Italy’s national qualifications framework (NQF) was adopted in January 2018. The Italian NQF has eight levels and its level descriptors are knowledge, skills, autonomy and responsibility. The development of the NQF responds, among others, to a need for integrating the different qualifications systems; improving the legibility, transparency and comparability of qualifications of different systems, nationally and regionally; and aiding geographic and professional mobility at national and European levels.
Demands in technical equipment for inter-company vocational training centres (ÜBS) have been increasing due to rapidly increasing requirements in digitisation and the technical changes in work processes of training occupations. The 2015 Directive promoting digitisation in ÜBS and competence centres was amended in April 2018: its validity was extended to 31 December 2021 and the list of equipment revised and complemented.
Introduced in 2007, the Slovene Europass certificate supplement (ECS) includes general information, common to all education programmes, in addition to personal information. ECS contains a detailed description of competences and achievements, distinguishing the Slovene ECS from supplements in other EU countries.
From 26 to 28 March 2018, 550 participants attended the first vocational teachers’ days in Croatia organised by the Agency for Vocational Education and Adult Education (AVETAE).
In April 2018, 15 sectoral qualifications frameworks were officially approved, marking agreement between educators and employers on qualifications required by the labour market.
The last issue of EQAVET newsletter for June 2018 has been published and ready to download.
In February 2018, at the request of Jean-Michel Blanquer, Minister of National Education, MP Céline Calvez and starred chef Régis Marcon produced a report on the upper secondary vocational path (BAC-pro). The report presents key facts and figures on the vocational stream and proposals to reform it to increase its attractiveness and responsiveness to challenges in society and the economy.
Established in 2010, the Icelandic College of Fisheries (ICF) became a certified VET training institution in 2012. The only one of its kind in Iceland, it is an industry-based college offering education and basic training in fisheries, fish processing and aquaculture as well as providing specialised programmes, tailor-made courses and in-service training for the fishing industry in Iceland. The college is situated in Grindavík – one of the larger fishing communities in Iceland - and works closely with many of the largest and most technically advanced fishing industry companies in the country.
In March 2018 the Human Resource Development Authority of Cyprus (HRDA), published a study providing forecasts for employment and demand for labour in green economic sectors and occupations for 2017-27.
In 2018, The Ministry of Education, Children and Youth has launched Mengschoul, a platform aiming to help young people to find the right secondary programme and school to continue their education. Diversification of the school offer is a main priority of educational policies in Luxembourg. Recent reform offers growing autonomy to schools to push this diversification and to support school innovation efforts. With this development pupils have a larger choice of diverse secondary programmes, making their choice of the right programme and school more challenging while delivering the support provided in this platform.
The Finnish national agency for education report highlighted that 11.4% of IVET students do not complete their initial undergraduate degree. The share of learners leaving their studies early has risen by 2.8% since the academic year 2013/14. The student's age, gender, language background and field of study were found to affect the completion of the qualification. However, about 25% of the cases of discontinuing IVET programmes are explained by transition to other studies.
Cedefop, together with the Bulgarian EU Presidency, organised a seminar on labour market and skills information systems for vocational education and training (VET) policies in Brussels on 26 June .
Austria’s ambassador to Greece Andrea Ikić-Böhm and honorary consul Evelyn Papadopoulou visited Cedefop on 27 June, just a few days before the start of the Austrian EU Presidency for the second half of 2018.
European and international experts took part in Cedefop’s 3rd policy learning forum (PLF) on learning outcomes in vocational education and training (VET), in cooperation with UNESCO, in Thessaloniki on 21 and 22 June.
The Education and Employers charity has identified good practices that schools in England successfully employ to aid young people’s transitions from school to apprenticeships, during a period of time when the overall number of teenage apprenticeship starts has stagnated.
Cedefop is pleased to announce the redesign of the Skills Panorama website. Faster to navigate and easier to use, the new Skills Panorama aspires to broaden its user groups and welcome guidance practitioners.
In April 2018 Statistics Iceland published an overview of new entrants to upper secondary education. There were two major findings: a reduction in new entrants at upper secondary level and the increasing number of new entrants that had chosen to enter general programmes rather than vocational ones.
In October 2017, the Fab-Lab workshop in Akranes was allocated new and larger housing as well as new equipment, in line with an agreement with the Ministry of Industries and Innovation. There are seven digital workshops in Iceland called Fab-Lab or fabrication laboratory.
Now in its third year, the #CedefopPhotoAward is a competition endorsed by the European Commission aiming to showcase the vocational education and training (VET) experience and raise its visibility across the European Union, Norway and Iceland.