In the face of the current health crisis and the far-reaching labour market transformations it entails, the European Union and its Member States are taking action to provide all people in Europe with stronger support to employment, including upskilling and reskilling opportunities.
Insights from a pan-European opinion survey conducted by Cedefop. This survey explores what adults living in the European Union (EU), Iceland and Norway think about adult learning and CVET, given that image and perceptions influence action.
For years, the European qualifications framework (EQF) and national qualifications frameworks (NQFs) across Europe have helped build bridges across different countries and education and training systems.
The coronavirus (Covid-19) pandemic has highlighted the vast opportunities of working and learning digitally.
Apprenticeships for adults are one of the policy solutions to the need for supporting adults willing to train, while broadening the skills base of the working population across Europe.
European policies on international mobility of students in initial vocational education and training (IVET) are working but more is needed. Young people in IVET today have more opportunities to do part of their training abroad than their peers of a decade ago.
Transition is the key word that marks the 2019 and 2020 policy framework in which Cedefop operates.
It is widely accepted that digital innovation is changing work environments and occupational profiles, impacting on people’s learning and work. But how does it affect the way people can manage their careers, train and change jobs?
Cedefop research shows that automation and artificial intelligence do not necessarily destroy, but rather transform jobs. People, businesses and labour markets will have to adapt and acquire new skills, enabling them to cooperate with machines.
Thirty nine European countries are currently developing 43 national qualifications frameworks (NQFs) which have reached different stages of implementation. Some countries have been or are revising their frameworks.
Analysing online job vacancies is a promising approach to identify emerging jobs and skill needs, as it offers rich real-time information about the skills employers seek.
Integrated and well-tailored pathways for people to acquire or upgrade basic skills at different points in life are increasingly used to prevent skill gaps and skill shortages.
Helping to make vocational education and training fit for the future: Cedefop activities 2018-19
To help in shaping future policies, a Cedefop project considers different routes and multiple options for vocational education and training (VET).
The European skills index is a monitoring tool, providing a snapshot of how countries’ skills systems perform. It depicts a complex reality in a single measure.
Work environments in the near future are expected to feature more autonomy, less routine, more use of ICT, reduced physical effort and increased social and intellectual tasks.
Cedefop’s regular skills supply and demand projections provide comprehensive information on labour market trends and skills development across Europe.
Low qualifications, disengagement from education and training and long-term unemployment are interconnected phenomena and tend to cumulate throughout a person’s life. To prevent and combat the marginalisation of both young people and adults, national authorities across Europe have been developing measures to reach out to people in need. However, the nature and the extent of these services vary considerably from one country to another. Cedefop’s latest briefing note gives an overview of the situation.
As countries across Europe are pushing ahead with their national qualifications frameworks, Cedefop's briefing note examines the question of the frameworks’ added value and contribution to policies and practices.
The European Union’s economic recovery has strengthened. But the economic downturn has accelerated long-term trends of globalisation and digitalisation that demand new skills.
Skills anticipation can be a powerful policy tool for decision-making. Individuals would benefit greatly from knowing what type of education and training to follow; enterprises would know the skills they need; and policy-makers could adapt education and training systems to new skill needs.