A unique career orientation solution developed by the Estonian Youth Work Centre, Civitta Eesti and Maru VR, presents opportunities to explore occupations in nursing and bioanalysis – fields that often suffer from a labour shortage – direct to young people and in virtual reality.
On December 21, 2017, draft legislation was approved by the government by which a new financing model for vocational education will be implemented in 2018. Financing will be provided for the activities and performance of education institutions as a whole. The present model is based on financing the number of students engaged in state-commissioned education, which means that school budgets fluctuate as students change their preferences. The present financing model also fails to ensure the work of support specialists, teaching young people who need a more individual approach, or motivating schools to perform better.
Cedefop Director James Calleja warned that talent and speed of change are challenging both businesses and vocational education and training (VET) at a meeting on bridging the skills gap organised by the Employers’ Group of the European Economic and Social Committee (EESC), the Bulgarian EU Presidency and the Association of Bulgarian Employers, in Sofia on 22 March.
The third Cedefop policy learning forum (PLF) on defining and writing learning outcomes will take place in Thessaloniki on 21-22 June 2018 in cooperation with the European Commission and UNESCO.
As part of its project on big data analysis from online vacancies Cedefop organised an expert workshop on 20 and 21 March in Milan.
November 2017 marks the fifth anniversary since dual VET was first introduced in Spain and developed through ‘training and apprenticeship contracts’ established by law (Royal Decree 1529/2012).
Europass users and stakeholders involved in Cedefop’s skills forecasts have the chance to evaluate the two projects by completing brief online questionnaires by 27 April.
The National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) was the body that set up the Greek qualifications register. Since spring 2016 EOPPEP, in cooperation with the European Commission, has been connecting the register to the European classification of skills, competences, qualifications and occupations (ESCO). The register was also showcased as a best practice in the October 2017 ESCO conference.
The Federal Institute for Vocational Education and Training (BIBB) has been investigating whether there is a need to modernise the four existing dual programmes for information technology (IT) occupations which have remained unchanged since 1997. Against the background of the increasing digitalisation of the world of work, the aims were to identify current and foreseeable requirements for skilled IT staff and to draw up proposals for the future shaping of the IT occupations.
The results of the latest wbmonitor survey show that continuing education and training reached a peak of economic activity in 2016. Organisations providing language and technical qualifications for refugees were notable in experiencing significant developments.
Four short videos, made by young IVET students to promote VET, won awards at a gala ceremony held at the Ministry of National Education on 28 November 2017. The event was part of the European vocational skills week.
The Chamber of Trades and the Chamber of Employees have adapted Basic-check to the Luxembourgish context and are providing it free of charge to pupils from the fifth grade of general secondary education (corresponds to the ninth year of secondary education). The check examines pupils’ knowledge and aptitudes, helping them to set up a competence profile which helps their decision-making in respect of apprenticeship training.
In Germany, some 300 000 entrepreneurs take the plunge into self-employment each year. Start-ups are of vast significance for the economy: not only do they create new jobs, they also drive competitiveness and innovation in a social market economy.
The European Commission celebrated 10 years of the European qualifications framework (EQF) with a conference in Brussels on 15 and 16 March, where Cedefop had a prominent role.
Education plays a central role in integrating refugees. More than half of the refugees arriving in Germany are younger than 25, an age when education is most needed. Many have gained a university entrance qualification in their home country, or had commenced or completed a degree programme there. With funding from the Federal Ministry of Education and Research (BMBF), the DAAD (German Academic Exchange Service) has developed a set of targeted measures to enable universities to offer those refugees with sufficient academic qualification access to higher general and higher vocational education.
The Social and Economic Council of the Netherlands (SER) has published a report on VET, which emphasises the importance of intensifying cooperation between schools and enterprises. The aim is to be responsive to, and able to keep up with, the pace of innovation.
One of the EU’s headline targets is increasing the number of tertiary graduates, focusing mainly on academic studies. The project Work-based learning programmes in the tertiary training sector - an international comparative analysis of models and functions published its results at the end of 2017, pointing out that this approach is too narrow. The growing importance of work-based learning programmes in tertiary education and training needs to be taken more into consideration.
Around 77.3% of the country’s companies offered some kind of training activity to their workers in 2015, an increase from 65% in 2010. The share of workers who attended a training course also rose from 45.4% in 2010 to 52.2% in 2015. These are the results of the continuing vocational training survey carried out every five years by the Ministry of Employment and Social Security among enterprises with five or more employees.