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Vocational education and training (VET) contributes to new ideas and solutions in enterprises and economies and to inclusive societies.
Cooperation, flexibility and autonomy are at the core of innovation in VET supported by changes in curricula, teaching methods and the use of technology. More...

Options to study for a specific career through vocational education and training (VET) are available in the Netherlands after age 12. By the third year of secondary education, 53% of students are in prevocational pro­grammes. More...

Curricula and didactic materials have significant impact on the quality of teaching and learning. Their modernisation is an important challenge for the coming years. More...

EU and central Asian education ministers agreed on cooperation in higher and vocational education on their first meeting held in Riga in June 2015, under the Latvian Presidency of the Council of the European Union (EU). More...

Participation in Cedefop’s reference network, ReferNet, offers many opportunities to exchange information and learn about the wide variety of VET systems in Europe and their different ways to address common challenges. More...

Adoption of the law on vocational education and training (VET) in March 2015 enabled the first generation of students to enter ‘dual VET’ in the school year 2015/16.
Initial data show that 422 individual contracts between students and companies were signed within 89 umbrella contracts made between companies and 31 VET schools. More...

More than half of all school graduates, about 522 000 young people, started an apprenticeship (‘dual system’) in 2014, 1.3% less than in 2013.
The overall situation for apprenticeship has slightly improved, with more places on offer for applicants, but for many it is still very difficult to find a suitable placement. Education and labour ministers have said that more young people have to be placed in apprenticeships faster. More...

By 2025, 30% of a youth cohort should take up VET directly after compulsory schooling.
This is the target of the reform agreed by the Danish Parliament in 2014 to create better and more attractive vocational education and training (VET). Its objective is to raise the share of youth choosing and completing VET. Learners are also encouraged to raise their skill levels in individual subjects through challenging programmes. More...

Developing and promoting apprenticeship training is an important objective set out in the Estonian lifelong learning strategy for 2020.
As identified in the partnership agreement for the use of European structural and investment funds (ESIF), one of the significant problems of the Estonian economy is structural unemployment.  This means that the labour market is characterised by a lack of jobs and shortage of labour force. Thus, vocational education and training (VET) needs to be better connected to the world of work to help people gain knowledge, skills and competences relevant to the labour market. More...

National qualifications frameworks (NQFs) across Europe are developing fast, evolving from a tool to describe qualifications systems into a means to reform and modernise them.
Most countries in Europe have developed NQFs over the last decade, spurred by the European Parliament and Council 2008 recommendation on the European qualifications framework. Following an initial phase of work on the national frameworks’ design and formal adoption, many of these are now attaining maturity. More...