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This website as well as the publications and online tools accessible via this website may contain UK data and analysis based on research conducted before the United Kingdom’s exit from the European Union on 31 January 2020. EU averages or other statistical parameters including the UK reflect the situation in the European Union before 31 January 2020 and should not be considered as representative of the situation in the EU thereafter. Any data or information pertaining to the UK will be gradually phased out from Cedefop’s website, publications and online tools, as ongoing research projects with the United Kingdom’s participation are concluded.
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Small and medium-size enterprises (SMEs) provide two thirds of private sector employment in the EU and yet 92% have never taken up an apprentice. Even though SMEs have different needs regarding skills training, their challenges are very much alike across the countries. A pilot model of business support to get apprenticeships into European SMEs is welcome. Provided the right conditions are met and the right support is available, SMEs can offer high quality apprenticeships.
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.
Amendments to the Vocational education (VET) Act, adopted in December 2017, came into effect in September 2018. They defined access to education for foreign citizens and student and mentor status.
In VET programmes with a low enrolment rate the market for textbooks and other learning materials is too small to be of interest to publishers. Therefore, students have to rely on other sources (their notes, teacher’s handouts, and the internet). To counter this, the education ministry has been systematically part financing the preparation of learning materials from budgetary funds for a number of years.
Cedefop organised the second policy learning forum on apprenticeships, a European vocational skills week event, on 18 and 19 October in Thessaloniki.
Cedefop organises the second policy learning forum on apprenticeships, a European vocational skills week event, on 18 and 19 October in Thessaloniki.
Introduced in 2007, the Slovene Europass certificate supplement (ECS) includes general information, common to all education programmes, in addition to personal information. ECS contains a detailed description of competences and achievements, distinguishing the Slovene ECS from supplements in other EU countries.
The initiative to reintroduce apprenticeship into the education system was included in the Social agreement in 2015 in accordance with the Coalition agreement.
In recent years, many EU countries have recognised apprenticeship as a valuable element of vocational education and training (VET). The Apprenticeship Act (2017) and the Guidelines for the preparation of the upper secondary VET programmes define the umbrella elements for the newly established apprenticeship path in Slovenian VET.
The project Development of programmes for upskilling in continuing vocational education and training 2017–22 (the PINPIU project) began in 2017. PINPIU aims to develop new formal VET programmes for vocational upskilling of employees at the same level of education. The programmes will help individuals to acquire, improve and strengthen those competences that they and companies need to deal successfully with improved and new technologies, as well as with the changes in the nature of work.