On 30 September 2020, Minister of Education, Science and Sports Algirdas Monkevičius approved the new Procedure for the assessment of acquired competences, according to which formal vocational education and training qualifications are issued. The procedure has been coordinated with the Minister of Economy and Innovation and the Minister of Social Security and Labour.
The Covid-19 pandemic, and the restrictive measures imposed, have affected various aspects of young people's lives, as well as the activities of youth organisations. These are the conclusions of the ad hoc Covid-19 working group established by the Youth Board of Cyprus during the first lockdown.
The Ministry of Education and Culture has launched the 2020-22 programme for assessing the quality and equality of vocational education and training (VET) with a total budget of more than EUR 270 million. Boosting the resources of education and instruction is a central measure of the programme. In 2020, EUR 80 million was allocated to VET providers for recruiting teachers and instructors, and for support measures that are especially important in the exceptional circumstances caused by Covid-19.
Digital and environmental changes have a major influence on the retail industry, requiring updated skills and competences in response. In June 2020, the Swedish Parliament made amendments to the Education Act as a first policy step, replacing the upper secondary business and administration programme with a modernised sales and service programme by 2021.
Further education and training (FET) in Ireland has long played a critical role in labour market activation and in upskilling and reskilling people. In Oct 2020, 295 860 people were receiving the pandemic unemployment payment; after the second national lockdown was introduced on 21 October, the number increased by 51 707 in just one week. To these should be added 211 492 reported on the live register at the end of September.
In 2020 the Federal Institute for Vocational Education and Training (BIBB) celebrates its 50th anniversary. The institute stands for the partnership in vocational education and training (VET) between the state and the business community that shapes the system in Germany.
Two Norwegian researchers, Jørn Ljunggren and Julia Orupabo, have investigated how descendants of immigrants in vocational training see their educational and professional prospects. Their study (Moving beyond: narratives of higher educational aspirations among descendants of immigrants in vocational training, British journal of sociology of education) is based on interviews with 35 adolescents of whom 30 have minority origins. According to the researchers, this group has been largely overlooked by scholars. Research has instead focused on immigrant descendants succeeding in higher education and moving up the social ladder, on the one hand, and the socially marginalised, on the other.
In the wake of the many economic consequences of the covid-19 virus, the Government and the social partners have reached an economic agreement to secure apprenticeships both during and after the crisis. Specifically, the agreement is to spend EUR 725 million on subsidising apprentice salaries.
Many countries across Europe take water production and supply for granted. However, the operation is complex, requiring skilled professionals. The shortage of skilled workforce is a reality for many countries and not many young people think of relevant training as an attractive option. In order to address this problem, certain European colleges and water sector professionals have joined forces.
Italy appears to have a consistent and relevant legislative framework, as highlighted by the national report on the implementation of the upskilling pathways recommendation. Adult participation is steadily increasing, albeit slowly. But all institutional and socioeconomic stakeholders agree on the need to adopt a holistic approach.