Resources

“Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems” is an experimental project that brings together education authorities, teaching practitioners and researchers from 7 European countries: Finland, Italy Latvia, Lithuania, Portugal, Slovenia, and Spain.

The Issue Paper on Gender Equality in and through Education has been produced within the framework of the European Commission’s Working Group on Equality and Values in Education and Training (2021-2015). The Working Group (WG) operates within the context of the Commission’s Communication of 30 September 2020 on Achieving the European Education Area by 20251 and the Council Resolution of 26 February 2021 on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030).

The inclusion of “Personal, Social and Learning to Learn” (PSLL) as a Key Competence in Lifelong Learning (EU Council, 2018) has underlined social and emotional education (SEE) as a key priority area in education and provided a roadmap on how Member States can integrate and strengthen SEE in their respective curricula. One of the current challenges facing this process is how it can be implemented and assessed.

Launched in 2022, the European School Education Platform is the meeting point for all school staff (from early childhood education and care to primary and secondary education, including initial vocational education and training), researchers, policymakers and other stakeholders in the school education field. The European School Education Platform is a single platform that integrates the former platforms and services of eTwinning, School Education Gateway and Teacher Academy.

This synthesis report, based on a survey carried out during 2022 with Cedefop’s reporting network ReferNet, aims to provide a better understanding of the phenomenon of early leaving from vocational education and training (ELVET). Such understanding is a necessary precondition for designing effective responses to help individuals to equip themselves with the appropriate skills to cope with future transformations and to thrive in life.

This article first discusses the concept and understanding of dropping out of vocational  education and training in general. It then presents the situation of early leaving from VET in Germany on the basis of the relevant available data on contract dissolution rates. 

This synthesis report, based on a survey carried out during 2022 with Cedefop’s reporting network ReferNet, aims to provide a better understanding of the phenomenon of early leaving from vocational education and training (ELVET). Such understanding is a necessary precondition for designing effective responses to help individuals to equip themselves with the appropriate skills to cope with future transformations and to thrive in life.

This is the eighth volume in the research book series Emerging Issues in Research on Vocational Education & Training. The series is published by the research group VETYL (Vocational Education and Training/Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.

According to the European Centre for the Development of Vocational Training (Cedefop) Terminology of European education and training policy (2023), Work-Based Learning (WBL) is an instructional model with well-defined learning objectives.

In order to understand the reason why we decided to collect those mobility experiences among learners with disabilities into a catalogue and how the inspiring practices selected are relevant to the Make It Happen (MIH) project, let us now clarify the aim of this work.

In this catalogue we have identified 10 inspiring practices in line with the MIH project's aims and in some way relevant to the MIH partners.

The “Life Pathways of Unsuccessful Graduates” research project was a response to a call within the Innovations in Pedagogy framework that was introduced by the Ministry of Education, Youth and Sport. The call highlighted the lack of knowledge about students who fail the Matura examination and their subsequent lives.

The report provides guidance on how to improve and make classroom-based assessment more inclusive and better integrated. It is one of the key outcomes of the European Education Area Working Group on Schools.

Cedefop, together with its CareersNet partners in EU Member States and beyond, has collected examples of lifelong guidance policies and practices that support the rights and opportunities of people with disabilities. This briefing note showcases some of these initiatives in EU Member States and beyond, and presents policy pointers for further action.

UNICEF helps countries and education professionals improve their strategies to prevent school dropout. Building on the Education Participation Series, this brief on Early Warning Systems for students at risk of dropping out aims to guide education decision-makers and schools on dropout prevention.

In 2021, education ministers in the EU adopted a Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education, supported by a handbook. ‘Blended learning’ in formal education and training can be a blend of: school site and other physical learning environments (companies, training centres, distance learning, outdoor, cultural sites, etc.) or blending different digital and non-digital learning tools. 

Despite high drop-out rates from vocational education and training (VET) throughout most countries and a long research tradition on potential drop-out reasons, little is known about the effects exerted on drop-out intentions by the quality of training. Furthermore, only rarely do scholars distinguish between different drop-out directions, and systematic insights on possibly differing causes are scarce.