In the frame of Cedefop’s project “Complementary Pathways for Adult Refugees: the Role of VET, Skills and Qualifications”, an expert workshop is organised in order to discuss the main findings throughout the project with a view of providing technical and policy advice and support.

The aims of this second project workshop are to discuss:

  • the theoretical and legal framework for complementary pathways to protection for people who were forced to flee their country of origin involving the support of VET, skills and qualifications (skills-based complementary pathways to protection);
  • how to move from theory to practice.

The workshop will bring together representatives of the EU level social partners, experts from academia, international institutions and NGOs.


A Cedefop study is analysing in-depth how key competences were integrated and promoted in VET, in the period 2011-2019.

The study focuses on three key competences: literacy, languages and digital.

The workshop Key competences in initial vocational education and training: digital, literacy and multilingual shared and discussed the results of the study with more than 50 participants including policy makers (mainly from national authorities), the European Commission, ETF, UNESCO and researchers.

It was also an opportunity to identify challenges and remedies in implementing policies supporting key competences and define questions/topics that stakeholders would like Cedefop to provide evidence on in the future.


   Take part in the discussion  #KeyCompetences and #EUVocationalSkills


CareersNet, Cedefop’s network of independent national experts for lifelong guidance and career development, will convene in Rome on 19 and 20 September 2019.

The event will be hosted by the Italian National Agency for Active Labour Policies (ANPAL) at the Ministry of Labour and Social Policies premises.

Around 40 participants will meet, including the core national experts of the network and invited representatives from the host country.

The meeting will discuss the upcoming online publication of the EU inventory for lifelong guidance policies. Mutual exchange of experiences in what regards current national developments in national guidance systems will also be a priority.

Issues to discuss include:

  • coordination of lifelong guidance with validation of informal and non-formal learning;
  • support to adult learning and local/regional capacitation;
  • role of digital technologies in career development support;
  • transferability and adaptation of successful practices and policies.
The joint Cedefop/OECD symposium on apprenticeship (7 October 2019) brought together policy makers, practitioners and researchers from around the world to consider new research exploring the next steps for apprenticeship provision. UPDATE: The joint Cedefop/OECD publication The next steps for apprenticeships h...

The joint Cedefop/OECD symposium on apprenticeship (7 October 2019) brought together policy makers, practitioners and researchers from around the world to consider new research exploring the next steps for apprenticeship provision.

UPDATE: The joint Cedefop/OECD publication The next steps for apprenticeships has now become available.


Apprenticeship provision has a long history of enabling the transitions for young people from education into sustained skilled employment. Dependent on deep employer engagement, apprenticeships have proven to be an effective means of ensuring that the formative education and training of learners is well aligned to actual labour market needs.

In recent years, governments across Europe and the OECD have invested considerable resource in improving apprenticeship provision, introducing and reforming apprenticeships to reach ever more learners, both young people and increasingly adults. The consistent aim has been to ensure that apprenticeships are attractive to learners, to employers and to society, providing apprentices with skills demanded by employers while contributing to societal and economic well-being (OECD 2018).  With countries developing apprenticeships within some very different policy approaches and national contexts (Cedefop, 2018), peer-learning opportunities are strong. 

It is timely to look at the future of apprenticeship from the perspective of a number of external mega trends - such as socio-demographic changes, new technologies and new forms of work organisation, trends in education and training - and consider how they have affected (or will affect) the design and delivery of apprenticeship and policy approaches towards its provision.


Agenda and presentations

The following papers were presented and discussed. See the agenda and presentations below:

  • New apprenticeship arrangements for a new world of work? - Erica Smith, Federation University Australia
  • The Future of Apprenticeships in Europe: Three Scenarios - Dr. Philipp Grollmann, Federal Institute of Vocational Education, BIBB, Germany and Dr. Jörg Markowitsch, 3s Unternehmensberatung, Vienna, Austria
  • Arranging relations between the vocational and academic system in a new way – socio-economic trends and their implications for the future of apprenticeships - Prof. Dr. Dieter Euler, University St.Gallen, Switzerland
  • The development and implementation of a graduate apprenticeship programme – Stewart McKinlay,  University of Strathclyde
  • Going for attractiveness and excellence. A cross-country review of excellence in apprenticeship in Austria, Denmark, Germany and Switzerland - Isabelle Le Mouillour, Federal Institute for Vocational Education and Training, Germany, Frédéric Berthoud, State Secretariat for Education, Research and Innovation, Switzerland and Franz Gramlinger, Austrian Reference Point for Quality Assurance in VET, Austria
  • The Effect of Changing Entrance Requirements for VET Education on Low-Income Students - Shaun M. Dougherty, Vanderbilt University, USA and Jesper Eriksen, Aalborg University, Denmark
  • Digitalisation of Apprenticeship in Germany – Regina Flake and David Meinhard, German Economic Institute
  • Innovative learning cultures in apprenticeships in the Swiss telecommunication industry - Antje Barabasch, Swiss Federal Institute of Vocational Education and Training (SFIVET)
  • Tensions and innovations: the impact on learning of Apprenticeships in ‘non-traditional’ organisational settings - Eleanor Andressen, Pearson, UK
  • Collaborative training in the dual system: learning and working in a network of companies to meet training requirements more adequately - Isabelle Michel, Cepag, Belgium


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