Ideas and plans that will support Cedefop's policy work on vocational training for the long-term unemployed were devised, presented and discussed at a two-day policy learning forum on 15 and 16 June in Thessaloniki.
Cedefop Director James Calleja announced that an online database of upskilling and matching policies is being prepared and will be live in 2018.
Opening the forum, Cedefop Head of Department for Skills and Labour Market Pascaline Descy called the event ‘the culmination of the agency’s research on skill mismatch since 2008.’
The fifth policy learning forum organised by Cedefop in the past two years, this new format allows for more interaction with, and engagement by participants, and learning from what individual countries do.
The 70 participants were involved in preparing ideas and plans to get the long-term unemployed back to work and to prevent more people from becoming part of this unwanted statistic.
In 2015, there were almost 4 million more European citizens out of work for over a year compared to 2007. Although employment growth has recently somewhat improved, in 2015 nearly half of the jobless in the EU were long-term unemployed, i.e. almost 11 million people. Close to two-thirds of them (6.8 million) had been out of work for over two years.
As Ms Descy said, ‘we need smarter and more effective policies for training the long-term unemployed in this climate of austerity.’
Cedefop experts Konstantinos Pouliakas and Jasper van Loo, two of the forum organisers, discussed learning from practice in vocational education and training (VET) for the long-term unemployed, including innovative elements of European Union matching skills policies.
They stressed that long-term unemployment rates vary greatly among countries and that, during periods of crisis, people with low skills are at greater risk of long-term unemployment, as the agency’s European skills and jobs survey has shown. The survey also found that the long-term unemployed are more likely to go back to low-skill work; lack of opportunities to develop their skills renders their return to work unsustainable.
Intervention areas
The conditions in which a ‘train-first’ is more beneficial than a ‘work-first’ approach were discussed during the event, as were intervention areas to strengthen the impact of policies, introduced to participants by Cedefop expert Stelina Chatzichristou, the third forum organiser. Intervention areas include: optimising cooperation and coordination, exploring the potential of ICT, promoting sustainable job matches, balancing in-house provision and outsourcing, and using European education and training tools.
Renowned labour market expert and former OECD Director John P. Martin gave evidence of activation and active labour market policy effectiveness in OECD countries, and spoke about future challenges. He said that activation strategies support career progression and gave examples of countries where they have worked (Australia, Japan, Norway, Switzerland, UK) or failed (Finland, Ireland, Slovenia). Some countries, such as Spain, Portugal and Greece, have only paid lip service to activation, he added.
Inspiring examples
Thirteen inspiring case studies from across Europe were presented in the forum. They included: competence-based training and matching from Flanders in Belgium, the ‘be a producer’ project from Greece, on-the-job training to increase self-confidence for people with an average age of 40 from the Municipality of Amsterdam, vouchers for VET, upskilling and non-formal programmes from Latvia, and skills validation from Romania’s public employment service.
On both days, participants worked at theme tables in the world café and the assembly line, prepared plans and presented them to an expert panel.
In his closing speech, Mr Calleja said that ‘we should marry the fight against long-term unemployment with lifelong learning, using competence-based matching tools and modularised-training.’
He encouraged participants to become multipliers of Cedefop’s work on fighting long-term unemployment.
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Cedefop’s Brussels-based seminars, organised in cooperation with the rotating Presidencies of the European Union (EU), are now becoming an established tradition.
The third of these seminars, on 26 June, was organised together with the Maltese EU Presidency and focused on addressing and preventing low skills. It was attended by more than 50 representatives from the permanent representations to the EU, the European institutions and other organisations based in Brussels.
The Chair of Malta’s Education Committee Jean Micallef Grimaud opened the meeting, underlining the political priority given to the issue during the Maltese Presidency.
Research for change
In his welcome, Cedefop Director James Calleja stressed the important role played by the agency in providing research-based evidence supporting policy-makers in addressing the low skills challenge. According to Mr Calleja, research is necessary to increase the visibility of the issue and thereby provoke political change.
Cedefop Head of Department for Learning and Employability Antonio Ranieri presented a study on the economic and social costs of low-skilled adults in the EU. He said that low-skilled adults are much more likely to experience unemployment and poor working conditions than any other population group, with the costs this implies for the individuals and for society at large. The recent decrease in the number of the low-skilled is now slowing down, further accentuating the need for policy action.
DG Employment Head of Unit Dana Bachman gave an overview of EU initiatives related to the low-skilled, focusing on the follow up to the New skills agenda for Europe, adopted in 2016. Ms Bachman reflected on the need to pursue a multi-track strategy where outreach, guidance and other support activities make it possible for adults to improve their basic skills and/or reach a higher qualification level.
Guidance and validation
Cedefop expert Pedro Moreno de Fonseca outlined how guidance can be tailored to address the needs of low-skilled adults. Building on country examples, he noted the need to intervene at an early stage, to focus on prevention rather than repair and to seek cooperation across sectors and institutions. Cedefop expert Ernesto Villalba explained how validation of non-formal and informal learning can be used to help upskilling and directly support low-skilled adults.
In the final panel discussion, DG Employment Director of Skills Policy Detlef Eckert commented on the need to increase visibility of this particular challenge which, in terms of the number of citizens involved, is daunting. According to Mr Eckert, to succeed in this area we need to rethink how we use existing tools and instruments and how we ensure linkages and coordination between different policy areas and sectors. The low skills challenge cannot be reduced to an education and training related issue; commitment from labour market and social policy stakeholders is as important.
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A Cedefop delegation headed by Deputy Director Mara Brugia met with national stakeholders in Bratislava on 20 June to launch the agency’s third country review on skills governance.
Following a request of the Slovak Ministry of Education, Science, Research and Sport, Cedefop engages in this work to help those in charge of education, employment and other policies reach broad agreement on a medium-term policy agenda to strengthen the national skills anticipation and matching system.
The meeting was hosted by the ministry and opened by State Secretary Peter Krajňák.
Ms Brugia and Cedefop experts Vladimir Kvetan and Jasper van Loo met with the national steering committee – a body of national stakeholders set up to drive the review.
In her opening speech, Ms Brugia stressed the importance of the exercise: 'New jobs are being created, others are being destroyed. Job content is changing due to technological developments. Skills profiles of jobs more exposed to technology are more likely to change. This makes adjusting education and training provision imperative and continuing training a must for all. It also requires acknowledging the workplace as a learning venue and valuing more the skills that people acquire on the job. The days of long-term workforce planning are gone; but to make informed decisions on investments we need to shed some light on what the future is likely to look like. The importance of skills anticipation and sound labour market analysis has been acknowledged at EU level.'
Cedefop explained how it intends to shape the 18-month project and used its skills governance framework to identify and discuss possible review priorities to ensure that the methodological and policy support the agency provides can truly benefit the long-term development of the skills system in Slovakia.
Next steps are stakeholder interviews to identify bottlenecks and reflect on possible ways forward, creating opportunities for learning from methods and approaches applied in other European Union countries and a consensus building exercise leading up to a policy agenda with a clear action orientation.
Similar reviews have started in Greece and Bulgaria and another is planned for Estonia.
More info on the meeting at the ministry website (in Slovak).
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There will be no ready-made human capital in the future due to the constant labour market transformation, but self-made skills are possible, said Cedefop Director James Calleja at the European Training Foundation (ETF) high-level conference on changing skills for a changing world (Turin, 7-8 June).
Speaking at the opening session, Mr Calleja added that people are ready to change to remain employable, but are frustrated by the quality of jobs they are getting, as Cedefop's European skills and jobs survey has shown.
According to Mr Calleja, ‘new skills are not a threat to employability but a challenge to vocational education and training (VET) provision, to VET programme updating, training of teachers and trainers and upgrading of infrastructure.
The Cedefop Director stressed that ‘in today’s world of employment continuous skill development relies mostly on informal training; Cedefop’s research shows that 69% learn from peers, 40% from supervisors and 59% by trial and error.’
He added: ‘In a labour market that is changing so fast, we cannot afford to limit education and training to education institutions; workplaces should also become learning environments.’
As for education systems, ‘we need to rethink the systems and the link between the worlds of education and employment; education systems need to provide to young people the ability of learning to learn.’
Mr Calleja highlighted the need ‘to incentivise lifelong learning, to move towards wholescale reskilling of the existing workforce throughout a person’s lifecycle.’
He also referred to the importance of skills which go beyond formal training – in particular creativity, communication and cooperation skills – to prepare young people and adults for a working environment where it is increasingly key to possess more than technical skills.
At the same time, ‘while automation, artificial intelligence and robotics are replacing workers, they are also creating new, well-paid, jobs; for example, i-gaming professionals, web analysts, big data specialists, application developers.’
Addressing the 300 participants from the European Union (EU), partner countries and international organisations, the Cedefop Director concluded by saying that ‘there is a lot EU Member States can learn from those aspiring to join the Union; and lifelong learning should become a priority not just for Member States but also for partner countries.’
Mr Calleja saluted outgoing ETF Director Madlen Serban and congratulated incoming Director Cesare Onestini, who will take up his duties in September.
Agencies discuss TVET
The interagency group on technical and vocational education and training was also hosted by the ETF in Turin (6-7 June). Cedefop Head of Department for VET Systems and Institutions Loukas Zahilas represented the agency in the discussions.
The group was created by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2008 to ensure a good coordination of activities by the key international organisations involved in the delivery of policy advice, programmes and research on TVET. It enhances knowledge-sharing and a common understanding of key issues.
Apart from UNESCO, the group comprises the International Labour Organization (ILO), the Organisation for Economic Co-operation and Development (OECD), the United Nations Industrial Development Organization (UNIDO), the World Health Organization and the World Bank. Regionally-based members include the African Development Bank, the Asian Development Bank, the European Commission, the ETF, the Inter-American Development Bank, the Islamic Development Bank and Cedefop.
The future of work and the progress of the subgroups on work-based learning, and statistics and indicators were the main issues discussed in the Turin meeting.
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Cedefop Director James Calleja had a brief meeting with the European Commissioner for Employment, Social Affairs, Skills and Labour Mobility Marianne Thyssen at the European Training Foundation (ETF) conference on 'changing skills for a changing world' on 8 June in Turin.
Mr Calleja informed the Commissioner of Cedefop's work in transforming the real-time labour market intelligence pilot project into a full-fledged tool informing stakeholders about the skills employers are looking for. Ms Thyssen said it would be a pleasure to visit Cedefop again next year to launch the first phase of the tool.
The agency has joined forces with Eurostat and DG EMPL to develop an EU-wide system to collect and analyse data on skill demand using online job postings. Cedefop has already developed a prototype multilingual system and successfully tested it in five countries (the UK, Germany, the Czech Republic, Italy and Ireland). First data will be released in 2018 and the system will be fully operational at the end of 2020.
Mr Calleja also briefed the Commissioner on the activities Cedefop has planned to support the New skills agenda for Europe and the Council decision on upskilling pathways: new opportunities for adults. Policy learning forums and activities on themes related to apprenticeships and low-skilled adults are part and parcel of the Cedefop 2017 work programme and the 2017-20 programming document. Ms Thyssen showed appreciation for Cedefop’s ongoing support.
Cedefop-ETF cooperation

Left to right: Cedefop Director James Calleja, ETF outgoing Director Madlen Serban and ETF incoming Director Cesare Onestini
Following the conference, a meeting on the Cedefop-ETF cooperation took place. Participants were Directors James Calleja and Madlen Serban respectively, the incoming ETF Director Cesare Onestini, who takes up his duties in September, as well as the coordinators of cooperation, Cedefop Head of Department for VET Systems and Institutions Loukas Zahilas and ETF Head of Operations Anastasia Fetsi.
In the meeting, Mr Onestini had the opportunity to get detailed information on the long-standing cooperation between the agencies and the two parties initiated discussion of the broad themes that will be covered in the period 2018-20.
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The Estonian Ministry of Education and Research, Cedefop and Foundation Innove are co-organising the first European guidance week, in Tallinn on 26-29 September.
The week is planned as part of Estonia’s Presidency of the Council of the European Union in the second semester of 2017. The overall theme will be innovative information and communication technologies (ICT) and future cooperation in the field of lifelong guidance. The aim is to:
- share innovative ICT practices;
- disseminate tools and initiatives to support the development of lifelong guidance ICT capacity;
- and facilitate future cooperation at European level.
The programme will integrate the most relevant events on lifelong guidance at European level, including a thematic EU Presidency conference, the first meeting of Cedefop’s expert group in guidance, CareersNet, and a Euroguidance meeting.
Around 200 participants involved in European, national and regional lifelong guidance policy and practice will attend the 7th EU Presidency conference on lifelong guidance policy, co-organised by the Estonian Ministry of Education and Research, Cedefop and Foundation Innove. During the conference Cedefop will offer workshops to pilot and test its upcoming tools for guidance practitioners and careers service managers, including a handbook on transferability of practices, a practitioners’ toolkit and training modules.
You can find the draft agenda, event information and information about accommodation and local transport on the official website of the European guidance week.
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The EU’s population and workforce are ageing. This has implications for employment, working conditions, living standards and welfare. A new report shows how information from four agencies, including Cedefop, can support policy-making that is both complementary and greater than the sum of its parts.
The report, coordinated by EU-OSHA, draws on the agencies’ expertise in each of their areas and covers the different challenges associated with the ageing workforce and considers innovative solutions.
- Cedefop explores how vocational education and training can be used to support active ageing at work.
- EU-OSHA presents policy examples of integrated approaches to occupational safety and health for an ageing workforce.
- Eurofound examines working conditions for workers of all ages, related work sustainability outcomes and how the right policies can foster longer working lives.
- EIGE provides a gender perspective on the issue of the ageing workforce and discusses the different challenges that men and women face.
The report also outlines the impact of long-term demographic trends on employment, and examines lifelong participation in learning. This is followed by a call for active ageing solutions that ensure older workers remain active, skilled and employed.
Read the full joint agencies report
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Since 2013, Cedefop has been working on constructing a European skills index – Making skills work. The index considers three dimensions: a) skills development, b) skills activation, and c) skills matching. These are distinct areas but, all together, they capture three different stages of the route of skills from cultivation to utilisation in the labour market and at work.
The European skills index thus provides useful information to multiple recipients interested in different aspects of the ‘skills eco-system’ while at the same time providing a snapshot view on countries’ ‘skills performance’. The index aims to serve as inspiration for countries and stakeholders that want to improve certain areas, understand what is driving their results and would like to know more about other counties’ performance.
Based on extensive expert discussions, Cedefop will carry out further work and a new version of the European skills index will be launched early 2018.
Find out more about our plans for launching the new European Skills Index on the Skills Panorama website.
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Skills Panorama, the European Commission project powered by Cedefop, which assesses skills needs in accordance with current labour market trends, has been awarded an EPSA 2017 best practice certificate.
The European Public Sector Award (EPSA) was first launched 10 years ago by the European Institute of Public Administration (EIPA) to promote implementation excellence amongst public sector institutions. Evaluators assess submitted projects at European, national, regional and supra-local levels, using criteria such as innovation, stakeholder involvement, impact and learning capacity.
The overarching theme of the 2017 edition was ‘an innovative public sector in 2017 – new solutions to complex challenges’, seeking to reward the most cutting-edge approaches in Europe’s public sector. Skills Panorama was recognised at the European and national level category. This year’s award ceremony will be held at the Maastricht Town Hall on 22 November 2017.
Skills Panorama seeks to turn labour market data into reliable and timely intelligence. Policy-makers in the field of education and training use the data to render training systems more responsive to labour market needs and to match better skill supply and demand across Europe.
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Cedefop is finalising a thematic country review on apprenticeships in Greece and presented preliminary findings to Deputy Minister of Education Dimitris Baxevanakis at the ministry in Athens on 26 June.
Cedefop Head of Department for VET Systems and Institutions Loukas Zahilas and expert Vlasis Korovilos discussed potential areas for reform and suggestions for actions.
Other issues addressed were the scope and composition of the national bodies for vocational education and training and apprenticeships, the role of social partners, chambers and institutions, and the allocation of responsibilities nationally and locally.
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A Cedefop delegation headed by Director James Calleja took part in a forum on vocational education and training (VET) promotion in Zagreb on 26 May and met with Croatia’s Minister for Education and Science Pavo Barišić to discuss the ongoing cooperation between the two sides, particularly in the field of apprenticeships.
Cedefop is currently conducting a thematic country review of Croatia's apprenticeship system.
At the meeting before the forum, Mr Barišić called Cedefop 'a key partner' in the implementation of VET reform in the country and expressed his desire for continued close cooperation.
Speaking at the forum, the Minister said that a series of challenges in vocational education can be overcome with cooperation of all stakeholders, many of whom were present at the event. He added that Croatia’s goal is to develop flexible curricula that can quickly respond to labour market needs and to changes and innovations in specific sectors.
In his speech, Mr Calleja stressed the elements that make a product – in this case VET – attractive: needs or skills, packaging or infrastructure, substance or experiencing VET, and outcome, in VET’s case a job/career.
He presented two Cedefop projects that feed into the debate on cooperation post-2020: the changing role and nature of VET in Europe (2016-18) and the European public opinion survey on VET (2016-17).
Mr Calleja referred to six targets for VET: higher quality in world-class provision centres and online learning; increased mobility for learners, trainers, mentors and teachers; wider use of common tools for transparency; digitalisation of content and pedagogy; teacher/trainer/mentor standards to improve attractiveness; implementation of an agreed roadmap to strengthen VET’s image.
Examples of good practices from Croatian schools were also presented at the forum.
Cedefop expert Irina Jemeljanova talked about the progress of the review of apprenticeship in Croatia, which is part of the thematic country reviews that the agency started in 2014 in its role of supporting Member States.
In Croatia so far:
- Cedefop conducted initial background research and analysis of the current state of apprenticeship; the unified education model (Jedinstveni model obrazovanja) has been identified by its features as apprenticeship and will be the focus of the thematic review;
- a steering group of 10 members representing main stakeholders was formed and had it first meeting on 31 March;
- during a validation meeting, the steering group discussed the first findings;
- interviews with stakeholders (students, graduates, VET teachers, school directors, company representatives) started in the beginning of May.
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In these annual forums, ReferNet members discuss vocational education and training (VET) issues, improve their knowledge by sharing information on recent developments in national policies and systems, and develop a common approach to the deliverables included in their annual work plan.
In this year’s forums, on 11 and 12 May in Helsinki and on 17 and 18 May in Riga, the focus was on reporting activities: outreach and guidance, opinion survey on VET, new structure for VET in Europe reports 2018 and the VET policy questionnaire.
Several partners presented outreach measures (Austria, Denmark, Finland, Poland, Spain, Sweden, etc.). Partners also reflected on how to improve the visibility of Cedefop/ReferNet deliverables to draft recommendations to the whole network.
Developing a European partnership through rewarding cooperation is the aim of all ReferNet members. EDUFI and AIC have kept up the momentum.
ReferNet is a network of institutions across Europe representing the 28 EU Member States, plus Iceland and Norway. The network provides Cedefop with information and analysis on national vocational education and training. National partners also disseminate information on European VET and Cedefop’s work to stakeholders in the EU Member States, Iceland and Norway. ReferNet publications can be accessed through the ReferNet page on Cedefop’s website.
Take part in the discussion: #ReferNet
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2016 was a year of new challenges for Cedefop. As the Agency gears up for changes in European vocational education and training (VET) policy it aims to support the European Union’s ambition to transform the New skills agenda and the Council recommendation Upskilling pathways: new opportunities for adults into actions at Member State level.
Annual Report 2016ENDOI: 10.2801/474919TI-AB-17-001-EN-NISBN: 978-92-896-2427-523/06/20178.98 Mo
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Over the past two years, Europe has received an unprecedented number of refugees and asylum seekers. Many of these are here to stay, and the European Union needs to ensure that they enter the labour market and become self-reliant as quickly as possible.
Cedefop cooperates with the Organisation for Economic Cooperation and Development (OECD) in supporting refugee integration through skilling and qualification. To this end, the two organisations launched a joint survey, carried out by Cedefop’s national ReferNet partners. The results of this survey form the basis of a briefing note published by Cedefop.
Berufsbildung - ein Weg, um die Kluft zwischen den Bedürfnissen von Flüchtlingen und Arbeitgebern zu schließenDEDOI: 10.2801/919788TI-BB-17-002-DE-NISBN: 978-92-896-2295-019/06/2017486.27 Ko Berufsbildung - ein Weg, um die Kluft zwischen den Bedürfnissen von Flüchtlingen und Arbeitgebern zu schließenDEDOI: 10.2801/0TI-BB-17-002-DE-EISBN: 978-92-896-2296-719/06/2017538.02 Ko
Επαγγελματική εκπαίδευση και κατάρτιση: γεφυρώνοντας τις ανάγκες προσφύγων και εργοδοτώνELDOI: 10.2801/58924TI-BB-17-002-EL-NISBN: 978-92-896-2297-429/06/2017512.77 Ko Επαγγελματική εκπαίδευση και κατάρτιση: γεφυρώνοντας τις ανάγκες προσφύγων και εργοδοτώνELDOI: 10.2801/8962TI-BB-17-002-EL-EISBN: 978-92-896-2298-129/06/2017371.63 Ko
Vocational education and training: bridging refugee and employer needsENDOI: 10.2801/3708TI-BB-17-002-EN-NISBN: 978-92-896-2300-109/06/2017466.06 Ko Vocational education and training: bridging refugee and employer needsENDOI: 10.2801/847482TI-BB-17-002-EN-EISBN: 978-92-896-2299-809/06/2017542.08 Ko
Formación profesional para refugiados: un medio de tender puentes entre las necesidades de los refugiados y las de las empresasESDOI: 10.2801/715681TI-BB-17-002-ES-NISBN: 978-92-896-2302-529/06/2017415.58 Ko Formación profesional para refugiados: un medio de tender puentes entre las necesidades de los refugiados y las de las empresasESDOI: 10.2801/21707TI-BB-17-002-ES-EISBN: 978-92-896-2301-829/06/2017369.38 Ko
Pagulaste ja tööandjate vajaduste seostamine kutsehariduse abil ETDOI: 10.2801/19823TI-BB-17-002-ET-NISBN: 978-92-896-2430-529/06/2017451.51 Ko Pagulaste ja tööandjate vajaduste seostamine kutsehariduse abil ETDOI: 10.2801/07622TI-BB-17-002-ET-EISBN: 978-92-896-2428-229/06/2017363.07 Ko
Enseignement et formation professionnels: concilier besoins des réfugiés et des employeursFRDOI: 10.2801/915167TI-BB-17-002-FR-NISBN: 978-92-896-2303-229/06/2017478.94 Ko Enseignement et formation professionnels: concilier besoins des réfugiés et des employeursFRDOI: 10.2801/80258TI-BB-17-002-FR-EISBN: 978-92-896-2304-929/06/2017365.54 Ko
Istruzione e formazione professionale: un’opportunità per coniugare le esigenze di profughi e datori di lavoroITDOI: 10.2801/359713TI-BB-17-002-IT-NISBN: 978-92-896-2305-629/06/2017471.03 Ko Istruzione e formazione professionale: un’opportunità per coniugare le esigenze di profughi e datori di lavoroITDOI: 10.2801/533245TI-BB-17-002-IT-EISBN: 978-92-896-2306-329/06/2017366.59 Ko
Kształcenie i szkolenie zawodowe jako pomost pomiędzy potrzebami uchodźców i pracodawcówPLDOI: 10.2801/319516TI-BB-17-002-PL-NISBN: 978-92-896-2307-029/06/2017421.91 Ko Kształcenie i szkolenie zawodowe jako pomost pomiędzy potrzebami uchodźców i pracodawcówPLDOI: 10.2801/410566TI-BB-17-002-PL-EISBN: 978-92-896-2308-729/06/2017367.75 Ko
Ensino e formação profissional: conciliar as necessidades dos refugiados e dos empregadoresPTDOI: 10.2801/817057TI-BB-17-002-PT-NISBN: 978-92-896-2310-029/06/2017420.31 Ko Ensino e formação profissional: conciliar as necessidades dos refugiados e dos empregadoresPTDOI: 10.2801/588094TI-BB-17-002-PT-EISBN: 978-92-896-2309-429/06/2017368.1 Ko
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The Europe-wide VET toolkit for tackling early leaving was developed by Cedefop in 2017. Based on evidence of success, It provides practical guidance, tips, good practices and tools drawn from VET aiming at helping young people to attain at least an upper secondary qualification.
Toolkit zur Bekämpfung des vorzeitigen (Berufs-) bildungsabbruchsDEDOI: 10.2801/869926TI-04-17-414-DE-NISBN: 978-92-896-2449-710/10/2017501.34 Ko
Δέσμη εργαλείων για την αντιμετώπιση της πρόωρης εγκατάλειψης της εκπαίδευσης και κατάρτισηςELDOI: 10.2801/954532TI-04-17-414-EL-NISBN: 978-92-896-2446-610/10/2017510.46 Ko
VET toolkit for tackling early leavingENDOI: 10.2801/021467TI-04-17-414-EN-NISBN: 978-92-896-2423-725/05/20175.66 Mo
Herramienta para abordar el abandono temprano de educación y formaciónESDOI: 10.2801/19478TI-04-17-414-ES-NISBN: 978-92-896-2445-910/10/2017498.67 Ko
Boîte à outils de l’EFP pour lutter contre l'abandon précoce de l'éducation et de la formationFRDOI: 10.2801/046494TI-04-17-414-FR-NISBN: 978-92-896-2443-510/10/2017499.52 Ko
Toolkit per contrastare l’abbandono precoce dell’ istruzione e formazioneITDOI: 10.2801/097578TI-04-17-414-IT-NISBN: 978-92-896-2448-010/10/2017495.72 Ko
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