This short description contributes to better understanding of vocational education and training (VET) in Slovenia. It provides insights into its main features and highlights system developments and current challenges.
Cross-border long-term mobility of apprentices (CBLTMA) is understood as the period an apprentice spends abroad in in-company training (potentially combined with training at a VET provider) for a duration of minimum six months, and typically of up to 12 months, as part of his/her apprenticeship training.
This research paper forms part of Cedefop’s Comparing VET qualifications project, which seeks to develop robust and scalable methods for analysing and comparing the content and profile of qualifications.
Based on a survey comprising more than 40 000 interviews of people aged over 25 in the European Union, Iceland and Norway, this second volume of adults’ perceptions about adult learning and continuing vocational education and training (CVET) examines the views of different groups in the European adult working population.
The September 2021 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Our main story is on how to shape next generation skills intelligence in Europe to make it fit for the future of work.
There is an increasing shift of attention from expanding apprenticeships to improving their quality and effectiveness. This brings into focus how apprenticeship is governed for greater relevance and matching to labour market needs, and how the content of what is taught at the workplace is designed and delivered.
This working paper presents the first findings of a survey on the impact of COVID-19 on workplace practices among employers in EU Member States.
The Cedefop annual report 2020 outlines the Agency’s work and achievements and how we demonstrated flexibility, creativity and reliability, rising to last year's difficult challenges.
The COVID-19 pandemic is expected to have adverse and non-uniform impacts on future employment prospects for different job positions in the EU. We investigate two possible determinants of the variation of future employment loss due to the pandemic: the potential of a job to be carried out ‘from home’ and the risk of being substituted by automation.
Vocational education and training (VET) qualifications must be relevant at national and local levels while opening the door to international comparability.
Effective career guidance helps individuals to reach their potential, economies to become more efficient and societies to become fairer. It is critical to the smooth transitions of people as they make choices about education and training and to mobility and integration within the labour market.
Formal vocational education and training (VET) in Slovenia starts at upper secondary level and is provided mainly by public schools that are founded and financed by the State.
This new Cedefop CrowdLearn study undertakes a comparative analysis of skill development and workplace learning practices among two major types of online platform work: online freelancing and microwork.
Cross-border long-term mobility of apprentices (CBLTMA), i.e. lasting over six months, can be an excellent opportunity for companies and apprentices alike. However, it is still limited in practice in Europe.
Concise, clear and comprehensive snapshots of vocational education and training systems in EU, Iceland and Norway: this is what the Cedefop Spotlight on VET series offers.
The May 2021 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Cedefop’s work programme 2021 is characterised by continuity, innovation and flexibility. The main lines of action in the current programming period reflect the Agency’s work on VET, skills and qualifications. They fit the renewed policy context and support the Agency’s vision and strategy.
The Covid-19 pandemic is changing skill needs and reshaping jobs, while challenging our understanding and analysis of them.
The world of work is being impacted by a fourth industrial revolution, transformed by artificial intelligence and other emerging technologies. With forecasts suggesting large shares of workers, displaced by automation, in need of upskilling/reskilling, the design of active skills policies is necessary.