The European learning mobility scoreboards for initial vocational education and training (IVET), developed by Cedefop, and for higher education (HE), developed by EACEA/Eurydice, were launched by the European Commission on 8 December on the occasion of the first European vocational skills week.
Cedefop cordially invites you to express an interest to participate to the forthcoming policy learning forum "Skills matching policies for the long-term unemployed: putting VET at the centre of activation" which will take place in Thessaloniki, Greece, on 21-22 February 2017.
The Apprenticeship scheme (new modern apprenticeship) of Cyprus is being upgraded and reformed to improve quality and relevance to labour market needs.
Greece has recently introduced new instruments to support the development, implementation and upgrading of its apprenticeships system. To establish a quality framework for VET/ apprenticeship, Law 4386/2016 (May 2016) foresees steady transition to the new system as part of the modernisation and expansion of VET in the country.
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.
In 2016, the Minister for Tourism approved education and training requirements for vocational qualifications ‘tourist guide’ and ‘mountain guide’. Common training tests for ski instructors are being developed. The new requirements will improve the quality and competitiveness of tourism.
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 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 on 6 December during the EU Agencies Forum at the European Parliament.
Norway has many measures to ensure that newly arrived immigrants are integrated as soon as possible. Education is an important element.
From learning German to help with vocational and educational training: the German Federal Ministry of Education and Research is supporting the integration of refugees with an extensive package of measures.
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.
In 2016, the Latvian Government approved the Adult education plan 2016-20 to support creating a unified and sustainable national adult education system.
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).
Many upper secondary school leavers find vocational training unappealing. Formats like Triale studies can help.
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.
To make the vocational education and training (VET) more responsive to labour market needs and to raise its attractiveness, the education ministry has designed a new apprenticeship-type scheme called work-based learning (WBL).
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.
Reforming vocational education and training (VET) has become a major priority for Greece. Alongside the legislative basis (Law 4336/2015; Law 4186/2013), is consensus and commitment to modernising and further developing VET.
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.