Year
Any 2024 <span class="count">(3)</span> 2023 <span class="count">(5)</span> 2022 <span class="count">(7)</span> 2021 <span class="count">(6)</span> 2020 <span class="count">(7)</span> 2019 <span class="count">(6)</span> 2018 <span class="count">(6)</span> 2017 <span class="count">(5)</span> 2016 <span class="count">(7)</span> 2015 <span class="count">(9)</span> 2014 <span class="count">(6)</span> 2013 <span class="count">(9)</span> 2012 <span class="count">(7)</span> 2011 <span class="count">(8)</span> 2010 <span class="count">(7)</span> 2009 <span class="count">(7)</span> 2008 <span class="count">(7)</span>
Theme
Learning to anticipate and match skills <span class="count">(2)</span> New forms of work <span class="count">(2)</span> Qualifications and credentials <span class="count">(13)</span> Skills and changing societies <span class="count">(24)</span> Skills and jobs in demand <span class="count">(4)</span> VET for youth - Teachers and trainers <span class="count">(7)</span> Digitalisation <span class="count">(3)</span> Learning outcomes <span class="count">(2)</span> National policy developments <span class="count">(6)</span> Skills intelligence <span class="count">(3)</span> Supporting stakeholders in skills intelligence and matching <span class="count">(1)</span> VET for adults <span class="count">(9)</span> Cedefop green observatory <span class="count">(6)</span> Learning in work <span class="count">(5)</span> Skills and changing workplaces <span class="count">(19)</span> VET and qualifications across borders <span class="count">(14)</span> VET support policies - financing, guidance, validation <span class="count">(14)</span> 21st century workforce <span class="count">(1)</span> Apprenticeships <span class="count">(4)</span> Skills policies and practices <span class="count">(8)</span> Future trends in the content and provision of VET <span class="count">(3)</span> Skills and labour market <span class="count">(35)</span> VET knowledge centre <span class="count">(35)</span> Delivering VET and qualifications <span class="count">(21)</span> National VET systems <span class="count">(5)</span> Statistics <span class="count">(13)</span>
Keywords
Adult learning <span class="count">(4)</span> Apprenticeship <span class="count">(5)</span> Benefits of education and training <span class="count">(2)</span> Certification of learning outcomes <span class="count">(2)</span> Comparability of qualifications <span class="count">(1)</span> Competence <span class="count">(1)</span> Continuing education and training <span class="count">(8)</span> Curriculum <span class="count">(1)</span> Early school leaver/dropout <span class="count">(4)</span> Economic policy <span class="count">(1)</span> ECVET <span class="count">(2)</span> Education and training policy <span class="count">(4)</span> Education and training system <span class="count">(4)</span> Employment policy <span class="count">(1)</span> Enterprise <span class="count">(1)</span> EQF <span class="count">(8)</span> EU policy <span class="count">(4)</span> EU programme / fund <span class="count">(1)</span> Europass <span class="count">(3)</span> Financing of education and training <span class="count">(3)</span> Future of VET <span class="count">(2)</span> Future skills <span class="count">(1)</span> Globalisation <span class="count">(1)</span> Green economy <span class="count">(2)</span> Green jobs <span class="count">(3)</span> Green skills <span class="count">(3)</span> Guidance and counselling <span class="count">(6)</span> Information and communication technology <span class="count">(1)</span> Initial education and training <span class="count">(1)</span> Knowledge society <span class="count">(1)</span> Labour market <span class="count">(4)</span> Learning outcomes <span class="count">(3)</span> Lifelong learning <span class="count">(5)</span> Lifelong Learning Programme <span class="count">(1)</span> Mobility of learners and workers <span class="count">(3)</span> National qualifications framework <span class="count">(5)</span> Non formal/informal learning <span class="count">(1)</span> Older worker <span class="count">(1)</span> Opinions on vocational education and training (VET) <span class="count">(1)</span> Permeability <span class="count">(1)</span> Qualification <span class="count">(3)</span> Quality of education and training <span class="count">(2)</span> Recognition of qualifications <span class="count">(2)</span> Reform of education and training <span class="count">(1)</span> Skill forecast <span class="count">(8)</span> Skill mismatch <span class="count">(5)</span> Skill needs <span class="count">(4)</span> Skills <span class="count">(5)</span> SME <span class="count">(1)</span> Social dialogue / labour relations <span class="count">(1)</span> Statistics <span class="count">(1)</span> Teachers and trainers <span class="count">(2)</span> Transparency of qualifications <span class="count">(4)</span> Vacancies <span class="count">(1)</span> Validation <span class="count">(1)</span> Vocational education and training <span class="count">(2)</span>
Related Country
Any Denmark <span class="count">(1)</span> Europe <span class="count">(75)</span>
Language
Any Bulgarian <span class="count">(4)</span> Croatian <span class="count">(2)</span> Czech <span class="count">(3)</span> Danish <span class="count">(5)</span> Dutch <span class="count">(8)</span> English <span class="count">(112)</span> Estonian <span class="count">(4)</span> Finnish <span class="count">(1)</span> French <span class="count">(111)</span> German <span class="count">(111)</span> Greek <span class="count">(107)</span> Hungarian <span class="count">(6)</span> Italian <span class="count">(108)</span> Latvian <span class="count">(4)</span> Lithuanian <span class="count">(4)</span> Polish <span class="count">(80)</span> Portuguese <span class="count">(86)</span> Romanian <span class="count">(5)</span> Slovak <span class="count">(4)</span> Slovenian <span class="count">(3)</span> Spanish <span class="count">(108)</span> Swedish <span class="count">(2)</span>
