In December 2017, the Czech national digital skills and jobs coalition (DIGI coalition) celebrated its first year in operation.
Research finds that periods of work experience have a positive impact on young people’s soft employability skills and confidence.
Low literacy rates are increasing in the Netherlands, despite policies by the Dutch Government to tackle the problem. Around two and a half million Dutch people currently have literacy and numeracy difficulties, according to the Court of Audit’s 2016 report Aanpak van laaggeletterdheid (Approach to illiteracy).
Cedefop expert Alena Zukersteinova represented the agency at the European Industry Day event in Brussels on 22-23 February. In the session on the role of skills in future employment, she presented some of the key facts and figures coming from Cedefop research and analysis on skills.
A far-reaching series of reforms to the training system was instituted by the Government in the last quarter of 2017, aimed at vocational training, apprenticeship and work-based training.
The French Government announced in late 2017 the launch of a skills investment plan, PIC (Plan d’investissement compétences) for 2018 to 2022. The aim of the five-year plan is to train a million low qualified job seekers and a million young people furthest from the labour market.
At the end of June 2017, the Finnish Parliament approved new legislation for vocational education and training. The reform is the most extensive in education legislation in almost twenty years. The new act will enter into force on 1 January 2018.
Cedefop's workshop on vocational education and training (VET) in the 21st century – future trends and priorities took place on 20 and 21 February in Thessaloniki.
Cedefop Director James Calleja presented the achievements and future work of the agency in an exchange of views at the European Parliament in Brussels with the Committee on Employment and Social Affairs and the directors of the European Training Foundation, EU-OSHA and Eurofound on 21 February.
The SKILLSNET e-bulletin February 2018 Issue has just been send to Skillsnet members and published here in a pdf format.
The Discovery Tool of Cedefop browses a wealth of resources, scientific information and open access journals on VET issues, such as VET systems, vocational and training policies, mobility of trainers, lifelong guidance, apprenticeships, adult learning, validation of non-formal and informal learning, skills forecast and skills gaps, EQF, learning outcomes, etc.
MEPs Anne Sander, Siôn Simon and Emilian Pavel, members of the European Parliament’s Committee on Employment and Social Affairs (EMPL), visited Cedefop on 12 and 13 February and had a fruitful exchange of views with management and staff.
Cedefop and the European Economic and Social Committee (EESC) jointly organised a policy learning forum (PLF) on ‘Upskilling pathways: a vision for the future’ in Brussels on 7 and 8 February.
In July 2017 a graduation ceremony was organised by Bruxelles Formation (public adult training provider in the Brussels Region) and 78 trainees were given their credentials, as official recognition of skills acquired through successfully completed training. More than 700 trainees are hosted every year in largely practical training schemes of two to eight months.
Tourism is an important sector in Wallonia (6.2% of GDP in 2012) but many initiatives fail through lack of management skills and incomplete knowledge of tourism and leisure specifics.
Many EU companies complain about skilled labour shortage and unqualified job applicants. However, Member States have mainly focused to date on further developing initial vocational education and training. Higher VET has played a subordinate role in education policy, reflecting policy heterogeneity.
At the beginning of 2016 the Federal Act on the national qualifications framework entered into force in Austria. Following establishment of the bodies specified in the Act, qualification providers have been able to submit requests for NQF allocation since the beginning of 2017. Such requests can be submitted both for formal qualifications (with a legal basis) and so-called non-formal qualifications (those not regulated by law but for which a non-state education establishment is responsible).
Development of work-based learning (WBL) in initial vocational education (VET) is a national policy priority. It started in 2013/14 as a pilot project addressing the incomplete legal framework, insufficient offer in traditionally school-based VET, and low involvement of employers, who, nevertheless, demanded improved VET quality and labour market relevance.