Cedefop has just published a European handbook on defining, writing and applying learning outcomes, addressed to individuals and institutions actively involved in the process.
National qualifications frameworks (NQFs) make a difference to people's lives but more research is needed to measure their impact, according to some of the conclusions of the peer learning conference organised by Cedefop, the European Commission and Quality and Qualifications Ireland (QQI) in Thessaloniki on 9 and 10 November.
Between February 2005 and July 2017, 100 million Europass CVs were created online and 60 million CV templates downloaded, according to figures just released.
Cedefop, in cooperation with the European Commission and Quality and Qualifications Ireland (QQI), invites to a Peer Learning Conference on the issue of national qualifications framework (NQF) impact. The purpose of the event is to stimulate an open and critical reflection on the current and future role of NQFs.
A knowledge-sharing seminar was organised in Cedefop’s premises in Thessaloniki on 22 May. European Training Foundation (ETF) experts presented their work on organising qualifications systems in the ETF partner countries as well as on skills and migration.
Cedefop’s European inventory on national qualifications frameworks (NQFs) shows that as national qualifications frameworks take shape and are implemented, their benefits and added value become more visible.
In a meeting at the headquarters of the European Federation for Welding (EWF) in Lisbon on 27 January, international and welding sector experts discussed the latest vocational education and training (VET) developments and reflected on future scenarios in relation to the European tools and their use in the sector.
Awareness is the first step in creating attractiveness on vocational education and training (VET).
At a seminar jointly organised by Cedefop and the Slovak EU Presidency on 13 December in Brussels, experts and Brussels-based stakeholders discussed key challenges related to the strengthening of vocational education and training (VET).
Around two in three Europeans (68%) think that vocational education at the upper secondary stage has a positive image in their country, while just under a quarter (23%) think the opposite.