With the development of the coronavirus situation, the Government of the Republic of Lithuania held an extraordinary sitting on 15 March 2020 and decided to declare quarantine for the entire country between 16 March and 16 June 2020. The capacity for the quarantine period to be extended according to the overall epidemiological situation was also stated.
From the first weeks of 2020, France was heavily hit by the Covid-19 pandemic. On March 16, the government decided to confine the country; a so-called emergency law prescribes the general measures necessary to deal with the epidemic. Strict containment lasted until 11 May.
With the outbreak of the Coronavirus pandemic, the Swedish Government has decided to implement various actions to reduce the spread of the virus and to mitigate the Covid-19 effects on education. Sweden has followed a different path compared to other European countries, leaving many education institutions open.
Various actions have been launched in Germany to keep the vocational education and training system stable. Securing the remuneration of apprentices, organising learning and examinations according to safety regulations, and supporting companies that offer apprenticeship places are at the core of the activities.
The Spanish vocational education and training (VET) system has undergone an important process of digitalisation and innovation during recent years; however, the health crisis has highlighted the importance of face-to-face teaching and the challenges of a comprehensive online system.
Cedefop research suggests a link between remote working and increased participation in some types of remote learning during – and potentially after – the pandemic.
A 21 year old female electrical distribution technician was voted Iceland‘s toughest tradesman for 2019.
The Covid-19 crisis escalated fast, both globally and in Estonia. On 16 March, the government closed all education institutions, except kindergartens. For the 24 000 VET students, 2 100 VET teachers and 32 VET schools in Estonia, it meant an abrupt transition to distance learning.
As of 2020, local governments will receive increased state subsidies to promote, through VET programmes, professions of significance to national cultural heritage. Learners will be supported through the whole education cycle.
Hosted under the Croatian and the German Presidencies of the EU in cooperation with the European Commission, the joint online Cedefop-ETF conference, on 30 June and 1 July, will review the achievements in European cooperation in vocational education and training (VET) between 2015 and 20. It will also debate Cedefop’s and ETF’s overall evidence, data and intelligence on the key challenges for VET going forward.
Latvia declared a state of emergency on 12 March (Cabinet Order No. 103 Regarding Declaration of Emergency Situation). All vocational education and training schools were closed for on-site studies as of 13 March, teaching and learning being carried out remotely, including adult education.
A moderate experience of the Covid-19 pandemic in Slovakia is attributed to rapid and drastic measures aimed at social distancing.
With the hybridisation of VET and higher education, new innovation excellence centres are emerging. They bring together in one place competitive technologies, R+D and background systems to support synergies between businesses, higher education and VET institutions.
Carry on as much as possible, adapt where necessary: this was the intuitive response to the Covid-19 outbreak in Dutch VET. However, on 15 March 2020, the Government decided to close all schools for primary and secondary general and vocational education with immediate effect. The question was how to balance between business as usual and preventing the spreading of Covid-19? Should we use this crisis as an opportunity to reinvent VET?
Since the Coronavirus crisis unfolded the further education and training (FET) sector () (where most VET in Ireland occurs) has been identifying good practice, issues and solutions to ensure the continuation of teaching and learning and to support the public health service.
The Norwegian Government's vision is to boost the already high attractiveness of post-secondary vocational education (nationally referred as tertiary). The education quality award contributes visibility and attractiveness for the labour market.
As EU Member States struggle to revive their tourism sectors in the wake of the coronavirus crisis, skills are emerging as the deciding factor for successful economic recovery.
With the aim of bridging the two learning paths and promoting the attractiveness and flexibility of vocational education and training, the Ministry of Education, Science and Sports is introducing vocational modules in the last four years of secondary (general) education, starting from September 2020.
In January 2020, the new project Getting started with diversity and inclusion was launched. Schools, with the financial support of the education ministry, aim to deliver a set of innovative interventions to support diversity and inclusion in VET.
On 6 February 2020, the Ministry of Education announced a new strategy for digital education from primary school to secondary technical and general education: Simply digital - future competences for strong children (einfach digital - Zukunftskompetenze fir staark Kanner). The strategy introduces a set of measures to strengthen the digital competences of all pupils: