Cedefop's first policy learning forum, which will focus on the definition and writing of learning outcomes for vocational education and training (VET) qualifications, takes place this week (24-25 September) in Thessaloniki.
A draft joint report of the European Council and the Commission sets new priorities for European cooperation in education and training as part of the strategy for education and training (ET 2020). The Council is expected to adopt the report by the end of the year.
A main priority for Cedefop is to support Member States and social partners in further developing and improving vocational education and training and lifelong learning policies and practices.
Cedefop Director James Calleja and Head of Department for VET Systems and Institutions Loukas Zahilas had several meetings at the Unesco headquarters in Paris on 5 and 6 May regarding potential areas of cooperation.
A Cedefop delegation headed by Director James Calleja took part in a knowledge-sharing seminar with the European Training Foundation (ETF), Cedefop's sister agency, in Turin on 13 February. Apprenticeships, validation and the next stage for European tools were on the agenda.
On 30 July an international campaign to promote the ’Recognition in Germany’ portal abroad was launched by the Federal Institute for Vocational Education and Training (BIBB) on behalf of the Federal Ministry of Education and Research (BMBF). It aims at expanding and improving information on professional recognition provided for skilled workers interested in migrating to Germany. The campaign focuses on Italy, Poland, Romania, Spain and Turkey.
The Technical Education and Skills Development Authority (Tesda) and the government of Germany recently sealed an agreement that seeks to intensify technical vocational education and training (TVET) programmes to prepare skilled graduates for employment.
The Cedefop conference (27-28 November) addressed how the common tools together can help to achieve the main objectives of European cooperation in vocational education and training: easier mobility and career progression for learners, better education and training for all of Europe.
Adults with upper-secondary VET qualifications generally have lower levels of literacy and numeracy proficiency than people with general upper-secondary education, according to the OECD Survey of Adult Skills (PIAAC). This is not surprising.
Literacy skills of adults aged 25-64 with general education tend to be higher than for those with vocational qualifications across all European countries covered by the OECD’s Survey of Adult Skills.