Large-scale implementation of a five-year major skills investment plan (PIC -Plan d’investissement dans les compétences) is taking off in 2019. Launched in September 2017, the plan foresees a total of EUR 15 billion to fund the training of one million young people and one million jobseekers.
At a policy forum on the role of community lifelong learning centres (CLLCs) organised jointly by Cedefop and the Lifelong Learning Platform (LLLP) at the Permanent Representation of Romania to the EU, in Brussels on 29 May, Cedefop presented the new edition of its vocational education and training (VET) toolkit for tackling early leaving from education and training.
Cedefop Head of Department for VET Systems and Institutions Loukas Zahilas presented the agency’s work on the changing nature and role of vocational education and training (VET) at the Taitaja2019 international seminar, in Joensuu, Finland, on 22 May.
The second joint Cedefop/European Economic and Social Committee (EESC) policy learning forum on upskilling pathways discussed ways of developing such pathways for adults, in Brussels on 20 and 21 May.
The beginning of 2019 brought a new project Sprong an D’Léier, which addresses young people who after the school year has started (after 1 November of each school year), are without any apprenticeship contract or are not satisfied by their choice of profession. The objective is to help such young people to find an apprenticeship contract for the following school year.
The landscape of the national vocational education and training (VET) system is changing, no less due to the challenges of the fourth industrial revolution. The Ministry for Innovation and Technology supports active involvement of all VET stakeholders in this process through the newly established VET Innovation Council.
A National Forum for Skills Anticipation report highlights changes in competences and skills that will be needed in 2035. Important future skills include customer-oriented development of services and knowledge of sustainable development. The labour market will require digital, information evaluation and problem-solving skills.
The Observatory of Occupations of the State Public Employment Service (SEPE) has published its 2018 Forecast and identification of training needs report. It addresses skill mismatches in the labour market to ensure that the public training offer responds to current and future demands of the national production system.
Continuing digitisation poses new challenges for professionals, with an impact on vocational education and training. In order to prepare industrial-technical apprentices for the world of Industry 4.0 right from the start, the chambers of commerce and industry (IHKs) have developed an interdisciplinary training programme that is offered nationwide from 2019.
Validation of non-formal and informal learning outcomes was introduced in 2011 (for professional qualifications at EQF levels 2-4) and in 2012 (for higher education at EQF levels 5-7).
The Swedish Agency for Higher Vocational Education decided in January 2019 which programmes are to be added to the HVET portfolio over the next few years. More than 14 000 new study places were added for 2019. The expansion of higher vocational education in Sweden continues!
Well-defined learning outcomes (LO) are considered to be crucial in many aspects of vocational education and training (VET), such as in VET promotion, supporting learners to plan their learning and asses their progress, and transnational mobility. The project See the goal: in-company learning outcomes as video recordings (2016-18) used video technology to apply the learning outcomes approach in some VET programmes.
Teacher teams promote research as a method of evidence-informed innovation of education practices.
Quality in vocational education and training is a main focus across Europe, starting with the relevant European recommendation. A fundamental step to consolidate quality assurance in Italy is the continuous debate among decision-makers, national and European experts, institutional representatives and stakeholders on the impact of the implemented policies and of proposed actions/activities to improve the quality of the training supply.
A new VET graduate tracking study is currently being carried out in Greece by the National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP). The project focuses on graduates of post-secondary VET programmes (IEK); it aims to provide quantitative and qualitative data about what graduates do after completing their training.
Learners in the new apprenticeship programme more than double; more participating VET schools than ever before.
A press conference announcing measures to upgrade Cyprus’s public VET system improve its image and increase participation rates took place at the Ministry of Education and Culture (MoEC) in December 2018.
A Consultative Council for Vocational Education and Training, reporting to the Minister of Education and Science, was established on 27 September 2018. It will support the Minister in VET policy design and with implementation of VET reform at school level. A particular focus will be on measures to increase participation in dual training.