Cedefop presented new evidence on the demand for artificial intelligence (AI) skills, as revealed in the job vacancies of EU employers, and its research on automation risk and the responsiveness of vocational education and training (VET) systems to the future of work challenges, at an international conference on AI and education in Beijing on 16 to 18 May. More...
The Asia-Europe Meeting (ASEM) is an informal meeting between states in the two continents. Cedefop, ETF, UNESCO and UNESCO’s Institute for Lifelong learning co-drafted the 4th edition of the global Inventory of national and regional qualifications framework and presented findings at the 7th ASEM education ministers' meeting, in Bucharest on 14 May. More...
Small and medium-size enterprises (SMEs) provide two thirds of private sector employment in the EU and yet 92% have never taken up an apprentice. Even though SMEs have different needs regarding skills training, their challenges are very much alike across the countries. A pilot model of business support to get apprenticeships into European SMEs is welcome. More...
A total of 2 170 skills credentials were issued by the Skills Validation Consortium in Brussels in 2018. With this outstanding performance the Brussels Region successfully met the targets of the Training plan 2020, which aimed at issuing 2 000 skills credentials per year by 2020. More...
A National Forum for Skills Anticipation report highlights changes in competences and skills that will be needed in 2035. Important future skills include customer-oriented development of services and knowledge of sustainable development. The labour market will require digital, information evaluation and problem-solving skills. More...
Continuing digitisation poses new challenges for professionals, with an impact on vocational education and training. In order to prepare industrial-technical apprentices for the world of Industry 4.0 right from the start, the chambers of commerce and industry (IHKs) have developed an interdisciplinary training programme that is offered nationwide from 2019. More...
Validation of non-formal and informal learning outcomes was introduced in 2011 (for professional qualifications at EQF levels 2-4) and in 2012 (for higher education at EQF levels 5-7). More...
The Swedish Agency for Higher Vocational Education decided in January 2019 which programmes are to be added to the HVET portfolio over the next few years. More than 14 000 new study places were added for 2019. The expansion of higher vocational education in Sweden continues. More...
Well-defined learning outcomes (LO) are considered to be crucial in many aspects of vocational education and training (VET), such as in VET promotion, supporting learners to plan their learning and asses their progress, and transnational mobility. The project See the goal: in-company learning outcomes as video recordings (2016-18) used video technology to apply the learning outcomes approach in some VET programmes. More...
Teacher-researchers (practor) have formed a multi-disciplinary teacher team (practoraat) in many VET-schools. Practors operate as mediators conducting and linking research with education practice. More...
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