The education ministry has entrusted the Directorate of Education with the creation of a database containing general job descriptions and their requirements. The objective is to provide access for those who might have interest in the great amount of data that exists on legally certified professions. Stakeholders that might be interested to this database include vocational upper secondary schools, employers, career counsellors, students and parents.
Many initiatives have been taken in recent years to improve levels of digitalisation in schools. The education ministry develops and maintains the infrastructure for new technologies in the education and research system with support of the Croatian Academic and Research Network (CARNet) and University Computing Center (Srce).
Skills Finland and its partners train the Finnish national team for the international WorldSkills, EuroSkills and Abilympics competitions. They also organise the annual national Taitaja, TaitajaPLUS and Taitaja9 competitions.
The Introduction of entry requirements for VET programmes in 2015 enabled applicants without the necessary admission requirements to take an entrance examination at a vocational college.
German companies have an urgent need not only for well-qualified graduates, but also for graduates from vocational schools with the confidence to take on management positions. However, these vocational schools, where skilled workers are trained for so many fields, are often pushed into the background. How can VET students be encouraged to go into management or set up their own company, even without an academic degree?
In 2009, the ministers of education and the arts of the German Federal States (Länder) agreed on general and subject-based requirements to grant those with vocational qualifications access to higher education.
With returning economic growth in recent years, companies in the Czech Republic have been facing a shortage of skilled labour. Labour supply does not match demand on the labour market and the practical skills of graduates entering the labour market are often insufficient.
Events including round table discussions and an open day were organised in Cyprus, during the European vocational skills week of 5 to 9 December 2016.
Skills credentials have existed in Belgium since 2005; any person over the age of 18 who has experience, but no corresponding diploma, can have it officially recognised free of charge. Over 28 000 credentials have already been issued in 47 approved centres in Wallonia and Brussels, in 39 occupations.
The SKILLSNET e-bulletin February 2017 Issue has just been send to skillsnet members and published here in a pdf format.
Cedefop’s first opinion survey on vocational education and training (VET), launched in 2016, provides unique new data on how European citizens perceive its attractiveness and effectiveness.
Since the 2016 law on the integrated qualifications system came into force, a national qualifications framework level is assigned to every qualification awarded in the formal education system.
Initial findings from the ongoing (2015-18) Cedefop study on the changing nature and role of vocational education and training (VET) in Europe were discussed at a reflection workshop on 16 and 17 February in Thessaloniki.
Reform of vocational upper secondary education will update all vocational education and training (VET) by 2018.
The support of the private sector through the years has been important for Icelandic VET schools. The variety of education offered in each school has often taken into account private sector needs in the specific location. Dialogue between stakeholders has resulted in agreement that, when needed, local schools could receive help and assistance from companies in the area.
At the beginning of 2016, the European Commission launched a series of ‘country visit’ initiatives aimed at assessing the different national classifications of occupations, skills and qualifications in the labour market.
A recent Malta Institute of Tourism Studies (ITS) initiative, in collaboration with Haaga Helia University of Applied Sciences (Finland), will help build the professional capital of its lecturing staff. Academic staff competences are crucial to ensuring that vocational learners are equipped with the necessary knowledge, skills and competences for the future.
The Malta College of Arts, Science and Technology (MCAST) is Malta’s leading vocational education and training institution. It offers 185 full-time and over 300 part-time vocational courses, ranging from certificates to degrees (MQF/EQF Level 1 to Level 7).
60% of the people that have participated in Vocational Education and Training (VET) got a long-term job within a month of finishing their studies.
In November 2016 the OECD presented an in-depth analysis of Sweden’s system for skills assessment, anticipation and response. Even though Sweden has become a leader among OECD countries in collecting information on current and future skills needs, several areas of improvement have been identified to tackle skills mismatch.