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"The right skills set counts for more in the job market than formal qualification levels": On 11 December, German Federal Education Minister Annette Schavan hosted ministers responsible for vocational training from several Member States at a conference in Berlin. The event, held with the support of the European Commission, concluded with the signing of a memorandum of cooperation in vocational training in Europe between Germany, Greece, Italy, Latvia, Portugal, Slovakia and Spain, which aims to launch cooperative activities “to encourage and support dual forms of job-related vocational training”. Acting Director Christian Lettmayr was at the Berlin conference to deliver a keynote speech.
Developing key competences at school in Europe
Application round for Study visits programme 2012/13 is closing tomorrow at 12 noon CET!: Participants of the study visits programme believe that it is a real opportunity to learn about education and training policies and practice in Europe, to get new ideas for initiating change in their institutions, to improve existing practice and to enhance key competences. The effects of such experience are long lasting and the impact is considerable.
Vocational education and training in Cyprus: The vocational education and training (VET) system of Cyprus is playing a significant role in dealing with the adverse effects of the economic crisis
on the labour market and in laying the foundations for future development.

To continue to fulfil the expectations of the Cypriot economy and society, VET is currently undergoing essential reforms.
Opinion of the EESC on the economic crisis, education and the labour market
Examining the background and current reform of Poland's vocational education system: Poland, the Member State which holds the EU Council Presidency in the second half of 2011, is introducing major reforms in vocational education. The focus is on improving quality and relevance in order to make the system more flexible and more responsive to labour market needs.

These reforms, along with the background to vocational education and training in Poland, are the focus of a new publicaiton in Cedefop's series of short descriptions of VET systems.
Press release - Focusing on what matters most: Cedefop’s priorities in 2012-2014: Cedefop’s medium-term priorities set out the main areas of our work in 2012-2014, including how the Centre will support the modernisation of vocational education and training systems, its skills forecasting activities and its study of adult and work-based learning.
Mapping out the next three years: Cedefop’s medium-term priorities set out the main areas of the Centre’s work in 2012-2014, including how it will support the modernisation of vocational training streams, its skills forecasting activities and its focus on adult and work-based learning.
Examination of the National Reform Programmes 2011: Policy Conclusions
Press release of the Council meeting Education, Youth, Culture and Sport, 19 and 20 May 2011

Statistics - Bibliography: Statistics - Bibliography
VET in the Member States - Bibliography: Bibliogaphy of VET in the Member States
ReferNet - Contributions: This dynamic page gives easy access to the contributions of ReferNet (the European Network of Reference and Expertise) to Cedefop. It also provides an access point to national collections on vocational education and training from all EU member states.
VET bibliographies
Quality Profile: accreditation and certification - Forum documents: Quality Profile: accreditation and certification - Forum documents

Procurement Call

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The application of learning outcomes approaches across Europe - a comparative overview
Quality approaches in Learning and Training patterns in European small firms
Teaching and learning methods in initial vocational education and training: European trends and challenges
Cooperation between education and training and the labour market in renewing VET
Assessing Learning Outcomes in VET
The use of validation by enterprises for human resource and career development purposes
Public open tender - report on higher education reforms
Open call for tenders : Study on the feasibility of an ECVET system ...
Open call for tenders : Study on the implementation and development of an ECVET system ...

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Malta: vocational education: learning that works: Why are countries like Germany and Switzerland more successful economically than France and the UK? The reason could lie in the different approach that these countries give to vocational education. The French educational system ‘looks down on vocational training perpetuating the notion that intellectual jobs are more worthy than manual work,’ says Jerome Frantz, chairman of the Federation des Industries Mechaniques.
Lithuania: guidelines for introducing apprenticeship into the VET system: Apprenticeship is legitimised as a form of VET by the Lithuanian Law on VET. In practice, however, this form is not functioning. Apprenticeship is based on on-the-job practical training and, thus, its introduction into a school-based VET system is challenging.
Latvia: 14 sectors have been explored to improve initial vocational education content: In 2010, the State Education Development Agency in cooperation with four partners – the Employers’ Confederation of Latvia, the Free Trade Union Confederation of Latvia, the National Centre for Education, and the State Education Quality Service – started to implement an ESF project called ‘Development of sectoral qualifications system and increasing the efficiency and quality of vocational education’ (project period: 1.12.2010-30.11.2013). The aim of this project is to establish a qualitative vocational education content provision system that functions continuously and corresponds to the needs of economic sectors.
Slovakia: how to get more young people into VET: A decline in attractiveness of secondary IVET studies and dissatisfaction of employers with graduate supply has led to a radical, yet disputed intervention by the government. Stricter rules for secondary school admission were approved by the parliament by an amendment to the Act on VET. A grade point average in grade 8 and the first half of grade 9 of lower secondary school was introduced as a regulating indicator valid from the 2014/15 school year.
Slovakia - How to fight high youth unemployment: With a 33.2% unemployment rate in the 15-24 age group in 2011, Slovakia was the EU’s third worst-performing country in employment. In response to a letter by Mr. Barroso asking eight EU countries to rethink actions to fight their disproportionally high youth unemployment rate, the Slovak government decided to reallocate EUR 70 million from the ESF Operational programme education (OPE) to the Operational programme employment and social inclusion (OPESI). The resources will be diverted predominantly from Measure 1.1, focused on transformation of traditional schools into modern ones, Measure 1.2, focused on higher education institutions and research and development, and Measure 2.1, focused on CVET and LLL. While OPESI lacks the means to support youth employment and additional sources amounting to the EUR 70 million identified as needed, OPE features very low drawing and contracting (15.72% and 56.73% from May 2012).
Does VET contribute to raising tertiary educational attainment?: In the EU, 8.5% of all 30-34 year-olds have a practically-oriented tertiary qualification, equivalent to a quarter of those with tertiary education attainment in that age group.
Young people from a migrant background at greater risk of leaving education and training early: In the EU more than one in four young people from a migrant background leaves education and training too early.
Rising unemployment hits low-skilled adults the hardest: At 14.8 %, the crisis-induced EU unemployment rate for low-educated adults is five percentage points higher than in 2008 and well above average.
Lifelong learning for adults with a low level of education: any recent progress?: Among 25-64 year-olds, those with low qualifications are less likely to participate in adult learning. In the EU, their participation rates have stagnated at 3.8 %
Poland – NQF development in Poland

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Archives: Quality assurance in VET is a key priority at EU level to promote increased transparency of VET policy developments between Member States, thereby enhancing mutual trust, mobility of workers and learners, and lifelong learning. In cooperation with the European Commission, Cedefop supports the implementation of the EQARF Recommendation at EU, national and sectoral level.
: The Study visits programme is an EU programme for decision-makers and specialists in education and vocational training. It is part of the EU’s lifelong learning programme 2007-13 (LLP) (Decision 1720/2006/EC, 5 November 2006). A study visit is a short stay of three to five days in a host country. A group of 10 to 15 education and vocational training specialists and decision-makers come together to explore a theme of common interest. The programme is open to nationals or those working or living in any of the 27 EU Member States, EFTA countries (Iceland, Liechtenstein, Norway and Switzerland) and candidate countries (the former Yugoslav Republic of Macedonia, Turkey and Croatia). The study visits programme is for those responsible for developing education and vocational training policies at local, regional or national levels. It welcomes, among others directors of education and vocational training establishments, guidance centres and validation and accreditation centres; teacher trainers, education and training inspectors and representatives of employers associations and trade unions.
: VET in Europe is the most comprehensive information resource on vocational education and training (VET) systems in Europe. ReferNet, Cedefop’s European network, provides descriptions of national VET systems in the European Union, Norway and Iceland based on a common template designed by Cedefop.
Trainers in VET: A trainer is a skilled worker who introduces newly recruited employees to the company, provides training to co-workers as part of the job or mentors apprentices. Cedefop and the European Commission jointly coordinate a thematic working group on the professional development of trainers in vocational education and training (VET), which was launched in 2012. Members of the group come from ministries, national bodies and training and research centres in the Member States. The group aims to identify examples of effective policies and practice and to consider how policies can support vocational trainers in the workplace with: (a) their role and tasks; (b) the competences that they need; (c) ways of validating the competences they acquire and (d) opportunities to keep their knowledge, skills and competence up-to-date. The outcomes of the work of the group will contribute to European cooperation on vocational education and training (the Bruges Communiqué) and will be made available on this website.
: The European Qualifications Framework (EQF) is a common European reference framework. It acts as a translation grid which links countries' qualifications systems/framework. It covers qualifications at all levels and in all sub-systems of education and training (general and adult education, vocational education and training as well as higher education). Its main role is to make qualifications more readable and understandable across different countries and systems. In close cooperation with the European Commission, Cedefop provides analytical and coordination support for the implementation of the EQF and carries out a number of comparative studies and analysis on issues related to the implementation of the framework at EU, national and sectoral level.
: Cedefop’s fourth report on VET (2009) research examines European VET policy priorities for modernising VET from a research perspective. It also takes a critical look at the drivers for and challenges to VET modernisation.

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