The 2012 Council recommendation on validation of non-formal and informal learning encourages Member States to put in place national arrangements for such validation by 2018. These will enable individuals to increase the visibility and value of their knowledge, skills and competences acquired outside formal education and training: at work, at home or in voluntary activities.
This guide is part of the ETF, ILO and Cedefop series of guides on skills anticipation and matching. All the guides follow a common structure, although they vary in level of detail, technical content and case studies. The ETF, Cedefop and the ILO worked closely together to develop the guides, usually with one agency/organisation taking the lead and the others providing inputs, case studies, comments and reviews.
Vocational education and training (VET) in Latvia is changing and its attractiveness is increasing. Two-thirds of VET schools have already been transformed into VET competence centres with modernised infrastructure and equipment. Programmes available include lifelong learning and promote access to the labour market. Find out more about Latvia’s VET system in Cedefop's concise guide.
The programming document describes Cedefop’s activities in 2017-20. It outlines how the Centre will allocate its human and financial resources to its core business, its communication activities and administration, including information on performance measurement and tables reflecting multi-annual staff and budget planning.
Vocational education and training (VET) in Croatia has two main roles. Alongside preparation for labour market entry, it enables progression to tertiary education, primarily through four-year VET programmes, where learners spend half of their time acquiring general competences. Find out more in Cedefop's concise guide.
In Norway, all young people completing compulsory school have a statutory right to three years of upper secondary education. Half of them choose between eight VET programmes. Find out more about the country's vocational education and training system in Cedefop's concise guide.
European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected 36 indicators to quantify key aspects of VET and lifelong learning. The selection is based on their policy relevance and their importance in achieving the Europe 2020 objectives.
Over the period 2017-20, Cedefop will continue to respond to changing needs.
The January 2017 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download. In this issue, we look at the, highly successful, first European vocational skills week, of which Cedefop was a partner.
The 2014-24 education strategy in Malta highlights the role of vocational education and training (VET) in increasing effectiveness and quality and in fostering inclusion and progression.
The European labour market is challenged by changes in the demographic composition of the labour force and increasing work complexities and processes.
Vocational education and training (VET) in Estonia is the key to ensuring a flexible and skilled workforce capable of adapting to changes in the labour market.
As national qualifications frameworks (NQFs) are taking shape, their benefits become visible across the European Union.
This Cedefop study examines the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET).
This study analyses the role of labour market information (LMI) in career guidance and career education, including the main challenges.
This Cedefop study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET).