Work in 2015-17 signals continuity with earlier national strategies and initiatives. It confirms the recent focus on apprenticeships and other forms of work-based learning, and increasing attention to widening access to VET and qualifications, two areas that have been reinforced by EU-level policy packages. More...
European countries’ joint work on vocational education and training (VET) shows clear signs of progress but there is more to do. In many countries, the Bruges communiqué of 2010 has inspired systemic reforms focusing on learning-outcomes-oriented standards and curricula. In several cases, these were triggered by the work on qualifications frameworks. In other countries, the main impact of the communiqué is reflected in their work on apprenticeships but there are challenges in securing its quality. More...
European countries have set themselves 22 specific goals by 2014 to support their long-term vision for vocational education and training (VET). This report is a first step in understanding progress by mid-2012 towards these goals, endorsed in 2010 in the Bruges communiqué to help achieve the Europe 2020 agenda. More...
Lisbon-Copenhagen-Maastricht: mobilising for 2010. Cedefop synthesis of the Maastricht Study. More...
Based on the results of Cedefop’s VET monitoring report on progress toward the aims of the common EU strategy on vocational education and training (VET) as set out in the Bruges Communiqué (2010), this event will focus on how to maximise the potential of VET in addressing long-term strategic goals. More...
The study will contribute to continuous learning in VET policy development within the priorities and commitments of the Bruges communiqué and the Riga conclusions. It will: advance knowledge of existing policies on selected key competences in initial VET in EU+ countries; inform research on the content of standards and qualifications; increase stakeholder participation in the debate on key competences in VET; and feed into the final progress report on the 2015-20 Riga medium-term deliverables. More...
Purely occupation-specific skills are not enough for VET learners to adapt to new life situations and career shifts, manage change, take initiative and risk, innovate, and engage in further learning; they also require key competences. Key competences are essential for personal fulfilment and development, active citizenship, social inclusion, lifelong learning, and employment. More...
Key competences in vocational education and training (VET). More...
Austria
Czech Republic
United KingdomSupporting teachers and trainers. More...
Austria
Belgium
Bulgaria
Croatia
Cyprus
Czech Republic
Denmark
Estonia
Finland
France
Germany
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxembourg
Malta
Netherlands
Norway
Poland
Portugal
Romania
Slovakia
Slovenia
Spain
Sweden
United KingdomInnovation in vocational education and training (VET). More...
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