After developing and progressively introducing national qualifications frameworks (NQFs), European countries are starting to assess their experiences, and the multiple roles and benefits of the frameworks are gradually emerging.
Cedefop’s key objective is to look at the world of work and the world of education and to see how we can align them to build the right workforce for the future, the EU agency’s Director James Calleja said at the European Parliament in Brussels on 26 January.
The 45 EU Agencies and Joint Undertakings make a vast contribution to the economic and political development of the European Union according to two new studies presented today during the EU Agencies Forum at the European Parliament. The studies highlight that while the EU Agencies, including Cedefop, represent less than 0.8% of the EU’s annual budget, their contribution has widespread impact at citizen, industry and policy level.
Skill shortages are of particular concern, especially when unemployment is high. People may lack the skills employers need and changes to education and training may also be necessary.
Cedefop has developed a way to identify occupations for which a critical shortage has important implications for national economies and their education and training systems. It also provides insights into why skill shortages arise.
Global trends and local challenges in matching skills to the changing job market were examined at a joint Cedefop – UNESCO conference at the UNESCO headquarters, in Paris on 20 and 21 October.
Learning abroad is generally seen as an enriching and often far-reaching experience, especially for young people. The European Union has promoted learner mobility for many years through various policies, programmes and tools, with the aim to reduce youth unemployment and to better match its workforce’s skills to labour market needs.
Committed and competent teachers and trainers are key to ensuring labour market relevance and quality of vocational education and training (VET) in Europe. They are the ‘human factor’, responsible for familiarising pupils with work challenges and labour market needs, for implementing new curricula or work-based learning schemes for apprentices or trainees, and for applying the European tools.
This is to inform you that due to the extraordinary session of the European Parliament on 28 June following the outcome of the referendum in the United Kingdom, Thomas Händel MEP, Chair of the Employment and Social Affairs Committee of the European Parliament, will not be able to attend the seminar.
Thomas Händel MEP, Chair of the Employment and Social Affairs Committee of the European Parliament, will discuss ways of making learning work in Greece with employment and education representatives at a joint seminar with Cedefop in Thessaloniki on 28 June.
The mobility scoreboard for initial vocational education and training (IVET), a new tool to assist policy-makers in the area of learning mobility developed by Cedefop in close cooperation with the European Commission, was presented at an event in Thessaloniki on 3 June.
In 2014, the rate of early leaving from education and training in the European Union had dropped to just one percentage point above the Europe 2020 benchmark of less than 10%. This encouraging trend is partly owed to the numerous projects and initiatives across Europe which have supported young people at risk of dropping out of education over the past three decades.
European Commissioner for Employment, Social Affairs, Skills and Labour Mobility Marianne Thyssen opened the #CedefopPhotoAward exhibition at the European Youth Event 2016 (EYE2016) in Strasbourg on 20 May. Ms Thyssen presented the 10 best photos of the competition’s first phase.
In her first visit to Cedefop on 22 April, European Commissioner for Employment, Social Affairs, Skills and Labour Mobility Marianne Thyssen praised the agency’s work, which ‘impacts on people’s lives’.
Technological advance, globalisation and integration of migrants pose new challenges to the labour market and have prompted a rethink about the skills needed and how to develop them. Initiatives to improve vocational education and training (VET) are underway across the European Union (EU). This was the central message of Cedefop Director James Calleja’s presentations to the European Parliament’s Employment and Social Affairs (EMPL) Committee, in Brussels on 23 February and the European Economic and Social Committee (EESC) the following day.
The labour market is changing; so too is training and learning for work. Europe’s ageing labour force – by 2025, the number of people aged over 55 in the working population will rise substantially – has to cope with technological advance.
Cedefop, the European Centre for the Development of Vocational Training, has launched a photo competition inviting all EU residents, aged 18 to 30, to share their education and training experience through a photo.
Ideas for closer cooperation between Cedefop and the European Parliament, as well as national representations, were explored during a two-day visit (10-11 February) to the EU agency of a delegation of the parliament’s Employment and Social Affairs Committee (EMPL).
National qualifications frameworks (NQFs) across Europe are developing fast, evolving from a tool to describe qualifications systems into a means to reform and modernise them.
More than 130 experts and representatives of governments, social partners, education and training, and the labour market discussed how technology and workplace change impact on skill needs and how to create partnerships to address skill mismatch at Cedefop’s high-level conference in Thessaloniki this week. Findings of Cedefop’s European skills and jobs (ESJ) survey, were also discussed at the conference, which featured some world-renowned speakers.
Innovation in the labour market is reshaping vocational education and training (VET). In response VET itself is becoming more dynamic and innovative.
In 2013, around 49% of the 22 million learners at upper-secondary level in the European Union (EU) were in VET. Developing their ability to innovate can bring considerable economic and social benefits. VET also supports social innovation. Civic competences and social awareness skills acquired through VET can improve work organisation and strengthen civil society.