The national qualifications framework (NQF) has not only led to more transparency in the qualifications landscape, but has also triggered several discussions on education policy in Austria. One of them concerns higher vocational education and training (HVET), which is to be made more visible by creating a separate education segment.
The qualification initiative Digital change Q 4.0 (Digitaler Wandel Q 4.0) aims to support and qualify teachers and trainers. It focuses on the development of specific qualification programmes primarily for in-company trainers, but also for VET school teachers and experts involved in apprenticeship examination.
A new social training project intends to provide inmates with digital skills to help them reintegrate into the labour market. It includes, in its initial phase, two basic courses carried out in the penal institution of Leiria (EPL). The courses are promoted by the Protocol centre for professional training for the justice sector (CPJ).
To improve the effectiveness of national guidance services, the law on vocational training, employment and social democracy assigned a leading role to the Regions. Since 2015, the public service of lifelong guidance has been provided jointly by the State (policy setting and implementation in public education) and the Regions (local implementation mostly in continuing training). The aim is to guarantee universal access to free, complete and objective information on jobs, training, qualifications, career opportunities and pay levels.
Be part of a global initiative and tell us how the coronavirus crisis has affected how you work and learn.
In response to the coronavirus threat and to help contain its spread, the Human Resource Development Authority of Cyprus (HRDA) decided to promote the use of e-learning by subsidised training providers – a move also aiming at faster adoption of ICTs in vocational training. To this end, the HRDA prepared a Supplement to the relevant policy and procedures guides (titled Utilising e-Learning methods in training programmes), which entered into force on 26 March 2020.
As European countries are starting to ease lockdown measures and some schools are reopening, #CedefopPhotoAward is back for a fifth year to give vocational education and training (VET) learners a chance to have some fun and win amazing prizes.
Cedefop is designing the second wave of its European skills and jobs survey (ESJS) to include questions aimed at discovering whether the coronavirus effects on the EU labour market will be permanent.
A new Cedefop index – Cov19R – identifies workers with a higher risk of coronavirus exposure, who need greater social distancing, affecting their current and future job performance capacity.
Cedefop invited experts from its CareersNet network to provide an initial assessment of how the coronavirus health emergency has affected the delivery of career and lifelong guidance in their country or region. Responses suggest a seismic shift towards online learning and guidance delivery.
In the upcoming school year (September 2020), VET students in Poland will be able to select among four new qualifications:
- welding technician (technik spawalnictwa), available in vocational upper secondary and second stage sectoral programmes;
- ceramic decorator (zdobnik ceramiki), available in first stage sectoral programmes;
- railway vehicle mechanic (mechanik pojazdów kolejowych), available in first stage sectoral programmes;
- railway vehicle technician (technik pojazdów kolejowych, available in vocational upper secondary and second stage sectoral programmes.
Cedefop analysed recent Europass activity to glean information on the impact of the coronavirus pandemic on national labour markets. Results show a correlation between the number of CVs generated online and the seriousness of the coronavirus crisis in each country.
The five-year collaboration between the education ministries and other stakeholders in Latvia, Lithuania and Estonia seeking common approaches to work-based learning (WBL) and WBL tutor training is bearing fruit.
The world has changed in a few short weeks; to counter the Covid-19 pandemic all classes and most jobs have been suspended. Education and labour authorities are developing measures to address the absence of classroom-based education and reduce its impact on learners’ performance and development.
With online working/teleworking on the rise during the coronavirus pandemic, companies are beginning to realise the potential of a digital labour force. Can we return to regular work patterns after the crisis or are we looking at a future as crowdworkers?
Danish Parliament decided to consolidate patchwork of introductory courses and training for people under 25 without a general or vocational upper secondary education under one institution to provide better learning pathways.
Although adult participation in training is increasing in Italy, the country remains behind both the European average and the target for adult participation in lifelong learning, according to the analysis on continuing vocational training (elaboration of labour force survey (LFS) data). The analysis showcases the obstacles to adult participation in training.
Higher technical education and training (IFTS - Istruzione e Formazione Tecnica Superiore) and vocational education and training (IeFP - Istruzione e Formazione Professionale) are two efficient channels for accessing the labour market, according to a recent survey carried out by the National Institute for Public Policy Analysis (INAPP).
Finalising a pilot project to establish a system of regular monitoring and labour market projections in Czechia, including a strong regional dimension.
Worker and employer survey reveals that building and construction have a strong connection to the labour market leading to permanent employment. Health care, childhood and youth development meet the overall needs of the labour market, but lead more often to part-time, temporary, and on-call jobs.