Vocational education and training (VET) systems must adapt to the labour market, to technological developments, to changes in existing occupations and to new ways of work organisation. Differences in learners’ performance or prior knowledge, skills and competences, also require flexibility in education and training provision. Modularisation and unitisation of VET programmes and qualifications is seen as part of the answer to these challenges.
This study investigates the role of modules and units in VET in 15 EU countries and aims to determine how these structures fit in the wider VET systems. It provides a comparative analysis of different modularisation and unitisation practices and the rationale behind their implementation, and an outline of the different national contexts in which modular and unitised structures developed over time. It also offers a close-up of three different approaches to modularisation in one occupational area, in Germany, the Netherlands and Scotland.
How far is the world progressing towards comprehensive qualifications frameworks?
The 2015 global inventory of regional and national qualifications frameworks, compiled by Cedefop, Unesco-HQ, the European Training Foundation and the Unesco Institute for Lifelong Learning, was launched on 25 April in Riga, Latvia.
This study reviews recent policies and practices aiming to tackle unemployment through addressing skill mismatch in the EU-28 Member States.
The global crisis has increased unemployment in the EU to unprecedented levels, yet many employers claim they have difficulties finding skilled workers to fill their vacancies. This report shows that most vacancy bottlenecks arise because of factors other than general skill deficits, including job offers of poor quality.
The publication is the final report of the thematic country review of apprenticeship in Lithuania. The report is based on information and views gathered in consultation with stakeholders in Lithuania (representatives of ministries, social partners, VET providers, companies, students, teachers and trainers).
Luxembourg’s vocational education and training (VET) is highly differentiated. Apprenticeships and school-based VET coexist. While some features may seem similar to those in other countries, taking a closer look is important to understand national concepts and terms.
Many of the skills Europe needs for sustainable economic recovery will be learned at work. According to Cedefop’s new European skills and jobs survey, to overcome skill mismatches, more and better jobs that invest in people’s skills are needed.
This publication takes stock of recent Cedefop research on CVET. It analyses how CVET contributes to reaching economic and social policy objectives of the European Union regarding inclusion, employment, innovation, productivity, competitiveness and growth.
Work-based continuing vocational education and training (CVET) requires more attention and strategic action. Work-based learning (WBL) is a powerful way to support adult learning and human resource development in enterprises, but the potential it has to offer has not yet been fully exploited in Europe.
This Cedefop research paper examines the role played by learning outcomes approaches in pedagogical change in initial vocational education and training (VET) in 15 EU Member States.
The September issue of Skillset and match magazine is now available to read and download. Cedefop marked its 40th anniversary with a social activity and a conference in Thessaloniki, in June. Skillset and match has a full report and interviews from the celebrations as well as the first findings of its European skills and jobs survey, and more on the latest developments in European vocational education and training.
This is the final report of the thematic country review (TCR) on apprenticeships in Malta. It is largely based on information collected from stakeholders and includes areas for future reforms and suggestions for action. Malta will decide whether and how these would be taken forward.
In 2014 there was stronger political commitment and more technical work towards developing and implementing national qualifications frameworks (NQFs) across Europe. Cedefop’s fifth annual report and analysis confirms the key role of these frameworks in making qualifications comparable within and between countries.