The September 2020 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
A new Cedefop publication presents the analytical framework for developing upskilling pathways for low-skilled adults. The framework aims to support policy-makers and stakeholders in designing and implementing flexible and inclusive upskilling pathways.
Cedefop evidence reveals opportunities and threats for crowdworkers in the online gig economy as a result of the coronavirus pandemic.
Cedefop’s ReferNet partners share how their countries responded to the unprecedented challenges posed by the coronavirus pandemic on national education and training systems, including vocational education and training (VET), which typically takes place in schools and companies in the form of practical training or apprenticeships.
The Malta College of Arts, Science and Technology (MCAST) strategic plan, launched in May 2019, outlined seven strategic objectives aiming to stimulate inclusion, excellence and equity in VET.
On 5 February 2020, the Ministry for Education and Employment (MEDE), in collaboration with the health ministry, issued the first circular informing parents and legal custodians about Covid-19 with information on protection measures that minimise the spread of respiratory infections. A fortnight later, the MEDE issued a second circular.
EU Member States’ responses to the effects of the coronavirus on their labour markets have been swift and varied, and can serve as an inspiration for designing new policies.
The Covid-19 outbreak has had a huge impact on the Norwegian economy, working life and, not least, the education sector. The pandemic has completely changed the everyday lives of teachers, students and apprentices.
At the beginning of the Covid-19 pandemic, the Croatian healthcare system faced a global shortage of medical supplies such as gloves, masks and disinfectants that protect healthcare workers against infection with SARS-CoV-2. In March 2020, numerous VET providers engaged with this shortage in a bottom-up initiative to produce face shields through 3D technology.
All activities requiring the physical presence of students in schools were suspended in all pre-university level schools, including vocational education and training (VET) from 11 March.
The Finnish Government decided on 30 March that restrictions on contact teaching at different levels of education would be continued until 13 May. Teaching continued mainly in the form of distance learning. Later, the Government updated the restrictions so that contact teaching could restart at all levels of education as of 14 May. However, it recommended that distance learning should continue until the end of the school year for all other than basic education. Nordic countries are closely following each other’s actions in meeting the challenge of Covid-19.
On 11 March the Danish government decided that all public institutions, including all education establishments, should be closed to physical attendance from 16 March.
Following the declaration of a state of emergency, the physical presence of students in basic, upper secondary and tertiary professional schools was prohibited by the Resolution of the Czech Government of 12 March 2020. The state of emergency was declared for 30 days and subsequently extended until 17 May 2020. From 12 March 2020 until the end of the school year, 30 June 2020, online forms of learning have been used.
On 1 January 2020, Czechia introduced changes to its system of regional education funding. The main modification is that school funding is no longer based on the number of students (per capita approach) but the real volume of teaching (the number of lessons taught), with financial resources allocated according to teacher salary amounts.
Measures were taken by the Italian Government in response to the coronavirus threat. On 4 March, the government closed all schools, training centres and universities nationwide (by Decree of the Prime Minister) after consultation with social partners and local authorities and taking into account the opinion of the scientific-technical committee, established by the government. Schools (including VET) closure continued during the entire lockdown period.
Greece has met the challenge of the Covid-19 pandemic efficiently. Authorities have not only taken all the necessary measures to contain the spread of the virus, but they have also excelled in superb communication management since day one, building social trust and persuading citizens to embrace the imposed measures.
Covid-19 affected the national education and training sector. International mobility programmes were suspended and, as of 16 March, the education process continued digitally, with remote learning, homework and assessment.
The National Centre for Technical and Vocational Education and Training Development, with the support of the Ministry of Education and Research, is expanding initial dual vocational education and training (VET) in response to employer demand.
In Мay 2020 the Organisation for Economic Co-operation and Development (OECD) announced its findings on the financial literacy of 15-year-olds who participated in the Programme for international student assessment (PISA) 2018. This is the world’s most comprehensive and reliable indicator of quality in education policies.