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13/04/2021
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Workshop- and craft-laboratories are apprenticeship programmes (Escuelas Taller, Talleres de Empleo y Casas de Oficios) for unemployed people combining learning in a real working environment with employment.

13/04/2021
artificial intelligence to help find continuing professional training and create digital learning spaces
Type:

Seek and you shall find. While easily said, the search for a suitable continuing professional training programme is still difficult. What tools can make a change to find a perfect fit in a huge and heterogeneous continuing education market? The INVITE innovation competition aims to find answers to this question, with the help of artificial intelligence.

13/04/2021
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The Agoria technological industry federation believes that, by 2030, almost all workers in Brussels will have to acquire new digital skills. The new training and employment centre DigitalCity is responding now to this increased training need and offers short- and long-term training courses.

29/03/2021
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The crucial role of skills intelligence in today’s turbulent labour market will be the focus of a high-level conference organised by Cedefop on 13 April.

23/03/2021
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As an effect of the Covid-19 crisis, demand for in-service training and retraining has surged; advanced technical and professional skills, general skills such as digital literacy, communication and teamwork skills, are becoming increasingly important, while focus has shifted to education goal setting and learning outcomes acquisition in VET, according to a new study on the effects of Covid-19 by OSKA, the labour market monitoring and future skills forecasting system.

23/03/2021
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On 28 December 2020, the Council of Ministers adopted the Integrated skills strategy 2030 (detailed part) (Zintegrowana Strategia Umiejętności 2030 - część szczegółowa), developed following extensive consultations.

23/03/2021
Type:

The transnational project NEETs in action developed an innovative methodology, based on building community networks, aiming to promote the employability and social inclusion of young people not in education, employment, or training (NEETs) by upgrading their skills, increasing their work experiences and addressing skills mismatches.

23/03/2021
Type:

Cyprus participated in the EU-funded RoboVET project, launched on 1 October 2018 and completed on 31 December 2020. A partnership of 10 partners from Portugal, Spain and Cyprus, the project targeted a wide range of groups: VET learners and trainers, VET providers, public VET regulatory bodies, companies (especially SMEs). 

23/03/2021
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Cedefop’s European skills index (ESI) helps predict EU countries’ success in developing green skills by linking a solid national skills development system with faster transition to a green economy.

16/03/2021
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Apprenticeships can become a driver for recovery and the green and digital transformations, provided some issues of identity and a number of ambiguities are cleared, Cedefop Executive Director Jürgen Siebel told a high-level conference of experts and policy-makers.

12/03/2021
Type:

Cedefop’s key role in helping develop vocational education and training (VET) policies that will be crucial for the post-pandemic green, digital and fair recovery was highlighted by the Agency’s Executive Director, Jürgen Siebel, in two high-profile meetings, on 10 and 11 March.

10/03/2021
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The Cedefop skills forecast predicts that almost 7 million EU jobs will be lost or not created due to the coronavirus pandemic over the period 2019-22.

05/03/2021
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In Slovenia, the distance education was introduced as a response to the epidemic Covid-19 in March 2020. School and company responses were the subject of two evaluations prepared by the National Education Institute (NEI) and the Institute of the RS for VET (CPI).

05/03/2021
Type:

Building on the results of national and international (OECD) comparative surveys, an overarching national medium-term strategy on financial literacy has been in place since 2017. It aims to support financial skills acquisition and proficiency of the Hungarian population and is being implemented in the period 2017-23 within the framework of two-year consecutive action plans managed by the Ministry of Finance.

05/03/2021
Type:

In October 2020, the Government adopted the Strategy for education 2030+. It includes reflections on both emerging social and technological challenges, such as fourth industrial revolution, and unsatisfactory aspects of the Czech education system, such as: the long-term declining quality of initial education, employers’ dissatisfaction by school graduates’ skills, an increasing share of early leavers from education, and the growing selectivity of the Czech education system.

02/03/2021
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Cedefop has launched a new study on the role of microcredentials in upskilling or reskilling in a fast-changing work environment.

23/02/2021
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Cedefop investigates how the coronavirus pandemic has accelerated digital skills demand in ICT- and non-ICT-related occupations.

18/02/2021
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The challenges to career guidance during the coronavirus pandemic, as well as the role career guidance might play during the turbulent years ahead, were highlighted on 17 February during a webinar that discussed the recently published report on an international survey.

17/02/2021
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The coronavirus crisis, along with automation, have had a profound impact on the automotive industry and the profile of its workers. Cedefop looks at the severity of the impact.

11/02/2021
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New Cedefop research deepens our understanding of how platform workers improve their skills and make use of online economy opportunities.

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