In Finland, the minimum school leaving age is being increased from 16 to 18 years, in accordance with legislation that will come into force in August 2021. It will first apply to learners whose compulsory education under the current provisions will end in 2021.
Predicting skills trends in a rapidly changing labour market is a cornerstone of policy-making, and Cedefop organised a high-level conference on 13 April to reflect on how to develop further its skills intelligence research and tools in the coming years.
Vocational packages were introduced in 2018 to help young people find their way from education and out into the labour market. A recent survey conducted by the National Agency for Education has shown that, two years later, these packages are well integrated and both in demand among students and widely offered in schools across Sweden.
Workshop- and craft-laboratories are apprenticeship programmes (Escuelas Taller, Talleres de Empleo y Casas de Oficios) for unemployed people combining learning in a real working environment with employment.
Seek and you shall find. While easily said, the search for a suitable continuing professional training programme is still difficult. What tools can make a change to find a perfect fit in a huge and heterogeneous continuing education market? The INVITE innovation competition aims to find answers to this question, with the help of artificial intelligence.
The Agoria technological industry federation believes that, by 2030, almost all workers in Brussels will have to acquire new digital skills. The new training and employment centre DigitalCity is responding now to this increased training need and offers short- and long-term training courses.
The crucial role of skills intelligence in today’s turbulent labour market will be the focus of a high-level conference organised by Cedefop on 13 April.
As an effect of the Covid-19 crisis, demand for in-service training and retraining has surged; advanced technical and professional skills, general skills such as digital literacy, communication and teamwork skills, are becoming increasingly important, while focus has shifted to education goal setting and learning outcomes acquisition in VET, according to a new study on the effects of Covid-19 by OSKA, the labour market monitoring and future skills forecasting system.
On 28 December 2020, the Council of Ministers adopted the Integrated skills strategy 2030 (detailed part) (Zintegrowana Strategia Umiejętności 2030 - część szczegółowa), developed following extensive consultations.
The transnational project NEETs in action developed an innovative methodology, based on building community networks, aiming to promote the employability and social inclusion of young people not in education, employment, or training (NEETs) by upgrading their skills, increasing their work experiences and addressing skills mismatches.
Cyprus participated in the EU-funded RoboVET project, launched on 1 October 2018 and completed on 31 December 2020. A partnership of 10 partners from Portugal, Spain and Cyprus, the project targeted a wide range of groups: VET learners and trainers, VET providers, public VET regulatory bodies, companies (especially SMEs).
Cedefop’s European skills index (ESI) helps predict EU countries’ success in developing green skills by linking a solid national skills development system with faster transition to a green economy.
Apprenticeships can become a driver for recovery and the green and digital transformations, provided some issues of identity and a number of ambiguities are cleared, Cedefop Executive Director Jürgen Siebel told a high-level conference of experts and policy-makers.
Cedefop’s key role in helping develop vocational education and training (VET) policies that will be crucial for the post-pandemic green, digital and fair recovery was highlighted by the Agency’s Executive Director, Jürgen Siebel, in two high-profile meetings, on 10 and 11 March.
The Cedefop skills forecast predicts that almost 7 million EU jobs will be lost or not created due to the coronavirus pandemic over the period 2019-22.
In Slovenia, the distance education was introduced as a response to the epidemic Covid-19 in March 2020. School and company responses were the subject of two evaluations prepared by the National Education Institute (NEI) and the Institute of the RS for VET (CPI).
Building on the results of national and international (OECD) comparative surveys, an overarching national medium-term strategy on financial literacy has been in place since 2017. It aims to support financial skills acquisition and proficiency of the Hungarian population and is being implemented in the period 2017-23 within the framework of two-year consecutive action plans managed by the Ministry of Finance.
In October 2020, the Government adopted the Strategy for education 2030+. It includes reflections on both emerging social and technological challenges, such as fourth industrial revolution, and unsatisfactory aspects of the Czech education system, such as: the long-term declining quality of initial education, employers’ dissatisfaction by school graduates’ skills, an increasing share of early leavers from education, and the growing selectivity of the Czech education system.
Cedefop has launched a new study on the role of microcredentials in upskilling or reskilling in a fast-changing work environment.
Cedefop investigates how the coronavirus pandemic has accelerated digital skills demand in ICT- and non-ICT-related occupations.