The tenth edition of the "Road Safety Guide" was released by the ANIA Foundation (National Association of Insurance Companies) in cooperation with VIASAT Group. The purpose of this initiative is to address the deadly road accidents that had caused the death of 3 385 people in Italy in 2013. Road accidents are the leading cause of death among people 15 and 35 years old, with a social and economic damage range 1-3% of GDP: in Italy it means approximately EUR 30 billion.
The Apprenticeship scheme (new modern apprenticeship) of Cyprus is being upgraded and reformed to improve quality and relevance to labour market needs.
Guidelines for upper secondary VET programmes and Guidelines for higher VET programmes serve as a framework for the development of VET programmes. They define the objectives, curriculum structure, duration, and completion for each education level; they are also the basis for preparing, quality assessment and adoption of new or renewed education programmes.
An Act on the integrated qualification system (IQS) came into force in January 2016, covering formal education and supporting raising the quality of non-formal qualifications. It improves access to qualifications by making available information on existing qualifications.
Measuring the effectiveness of an education system is crucial for the design of adequate social and economic policies. It is also a complex task that requires not only objective indicators built on quality data, but also a holistic and systematic approach to matching education and labour market systems better.
The Human Resource Development Authority of Cyprus (HRDA) has included the blue economy in its priorities, aligning its own planning with the priorities of government policy.
A new qualification, ‘freight forwarder’, has been added to the List of professions for vocational education and training (LPVET) in Bulgaria, as maintained by the National Agency for Vocational Education and Training (NAVET).
Norway has many measures to ensure that newly arrived immigrants are integrated as soon as possible. Education is an important element.
Digital skills are defined as one of five basic skills in Norway’s national curriculum. They are considered fundamental to learning in all subjects as well as a prerequisite for learners to be able to demonstrate their competences and qualifications.
A new regulation was added to the Education Act in June 2015 to clarify the connection between formative and final assessment. The new provision emphasises that the competence the learner shows progressing along the educational pathway will have an impact on the final assessment.