The five-year collaboration between the education ministries and other stakeholders in Latvia, Lithuania and Estonia seeking common approaches to work-based learning (WBL) and WBL tutor training is bearing fruit.
The world has changed in a few short weeks; to counter the Covid-19 pandemic all classes and most jobs have been suspended. Education and labour authorities are developing measures to address the absence of classroom-based education and reduce its impact on learners’ performance and development.
Danish Parliament decided to consolidate patchwork of introductory courses and training for people under 25 without a general or vocational upper secondary education under one institution to provide better learning pathways.
Although adult participation in training is increasing in Italy, the country remains behind both the European average and the target for adult participation in lifelong learning, according to the analysis on continuing vocational training (elaboration of labour force survey (LFS) data). The analysis showcases the obstacles to adult participation in training.
Higher technical education and training (IFTS - Istruzione e Formazione Tecnica Superiore) and vocational education and training (IeFP - Istruzione e Formazione Professionale) are two efficient channels for accessing the labour market, according to a recent survey carried out by the National Institute for Public Policy Analysis (INAPP).
Finalising a pilot project to establish a system of regular monitoring and labour market projections in Czechia, including a strong regional dimension.
Worker and employer survey reveals that building and construction have a strong connection to the labour market leading to permanent employment. Health care, childhood and youth development meet the overall needs of the labour market, but lead more often to part-time, temporary, and on-call jobs.
By 2022, the MUNERA 3 project will enable at least 17 640 employees to participate in a short non-formal continuing vocational education and training (CVET) training course improving their general or professional knowledge and competences.
The first evaluation of the three-year apprenticeship pilot carried out in 2018 showed that 30 out of 32 companies plan on taking on the apprentice. Most apprentices were satisfied and would choose the same path again.
The SKILLCO Erasmus+ international construction project 2017-20 was successfully completed with 923 individuals participating in the pilot training sessions for four previously identified as missing sectoral skills in three partner countries (Slovenia, Germany and Hungary). The project also resulted in the development of the SKILLgApp mobile application with SkillCO teaching materials to assist learners in training.