Continuing earlier activities on older workers and lifelong learning, this project aims to increase understanding of and provide new insights into ageing and work through new research. Its purpose is to support evidence-based active ageing policies in the context of widespread population ageing in many western societies.
Understanding the contribution of VET to individuals’ career, employability and social inclusion as well as its impact on economic growth and productivity is important for assessing investment in VET compared to other types of education or learning. Demonstrating economic and social returns to training may also inform and guide enterprise and individual investment in training.
Changing labour market conditions affect individuals’ life courses. More and more people have to face career interruptions and changes, especially during an economic crisis. Coping with instability and insecurity in life as well as with career and life changes requires specific adaptability skills as well as lifelong learning. Public policy works towards shortening unemployment spells and reduce the risk of dead-end careers, floundering periods and burn-outs. Therefore lifelong learning and effective career guidance must be supported. This project line focuses on understanding better how individuals experience career transitions to develop effective policies – in particular for adult learning and career guidance - that can support citizens and prepare them for long and successful careers.
The Cedefop Research Arena aims to develop new thinking regarding the learning processes for adults in work environments. In order to achieve this goal Cedra forms small European research networks to engage in European development work on a work...
This Cedefop’s initiative explored the potential of employers’ survey as a tool to identify skill needs and skill gaps at workplace level. The aim was to develop a tool or instrument to reliably identify future needs of skills, competences, occupations and qualifications in public and private enterprises in Europe as input for broader skill needs analyses.
The European Union (EU) has several common instruments helping individuals in transfer, recognition and accumulation of their assessed learning outcomes, to achieve a qualification or to take part in lifelong learning. The European credit system for vocational education and training (ECVET) is one of these instruments; it uses flexible and individualised learning pathways, including transnational mobility.
At its plenary meeting in June 2009, and after careful consideration and weighing available evidence, Cedefop’s Governing Board decided to cease publication of the European journal of vocational training (EJVT) from 2010 onwards.
Cedefop’s fourth report on VET (2009) research examines European VET policy priorities for modernising VET from a research perspective. It also takes a critical look at the drivers for and challenges to VET modernisation.Cedefop’s fourth report on VET (2009) research examines European VET policy priorities for modernising VET from a research perspective. It also takes a critical look at the drivers for and challenges to VET modernisation.
To strengthen the evidence base for policy-making in the Copenhagen process, Cedefop has gathered research to examine VET policy priorities in its fourth report on VET research ‘Modernising vocational education and training’.
Cedefop looks into selected sectors of the economy to identify new and emerging skill needs. Sectoral workshops are organised regularly to discuss the current situation and the development potential of a particular sector focusing on future skill requirements. A background study, if available, workshop proceedings and a Skillsnet ‘sector flash’ are published by Cedefop after each sectoral workshop highlighting the main trends, developments and skill needs in the sector. Cedefop has looked into selected sectors of the economy to identify the latest trends and skill needs. It investigates future skill needs but mainly the emergence of new skill needs which are not (yet) covered by related policies and statistics. This information is necessary for future-oriented policies, defining and validating skills, knowledge and competences and implementing them in curricula, training regulations, and qualification standards as well as using them for vocational guidance.
This project is dedicated to the social partners and anyone interested in labour relations in general. It is an information platform for supporting the main stakeholders in lifelong learning policies at European, national, regional and sectoral level...