You are here
List
This website as well as the publications and online tools accessible via this website may contain UK data and analysis based on research conducted before the United Kingdom’s exit from the European Union on 31 January 2020. EU averages or other statistical parameters including the UK reflect the situation in the European Union before 31 January 2020 and should not be considered as representative of the situation in the EU thereafter. Any data or information pertaining to the UK will be gradually phased out from Cedefop’s website, publications and online tools, as ongoing research projects with the United Kingdom’s participation are concluded.
Pages
CzechiaOn 1 January 2020, Czechia introduced changes to its system of regional education funding. The main modification is that school funding is no longer based on the number of students (per capita approach) but the real volume of teaching (the number of lessons taught), with financial resources...
Following the declaration of a state of emergency, the physical presence of students in basic, upper secondary and tertiary professional schools was prohibited by the Resolution of the Czech Government of 12 March 2020. The state of emergency was declared for 30 days and subsequently extended...
DenmarkOn 11 March the Danish government decided that all public institutions, including all education establishments, should be closed to physical attendance from 16 March.
FinlandThe Finnish Government decided on 30 March that restrictions on contact teaching at different levels of education would be continued until 13 May. Teaching continued mainly in the form of distance learning. Later, the Government updated the restrictions so that contact teaching could restart at...
CroatiaAt the beginning of the Covid-19 pandemic, the Croatian healthcare system faced a global shortage of medical supplies such as gloves, masks and disinfectants that protect healthcare workers against infection with SARS-CoV-2. In March 2020, numerous VET providers engaged with this shortage in a...
RomaniaAll activities requiring the physical presence of students in schools were suspended in all pre-university level schools, including vocational education and training (VET) from 11 March.
EuropeValidation of non-formal and informal learning is defined as ‘a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard’.
GreeceGreece has met the challenge of the Covid-19 pandemic efficiently. Authorities have not only taken all the necessary measures to contain the spread of the virus, but they have also excelled in superb communication management since day one, building social trust and persuading citizens to embrace...
ItalyMeasures were taken by the Italian Government in response to the coronavirus threat. On 4 March, the government closed all schools, training centres and universities nationwide...
GermanyVocational education and training (VET) in Germany is based on close cooperation between the State, companies and social partners.
Cedefop has published a collection of articles on long-term international mobility of apprentices in Europe, in cooperation with its ReferNet network.
From 16 March 2020, Croatian learners at all levels of education, including VET and adult education, are being taught in virtual classes in their homes, as per government decision and guidelines from the Ministry of Science and Education. Three weeks after the first registered case of the Covid-...
BulgariaIn Мay 2020 the Organisation for Economic Co-operation and Development (OECD) announced its findings on the financial literacy of 15-year-olds who participated in the Programme for...
The National Centre for Technical and Vocational Education and Training Development, with the support of the Ministry of Education and Research, is expanding initial dual vocational education and training (VET) in response to employer demand...
HungaryCovid-19 affected the national education and training sector. International mobility programmes were suspended and, as of 16 March, the education process continued digitally, with remote learning, homework and assessment.
The state of emergency in Bulgaria, declared by a decision of the National Assembly, started on 13 March, 2020. All schools in the country, including all VET schools, were closed and on 16 March switched to distance learning. This quick change was made possible by the efforts of teachers,...
CyprusIn order to counter the Covid-19 emergency, the Government of Cyprus decided to suspend the in-school operation of all public and private schools at all levels on 11 March 2020. The decisions are valid for both general and VET: no VET-specific measures have been taken. Within a few days after...
SpainThe results of a 2019 evaluation of the quality of e-learning training can help shape future design. This is...
The post-2020 European policy framework on vocational education and training (VET) was discussed at the high-level joint Cedefop/ETF virtual conference...
SwedenWith the outbreak of the Coronavirus pandemic, the Swedish Government has decided to implement various actions to reduce the spread of the virus and to mitigate the Covid-19 effects on education. Sweden has followed a different path compared to other European countries, leaving many education...
FranceFrom the first weeks of 2020, France was heavily hit by the Covid-19 pandemic. On March 16, the government decided to confine the country; a so-called emergency law prescribes the general...
LithuaniaWith the development of the coronavirus situation, the Government of the Republic of Lithuania held an extraordinary sitting on 15 March 2020 and decided to declare quarantine for the entire country between 16 March and 16 June 2020. The capacity for the quarantine period to be extended...
LuxembourgThe Covid-19 pandemic touched Luxembourg on multiple levels. The measures taken to reduce the risk of infection by the virus include a temporary suspension of educational activities in school premises. As from 16 March, all educational activities were interrupted
Austria
Iceland
Latvia
Norway
Portugal
Cedefop research suggests a link between remote working and increased participation in some types of remote learning during – and potentially after – the pandemic.
The Spanish vocational education and training (VET) system has undergone an important process of digitalisation and innovation during recent years; however, the health crisis has highlighted the importance of face-to-face teaching and the challenges of a comprehensive online system.
Various actions have been launched in Germany to keep the vocational education and training system stable. Securing the remuneration of apprentices, organising learning and examinations according to safety regulations, and supporting companies that offer apprenticeship places are at the core of...
Developments in five priority areas for VET, agreed in 2015 by the EU-28, Iceland, Norway, candidate countries, the European Commission and EU social partners, are at the centre of this report.
Latvia declared a state of emergency on 12 March (Cabinet Order No. 103 Regarding Declaration of Emergency Situation). All vocational education and training schools were closed for on-site studies as of 13 March, teaching and learning being carried out remotely, including adult...
Hosted under the Croatian and the German Presidencies of the EU in cooperation with the European Commission, the joint online Cedefop-ETF conference, on 30 June and 1 July, will review the achievements in...
