Entrepreneurship education encompasses all education measures that contribute to the development of entrepreneurial attitudes and skills. The development of certain values and approaches is just as much a part of this as personal qualifications that are central to independent work and can lead to the creation of a business. With a ‘National action plan for entrepreneurship education’ published at the end of 2020, the government aims to push ahead with the development of entrepreneurship at all levels of education in Austria, especially in vocational education and training (VET).
The post-pandemic recovery and the transition to green, digital and fair economies will take a ‘skills revolution’, and that brings vocational education and training (VET), particularly continuing VET (CVET), centre-stage, Cedefop Executive Director Jürgen Siebel told a seminar organised by Universidad Complutense Madrid on 19 July.
In November 2020, the Danish Government, the national association of municipalities, the national association of Danish Regions and their social partners made a tripartite agreement with the aim of increasing the number of people completing vocational education and training (VET) programmes.
The Zagreb and Petrinja earthquakes that occurred in the spring and winter of 2020 respectively, caused major disruption in the education process at all levels, including VET.
The Norwegian National qualifications framework (NKR) was adopted in 2011 and referenced to the European qualifications framework (EQF) in 2014. The NKR is currently being reviewed, focusing on the differences from the European qualifications frameworks and on the placement of higher VET qualifications.
The development of a VET graduate tracking system is interlinked with a growing emphasis on the attractiveness of VET provision and occupations, and the quality of vocational education and training (VET).
‘In 2030, all young people in Bulgaria should graduate from school as functionally literate, innovative, socially responsible and active citizens, motivated to upgrade their competences through lifelong learning.’
Continuous enrolment in VET and personal study plans allow graduation from VET any month of the year. The Finnish National Agency for Education estimates that around 40 500 students graduated from VET in spring (the most popular time to graduate) 2021, which is 4% fewer than a year before.
Tourism is a key employer of the EU economy providing easy employment access to vulnerable groups, such as women and migrants. Before the pandemic, the Spanish tourism industry accounted for over 12% of the gross domestic product (GPD) making Spain the second tourist destination in the world in 2018.
Reforming VET to increase its flexibility and attractiveness among learners and companies is currently being promoted in Lithuania. Its success depends largely on the quality of the activities provided by VET institutions and companies offering practical training. External quality assessment is part of the measures foreseen to support development of internal quality assurance systems based on VET institution community leadership, stakeholder involvement, results orientation and a systematic approach to quality management.
Since 2018, 21 partners from nine countries (Belgium, Bulgaria, France, Greece, Italy, Poland, Portugal, Romania and Spain) representing textile, clothing, leather and footwear (TCLF) industries, universities, VET providers and accreditation bodies have been implementing the ‘Skills4Smart TCLF Industries 2030’ project.
From the school year 2020/21 new financial incentive mechanisms are in place to boost the attractiveness of VET and raise the prestige of IVET institutions.
The EU recovery from the coronavirus pandemic, ‘based on a digital, green and fair transition’ and taking into account demographic challenges, is among the priorities of the Slovenian EU Presidency in the second half of 2021.
Cedefop and sister agency the European Training Foundation (ETF) have resumed virtually their regular knowledge-sharing seminars, after a break of one and a half years due to the coronavirus pandemic.
A greener Europe will not come at the cost of lower employment, but some sectors, Member States or regions might be exposed to negative employment effects in the transition phase, Cedefop Deputy Director Mara Brugia told the Green skills in vocational education and training (VET) virtual conference on 6 July.
On the last day of the Portuguese EU Presidency (30 June), Cedefop organised its 10th Brussels seminar with the Presidency to discuss future-proofing vocational education and training (VET) skills and competences.
The findings of a global survey on the impact of the coronavirus pandemic on skilling, upskilling and reskilling in enterprises were presented at a webinar organised by the International Labour Organization (ILO) on 28 June. Cedefop was one of 10 international organisations who jointly conducted the survey.
Learner voice in quality assurance of vocational education and training (VET) becomes stronger with the help of the Erasmus+ project EQAVET-NRP-RO (European quality assurance in VET national reference points) that runs in 59 VET schools and supports development of the methodology for collecting and analysing learner feedback.
National vocational education and training (VET) policy is currently focusing on green challenges. The draft education strategy 2021-27 makes green thinking and digital competences a priority.
The Malta College of Arts, Science and Technology (MCAST) is one of the consortium partners developing a standardised practical toolkit to implement the European quality assurance framework for vocational education and training (EQAVET).