Cedefop has released new insights on skills and jobs in seven European countries. After several years of development, the agency presents first results of this new type of labour market intelligence, based on information from more than 30 million online job vacancies collected in the second half of 2018 in Czechia, Germany, Spain, France, Ireland, Italy and the UK.
Where and how should VET be adapted to the demands of the digital workplace? How can the strengths of the system be further developed and possible access barriers reduced?
The new academic school year 2018/19 started in August and young people could choose among 326 recognised occupations in the dual VET system at EQF level 4. These qualifications include 24 updated and one newly developed qualification, the ‘merchant in e-commerce’ (Kaufmann/Kauffrau in E-Commerce), reflecting an increased change of skills needed in the German economy.
Demands in technical equipment for inter-company vocational training centres (ÜBS) have been increasing due to rapidly increasing requirements in digitisation and the technical changes in work processes of training occupations. The 2015 Directive promoting digitisation in ÜBS and competence centres was amended in April 2018: its validity was extended to 31 December 2021 and the list of equipment revised and complemented.
The Federal Institute for VET (BIBB), Germany’s centre of excellence for vocational research and for the progressive development of VET, conducts many research projects. Information on these projects is accessible through their BIBB project database as well as in the Annual research programme of the Federal Institute for Vocational Education and Training which is already available for 2018.
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.
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.
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.
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.