This publication has been prepared by the interagency technical vocational education and training (TVET) group on skill mismatch in digitised labour markets, to support experts and policy-makers who wish to engage in discussion on the potential of web-based big data for skills policy.
Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States.
This paper aims at contributing to the discussion about the need for EU-wide comparable statistics that capture precisely how many apprentices there are in a country in a particular year.
The Council recommendation on the European framework for quality and effective apprenticeships (EFQEA) invites Member States to ensure that their apprenticeships are responsive to labour market needs and provide benefits to employers and apprentices, by building on a well-defined set of criteria.
The current VET system in Portugal is the result of a 2007 large-scale reform, which reorganised VET into a single system (Sistema Nacional de Qualificações, SNQ).
This short description contributes to better understanding of vocational education and training (VET) in Portugal, by providing insight into its distinctive features and highlighting system developments and current challenges.
Work-based learning (WBL) has risen rapidly in the policy agenda over recent years in the European Union.
Supporting vocational education and training, skills and qualification policies from concept to implementation: Cedefop highlights 2020-21
Cedefop responded to the coronavirus pandemic, adapting to the pressing needs of an unprecedented emergency and managing to deliver the added value that is expected when it is most needed.
The January 2021 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries.
Cedefop's concise guide to national qualifications framework developments in 38 European countries (27 EU Member States as well as Albania, Bosnia and Herzegovina, North Macedonia, Iceland, Liechtenstein, Kosovo, Montenegro, Norway, Serbia, Switzerland and Turkey) in 2020.
In light of the growing negative impact of the Covid-19 pandemic on national labour markets and people’s lives and livelihoods, the role of career guidance has become ever more important to individuals, families, communities, the workforce, employers and society.
Cedefop’s study Financing apprenticeships in the EU is a first-time effort in systematically collecting and analysing information on financing arrangements for apprenticeship schemes in EU countries and the UK.
In the face of the current health crisis and the far-reaching labour market transformations it entails, the European Union and its Member States are taking action to provide all people in Europe with stronger support to employment, including upskilling and reskilling opportunities.
This booklet on the latest national qualifications frameworks developments, aims to summarise and illustrate the state of play of the 43 frameworks created to date in the EU, EFTA, candidate and potential countries and the UK.
Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems, is a key aim of the skills agenda for Europe. To be impactful, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
Insights from a pan-European opinion survey conducted by Cedefop. This survey explores what adults living in the European Union (EU), Iceland and Norway think about adult learning and CVET, given that image and perceptions influence action.
Impressions are influential. Through more than 40 000 interviews of people aged 25 and over in the European Union, Norway and Iceland, this survey explores people’s impressions about adult learning and continuing vocational education and training (CVET), which are central to enabling adults acquire the knowledge, skills and competences they need to manage changing jobs and lives.
For years, the European qualifications framework (EQF) and national qualifications frameworks (NQFs) across Europe have helped build bridges across different countries and education and training systems.