Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key aim of the Skills agenda for Europe. But to be impactful, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
New Cedefop working paper series! The first paper employs a skills-based approach to identify individual and job factors most likely to be impacted by social distancing measures and practices due to the Covid-19 pandemic.
This programming document (PD) covers the period 2020-22 and sets the strategy and activities of the Agency for that period, including specific deliverables, indicators and targets for 2020.
The European qualifications framework (EQF), with its eight levels, serves as a translation grid between qualifications acquired in different European countries.
Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key pillar of the Skills agenda for Europe. But to have an impact, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
This synthesis report summarises the findings of the Cedefop project The changing nature and role of vocational education and training (VET) in Europe (2016-18). Research aimed at taking a step back and painting a comprehensive picture of VET developments in Europe, identifying challenges and opportunities.
European policies on international mobility of students in initial vocational education and training (IVET) are working but more is needed. Young people in IVET today have more opportunities to do part of their training abroad than their peers of a decade ago.
This short description contributes to better understanding vocational education and training (VET) in Croatia by providing insights into its main features and highlighting system developments and current challenges in recent years.
Vocational education and training (VET) plays a prominent role in Croatia. Overall responsibility for VET lies with the Ministry of Science and Education supported by the Agency for VET and Adult Education (ASOO).
European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected a set of 36 indicators to quantify some key aspects of VET and lifelong learning.
Transition is the key word that marks the 2019 and 2020 policy framework in which Cedefop operates.
This study is the first volume of Cedefop research on empowering adults through upskilling and reskilling pathways.
The January 2020 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient.
Career guidance describes the services which help people of any age to manage their careers and to make the educational, training and occupational choices that are right for them.
This two-volume publication provides an update on the progress made in establishing and implementing national and regional qualifications frameworks around the world since 2017.
Cedefop’s skills forecast is the only source of comparable data on future employment trends across Europe.
The 2018 European skills index (ESI) is a unique index that captures European countries’ performance in skill development, activation and matching.
This report is the result of an explorative study, carried out at a time when interest in apprenticeship for adults was on the rise and research and evidence on the topic was scarce and fragmented.
It is widely accepted that digital innovation is changing work environments and occupational profiles, impacting on people’s learning and work. But how does it affect the way people can manage their careers, train and change jobs?