European Commission’s DG Employment, Social Affairs and Inclusion organised a lunchtime presentation and discussion of the first results of Cedefop’s real-time labour market and skills intelligence, in Brussels, on 10 April.
This first data release focuses on analysis of over 30 million online job vacancies collected across seven European Union Member States in the period from July to December 2018.
Over the past 15 years, Cedefop has created a battery of methods and tools for anticipating potential skill needs, including the regular EU-wide skill supply and demand forecasts. The forecasts offer neither future facts nor fiction but, by showing trends in the longer term, they act like an alert system to help policy-makers take action now.
However, they are just one piece of information needed for informed decision-making on skills and jobs. The new Cedefop tool based on big data is another important piece which can help provide missing information about employers’ needs.
The discussion was attended by around 20 European Commission Directors and triggered interesting and fruitful exchanges. Cedefop received very positive and constructive feedback, and a lot of suggestions on how to take this initiative forward to serve wider needs of the community and various policy areas.
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Cedefop Head of Department for Learning and Employability Antonio Ranieri welcomed participants saying that the quality and effectiveness of education and training cannot exceed the quality of teachers and trainers. Changes can happen only if there are certain conditions of financing, government and professional development of teachers and trainers, he added. Cedefop has identified three interconnected challenges: ageing of teacher and trainer workforce, which leads to a shortage of VET teachers; learning at the workplace, which provides them with more confidence and flexibility, and more relevant experiences during their career; new technologies and their relation to the human factor.
The human factor was the focus of the forum’s keynote speech by European vocational skills week 2018 award winner Antonio Mir Montes. Mr Mir, who is the Director of Vocational Centre XABEC in Valencia, Spain, said that teachers and trainers face important challenges to keep their competences up to date. They are not containers of knowledge but experts in creating learning situations, he noted, adding: ‘We need talented people, always innovating. The human factor is crucial in the change we want.’ According to Mr Mir, ‘we also need school leaders who generate trust, who are good people, good professionals and build good relationships.’
A series of lightning talks gave examples of initiatives and practices in various countries and by tech giant Cisco, which laid the ground for subsequent discussions. The current Romanian EU Presidency presented its education priorities with a focus on teachers and trainers.
In the ‘open space’ session that followed, participants collaborated in groups to put together the agenda, share ideas and reflect on topics such as the future of learning development in the workplace for teachers and trainers, the parents’ role, the dual role of teachers in their job, and language standardisation in the sector.
Work in groups continued on the second day with reports/deliverables displayed on large boards and presented by group members.
Sanna Brauer from Finland’s Oulu University of Applied Sciences talked about digital open badge-driven learning, followed by a panel discussion on the ideas generated in the open session.
VET student Leonardo Miodrag, representing the European Apprentices Network, moderated the discussion involving representatives of the European Commission, the European Parents’ Association, the European Trade Union Committee for Education and Cedefop.
Closing the event, Cedefop expert Irina Jemeljanova, who coordinates the agency’s related project, said that VET teachers and trainers must be highly qualified lifelong learners. Summing up some of the key messages to take away, she stressed that support measures are needed as well as innovation in mainstream practice; bridges must be built between different levels and fields of education; and co-created knowledge is meaningful.
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Cedefop’s project, which has been running since the second half of 2016, when the Greek Ministry of Labour, Social Insurance and Social Affairs submitted a formal request for support to the agency, has helped provide a comprehensive overview of what policy-makers and practitioners in Greece think about current practices aimed at ensuring effective links between the education and training system and the needs of the labour market.
The Greek review focused on identifying suggested actions for further improving the governance of the country’s newly developed Mechanism for labour market diagnosis. The analysis, which also included suggestions for change, was based on a wide consultation of stakeholders, including ministries and their agencies, social partners, research organisations and vocational education and training (VET) providers.
To support Cedefop throughout the project’s duration, a Greek National Steering Committee (NSC) was set up, comprised of representatives of ministries, social partners, OAED (PES) and key research bodies.
Developing a ‘national policy roadmap’
The meeting’s aim was to present and discuss a draft ‘national policy roadmap’, which reflects findings from all stages of the country review (background report and scoping exercise, in-depth stakeholder interviews, online survey) and, in particular, of the three rounds of the (Delphi-style) consensus-building exercise (CBE), which sought to explore opinions and agreement among key national stakeholders on how to overcome critical bottleneck areas of the Greek skills anticipation and matching system. The final ‘national policy roadmap’ will concern a plan of action and steps that could be followed by the Greek stakeholders in the short, medium or even long-term to improve the existing national skills governance system.
The way forward in Greece
Cedefop experts Konstantinos Pouliakas and Stelina Chatzichristou, supported by experts of Fondazione Giacomo Brodolini, presented the key findings of the CBE rounds and the stakeholder interviews that have taken place under the review; as well as good practices and lessons learned so far from the other country reviews that Cedefop is currently running (Bulgaria, Estonia, Slovakia).
Overall, Cedefop’s review highlighted the need for reform of the Greek skills governance system along three dimensions: formalise as renewed aims of the Greek Mechanism of skills diagnosis the need to better link labour market intelligence with reforms in active labour market policies and those in VET/apprenticeship system; extend the methodologies used as part of the system towards the development of more ‘consensual-based’ skills foresight exercises, which would enable the collection of in-depth information on changing technologies and skill needs at occupational level; and reconsider the system’s management so as to improve its overall coordination.
Cedefop’s work was well received by participants, who contributed in a fertile dialogue. It was highlighted that, although Greece has been making marked reforms in the field of developing tools for upskilling and reskilling workers based on labour market intelligence, more efforts are necessary to harness the necessary political will and commitment that would unlock efficiencies in the system.
In the next months, Cedefop will garner more stakeholder views to further improve and validate the ‘national policy roadmap’, before finalising the conclusions of the country review in a report due to be published by the end of the year.
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At a meeting organised by Cedefop in collaboration with the Slovak Ministry of Education, Research, Science and Sport, in Bratislava, on 4 April, policy-makers and stakeholders discussed the way forward for skills governance in Slovakia.
The work formally concludes the skills governance review the agency has been carrying out since 2017. The Education Ministry’s State secretary Oľga Nachtmannová opened the event. After a video message from Cedefop’s Acting Executive Director Mara Brugia, Acting Head of Department for Skills and Labour Market Alena Zukersteinova welcomed participants and explained the rationale and working methods of Cedefop’s skills governance reviews.
Cedefop expert Jasper van Loo provided an overview of common challenges in skills governance and possibilities to address them, and presented results from a wide consultation among stakeholders in Slovakia. Cedefop expert Vladimir Kvetan led a discussion on how to strengthen the links between data and policy-making, drawing on the current situation in Slovakia, experiences in neighbouring Czechia and the latest in the development of skills intelligence.
Cedefop’s analysis helped provide a comprehensive overview of what policy-makers and practitioners in Slovakia think about current practices aimed at ensuring effective links between the education and training system and the needs of the labour market. The analysis, which also included suggestions for change, was based on a wide consultation of stakeholders, including ministries and their agencies, social partners, research organisations and self-governing regions.
Main issues
Employers and vocational education and training institutions were given the opportunity to have their say in an online opinion survey organised by Cedefop in early 2019. The findings pointed towards three main issues: coordination problems and fragmentation of responsibilities, challenges in ensuring that data and information on skill needs find their way into practice, and bottlenecks in implementing policies to ensure well-functioning links between education and training in the labour market.
Participants in the panel discussion did not view these findings as surprising. State secretaries Nachtmannová and Branislav Ondruš (Ministry of Labour, Social Affairs and Family) said that the bottlenecks and the way stakeholders think about them are known. The analysis, however, made it possible to see the links between different challenges, and the system perspective on how to improve the governance of skills anticipation and matching highlighted how crucial cooperation between key stakeholders is. Participants also valued the open and honest views the Cedefop work transmits on the state of skills governance in Slovakia.
Policy actions
The state secretaries pledged to ensure closer collaboration between their ministries and announced actions to strengthen skills governance in the near future. A new data exchange agreement between the education and labour ministries, to be signed in the coming months, will help to follow learners and workers better over time. Tracer studies and other types of data collection will also be launched. The sectoral councils will be revamped shortly and one of their first tasks will be to develop a 20 to 30-year strategy to strengthen the country’s skills system. Work on strengthening lifelong learning is also on the policy agenda. Cedefop will follow developments in Slovakia with great interest and – where possible – continue to support the work.
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At the invitation of the Romanian EU Presidency, Cedefop presented its activities in the area of upskilling pathways for adults for the first time at a Council of the European Union Education Committee meeting, on 8 April, in Brussels.
The meeting was chaired by the Presidency and attended by representatives of the Member States and the European Commission.
Cedefop expert Patrycja Lipinska presented, on behalf of the Acting Executive Director Mara Brugia, the forthcoming results of the agency’s analysis aimed at estimating the magnitude of the low-skilled adult population in the EU28+ (EU28 plus Iceland and Norway) and identifying the different groups of adults most at risk of being low-skilled.
The analysis (using LFS, PIAAC, and CSIS data sources) estimated a potential of 128 million low-skilled adults across the EU28+, representing 46% of the adult population of this area. The estimate includes people with low educational attainment, with low cognitive skills (numeracy, literacy), low digital skills and those who have medium to high educational attainment but work in elementary occupations. The analysis results show that the risk of low skilling is particularly high among unemployed and inactive people in the age groups 35-54 and 55-64.
Cedefop also presented its analytical framework elaborated to support countries and stakeholders to develop strategic, coherent and coordinated approaches to upskilling pathways for adults. The framework has been developed by bringing together various resources and knowledge in the areas of adult learning, validation, guidance, work-based learning, financing and early leaving. It is intended as a source of inspiration and a tool for stakeholders to reflect on the current situation in their countries in relation to developing the upskilling pathways opportunities and potentially to identify key areas for action.
The participants were also informed about the forthcoming second policy learning forum on upskilling pathways that Cedefop is organising with the European Economic and Social Committee on 20 and 21 May in Brussels.
In her concluding remarks, Ms Lipinska said that Cedefop will continue to provide new qualitative and quantitative evidence to contribute to shaping policy developments and will continue to support policy implementation via policy analysis and knowledge sharing of inspiring practices and experiences among and within countries.
The presented work forms part of Cedefop’s project on adult learning.
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Cedefop Acting Executive Director Mara Brugia told participants in Thessaloniki’s Maritime Economic Forum conference, hosted by the agency on 5 April, that it is not enough for vocational education and training (VET) to adapt to change; education and training can also help shape the future of a region’s or a country’s economy and social fabric.
For many years, she added, Cedefop has advocated that VET should be integrated in knowledge triangles – a link between businesses, education and research. Examples from different countries show the key role that VET can play in ‘smart specialisation’ strategies.
Ms Brugia said that the need to interlink innovation, economic and employment policies with education and training, social policies and sustainability is increasingly recognised. She stressed that education and training institutions alone are not responsible for the quality, relevance and value of outcomes; it takes partnership, commitment and ownership from everyone involved.
The high-level event was an opportunity for Ms Brugia to note that Cedefop attaches priority to working with its host country. She referred to ‘a longstanding fruitful cooperation’ with Greece: ‘We help to inform citizens and enterprises about the benefits of VET. We are supporting Greece in its work to set up and strengthen the governance of its skills anticipation and matching systems. We are also supporting the country to improve the quality and relevance of apprenticeships and raise the levels of skills learners acquire.’
The agency’s work on skills governance was presented to participants by Cedefop expert Stelina Chatzichristou at a session on EU policy priorities, the vision and opportunities for education and vocational training.
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As national qualifications frameworks (NQFs) are being implemented, their benefits and added value become increasingly visible. Cedefop’s latest European inventory on NQFs gives an overview of the frameworks’ progress.
It also shows that the catalyst for their dynamic development has been the European qualifications framework (EQF), revised in 2017. The inventory offers a wealth of information on the state of national frameworks and on how they compare to each other and relate to the EQF.
European countries have been pressing ahead with the development of their frameworks to create comprehensive maps of qualifications in all sectors: vocational education and training, higher education, general education, adult learning. Frameworks are being opened up to include qualifications awarded outside formal education and to help validate non-formally and informally acquired skills and competences.
The frameworks’ systematic use of learning outcomes promotes transparency and comparability of and trust in qualifications across countries and systems. Countries give high priority to linking frameworks and validation arrangements.
The oldest frameworks in Europe – in France, Ireland and the UK (Scotland and Wales) – have made progress towards becoming ‘all-rounders’. They are now permanent features of national qualifications systems underpinning all education and training policies. They have integrated all types of qualifications, public and private, and accommodate non-formal and informal learning.
In April 2019, 35 European countries have formally linked their national qualifications frameworks to the EQF and 30 countries indicate EQF/NQF levels in new qualification documents and/or Europass supplements.
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Thirty nine European countries are currently developing 43 national qualifications frameworks (NQFs) which have reached different stages of implementation. Some countries have been or are revising their frameworks.
Qualifikationsrahmen in EuropaDEDOI: 10.2801/4442TI-BB-19-004-DE-NISBN: 978-92-896-2785-607/06/2019860.29 KB Πλαίσια επαγγελματικών προσόντων στην ΕυρώπηELDOI: 10.2801/444063TI-BB-19-004-EL-NISBN: 978-92-896-2779-507/06/2019784.76 KB Qualifications frameworks in EuropeENDOI: 10.2801/60384TI-BB-19-004-EN-NISBN: 978-92-896-2784-924/05/2019647.55 KB Los marcos de cualificaciones en EuropaESDOI: 10.2801/06859TI-BB-19-004-ES-NISBN: 978-92-896-2778-807/06/2019715.78 KB Cadres des certifications en EuropeFRDOI: 10.2801/143230TI-BB-19-004-FR-NISBN: 978-92-896-2786-320/06/2019721.33 KB Quadri delle qualifiche in EuropaITDOI: 10.2801/001149TI-BB-19-004-IT-NISBN: 978-92-896-2788-707/06/2019714.84 KB Ramy kwalifikacji w EuropiePLDOI: 10.2801/048731TI-BB-19-004-PL-NISBN: 978-92-896-2783-207/06/2019717.85 KB Quadros de qualificações na EuropaPTDOI: 10.2801/0050TI-BB-19-004-PT-NISBN: 978-92-896-2791-707/06/2019718.15 KB Cadre de calificare în EuropaRODOI: 10.2801/826197TI-BB-19-004-RO-NISBN: 978-92-896-2777-107/06/2019715.39 KB
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This flyer presents Cedefop's Matching skills online database, which showcases a collection of skills policy instruments recently implemented in European Union Member States.
They all use data on labour market trends and anticipated skill needs to inform and shape upskilling or other skills matching policies for the world of work – current and future.
Matching skillsENDOI: 10.2801/202878TI-01-19-293-EN-NISBN: 978-92-896-2868-625/04/20191.22 MB
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Preparing for sustainable growth within the context of a circular economy is an accepted policy aim across the globe. The implications for economic sectors, and consequently for occupations, skills and relevant policies, are undeniable.
In 2010 Cedefop collaborated with the International Labour Organization and reviewed the state of play regarding ‘green skills’ and ‘green jobs’ in six EU countries (Denmark, Germany, Spain, Estonia, France and the UK). A European synthesis report built on the six country reports.
In 2017, the collaboration was repeated to ascertain progress made since 2010: this report provides a synthesis of the six new country reports. It examines the major changes in green jobs and employment since 2010, and analyses the regulations and policies supporting green skills and employment, including the surrounding institutional set-up and the role played by social partners. It also highlights good practices, including green skill anticipation mechanisms, relevant vocational education and training and higher education, active labour market policies and retraining measures, and the role of the private sector.
Skills for green jobs: 2018 updateENDOI: 10.2801/750438TI-RF-18-003-EN-NISBN: 978-92-896-2714-615/04/2019805.78 KB
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This booklet outlines the main features of online job vacancies and the key characteristics of Cedefop’s new system to collect and analyse them. It accompanies the first release of results based on the collection and analysis of online job vacancies in seven EU Member States.
Over recent decades, online job portals have become important recruitment and job search tools. Beyond assisting skills matching, the job vacancies these portals gather can also be used to analyse labour market trends in real time, generating evidence that can inform education and training policies and help ensure that people’s skills meet the needs of rapidly changing workplaces.
These insights can complement skills intelligence based on information collected via traditional methods, such as Cedefop’s Europe-wide skills forecasts, the European skills and jobs survey, and the European skills index.
Online job vacancies and skills analysisENDOI: 10.2801/097022TI-04-19-203-EN-NISBN: 978-92-896-2850-1 04/04/2019325.88 KB
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This report analyses the drivers influencing the use of online job vacancy portals in recruitment and job search, the structure of the online job markets, the role of public and private players and the factors shaping the format and content of online job vacancies.
With the project Real-time labour market information on skill requirements: setting up the EU system for online vacancy analysis, Cedefop is using online job vacancies to develop real-time labour market and skills intelligence in the EU.
Drawing meaningful conclusions from these data and turning them into policy-relevant labour market intelligence requires sound understanding of online job markets and their importance in employers’ recruitment strategies. The mapping of the online job portal landscape in all EU Member States presented in this report helps identify the main features of online job markets and signal important trends impacting them.
Detailed reports for all EU Member States can be found here.
The online job vacancy market in the EUENDOI: 10.2801/16675TI-BC-19-002-EN-NISBN: 978-92-896-2864-804/04/20191.33 MB The online job vacancy market in the EUENDOI: 10.2801/751575TI-BC-19-003-EN-EISBN: 978-92-896-2881-531/07/20192.23 MB
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Analysing online job vacancies is a promising approach to identify emerging jobs and skill needs, as it offers rich real-time information about the skills employers seek.
Cedefop has developed a pan-European system for collecting this information from job portals and analysing it. While modern technology has made it easier to process huge quantities of information, analysis needs to be based on sound expert judgement.
Diese Kompetenzen suchen ArbeitgeberDEDOI: 10.2801/658660TI-BB-19-003-DE-NISBN: 978-92-896-2764-124/04/2019613.96 KB Diese Kompetenzen suchen ArbeitgeberDEDOI: 10.2801/00565TI-BB-19-003-DE-EISBN: 978-92-896-2757-322/05/2019272.74 KB Οι δεξιότητες που θέλουν οι εργοδότες!ELDOI: 10.2801/373799TI-BB-19-003-EL-NISBN: 978-92-896-2772-624/04/2019698.59 KB Οι δεξιότητες που θέλουν οι εργοδότες!ELDOI: 10.2801/05246TI-BB-19-003-EL-EISBN: 978-92-896-2769-622/05/2019289.09 KB The skills employers want!ENDOI: 10.2801/79736TI-BB-19-003-EN-NISBN: 978-92-896-2763-404/04/2019726.98 KB The skills employers want!ENDOI: 10.2801/369872TI-BB-19-003-EN-EISBN: 978-92-896-2756-622/05/2019402.32 KB ¡Las competencias que demandan los empleadores!ESDOI: 10.2801/87995TI-BB-19-003-ES-NISBN: 978-92-896-2771-924/04/2019613.44 KB ¡Las competencias que demandan los empleadores!ESDOI: 10.2801/445299TI-BB-19-003-ES-EISBN: 978-92-896-2768-922/05/2019285.34 KB Les compétences recherchées par les employeursFRDOI: 10.2801/62174TI-BB-19-003-FR-NISBN: 978-92-896-2766-524/04/2019678.98 KB Les compétences recherchées par les employeursFRDOI: 10.2801/407462TI-BB-19-003-FR-EISBN: 978-92-896-2759-722/05/2019291.76 KB Le competenze richieste dai datori di lavoroITDOI: 10.2801/46059TI-BB-19-003-IT-NISBN: 978-92-896-2760-324/04/2019634.76 KB Le competenze richieste dai datori di lavoroITDOI: 10.2801/10127TI-BB-19-003-IT-EISBN: 978-92-896-2767-222/05/2019289.54 KB Umiejętności poszukiwane przez pracodawcówPLDOI: 10.2801/275011TI-BB-19-003-PL-NISBN: 978-92-896-2758-024/04/2019676.96 KB Umiejętności poszukiwane przez pracodawcówPLDOI: 10.2801/528050TI-BB-19-003-PL-EISBN: 978-92-896-2770-222/05/2019273.73 KB As competências que os empregadores procuram!PTDOI: 10.2801/00985TI-BB-19-003-PT-NISBN: 978-92-896-2761-024/04/2019618.51 KB As competências que os empregadores procuram!PTDOI: 10.2801/06015TI-BB-19-003-PT-EISBN: 978-92-896-2762-722/05/2019291.22 KB Abilitățile pe care și le dorește angajatorul!RODOI: 10.2801/548349TI-BB-19-003-RO-NISBN: 978-92-896-2773-324/04/2019732.4 KB Abilitățile pe care și le dorește angajatorul!RODOI: 10.2801/116669TI-BB-19-003-RO-EISBN: 978-92-896-2765-822/05/2019407 KB
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Over 30 million vacancies coming from private and public portals, recruitment agencies and online newspapers give first insights in seven European countries. The rest of the EU will be covered by the end of 2019.
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Watch Cedefop expert Stelina Chatzichristou present the main findings of the newly published report on skills for green jobs!
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In 2019, DIKU – Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (ReferNet Norway) and Ministry for Education and Employment (ReferNet Malta) will welcome their colleagues and partners to partnership forums organised jointly with Cedefop. In these annual forums, ReferNet members discuss vocational education and training (VET) issues, improve their knowledge by sharing information on recent developments in national policies and systems, and develop a common approach to the deliverables included in their annual work plan.
This year’s partnership forums will take place on 7 and 8 May in Bergen and on 16 and 17 May in Valletta.
ReferNet is a network of institutions across Europe representing the 28 Member States, plus Iceland and Norway. The network provides Cedefop with information and analysis on national vocational education and training. National partners also disseminate information on European VET and Cedefop’s work to stakeholders in the EU Member States, Iceland and Norway. ReferNet publications can be accessed through the ReferNet page on Cedefop’s website.
Take part in the discussions #ReferNet
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Globalisation, digitalisation and migration are changing the way we work and learn. Increasing skills mismatches and the challenge of integrating all learners into work and education call for everyone involved to act. Validation of prior learning (VPL) as a stimulus and ‘guide’ for sustainable personal, organisational and societal development is more relevant than ever. Validation is the process of making visible and giving value to individuals’ learning achievements, irrespective of their learning pathways.
The aim of the VPL Biennale is to strengthen the dialogue between policy-makers, practitioners, users of validation as well as other stakeholders in the process. The Biennale is a forum where different stakeholders can exchange knowledge, ideas and vision on how to make VPL work. The good practices and recommendations from the event will be used in the formulation and public adoption of the Berlin Declaration on VPL.
The third VPL Biennale focuses on taking stock of what has been achieved in terms of policy development and implementation in recent years and on how to move forward. Six VPL policy areas will be investigated:
- Organisational arrangements: how can bridges be built among stakeholders from the worlds of business, volunteering, and education for VPL results to have value?
- Financing: what forms of financing must in place to make VPL accessible to all learners?
- Procedures and instruments: what kinds of procedures and instruments provide valid results and can cater for a large number of candidates?
- Support structures: what support structures must be available to reach disadvantaged learners?
- Post-validation pathways: what follow-up actions are required for validation to facilitate further learning and career paths?
- Legal foundations: what issues need to be addressed by laws and regulations for VPL to be effective?
Apart from the conference, the Biennale will host a competition, the Global Validation Prize 2019. The competition has three categories: products, procedures and policies, and is open until 24 February 2019.
The Biennale has also launched a call for papers on ‘Current research and projects’, to be presented in an independent event at the Biennale (open until 1 March 2019). The Biennale invites presentations which highlight current academic research on the topic of VPL or showcase VPL projects in progress or recently completed.
Cedefop is contributing to the organisation of the Biennale hosted by the Bertelsmann Stiftung; its Organising Committee includes the South African Qualifications Authority (SAQA), the Nordic Network for Adult Learning (NVL), the European Centre Valuation Prior Learning (EC-VPL), the VIA University College, Globedu, the UNESCO Institute for Lifelong Learning (UIL), the European Commission and Cedefop.
Find more information and register at: https://vplbiennale.org/
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In 2019, DIKU – Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (ReferNet Norway) and Ministry for Education and Employment (ReferNet Malta) will welcome their colleagues and partners to partnership forums organised jointly with Cedefop. In these annual forums, ReferNet members discuss vocational education and training (VET) issues, improve their knowledge by sharing information on recent developments in national policies and systems, and develop a common approach to the deliverables included in their annual work plan.
This year’s partnership forums will take place on 7 and 8 May in Bergen and on 16 and 17 May in Valletta.
ReferNet is a network of institutions across Europe representing the 28 Member States, plus Iceland and Norway. The network provides Cedefop with information and analysis on national vocational education and training. National partners also disseminate information on European VET and Cedefop’s work to stakeholders in the EU Member States, Iceland and Norway. ReferNet publications can be accessed through the ReferNet page on Cedefop’s website.
Take part in the discussions #ReferNet
Agenda - ReferNet annual plenary 2019
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Cedefop will host the 33rd ICT Advisory Committee Meeting of the EU Agencies (ICTAC), in Thessaloniki on Thursday 16 and Friday 17 of May 2019.
The mission of ICTAC is to promote inter-agency cooperation on issues of common interest in the area of Information and Communication Technologies, through knowledge and experience sharing and exchange of good practice.
ICTAC operates under the auspices of the EU Agencies Network. ICTAC meetings are forums of intense exchange and rich interaction. They have gained enormous traction among the wider ICT community of the EU Institutions and bodies and are highly regarded.
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