This section proposes a selection of inspiring examples, including:

These examples were selected as part of the Cedefop study ‘Leaving education early: putting vocational education and training (VET) centre stage’. Would you like to know more about the methodology used to select the examples and the countries covered? Go to About >

EU Member States
Education level and sector
Level of implementation / Scope
Stage of implementation
Displaying results 1 - 16 out of 272
  • Good practice
    Smart Training Education Platform

    Based on DigComp 2.0 methodology, the STEP 3 online course consists of key components of digital competence within five areas - including: 1) information and data literacy, 2) communication and collaboration, 3) digital content creation, 4) safety, and 5) problem solving. It offers a wide range of resources that are accessible to everyone and can be used to develop digital skills. The platform is a valuable resource for both teachers and learners, offering a variety of useful e-tools and applications in the format of video instruction.

  • Tools
    A catalogue on non-formal education methods

    Educ’Action: Education in Action! 
    A catalogue of 40 non-formal education techniques that can be used by teachers in classes. The catalogue presents the activities, indicating the objectives, the duration and number of participants, the materials to be used, the results to be obtained and the methods of evaluation.

  • Good practice
    Smooth Hybrid and Online Working for VET

    SHOW-VET aims to provide VET for all people smoothly and ecologically regardless of their residency or challenging life situation.

  • Publikācijas
    European Commission

    In 2021, education ministers in the EU adopted a Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education, supported by a handbook. ‘Blended learning’ in formal education and training can be a blend of: school site and other physical learning environments (companies, training centres, distance learning, outdoor, cultural sites, etc.) or blending different digital and non-digital learning tools. 

  • Publikācijas
    Maximilian Krötz and Viola Deutscher

    Despite high drop-out rates from vocational education and training (VET) throughout most countries and a long research tradition on potential drop-out reasons, little is known about the effects exerted on drop-out intentions by the quality of training. Furthermore, only rarely do scholars distinguish between different drop-out directions, and systematic insights on possibly differing causes are scarce.

  • Publikācijas
    Svenja Böhn and Viola Deutscher, University of Mannheim, Germany

    Internationally, vocational education and training (VET) faces some major challenges, one of them certainly constituting the number of premature terminations of contract. A large part of former research within this context has concentrated on the identification and analysis of dropout reasons from the apprentice’s point of view.

  • Publikācijas
    Gelly Aroni, Marios Koukounaras-Liagkis, Iro Potamousi, Angelos Vallianatos

    The handbook “31 Basic Activities” is a resource for all who work in the field of inclusion. It addresses the challenges of receiving students with refugee background in schools, and is developed for educators and professionals in the field.

  • Good practice
    Σχολεία για όλους – Συμπερίληψη Παιδιών Προσφύγων στα Ελληνικά Σχολεία

    Schools for All project aims to strengthen the democratic and inclusive culture in schools, targeting schools with reception classes. It offers training and support to the school community (heads, teachers, parents, students) on issues related to democratic citizenship, inclusion and human rights.

  • Publikācijas
    Edgar Pereira, Mary Kyriazopoulou, Harald Weber

    Vocational Education and Training (VET) prepares citizens to participate in the labour market, but requires continuous development to adapt to the impacts of global trends, to become more attractive and relevant, to support lifelong learning, to encourage creativity, innovation and entrepreneurship, and to become more inclusive. European legislation and structural funds improved VET for people with special educational needs (SEN) and/or disabilities, for example in the case of the European qualifications framework (EQF) and the national qualifications frameworks (NQFs).

  • Publikācijas
    OECD policy brief

    Russia’s large-scale aggression against Ukraine has led to the most important humanitarian crisis in the OECD area since World War II, affecting millions of people and a severe economic, social and educational shock of uncertain duration and magnitude. This policy brief discusses how VET systems in host countries can become more inclusive and supportive of Ukrainians displaced by Russia’s large-scale aggression, building on OECD work on VET for young refugees, an analysis of VET in Ukraine, and first policy responses to the current crisis.

  • Publikācijas
    Directorate-General for Education, Youth, Sport and Culture (European Commission)

    These ethical guidelines on artificial intelligence (AI) and data usage in teaching and learning are designed to help educators understand the potential that the applications of AI and data usage can have in education and to raise awareness of the possible risks so that they are able to engage positively, critically and ethically with AI systems and exploit their full potential.

  • Publikācijas
    European Agency for Special Needs and Inclusive Education

    Despite steps taken towards the digitalisation of education as a quick response to the pandemic, access to learning remains a challenge, especially for vulnerable learners. Digital transformation brought about as many new tools as new barriers to education. This study aims to provide a thorough examination of new priorities, demands and opportunities regarding inclusive digital education with the goal of overcoming exclusion.

  • Publikācijas
    Meri-Tuulia Kaarakainen, Loretta Saikkonen

    Along with the digitalisation of societies and services, the accessibility of digital content has become the focus of attention. However, emphasis has been on technical accessibility, ignoring the large number of people suffering from cognitive challenges that are expected to increase as the population ages. The purpose of this study is to demonstrate that the problem affects not only the elderly but also the young. 

  • Publikācijas
    Stefanie Findeisen, Steffen Wild

    Against the background of digital transformation processes that are currently changing the world of work, this paper examines general digital competences of beginning trainees in commercial vocational education and training (VET) programmes. 

  • Publikācijas
    Cedefop ReferNet thematic perspectives - 29 country reports

    VET teachers and trainers and a comprehensive approach to their professional development are key to improving education and training processes in Europe.

Displaying results 1 - 16 out of 272