Validation of non-formal and informal learning is defined as ‘a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard’.
Vocational education and training (VET) in Germany is based on close cooperation between the State, companies and social partners.
This paper, jointly prepared by Cedefop and the ETF, aims to inform the next steps in VET policy- making at EU level, including the Osnabruck declaration expected to be discussed by ministers in the autumn of 2020. It puts forward key challenges and opportunities for VET which have emerged from the intelligence, research and evidence collected over the years by the two agencies, each within its own remit and geographic scope.
Developments in five priority areas for VET, agreed in 2015 by the EU-28, Iceland, Norway, candidate countries, the European Commission and EU social partners, are at the centre of this report.
Apprenticeships for adults are one of the policy solutions to the need for supporting adults willing to train, while broadening the skills base of the working population across Europe.
The May 2020 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key aim of the Skills agenda for Europe. But to be impactful, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
New Cedefop working paper series! The first paper employs a skills-based approach to identify individual and job factors most likely to be impacted by social distancing measures and practices due to the Covid-19 pandemic.
This programming document (PD) covers the period 2020-22 and sets the strategy and activities of the Agency for that period, including specific deliverables, indicators and targets for 2020.
The European qualifications framework (EQF), with its eight levels, serves as a translation grid between qualifications acquired in different European countries.
Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key pillar of the Skills agenda for Europe. But to have an impact, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
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.
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.
This short description contributes to better understanding vocational education and training (VET) in Croatia by providing insights into its main features and highlighting system developments and current challenges in recent years.
Vocational education and training (VET) plays a prominent role in Croatia. Overall responsibility for VET lies with the Ministry of Science and Education supported by the Agency for VET and Adult Education (ASOO).
European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected a set of 36 indicators to quantify some key aspects of VET and lifelong learning.
Transition is the key word that marks the 2019 and 2020 policy framework in which Cedefop operates.
This study is the first volume of Cedefop research on empowering adults through upskilling and reskilling pathways.
The January 2020 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient.