Cedefop’s key role in helping develop vocational education and training (VET) policies that will be crucial for the post-pandemic green, digital and fair recovery was highlighted by the Agency’s Executive Director, Jürgen Siebel, in two high-profile meetings, on 10 and 11 March.
The Cedefop skills forecast predicts that almost 7 million EU jobs will be lost or not created due to the coronavirus pandemic over the period 2019-22.
In Slovenia, the distance education was introduced as a response to the epidemic Covid-19 in March 2020. School and company responses were the subject of two evaluations prepared by the National Education Institute (NEI) and the Institute of the RS for VET (CPI).
Building on the results of national and international (OECD) comparative surveys, an overarching national medium-term strategy on financial literacy has been in place since 2017. It aims to support financial skills acquisition and proficiency of the Hungarian population and is being implemented in the period 2017-23 within the framework of two-year consecutive action plans managed by the Ministry of Finance.
In October 2020, the Government adopted the Strategy for education 2030+. It includes reflections on both emerging social and technological challenges, such as fourth industrial revolution, and unsatisfactory aspects of the Czech education system, such as: the long-term declining quality of initial education, employers’ dissatisfaction by school graduates’ skills, an increasing share of early leavers from education, and the growing selectivity of the Czech education system.
Cedefop has launched a new study on the role of microcredentials in upskilling or reskilling in a fast-changing work environment.
Cedefop investigates how the coronavirus pandemic has accelerated digital skills demand in ICT- and non-ICT-related occupations.
The challenges to career guidance during the coronavirus pandemic, as well as the role career guidance might play during the turbulent years ahead, were highlighted on 17 February during a webinar that discussed the recently published report on an international survey.
The coronavirus crisis, along with automation, have had a profound impact on the automotive industry and the profile of its workers. Cedefop looks at the severity of the impact.
New Cedefop research deepens our understanding of how platform workers improve their skills and make use of online economy opportunities.
The year 2020 was different for VET competitions, as they had to be conducted online due to the Covid-19 pandemic.
In September 2020, the National Centre for Technical VET Development (NCTVETD), under the coordination of the Ministry of Education and Research, published Methodological benchmarks for strengthening teaching and learning in initial VET as a support guide for VET teachers in the new school year 2020/21.
The Central Union of Chambers of Greece (KEEE) designed the project Upgrade and expansion of apprenticeships – Apprenticeship partnerships, contributing to the institutionalisation of apprenticeship in Greece as a key means of connecting VET with the labour market and fighting youth unemployment. It aims to encourage companies to offer apprenticeship placements and support the implementation of the work-placed part of apprenticeship programmes.
Cedefop organised the first online workshop dedicated to sharing information and expertise on skills forecasting in Slovenia, on 4 February.
Cedefop has launched a feasibility study for a survey of vocational education and training (VET) teachers and trainers, aiming to serve the long-term EU strategy for green, digital, inclusive and fair economies.
Vocational education and training (VET) is an enabler of the digital, green and fair recovery, not the repair shop of social and economic transitions. That was the key message Cedefop Executive Director Jürgen Siebel shared with the European Parliament's Committee on Employment and Social Affairs.
The MIND+ project 2018-21 is implemented as a part of the umbrella project Reform of VET 2016-21. Its aim is to develop and test individualisation models of pedagogical processes, including effective approaches, actions and activities. It supports school development teams in organising more flexible learning environments and optimal pathways for each student.
Estonia has invested heavily in recent years in its skills governance, mainly through the jobs and skills forecasting system OSKA. Five years ago, the Estonian Qualifications Authority began conducting research that analyses the need for skills and labour over the next decade and compares this to VET, HE and continuing education provision.
The final report of the 2018-20 ET2020 working group on vocational education and training (VET) presents insights for pioneering new approaches.
The joint Cedefop/OECD publication on the next steps for apprenticeship looks at the future of apprenticeship from the perspective of emerging policy objectives, new approaches to education and training and external megatrends.