Resources

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. 

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.

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.

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.

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).

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.

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.

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.

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. 

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. 

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

The need for investment and for a holistic approach to VET teachers’ and trainers’ professional development is at the heart of high-quality and inclusive VET.

Teachers and trainers are at the forefront of initial vocational education and training (VET) delivery. In the face of the unprecedented challenges created by the pandemic and the war in Ukraine, their commitment and creativity have been central to sustaining teaching and learning in schools and workplaces. 

The report brings together the main insights produced by a dedicated Commission Expert Group on tackling disinformation and promoting digital literacy through education and training regarding both challenges and potential solutions for this emerging and complex field, as well as their tentative conclusions and recommendations.