The Covid-19 crisis escalated fast, both globally and in Estonia. On 16 March, the government closed all education institutions, except kindergartens. For the 24 000 VET students, 2 100 VET teachers and 32 VET schools in Estonia, it meant an abrupt transition to distance learning.
As of 2020, local governments will receive increased state subsidies to promote, through VET programmes, professions of significance to national cultural heritage. Learners will be supported through the whole education cycle.
Hosted under the Croatian and the German Presidencies of the EU in cooperation with the European Commission, the joint online Cedefop-ETF conference, on 30 June and 1 July, will review the achievements in European cooperation in vocational education and training (VET) between 2015 and 20. It will also debate Cedefop’s and ETF’s overall evidence, data and intelligence on the key challenges for VET going forward.
Latvia declared a state of emergency on 12 March (Cabinet Order No. 103 Regarding Declaration of Emergency Situation). All vocational education and training schools were closed for on-site studies as of 13 March, teaching and learning being carried out remotely, including adult education.
A moderate experience of the Covid-19 pandemic in Slovakia is attributed to rapid and drastic measures aimed at social distancing.
With the hybridisation of VET and higher education, new innovation excellence centres are emerging. They bring together in one place competitive technologies, R+D and background systems to support synergies between businesses, higher education and VET institutions.
Carry on as much as possible, adapt where necessary: this was the intuitive response to the Covid-19 outbreak in Dutch VET. However, on 15 March 2020, the Government decided to close all schools for primary and secondary general and vocational education with immediate effect. The question was how to balance between business as usual and preventing the spreading of Covid-19? Should we use this crisis as an opportunity to reinvent VET?
Since the Coronavirus crisis unfolded the further education and training (FET) sector () (where most VET in Ireland occurs) has been identifying good practice, issues and solutions to ensure the continuation of teaching and learning and to support the public health service.
The Norwegian Government's vision is to boost the already high attractiveness of post-secondary vocational education (nationally referred as tertiary). The education quality award contributes visibility and attractiveness for the labour market.
As EU Member States struggle to revive their tourism sectors in the wake of the coronavirus crisis, skills are emerging as the deciding factor for successful economic recovery.
With the aim of bridging the two learning paths and promoting the attractiveness and flexibility of vocational education and training, the Ministry of Education, Science and Sports is introducing vocational modules in the last four years of secondary (general) education, starting from September 2020.
In January 2020, the new project Getting started with diversity and inclusion was launched. Schools, with the financial support of the education ministry, aim to deliver a set of innovative interventions to support diversity and inclusion in VET.
On 6 February 2020, the Ministry of Education announced a new strategy for digital education from primary school to secondary technical and general education: Simply digital - future competences for strong children (einfach digital - Zukunftskompetenze fir staark Kanner). The strategy introduces a set of measures to strengthen the digital competences of all pupils:
The fact that Iceland is an island State with only one major point of entry from abroad, has a very small population and undertook measures of social distancing and a comprehensive testing strategy all led to low infection and fatality rates.
At the beginning of March 2020, the first cases of Covid-19 were reported in Poland. A significant number of measures to prevent and combat Covid-19 were introduced in different policy areas including education. The provision of education was changed, and new forms of teaching and learning were introduced.
On 18 March, the President of the Republic signed a Decree declaring a state of emergency, lasting 15 days; it was renewed twice and ended on 3 May. Considering the need to reduce the risk of contagion and implement measures to prevent and combat the Covid-19 epidemic, this legislative act partially suspended the exercise of certain rights, including the right to move around the national territory.
Cedefop predicts major changes in the composition of the workforce in the decade ahead as coronavirus affects retirement decisions. Europe’s ageing working population, resulting in declining future participation rates, is accompanied by the end of the working life of the so-called baby boomers (born between 1946 and 1964), which are all expected to have retired by 2030.
In 2019 more than 34% of adults participated in lifelong learning in Sweden, making it the highest rate in the European Union. A government bill on municipal adult education was adopted by the Parliament on the 3 June 2020 aiming to strengthen competence provision, accelerate the integration of immigrants and facilitate re- and upskilling of adults.
Almost a quarter of young people who enrol in a VET program have already completed general upper secondary education (23% in 2018). Of learners who enrolled in a VET programme in 2018, 39% had already started another kind of education programme (Statistics Denmark 2019).