Every year, NOKUT, the Norwegian agency for quality in higher education and upper secondary vocational education (nationally referred to as higher VET), conducts a survey among students about their study quality experience.
While facing the challenges posed by the COVID-19 pandemic, the WorldSkills Croatia 2021 competition was held live from 11 to 13 May in Zagreb, Croatia, for over 300 IVET learners in 43 disciplines.
The Confederation of Portuguese farmers (CAP) carried out a study to identify the necessary key competences and skills for the development of the agricultural sector, and create new, or critically review and update existing, qualifications standards in the national qualifications catalogue (CNQ).
The international project Validation of transversal skills across Europe (TRANSVAL-EU), jointly carried out by 16 European institutions, is an example of policy experimentation with all activities coordinated at ministerial level. The project results are intended to provide specific tools to support lifelong learning further, ease mobility and promote transparency of competences across sectors.
A new programme aims to ease transition from upper secondary to higher education vocational studies, advance VET quality, ensure a smooth transition to higher education for learners with outstanding achievements, and raise awareness of the importance of career planning.
Linking the curriculum to the national register of qualifications (NSK) is one of the key activities set out by the education strategy 2030+. The aim is to offer learners who drop out of their three- or four-year IVET programme a possibility to gain vocational qualifications and thereby to enable their re-entry in education at a later stage.
The third survey on vocational training supply (OFP survey) in Italy for the training year 2019/20, conducted from July to December 2020 by the National Institute for the Analysis of Public Policies (INAPP), provided significant data, highlighting evolutionary dynamics that include in particular:
- an increased use of private funds in addition to public ones;
- higher investment in innovative digital technological competences and soft skills;
- the structural characteristics of the training centres that become more autonomous.
A new Act, drafted by the education ministry based on proposals in the minister's action plan, increases young people’s interest in VET and changes admission requirements for VET learners who wish to enter higher education.
Entrepreneurship education encompasses all education measures that contribute to the development of entrepreneurial attitudes and skills. The development of certain values and approaches is just as much a part of this as personal qualifications that are central to independent work and can lead to the creation of a business. With a ‘National action plan for entrepreneurship education’ published at the end of 2020, the government aims to push ahead with the development of entrepreneurship at all levels of education in Austria, especially in vocational education and training (VET).
The post-pandemic recovery and the transition to green, digital and fair economies will take a ‘skills revolution’, and that brings vocational education and training (VET), particularly continuing VET (CVET), centre-stage, Cedefop Executive Director Jürgen Siebel told a seminar organised by Universidad Complutense Madrid on 19 July.
In November 2020, the Danish Government, the national association of municipalities, the national association of Danish Regions and their social partners made a tripartite agreement with the aim of increasing the number of people completing vocational education and training (VET) programmes.
The Zagreb and Petrinja earthquakes that occurred in the spring and winter of 2020 respectively, caused major disruption in the education process at all levels, including VET.
The Norwegian National qualifications framework (NKR) was adopted in 2011 and referenced to the European qualifications framework (EQF) in 2014. The NKR is currently being reviewed, focusing on the differences from the European qualifications frameworks and on the placement of higher VET qualifications.
The development of a VET graduate tracking system is interlinked with a growing emphasis on the attractiveness of VET provision and occupations, and the quality of vocational education and training (VET).
‘In 2030, all young people in Bulgaria should graduate from school as functionally literate, innovative, socially responsible and active citizens, motivated to upgrade their competences through lifelong learning.’
Continuous enrolment in VET and personal study plans allow graduation from VET any month of the year. The Finnish National Agency for Education estimates that around 40 500 students graduated from VET in spring (the most popular time to graduate) 2021, which is 4% fewer than a year before.
Tourism is a key employer of the EU economy providing easy employment access to vulnerable groups, such as women and migrants. Before the pandemic, the Spanish tourism industry accounted for over 12% of the gross domestic product (GPD) making Spain the second tourist destination in the world in 2018.
Reforming VET to increase its flexibility and attractiveness among learners and companies is currently being promoted in Lithuania. Its success depends largely on the quality of the activities provided by VET institutions and companies offering practical training. External quality assessment is part of the measures foreseen to support development of internal quality assurance systems based on VET institution community leadership, stakeholder involvement, results orientation and a systematic approach to quality management.
Since 2018, 21 partners from nine countries (Belgium, Bulgaria, France, Greece, Italy, Poland, Portugal, Romania and Spain) representing textile, clothing, leather and footwear (TCLF) industries, universities, VET providers and accreditation bodies have been implementing the ‘Skills4Smart TCLF Industries 2030’ project.