Two members of the Polish Institute of Labour and Social Affairs visited Cedefop on 3 May for an exchange of ideas and knowledge on a national tool for forecasting skills needs and supply in the Polish labour market.
The Third sector reform guidelines have been put into effect, involving more than 300 000 associative, cooperative and voluntary organisations, as well as more than six million volunteers.
Gellért Szó, a Hungarian pastry-cook who spent his apprenticeship in France, was among the 2017 winners of the Erasmus+ campaign European faces. The campaign was part of the anniversary year events to celebrate the 30 years of Erasmus+ in the EU Member States. Gellért’s international experiences also contributed to his success, winning the ‘best cake’ competition in Hungary in two consecutive years. The example of young people like Gellért could be inspirational for students planning to apply for Erasmus+.
A majority of the parliamentary parties in Denmark agreed on reform of preparatory education at the end of compulsory education to support young people who are not yet ready to enrol in upper secondary education. The agreement implies a new preparatory basic education to equip them to a youth education or a job.
Czech citizens believe that the quality of schools in the Czech Republic is relatively good. In recent years, however, public opinion has been indicating a slight increase in scepticism in relation to all types of education. Vocational schools are usually rated worse than general/academically oriented schools, though over a long period, a strengthening optimistic opinion among the Czechs is that everybody has the opportunity to achieve qualifications corresponding to their abilities. Citizens believe that schools are performing well in developing student knowledge; however, they fail in cultivating moral values and discipline.
The Government adopted the Industry 4.0 initiative in 2016, with a document prepared by more than 70 experts and under the scope of the Ministry of Industry and Trade. The initiative provides key information about the fourth industrial revolution and possible directions in preparing the economy and society for future technology changes.
The SKILLSNET e-bulletin April 2018 Issue has just been send to Skillsnet members and published here in a pdf format.
Keep abreast of latest developments on ECVET, learn about creating ECVET units of learning outcomes, using the principles of ECVET and EQF, assessment of prior learning.
The spring semester of 2018 marks Bulgaria’s first Presidency of the Council of the European Union. The Presidency priorities for vocational education and training (VET) include progress on the New skills agenda for Europe and on aspects of the European pillar of social rights, such as quality and inclusive education, training and lifelong learning.
Cedefop has launched an online survey as part of the project Changing nature and role of vocational education and training (VET) in Europe. The project aims to improve our understanding of how VET is changing in the European Union countries (including Norway and Iceland) and to support the European Commission in setting objectives for post-2020 European cooperation in VET.
Cedefop has updated its VET Statistical overviews, a valuable tool to help policy makers better understand and assess VET developments in each country. VET statistical overviews bring together a selection of key data on VET, adult learning and skills from different sources. The selection is based on the indicators' policy relevance and their importance in achieving the Europe 2020 objectives.
Groups of vocational education and training (VET) learners in the European Union, Norway and Iceland are invited to share their VET experience through a photo story for a chance to win a trip to the European vocational skills week in Vienna or the Thessaloniki International Film Festival in November 2018.
Amisbarometri, the VET student survey, was published at the end of 2017. It is the most comprehensive national survey, including all Finnish vocational students enrolled in Finnish vocational institutions. It carried out for the first time in 2015 and is repeated every second year. The data from the survey are the most extensive so far as it strives to include all students studying a curriculum-based vocational programme in a Finnish VET institution.
In November 2016, following amendment of Law of National Education, a dual-based programme was introduced in initial VET. Since then, the National Centre for TVET Development (NCTVETD) has started to set out the necessary methodological framework for the organisation and implementation of the new IVET programme.
The SKILLSNET e-bulletin March 2018 Issue has just been send to Skillsnet members and published here in a pdf format.
The National Centre for Technical, Vocational Education and Training Development has responsibility for the Erasmus+ project European quality assurance in vocational education and training - national reference points (QANRPs), running from April 2017 to March 2019.
The National Centre for TVET Development has published a Guide to institutional good practices in quality assurance in initial VET. The NCTVETD is a member in the quality assurance national reference point (QANRP) in the European Network for Quality Assurance in VET. The publication is part of the EQAVET-NRP-RO-2017 project currently in process.
Romania is participating in the Learning by doing project, where the main objective is to improve the capacities of VET actors. This will be done through reinforcing regional, national and transnational partnerships to strengthen existing VET systems and support their development in the Danube region countries. The project started in January 2016 and will last for 30 months to the end of June 2019.
In December 2017 the Parliament of the Republic of Lithuania consented to the draft recasting of the law on vocational education and training. The draft law introduces fundamental changes into the VET system to align it with the needs of the economy.
The national system of vocational education and training and adult learning has been offering, in recent years, more opportunities for upskilling the workforce, particularly in occupations needed on the labour market.