This document discusses ways to strengthen vocational education and training (VET) across Europe in order to support the Europe 2020 strategy for smart, sustainable, and inclusive growth. It proposes that by 2020, VET systems should provide high-quality, accessible options for both initial vocational education and continuing training. Systems should be flexible, recognize skills from various learning experiences, and support mobility and lifelong learning. Reforms aim to ensure VET equips people with skills relevant to the labor market and aids economic recovery, while promoting social inclusion.
This document outlines the strategic objectives for European cooperation in vocational education and training (VET) from 2011-2020. It begins with an overview of current challenges like unemployment, skills mismatches, and an aging population. It then discusses achievements of the previous Copenhagen process and outlines a vision for VET by 2020. The main body presents 11 strategic objectives, including improving quality/efficiency of VET, increasing attractiveness and relevance, promoting mobility, and strengthening policy cooperation. Specific short-term deliverables are also listed to advance progress toward the objectives by 2014.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
The document summarizes the key findings of the 2013 Education and Training Monitor report. It discusses how the economic crisis has challenged European education systems through public finance consolidation and youth unemployment. Specifically, it notes that 16 member states decreased education spending between 2008-2011, with cuts most prevalent in tertiary education. The employment rate of recent graduates has also declined since 2008. It emphasizes that skills and qualifications will be key to Europe's economic success but that current skills levels in Europe do not fully meet labor market needs. Overall the report examines investments, outcomes and efficiency in European education and training systems.
1) The document summarizes a speech given by Androulla Vassiliou, a member of the European Commission, at a conference on new skills and jobs.
2) Vassiliou outlines the Europe 2020 strategy to promote sustainable and knowledge-based growth through education and training. Key goals include reducing early school leaving and increasing tertiary education attainment.
3) She discusses challenges like bridging education and employment, promoting innovative learning methods, pursuing university modernization, and increasing mobility within education systems. Vassiliou is committed to working with partners to implement skills initiatives.
The COR-VET project focuses on innovative approaches to career orientation for vocational education students across Europe. The project involves partnerships between universities, education organizations, and government agencies in Germany, the UK, Italy, Turkey and elsewhere. They will develop best practices for career orientation, exchange experiences and models between countries, and create new teaching materials and training for teachers. The goal is to improve students' transition from education to work by better understanding their interests, abilities, and career options.
This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.
This document outlines the strategic objectives for European cooperation in vocational education and training (VET) from 2011-2020. It begins with an overview of current challenges like unemployment, skills mismatches, and an aging population. It then discusses achievements of the previous Copenhagen process and outlines a vision for VET by 2020. The main body presents 11 strategic objectives, including improving quality/efficiency of VET, increasing attractiveness and relevance, promoting mobility, and strengthening policy cooperation. Specific short-term deliverables are also listed to advance progress toward the objectives by 2014.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
The document summarizes the key findings of the 2013 Education and Training Monitor report. It discusses how the economic crisis has challenged European education systems through public finance consolidation and youth unemployment. Specifically, it notes that 16 member states decreased education spending between 2008-2011, with cuts most prevalent in tertiary education. The employment rate of recent graduates has also declined since 2008. It emphasizes that skills and qualifications will be key to Europe's economic success but that current skills levels in Europe do not fully meet labor market needs. Overall the report examines investments, outcomes and efficiency in European education and training systems.
1) The document summarizes a speech given by Androulla Vassiliou, a member of the European Commission, at a conference on new skills and jobs.
2) Vassiliou outlines the Europe 2020 strategy to promote sustainable and knowledge-based growth through education and training. Key goals include reducing early school leaving and increasing tertiary education attainment.
3) She discusses challenges like bridging education and employment, promoting innovative learning methods, pursuing university modernization, and increasing mobility within education systems. Vassiliou is committed to working with partners to implement skills initiatives.
The COR-VET project focuses on innovative approaches to career orientation for vocational education students across Europe. The project involves partnerships between universities, education organizations, and government agencies in Germany, the UK, Italy, Turkey and elsewhere. They will develop best practices for career orientation, exchange experiences and models between countries, and create new teaching materials and training for teachers. The goal is to improve students' transition from education to work by better understanding their interests, abilities, and career options.
This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.
Tahseen Consulting’s National Skills Formation Governance Model Applied to th...Wesley Schwalje
Tahseen Consulting’s conceptual model for the governance of national workforce skills development systems was recently cited in an analysis of Romania’s lifelong learning system for knowledge-based economic development. The findings from Romania indicate that government interventions are needed to align the education and training system with macroeconomic development as well as resolve issues that discourage individuals from participating in lifelong learning.
Guide for strategic planning of international cooperationMario Verissimo
This document provides guidance on developing a strategic plan for international cooperation in vocational education and training. It discusses the importance of strategic planning to give direction and structure to international activities. The guide outlines key components of a strategic plan, including defining the operating environment, vision, mission/values, goals, and an action plan. It emphasizes integrating international goals into an organization's overall strategy. Strategic planning helps ensure international cooperation aligns with institutional strategies and that resources are available to support related activities.
The new EU Erasmus+ programme consolidates several previous programmes into a single programme with a total budget of €14.7 billion from 2014-2020. It aims to support education, training, youth and sport in Europe. The programme will provide opportunities for over 4 million Europeans to study, train, gain work experience, and volunteer abroad. Key actions include funding for learning mobility of individuals, strategic partnerships between organizations, and sector skills alliances to better match education and training with labour market needs. The deadline to apply for the first annual call is March and April 2014.
Andrzej Kurkiewicz: Good practices and polish experiences in promoting and s...CUBCCE Conference
The objective of the presentation is to share good practices in promoting and supporting entrepreneurship within higher education. It will also elaborate on actions which were taken by Polish Ministry of Science and Higher Education to examine the progress of Polish higher education institutions (HEIs) towards becoming “entrepreneurial HEIs”, improving efficiency of transition from education to the labor market, increasing the usefulness of competences acquired by university graduates for the labor market, improving access to information about the graduates’ career paths in the labor market. Poland has been implementing the new graduate tracking system in order to get reliable and comparable data on graduates’ employment outcomes. It will be based on administrative data: matching database of graduates with anonymized data from the Social Insurance Institution focuses on transversal skills. Since 2014 Poland has been implementing the competency development programme which will support the training sessions and workshops aimed at increasing the skills and competences most relevant to the labour market, including entrepreneurship, but also interpersonal skills, including efficient use of the Polish language (literacy skills), formulating opinions, teamwork, negotiation techniques, additional courses delivered jointly with employers, career guidance. In October 2014 the Ministry and the National Centre of Research and Development announced the new competition, supported by the European Social Fund, for projects supporting career offices and career guidance in particular. Presentation will introduce the most important achievements of the objectives referred to the Frames of European cooperation on education and training.
The document discusses the development of retail-focused foundation, bachelor's, and master's degree programs at Southampton Solent University. It provides context on the retail industry and job market in the local region. The degrees were designed in collaboration with industry partners to provide flexible, work-based learning opportunities and clear pathways for career progression within the retail sector. The foundation degree in particular targets students moving from further education colleges and offers transitional support programs to prepare students for higher education.
Developing a Graduate Attribute Framework in Higher Education - Focus Group R...Embedding Employability
Graduate Attributes are the core abilities and values a higher education institute community agrees all its graduates should develop. They are the abilities employers deem necessary for today’s knowledge workers and graduate success (HEA UK, 2013). The National Framework for the Enhancement of Teaching and Learning in Higher Education identifies ‘Student Success’ as:
‘Student success optimises the learning and development opportunities for each student to recognise and fulfil their potential to contribute to, and flourish in, society.
To be achieved, this requires a culture in Irish higher education that values inclusivity, equity and meaningful engagement between students, staff, their institutions, and the wider community…’ (Farrell & McEvoy, 2019)
The Graduate Attribute agenda is key to fulfilling this promise to its students by Dundalk Institute of Technology, and this report outlines the results of our research with the goal of establishing our own graduate attribute framework. First, we review the development of the policy context driving graduate attribute development nationwide, and then turn to a discussion of relevant graduate attribute theories to ground our research. Finally, we present the main results.
The document discusses eLearning and its role in Europe. It states that eLearning is now seen as a policy instrument and paradigm for new learning environments to help achieve Europe 2020 objectives. Mainstreaming eLearning in education and training is a main goal, with the advantages of being economically, cognitively, and pedagogically beneficial. The project Apoio Escolar Online is highlighted as providing online academic support for all students in Madeira through various eLearning tools and resources available on its platform.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
Connecting policies and actors 2009 EU policies for educationSiegfried WIllems
This document discusses several recent European initiatives aimed at increasing transparency and mobility in education and training across Europe. It discusses policies like ECVET, EQF, and initiatives to increase learning mobility. It argues that these initiatives aim to help learners transition more easily between vocational and higher education and get skills validated. However, it questions whether these initiatives fully address the needs of companies and a changing economy. It suggests career guidance and management skills will be important to help learners navigate a changing job market.
Implications for teaching and learning of the changes to the 14-19 curriculum...Mohammed Abdal Ali
The 14-19 curriculum aims to raise education and skills levels by delivering a curriculum focused on core skills like English, maths, and ICT as well as teamwork and personal skills. Key changes include a minimum school leaving age of 18, reduced assessments at A-Levels, and expanded apprenticeship opportunities. Students have options like the Diploma program, GCSEs/A-Levels, apprenticeships, foundation learning, or employment with accredited training. The Diploma program allows students to study areas of work interest through hands-on experience while still taking compulsory subjects.
The University of Stirling and Forth Valley College have partnered to create four new integrated degree programs. Students spend their first two years at Forth Valley College taking technical and industry-focused courses, and their last two years at the University of Stirling taking advanced academic courses. This integrated model aims to produce graduates with both practical skills and an academic education to meet the critical needs of key industries in Scotland.
The document discusses the different entities involved in apprenticeship programs and their roles. The four main entities are businesses, workforce intermediaries, educational institutions, and apprentices. Businesses offer apprenticeship positions and provide on-the-job training and mentors. Educational institutions develop theoretical curriculums. Workforce intermediaries, such as industry associations, support businesses by developing program content, managing administration, creating networks between employers, and facilitating programs for small businesses. They play a key role in enabling apprenticeships. Apprentices participate in on-the-job and classroom learning. Successful programs require collaboration between all entities.
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/leonardo/success-stories2007_en.pdf
Increasing the Profile and Professionalisation of the Education of TVET Teach...Ghazally Spahat
The Hangzhou Declaration, on increasing the profi le and professionalisation of the education of TVET teachers and trainers (UNESCO-UNEVOC, 2005), and the formation
of an international network to implement the standards for the TVET Master’s degree, are milestones in the history of technical and vocational education and training (TVET).
Antoaneta Dimitrova Kirova-Katzarova: The dual system in Bulgaria - new good ...CUBCCE Conference
The document discusses the need to introduce a dual education system in Bulgaria to address issues like high youth unemployment and a discrepancy between educational standards and labor market needs. It outlines key principles of a dual system like a clear split between theoretical and practical training. It also notes challenges like employers needing to provide training environments and mentors while schools and employers currently lack readiness. Research finds a gap between education outputs and economic needs that a dual system could help address.
The document summarizes the key reforms and goals of the Bologna Process for creating the European Higher Education Area (EHEA). The main goals are to increase compatibility, comparability, and mobility between higher education systems in Europe through implementing three main cycles of degrees (bachelor's, master's, doctorate), adopting a qualifications framework, recognizing qualifications, ensuring quality assurance, and facilitating lifelong learning. The Bologna Process involves 46 European countries working closely with higher education institutions and other stakeholders to reform higher education and align systems.
The document discusses reforms to education in the UK for 14-19 year olds. It aims to develop awareness of new diploma qualifications available, which integrate academic and vocational skills. The reforms were informed by reviews recommending that the UK improve skills training to meet long-term economic needs and redefine what it means to be an educated adult. New diplomas and pathways have been introduced, along with requirements for students to participate in education or training to age 18.
This document discusses the benefits of mobility programs for vocational education and training (VET) students in Europe. It notes that spending time abroad encourages foreign language learning, personal development, and confidence. However, current rates of VET student mobility across Europe are low, below the 2020 target of 6% of students having international experience. The main challenges for VET students in mobility programs are learning foreign languages and developing intercultural skills to adapt to new cultural environments and workplaces abroad. Developing these skills is important for students' future careers and Europe's economy in an increasingly globalized and multiculturally diverse business world.
ELCC Five-Year Achievement Report portrays past years accomplishments since the center’s inception in 2004. The report reflects the center’s willingness to continue and progress within its mandate extending its experience, lessons learnt and implementation mechanisms for the socioeconomic development of the country.
The Council adopted conclusions on establishing a new strategic framework for European cooperation in education and training from 2009 to 2020. The framework aims to support national education reforms and make progress toward four strategic objectives: 1) making lifelong learning a reality, 2) improving quality and efficiency, 3) promoting social inclusion, and 4) enhancing creativity and innovation. European countries will work together on priority areas in three-year cycles and monitor progress through reporting. The conclusions call on member states to cooperate using these guidelines to strengthen education cooperation across Europe.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
Tahseen Consulting’s National Skills Formation Governance Model Applied to th...Wesley Schwalje
Tahseen Consulting’s conceptual model for the governance of national workforce skills development systems was recently cited in an analysis of Romania’s lifelong learning system for knowledge-based economic development. The findings from Romania indicate that government interventions are needed to align the education and training system with macroeconomic development as well as resolve issues that discourage individuals from participating in lifelong learning.
Guide for strategic planning of international cooperationMario Verissimo
This document provides guidance on developing a strategic plan for international cooperation in vocational education and training. It discusses the importance of strategic planning to give direction and structure to international activities. The guide outlines key components of a strategic plan, including defining the operating environment, vision, mission/values, goals, and an action plan. It emphasizes integrating international goals into an organization's overall strategy. Strategic planning helps ensure international cooperation aligns with institutional strategies and that resources are available to support related activities.
The new EU Erasmus+ programme consolidates several previous programmes into a single programme with a total budget of €14.7 billion from 2014-2020. It aims to support education, training, youth and sport in Europe. The programme will provide opportunities for over 4 million Europeans to study, train, gain work experience, and volunteer abroad. Key actions include funding for learning mobility of individuals, strategic partnerships between organizations, and sector skills alliances to better match education and training with labour market needs. The deadline to apply for the first annual call is March and April 2014.
Andrzej Kurkiewicz: Good practices and polish experiences in promoting and s...CUBCCE Conference
The objective of the presentation is to share good practices in promoting and supporting entrepreneurship within higher education. It will also elaborate on actions which were taken by Polish Ministry of Science and Higher Education to examine the progress of Polish higher education institutions (HEIs) towards becoming “entrepreneurial HEIs”, improving efficiency of transition from education to the labor market, increasing the usefulness of competences acquired by university graduates for the labor market, improving access to information about the graduates’ career paths in the labor market. Poland has been implementing the new graduate tracking system in order to get reliable and comparable data on graduates’ employment outcomes. It will be based on administrative data: matching database of graduates with anonymized data from the Social Insurance Institution focuses on transversal skills. Since 2014 Poland has been implementing the competency development programme which will support the training sessions and workshops aimed at increasing the skills and competences most relevant to the labour market, including entrepreneurship, but also interpersonal skills, including efficient use of the Polish language (literacy skills), formulating opinions, teamwork, negotiation techniques, additional courses delivered jointly with employers, career guidance. In October 2014 the Ministry and the National Centre of Research and Development announced the new competition, supported by the European Social Fund, for projects supporting career offices and career guidance in particular. Presentation will introduce the most important achievements of the objectives referred to the Frames of European cooperation on education and training.
The document discusses the development of retail-focused foundation, bachelor's, and master's degree programs at Southampton Solent University. It provides context on the retail industry and job market in the local region. The degrees were designed in collaboration with industry partners to provide flexible, work-based learning opportunities and clear pathways for career progression within the retail sector. The foundation degree in particular targets students moving from further education colleges and offers transitional support programs to prepare students for higher education.
Developing a Graduate Attribute Framework in Higher Education - Focus Group R...Embedding Employability
Graduate Attributes are the core abilities and values a higher education institute community agrees all its graduates should develop. They are the abilities employers deem necessary for today’s knowledge workers and graduate success (HEA UK, 2013). The National Framework for the Enhancement of Teaching and Learning in Higher Education identifies ‘Student Success’ as:
‘Student success optimises the learning and development opportunities for each student to recognise and fulfil their potential to contribute to, and flourish in, society.
To be achieved, this requires a culture in Irish higher education that values inclusivity, equity and meaningful engagement between students, staff, their institutions, and the wider community…’ (Farrell & McEvoy, 2019)
The Graduate Attribute agenda is key to fulfilling this promise to its students by Dundalk Institute of Technology, and this report outlines the results of our research with the goal of establishing our own graduate attribute framework. First, we review the development of the policy context driving graduate attribute development nationwide, and then turn to a discussion of relevant graduate attribute theories to ground our research. Finally, we present the main results.
The document discusses eLearning and its role in Europe. It states that eLearning is now seen as a policy instrument and paradigm for new learning environments to help achieve Europe 2020 objectives. Mainstreaming eLearning in education and training is a main goal, with the advantages of being economically, cognitively, and pedagogically beneficial. The project Apoio Escolar Online is highlighted as providing online academic support for all students in Madeira through various eLearning tools and resources available on its platform.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
Connecting policies and actors 2009 EU policies for educationSiegfried WIllems
This document discusses several recent European initiatives aimed at increasing transparency and mobility in education and training across Europe. It discusses policies like ECVET, EQF, and initiatives to increase learning mobility. It argues that these initiatives aim to help learners transition more easily between vocational and higher education and get skills validated. However, it questions whether these initiatives fully address the needs of companies and a changing economy. It suggests career guidance and management skills will be important to help learners navigate a changing job market.
Implications for teaching and learning of the changes to the 14-19 curriculum...Mohammed Abdal Ali
The 14-19 curriculum aims to raise education and skills levels by delivering a curriculum focused on core skills like English, maths, and ICT as well as teamwork and personal skills. Key changes include a minimum school leaving age of 18, reduced assessments at A-Levels, and expanded apprenticeship opportunities. Students have options like the Diploma program, GCSEs/A-Levels, apprenticeships, foundation learning, or employment with accredited training. The Diploma program allows students to study areas of work interest through hands-on experience while still taking compulsory subjects.
The University of Stirling and Forth Valley College have partnered to create four new integrated degree programs. Students spend their first two years at Forth Valley College taking technical and industry-focused courses, and their last two years at the University of Stirling taking advanced academic courses. This integrated model aims to produce graduates with both practical skills and an academic education to meet the critical needs of key industries in Scotland.
The document discusses the different entities involved in apprenticeship programs and their roles. The four main entities are businesses, workforce intermediaries, educational institutions, and apprentices. Businesses offer apprenticeship positions and provide on-the-job training and mentors. Educational institutions develop theoretical curriculums. Workforce intermediaries, such as industry associations, support businesses by developing program content, managing administration, creating networks between employers, and facilitating programs for small businesses. They play a key role in enabling apprenticeships. Apprentices participate in on-the-job and classroom learning. Successful programs require collaboration between all entities.
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/leonardo/success-stories2007_en.pdf
Increasing the Profile and Professionalisation of the Education of TVET Teach...Ghazally Spahat
The Hangzhou Declaration, on increasing the profi le and professionalisation of the education of TVET teachers and trainers (UNESCO-UNEVOC, 2005), and the formation
of an international network to implement the standards for the TVET Master’s degree, are milestones in the history of technical and vocational education and training (TVET).
Antoaneta Dimitrova Kirova-Katzarova: The dual system in Bulgaria - new good ...CUBCCE Conference
The document discusses the need to introduce a dual education system in Bulgaria to address issues like high youth unemployment and a discrepancy between educational standards and labor market needs. It outlines key principles of a dual system like a clear split between theoretical and practical training. It also notes challenges like employers needing to provide training environments and mentors while schools and employers currently lack readiness. Research finds a gap between education outputs and economic needs that a dual system could help address.
The document summarizes the key reforms and goals of the Bologna Process for creating the European Higher Education Area (EHEA). The main goals are to increase compatibility, comparability, and mobility between higher education systems in Europe through implementing three main cycles of degrees (bachelor's, master's, doctorate), adopting a qualifications framework, recognizing qualifications, ensuring quality assurance, and facilitating lifelong learning. The Bologna Process involves 46 European countries working closely with higher education institutions and other stakeholders to reform higher education and align systems.
The document discusses reforms to education in the UK for 14-19 year olds. It aims to develop awareness of new diploma qualifications available, which integrate academic and vocational skills. The reforms were informed by reviews recommending that the UK improve skills training to meet long-term economic needs and redefine what it means to be an educated adult. New diplomas and pathways have been introduced, along with requirements for students to participate in education or training to age 18.
This document discusses the benefits of mobility programs for vocational education and training (VET) students in Europe. It notes that spending time abroad encourages foreign language learning, personal development, and confidence. However, current rates of VET student mobility across Europe are low, below the 2020 target of 6% of students having international experience. The main challenges for VET students in mobility programs are learning foreign languages and developing intercultural skills to adapt to new cultural environments and workplaces abroad. Developing these skills is important for students' future careers and Europe's economy in an increasingly globalized and multiculturally diverse business world.
ELCC Five-Year Achievement Report portrays past years accomplishments since the center’s inception in 2004. The report reflects the center’s willingness to continue and progress within its mandate extending its experience, lessons learnt and implementation mechanisms for the socioeconomic development of the country.
The Council adopted conclusions on establishing a new strategic framework for European cooperation in education and training from 2009 to 2020. The framework aims to support national education reforms and make progress toward four strategic objectives: 1) making lifelong learning a reality, 2) improving quality and efficiency, 3) promoting social inclusion, and 4) enhancing creativity and innovation. European countries will work together on priority areas in three-year cycles and monitor progress through reporting. The conclusions call on member states to cooperate using these guidelines to strengthen education cooperation across Europe.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
Skills supply and demand in Europe up to 2020titigonzalezp
This document summarizes the key points from a report by Cedefop, the European Union's reference center for vocational education and training. The report projects skills demand and supply in Europe up to 2020. It finds that Europe needs to invest more in education and training to develop skills for jobs of the future. While aggregate demand and supply trends are converging, deeper analysis is needed to understand changing skill needs, job polarization, and potential skill mismatches. Better data is urgently required to inform policy and support skills development.
[EMC-LM 2nd convention] Emc micro credentials by Matthew Hodges, MiradaxEADTU
The document discusses the European MOOC Consortium's ambitions to establish a common microcredential framework (CMF). The CMF would provide credentials for online courses between 100-150 hours at levels 5-7 of the European Qualifications Framework. It would include assessment, verification of identity, and transcripts documenting learning outcomes and credits earned. The goal is to address needs of employers and learners for smaller, stackable credentials and facilitate collaboration across European higher education systems. Achieving these goals requires engaging universities, employment organizations, companies, and other stakeholders. The European Commission also aims to support quality, transparency and adoption of microcredentials across the EU through its new framework.
E slp policy forum 28 may 2021 by esteban vazquez cano (uned)EADTU
The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
This document discusses the importance of developing transversal competences and skills for jobs of the future in Europe. It notes that nearly one third of Europe's population aged 25-64 have low or no qualifications. It sets out a vision for 2020 where citizens have more and better skills through education and training systems that are more flexible and integrated with the world of work. Key ways to achieve this vision include massive and smart investment in skills development, bringing education and work closer together, developing the right mix of job-specific and transversal skills, and better anticipating future skills needs.
The document discusses Masters degrees in Europe. It notes that Europe aims to develop strong education systems and synergies between member states from early education through employment. Masters programs in Europe adhere to the Bologna Process, which establishes common structures for higher education across Europe and enhances student mobility. This brings benefits like being eligible for PhD programs after completing a Masters, guaranteed recognition of skills, and opportunities for collaborative degrees and credit transfer between universities. The Bologna Process also aims to modernize education and training to match changing job market needs through cooperation between national systems.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
The document discusses the importance of entrepreneurship education in Europe. It describes how the European Commission began promoting entrepreneurship education in schools in 1994 to better prepare students for the changing job market. Several strategic plans and policies were introduced over the years, including the Lisbon Strategy in 2000, Education and Training 2010, and Europe 2020, all with the goal of fostering skills like entrepreneurship, innovation, and adaptability. The document advocates for embedding real-world entrepreneurial experiences across all school subjects before students complete compulsory education.
Presentation by Marco Fantini (Unit Youth Employment, Entrepreneurship, Microfinance Facility, DG EPML, European Commission) on the occasion of the EESC SOC section meeting on 20 Dec 2012 in Brussels
The document discusses making post-secondary vocational education and training (VET) more attractive. It addresses the need for a flexible middle cadre and promoting citizenship. There are four key drivers changing the labor market: the economic crisis, developing a low-carbon economy, more skill-intensive jobs, and future skill supply and demand in Europe. To increase attractiveness, post-secondary VET should be recognized, integrated into tertiary education, and include lifelong learning, research, and partnerships with industry. Teaching staff should include both academics and corporate experts. The European Training Foundation plays a role in sharing European frameworks and principles for post-secondary VET reforms across 29 partner countries.
A digital literacy proposal in online Higher Education: the UOC scenarioeLearning Papers
Authors: Montse Guitert, Teresa Romeu.
Universities have a key role in providing students with strategies and competences to allow them to be part of the current information society and hence to be able to develop a productive career.
The document discusses career guidance in schools as a creative process. It describes the CENTRES project funded by the EU to train career counselors in schools on creative entrepreneurship and career guidance. It outlines the new role of educational counselors in providing comprehensive career guidance and education to students as a lifelong process. Some of the key challenges discussed are the narrow focus of current career guidance services in schools and the need to develop students' flexibility, creativity, and entrepreneurship through innovative guidance approaches.
The document discusses the proposed Erasmus for All 2014-2020 program, which would consolidate several existing EU education, training, youth, and sport programs into one. It aims to contribute to the Europe 2020 strategy's objectives on education and employment. Key goals include improving skills relevant to the labor market and society, increasing quality and innovation in education institutions, promoting a European lifelong learning area, and strengthening the international dimension of education. The program would have three subprograms on education and training, youth, and sport. It proposes simplifying management through reduced actions, increased lump-sum grants, simplified reporting, and other streamlining measures.
This document contains the Bratislava Declaration, which calls on stakeholders to work together to address the digital skills gap in Europe through four main actions:
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2. EN EN
EUROPEAN COMMISSION
Brussels, 9.6.2010
COM(2010) 296 final
COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN
PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL
COMMITTEE AND THE COMMITTEE OF THE REGIONS
A new impetus for European cooperation in Vocational Education and Training
to support the Europe 2020 strategy
3. EN 2 EN
COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN
PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL
COMMITTEE AND THE COMMITTEE OF THE REGIONS
A new impetus for European cooperation in Vocational Education and Training
to support the Europe 2020 strategy
1. INTRODUCTION
The quality of human capital is crucial for Europe's success. The Europe 2020 Strategy1
puts a
strong emphasis on education and training to promote “smart, sustainable and inclusive
growth”. This Communication responds to the call of the Europe 2020 Strategy to reinforce
the attractiveness of vocational education and training (VET) and maps out its potential with
respect to the Flagship Initiatives "An Agenda for new skills and jobs" and "Youth on the
Move", including its Youth employment framework.
VET must play a dual role: as a tool to help meet Europe's immediate and future skills needs;
and, in parallel, to reduce the social impact of and facilitate recovery from the crisis. These
twin challenges call for urgent reforms. The case for better skills development2
in Europe is
even more urgent in the light of the global race for talent and rapid development of Education
and Training (E&T) systems in emerging economies such as China, Brazil or India.
Forecasts of future skills needs show a greater demand for medium and high level
qualifications up to 20203
. The continuing ICT-driven evolution of products and processes,
coupled with the need for a low-carbon economy as well as population ageing will mean that
jobs and social structures will change: education and training, including VET, must adapt
accordingly. Initial vocational education and training (IVET) must equip young learners
with skills directly relevant to evolving labour markets, such as e-skills4
, and highly
developed key competences5
; such as digital and media literacy to achieve digital
competence6
; it has a particular role to play in addressing Europe's high youth unemployment.
In addition, as the traditional life sequence of "training-work-retirement" will be modified
with mid-life changes of careers and occupations, adults must be able to update their skills
and competences through continuing vocational education and training (CVET). The
recent Experts Report on New Skills for New Jobs7
contains a series of recommendations for
both parts of VET systems.
1
COM(2010) 2020.
2
The term "skill" subsumes knowledge, skills and competences as defined in the European Qualifications
Framework.
3
According to the forecasting of future skills needs up to 2020 carried out by Cedefop in February 2010,
there will be 15,6 millions new jobs in the EU for tertiary graduates and 3,7 million new jobs for
secondary level graduates. In contrast, there will be a decline of 12 million jobs for those with no or low
qualifications.
4
COM(2007) 496 "e-Skills for the 21st Century". It is forecasted that within five years 90% of jobs will
require ICT skills (IDC, 2009)
5
OJ L 394, 30.12.2006, p. 10, Recommendation of the European Parliament and of the Council on key
competences for lifelong learning.
6
COM(2010) 245 "A Digital Agenda for Europe"
7
COM(2008) 868 and the Expert Group Report on New Skills for New Jobs (2010).
4. EN 3 EN
VET has also a responsibility to respond to broader societal challenges, particularly to
promote social inclusion. Empowering all people of working age to participate in economic
and social life through accessible and equitable training opportunities is crucial.
Greening our economy offers new jobs and they require new skills. The VET systems should
be adapted to ensure that the workforce can adjust their skills to the labour-market needs of an
environmentally sustainable economy founded on competence-based training concepts.
VET in Europe covers diverse national systems, rooted in their specific economic and social
environments. IVET is normally part of upper secondary education8
but includes also tertiary
level (called 'Fachhochschulen', 'universities of applied sciences' or 'vocational colleges' in
many countries)9
. CVET includes a range of vocationally-oriented training provided by a
variety of training providers. IVET takes place within relatively regulated frameworks while
CVET is often unregulated. What is common is that all are facing challenges, all need to be
modernised.
Article 166 of the Treaty on the Functioning of European Union states that the "Union shall
implement a vocational training policy which shall support and supplement the action of the
Member States…". The Copenhagen process10
launched in 2002 has supported the Member
States in modernising VET systems. It has boosted the development of the learning outcomes
approach, the lifelong learning perspective and has supported the development of common
reference tools (Europass, European Qualifications Framework - EQF, European Credit
System for VET – ECVET and European Quality Assurance Reference Framework for
Vocational Education and Training – EQAVET).
The EU Ministers in charge of VET, European Social Partners and the European Commission
will review the priorities under the Copenhagen process in December 2010. The aim of this
Communication is therefore to propose a vision for the future of VET. It builds on and
contributes to the Europe 2020 strategy and the Strategic framework for European
cooperation in education and training up to 202011
. It also takes into account the EU's
renewed social agenda12
and the EU Strategy for Youth13
.
2. A NEW IMPETUS FOR VET
Vocational education and training in Europe by 2020 should contribute to both excellence
and equity in EU lifelong learning systems and thereby to the Europe 2020 objectives of smart
and inclusive growth, with:
• IVET as an attractive learning option with high relevance to labour market needs and
pathways to higher education,
8
The average proportion of students enrolled in VET at upper secondary level (ISCED level 3) in the EU
was 51.5%, with wide differences of 13% in Cyprus to 77% in Austria.
9
According to the Commission study on VET pathways, across the EU approximately 13% of students
are enrolled in tertiary VET and around 10% of working population holds a post-secondary non-tertiary
education degree.
10
http://ec.europa.eu/education/vocational-education/doc1143_en.htm
11
OJ C 119/2, 28.5.2009.
12
COM(2008) 412.
13
COM(2009) 200.
5. EN 4 EN
• easily accessible CVET for people in different life situations facilitating skills development
and career changes,
• flexible systems based on the recognition of learning outcomes, including diplomas, and
supporting individual learning pathways,
• adequate support for those at a disadvantage, and
• cross-border mobility as an integral part of VET practices.
This Chapter outlines key elements to be taken up in the re-launch of the Copenhagen
process. It draws on the four priorities of the Strategic framework for European cooperation in
education and training up to 2020 - lifelong learning and mobility, quality and efficiency,
equity and active citizenship and innovation, creativity and entrepreneurship. It includes also
an aspect of international cooperation in the area of VET.
2.1. A key role of VET in lifelong learning and mobility
As the structure of the European population shifts and as mid-career changes become more
frequent, the need for constant upgrading of skills increases and with it the relative
importance of CVET. Therefore, access to training opportunities at different levels should be
maximised. This may imply substantial changes in how, when and by whom VET provision is
organised, delivered and financed.
Flexible access to training and qualifications
There appears to be a need for greater flexibility regarding how learning outcomes are
acquired, how they are assessed and how they lead to qualifications.
Employers' role in the provision of CVET is increasing and, as change accelerates, they must
provide their employees with opportunities for intensive periods of training. Traditional initial
training providers such as VET schools might need to introduce flexible "à la carte" CVET
concepts for heterogeneous groups of learners. Higher education institutions will probably
need to open up to the provision of CVET, offering customer-oriented training adapted to the
needs of employees and employers, particularly micro and small businesses. Flexible access
to training will have to be combined with flexible work organisation and labour market
arrangements. A specific challenge will be to reconcile work, learning and family in order to
increase a participation of women.
Validation of non-formal and informal learning14
provides pathways for up-skilling and
reintegration of people to the labour market. The adoption of an outcomes-based approach for
vocational qualifications, as promoted by the EQF and ECVET, is key to achieving this: it
must become embedded in all parts of the E&T system.
The general trend to "up-skilling" has implications for the relationship between VET and
higher education (HE). Contributing to the Europe 2020 headline target of boosting the share
of tertiary graduates to 40%, genuinely open pathways between VET and HE have to be
ensured as well as tertiary VET should be strongly supported. Comprehensive national
14
European guidelines for validating non-formal and informal learning (Cedefop 2009) are a direct
outcome of the Copenhagen process.
6. EN 5 EN
qualifications frameworks referenced to the EQF will help the permeability between VET and
HE: the highest levels of qualifications frameworks should cover both sectors, with strong
convergence between ECTS and ECVET systems.
Lifelong learning opportunities in both initial and continuing VET must be coupled with
guidance and counselling services to facilitate transitions from training to employment and
between jobs. Guidance from public employment services must work in a close cooperation
with guidance provided by E&T systems. Both young and adults have to be empowered to
master transitions through the development of career management skills15
. Guidance should
be redirected from a "testing" to a "tasting" approach, providing young people with an
opportunity to get acquainted with different vocational trades and career possibilities. Specific
attention should be paid to the issue of gender equality to encourage young people to consider
occupations beyond traditional gender profiles.
Strategic approach to mobility in VET
There appears to be an urgent need to strengthen the transnational mobility for learning
purposes in the area of VET, in particular in initial vocational training including apprentices.
Mobility can help to overcome language barriers as well as to develop self-confidence,
adaptability, a sense of responsibility, employability and intercultural competence. The
Europe 2020 Strategy and its Youth on the Move initiative underline the value of learning
mobility and propose that its benefits should be made more available to all young people. In
line with it, new innovative approaches should be explored on how mobility in VET,
particularly of apprentices, can be strengthened.
Periods of study or training in other countries need to become a normal part of vocational
training pathways, both for learners and VET professionals. Foreign languages in VET
programmes are of particular importance in this context. Recognition of the mobility training
experience has to be ensured through the use of ECVET. Training Placements in Enterprises
face the particular challenge of involving businesses, generally SME, in the process. Based on
the results of pilot project Mobility for apprentices, appropriate mobility support structures
run by the networks of competent VET stakeholders should be set up to this end. "Virtual
mobility" through the use of ICT (e-learning) should be promoted to complement physical
mobility. Given the particular challenges which exist within VET, the proposed benchmark on
mobility being developed within the OMC for E&T should set an ambitious target specifically
for VET.
The modernisation of VET systems for lifelong learning and mobility will require a strong
involvement and commitment of all stakeholders. Public authorities at all levels play different
but crucial roles. Social partners should be supported to play their part in the organisation,
provision and financing of training, but should also play an active role in promoting and
facilitating mobility. Individuals need to be motivated to engage in mobility and to take up
lifelong learning through efficient and sustainable financing tools and schemes (e.g. training
vouchers, individual learning accounts, training funds and others).
15
OJ C 319, 13.12.2008, p. 4–7.
7. EN 6 EN
The key actions in VET to support lifelong learning and mobility should focus on:
• flexible "à la carte" concepts to maximise the access to continuing VET delivered by
employers, traditional training providers and higher education institutions and coupled
with appropriate financial incentives;
• genuinely open pathways from VET to HE and development of tertiary VET programmes;
• high degree of validation of non-formal and informal learning;
• integrated guidance and counselling services to facilitate transitions and learning and
career choices;
• by 2020, systematic use of EQF, ECVET and Europass aimed at transparency of
qualifications and portability of learning outcomes;
• transnational mobility strategies at the level of VET providers facilitated by appropriate
mobility support structures.
2.2. Increasing attractiveness and excellence of VET through quality and efficiency
The attractiveness and excellence of VET depends on multiple factors. For an individual,
attractiveness depends on short and long-term outcomes in terms of easy school-to-work
transition, demand for specific professions16
, wage levels and career prospects. From an
overall perspective, the attractiveness of VET depends on its quality and efficiency, high
standards of teachers and trainers, relevance to labour market needs and the pathways it opens
to further learning without dead-ends, including at tertiary level.
Implementing quality assurance in VET
While the importance of quality assurance is generally recognised, the establishment of a
quality assurance policy and of a "quality culture" in VET appears not to be achieved yet. The
recently adopted European Quality Assurance Reference Framework (EQAVET) outlines an
agenda for quality in both initial and continuing VET. It increases transparency and helps
build mutual trust between national VET systems. At European level, the cooperation
between national reference points for quality assurance (QANRPs) will be ensured through
the EQAVET network. At national level, arrangements will be needed to set a framework for
quality assurance, including support activities to training providers in order to guarantee the
implementation and commitment at all levels.
Evolving roles of teachers and trainers
The role of teachers and trainers is crucial in the modernisation of VET with a special focus
on how they are recruited, their professional development and status in society. The future
dominated by change as outlined here presents new challenges for both teachers and trainers
16
According to Manpower "Hot jobs 2009" analysis, the current skills shortages are reported mostly in
traditional craft trades (carpenters, welders, plumbers).
8. EN 7 EN
in VET17
, involving new pedagogies, curriculum design, quality assurance, management and
administrative tasks.
There is a convergence in the roles of teachers and trainers: a trainer in a work-based setting
will need more pedagogical competences and must play a supportive and mentoring role;
while a teacher in a school will need, like a trainer, a good understanding of work practices.
This convergence should be reflected in policies for recruitment and continuing development
of skills and competences, which should be validated and reflected in their career status.
Professional excellence combined with well developed key competences
The focus on key competences is becoming an urgent priority also in vocational education
and training18
. Key competences are the foundation for lifelong learning and success in
individuals' careers and professions. The development of key competences has to continue
beyond compulsory education, in both initial and continuing VET. At the same time, rapid
technological change implies constant improvement of "hard" professional/vocational skills19
.
The challenge is to achieve the best possible combination of vocational skills and key
competences both to a high standard.
In order to maximise the relevance of VET provision to labour market needs, use of different
forms of work-based learning should be strengthened. Research indicates that work-based
learning tends to increase employment opportunities in early working life. Work-based
learning also facilitates the development of the learning outcomes approach in VET with the
shift towards competence-based learning, competence-based qualifications and assessments
(skills demonstrations). Therefore, employers should be encouraged to maximise the offer of
apprenticeship and traineeship placements.
Efficiency and labour market relevance through partnerships
As highlighted in the Europe 2020 Strategy, partnerships between stakeholders in VET and in
particularly the involvement of social partners in the design, organisation, delivery and
financing of VET are a prerequisite to efficiency and relevance to labour market needs. In
many countries these partnerships take the form of skills councils20
, which are involved in
monitoring labour markets, development of skills profiles, curricula, certification and others.
The pilot European sector councils on jobs and skills scheduled to be launched in 2011 should
spread information and best practices on trends in this area21
.
The labour market relevance of VET can be strengthened by the development of forward
planning tools to match skills and jobs22
. Based on such matching, VET providers in
cooperation with local labour market representatives should be able to adapt curricula
accordingly to reflect skills shortages, surpluses, skills gaps or obsolescence. Improvements
of methodologies are needed to make anticipation tools coherent and comparable, including
17
Cedefop, Finnish National Board of Education (2009): Competence Framework for VET professions.
18
Council Conclusions 11.05.2010 on competences supporting lifelong learning and the new skills new
jobs initiative - OJ C 135, 26.5.2010, p. 8–11.
19
The EU is hampered by a shortage of ICT skills and could lack the skills to fill as many as 700 000 IT
jobs by 2015 – chapter 2.6 COM(2010) 245 "A Digital Agenda for Europe"
20
A Commission study on Sector Councils on Employment and Skills at EU level.
21
In order to reflect the needs of SMEs, the Commission is undertaking a study on future skills needs in
micro and craft (-type) enterprises up to 2020.
22
Expert Group Report on New Skills for New Jobs (2010).
9. EN 8 EN
the development of a common system of classifications for skills, competences and
occupations based on learning outcomes.
The key actions to improve the quality and efficiency of initial and continuing VET should aim
at:
• implementing quality assurance systems at national level, as recommended by EQAVET
framework;
• developing a competence framework for teachers and trainers in initial and continuing
VET;
• providing the workforce with high quality labour market relevant vocational skills by
increased use of different forms of work-based learning;
• strengthening the development of key competences to ensure the adaptability and flexibility
of learners and workers;
• making VET provision more responsive to evolving labour market needs based on forward
planning tools in cooperation with social partners and public employment services.
2.3. Equity and active citizenship
Education and training plays a major role in promoting equity, social inclusion and active
citizenship. Social exclusion of the low-skilled, learners from a migrant background, the
unemployed and those with special educational needs is often the result of cumulating
elements such as low formal qualification and the lack of basic skills and transversal
competences. Education and training can be important forces to counter social exclusion;
VET systems have a particularly important role to play23
.
Inclusive VET for inclusive growth
Reducing the share of early school leavers to 10% in both general education and VET is one
of the headline targets of the Europe 2020 Strategy. Examples from some countries with high
quality training provisions including apprenticeship schemes show that there is a potential for
VET to provide drop-outs with an option for getting back to learning. Use of non-classroom,
work-based learning with close links to the local labour market and integrating non-formal
and informal learning can provide an attractive alternative for learners who are less
academically oriented.
VET adapted to the individual needs of learners is important for increasing inclusiveness. The
training offer should be made more flexible and modularised and should offer individualised
learning pathways. Such approaches are more effective when the training is a part of a
mainstream VET and not structured as specific courses for target groups. However,
integration of some groups, such as disabled people or people from migrant backgrounds,
might require additional support, for instance validation of non-formal and informal learning
and specific language courses for migrants.
23
Council Conclusions 11.05.2010 on the social dimension of education and training - OJ C 135,
26.5.2010, p. 2–7.
10. EN 9 EN
The more VET is fully integrated into the overall E&T system, the more it can play a
significant role for social equity. Developing the level of excellence in VET, opening
pathways from VET to higher education and strengthening tertiary VET programmes can
raise expectations for VET students and provide pathways for upward social mobility.
All this needs to be supported by accessible and targeted guidance services, providing
additional support at key transition points for learners at risk of underachievement.
Furthermore, there is a need to constantly monitor the employment rates of VET learners, in
particular of those belonging to groups at risk, including data on the socio-economic profile of
learners and of dropout rates in VET24
.
The more vocational education and training goes beyond the pure labour market aspect, the
more it will promote equity. VET can support both development of people's professional and
social identities and their sense of belonging to communities of practice. This contributes to
social capital, trust and integration in societies. Key competences for active citizenship can be
developed through curricula, participative working methods, through learners' participation in
decision making and through partnerships between VET providers, local communities and
civil society organisations.
Initial VET can contribute significantly to combat drop outs, improve educational equity and
promote upward social mobility of groups at risk by:
• Providing high quality training focused on work-based learning adapted to individual
needs;
• pathways from VET to HE accessible to groups at risk;
• appropriate "tracer systems" to monitor the employment rates of VET students, in
particular of those belonging to groups at risk.
Continuing VET is particularly well placed to increase the labour market participation of
groups at risk through:
• flexible and modularised individual learning pathways;
• work-based learning focused on the acquisition of key competences;
• guidance services and validation of prior learning, particularly for migrants in order to
facilitate their integration into society.
With a view to development of the key competences for active citizenship:
• partnerships between VET providers, local communities, civil society organisations,
parents and learners should be strengthened.
24
As described in indicators 5 and 6 of the EQAVET Recommendation.
11. EN 10 EN
2.4. Innovation, creativity and entrepreneurship
As stressed in the Europe 2020 Strategy, E&T systems should focus their curricula on
creativity, innovation and entrepreneurship. In order to fulfil its role, vocational education and
training has to reflect changes in the economy and in society.
A vision of fostering creativity and innovation is needed that focuses on individuals within
modernised, excellent and high quality VET systems. VET providers, in partnership with
authorities and enterprises, should foster creativity and an innovation-conducive framework
which encourages risk-taking and experimentation.
VET providers should use experience-based learning and expose learners to non-routine work
and non-typical situations. There appears to be a need to promote active learning in both work
and school-based VET and give individuals the opportunity to control and develop their own
learning, also through the use of innovative, creative and tailored made ICT tools, including e-
learning, to improve the access to and flexibility of training.
At the same time, education for entrepreneurship, meaning a sense of initiative, ability to
turn ideas into practice, creativity and self-confidence, should be encouraged and accessible to
all VET students, across all curricula and fields of study25
. It should build awareness of self-
employment as a career option and train them to start one's own business. Entrepreneurship
must become a normal part of the competence framework of teachers and trainers. At
European level, different initiatives, such as the creation of networks, the Erasmus for Young
Entrepreneurs pilot project, exchanges of educators and entrepreneurs to promote
entrepreneurship as well as good practices in the field of entrepreneurship education should be
supported and further developed.
VET can support creativity, innovation and entrepreneurship of learners by:
• providing experience-based and active learning to promote the acquisition of e-skills, a
risk-taking culture, initiative, curiosity, intrinsic motivation and the critical thinking of
individuals;
• including entrepreneurship in the competence framework of VET teachers and trainers.
2.5. International cooperation in the area of VET
EU policy on VET should be a subject for further policy dialogue and mutual learning with
the international community, including both third countries and relevant international
organisations.
Structured cooperation could be launched with Neighbourhood countries and further extended
with Enlargement countries with the support of ETF which has proven its value-added in
supporting the development of VET curricula and quality teaching methodologies in these
countries. The European common reference tools and the policy approaches provide an
important reference for the modernisation of VET systems in partner countries, including for
those involved in accession to the EU. This cooperation has potential to contribute to trans-
national collaboration, regional development, an improved management of legal mobility and
to combat illegal migration.
25
Expert Group Report on Entrepreneurship in VET (2009).
12. EN 11 EN
Cooperation could further be fostered with OECD, UNESCO (specifically with UNEVOC)
and ILO in the research activities and evidence-based policy making in the area of VET
(cooperation on PIAAC).
3. A NEW AGENDA FOR EUROPEAN COOPERATION IN VET
The re-launch of European cooperation in VET at the end of 2010 should be the result of a
close partnership between Member States, the Commission and the Social Partners. It should
comprise the definition of priorities for the coming 10 years, with shorter term objectives to
be regularly reviewed by the stakeholders. This Communication constitutes the contribution
of the Commission to the agenda for the modernisation of VET in the EU and provides policy
responses to support the Europe 2020 Strategy.
European cooperation in VET so far has been successful, particularly in the establishment of a
number of EU common tools to enhance transparency and portability of qualifications.
However, the agenda set in Europe 2020 clearly calls for a much bolder approach to reforms
of VET systems. The Commission therefore calls on EU Ministers in charge of VET and
European Social Partners:
• to endorse an ambitious VET modernisation agenda,
• to define concrete deliverables for the next decade and
• to make a strong commitment to its implementation within the Europe 2020 national
reform programmes.
The next decade will be the time for delivery, starting with a rapid implementation of the EU
common reference tools, such as EQF, ECVET, Europass and EQAVET. The Member States
have the prime role, in partnership with social partners and involving, regional and local
authorities, vocational providers, teachers and trainers as well as learners at all levels. At the
European level the existing platforms such as Directors General for Vocational Training
(DGVT) and Advisory Committee for Vocational Training (ACVT) as well as relevant EU
programmes will be used to support the design and delivery of agreed actions. In addition, as
called for in the Europe 2020 Strategy, social partners at European level should develop their
own initiatives to contribute to the attractiveness of VET.
The Community instruments play a crucial role to support both modernisation agenda and
mobility in VET. During its 15 years of existence, the Leonardo da Vinci Programme has
supported more than 600 000 training placements for young people, 110 000 exchanges of
VET teachers and trainers and 2 000 innovative projects. It also provides an important support
to the implementation of the transparency tools. Leonardo da Vinci programme should
continue to strongly support accessibility, mobility and innovation in VET within the Lifelong
Learning Programme. Optimal use of the Structural Funds should be also made to support the
modernisation of VET systems and, in particular, the participation of individuals in
continuing VET.
The governance of the re-launched Copenhagen process shall be coherent with the framework
of the Open Method of Coordination in Education and Training and linked to the Europe 2020
Strategy taking into account the profile of the European Union as a global actor. Evidence-
based policy making will continue to be supported through the research, expertise and
analysis of Cedefop and ETF as well as statistical evidences provided by Eurostat.