usefulness of the collected data on household spending on education. The report concludes that analysis of data collected on private household spending on education has clearly demonstrated that while some data is available, the problems of inadequacy and comparability between countries means that at present it is not possible to formulate a total picture of how much households devote to education. Show less

Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). National reports were submitted by each Member State as well as by candidate countries and Iceland and Norway. This document is the national report from Ireland. The contents are: Introduction; National context; Results from the consultation process; Recommendations to the Commission’s action plan.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

As Europe goes through its green and digital transformations, high-quality vocational education and training (VET) is key to ensuring people have the right skills for the jobs of today and tomorrow. The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience, adopted in November 2020, sets out the EU's comprehensive vision and strategic objectives for the future of VET. This publication outlines this vision and the importance of VET reforms at national level, including key principles and actions to support these reforms. It also looks at the EU initiatives leading the way and the assistance available to Member States in this area.

Edited abstract. Show less

Although the organisation and content of education and training systems are entirely their responsibility, Member States increasingly acknowledge the benefits of policy cooperation with European Union partners to address common challenges in these fields. The quality of education and training, and with it the quality of teacher education, are high on the policy agenda in all the countries of the European Union. The purpose of this handbook is to offer practical and reasonable advice for policymakers wishing to introduce, or to make more effective, a system of induction for new teachers.

Edited excerpt from publication. Show less