A major new Cedefop study focuses on how microcredentials can support learning for employment, and vocational education and training (VET) providers, authorities, employers and employees are invited to share their views and experience.
Preparation courses for VET teachers support them in initiating the process of obtaining a PhD degree and boost research activities at VET provider level.
Digital skills are in high demand in the labour market and required for jobs in all sectors and companies. In response to this increased demand, the Public Employment Service (ADEM) launched in March 2021 the ‘Youth eAcademy’ programme, offering digital training courses to young jobseekers.
Cedefop has launched a new study on the role of microcredentials in upskilling or reskilling in a fast-changing work environment.
Cedefop analysed recent Europass activity to glean information on the impact of the coronavirus pandemic on national labour markets. Results show a correlation between the number of CVs generated online and the seriousness of the coronavirus crisis in each country.
A collaborative work of Cedefop, UNESCO, ETF and UNESCO’s Institute for Lifelong learning, the Global inventory of national and regional qualifications frameworks captures and analyses global trends in qualifications frameworks.
Comparing the content of qualifications across European countries is part of Cedefop’s work on understanding qualifications, initiated more than two decades ago.
Cooperation on qualifications and quality frameworks is a global priority. To address the importance of quality improvement at this level, the Regional Cooperation in Technical and Vocational Education and Training (RECOTVET) organised the 10th Regional Policy Dialogue on TVET, on 14 and 15 November, in Yangon, Myanmar.
The main findings of Cedefop’s comparative study on key competences in initial vocational education and training (IVET), which will be published in 2020, were presented at a workshop organised by the agency on 19 and 20 September in Thessaloniki.
Cedefop actively contributed to the policy learning forum (PLF) on the conceptualisation and use of learning outcomes, in Johannesburg, on 24 and 25 June.