In its programme for the second semester of 2019 the Finnish EU Presidency puts emphasis ‘on taking full advantage of research, development, innovation and digitalisation.’ Fostering skills education and training is part of an EU strategy to create sustainable growth and wellbeing for its citizens.
The winning teams of the #CedefopPhotoAward 2019 competition come from Austria, Croatia and Romania.
A total of 1.8 million workers need to improve their competences or change jobs over the next 11 years.
Cedefop actively contributed to the policy learning forum (PLF) on the conceptualisation and use of learning outcomes, in Johannesburg, on 24 and 25 June.
The Qualifications and VET Development Centre together with the Kaunas Chamber of Commerce, Industry and Crafts and the VET schools association, as well as the relevant Latvian and Estonian institutions, are testing new approaches to training VET and workplace tutors for work-based learning (TTT4WBL - 2017-20).
The newly approved mid-term strategy (VET 4.0) for the renewal of vocational education and training and adult education programmes is the policy answer to the challenges of the 4th Industrial Revolution.
Raising the attractiveness of vocational education and training is high on the national policy agenda. Priority is given to support schools’ capacity to train young people and adults for new skills needed in local economies. The 21st century VET school development programme is a mid-term nationwide initiative to renew all State-owned VET institutions, to respond to the challenges posed by digitalisation and 4.0 technologies.
The ‘Trades and qualifications campus’ label (Campus des métiers et des qualifications – CMQ) brings together secondary and higher education VET institutions, research centres and companies. To realise the label’s aspirations, its requirements have now been revised and a new ‘Excellence campus’ category created.
The 12 institutes of technology (IoTs) will specialise in UK level 4 and 5 (EQF level 5) technical training in STEM subjects, including digital skills, advanced manufacturing and engineering. These institutes are designed as collaborative ventures between universities, further education colleges and employers. Leading employers including Airbus, GE Aviation, the Met Office, Microsoft, Nissan and Siemens are set to take part and will be involved in the design and delivery of the curricula, as well as the leadership and governance of the institutes. Employers will also provide seconded staff, programme equipment and additional investment.
According to Cedefop’s new estimate, 128 million adults (about 46%) in the EU, Iceland and Norway are in potential need of upskilling and/or reskilling. How to reach out to this huge pool of talent and address their comprehensive needs through coordinated and coherent approaches was the central theme of Cedefop’s 7th Brussels seminar on 25 June.
European Commission’s Chief Spokesperson Margaritis Schinas visited Cedefop on 24 June for talks with Acting Executive Director Mara Brugia and the agency’s management team.
Greek MEP Eva Kaili met with Cedefop Acting Director Mara Brugia and members of the management team during a visit on 20 June, when she also addressed a high-ranking EU Interinstitutional Committee on IT (CII) meeting, hosted by the agency.
Some 180 experts and representatives of governments, social partners and academia attended the International Labour Organization’s (ILO’s) global forum on boosting skills for a just transition and the future of work, in partnership with Cedefop, on 6 June, in Geneva.
More than half (56.2%) of secondary education learners in Romania are enrolled in vocational education and training (VET).
Cedefop was invited to present its work on digitalisation and the future of work and on the future of vocational education and training (VET) at the public hearing of the German Bundestag’s study committee on vocational training in the digital work environment, on 3 June in Berlin.
At a meeting organised by Cedefop and the Bulgarian Ministry of Education and Science in Sofia on 3 June, Cedefop presented the main findings of the skills governance review in the country.
Demand of vocational training upon completing primary/lower secondary school (folkeskole) has risen for the third consecutive year. Despite a fall, however, general upper secondary education remains the most popular choice among learners in classes 9 and 10.
A new government policy action aims to make it easier for young people to choose their education, and to change course if they are unhappy with their choice.
The ‘Strategy for education policy of the Czech Republic 2030+’ (Strategy 2030+) is expected to be finalised by spring 2020, setting the directions for Czech education in the next decade.
The #CedefopPhotoAward 2019 has closed and more than 110 teams from 20 European countries have taken part. The results will be announced in July.