The Finnish vocational education and training (VET) is competence-based, customer-oriented and accessible to all. It supports continuing learning and is designed to meet labour market and learner needs, including adults. VET is flexible and individualised: a personal competence development plan is drawn up for each learner. It recognises learners’ existing skills, outlines what competences are still required for a qualification and explains how to acquire them. Learners may acquire full qualifications or individual parts, and even combine parts of different qualifications.
In January, an innovative cooperation project between Estonia, Latvia, and Lithuania was concluded. The TTT4WBL project focused on a novel research-based approach in work-based learning (WBL) – tandem training – for the joint training of Estonian, Latvian and Lithuanian VET teachers and company trainers involved in work-based learning (in the project, they are both called WBL tutors).
Cedefop’s Skills online vacancy analysis tool for Europe (Skills-OVATE) has been updated to include data from over 67 million online job ads, collected from July 2018 to December 2019, in 28 European countries.
The Skillsnet e-bulletin January - March 2020 Issue has just been published and sent to Skillsnet members.
A report summarising the findings of the Cedefop project Changing nature and role of vocational education and training (VET) in Europe (2016-18) has just been published.
Croatia has a strong vocational education and training (VET) tradition. Participation at upper secondary level is one of the highest in the EU and the share of early leaving from education and training is the lowest in the Union.
Cedefop is taking all necessary measures to ensure the wellbeing of its staff and the wider community during the coronavirus Covid-19 outbreak while remaining operational and implementing its work programme.
Cedefop has just released the 2020 European skills index (ESI), which showcases the skills systems’ improvements made since its 2018 edition, including areas that merit further attention in each country.
Employers appreciate apprenticeships, according to a report evaluating the new apprenticeship pilot phase. Companies and learners value the approach but the report also identify areas where improvements are needed.
Cedefop is ready to work with the European Commission, the Member States and social partners to help develop and realise the future vocational education and training (VET) and skills agenda.
The former Danish Government’s political agreement on VET includes initiatives aimed at giving skilled professionals more and better opportunities to enter higher education. The initiatives came into force in the summer of 2019.
Over 580 VET students competed in WorldSkills Croatia, where they demonstrated their abilities in 43 disciplines. These included, for the first time, categories for students with disabilities and cross-sectoral disciplines in technologically progressive industries, such as robotics and mechatronics. Practical and team work tasks were at the heart of this year’s event, which attracted more than 10 000 visitors.
Two new study programmes were announced in 2019 and were praised as an excellent example of innovative cooperation between industry and the education system.
The second comprehensive survey of Czech VET schools in 2018 suggests that cooperation with employers is one of the top priorities and indicates that employer interest in cooperation has been increasing since the last survey in 2015/16.
Progress in the organisation and the regulatory framework for implementing dual education and training in Bulgaria has been noted by all stakeholders. The work to implement the dual system in the country has provided multiple benefits: helped to increase the share of practical training; made practice in real working environments available; provided learners with scholarship opportunities for grades 9 and 10; and given opportunities to sign job contracts and receive salaries for learners of grades 11 and 12.
In Bulgaria, the first models have been developed for improving the attractiveness of the most in-demand professions in the labour market. Models to increase the attractiveness of 16 professions in machine building, electrical engineering, transport and medicine sectors were developed by the Industrial Capital Association.
The ICT sector and the VET system in Bulgaria are building a sustainable partnership, attracting more and more learners to ICT professions.
In December 2019, the Foundation for Cooperation on Vocational Education, Training and Labour Market in the Netherlands (SBB) published its fifth monitor report on the uptake of elective modules in Dutch VET. SBB concludes that, in 2019, over 1 000 elective modules were formally registered by SBB; every three months 20 new ones are added. No fewer than ninety percent of them found their way into curricula offered by VET schools.
All teachers working in primary, secondary or VET schools have been given free access to scientific articles on education research.
In response to technological developments and labour market needs, the government decided in December 2019 to implement the most extensive revision of initial vocational education and training (IVET) since the reform of upper secondary education in 2011. Aspiring assistant nurses in the Health and social care programme, and students of the Vehicle and transport programme are most affected.