Cedefop is taking all necessary measures to ensure the wellbeing of its staff and the wider community during the coronavirus Covid-19 outbreak while remaining operational and implementing its work programme.
As of 17 March, and until further notice, all operations are being conducted off site and staff have been requested to work from home.
During this time, Cedefop’s central number will not be in use; however, you can reach staff members via their direct phone number or email.
Cedefop has just released the 2020 European skills index (ESI), which showcases the skills systems’ improvements made since its 2018 edition, including areas that merit further attention in each country.
Cedefop has just released the 2020 European skills index (ESI), which showcases the skills systems’ improvements made since its 2018 edition, including areas that merit further attention in each country.
Cedefop Executive Director Jürgen Siebel notes: ‘The European skills index is a tool designed to help the implementation of the European pillar of social rights. For an efficient skills system, it is important not only to develop skills appropriately, but also to ensure a good transition from education to work and appropriate matching of the skills acquired to those needed in the workplace.’
The new release includes 31 countries: the EU-27, the UK, Iceland, Norway and Switzerland.
Cedefop expert Ilias Livanos points out that ‘the skills system is a cornerstone to the development and growth of each country, as it is a means towards individuals’ development and wellbeing.’
Cedefop created the ESI to help countries observe over time where they stand with respect to skills systems, how they are doing in comparison to each other, what the areas with room for improvement are, and where to look for best practices.
Czechia scores highest in the 2020 European skills index, followed by Finland, Slovenia, Luxembourg and Estonia in the top five. Italy is the lowest scoring country.
Czechia scores a total of 77/100, which means that, even if it has the best skills system in Europe, there is still a long way to go to reach perfection. Czechia ranks only 10th and 13th in skills development and activation respectively, but scores first in skills matching. This example highlights the importance of skills matching to achieve a well-functioning system. Sweden, ranking third in 2018, has now gone down to sixth place, due to poorer performance in skills matching.
In general, there seems to be an improvement of the skills system in the EU over time. In 2020 half of the countries achieved a total score above 63/100, while in 2018 this number was 1 in 4 countries. Most of the southern Europe and Balkan countries, with the prominent exception of Slovenia, should increase their efforts further, as they remain low in the ranking.
Cedefop’s ReferNet network will provide further assistance in 2020 in monitoring progress and highlighting areas in need of improvement.
Check out the short animated video on the European skills index, created by Cedefop to help countries observe over time where they stand with respect to skills systems, how they are doing in comparison to each other, what the areas with room for improvement are, and where to look for best practices.
This synthesis report summarises the findings of the Cedefop project The changing nature and role of vocational education and training (VET) in Europe (2016-18). Research aimed at taking a step back and painting a comprehensive picture of VET developments in Europe, identifying challenges and opportunities.
The summary shows that European VET varies between countries and is changing in various fundamental ways. It is becoming more diverse in its programmes and qualifications and also expanding into higher levels, challenging the perception of higher education as exclusively academically oriented.
In some countries, this reflects a step towards making lifelong learning a reality; in others, traditional VET is coming under pressure from declining youth cohorts and a growing preference for general education and training. Such negative developments can be seen as a forewarning of future challenges.
European policies on international mobility of students in initial vocational education and training (IVET) are working but more is needed. Young people in IVET today have more opportunities to do part of their training abroad than their peers of a decade ago.
In most EU Member States they tend to receive better information, support and funding to cover a learning stint in another country; in many cases there is also better recognition of what they have learned when returning home.
This briefing note presents the results of the 2019 update compared to the 2017 version.
Transition is the key word that marks the 2019 and 2020 policy framework in which Cedefop operates.
The new Commission has set a high ambition for the EU: to move to a green and digital economy. Reinforced investment in skills and learning throughout life for all is essential to make this transition successful. As all adults will need to upskill and reskill, vocational education and training (VET) will play a pivotal role in the sustainable growth strategy. Cedefop is ready to help develop and realise the future skills and VET agenda as its remit to work on VET, skills and qualifications, set out in its recast Regulation (in force since 2019). The Regulation ensures Cedefop’s research, analyses and support to countries bridge VET and the labour market.
Cedefop’s webinar ‘Making excellence inclusive: towards a new Cedefop survey of VET teachers and trainers’ took place on 3 February 2021 from 09:00 to 13:00 CET.
Participants
Participants included European policy-makers, social partners and invited experts.
Empirical evidence on teachers, learners and principals in VET as well as on in-company trainers are scarce in the EU. To close this gap, Cedefop launched a feasibility study for a survey on these target populations in initial vocational education and training (IVET) at ISCED level 3.
The webinar aimed to:
reflect on the added value and scope of a new European survey on VET principals, teachers, learners and in-company trainers;
identify research and data gaps to support evidence-based policy making;
seek for potential synergies with existing surveys for teachers and trainers.
Participants discussed existing research and data gaps, as well as challenges that VET teachers and in-company trainers in Europe face in:
promoting excellence in VET and preparing learners for professional and personal success;
supporting learners at risk including marginalised learners and creating inclusive learning and working environments;
working in digital environments also imposed by COVID-19 and making use of digital advancements (e.g. virtual reality, artificial intelligence, etc.) in teaching, learning and assessment processes.
Next steps
The conclusions of this webinar will support and feed into the feasibility study of a new Cedefop survey of VET principals, teachers, learners and in-company trainers.
Originally scheduled for 4 and 5 June 2020 in Thessaloniki, the conference will now be held virtually on 30 June and 1 July 2020.
The COVID-19 pandemic has changed our lives and disrupted education and training processes and employment globally. Reacting fast to this unprecedented situation the conference changes format allowing participants to follow it and actively participate from their offices or homes safely.
Hosted under the Croatian and the German Presidency of the EU in cooperation with the European Commission, the joint virtual Cedefop-ETF conference, on 30 June and 1 July, will review achievements made on the joint priorities in European cooperation in VET during 2015-20. It will also debate Cedefop’s and ETF’s overall evidence, data and intelligence on the key challenges for VET in a forward-looking perspective.
The event, organised on the eve of setting new priorities for VET, will bring together high level representatives of the European Commission, the Croatian and German Presidency of the EU, policy-makers, social partners and experts from all participating countries and international organisations to discuss and reflect on:
findings from Cedefop and ETF analysis on VET policy developments and implementation during the latest policy cycle agreed in 2015 (Riga Conclusions);
Cedefop and the European Economic and Social Committee (EESC) are organising the third Policy Learning Forum on upskilling pathways: a vision for the future. The event will take place in the form of a virtual event on Thursday 5 and Friday 6 November 2020, from 09:30 to 13:00 CET on both days.
Policy Learning Fora (PLF) on upskilling pathways are a series of policy learning events on the topic aimed at providing a platform for countries to come together to learn from one another and explore common challenges in upskilling adults with low level of skills.
Upskilling pathways is about pulling together resources and creating the right synergies for supporting every (low skilled) adult towards an individual path to empowerment. It is about creating a comprehensive approach to the upskilling and reskilling of the low skilled adult population. This approach should be able to address their needs in a coordinated and coherent way and ensure that they have all the tools and support to embark in sustainable learning pathways leading to their full potential and fulfilment.
The Cedefop analytical framework presented and discussed at the second Policy Learning Forum on upskilling pathways has been developed to sustain this unique vision of upskilling pathways for low-skilled adults. Aim of the third Policy Learning Forum on upskilling pathways: a vision for the future, is to progress further with support to implementation of upskilling pathways and to translate the analytical framework into practice.
