The government aims to reduce the share of adults aged 25 to 64 without professional or vocational education from 28.5% in 2016 to less than 25% by 2020, and to increase their participation in lifelong learning. An obstacle for achieving this goal is low motivation and lack of key competences.
At an international conference organised by Italy’s Regione Umbria on 10 May in Brussels, Cedefop Director James Calleja said that ‘recognition, reputation and employability are the key indicators of quality in adult education and learning.’
Cedefop’s Policy Learning Forum (PLF) on apprenticeships is linked to the Thematic Country Reviews on Apprenticeships (TCRs) and will be held on 7 and 8 September in Thessaloniki.
A new online toolkit for tackling early leaving from education and training was launched at Cedefop's policy learning forum on vocational education and training (VET) as a solution to leaving education early (16-17/5) in Thessaloniki.
A community of practitioners to promote quality in vocational education and training (VET) delivery has been set up by Cedefop in close cooperation with the European associations of VET providers active in the cooperative network Vet4EU2.
Cedefop’s policy learning forum, on 16 and 17 May in Thessaloniki, will focus on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET).
60% of the people that have participated in Vocational Education and Training (VET) got a long-term job within a month of finishing their studies.
Almost nine out of ten graduates (87%) who have gone through vocational education and training (VET) are happy with the work-related skills they have acquired, while only 62% of general education graduates report being satisfied with their acquired job related skills.
Preliminary observations from Cedefop’s ReferNet network reports show that most EU Member States have in place measures promoting key competences in upper secondary vocational education and training (VET).
A new Cedefop study, published in two volumes, examines the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET).