In light of the growing negative impact of the Covid-19 pandemic on national labour markets and people’s lives and livelihoods, the role of career guidance has become ever more important to individuals, families, communities, the workforce, employers and society.
Cedefop’s study Financing apprenticeships in the EU is a first-time effort in systematically collecting and analysing information on financing arrangements for apprenticeship schemes in EU countries and the UK.
In the face of the current health crisis and the far-reaching labour market transformations it entails, the European Union and its Member States are taking action to provide all people in Europe with stronger support to employment, including upskilling and reskilling opportunities.
This booklet on the latest national qualifications frameworks developments, aims to summarise and illustrate the state of play of the 43 frameworks created to date in the EU, EFTA, candidate and potential countries and the UK.
Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems, is a key aim of the skills agenda for Europe. To be impactful, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
Insights from a pan-European opinion survey conducted by Cedefop. This survey explores what adults living in the European Union (EU), Iceland and Norway think about adult learning and CVET, given that image and perceptions influence action.
Impressions are influential. Through more than 40 000 interviews of people aged 25 and over in the European Union, Norway and Iceland, this survey explores people’s impressions about adult learning and continuing vocational education and training (CVET), which are central to enabling adults acquire the knowledge, skills and competences they need to manage changing jobs and lives.
For years, the European qualifications framework (EQF) and national qualifications frameworks (NQFs) across Europe have helped build bridges across different countries and education and training systems.
Key competences are important for personal development, employment, integration into society and lifelong learning.
Long before the outbreak of the Covid-19 crisis, questions were raised about gig and platform work: are they ‘digital sweatshops’ or a conduit to skills development and better skills matching? The public health crisis may have accentuated the vulnerability of platform workers, but it also demonstrated the wider potential for working and learning digitally.
This short description contributes to better understanding of vocational education and training (VET) in Germany by providing insight into its main features and highlighting system developments and current challenges.
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 have impact, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
The September 2020 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
The coronavirus (Covid-19) pandemic has highlighted the vast opportunities of working and learning digitally.
Last year was a 'year of change' for Cedefop. Find out why in the 2019 annual report, and check out the agency's work and achievements.
This report is the second volume of Cedefop research on empowering adults through upskilling and reskilling pathways. It presents the Cedefop analytical framework for developing upskilling pathways for low-skilled adults and illustrates its conceptual development.
This Cedefop paper examines how employment in occupations identified previously as being at high risk of automation has changed over time. It also uses information from a matched employer-employee data set from Ireland, an EU country with relatively high exposure to digitalisation, to examine the relationship between employment change and organisational practices.
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.