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.
A knowledge-sharing seminar was organised in Cedefop’s premises in Thessaloniki on 20 June. European Training Foundation (ETF) experts presented their work on qualifications of EQF level 5 as well as on teachers and trainers.
The SKILLSNET e-bulletin June 2018 Issue has just been send to Skillsnet members and published here in a pdf format.
Guidance and career development experts from all EU and accession countries, Cedefop experts and European Commission representatives engaged in the 2nd CareersNet meeting on 7 and 8 June in Thessaloniki.
Cedefop’s policy learning forum on skills anticipation gathered over 60 national stakeholders from countries participating in the agency’s country support programme and other experts in Thessaloniki on 14 and 15 June.
The European Commission, with Cedefop’s support, organised a festival on the validation of non-formal and informal learning, on 14 and 15 June in Brussels, bringing together around 300 practitioners, policy-makers, social partners and youth and civil society organisations to exchange and discuss initiatives and projects in the field.
New Act on social economy and social enterprises offers a solid legislative framework to address long-term unemployment via work-based learning in social enterprises.
The Centre for Education Development is carrying out the Partnership for vocational education and training project, supported by the ESF-funded Knowledge education development operational programme. The project started in January 2016 and will end in February 2019. Its aim is to adapt VET to the needs of the labour market. It involves representatives of employers, VET education staff and teachers, and other stakeholders.
The Ministry of National Education is preparing the Integrated skills strategy (Zintegrowana Strategia Umiejętności - ZSU). Development of the strategy is funded by the ESF under the framework of the partnership agreement of the European Structural and Investment Funds. The strategy focuses on building, maintaining and using the country’s human capital to increase employment and economic growth and promote social inclusion. It covers general and vocational education, and initial, continuing and higher education; it also refers to non-formal and informal learning.
A key part of Ireland’s National skills strategy and action plans for education is the expansion of the apprenticeship system, with the aim to increase substantially the number of new apprentices by 2020. To highlight this commitment to the apprenticeship system and the establishment of 26 new national apprenticeships, a marketing campaign was designed to promote the values of the apprenticeship model to both employers and prospective apprentices as a means of launching or developing their careers.
Production schools offer training that leads to a vocational qualification for young people who have dropped out of education. These schools achieve excellent results with their innovative ‘learning by doing’ teaching method. The Production schools’ network, which is growing, wishes to strengthen the institutional anchoring of this model.
Europe’s labour force is projected to remain at a similar level in the period up to 2030 while moderate job growth will likely curb unemployment, according to Cedefop’s skills forecast, released on 8 June in Brussels.
According to figures from the Directorate of Education and Training, 20 800 vocational students received apprenticeship training in companies in 2017. This is 72% of all students who applied for it; it is the highest number and the largest proportion since measurements started in 2011 and is a 15% increase from 2013.
In March 2018, the Work-based Learning and Apprenticeship Act came into force, providing a framework for the development of effective work placements, apprenticeships and internships. It is based on research conducted by Cedefop, together with local learners, educators, employers and trade unions, after reviewing international legislation on traineeships and benchmarking good practices within countries leading in the field of VET.
On December 21 2017 the quality assurance framework, which is the national plan for education and training quality, was approved by the board of the Italian EQAVET reference point, in the conference of state and regions. Labour and education ministries, the regions, the social partners and VET providers were represented in the conference. The quality assurance framework was formally approved in 2012, partially implemented in 2015 and revised in 2017 prior to the conference.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) listed the Croatian e-Schools project among the top 12 introducing ICT in education in the world in 2017, in a competition among 143 projects from 79 countries. The UNESCO annual award is conferred on individuals and organisations that promote innovative use of new technologies in expanding access to high quality education and lifelong learning.
A pilot project Mistrovská zkouška (master craftsman examination) was launched by the National Institute for Education in November 2017 and will continue until 2021. The project will set the overall master craftsman examination model and prepare the comprehensive expertise needed for its implementation. Elements of the master exam system will be developed and reviewed for the different master qualifications: qualification and assessment standards, frameworks for the assignments of the master exams, training programme curricula, and textbooks. The project will develop the necessary methodologies and design the processes for organising the exams.