Following the Amendment of the Public Education Law by the Hungarian Parliament on 8 June 2009, a new form of vocational education and training was introduced, starting from school year 2010/11.
Cedefop’s latest report on policy marks the transition to the Europe 2020 agenda by reviewing the entire eight-year period of the Copenhagen process. The report will be available for download from Cedefop’s website from 7 December.
The outline of planned modifications concerning vocational education and training in Poland was presented in the document ‘Purpose of the proposed changes – vocational and continuing education’ published by the Ministry of National Education in 2010.
The essence of the bilingual education approach is that learning results not only in foreign language skills as such, but also serves as a method to help convey the content of the subject and develop important key competencies as well as professional expertise.
In accordance with the Development Plan for the Estonian Vocational Education and Training System 2009-2013, the national accreditation system is being developed and implemented. The principles, criteria and regulation of accreditation are worked out and after a pilot round, the new system will...
In the 2010/2011 school year, a VET teacher adjustment year pilot program, in collaboration with the Ministry of Education and Research, universities and VET institutions, will be carried out. The adjustment year program is a tool to bring new VET teachers effectively into schools and will offer...
One recent development in the provision of vocational education and training in Malta was the development of vocational degrees at MQF Level 6 on the Malta Qualifications Framework and correspondingly on the European Qualifications Framework (EQF). This is being considered as a major achievement...
Developments at National Level with the publication of the Malta Qualifications Framework have led to an increased awareness as well as difference in the roles different key players take in the local labour market.
Data from 2008 confirm that in the EU, upper secondary vocational education and training is mainly school based. But in some countries combined school and work- based programmes continue to play a major role.
The rising median age of the workforce and the mismatch between the demand and supply of skills are two issues of particular concern for the European labour market. But are people’s skills more likely to be mismatched as they age?
In September 2010, five regional forums of vocational education “Support of EU Structural Funds to Vocational Education Modernization” were held across Latvia to inform vocational education establishments and institutions related to vocational education about issues concerning the support...
Participatory practices in the workplace are associated with higher levels of training participation in Ireland according to recent studies*.
...but continues to stagnate in the south
Peer-learning event investigates guidance and counselling on entrepreneurial learning and career management for the self-employed
A Cedefop research paper investigates quality in generic competence training in the social care sector
Demographic decline and the mismatch between the demand and supply of skills are two issues of particular concern for the European labour market. But are people’s skills more likely to be mismatched as they age?
Cedefop’s recent workshop on guidance for ageing workers reflected on the critical importance of this issue for Europe - and the complex questions policy-makers and researchers must address.