A main priority for Cedefop is to support Member States and social partners in further developing and improving vocational education and training and lifelong learning policies and practices.
On 25 and 26 May, members of the country reviews steering groups from Malta, Lithuania, Greece, Italy and Slovenia met in Thessaloniki for a policy-learning exercise. They discussed apprenticeship schemes in their countries, bringing in different experiences and perspectives, and learned more on how the reviews work.
The economic crisis has hit young people particularly hard and more young people face increasing difficulties in setting their foothold into the labour market. Against this context, there is a broad consensus today among policy-makers, social partners and experts that apprenticeships can be an efficient solution to some of the present labour market imbalances and benefit both learners and employers.
By combining study and work, apprenticeships and work-based learning (WBL) can offer them an opportunity to acquire work experience while enhancing skills in close alignment with employer requirements. Because of their inherent relevance for the labour market, apprenticeships and work-based learning can help to reduce skills mismatch and ease transition from education to work.
Watch the TED talk of the coordinator of the European Lifelog Guidance Policy Network, Raimo Vuorinen, on how guidance helps people navigate professional life and fulfil their careers.
The scholarship programme Stiftung für Begabtenförderung (foundation supporting the gifted and talented) for young vocational graduates was established over 20 years ago. Since then, around 96 000 young professionals in Germany have profited from support towards their professional qualifications.
The National Institute of Adult Continuing Education (NIACE) has assembled a toolkit aimed at helping employers take on apprentices with disabilities.
Higher vocational education (HVE) is post-secondary education that combines theoretical and practical studies in cooperation with employers and industry. Programmes are offered in specific fields where there is explicit demand for competence. Every year the Swedish National Agency for HVE publishes statistics on their programmes, students and students’ work situations one year after graduation. Following are the figures for 2013.
Vocational education and training (VET) in Sweden may be organised as school-based learning or apprenticeship. The Swedish government has recently launched measures to ensure quality in apprenticeship education. Now numbers of apprentices in Swedish upper secondary schools are slowly rising.
A research study, conducted by the Slovenian Institute of Vocational Education and Training (CPI) monitors where young people six years after enrolling in vocational and technical upper secondary programmes are and which factors triggered their paths.
In June 2014, the county authority of Østfold, with support from the Norwegian Directorate for Education and Training, organised Østfold’s largest job interview. The event gathered 200 vocational education and training (VET) students and 100 representatives from enterprises in the county. In two days about 570 job interviews were conducted between students and enterprises.