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First European survey on language competencies: final report

The European Survey on Language Competences (ESLC), the first survey of its kind, is designed to collect informatio... Show more
The European Survey on Language Competences (ESLC), the first survey of its kind, is designed to collect information about the foreign language proficiency of students in the last year of lower secondary education (ISCED2) or the second year of upper secondary education (ISCED3) (UNESCO 1997) in participating countries or country communities (referred to herein as educational systems). The intention was not only to undertake a survey of language competences but a survey that should be able to provide information about language learning, teaching methods and curricula. As the European Commission (2005) states, 'it is important for Member States to be able to contextualise the data', and thus the language tests should 'be complemented by questionnaires to teachers and pupils to gather contextual information'.
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Corporate authors: European Commission (EC)

Date: 2012

Geographic subjects: Europe

Resource type: Report, paper or authored book

Subjects: Skills and knowledge; Research; Students ... [+] Show more
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Education, training, research: the obstacles to transnational mobility: green paper: document drawn up on the basis of COM(96) 462 final

This paper describes the obstacles to transnational mobility within the European Union for students in vocational t... Show more
This paper describes the obstacles to transnational mobility within the European Union for students in vocational training, including training through research, and those working professionally in training. The paper also proposes several lines of action to remedy the various obstacles with the aim of stimulating debate within the Member States and promoting the development of further strategies of reform. This document is intended for all governments, social partners, educational institutions and enterprises involved in the areas of education, training and research at national, institutional and individual levels. Show less

Corporate authors: European Commission (EC)

Date: 1996

Geographic subjects: Europe

Resource type: Report, paper or authored book

Series name: Bulletin of the European Union supplement

Subjects: Vocational education and training; Research; Labour market ... [+] Show more
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Progress towards the Lisbon objectives 2010 in education and training

In 2007, reaching the European Union (EU) benchmarks and goals for 2010 continues to pose a serious challenge for e... Show more
In 2007, reaching the European Union (EU) benchmarks and goals for 2010 continues to pose a serious challenge for education and training systems in Europe, except for the goal on increasing the number of Mathematics, Science and Technology graduates. Unless significantly greater efforts are made in achieving the benchmarks, early school leaving, completion rates of upper secondary education and key competences for low achievers will remain ambitious for the EU even beyond 2010.
Excerpt from publication.
The full report that this publication is based on is indexed at TD/TNC 93.239. Show less

Corporate authors: European Commission (EC)

Date: 2008

Geographic subjects: Europe

Resource type: Report, paper or authored book

Subjects: Youth; Evaluation; Secondary education ... [+] Show more
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Perspectives on policy and practice: tapping into the potential of big data for skills policy

This publication has been prepared by the interagency technical vocational education and training (TVET) group on s... Show more
This publication has been prepared by the interagency technical vocational education and training (TVET) group on skill mismatch in digitised labour markets, to support experts and policy-makers who wish to engage in discussion on the potential of web-based big data for skills policy. It outlines how such data can be used to mitigate labour market challenges, reduce skills mismatches and strengthen the links between the labour market and education and training.
The focus is on overcoming conceptual and practical challenges and limitations, system development and using big data for skills policy in practice. Examples of big data initiatives from around the globe illustrate its potential and provide insight into how big data are already supporting policy-makers in shaping the futures of work and education.
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Corporate authors: European Centre for the Development of Vocational Training (Cedefop) ... [+] Show more

Date: 2021

Resource type: Report, paper or authored book

Subjects: Labour market; Skills and knowledge; Policy ... [+] Show more
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European inventory on validation of non-formal and informal learning: 2018 update

Validation of non-formal and informal learning is defined as 'a process of confirmation by an authorised body that ... Show more
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.
Edited excerpt from publisher's website.
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

Corporate authors: European Centre for the Development of Vocational Training (Cedefop) ... [+] Show more

Date: 2019

Geographic subjects: Europe; Austria; Belgium ... [+] Show more Republic">Czech Republic; Britain">Great Britain; Liechtenstein; for Macedonia (Republic)">Macedonia (Republic); Macedonia">North Macedonia; Ireland">Northern Ireland; America">North America; America">South America; for Hong Kong (China)">Hong Kong (China); [-] Show less

Resource type: Country information

Series name: European Inventory on validation of informal and non-formal learning

Subjects: Governance; Skills and knowledge; Assessment ... [+] Show more
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Languages for jobs: providing multilingual communication skills for the labour market

This report responds to the challenges associated with the provision of language skills for the European labour mar... Show more
This report responds to the challenges associated with the provision of language skills for the European labour market. It calls for a sharpened focus on employment-related aspects of language learning. The aim is to provide input for the current discussions at national and European levels on modernising education systems and quality assurance built on learning outcomes. The main challenge is for language teaching to become learner-focused, and better geared to professional contexts and the needs of the jobs market. This, in turn, will improve learner motivation and the successful taking up and use of available opportunities. This will benefit not only learners but those seeking to employ people who are well-trained and properly qualified to assume their professional responsibilities.
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Corporate authors: European Commission (EC)

Date: 2010

Geographic subjects: Great Britain; Europe

Resource type: Report, paper or authored book

Subjects: Language; Skills and knowledge; Labour market ... [+] Show more
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New skills for new jobs: anticipating and matching labour market and skills needs

This publication from the European Commission outlines an initial evaluation of the future needs of the [European U... Show more
This publication from the European Commission outlines an initial evaluation of the future needs of the [European Union] EU with regard to skills and jobs up to 2020. This initiative has two goals: to help make sure that there is a sufficient match between skills and the needs of the employment market; and to improve Member States’ ability to evaluate and anticipate the skills needs of their citizens and businesses. Targeted at the informed public, in particular stakeholders, this publication presents the full Communication, together with additional information explaining the context and providing further details. Show less

Corporate authors: European Commission (EC)

Date: 2009

Geographic subjects: Europe

Resource type: Report, paper or authored book

Subjects: Employment; Outcomes; Skills and knowledge ... [+] Show more
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Market failures and the under-provision of training

This conference paper focuses on training provided by firms. Many empirical studies demonstrate considerable variat... Show more
This conference paper focuses on training provided by firms. Many empirical studies demonstrate considerable variation across countries and across socio-economic groups in training participation rates, with Nordic countries showing higher participation than Southern European countries, and low-educated and older workers generally participating less than other groups in training activities. To investigate the reasons for this situation, the authors examine both the theoretical underpinnings and the empirical evidence in support of the under-provision of training. Under-provision is used to denote when 'training is below its efficient level, which equalises marginal social benefits to marginal social costs'. The authors argue that, if firms invest in general training, important evidence on under-provision can be gathered by examining the relationship between investment in training and labour turnover. They find evidence of a 'statistically significant and positive relationship between employer-provided training and subsequent turnover' for Denmark, Belgium, France and the UK. In the remaining countries the relationship is either not statistically significant or negative and statistically significant, as in the case of Finland. The evidence that, in no country except Finland, training significantly decreases the quit rate is suggestive of under-provision. The authors suggest that policies which aim at increasing the level of training above the market level should be designed to affect either supply or demand, or both.
Selected papers from the conference are indexed from TD/TNC 87.81 to TD/TNC 87.84. Show less

Authors: Brunello, Giorgio; De Paola, Maria

Corporate authors: European Commission (EC) ... [+] Show more

Conference name: EC-OECD Seminar on Human Capital and Labour Market Performance

Date: 2004

Geographic subjects: Europe; Denmark; Belgium ... [+] Show more

Resource type: Conference paper

Subjects: Participation; Policy; Workforce development ... [+] Show more
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Comparative analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: joint technical report

This report sets out an analysis of the technical and conceptual characteristics of the European Qualifications Fra... Show more
This report sets out an analysis of the technical and conceptual characteristics of the European Qualifications Framework (EQF) and the New Zealand Qualifications Framework (NZQF) in their operational contexts, identifying key elements of comparability and similarities and differences in a mutually beneficial way. One of the objectives for putting in place qualifications frameworks is to facilitate recognition of qualifications to support mobility of learners and workers - both within and between countries. While this report does not reference the NZQF with European national qualifications frameworks, it is intended to be useful for people in the European Union seeking to understand New Zealand qualifications, their place in the New Zealand education and qualification system and the quality assurance system that underpins the NZQF; and vice versa for people in New Zealand to acquire better understanding of the EQF objectives and implementation and of qualifications referenced to the EQF through European national qualifications frameworks. The analysis is the product of a joint project completed by a technical working group formed between the New Zealand Qualifications Authority and the EQF Advisory Group in 2014-15. The work on this report was completed in 2016.
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Corporate authors: New Zealand Qualifications Authority (NZQA) ... [+] Show more

Date: 2017

Geographic subjects: New Zealand; Oceania; Europe

Resource type: Report, paper or authored book

Subjects: Qualifications; Research; Labour market ... [+] Show more
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New priorities for European cooperation in education and training: communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions

The comprehensive mid-term stocktaking of the strategic framework for European cooperation in education and trainin... Show more
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.
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Corporate authors: European Commission (EC)

Date: 2015

Geographic subjects: Europe

Resource type: Report, paper or authored book

Series name: Communication (European Commission)

Subjects: Outcomes; Lifelong learning; Teaching and learning ... [+] Show more

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