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.
With online working/teleworking on the rise during the coronavirus pandemic, companies are beginning to realise the potential of a digital labour force. Can we return to regular work patterns after the crisis or are we looking at a future as crowdworkers?
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.
Refugees in EU Member States and beyond are stepping up to support local communities in the fight against the coronavirus pandemic, despite being one of the most vulnerable groups to the virus.
Cedefop has invited its ReferNet partners to share their countries’ reaction to the coronavirus crisis, in terms of vocational education and training (VET) policies.
Despite being recognised as among the most vulnerable to the COVID-19 pandemic , refugees across the EU and beyond are stepping up to support local communities in fighting against the COVID-19 pandemic, a reminder that – vulnerable or not – refugees have skills that may be of added value to receiving countries and their local labour market needs.
Cedefop’s community of apprenticeship experts launched an internal consultation on how European countries are managing apprenticeships in the current health emergency due to the coronavirus pandemic.
Slovenia has developed new continuing vocational education and training (CVET) programmes for employed graduates (SQF 4, 5 and 6) to meet employers’ needs for skills and competences. The employers expressed their needs and vision for the future. VET schools and the Institute of the Republic of Slovenia for VET (CPI) are subsequently carrying out the programme development.
Introduction of a regulatory framework for exchange organisations to assure the quality of host homes, safety and support of pupils, and to inspire more young people to go on exchanges and help them make the most of their experience abroad.
Nation-wide campaigns promote enrolment in IVET programmes
In July 2019, the Agency for VET and Adult Education (ASOO) and the economy ministry (MINGO) launched nation-wide campaigns for the promotion of VET during the main enrolment period in upper secondary education. The enrolment data indicate increased share of students in initial VET, showing that VET is becoming the first choice of many students, including high achievers.
The Finnish vocational education and training (VET) is competence-based, customer-oriented and accessible to all. It supports continuing learning and is designed to meet labour market and learner needs, including adults. VET is flexible and individualised: a personal competence development plan is drawn up for each learner. It recognises learners’ existing skills, outlines what competences are still required for a qualification and explains how to acquire them. Learners may acquire full qualifications or individual parts, and even combine parts of different qualifications.