Europass users and stakeholders involved in Cedefop’s skills forecasts have the chance to evaluate the two projects by completing brief online questionnaires by 27 April.
The National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) was the body that set up the Greek qualifications register. Since spring 2016 EOPPEP, in cooperation with the European Commission, has been connecting the register to the European classification of skills, competences, qualifications and occupations (ESCO). The register was also showcased as a best practice in the October 2017 ESCO conference.
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.
Four short videos, made by young IVET students to promote VET, won awards at a gala ceremony held at the Ministry of National Education on 28 November 2017. The event was part of the European vocational skills week.
The Chamber of Trades and the Chamber of Employees have adapted Basic-check to the Luxembourgish context and are providing it free of charge to pupils from the fifth grade of general secondary education (corresponds to the ninth year of secondary education). The check examines pupils’ knowledge and aptitudes, helping them to set up a competence profile which helps their decision-making in respect of apprenticeship training.
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.
The European Commission celebrated 10 years of the European qualifications framework (EQF) with a conference in Brussels on 15 and 16 March, where Cedefop had a prominent role.
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.
The Social and Economic Council of the Netherlands (SER) has published a report on VET, which emphasises the importance of intensifying cooperation between schools and enterprises. The aim is to be responsive to, and able to keep up with, the pace of innovation.
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.
Around 77.3% of the country’s companies offered some kind of training activity to their workers in 2015, an increase from 65% in 2010. The share of workers who attended a training course also rose from 45.4% in 2010 to 52.2% in 2015. These are the results of the continuing vocational training survey carried out every five years by the Ministry of Employment and Social Security among enterprises with five or more employees.
Resources for guidance, now available online, is a new project dedicated to managers of careers services, practitioners and policy-makers working in career development and activation policies.
In 2017 the Early School Leavers Unit (ESLU) published ‘A Study Focusing on Students dropping out from Post-Secondary Education in Malta in the Scholastic Year 2015-16’.
The Portuguese Government launched the Youth pass certificate in November 2017. This is a recognition and validation instrument for competences acquired by young people via non-formal education; it is also a personalised free-of-charge certificate that, over time, can be updated with new competences.
The Portuguese Directorate-General for Employment and Labour Relations (DGERT) and the ReferNet team had a meeting with representatives of VET-related national entities on 12 December 2017 at the premises of the Ministry of Labour, Solidarity and Social Security. The aim of the meeting was to establish a network of ReferNet Portugal and national entities to cooperate in carrying out the ReferNet’s 2018 work plan.
State of art 2016, a document on VET and employment for those with disabilities, was presented in public on 2 June 2017 at the Institute for Employment and Vocational Training (IEFP). The event was attended by 42 VET providers from all over the country.
The Vocational Training Centre of the Metal Industry (CENFIM) coordinated and concluded in 2017 LearnIT: learning tools and routes for individual training. This Erasmus+ project was launched two years ago and was a partnership between Portugal, Germany, Spain and Finland.
The project Development of programmes for upskilling in continuing vocational education and training 2017–22 (the PINPIU project) began in 2017. PINPIU aims to develop new formal VET programmes for vocational upskilling of employees at the same level of education. The programmes will help individuals to acquire, improve and strengthen those competences that they and companies need to deal successfully with improved and new technologies, as well as with the changes in the nature of work.