Following the resignation of Cedefop Director James Calleja, Deputy Director Mara Brugia has been appointed Acting Director by Cedefop’s Governing Board.
Ms Brugia, who will take up her duties on 1 June 2018, said: 'Vocational education and training (VET) can empower people and companies. Cooperation of all parties is key to tapping its potential for inclusion and excellence. Cedefop is committed to helping harness this potential for the future. My attitude to commitment is best expressed by the words of Jean-Paul Sartre: "commitment is an act, not a word".’
The selection process for the appointment of a new director is in progress.
Ms Brugia has been Cedefop Deputy Director since 2014. She has been involved in VET since she joined Cedefop in 1994.
As Head of area (2004-14) she managed teams of experts working in European VET policy analysis, adult and work-based learning, with specific focus on apprenticeship-type learning, and the European tools for recognition and transparency of qualifications, such as the European qualifications framework.
She also served as Acting Deputy Director from November 2012 to October 2013.
Ms Brugia holds a university degree in economics and a master in economics, politics and law of the European Union.
Born in Perugia, her mother tongue is Italian and she is fluent in English, French, Greek and Spanish.
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Cedefop is organising a policy learning forum (PLF) on skills anticipation methods and practices on 14 and 15 June in Thessaloniki. The forum is a key output of Cedefop’s ongoing programme on assisting EU countries in skills matching.
The aim is to provide close support to EU Member States in need of development, improvement or further refinement of the governance of their skills anticipation and matching systems.
Since 2016 Cedefop has worked with national authorities in six Member States (Malta, Iceland, Greece, Bulgaria, Slovakia and Estonia). It provides support in setting up methodological instruments for collecting labour market and skills information, and in facilitating its effective dissemination and use in different policy spheres, in cooperation with national stakeholders.
At the PLF, Cedefop will provide a platform to the national stakeholders of the countries participating in the project, and other interested experts and stakeholders, to learn about putting key skills anticipation methods into practice. To meet their identified learning needs, the event will focus on the three methods of skills assessment/anticipation: technological skills foresights; sectoral-based skills anticipation; and tracer studies.
Key experts on the above methods from across the globe, including from international organisations (ILO, ETF), vocational education and training providers and research centres (e.g. SENAI Brazil, VTT Finland), as well as universities and research organisations, will present methodologies and their practical implementation for policy. Interactive group exercises will be carried out to assist national stakeholders in setting up or improving their own skills anticipation tools.
More information and the agenda can be found at the event webpage.
A limited number of spaces are still available. Participation is by invitation only depending on participant profile and relevance to the focus of the event.
Please email Konstantinos.Pouliakas@cedefop.europa.euto express your interest.
#skillsanticipation
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Cedefop’s first European opinion survey on vocational education and training (VET) provides unprecedented access to citizens’ opinions on awareness, attractiveness, experience and effectiveness of VET in the European Union (EU). To showcase the findings, Cedefop has developed data visualisations online.
The vast majority of EU citizens (86%) have heard of VET, but only half (48%) of respondents whose education was primarily general said they received information about VET when making a decision about their upper secondary education. This is one of the survey findings.
The opinion survey online allows users to explore all the findings via different interactive visualisations and consists of the following themes:
- Awareness and conceptualisation of VET: what do Europeans know about VET, how do they get information and what do they associate it with?
- Attractiveness: what image does VET have, what are its benefits and who is it good for?
- Experience/satisfaction: what do people think of their experience?
- Outcomes/effectiveness: how does VET improve employment, education and training prospects? What do people think of their role in society and the economy?
- Highlights: succinct information allowing comparison between countries.
There is also information on a country by country basis, making it is possible to see how people’s opinions about VET differ from one Member State to another.
In total, the opinion survey online comprises of:
- over 35 500 face-to-face interviews conducted with EU citizens;
- 28 Members States;
- 57 questions across four themes;
- generating more than 5 000 graphs and tables;
- possibility to export each graph in six different formats.
Check out Cedefop’s VET opinion survey data visualisations!
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Vocational education and training (VET) learners in the European Union, Norway and Iceland are invited to take part in #CedefopPhotoAward 2018. The award is an initiative endorsed by the European Commission, aiming to showcase VET excellence.
An integral part of the European vocational skills week (#EUVocationalSkills), the #CedefopPhotoAward is organised for the third year running.
Teams of up to four members are invited to produce an original photo story, which demonstrates their VET experience, along with a narrative of up to 100 words explaining the idea behind their work.
There will be awards for the three best photo stories. The first and second winning teams will travel to Vienna with their teacher/tutor for the European vocational skills week. They will attend a gala dinner on 8 November, where the two winning stories will be showcased, and the award ceremony on 9 November. The third prize will be a trip to Thessaloniki for the opening of the Thessaloniki International Film Festival (#TIFF59) on 1 November.
The winning and runner-up photo stories will be displayed at special exhibitions during #TIFF59 and #EUVocationalSkills week.
For inspiration check out our promo video where students and last year’s winners encourage VET learners to form teams and participate in the 2018 competition.
For a detailed overview of the competition rules and the application form, go to the #CedefopPhotoAward 2018 webpage.
Submit your entry by 15 July 2018 23:59 CET to Cedefopphotoaward@cedefop.europa.eu and let the world know about your VET experience.
For live interaction and exclusive updates on #CedefopPhotoAward 2018 follow us on Instagram, Facebook, Twitter and Youtube.
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The May 2018 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
In this issue:
- Are we prepared for the future of work? Our main story gives answers to how digitalisation impacts skills and jobs;
- Bulgaria's Education Minister Krasimir Valchev talks about vocational education and training's role in bringing prosperity to Europe;
- Visiting MEPs praise Cedefop's work;
- Learning providers at the heart of vocational education and training;
- Weaving a stronger social fabric for Europe – the European pillar of social rights;
- and Australia's real skills for real careers strategy.
And, as usual, you can browse through the latest Cedefop publications and upcoming events.
Download the electronic version.
Have a look at the magazine’s previous issues.
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In May, the National Office of Vocational Education and Training and Adult Learning (Novetal), Cedefop’s Hungarian ReferNet partner, and the State Foundation for Training in Employment (Fundae), Cedefop’s Spanish ReferNet partner, welcomed ReferNet colleagues and members to partnership forums jointly organised with Cedefop.
ReferNet is a network of institutions across Europe representing the 28 EU Member States, Iceland and Norway. The network provides Cedefop with information and analysis on national vocational education and training (VET). National partners also disseminate information on European VET and Cedefop’s work to stakeholders.
In the partnership forums, ReferNet members discuss VET issues, share information on recent developments in national policies and systems, and develop a common approach to the deliverables included in their annual work plan.
The focus this year (on 15 and 16 May in Budapest and on 24 and 25 May in Madrid) was twofold: shaping ReferNet’s future from 2020 and exploiting the full potential of the network’s outputs.
The engaging discussions on ReferNet’s future included a reflection on the main values guiding the network (partnership, co-ownership, trust, mutual benefit, role and visibility of national partners, etc.) to be included in the ReferNet Charter, and on operational aspects such as report validation, co-definition of the work plan, use of national languages to make reports and articles more visible at the national level and creation of a joint platform for better exchange on good practices and national policies.
Discussions on exploiting the full potential of ReferNet outputs included the new concept of presenting European countries’ VET systems through an online interactive tool. Participants debated the information that would be useful to understand the characteristics of a VET system and compare it with that of another country. They gave suggestions to make Spotlights on VET – ReferNet’s ‘best seller’ according to many participants – more attractive and informative to the reader.
The forums examined ways to increase the network’s effectiveness and efficiency by improving the collection, processing and availability of information. Partners gave positive feedback on the new working methods and tools, and agreed to the need for a more frequent interaction between Cedefop and ReferNet members.
Take part in the discussion: #ReferNet
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Two members of the Polish Institute of Labour and Social Affairs visited Cedefop on 3 May for an exchange of ideas and knowledge on a national tool for forecasting skills needs and supply in the Polish labour market.
Poland is currently developing a new tool and the two visitors, senior member of the project steering committee Iwona Kukulak-Dolata and analyst Magdalena Brudz, discussed it with Cedefop skills forecasting experts Vladimir Kvetan and Ilias Livanos. They also had a discussion with expert Patrycja Lipinska.
The meeting focused on the scope of the future Polish tool (users, access, etc.) and on how to best go about the forecasts (classification of forecasting categories, time horizon, possibility of generating individual forecasts etc.). Methods of verification and evaluation of the methods and scenarios used in the currently available tools were also discussed.
The wealth of information obtained will be used to add new features to the design of the tool. According to Ms Kukulak-Dolata, Cedefop expertise is most precious as it will help them both in managing their prognostic tool (introducing several administrators, definition of ownership, registration, page availability etc.) and in broadening its functionality.
Spurred by ideas exchanged with Cedefop experts, Ms Kukulat-Dolata and her team now plan to add a video guide and other educational and information features to enhance user experience. They also think about introducing a methodology guide specifically addressed to professional users.
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A concise guide to Lithuania's vocational education and training (VET) system looks at the latest developments.
In autumn 2017, under the initiative of the President’s office, a revision to the Law on VET was proposed and passed to Parliament for further discussions.
The changes foreseen relate to strengthening work-based learning and apprenticeship, enhancing the role of sectoral professional committees, reforming arrangements for publicly funded initial VET, and introducing a regular external VET quality evaluation system.
Spotlight on VET LithuaniaENDOI: 10.2801/081624TI-01-18-187-EN-NISBN: 978-92-896-2225-721/05/20182.39 MB
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Vocational education and training (VET) in Italy is characterised by multilevel governance with broad involvement of national, regional and local stakeholders.
Ministries of Education and Labour lay down general rules and common principles for the education and training system. Regions and autonomous provinces are in charge of VET programmes and most apprenticeship-type schemes.
Spotlight on VET ItalyENDOI: 10.2801/600372TI-01-18-216-EN-NISBN: 978-92-896-2664-421/05/20182.4 MB Uno sguardo d’insieme ItaliaITDOI: 10.2801/765987TI-01-18-216-IT-NISBN: 978-92-896-2692-712/11/20182.48 MB
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Vocational education and training (VET) in Poland has three governance levels: national (ministries), regional (school superintendents, mainly in pedagogical supervision) and county (governing schools).
The Ministry of National Education is in charge of VET policy at secondary level, supported by other ministries responsible for particular occupations. The Ministry of Science and Higher Education is responsible for higher VET.
Social partners advise policy-makers on necessary changes in VET.
Since September 2017 the Polish education system has been undergoing substantial restructuring, which will be finalised in the 2022/23 school year.
Spotlight on VET PolandENDOI: 10.2801/174219TI-01-18-294-EN-NISBN: 978-92-896-2248-621/05/20182.42 MB
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Formal vocational education and training (VET) in Slovenia starts at upper secondary level and is provided mainly by public schools.
The Ministry of Education, Science and Sport is solely responsible for preparing legislation, financing, and adopting programmes, standards and qualifications.
The Institute of the Republic of Slovenia for VET (CPI) is responsible for VET at the practical level; it monitors and guides the development of VET, provides inservice teacher training and vocational standards. The CPI also acts as a link between ministries, schools and social partners.
Spotlight on VET SloveniaENDOI: 10.2801/95826TI-01-18-351-EN-NISBN: 978-92-896-2665-104/05/20182.39 MB
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Vocational education and training (VET) in Greece is strongly State-regulated and, until recently, mostly offered through a school-based approach.
Overall responsibility is with the Ministry of Education, Research and Religious Affairs, in cooperation with the Ministry of Labour, Social Security and Social Solidarity.
While Greece has demonstrated good performance in several areas of VET policy-making, as well as implementation in alignment with European guidelines and strategic thematic priorities, these efforts need time to yield concrete results and reach their maximum potential.
Spotlight on VET GreeceENDOI: 10.2801/97571TI-01-18-337-EN-NISBN: 978-92-896-2663-704/05/20182.47 MB
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The Hungarian education system has undergone substantial transformation since the 1990s. Since 2013, governance of schools has been centralised and vocational education and training (VET) was reformed in 2015 to offer quality training in accordance with changing labour market needs.
Initial VET and adult training are led by the Economy Ministry, with other ministries having responsibilities on specific vocational qualifications and the Human Resources Ministry on learning outcomes and framework curricula.
Spotlight on VET HungaryENDOI: 10.2801/514996TI-01-18-295-EN-NISBN: 978-92-896-2662-004/05/20182.43 MB
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In 2016 Cedefop launched its first ever opinion survey aimed at investigating European citizens’ opinions on vocational education and training (VET). A total of 35 646 interviews were conducted among the citizens of the Member States. The survey provides unprecedented data on European’s opinions on awareness, attractiveness and effectiveness of vocational education and training in Europe.
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