In December 2016, the Minister of National Education introduced reform that will change the structure of upper secondary VET from 2019/20. It will establish two-stage sectoral VET schools (dwustopniowa szkoła branżowa) replacing the so-called basic vocational schools
The government supports Estonian as a second language and foreign language learning by learners in VET and higher education, to ensure better career opportunities and mobility.
The government aims to reduce the share of adults aged 25 to 64 without professional or vocational education from 28.5% in 2016 to less than 25% by 2020, and to increase their participation in lifelong learning. An obstacle for achieving this goal is low motivation and lack of key competences.
On 22 May 2017 a knowledge sharing seminar was organised in Cedefop’s premises in Thessaloniki. ETF experts presented their work on organising qualifications systems in the ETF partner countries as well as on skills and migration.
Vocational education and training (VET) in Croatia has been receiving much attention recently. Specifically in dual vocational education, it is a focus for policy-makers and stakeholders, recognising a need to increase the employability of VET school graduates for whom current indicators are low. Consequently, VET is a key reform measure in the 2016 National reform programme. The Croatian Government work programme 2016-20 foresees the introduction of dual vocational education. Government support is ensured through regular monthly meetings, with the topic of VET and dual education headed by the deputy prime minister and the minister of education, along with stakeholders.
In January 2016 the Danish Ministry of Education established an expert group with eight central members from the education and research and from the labour market. The group is to provide recommendations on how to tailor the Danish system to meet the needs of young people better, so that more of them begin and complete post compulsory education within seven years of completing compulsory schooling: currently about 20% do not.
In 2016, fifteen Flemish apprentices were given the opportunity to do a two-week work placement abroad through the Erasmus+ project MOBILE. These young students were in the process of doing an apprenticeship in the catering and food sector in one of the various Flemish SYNTRA training centres. The host countries were France, in cooperation with URMA Nord Pas-de-Calais, and the Netherlands, through Cingel College in Breda, embedded in the ROC West Brabant.
What is vocational education and training (VET) like in the smallest European Union Member State? Watch our video to get an overview of Malta’s VET system in a nutshell.
At an international conference organised by Italy’s Regione Umbria on 10 May in Brussels, Cedefop Director James Calleja said that ‘recognition, reputation and employability are the key indicators of quality in adult education and learning.’
On 1 January 2016, the Centre for Education and Training (ZAWM) in Eupen set up the two-year ESF project Vocational integration through training guidance in dual education (BIDA) for Belgium’s German-speaking community. BIDA’s goal is to support apprentices who are at risk of breaking their training contract or who have already dropped out of training, with the aim of getting them back into the dual vocational education and training (VET) system. This project is meant as a response to the increasing drop-out rate among apprentices in the first year of training (around 15% currently leave prematurely).
Cedefop’s Policy Learning Forum (PLF) on apprenticeships is linked to the Thematic Country Reviews on Apprenticeships (TCRs) and will be held on 7 and 8 September in Thessaloniki.
The first tertiary professional schools (VOŠ) came into operation 20 years ago based on legislation adopted at that time. The Association of Tertiary Professional Schools, representing most tertiary professional schools, celebrated this anniversary in 2016 by organising the Skills for practice conference: recalled the important milestones and efforts to foster further functioning of tertiary professional education within the Czech education system as a vocation-oriented branch.
A new online toolkit for tackling early leaving from education and training was launched at Cedefop's policy learning forum on vocational education and training (VET) as a solution to leaving education early (16-17/5) in Thessaloniki.
From 1 January 2017 apprentices must be included in all public building and construction projects and services.
The white paper Skilled workers for the future (Fagfolk for fremtiden) presented by the Norwegian Government in December 2016 contains close to 50 measures. Its purpose is to make post-secondary vocational education more attractive as a fully equivalent profession-oriented alternative to university and university college education. It will make it easier for students at post-secondary vocational colleges (ISCED level 4) to continue their education at a university college or university.
A collection of 28 new analytical highlights focusing on skills anticipation in all EU-28 Member States, is now available on the Skills Panorama. The overviews mainly regard the existence of skills anticipation methods; the governance structure (which authority/ies are responsible); the level of stakeholders’ involvement; the dissemination of labour market intelligence and the level of the use of this intelligence in policy making and in decision making by target groups (see Figure for the example of the Dutch approach).
In 2015, the Flemish government made a decision to develop new procedures for finding an apprenticeship place, with the purpose of elaborating a high-quality, fully-fledged alternative to existing 'classic' education systems. This reform had an impact on all stakeholders and related fields; significant developments are already visible.
The SKILLSNET e-bulletin May 2017 Issue has just been send to skillsnet members and published here in a pdf format.
The May 2017 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
A community of practitioners to promote quality in vocational education and training (VET) delivery has been set up by Cedefop in close cooperation with the European associations of VET providers active in the cooperative network Vet4EU2.