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Cedefop and the European Economic and Social Committee (EESC) jointly organised a policy learning forum (PLF) on ‘Upskilling pathways: a vision for the future’ in Brussels on 7 and 8 February.
A Cedefop delegation, headed by Director James Calleja, presented the results of the thematic country review (TCR) on apprenticeships in Slovenia at an international conference, in Ljubliana on 28 September.
The international conference on lifelong guidance policy and practice, jointly organised by the Estonian EU Presidency, Foundation Innove and Cedefop as part of the first European guidance week (#EGW2017), brought over 200 experts in career services from 35 countries to Tallinn on 27 and 28 September.
Stakeholders and national experts directly involved in Cedefop’s thematic country reviews (TCRs) on apprenticeships took part in the first policy learning forum on apprenticeships on 7 and 8 September in Thessaloniki.
Stakeholders and national experts directly involved in Cedefop’s thematic country reviews (TCRs) on apprenticeships will take part in the first policy learning forum on apprenticeships on 7 and 8 September in Thessaloniki.
A new Cedefop study on the economic and social cost of low-skilled adults in the EU seeks to provide evidence for policy-makers to design and implement policies tailored to this particular group.
The Estonian Ministry of Education and Research, Cedefop and Foundation Innove are co-organising the first European guidance week, in Tallinn on 26-29 September.
Cedefop is cooperating to the organisation of the 7th EU presidency conference of lifelong guidance policy on 27-28/09/2017, organised by the Estonian Ministry of Education and Research in the context of a joint event with the Estonian Presidency.
The government supports Estonian as a second language and foreign language learning by learners in VET and higher education, to ensure better career opportunities and mobility.
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.