In recent decades Denmark has been facing an ongoing challenge of increasing number of young people choosing general upper secondary school over VET. Different national initiatives are addressing this challenge, with a political agreement opening the way to new approaches in lower secondary schools.
The Digital Skills Partnership was established for public, private and charity sector bodies in England to develop and deliver training that improves the digital skills of individuals and organisations as a whole.
Strengthening European mobility is a priority at both national and European levels. The Agence Erasmus+ France/Education Formation aims to expand the benefits of the Erasmus+ programme. The French government has set a target of 15 000 apprentices in long-term mobility for 2022.
Around 75% of the economically active population are above 45 in Latvia. In the next 20 years, due to this ageing workforce, there will be a shortage of employees with medium-level vocational education and training (VET) qualifications, especially in engineering, manufacturing and construction.
On 1 September 2018, a new regulation on vocational guidance and counselling in Polish schools entered into force. Vocational guidance and counselling will be carried out in a systematic way in all types of school with the exception of art schools.
A new VET Act CXCII was adopted on 17 December 2017 by the Parliament. This amends certain acts on general education, vocational education and adult training and aims to support practical training in dual VET programmes.
The Finnish government’s new budget proposal for 2019 includes plans to grant a learning material supplement to some upper secondary learners, including VET. Although upper secondary education is free of charge, students are required to buy their own learning materials.
The Dutch Cabinet, in cooperation with social partners, sectoral training and development funds, educational institutions including VET schools, and other stakeholders, has proposed significant developments in lifelong learning. On 27 September 2018, Parliament was informed about the main lines of this approach in a policy letter.
The Norwegian Agency for Quality Assurance in education (NOKUT) has started recognising foreign vocational education and training (VET) certificates and diplomas, as of the end of 2016. These certificates are assessed according to scope, level and content of comparable Norwegian trade and journeyman certificates at NQF level 4. The assessment is carried out by experts, following the suggestion of vocational councils, and the process takes two months on average.
A longitudinal study, published in August 2018, measured the success rate (percentage of learners completing the programme in three years) of professional programmes, (cursos Profissionais). It examined the number of learners that failed to complete the programmes, the number of student transfers to other programmes, and the dropout rate. The study concluded that the success rate of professional programmes increased from 53% in 2014/15 to 60% in 2016/17.
In VET programmes with a low enrolment rate the market for textbooks and other learning materials is too small to be of interest to publishers. Therefore, students have to rely on other sources (their notes, teacher’s handouts, and the internet). To counter this, the education ministry has been systematically part financing the preparation of learning materials from budgetary funds for a number of years.
Following the publishing of the Learning Slovakia document, approved in 2017, the education ministry prepared the National programme for the development of education (NPDE), a 54-page document including 106 policy measures.
Over 400 participants discussed the future of vocational education and training (VET) at a conference organised jointly by Cedefop and the European Commission as the centrepiece of the European vocational skills week 2018 on 7 and 8 November in Vienna.
Cedefop Acting Director Mara Brugia and Thessaloniki International Film Festival (TIFF) General Director Elise Jalladeau opened the #CedefopPhotoAward 2018 exhibition at the Thessaloniki Cinema Museum on 2 November.
Cedefop experts Tina Bertzeletou and Irene Psifidou represented Cedefop at the 27th annual conference of the European forum of technical and vocational education and training (EfVET) in Italy’s Lake Como between 24 and 27 October
Learners, teachers, parents and policy-makers present their views and experiences in Cedefop's video on European vocational education and training's (VET's) future challenges.
Cedefop organised the second policy learning forum on apprenticeships, a European vocational skills week event, on 18 and 19 October in Thessaloniki.
The SKILLSNET e-bulletin September - October 2018 Issue has just been send to Skillsnet members and published here in a pdf format.
Portugal has developed the Exit profile of students leaving compulsory education (Order -Despacho No 6478/2017, de 26 de Julho). This profile is a frame of reference based on specific principles: freedom of choice, responsibility, work appraisal, self-awareness, family, community and social inclusion. A new decree-law (Decreto-lei No 55/2018, de 6 de Julho), issued by the education and labour ministries, relates explicitly the exit profile of students leaving compulsory education with the following VET programmes: professional, art education, and education and training programmes for young people.
Following successful public consultation, the government has approved a new decree-law (Decreto-lei no 55/2018, de 6 de julho), which defines the new organisational principles of primary and upper secondary education curricula. It covers specific VET programmes: professional, art education, and education and training programmes for young people. The government’s priority is to guarantee equal opportunities and success for learners both in general and vocational education.