Displaying results 1 - 25 out of 32
  • Project

    The Future of vocational education and training (VET) project, covering the 27 EU Member States as well as Iceland, Norway and the UK, will contribute to a better overall understanding of the challenges and opportunities facing European VET in the coming years.

  • Project

    The project will conduct an in-depth comparison of the profile and content of VET programmes and their resulting qualifications to support mutual learning between countries and allow stakeholders to evaluate their individual priorities and choices.

  • Project

    The objective of a skills system is not only to continually develop the skills of the population, but also to activate and effectively match these skills to the needs of employers in the labour market. Cedefop's European Skills Index (ESI) is a composite indicator that measures the performance of a country’s skills system. ESI monitors member states performance over time and identifies areas calling for improvement. ESI can assist the implementation of the European Pillar of Social Rights.

  • Project

    The overall aim of the project is to expand protection and solution opportunities through complementary pathways of admission to Europe and legal intra-EU mobility. For this purpose, the project will design a VET, skills and qualifications supported complementary pathway mechanism; such a mechanism takes from the beginning VET, skills and qualifications into account as a way to support legal mobility of refugees and has the potential of increasing labour market integration possibilities in the medium to long run.

  • Project

    Purely occupation-specific skills are not enough for vocational education and training (VET) learners to adapt to new life situations and career shifts, manage change, take initiative and risk, innovate, and engage in further learning; they also require key competences.

  • Project

    Cedefop’s ‘Digitalisation, AI and the future of work’ project analyses the impact and drivers of digitalisation and automation, spurred by advanced in robotics, artificial intelligence (AI) and other digital technologies, on employment and changing skill needs and skill mismatch. It also examines the implications of digitalisation for new forms of work and learning, such as platform or gig work, or remote ICT-based work. The insights of the project aim to inform policy regarding the future of vocational education and training.

  • Project

    Information on skills that employers demand from jobseekers can support citizens in making better career and training choices. In today’s dynamic labour market, understanding employers’ requirements is also crucial for employment services and guidance counsellors to assess individual training needs, and for training providers to adapt curricula and training programmes so that they provide the skills the labour market demands. Policy-makers can benefit from up-to-date insight into current and emerging skill needs and new jobs being created, helping them shape forward-looking employment and skills policies.

  • Project

    Cedefop and Eurofound are sharing expertise and resources to carry out the next European Company Survey. The survey will explore the strategies deployed by companies to meet their skill needs, through recruitment, HR development practices and work organisation. In this context, special emphasis will be put on the impact of digitalisation.

  • Project

    The European skills and jobs survey (ESJS) is Cedefop’s own periodic EU-wide survey aimed at collecting information on the skill requirements, skill mismatches and initial and continuing learning of adult workers in EU labour markets.

  • Project

    In 2016 Cedefop launched its first ever opinion survey aimed at investigating European citizens’ opinions on Vocational Education and Training (VET). A total of 35,646 interviews were conducted among the citizens of the Member States. The survey provides unprecedented data on European’s opinions on awareness, attractiveness and effectiveness of vocational education and training in Europe.

  • Project

    To support development of learning at work in Europe there is a need to increase awareness of training and adult learning’s positive impact on enterprise innovation and competitiveness.

  • Project

    The IVET mobility scoreboard is a tool for monitoring developments in IVET mobility policies and the implementation of the 2011 Council recommendation 'Youth on the move' in European countries.

  • Project

    Apprenticeship and other forms of work-based learning can be an opportunity for empowering young people and adults, boosting their long-term employability through quality education and training.

  • Project

    Cedefop conducts research and develops tools to empower VET policy-makers and practitioners to tackle early leaving from education and training (ELET).

  • Project

    The aim of the Changing nature and role of vocational education and training (VET) in Europe project is to improve our understanding of how VET is changing in the European Union countries (including Norway and Iceland). Over a three-year period (2016-18), the project will analyse how vocationally oriented education and training has developed and changed in the past two decades (1995-2015) and, on this basis, point to the main challenges and opportunities facing the sector today and in the future.

  • Project

    Frameworks help to make qualifications easier to understand and compare. They can also encourage countries to rethink and reform national policy and practice on education, training and lifelong learning.  

    National qualifications frameworks (NQFs) classify qualifications by level, based on learning outcomes.  This classification reflects the content and profile of qualifications - that is, what the holder of a certificate or diploma is expected to know, understand, and be able to do.  The learning outcomes approach also ensures that education and training sub-systems are open to one another. Thus, it allows people to move more easily between education and training institutions and sectors.

  • Project

    Environmental change is an increasingly important driver of labour demand and skills supply across all sectors. Therefore, the positive impacts of the transition to a greener economy can be maximised by simultaneously developing the skills, knowledge and competences required by resource-efficient processes and technologies; and integrating these into businesses and communities. To this end, Cedefop’s relevant work explores employment effects, skill requirements and policy implications of the transition towards a greener economy. The main aims are to investigate the expected impact of environmental and climate change policies on future skills demand within and across sectors, and to provide insights for effective training and education policies and initiatives.

  • Project

    The importance to Europe of skilled and knowledgeable citizens extends beyond formal education to learning acquired in non-formal or informal ways. Citizens must be able to demonstrate what they have learned, to use this learning in their career and for further education and training.

  • Project

    Cedefop’s work on VET statistics and indicators supports evidence-based policy and practice in VET. It works to improve the availability, quality, relevance, use, analysis and dissemination of data on initial and continuing VET, adult learning and skill development, including labour market and other VET-related data. Cedefop cooperates with key stakeholders to develop and improve international statistics, including Eurostat and OECD. Project outputs include online access to statistical data and indicators at European and country level related to European VET policy, publications, data insights, analyses and updates to help interpret data meanings and trends.

  • Project

    The learning outcomes principle is - explicitly since 2004 - systematically promoted in the EU policy agenda for education, training and employment. The learning outcomes approach binds together important European tools developed during the last decade, notably the European Qualification Frameworks (EQF). At national level, the learning outcomes form the basis on which national qualifications frameworks  are built and is increasingly influencing the definition and writing of qualifications and curricula as well as the orientation of assessment and teaching and training.  

  • Project

    VET in Europe is the most comprehensive information resource on vocational education and training (VET) systems in Europe. ReferNet, Cedefop’s European network, provides descriptions of national VET systems in the European Union, Norway and Iceland based on a common template designed by Cedefop.

  • Project

    Teaching professionals and leaders in VET: who are they?

    The teaching workforce involved in delivering VET programmes can be divided into different types of occupation. While the titles for professionals working in VET may vary according to the context of VET provision in each country, four distinct categories can be identified in initial vocational education and training (IVET).

  • Project

    In this project Cedefop monitors and analyses progress towards achieving targets in vocational education and training (VET) that have been agreed within the process of cooperation in VET since 2002 (known as Copenhagen process). The priorities of this cooperation were agreed by the European Commission, EU Member States, candidate countries and social partners.

  • Project

    The project's objective is to monitor EU member states’ strategies and mechanisms for financing vocational education and training (VET) and to investigate their effectiveness and efficiency. This site provides information on investment in VET and on developments in VET funding systems and instruments. The analysis focuses on cofinancing, looking at roles of different stakeholders in sharing costs and responsibilities in VET.

Displaying results 1 - 25 out of 32