Resources

Cedefop, together with its CareersNet partners in EU Member States and beyond, has collected examples of lifelong guidance policies and practices that support the rights and opportunities of people with disabilities. This briefing note showcases some of these initiatives in EU Member States and beyond, and presents policy pointers for further action.

UNICEF helps countries and education professionals improve their strategies to prevent school dropout. Building on the Education Participation Series, this brief on Early Warning Systems for students at risk of dropping out aims to guide education decision-makers and schools on dropout prevention.

In 2021, education ministers in the EU adopted a Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education, supported by a handbook. ‘Blended learning’ in formal education and training can be a blend of: school site and other physical learning environments (companies, training centres, distance learning, outdoor, cultural sites, etc.) or blending different digital and non-digital learning tools. 

Internationally, vocational education and training (VET) faces some major challenges, one of them certainly constituting the number of premature terminations of contract. A large part of former research within this context has concentrated on the identification and analysis of dropout reasons from the apprentice’s point of view.

Vocational Education and Training (VET) prepares citizens to participate in the labour market, but requires continuous development to adapt to the impacts of global trends, to become more attractive and relevant, to support lifelong learning, to encourage creativity, innovation and entrepreneurship, and to become more inclusive. European legislation and structural funds improved VET for people with special educational needs (SEN) and/or disabilities, for example in the case of the European qualifications framework (EQF) and the national qualifications frameworks (NQFs).

Russia’s large-scale aggression against Ukraine has led to the most important humanitarian crisis in the OECD area since World War II, affecting millions of people and a severe economic, social and educational shock of uncertain duration and magnitude. This policy brief discusses how VET systems in host countries can become more inclusive and supportive of Ukrainians displaced by Russia’s large-scale aggression, building on OECD work on VET for young refugees, an analysis of VET in Ukraine, and first policy responses to the current crisis.

These ethical guidelines on artificial intelligence (AI) and data usage in teaching and learning are designed to help educators understand the potential that the applications of AI and data usage can have in education and to raise awareness of the possible risks so that they are able to engage positively, critically and ethically with AI systems and exploit their full potential.

Despite steps taken towards the digitalisation of education as a quick response to the pandemic, access to learning remains a challenge, especially for vulnerable learners. Digital transformation brought about as many new tools as new barriers to education. This study aims to provide a thorough examination of new priorities, demands and opportunities regarding inclusive digital education with the goal of overcoming exclusion.

VET teachers and trainers and a comprehensive approach to their professional development are key to improving education and training processes in Europe.

The need for investment and for a holistic approach to VET teachers’ and trainers’ professional development is at the heart of high-quality and inclusive VET.

Teachers and trainers are at the forefront of initial vocational education and training (VET) delivery. In the face of the unprecedented challenges created by the pandemic and the war in Ukraine, their commitment and creativity have been central to sustaining teaching and learning in schools and workplaces. 

The report brings together the main insights produced by a dedicated Commission Expert Group on tackling disinformation and promoting digital literacy through education and training regarding both challenges and potential solutions for this emerging and complex field, as well as their tentative conclusions and recommendations.

The Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education provide hands-on guidance for teachers and educators, including practical tips, activity plans, insights on topics and cautionary notes grounded in what works as concerns digital literacy and education and training.

The article analyses the scientific sources on the problem of psychosocial help to victims of traumatic events, identifies three main approaches to its implementation.

Building on the work of Cedefop, this article presents the EU policy agenda and central activities related to VET teachers and trainers as well as linkages to the European strategies for vocational education and training (VET); approaches and models of VET teacher and trainer professional development in the member states (MS).

This compendium presents a comprehensive range of inspiring practices brought together by the ET 2020 Working Group on Common Values and Inclusive Education over the period 2016-2020. The principal objective of the compendium is to provide ideas and inspiration for policymakers and practitioners who strive to improve the inclusiveness of education and training systems across the EU. We also hope that it will contribute to developing the growing body of evidence on the importance and added value of inclusive education.