Greek MEP Eva Kaili met with Cedefop Acting Director Mara Brugia and members of the management team during a visit on 20 June, when she also addressed a high-ranking EU Interinstitutional Committee on IT (CII) meeting, hosted by the agency.
The exchange of ideas and information with Cedefop was to touch base on common themes of interest. It has yielded plans for future cooperation, including a joint event. This will be an occasion to present to the incoming European Parliament the results of Cedefop’s ongoing flagship projects, exploring the impact of digitalisation on skills and jobs, namely through the analysis of skill needs emerging from online job vacancies and of new forms of work.
Visiting Cedefop – which is located in Thessaloniki, Ms Kaili’s hometown – was one of her first undertakings following her recent re-election. Having been a member of the European Parliament’s Committee on Industry, Research and Energy during her first term, she has developed political expertise on new technologies.
The exchange of views with CII members centred on interinstitutional cooperation between EU institutions and decentralised agencies to achieve economies of scale, share best practices when introducing new technologies (e.g. cloud, AI, blockchain), foster open source adoption and strengthen data protection and cybersecurity.
Ms Kaili highlighted the need to enforce Europe’s global position in terms of technological development: while the EU cannot compare to the US and China in terms of business investment or government spending, it can take the lead, with its General Data Protection Regulation (GDPR) on protecting privacy and human rights, values that matter to European citizens.
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European Commission’s Chief Spokesperson Margaritis Schinas visited Cedefop on 24 June for talks with Acting Executive Director Mara Brugia and the agency’s management team.
Mr Schinas praised Cedefop’s role and presence in Thessaloniki, his hometown, adding that he has been following its work and supporting it over many years and in different roles, in the Commission Representation in Athens, as an MEP for Thessaloniki, and now from the post of Chief Spokesperson.
He spoke about the importance of the decentralised EU agencies for the Commission, noting that they are dynamic and have capacities that the Commission itself does not have. They need to work together more and reach out to the world, establishing networks with local communities and communicating effectively, he added.
Ms Brugia said that Cedefop is happy to call Mr Schinas a friend and supporter.
The EU official was interviewed for Cedefop’s magazine Skillset and match. He looked back at the main achievements of the Juncker Commission, the term of which comes to an end on 31 October; he talked about education and employment’s position in the Commission’s priorities, the significance of Cedefop’s work on vocational education and training, skills and qualifications, and about what it is like working closely with Commission President Jean Claude Juncker. The interview will be published in the September issue of the magazine.
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At a policy forum on the role of community lifelong learning centres (CLLCs) organised jointly by Cedefop and the Lifelong Learning Platform (LLLP) at the Permanent Representation of Romania to the EU, in Brussels on 29 May, Cedefop presented the new edition of its vocational education and training (VET) toolkit for tackling early leaving from education and training.
The Europe-wide toolkit is underpinned by research evidence and provides practical guidance, tips, good practices and tools drawn from VET aiming at:
- helping young people at risk of becoming early leavers to attain at least an upper secondary qualification;
- helping early leavers to reintegrate into education or training and the labour market.
The toolkit can help policy-makers and practitioners, working in a ministry, VET school, company, guidance centre, public employment service, social service or youth organisation to:
- identify and monitor early leavers and learners at risk of leaving education early;
- intervene to keep them in, or bring them back to, education or training;
- evaluate related measures within a country, region or institution.
What’s in the toolkit:
Community lifelong learning centres
Participants in the Brussels policy forum were welcomed by the Romanian EU Presidency’s Augustin Mihalache, Cedefop Head of Department for Learning and Employability Antonio Ranieri and LLLP President Gina Ebner.
Mr Mihalache said that education is central to the Romanian Presidency’s priorities, stating that the event was an excellent opportunity to discuss how CLLCs can prevent young people from disconnecting, and thanking Cedefop for the collaboration with the Presidency in various projects.
According to Mr Ranieri lifelong learning, preventing and connecting can be achieved by learning from CLLC examples, by investigating and identifying ‘key experiences that can be transferred to our area of interest.’ Ms Ebner added that CLLCs provide a sense of purpose and cultural identity.
Improved support
In the interactive session that followed, Cedefop expert Irene Psifidou, who coordinates the agency’s related project, presented the updated toolkit and other Cedefop online resources supporting a comprehensive strategy to address early leaving from education and training.
She explained how the new version of toolkit can assist different stakeholders: it is richer in information, user-friendly for non-experts, easy to navigate, flexible and enables monitoring and evaluation.
Toolkit ambassadors from Germany and Spain, who contributed to the new version, also presented their experiences.
Feeling of belonging
LLLP Director Brikena Xhomaqi interviewed Dublin City University’s Associate Professor of Education Paul Downes and Learning for Well-being Foundation’s Shanti George.
Professor Downes said that CLLCs are a welcoming, non-threatening education environment centred around the learner's needs, typically focused on non-formal education. Such centres, he went on, are in accessible locations in the local community; accessible both in terms of physical proximity and in terms of being places where learners, including marginalised and minority group learners, feel they belong.
Ms George spoke of the need for the centres to operate as a kaleidoscope driven by diversity and for diversity, focusing on learners’ individual requirements.
Participants joined the panel to relate their experiences of CLLCs and discuss ways people at risk prefer to learn.
Practitioners then gave their key policy messages about setting up multidisciplinary teams in communities to tackle early leaving.
Post-2020
Cedefop Acting Executive Director Mara Brugia chaired the final two panels where national and European policy-makers discussed ways of tackling early leaving in the post-2020 EU agenda.
Following a presentation of examples by Romania, Portugal and Finland, the member of Commissioner Marianne Thyssen’s Cabinet Kasia Jurczak outlined the European Commission's work on tackling early leaving. She focused on smooth transitions, VET as a first choice, quality apprenticeships, and listening to and involving young people.
On behalf of the social partners, the European Trade Union Confederation’s Agnes Roman stressed that apprenticeship can be a solution to the early leaving problem but it has to be fair and of high quality.
The European Economic and Social Committee’s Tatjana Babrauskiene noted that VET toolkit ambassadors are needed in more countries, something the Committee can help with. It can also help with translating the toolkit to more EU languages.
DG Employment’s Max Uebe talked about the success of the Youth guarantee programme and ways to take it further in the fight against youth unemployment.
DG Education’s Michael Teutsch said that early leaving has not been defeated yet, despite great improvement and that, although it is good to have already achieved the 2020 target of 10%, the ones who remain are the most difficult to reach.
In her concluding remarks, Ms Brugia said that lifelong learning centres and other integrated services are beneficial for young people who face multiple barriers, as they address their complex needs in a holistic manner. She added that ‘our joint work to reduce and address early leaving from education and training and youth unemployment must continue beyond 2020; Cedefop works with the Commission, your countries, social partners and practitioners to help address this issue.’
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Cedefop was invited to present its work on digitalisation and the future of work and on the future of vocational education and training (VET) at the public hearing of the German Bundestag’s study committee on vocational training in the digital work environment, on 3 June in Berlin.
The public hearing’s focus was on ‘VET, an international comparison: comparison with regions where the digital transformation is particularly far advanced; learning from the best.’ It discussed employment structures in countries and regions particularly advanced in terms of the digital transformation (Israel/Silicon Wadi, San Francisco/Silicon Valley, Singapore, Estonia, Finland) and corresponding qualification paths.
The hearing also examined the differences between Germany and countries considered successful in the field of digital transformation, focusing on questions such as: What do these countries do differently or better and why? What motivation and incentive systems have these countries established? How are the opportunities presented by digitalisation communicated?
Digitalisation challenges
Cedefop expert Konstantinos Pouliakas presented evidence based on the agency’s digitalisation and future of work programme. Using unique information on skill needs extracted from the European skills and jobs survey, he highlighted that the danger of EU adult workers becoming completely displaced from their jobs tends to be exaggerated in popular media and consultancy reports.
Nevertheless, he noted the importance of continuing to invest in reskilling policies, including via the validation of adults’ informal skills by relying more systematically on the signalling value of digital certificates and credentials. This is crucial as about 4 in 10 EU jobs face a risk of transformation in the nature of their job tasks, with some tasks being taken over soon by machines and artificial intelligence (AI).
Mr Pouliakas reflected on the challenges posed by new forms of digital labour offered on online platforms. Together with experts from the Oxford Internet Institute and Copenhagen Business School, Cedefop is carrying out in 2019 a major study – CrowdLEARN project – which investigates the skills development and matching practices of the so-called crowdworkers.
In his speech, Mr Pouliakas stressed that new online forms of labour are increasingly demanding new types of soft skills, such as platform etiquette, boundary management and entrepreneurship, which require individuals to have a high level of self-efficacy and self-determination in deciding how to steer the course of their lifelong learning and professional career development.
Education in an AI era
Mr Pouliakas reflected on recent evidence collected by Cedefop’s ReferNet network, which focuses on whether and how EU VET systems respond to the challenges of digitalisation and the future of work. Advancing AI technologies have the capacity to markedly reshape the landscape of education, and there are signs that EU Member States are making strides to develop new methods of personalised education delivery and are revising educational curricula to render them ‘robot-proof’. He cited Finland’s efforts to educate 1% of its population on the principles of AI and France’s newly established AI institutes (3IA). A great majority of EU countries have been strengthening and widening the scope of digital competences within initial VET.
The Cedefop expert said that some of the more digitally advanced countries in Europe are developing interdisciplinary VET programmes, blending science, technology and engineering principles with arts and multimedia design – for example, Estonia’s’ STEAM labs. However, the EU lags behind in the race to introduce AI in initial education relative to China or the US.
In conclusion, Mr Pouliakas noted that some EU countries are digital frontrunners because they have been successful in integrating a digital culture in learning (recently via simulators and robotics), they are open to experimentation, including in detecting how to meet the diverse needs and challenges for upskilling heterogeneous learners in digital literacy, and they are investing heavily in raising their teachers’/school managers’ digital skills levels. They are also developing AI/big data methods of skill needs identification.
Cedefop’s newly developed prototype skills online vacancy analysis tool for Europe along with similar initiatives carried out in some EU regions and cities have the potential to enable VET systems adapt faster and more effectively to the changing skill needs posed by advancing digital technologies.
You can watch the public hearing proceedings here.
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Cedefop presented new evidence on the demand for artificial intelligence (AI) skills, as revealed in the job vacancies of EU employers, and its research on automation risk and the responsiveness of vocational education and training (VET) systems to the future of work challenges, at an international conference on AI and education in Beijing on 16 to 18 May.
The conference was organised by UNESCO, the Ministry of Education of the People’s Republic of China, the Chinese National Commission for UNESCO and the Beijing Municipal People’s Government. Over 230 representatives from 105 member states took part, including more than 60 ministers, deputy ministers or permanent secretaries. Around 100 speakers and participants from UN agencies, international organisations, academia, civil society and the private sector discussed emerging policies and strategies for leveraging AI’s possibilities for reshaping education provision and allowing progress towards meeting the UN’s strategic development goals (SDGs) of the education 2030 agenda. The conference gave opportunities to participants to network with top-level Chinese experts in the AI area and leading Chinese companies in the field of AI in education.
It was recognised that AI can help countries overcome major challenges in achieving the SDGs, such as reducing barriers to education access, automating management processes, analysing learning patterns and optimising learning processes with a view to improving learning outcomes.
Employers’ needs for AI skills
Cedefop expert Konstantinos Pouliakas presented evidence from the agency’s digitalisation and future of work project at a session on anticipation and development of skills needed for work and life in an AI era. The session focused on the capacities of education and training systems to proactively respond to changes in labour markets, including: what occupations are at risk with the advent of AI, and what new occupations are being created; how education and training systems can anticipate these changes to equip the existing workforce and prepare new generations with job skills to succeed in the AI era; how the private sector can be involved in the governance, financing and management of technical and vocational education and training programmes.
Cedefop showed evidence on the extent to which automation is likely to pose a risk for occupations and sectors in EU labour markets. Based on unique data on the skill needs of EU jobs from the European skills and jobs survey, Mr Pouliakas argued that about 14% of EU adult employees’ jobs face a very high risk of automation. Around 40% of EU jobs are likely to see a significant part of their skill needs and tasks transformed, highlighting the critical importance of investing in employees’ continuing skill development.
The presentation also showcased first efforts by Cedefop to extract information on the demand for AI skills as expressed by employers in 11 EU countries. Using novel information from Cedefop’s prototype and newly released skills online vacancy analysis tool for Europe (Skills OVATE), evidence was presented that demand for AI skills (e.g. machine learning, deep learning, image recognition, natural language processing etc.) is still concentrated in specialised ICT fields, such as systems analysts. But it is also gaining traction among database and network professionals, electrical engineers and technicians and metal working machine tools operators.
The tool highlights that AI skills are part and parcel of a whole array of different skill needs, most notably soft skills like adaptability to change, foreign languages for international careers, project management and teamwork, even among highly specialised AI occupations.
VET in an AI era
This evidence implies that a truly AI-proof education is one that seeks to employ an interdisciplinary approach in which data and technological/digital skills are complemented by other key competences. A recent data collection by Cedefop’s ReferNet network on the responsiveness of EU VET systems to the future of work technologies underlines that many EU countries are seeking to reform their VET programmes and curricula towards that direction, combining science, technology and engineering with arts and media design courses.
As part of its digitalisation and future of work project, Cedefop continues to investigate the implications that AI will have on EU labour markets, including investigation of how algorithmic management of workers employed in the platform economy is affecting their skills development and mismatch (CrowdLEARN study).
Cedefop has launched the 2nd European skills and jobs survey to collect comparative EU-wide information enabling investigation of the impact of technological change and digitalisation (including automation) on workers’ skill mismatch/obsolescence and their readiness to adapt to changing skill needs via remedial learning practices. Cedefop will also continue to collect evidence on VET policies and practices adopted by EU Member States to ensure that they are digital frontrunners in the technology race and that all EU citizens can enjoy the marked benefits that will be made possible due to rapid technical advances in the AI era.
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The Asia-Europe Meeting (ASEM) is an informal meeting between states in the two continents. Cedefop, ETF, UNESCO and UNESCO’s Institute for Lifelong learning co-drafted the 4th edition of the global Inventory of national and regional qualifications framework and presented findings at the 7th ASEM education ministers' meeting, in Bucharest on 14 May.
The global inventory captures, records and analyses global trends in qualifications frameworks and includes six thematic chapters, 102 individual country descriptions and seven regional qualifications frameworks, including the European qualifications framework.
ASEM’s education ministers and senior officials gathered for the first time in Berlin in 2008. Since then they meet every two years to address topics of common interest, initiate projects and strengthen strategic cooperation.
For the latest meeting a stocktaking report was prepared, summarising collaboration results in four areas:
- quality assurance and recognition;
- engaging business and industry in education;
- balanced mobility;
- and lifelong learning, including technical and vocational education and training (TVET).
However, while the four priority areas remain relevant, it was discussed and agreed that changing contexts require adjustments of themes. New tasks and recommendations for future cooperation were presented to make the process sustainable, more effective and visible. For example:
- Recommendation 6 refers to the inclusion of two transversal themes within the priority areas of the ASEM education process: the UN’s 2030 sustainable development agenda and goals, and digitalisation;
- Recommendation 7 proposes to make TVET more prominent by promoting initiatives and wider networking opportunities among ASEM partners and stakeholders.
The inventory’s value was highlighted in the meeting’s chair’s conclusions where the joint efforts of Cedefop, ETF, UNESCO and UNESCO Institute for Lifelong Learning were acknowledged: ‘The inventory is an important reference document for regional qualification frameworks (RQFs) and national qualification frameworks (NQFs), which supports global monitoring by interested actors, provides policy analysis, identifies the latest issues and contributes to peer-learning.’
Ministers underlined that ‘qualifications frameworks as an established instrument in many countries around the world are significant in recognising all forms of learning, formal or informal, in facilitating lifelong learning across education sectors, in linking qualifications and education systems to labour market needs, and enabling comparison of qualifications between countries and world regions.’
Ministers also called upon all ASEM partners ‘to make use of this inventory and to enhance, develop or implement fully their existing RQFs and NQFs.’
The chair’s conclusions also acknowledged Cedefop’s work on learning outcomes. Ministers noted that Cedefop’s and UNESCO’s joint development of an international handbook on defining, writing and applying learning outcomes, builds on the European handbook on the same topic.
Cedefop expert Slava Pevec Grm emphasised that, given the growing importance of learning outcomes in international education and training policies, the process involved in preparing the international handbook (2019-20) allows for closer dialogue and cooperation between international experts in this field. The final product (due end 2020) will support a more consistent use of learning outcomes, a necessary condition for increased international transparency of qualifications.
The chair’s conclusions invite the four agencies to share with ASEM countries and partners their respective studies, toolkits and event reports in the field of lifelong learning, including vocational education and training, skills and qualifications, which support the development of qualification frameworks, engage actors and ensure benefits for people.
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At a meeting organised by Cedefop and the Bulgarian Ministry of Education and Science in Sofia on 3 June, Cedefop presented the main findings of the skills governance review in the country.
The review is part of Cedefop’s skills governance project, which aims at strengthening skills anticipation and matching in EU Member States.
Cedefop has been working with Bulgaria since 2017 and has consulted with a wide range of stakeholders. Face-to-face and telephone interviews and three online consensus building questionnaires were used to map the current state of skills anticipation in the country and to develop a stakeholder perspective on what could be possible development opportunities for the future. An online survey among municipalities was used to map the regional/local perspective on skills governance.
Cedefop experts Stelina Chatzichristou and Jasper van Loo, supported by experts of Fondazione Giacomo Brodolini, presented the key findings. These included an overview of what stakeholders see as main priorities: to take steps to further develop vocational education and training planning and career guidance based on skills anticipation, and to strengthen overall management and coordination.
The Cedefop experts also presented a draft policy roadmap based on consensus about what stakeholders see as relevant and feasible steps and roles for different stakeholders to implement these priorities and on the centre’s experience in analysing skills governance systems and approaches elsewhere.
The roadmap strikes a balance between ambition and feasibility and turns priorities into actionable policy responses that can be achieved in the short to medium term. Once implemented, the actions and their outcomes could become a basis for further work at a later stage.
In line with the principle that countries drive the reviews and own the process, the national steering committee will now validate the policy roadmap. The finalised roadmap and all other review findings will become part of a Cedefop report to be released in 2020.
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The #CedefopPhotoAward 2019 has closed and more than 110 teams from 20 European countries have taken part. The results will be announced in July.
An integral part of the European vocational skills week (#EUVocationalSkills), Cedefop's annual photo competition, which was launched in 2016, is an initiative endorsed by the European Commission, aiming to showcase the vocational education and training (VET) experience and raise its visibility across the European Union, Norway and Iceland.
In this year’s edition, a total of 380 learners from 73 VET schools, supported by 76 teachers/tutors, told their VET experience through photos and a short narrative.
Two winning teams will be selected to travel to Helsinki with their teacher/tutor for the European vocational skills week in October, where one of them will be awarded the first prize following an online vote (details on voting will be announced at a later stage). The two teams will attend a gala dinner and the award ceremony.
A third winning team will travel to Thessaloniki for the opening of the Thessaloniki International Film Festival (#TIFF60) on 31 October.
The winning and runner-up photo stories will be exhibited during #TIFF60 and the #EUVocationalSkills week.
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Cedefop's programme for 2019 and plans until 2021are included in this publication. At the interface between the world of education and training and the world of work, Cedefop’s activities have always been at the cutting edge of developments.
Despite limited resources and the need to reprioritise, Cedefop continues its forward-looking work with qualitative and quantitative research to help inform, shape and value vocational education and training.
Programming document 2019-21ENDOI: 10.2801/70408TI-AR-19-001-EN-NISBN: 978-92-896-2869-325/06/20191.9 MB
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This publication provides a comparative statistical analysis of skills development through continuing vocational training (CVT) in EU enterprises.
It is based on data from the latest rounds of the CVTS survey (CVTS 5, 2015 and CVTS 4, 2010) covering EU-Member States, Norway and North Macedonia and reporting on progress towards key policy objectives. The analysis considers indicators on enterprise CVT provision, staff participation, time devoted to training and enterprise expenditure. These are analysed and then summarised by means of a composite index. Results are further complemented with an analysis of data concerning the reasons given by enterprises for not providing (further) training and main skill needs in companies. The report pays particular attention to training efforts of SMEs.
Continuing vocational training in EU enterprisesENDOI: 10.2801/704583TI-BC-19-003-EN-NISBN: 978-92-896-2880-825/06/20194.87 MB Continuing vocational training in EU enterprisesENDOI: 10.2801/751575TI-BC-19-003-EN-EISBN: 978-92-896-2881-512/07/201910.8 MB
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This publication is the final report of Cedefop’s thematic country review of apprenticeship in Croatia.
The review took place between January 2017 and June 2018 at the request of the Ministry of Science and Education of Croatia. It examined the unified model of education (jedinstveni model obrazovanja) three-year programmes for trades and crafts (CROQF level 4.1). The report presents key findings and suggestions for action to improve and further develop the model in line with the curriculum reform and labour market needs. The analysis is based on the information collected from stakeholders from different levels (students, practitioners, institutional actors, the social partners and policy-makers) and in-depth discussions with the steering group. The review suggests taking more care of the model in four directions:
(a) making it attractive and supportive for learners;
(b) supporting employers who take apprentices;
(c) increasing its quality and permeability;
(d) improving stakeholder coordination.
Since May 2014, Cedefop has carried out Thematic Country Reviews on Apprenticeships in five volunteer countries: Lithuania and Malta as part of a first wave (2014-2015); Greece, Italy and Slovenia as part of a second wave (2015-2017). Cedefop has carried out a third wave of reviews in two more countries, Cyprus and Croatia, and piloted a lighter version of the TCR (flash TCRs) in Belgium (French-speaking Community) and Sweden.
Apprenticeship review: CroatiaENDOI: 10.2801/97707TI-02-19-225-EN-NISBN: 978-92-896-2866-214/06/20196.92 MB Analiza sustava naukovanja: HrvatskaHRDOI: 10.2801/36103TI-02-19-225-HR-NISBN: 978-92-896-2862-421/05/202010.59 MB
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Cedefop research shows that automation and artificial intelligence do not necessarily destroy, but rather transform jobs. People, businesses and labour markets will have to adapt and acquire new skills, enabling them to cooperate with machines.
Education and training provision will have to offer ‘robot-compatible’ skills and competences, blending specific occupational skills with key competences such as entrepreneurship and learning to learn. Political decision makers must determine how to frame this continuing transformation, ensuring that nobody is left behind as new work methods are introduced.
Künstliche oder Menschliche intelligenz?DEDOI: 10.2801/75808TI-BB-19-005-DE-NISBN: 978-92-896-2802-023/07/20191.03 MB Künstliche oder Menschliche intelligenz?DEDOI: 10.2801/19172TI-BB-19-005-DE-EISBN: 978-92-896-2805-131/07/20192.15 MB Τεχνητή ή ανθρώπινη νοημοσύνη;ELDOI: 10.2801/76780TI-BB-19-005-EL-NISBN: 978-92-896-2801-323/07/2019966.26 KB Τεχνητή ή ανθρώπινη νοημοσύνη;ELDOI: 10.2801/33645TI-BB-19-005-EL-EISBN: 978-92-896-2804-431/07/20192.13 MB Artificial or human intelligence?ENDOI: 10.2801/862703TI-BB-19-005-EN-NISBN: 978-92-896-2798-619/06/2019590.96 KB Artificial or human intelligence?ENDOI: 10.2801/164782TI-BB-19-005-EN-EISBN: 978-92-896-2807-531/07/20191.28 MB ¿Inteligencia artificial o humana?ESDOI: 10.2801/12218TI-BB-19-005-ES-NISBN: 978-92-896-2792-423/07/2019800.05 KB ¿Inteligencia artificial o humana?ESDOI: 10.2801/973589TI-BB-19-005-ES-EISBN: 978-92-896-2794-831/07/20191.56 MB Intelligence artificielle ou humaine?FRDOI: 10.2801/573281TI-BB-19-005-FR-NISBN: 978-92-896-2808-223/07/2019856.1 KB Intelligence artificielle ou humaine?FRDOI: 10.2801/820733TI-BB-19-005-FR-EISBN: 978-92-896-2803-731/07/20192.11 MB Intelligenza artificiale o umana?ITDOI: 10.2801/544322TI-BB-19-005-IT-NISBN: 978-92-896-2809-923/07/2019657.15 KB Intelligenza artificiale o umana?ITDOI: 10.2801/79317TI-BB-19-005-IT-EISBN: 978-92-896-2795-531/07/2019784.34 KB Sztuczna czy ludzka inteligencja?PLDOI: 10.2801/852351TI-BB-19-005-PL-NISBN: 978-92-896-2806-823/07/2019880.58 KB Sztuczna czy ludzka inteligencja?PLDOI: 10.2801/795382TI-BB-19-005-PL-EISBN: 978-92-896-2793-131/07/20192.43 MB Inteligência artificial ou humana?PTDOI: 10.2801/1TI-BB-19-005-PT-NISBN: 978-92-896-2796-223/07/2019826.26 KB Inteligência artificial ou humana?PTDOI: 10.2801/370357TI-BB-19-005-PT-EISBN: 978-92-896-2800-631/07/20192.02 MB Inteligența artificială sau cea umană?RODOI: 10.2801/10126TI-BB-19-005-RO-NISBN: 978-92-896-2799-323/07/2019757.47 KB Inteligența artificială sau cea umană?RODOI: 10.2801/26780TI-BB-19-005-RO-EISBN: 978-92-896-2797-931/07/20192.27 MB
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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 Qualifikationsrahmen in EuropaDEDOI: 10.2801/779137TI-BB-19-004-DE-EISBN: 978-92-896-2782-530/06/2019201.25 KB Πλαίσια επαγγελματικών προσόντων στην ΕυρώπηELDOI: 10.2801/444063TI-BB-19-004-EL-NISBN: 978-92-896-2779-507/06/2019784.76 KB Πλαίσια επαγγελματικών προσόντων στην ΕυρώπηELDOI: 10.2801/398039TI-BB-19-004-EL-EISBN: 978-92-896-2790-030/06/2019209.17 KB Qualifications frameworks in EuropeENDOI: 10.2801/60384TI-BB-19-004-EN-NISBN: 978-92-896-2784-924/05/2019647.55 KB Qualifications frameworks in EuropeENDOI: 10.2801/569581TI-BB-19-004-EN-EISBN: 978-92-896-2781-830/06/20191.66 MB Los marcos de cualificaciones en EuropaESDOI: 10.2801/06859TI-BB-19-004-ES-NISBN: 978-92-896-2778-807/06/2019715.78 KB Los marcos de cualificaciones en EuropaESDOI: 10.2801/215419TI-BB-19-004-ES-EISBN: 978-92-896-2789-430/06/2019197.49 KB Cadres des certifications en EuropeFRDOI: 10.2801/143230TI-BB-19-004-FR-NISBN: 978-92-896-2786-320/06/2019721.33 KB Cadres des certifications en EuropeFRDOI: 10.2801/139362TI-BB-19-004-FR-EISBN: 978-92-896-2780-130/06/2019200.65 KB Quadri delle qualifiche in EuropaITDOI: 10.2801/001149TI-BB-19-004-IT-NISBN: 978-92-896-2788-707/06/2019714.84 KB Quadri delle qualifiche in EuropaITDOI: 10.2801/227838TI-BB-19-004-IT-EISBN: 978-92-896-2787-030/06/2019194.2 KB Ramy kwalifikacji w EuropiePLDOI: 10.2801/048731TI-BB-19-004-PL-NISBN: 978-92-896-2783-207/06/2019717.85 KB Ramy kwalifikacji w EuropiePLDOI: 10.2801/418869TI-BB-19-004-PL-EISBN: 978-92-896-2774-0 30/06/2019195.96 KB Quadros de qualificações na EuropaPTDOI: 10.2801/0050TI-BB-19-004-PT-NISBN: 978-92-896-2791-707/06/2019718.15 KB Quadros de qualificações na EuropaPTDOI: 10.2801/243893TI-BB-19-004-PT-EISBN: 978-92-896-2775-730/06/2019197.49 KB Cadre de calificare în EuropaRODOI: 10.2801/826197TI-BB-19-004-RO-NISBN: 978-92-896-2777-107/06/2019715.39 KB Cadre de calificare în EuropaRODOI: 10.2801/5722TI-BB-19-004-RO-EISBN: 978-92-896-2776-430/06/2019194.93 KB
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More than half (56.2%) of secondary education learners in Romania are enrolled in vocational education and training (VET).
Access to public education, including VET, is guaranteed by the country’s constitution, free of charge.
Initial VET is inclusive, available at different levels of learning, and offers access to the world of work and, in some cases, to higher education.
Find out more about the system and the options offered to learners in the current EU Presidency holder in Cedefop’s new animated video.
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