Vocational education and training (VET) in Italy is characterised by multilevel governance with broad involvement of national, regional and local stakeholders.
Vocational education and training (VET) in Poland has three governance levels: national (ministries), regional (school superintendents, mainly in pedagogical supervision) and county (governing schools).
The May 2018 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Formal vocational education and training (VET) in Slovenia starts at upper secondary level and is provided mainly by public schools.
Vocational education and training (VET) in Greece is strongly State-regulated and, until recently, mostly offered through a school-based approach.
The Hungarian education system has undergone substantial transformation since the 1990s. Since 2013, governance of schools has been centralised and vocational education and training (VET) was reformed in 2015 to offer quality training in accordance with changing labour market needs.
Low qualifications, disengagement from education and training and long-term unemployment are interconnected phenomena and tend to cumulate throughout a person’s life. To prevent and combat the marginalisation of both young people and adults, national authorities across Europe have been developing measures to reach out to people in need. However, the nature and the extent of these services vary considerably from one country to another. Cedefop’s latest briefing note gives an overview of the situation.
This short brochures give a concise and overview of the state of play of Bulgaria’s education and training system, its distinctive features, the particular challenges the country faces and the policy responses it has been developing. A chart showing the VET system’s structure and figures on student enrolment, early leaving and employment rates of young graduates complete the picture.
This short description helps improve understanding of vocational education and training (VET) in Bulgaria. It covers the main features, highlighting policy developments and current challenges.
In Portugal, the national qualification system reorganised vocational education and training within the remits
of the education and employment authorities into a single system.
Cedefop's concise guide to national qualifications framework developments in 39 European countries (28 EU Member
States as well as Albania, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Kosovo, Montenegro, Norway, Serbia, Switzerland and Turkey) in 2017.
This publication on the latest national qualifications framework (NQF) developments aims to share how 43 NQFs in 39 countries participating in the European qualifications framework (EQF) implementation are structured, and how national qualifications have been allocated to NQF levels and linked to the EQF.
This publication is a product of the joint survey, among key constituents and partners, conducted by the International Labour Organization (ILO), Cedefop, the European Training Foundation (ETF) and the Organisation for Economic Cooperation and Development (OECD).
As countries across Europe are pushing ahead with their national qualifications frameworks, Cedefop's briefing note examines the question of the frameworks’ added value and contribution to policies and practices.
This publication is the final report of the thematic country review of apprenticeships (TCR) in Greece. The review took place between October 2015 and March 2017 at the request of the Greek Ministry of Education and the Greek Ministry of Labour.
The sixth Cedefop national qualifications framework (NQF) monitoring report confirms that NQFs play a key role in the European qualifications framework (EQF) implementation and in improving transparency and comparability of qualifications nationally and internationally.
The European Union’s economic recovery has strengthened. But the economic downturn has accelerated long-term trends of globalisation and digitalisation that demand new skills.
Skill shortages and skill mismatch are major concerns for policy-makers. The report calls on policy-makers to adopt a different mindset for tackling skill mismatch, focused on sustainable activation, continuous learning, job-task reengineering and promotion of higher-end product market/managerial practices.
The January 2018 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Making vocational education and training (VET) more attractive and effective requires clear understanding of opinions. The Cedefop survey offers a wealth of information to help understand better citizens’ views on VET. An accompanying report provides a first view of the survey results.