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The 2018-20 development plan of the State vocational training institutions network was approved in early 2019. It aims to bring together resources and use them efficiently, while improving the quality of vocational training to meet local labour market and students’ needs better.
The ‘Bucovina’ Câmpulung Moldovenesc forestry college learners ranked third among their peers from 17 countries [1] at the international competition in forestry skills in Sweden in May 2019.
Being aware of the key role of digital, entrepreneurial and transversal skills in securing the success of vocational education and training (VET) learners, Romania has recently revised the initial VET qualifications to include key competences in the training standards that define them.
Since 2014, the situation in the labour market for young people aged 15 to 29 has improved as more NEETs (not in employment, education and training) have become economically active.
The pilot project on recognition of in-company training processes in vocational and higher education is the first initiative of its kind.
Two flagship initiatives for the modernisation of education address vocational and general education components of VET.
The national continuing education strategy was jointly adopted in mid-2019 by the Federal Government, federal states (Länder), industry, trade unions and the Federal Employment Agency.
Sponsored by public employment services and the ESF, two new tools ‘odborogram’ and ‘profesiometer’ focusing on human resource planning and career guidance and counselling were developed.
What happens to a person who leaves a vocation to enter the teaching profession? How are teacher competences developed? These and other related issues that summarising research on VET-teachers are highlighted in a study published in 2019 by the Swedish National Agency for Education.
The number of students having successfully finished their VET course has risen to almost 84%, concluded the Inspectorate of Education in its 2019 report on the State of Education in the Netherlands. What more can be done to reduce the share of drop-outs even further, now since more than a decade a great number of policy instruments has already been applied?