A high-profile visit to Cedefop’s headquarters has highlighted the European Union’s determination to pursue policies that bring vocational education and training (VET) centre-stage as a crucial tool for Europe’s post-pandemic recovery.
High quality and inclusive continuing vocational education and training (CVET) is a priority for the next decade, and skills intelligence fit for the future is essential to achieve this goal.
A new Cedefop briefing note highlights the double demand from policies on vocational education and training (VET) qualifications: they must be relevant at national and local levels while also internationally comparable.
Effective career guidance helps individuals reach their potential, economies become more efficient and societies become fairer. This is the point driven home by a leaflet co-produced by Cedefop, marking World Youth Skills Day 2021.
Every year, NOKUT, the Norwegian agency for quality in higher education and upper secondary vocational education (nationally referred to as higher VET), conducts a survey among students about their study quality experience.
While facing the challenges posed by the COVID-19 pandemic, the WorldSkills Croatia 2021 competition was held live from 11 to 13 May in Zagreb, Croatia, for over 300 IVET learners in 43 disciplines.
The Confederation of Portuguese farmers (CAP) carried out a study to identify the necessary key competences and skills for the development of the agricultural sector, and create new, or critically review and update existing, qualifications standards in the national qualifications catalogue (CNQ).
The international project Validation of transversal skills across Europe (TRANSVAL-EU), jointly carried out by 16 European institutions, is an example of policy experimentation with all activities coordinated at ministerial level. The project results are intended to provide specific tools to support lifelong learning further, ease mobility and promote transparency of competences across sectors.
A new programme aims to ease transition from upper secondary to higher education vocational studies, advance VET quality, ensure a smooth transition to higher education for learners with outstanding achievements, and raise awareness of the importance of career planning.
Linking the curriculum to the national register of qualifications (NSK) is one of the key activities set out by the education strategy 2030+. The aim is to offer learners who drop out of their three- or four-year IVET programme a possibility to gain vocational qualifications and thereby to enable their re-entry in education at a later stage.
The third survey on vocational training supply (OFP survey) in Italy for the training year 2019/20, conducted from July to December 2020 by the National Institute for the Analysis of Public Policies (INAPP), provided significant data, highlighting evolutionary dynamics that include in particular:
- an increased use of private funds in addition to public ones;
- higher investment in innovative digital technological competences and soft skills;
- the structural characteristics of the training centres that become more autonomous.
A new Act, drafted by the education ministry based on proposals in the minister's action plan, increases young people’s interest in VET and changes admission requirements for VET learners who wish to enter higher education.
Entrepreneurship education encompasses all education measures that contribute to the development of entrepreneurial attitudes and skills. The development of certain values and approaches is just as much a part of this as personal qualifications that are central to independent work and can lead to the creation of a business. With a ‘National action plan for entrepreneurship education’ published at the end of 2020, the government aims to push ahead with the development of entrepreneurship at all levels of education in Austria, especially in vocational education and training (VET).
The post-pandemic recovery and the transition to green, digital and fair economies will take a ‘skills revolution’, and that brings vocational education and training (VET), particularly continuing VET (CVET), centre-stage, Cedefop Executive Director Jürgen Siebel told a seminar organised by Universidad Complutense Madrid on 19 July.
In November 2020, the Danish Government, the national association of municipalities, the national association of Danish Regions and their social partners made a tripartite agreement with the aim of increasing the number of people completing vocational education and training (VET) programmes.
The Zagreb and Petrinja earthquakes that occurred in the spring and winter of 2020 respectively, caused major disruption in the education process at all levels, including VET.
The Norwegian National qualifications framework (NKR) was adopted in 2011 and referenced to the European qualifications framework (EQF) in 2014. The NKR is currently being reviewed, focusing on the differences from the European qualifications frameworks and on the placement of higher VET qualifications.
The development of a VET graduate tracking system is interlinked with a growing emphasis on the attractiveness of VET provision and occupations, and the quality of vocational education and training (VET).