Almost a quarter of young people who enrol in a VET program have already completed general upper secondary education (23% in 2018). Of learners who enrolled in a VET programme in 2018, 39% had already started another kind of education programme (Statistics Denmark 2019).
Due to an amendment to the Vocational Training Act (BAG), since 1 May 2020 it has also been possible to complete apprenticeship training on a part-time basis. The aim is to make access to apprenticeship training easier for people for whom full-time training was previously difficult due to care obligations or health restrictions.
School closures and short-time work in companies as part of the measures to combat the corona pandemic also affect vocational education and training (VET). Even though schools have been gradually reopening since the beginning of May 2020 and apprenticeship-leave examinations are taking place again, the coming summer and autumn have further challenges in store.
Cedefop’s ambassadors for tackling early leaving from education and training call for further support to address the needs of learners at risk and ensure their equal access to quality distance learning.
Cedefop analysis of online learning-related queries on Google Trends shows a sudden surge in interest in online learning in the wake of the coronavirus pandemic in Europe.
Cedefop Executive Director Jürgen Siebel and the Director of Eurostat’s unit B (Methodology, dissemination and cooperation in European statistical systems) Eduardo Barredo Capelot met remotely on 14 May to celebrate the signature of a memorandum of understanding between the two institutions.
Cedefop Executive Director Jürgen Siebel was invited to present the Agency’s activities in the context of the coronavirus crisis to the European Parliament’s Committee on Employment and Social Affairs on 26 May.
Cedefop formally adopted in May 2020 a policy to support the use of the open access principle for the dissemination of vocational education and training research results free of charge and without restrictions, in Europe and internationally.
Cedefop has just released its 2020 skills forecast, estimating the annual employment needs across sectors and occupations in the EU Members States (plus a few more countries) up to 2030.
Earlier this year, Slovakia’s Ministry of Labour, Social Affairs and Family, along with various partners, launched a new website, offering detailed data tracking of secondary and tertiary graduates.
The May 2020 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
According to Cedefop’s skills forecast, in the sectors with a medium-high and high impact of coronavirus on economic activity, around one-fifth to one-quarter of the new jobs expected to be created up to 2030 are at risk of automation. This amounts to around 1.4 million jobs at stake in the EU-27.
The coronavirus pandemic has created a new landscape for businesses and the economy, sparking a fresh wave of labour market research. Most of it, for example Cedefop’s Cov19R index, focuses on assessment of the potential risk of the pandemic for jobs and individuals. Cedefop has also explored what detailed skills information can tell us about risk or resilience of occupations to social distancing measures, as revealed by employers’ demands in online job advertisements.
In cooperation with Cedefop’s Research Support Centre, the VET Toolkit for tackling early leaving now offers to their users a direct access to a large number of relevant publications on early leaving from VET, through two sets of tool bibliographies from Cedefop: the VET-Bib – Cedefop’s bibliographic database and the Summon – Cedefop’s discovery tool.
New Cedefop analysis explores which EU Member States are likely to expect the highest risks in jobs related to the tourism industry.
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.
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