In total, 112 teams of vocational education and training (VET) learners from 20 European countries took part in the fourth edition of the #CedefopPhotoAward. The teams consisted of 380 VET learners and 76 teachers/trainers, representing 73 learning providers. The learners were asked to share a photostory of a memorable VET experience.
Two winning teams, from Austria (‘Cultureconnects’ team from the College of engineering, art and design and Institute for research and technology Graz-Ortweinschule) and Croatia (‘The Chefs’ team from the Economic and Tourism School of Daruvar), have been nominated for the top award to be presented by European Commissioner for Employment, Social Affairs, Skills and Labour Mobility Marianne Thyssen at the fourth European vocational skills week (#EUVocationalSkills) in Helsinki (14-18 October).
The top spot will be decided via an online public vote, organised by the European Commission during the European vocational skills week. Details of the vote will be published in due course.
The Prix du jury this year goes to the ‘Artisan in Maramureș’ team from the Marmația Technological High School in Romania. The team will travel to Thessaloniki for the opening of the 60th Thessaloniki International Film Festival (#TIFF60) on 31 October.
The 20 winning and runner-up entries will be exhibited in Thessaloniki in the context of #TIFF60 and in Helsinki during the #EUVocationalSkills week.
Austria: Cultureconnects (‘cultureconnects’ team)
Anna Fachbach, Sarah Steinhäusler, Jacob Jabornig and Benjamin Wedemeyer bring together the experiences of four individuals from different environments and diverse vocational art schools in Germany, Austria, Poland and Italy. Their photostory depicts the power of VET to connect people no matter where they come from. They shared their Erasmus+ project INTERFACE experience where, during a one-week workshop, they had the opportunity to get to know one another and learn about different educational approaches in arts and design.
Croatia: Skinny chef (‘The Chefs’ team)
Lara Ivesa, Martina Stari and Domink Zulj were inspired by the talent of young chef Matej who has been appreciated by various top-notch hotels and has already had numerous job offers. They show his love of food and especially of making desserts. On the night before the photoshoot he was up until 4am making birthday cakes! Matej is also looking forward to possibilities of further education and improvement.
Romania: My path, our path... (‘Artisan in Maramureș’ team)
Beatris Panas, Carina Czako, Patrick Liszkovics and Alin Pașca portray through their photostory how tradition and art can become a source of inspiration to start one’s own professional venture. The fascination for a grandmother’s embroidering of traditional shirts, the pride in wearing them and the impression they left on an encouraging teacher were the incentive behind the creation of the mini-company DALSI SRL. With the help of associates from different nationalities this mini-company promotes a strong connection between the locals and the traditional products of various cultures: Romanian, Hungarian, and Ukrainian.
The runners-up list is made up of the following teams:
- ‘Power Rooster’ team from Escola de Tecnologia e Gestão de Barcelos (Portugal)
- ‘Sunny Students’ team from the 5th Evening Vocational High School of Patra (Greece)
- ‘Asperger Connexion’ team from ENGIM Torino Artigianelli (Italy)
- ‘The Mermaid Team’ from the 2nd Vocational School Apprenticeship of Thessaloniki-OAED (Greece)
- ‘1/13 Band of Hawk’ team from SZCC - Vedres István Építőipari Szakgimnázium (Hungary)
- ‘Obiettivo Finlandia’ team from ENGIM Piemonte Artigianelli Torino (Italy)
- ‘The Haircare Givers’ team from Atlantis College (Cyprus)
- ‘LAMB’ team from the Higher Medical School and Secondary Medical School (Czech Republic)
- ‘Expression’ team from the Malta College of Arts, Science and Technology Institute of the Creative Arts (Malta)
- ‘Bauh(e)art’ team from the 5th Evening Vocational High School of Patra (Greece)
- ‘Stick Figure’ team from Berufskolleg Senne (Germany)
- ‘Food lovers’ team from Zespol Szkol Ekonomiczno-Gastronomicznych (Poland)
- ‘Power of colours’ team from Zespół Szkół Chemicznych w Bydgoszczy (Poland)
- ‘Umprumcard’ team from Střední uměleckoprůmyslová škola (Czech Republic)
- ‘Dual Mechanics’ team from Electromechanic - Aurel Vlaicu High School / Dual School Bosch (Romania)
- ‘JFT’ team from Szolnoki Műszaki Szakképzési Centrum Jendrassik György Gépipari Szakgimnáziuma (Hungary)
- ‘CaracterizaciónRYC’ team from I.E.S. Ramón y Cajal, Valladolid (Spain)
Check out the winning stories' photo gallery.
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According to Cedefop’s new estimate, 128 million adults (about 46%) in the EU, Iceland and Norway are in potential need of upskilling and/or reskilling. How to reach out to this huge pool of talent and address their comprehensive needs through coordinated and coherent approaches was the central theme of Cedefop’s 7th Brussels seminar on 25 June.
Organised in cooperation with the Romanian EU Presidency, the seminar attracted over 70 participants from a wide range of Brussels-based organisations including the European Commission, the European Parliament, permanent representations, trade union organisations, business organisations, representatives of the civil society and NGOs etc.
The Presidency's Chair of the Education Committee Augustin Mihalache, the European Commission’s Jan Varchola and Cedefop Head of Department for Learning and Employability Antonio Ranieri opened the event and set the scene for the day’s discussions.
Cedefop expert Lidia Salvatore presented the draft analytical framework aimed at supporting stakeholders to develop upskilling pathways for adults which was discussed with EU stakeholders at the Second policy learning forum on upskilling pathways: a vision for the future.
Representatives from Italy and Romania commented on the framework and highlighted their national priorities and challenges. Overall, the need for a well-functioning governance grounded on a shared vision, drawing strong political commitment, with strong stakeholder engagement as well as cooperation and partnerships at all levels, were identified as key ingredients for establishing coherent and coordinated approaches to upskilling pathways.
Cedefop expert Irene Psifidou presented online resources and tools developed by Cedefop to support countries in implementing upskilling pathways. She highlighted the importance of adopting a preventive approach to ensure that the young people of today do not become the low-skilled adults of the future.
Successful preventive approaches drawn from vocational education and training (VET) are illustrated in Cedefop’s VET toolkit for tackling early leaving from education and training. Its newly launched enriched resources offer to policy-makers and VET providers practical guidance, tips, good practices and tools to feed into activities and policies aiming at helping young people to attain at least an upper secondary qualification.
In the final panel discussion, the European Commission’s Anna Nikowska presented the main messages from the report taking stock of the upskilling pathways recommendation implementation, focusing on what the Commission has planned to sustain countries’ implementation efforts. ETUC’s Lodovic Voet and BusinessEurope’s Robert Plummer presented their organisations’ priorities and next steps on adult upskilling and reskilling.
While stakeholders may choose to focus their efforts on specific priorities, the debate highlighted how they generally hold similar views on aims and challenges of upskilling pathways. All panellists stressed that upskilling pathways is a shared responsibility of all stakeholders, highlighting the need to establish an adequate social dialogue involving social partners and relevant stakeholders in the design and implementation of the upskilling vision.
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Cedefop actively contributed to the policy learning forum (PLF) on the conceptualisation and use of learning outcomes, in Johannesburg, on 24 and 25 June.
Hosted by the South African Qualifications Authority (SAQA), and forming part of the ongoing South Africa-EU dialogue, the PLF provided an opportunity to reflect on lessons learned from the implementation and use of learning outcomes in modernising education and training systems.
The forum brought together 100 experts and stakeholders from Africa and Europe and also marked the 21st anniversary of the South African national qualifications framework.
Cedefop expert Jens Bjornavold presented European experiences as regards the shift to learning outcomes, reflecting on the extent to which high aspirations are being realised or not. Cedefop expert Anastasia Pouliou discussed the learning outcomes’ significance for strengthening the labour market relevance of qualifications, underlining their role in boosting the feedback loop between education/training and the labour market.
The forum fed into the ongoing work of Cedefop and UNESCO in developing an international handbook on the use of learning outcomes in education and training. Building on Cedefop’s 2017 European handbook on learning outcomes, the discussions in Johannesburg will be followed by similar events in other regions of the world during the next year, exploring the extent to which the learning outcomes approach can support and improve education and training policies and practices.
In a separate meeting between Cedefop, UNESCO and SAQA, in Pretoria on 26 June, SAQA’s concrete contributions to the international handbook were discussed. Given the richness of experiences gained in South Africa in this area over the past 25 years, this will provide an important input to the handbook.
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In its programme for the second semester of 2019 the Finnish EU Presidency puts emphasis ‘on taking full advantage of research, development, innovation and digitalisation.’ Fostering skills education and training is part of an EU strategy to create sustainable growth and wellbeing for its citizens.
The Presidency states that ‘our aim should be to make European education, training and research the best in the world,’ adding: ‘The EU needs a future-oriented, wide-ranging strategy for continuous learning that takes into account the transformation of work and digitalisation. To promote education, skills and mobility and strengthen European universities, we also need a much stronger Erasmus programme.’
Youth unemployment is falling across the EU but the Presidency acknowledges that there is more work to be done in order not to lose a generation: ‘We need to better enforce the rules and implement the policy measures agreed on.’
Another priority is to increase the number of skilled workers: ‘With the European economy expanding and employment increasing, we are facing a new challenge: shortages of skilled workers. The EU policies under the Social Dimension are key to increasing the availability of skilled workers in the single market. This will also benefit those who are outside the labour market, since increases in the employment rate contribute to strengthening the financial base and stability of the welfare state.’
Another key measure proposed by the Finnish Presidency for maximising the availability of skilled workers is to increase the labour market participation of women.
Labour mobility remains a priority: ‘We need to remove the remaining barriers to mobility and deepen the European labour market.’
In the context of the EU becoming ‘a global leader in climate action’ a transition to a bioeconomy and circular economy is championed. It ‘will help in modernising our economy and industry, creating jobs, generating sustainable growth and protecting the environment.’
Events
The Presidency will host in Helsinki the regular meeting of Directors-General for vocational education and training (VET) on 14 October and the VET for all – skills for life conference on 16 and 17 October, both held during the 2019 European vocational skills week. The conference will discuss increasing VET’s attractiveness and promoting inclusiveness as a response to the changes occurring in working life.
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Cedefop is in the process of designing a new-generation web portal, which will be live by the end of 2020.
As a user of this website, you are invited to participate in Cedefop’s survey of its current and future online services to help us design the new service.
The survey is a unique opportunity for you to share your opinion about Cedefop’s digital presence.
Your feedback will feed directly into our efforts to improve our online services further, aiming to provide you with a better web experience.
The survey is available until 15 September 2019 and it takes approximately 20 minutes to complete.
If you have any queries about the questionnaire or the procedure, please contact Cedefop’s web team at webteam@cedefop.europa.eu.
All information provided will be confidential and anonymous. You can find more on the web portal user satisfaction survey’s privacy statement here.
Your opinion is important to us; take part in the survey!
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This research paper is one in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18).
The aim of the paper is to provide an overview of how CVET is conceptualised in various international level policy documents and how it is referred to across countries. It discusses national conceptions of CVET, the providers, participation by IVET graduates in non-formal education and training (NFE), and participation of adults in VET education institutions in European Union Member States, Iceland and Norway. The paper describes how the provision of CVET by different types of provider has changed over the past two decades, discussing the main drivers of this change and speculating about possible future trends. One of the main findings is that there are many dominant conceptions of CVET across Europe and the use of this term is not consistent, sometimes not even within countries.
The changing nature and role of vocational education and training in Europe. Volume 7ENDOI: 10.2801/357TI-BC-19-004-EN-NISBN: 978-92-896-2906-519/07/20191.95 MB The changing nature and role of vocational education and training in Europe. Volume 7ENDOI: 10.2801/814067TI-BC-19-004-EN-EISBN: 978-92-896-2907-231/07/20194.58 MB
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This publication is the final report of the flash thematic country review of apprenticeships in French-speaking Belgium.
Cedefop initiated the review, which took place between October 2017 and October 2018, and looked at the apprenticeship scheme at upper secondary level. This report presents the key findings and suggestions for action to develop apprenticeship training at upper secondary in the medium and long term. The underlying analysis largely relies on information collected from different categories of stakeholder at different levels, and in-depth discussions with a national panel of experts. The report presents suggestions for action organised under mid- and long-term scenarios. These include developing a comprehensive vision and a clearer identity of the scheme within the education and training system, by working on an umbrella legislative framework; and a short-term scenario, to improve the existing apprenticeship scheme, mostly by improving certificate transparency and by working on cooperation among training providers and between the latter and companies.
Since May 2014, Cedefop has carried out Thematic Country Reviews on Apprenticeships in five volunteer countries: Lithuania and Malta as part of a first wave (2014-2015); Greece, Italy and Slovenia as part of a second wave (2015-2017). Cedefop has carried out a third wave of reviews in two more countries, Cyprus and Croatia, and piloted a lighter version of the TCR (flash TCRs) in Belgium (French-speaking Community) and Sweden.
Flash thematic country review on apprenticeships in French-speaking BelgiumENDOI: 10.2801/067083TI-03-19-277-EN-NISBN: 978-92-896-2872-318/07/20198.99 MB
Revue thématique Flash par pays sur l’apprentissage en Belgique francophone: résuméFRDOI: 10.2801/398702TI-03-20-193-FR-NISBN: 978-92-896-2887-728/05/20203.09 MB
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Cedefop’s analytical framework for apprenticeships is a tool for analysing apprenticeship systems and schemes in Europe and, possibly, beyond.
Cedefop’s analytical framework for apprenticeships is not modelled on a single recommended type of apprenticeship system or scheme – it draws on features that appear to work in more than one apprenticeship system or scheme and summarises key elements they share, to different extents and in different combinations. It also provides a standardised definition of apprenticeship and outlines several areas of analysis, which are further articulated into operational descriptors.
ENDOI: 10.2801/012290TI-02-19-387-EN-NISBN: 978-92-896-2876-117/07/2019208.82 KB
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In 2017, the global population of forcibly displaced people increased to 68.5 million, compared with 65.6 million in 2016. Among these, 25.4 million were refugees.
Most refugees live in developing countries of asylum, struggling to prove themselves in economies which are unable to absorb and make full use of their labour market potential. In the EU context, refugees also often find themselves in countries of asylum that offer limited opportunities for using their talents. As a result, refugees’ skills often remain unused and become obsolete over time, while countries facing skills shortages could benefit from inflows of additional skilled labour.
Countries admitting refugees from main countries of asylum through skills-based complementary pathways may help address a pressing need for fairly shared responsibility, meeting existing and future skill gaps. Refugees would be offered safe and lawful pathways to protection, and opportunities to realise their potential and expand their skills.
Refugee skills and labour market needs: fact sheetsENDOI: 10.2801/184787TI-02-19-480-EN-NISBN: 978-92-896-2894-517/07/2019865.89 KB
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Most refugees live in developing countries of asylum, struggling to prove themselves in economies which are unable to absorb and make full use of their labour market potential. As a result, their skills often remain unused and become obsolete over time. Key challenges for Europe include sharing the global responsibility for refugees fairly with major countries of asylum and meeting existing and future skill gaps and labour market needs.
The project seeks to contribute to these challenges by identifying and piloting a skills-based complementary pathway that allows lawful and safe pathways to protection of adult refugees by drawing on their human capital potential and labour market needs. The central element of this pathway is matching refugees’ skills and qualifications to the labour market needs of a potential host country; this will allow refugees to move from a major country of asylum to a new destination country based on employment potential.
Refugee skills and labour market needs: Q&AENDOI: 10.2801/190476TI-02-19-479-EN-NISBN: 978-92-896-2891-417/07/2019915.78 KB
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This two-volume publication provides an update on the progress made in establishing and implementing national and regional qualifications frameworks around the world since 2017.
It includes information on national and regional developments, challenges and success factors, as well as selected cross-cutting themes. It is the result of cooperation between Cedefop, the ETF, UNESCO and the UNESCO Institute for Lifelong Learning.
Global inventory of regional and national qualifications frameworks 2019. Volume 1ENDOI: 10.2816/908029TA-04-19-389-EN-NISBN: 978-92-9157-707-116/07/20191.79 MB
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Cedefop's concise guide to national qualifications framework developments in 39 European countries (28 EU Member States as well as Albania, Bosnia and Herzegovina, North Macedonia, Iceland, Liechtenstein, Kosovo, Montenegro, Norway, Serbia, Switzerland and Turkey) in 2019.
Overview of national qualifications framework developments in Europe 2019ENDOI: 10.2801/827112TI-01-19-604-EN-NISBN: 978-92-896-2902-716/07/2019419.21 KB
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Luisa Mayr is a young vegan chef from Germany who decided to work and travel following her apprenticeship. We met her in the vegan restaurant where she worked in Thessaloniki and she shared her experiences with us.
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Watch an interview with Irina Jemeljanova, Cedefop expert during the second policy learning forum: Unlocking the potential of learning at the workplace by, and for, teachers and trainers in VET that took place in Thessaloniki on 9 and 10 April 2019
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Watch an interview with Antonio Mir Montes, Head teacher at the XABEC Vocational training centre during the second policy learning forum: Unlocking the potential of learning at the workplace by, and for, teachers and trainers in VET that took place in Thessaloniki on 9 and 10 April 2019
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Watch an interview with Leonardo Miograd, VET student and member of the European Apprentices Network during the second policy learning forum: Unlocking the potential of learning at the workplace by, and for, teachers and trainers in VET that took place in Thessaloniki on 9 and 10 April
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