Resources

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.

Internationally, vocational education and training (VET) faces some major challenges, one of them certainly constituting the number of premature terminations of contract. A large part of former research within this context has concentrated on the identification and analysis of dropout reasons from the apprentice’s point of view.

The handbook “31 Basic Activities” is a resource for all who work in the field of inclusion. It addresses the challenges of receiving students with refugee background in schools, and is developed for educators and professionals in the field.

Vocational Education and Training (VET) prepares citizens to participate in the labour market, but requires continuous development to adapt to the impacts of global trends, to become more attractive and relevant, to support lifelong learning, to encourage creativity, innovation and entrepreneurship, and to become more inclusive. European legislation and structural funds improved VET for people with special educational needs (SEN) and/or disabilities, for example in the case of the European qualifications framework (EQF) and the national qualifications frameworks (NQFs).

Russia’s large-scale aggression against Ukraine has led to the most important humanitarian crisis in the OECD area since World War II, affecting millions of people and a severe economic, social and educational shock of uncertain duration and magnitude. This policy brief discusses how VET systems in host countries can become more inclusive and supportive of Ukrainians displaced by Russia’s large-scale aggression, building on OECD work on VET for young refugees, an analysis of VET in Ukraine, and first policy responses to the current crisis.