Two Norwegian researchers, Jørn Ljunggren and Julia Orupabo, have investigated how descendants of immigrants in vocational training see their educational and professional prospects. Their study (Moving beyond: narratives of higher educational aspirations among descendants of immigrants in vocational training, British journal of sociology of education) is based on interviews with 35 adolescents of whom 30 have minority origins. According to the researchers, this group has been largely overlooked by scholars. Research has instead focused on immigrant descendants succeeding in higher education and moving up the social ladder, on the one hand, and the socially marginalised, on the other.
In the wake of the many economic consequences of the covid-19 virus, the Government and the social partners have reached an economic agreement to secure apprenticeships both during and after the crisis. Specifically, the agreement is to spend EUR 725 million on subsidising apprentice salaries.
Many countries across Europe take water production and supply for granted. However, the operation is complex, requiring skilled professionals. The shortage of skilled workforce is a reality for many countries and not many young people think of relevant training as an attractive option. In order to address this problem, certain European colleges and water sector professionals have joined forces.
Italy appears to have a consistent and relevant legislative framework, as highlighted by the national report on the implementation of the upskilling pathways recommendation. Adult participation is steadily increasing, albeit slowly. But all institutional and socioeconomic stakeholders agree on the need to adopt a holistic approach.
The ministers in charge of vocational education and training (VET) in the EU Member States, candidate countries and EEA countries, the European social partners and the European Commission endorsed on 30 November the ‘Osnabrück declaration on VET as an enabler of recovery and just transitions to digital and green economies’.
The current logbook system in VET education in Iceland is paper based and considered outdated. This is why modernisation and move to digital for VET learners was recommended by a high-level working group as early as 2015.
Skills to advance is a national Further Education and Training (FET) initiative that was established to meet the challenges of rapid technological advances and the changing work environment. It was developed in response to the evolving skills and training needs of employees and industry. It seeks to address specific skills needs of target groups by supporting the development of soft and digital skills and responding to the future of work while driving effective regional development.
The SEE THE JOBS! platform is the latest initiative supporting the professional guidance of young people. It uses a ‘career lexicon’, matching instruments that help them discover suitable opportunities and descriptions of different professions.
The challenges and choices facing European vocational education and training (VET) were discussed at a virtual and highly interactive workshop, organised by Cedefop on 26 and 27 November.
European employers advertised 35% fewer jobs in online job portals in the second quarter of 2020 compared to the same period in 2019. This significant drop during the first lockdown, identified using Cedefop’s skills OVATE system, provides valuable insights into the impact the coronavirus crisis had on the EU labour market.
Vocational education and training’s (VET’s) role in the EU’s recovery from the coronavirus pandemic and in the green and digital transitions was at the heart of the European vocational skills week 2020, the first to be held virtually as a result of the pandemic, between 9 and 13 November.
European Commissioners Nicolas Schmit (Jobs and Social Rights) and Thierry Breton (Internal Market) launched the pact for skills, a key initiative of the European skills agenda, during the European vocational skills week 2020 on 10 November.
At least two-thirds of adults in every EU Member State agree that their government should prioritise investment in adult learning, a new Cedefop survey says. Across the EU, people believe that adult learning and training will become more important to career progression over the next 10 years, an argument strengthened by the 88% of adults who said that their job requires them to keep their skills constantly up to date.
Cedefop and the European Economic and Social Committee (EESC) held the Third Policy Learning Forum (PLF) on upskilling pathways, a platform bringing together countries to exchange practice and explore common challenges in upskilling adults with low level of skills, on 5 and 6 November.
The best outcomes in terms of company performance and workplace well-being are obtained in companies where training is valued highly according to the recently published European Company Survey (ECS) 2019 by EU agencies Cedefop and Eurofound.
Cedefop's CareersNet, the network of independent experts in lifelong career guidance and career development, held its annual meeting on 8 and 9 October, in cooperation with the German Federal Employment Agency.
High investment, high involvement’ workplaces have the best outcomes for workers and employers according to a recent large-scale survey of company practices across Europe. Just 20% of EU organisations fall into this category – bundling practices that increase employee autonomy, facilitate employee voice and promote training and learning.
In an interview given to BIBB, the German Federal Institute for Vocational Education and Training, published in their BWP magazine 3/2020, Cedefop Executive Director Jürgen Siebel talked about the challenges facing vocational education and training (VET) in Europe and Cedefop’s unique contribution in meeting them.
Cedefop has been monitoring the adoption of artificial intelligence and new digital technologies by EU Member States, as these are becoming part of the EU’s new reality in a post-coronavirus world.