The standard multi-company training programmes are one of the schemes of the Human Resource Development Authority of Cyprus (HRDA) with high participation rates. The main aim of the scheme is the participation of employed people in training programmes, designed and implemented by certified vocational training centres (VTCs) to satisfy companies’ training needs.
Statistics Austria published in 2018 a report on the latest available survey data on continuing vocational education and training (CVET), using data collected in 2015 as part of the Fifth European continuing vocational training survey (CVTS5).
Since 2017, and on their request, Cedefop has been working intensively with national authorities and stakeholders in Greece, Estonia, Bulgaria and Slovakia, to support them in strengthening their skills anticipation and matching capacities.
On 12 December 2018, Parliament adopted amendments to the Vocational educational institutions Act to link vocational programmes better with the labour market and to renew the funding principles of vocational schools. The Act also foresees more flexible ways to access vocational training and to update quality assessment. The needs of local employers and the labour force are to be taken into account to a greater extent, vocational studies are to become more flexible, and new forms of study will be piloted in cooperation with local governments.
Speaking to over 1 300 French vocational education and training (VET) stakeholders at the 16th université d’hiver (winter university) event on 30 January in Biarritz, Cedefop Acting Director Mara Brugia focused on the challenges European VET is facing and the policies to overcome them.
Sectoral professional committees (SPC) are advisory bodies formed to ensure cooperation between all VET stakeholders. They aim to support the effectiveness of the qualifications system in a specific economic sector as well as the labour market relevance of vocational training programmes in a specific economic sector/group of activities.
Experimental implementation of dual education has been introduced from the school year 2018/19. Four vocational education and training (VET) programmes are offered in 11 VET schools and 156 students enrolled. Experimental implementation is based on the Model of Croatian dual education which defines main principles and aims, organisation of education process, financing, participants and their roles, access to and completion of programmes and stakeholder partnerships.
The results of a study carried out in general education schools in spring 2018 indicate that learners and their parents prefer general over vocational education and training. Vocational education is not an attractive enough option for young people. Teachers working at general education schools also prefer learners continuing their studies at general secondary schools and universities.
Danish vocational educational and training (VET) is still suffering from lack of attractiveness and high drop-out. The Danish parliament has agreed on several new initiatives aimed at making VET an attractive choice and supporting completion. The initiatives focus on content and quality of VET provision, and on easing progression from primary schools into vocational education for young people.
Léargas is the national agency for managing international and national exchange programmes for all education sub-systems, including the post-secondary non-tertiary sector, where most vocational education and training (VET) occurs in Ireland, but not higher education. The agency is owned by the Department of Education and Skills.
The 2018 Education and training monitor report was presented by the Representation of the European Commission in Cyprus and the Ministry of Education and Culture (MoEC) at a special event that took place at the EU House in November.
Significant changes in legislation governing VET take effect from November 2018 with the amended Bulgarian Vocational Education and Training Law. They concern the structure and functions of the National Agency for Vocational Education and Training (NAVET), dual VET, licensing procedures and the work of Vocational Training Centres (CVTs). The changes aim to improve the performance of VET institutions and the governance of the VET system.
The January 2019 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Does vocational education and training (VET) have a positive image in Slovakia or Spain? How likely are VET graduates to continue to higher education in Cyprus or Germany? Answers to these and many more questions are provided in Cedefop’s European public opinion survey on VET country reports.
Where and how should VET be adapted to the demands of the digital workplace? How can the strengths of the system be further developed and possible access barriers reduced?
The fourth industrial revolution is bringing a series of social, political, cultural and economic impacts that will unfold over the 21st century. It calls on the education community to be among the key players in developing VET curricula, ensuring that learners will graduate into a world equipped with the right skillset, to shape the world rather than solely address the skills gap challenge.
The current digitalisation and automation process taking place across business sectors has a major impact on skills and competences required on the labour market, and affects companies and trades to various degrees. In response, the Digital skills bridge pilot project was launched in May 2018, targeting employees whose positions are changing or are at risk due to the digital transformation. This preventive and proactive project anticipates the changes introduced by digital transformation and allows both companies and employees to adapt to this new environment.
Romania has taken over the rotating six-month EU Presidency for the first time. Its programme, published on 15 January, focuses on ‘cohesion, a common European value’ and includes provisions for vocational education and training (VET), digital skills and mobility.