In recent years, European countries have been working ever more closely together in vocational education and training (VET) against a backdrop of uncertainties linked to globalisation, digitisation, migration and the transition to a greener economy. In this context, Cedefop is looking further ahead at the main trends in education and training to stimulate debate on European VET cooperation beyond 2020.
Cedefop has published the report of its first European opinion survey on vocational education and training (VET). The survey provides an unprecedented perspective on citizens’ opinions on awareness, attractiveness, experience and effectiveness of VET in the European Union (EU).
Stakeholders and national experts directly involved in Cedefop’s thematic country reviews (TCRs) on apprenticeships took part in the first policy learning forum on apprenticeships in Thessaloniki.
Cedefop launched the TCRs in 2014 to support cooperation among EU Member States and to interact with individual countries wishing to develop quality apprenticeships in line with EU policies. A lighter version of the reviews (flash TCRs) is being piloted in Belgium (French-speaking Community) and Sweden.
Excitement at the prospects of the new digital era is tempered by worries that people will lose their jobs to robots and machines. But before reaching conclusions about the future, it is important to understand the different ways technology is changing the world of work; namely job substitution, job creation and job transformation, as Cedefop’s latest briefing note explains.
Teams of vocational education and training (VET) learners from Ireland and Lithuania are the winners of this year’s #CedefopPhotoAward competition. In total 140 teams consisting of 383 VET learners took part in the competition, representing VET providers from 20 EU Member States. The teams were asked to tell a story of their VET experience.
Over the past two years, Europe has received an unprecedented number of refugees and asylum seekers. Many of these are here to stay, and the European Union needs to ensure that they enter the labour market and become self-reliant as quickly as possible.
The EU’s population and workforce are ageing. This has implications for employment, working conditions, living standards and welfare. How should we respond to these challenges? A new report shows how information from four agencies, including Cedefop, can support policy-making that is both complementary and greater than the sum of its parts. The report, coordinated by EU-OSHA, draws on the agencies’ expertise in each of their areas and covers the different challenges associated with the ageing workforce and considers innovative solutions.
Following the success of Cedefop’s photo competition last year, #CedefopPhotoAward is back in 2017. Groups of vocational education and training (VET) learners in the European Union can share their VET stories for a chance to win a trip to Brussels or Thessaloniki.
After developing and progressively introducing national qualifications frameworks (NQFs), European countries are starting to assess their experiences, and the multiple roles and benefits of the frameworks are gradually emerging.
Cedefop’s key objective is to look at the world of work and the world of education and to see how we can align them to build the right workforce for the future, the EU agency’s Director James Calleja said at the European Parliament in Brussels on 26 January.
The 45 EU Agencies and Joint Undertakings make a vast contribution to the economic and political development of the European Union according to two new studies presented today during the EU Agencies Forum at the European Parliament. The studies highlight that while the EU Agencies, including Cedefop, represent less than 0.8% of the EU’s annual budget, their contribution has widespread impact at citizen, industry and policy level.
Skill shortages are of particular concern, especially when unemployment is high. People may lack the skills employers need and changes to education and training may also be necessary.
Cedefop has developed a way to identify occupations for which a critical shortage has important implications for national economies and their education and training systems. It also provides insights into why skill shortages arise.
Global trends and local challenges in matching skills to the changing job market were examined at a joint Cedefop – UNESCO conference at the UNESCO headquarters, in Paris on 20 and 21 October.
Learning abroad is generally seen as an enriching and often far-reaching experience, especially for young people. The European Union has promoted learner mobility for many years through various policies, programmes and tools, with the aim to reduce youth unemployment and to better match its workforce’s skills to labour market needs.
Committed and competent teachers and trainers are key to ensuring labour market relevance and quality of vocational education and training (VET) in Europe. They are the ‘human factor’, responsible for familiarising pupils with work challenges and labour market needs, for implementing new curricula or work-based learning schemes for apprentices or trainees, and for applying the European tools.
This is to inform you that due to the extraordinary session of the European Parliament on 28 June following the outcome of the referendum in the United Kingdom, Thomas Händel MEP, Chair of the Employment and Social Affairs Committee of the European Parliament, will not be able to attend the seminar.
Thomas Händel MEP, Chair of the Employment and Social Affairs Committee of the European Parliament, will discuss ways of making learning work in Greece with employment and education representatives at a joint seminar with Cedefop in Thessaloniki on 28 June.
The mobility scoreboard for initial vocational education and training (IVET), a new tool to assist policy-makers in the area of learning mobility developed by Cedefop in close cooperation with the European Commission, was presented at an event in Thessaloniki on 3 June.
In 2014, the rate of early leaving from education and training in the European Union had dropped to just one percentage point above the Europe 2020 benchmark of less than 10%. This encouraging trend is partly owed to the numerous projects and initiatives across Europe which have supported young people at risk of dropping out of education over the past three decades.