Committed and competent teachers and trainers are crucial to ensuring the quality and labour market relevance of learning, both in VET schools/centres and in companies, and whether in classrooms, in workshops, in labs and simulated learning environments, or at the workplace.
Cedefop has been conducting monitoring of the European Credit System for Vocational Education and Training (ECVET) implementation since 2010; this report covers developments from mid-2013 till 2015.
The year under review has been marked by a number of events that will inevitably have an impact on the immediate future of Cedefop and European vocational education and training (VET).
Cedefop’s 2016 skills forecast offers insights into future trends in skill demand and supply across the European Union (EU).
The May 2016 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
A 20-page guide to Cedefop's work in the field of vocational education and training (VET) in Europe.
This report analyses VET governance structures and financing arrangements in Spain, Italy, Latvia, Portugal and Sweden in view of developing and expanding apprenticeship.
Cedefop's 2016 work programme reflects the plan to support the Riga conclusions on vocational education and training (VET) and the skills roadmap, for a more qualified and competitive European workforce.
This short description aims to contribute to better understanding of vocational education and training (VET) in the Netherlands, providing an insight into its main features and highlighting recent VET policy developments.
The January 2016 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
The Dutch vocational education and training system in a six-page guide.
Croatia's vocational education and training system in a six-page guide.
This report provides an in-depth analysis of adults’ participation in non-formal job-related education and training in Europe, having particular but not exclusive regard to employed adults.
The European guidelines for validating non-formal and informal learning are written for individuals and institutions responsible for the initiation, development, implementation and operation of validation arrangements.
All the guides follow a common structure, although they vary in level of detail, technical content and case studies. The ETF, Cedefop and the ILO worked closely together to develop the guides, usually with one agency/organisation taking the lead and the others providing inputs, case studies, comments and reviews. All guides have undergone extensive validation and peer review; they were also discussed in detail in international expert seminars in which academic representatives, anticipation and matching experts, and potential end-users from across the world provided comments and feedback on content and usability. Experts and staff of the three organisations also peer reviewed the guides before their publication.