In March 2018 the Human Resource Development Authority of Cyprus (HRDA), published a study providing forecasts for employment and demand for labour in green economic sectors and occupations for 2017-27.
In 2018, The Ministry of Education, Children and Youth has launched Mengschoul, a platform aiming to help young people to find the right secondary programme and school to continue their education. Diversification of the school offer is a main priority of educational policies in Luxembourg. Recent reform offers growing autonomy to schools to push this diversification and to support school innovation efforts. With this development pupils have a larger choice of diverse secondary programmes, making their choice of the right programme and school more challenging while delivering the support provided in this platform.
The Finnish national agency for education report highlighted that 11.4% of IVET students do not complete their initial undergraduate degree. The share of learners leaving their studies early has risen by 2.8% since the academic year 2013/14. The student's age, gender, language background and field of study were found to affect the completion of the qualification. However, about 25% of the cases of discontinuing IVET programmes are explained by transition to other studies.
Cedefop, together with the Bulgarian EU Presidency, organised a seminar on labour market and skills information systems for vocational education and training (VET) policies in Brussels on 26 June .
Austria’s ambassador to Greece Andrea Ikić-Böhm and honorary consul Evelyn Papadopoulou visited Cedefop on 27 June, just a few days before the start of the Austrian EU Presidency for the second half of 2018.
European and international experts took part in Cedefop’s 3rd policy learning forum (PLF) on learning outcomes in vocational education and training (VET), in cooperation with UNESCO, in Thessaloniki on 21 and 22 June.
The Education and Employers charity has identified good practices that schools in England successfully employ to aid young people’s transitions from school to apprenticeships, during a period of time when the overall number of teenage apprenticeship starts has stagnated.
Cedefop is pleased to announce the redesign of the Skills Panorama website. Faster to navigate and easier to use, the new Skills Panorama aspires to broaden its user groups and welcome guidance practitioners.
In April 2018 Statistics Iceland published an overview of new entrants to upper secondary education. There were two major findings: a reduction in new entrants at upper secondary level and the increasing number of new entrants that had chosen to enter general programmes rather than vocational ones.
In October 2017, the Fab-Lab workshop in Akranes was allocated new and larger housing as well as new equipment, in line with an agreement with the Ministry of Industries and Innovation. There are seven digital workshops in Iceland called Fab-Lab or fabrication laboratory.
Now in its third year, the #CedefopPhotoAward is a competition endorsed by the European Commission aiming to showcase the vocational education and training (VET) experience and raise its visibility across the European Union, Norway and Iceland.
A knowledge-sharing seminar was organised in Cedefop’s premises in Thessaloniki on 20 June. European Training Foundation (ETF) experts presented their work on qualifications of EQF level 5 as well as on teachers and trainers.
The SKILLSNET e-bulletin June 2018 Issue has just been send to Skillsnet members and published here in a pdf format.
Guidance and career development experts from all EU and accession countries, Cedefop experts and European Commission representatives engaged in the 2nd CareersNet meeting on 7 and 8 June in Thessaloniki.
Cedefop’s policy learning forum on skills anticipation gathered over 60 national stakeholders from countries participating in the agency’s country support programme and other experts in Thessaloniki on 14 and 15 June.
The European Commission, with Cedefop’s support, organised a festival on the validation of non-formal and informal learning, on 14 and 15 June in Brussels, bringing together around 300 practitioners, policy-makers, social partners and youth and civil society organisations to exchange and discuss initiatives and projects in the field.
New Act on social economy and social enterprises offers a solid legislative framework to address long-term unemployment via work-based learning in social enterprises.
The Centre for Education Development is carrying out the Partnership for vocational education and training project, supported by the ESF-funded Knowledge education development operational programme. The project started in January 2016 and will end in February 2019. Its aim is to adapt VET to the needs of the labour market. It involves representatives of employers, VET education staff and teachers, and other stakeholders.
The Ministry of National Education is preparing the Integrated skills strategy (Zintegrowana Strategia Umiejętności - ZSU). Development of the strategy is funded by the ESF under the framework of the partnership agreement of the European Structural and Investment Funds. The strategy focuses on building, maintaining and using the country’s human capital to increase employment and economic growth and promote social inclusion. It covers general and vocational education, and initial, continuing and higher education; it also refers to non-formal and informal learning.
A key part of Ireland’s National skills strategy and action plans for education is the expansion of the apprenticeship system, with the aim to increase substantially the number of new apprentices by 2020. To highlight this commitment to the apprenticeship system and the establishment of 26 new national apprenticeships, a marketing campaign was designed to promote the values of the apprenticeship model to both employers and prospective apprentices as a means of launching or developing their careers.