European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected 36 indicators to quantify key aspects of VET and lifelong learning. The selection is based on their policy relevance and their importance in achieving the Europe 2020 objectives.
Over the period 2017-20, Cedefop will continue to respond to changing needs.
The January 2017 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download. In this issue, we look at the, highly successful, first European vocational skills week, of which Cedefop was a partner.
The 2014-24 education strategy in Malta highlights the role of vocational education and training (VET) in increasing effectiveness and quality and in fostering inclusion and progression.
The European labour market is challenged by changes in the demographic composition of the labour force and increasing work complexities and processes.
Vocational education and training (VET) in Estonia is the key to ensuring a flexible and skilled workforce capable of adapting to changes in the labour market.
As national qualifications frameworks (NQFs) are taking shape, their benefits become visible across the European Union.
This Cedefop study examines the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET).
This study analyses the role of labour market information (LMI) in career guidance and career education, including the main challenges.
This Cedefop study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET).
In Finland, the government is currently undertaking vocational education and training (VET) system reform, which aims to renew VET legislation and the financing system, and to promote learning at the workplace. This reform is planned to come into force in 2018.
Vocational education and training (VET) plays a key role in the Danish strategy for lifelong learning and meeting the challenges of globalisation and technological change.
Swedish vocational education and training (VET) includes programmes and study pathways within upper secondary education and non-academic and academic tertiary education.
Vocational education and training (VET) is, by tradition, central to France’s adopted priorities: guilds first appeared in the Middle Ages and apprenticeship in the 19th century.
Vocational education and training (VET) has always represented a fundamental part of the Czech education system. Benefiting from a long tradition of quality, it has developed intensively over recent decades. In the past five years curricula have been reformed and modernised.
This guide is a part of the ETF, ILO and Cedefop series of guides on skills anticipation and matching. All the guides follow a common structure, although they vary in level of detail, technical content and case studies. The ETF, Cedefop and the ILO worked closely together to develop the guides, usually with one agency/ organisation taking the lead and the others providing inputs, case studies, comments and reviews. All guides have undergone extensive validation and peer review; they were also discussed in detail in international expert seminars in which academic representatives, anticipation and matching experts, and potential end‑users from across the world provided comments and feedback on content and usability. Experts and staff of the three organisations also peer reviewed the guides before their publication.