Presentation by Spyros Nakos (Social Scientist, European Commission expert speaker, member of Team Europe) on the occasion of the EESC Labour Market Observatory conference held on 3 December 2013 in Thessaloniki, Greece
UEmploy: citizenship, rights and employment- UEmploy and inclusive strategies...Alan Bruce
This document summarizes a conference presentation on employment strategies for people with disabilities in a changing Europe. It discusses the role of the EU in social policy, achievements of the UEmploy project which involved several European countries, and common challenges around issues like declining resources, unemployment, and rights. Key trends are noted like the need for a human rights approach to disability employment and the legacy of institutionalization. The future directions discussed include dissemination, sustainability, identifying changes to support inclusive employment, and ensuring programs are evidence-based and question existing approaches.
This document explores the interface between law and ethics in professional practice, using social work as a case example. It discusses (1) problems in how social work students learn about and apply law and ethics, finding law is seen as hostile and application is under-theorized, and (2) challenges in practice where legal/ethical rules are mediated by agency contexts prioritizing resources over individual cases. It calls for enhancing law/values visibility in practice, engaging critically with law's role in rights and moving beyond technical skills to ongoing professional development.
The Equality Challenge Unit (ECU) promotes equality and diversity for staff and students in UK higher education. It conducts research, provides guidance and advice, and works towards systemic cultural change on issues like underrepresentation of minority groups and gaps in attainment. Key challenges include lower representation and career progression of Black and minority ethnic and women staff, as well as lower degree success of Black and disabled students. The ECU aims to create a more diverse and inclusive environment through frameworks like Athena SWAN that address issues beyond individual support.
SCIE has been tasked by the government to develop a framework for defining good social care practice. They are working with practitioners to build consensus on what constitutes good practice through developing narratives of exemplary cases. While evidence-based practice is important, evidence is often lacking in social care due to low research investment. Innovation-based evidence from practice examples could help provide evidence more urgently, by evaluating new programs based on their processes, outcomes, rationales and feasibility. SCIE wants to illustrate the good practice framework with examples from stakeholders and get practitioner input on articulating good practice.
This document lists 12 favorite things about St. Anne's Spa, including the English garden, pool, breakfast, burger, teatime, view, accommodations, dessert, shower, Caesar salad, robes, and yielding to one's inner self.
This document discusses the protein kinase BubR1, which plays a central role in the spindle assembly checkpoint (SAC). BubR1 helps ensure accurate chromosome segregation during cell division by delaying the onset of anaphase until all chromosomes are properly attached to the mitotic spindle. The document describes BubR1's multiple domains that allow it to interact with other proteins involved in SAC signaling and its roles beyond the SAC in processes like DNA repair and aging regulation. Mouse studies have revealed that BubR1 protects against aneuploidy and premature aging.
This document summarizes an email from a friend, Anjula Evans, about how Christmas can be difficult for some who experience loss or are alone. It discusses an ice storm that affected Ontario on the day before and neighbors helping each other. It also shares a song Anjula wrote called "At This Christmas Time" about losing a child around the holidays and how the holiday has never been the same. The document encourages remembering those affected by the storm, in need, without family and who have lost loved ones during the Christmas season.
UEmploy: citizenship, rights and employment- UEmploy and inclusive strategies...Alan Bruce
This document summarizes a conference presentation on employment strategies for people with disabilities in a changing Europe. It discusses the role of the EU in social policy, achievements of the UEmploy project which involved several European countries, and common challenges around issues like declining resources, unemployment, and rights. Key trends are noted like the need for a human rights approach to disability employment and the legacy of institutionalization. The future directions discussed include dissemination, sustainability, identifying changes to support inclusive employment, and ensuring programs are evidence-based and question existing approaches.
This document explores the interface between law and ethics in professional practice, using social work as a case example. It discusses (1) problems in how social work students learn about and apply law and ethics, finding law is seen as hostile and application is under-theorized, and (2) challenges in practice where legal/ethical rules are mediated by agency contexts prioritizing resources over individual cases. It calls for enhancing law/values visibility in practice, engaging critically with law's role in rights and moving beyond technical skills to ongoing professional development.
The Equality Challenge Unit (ECU) promotes equality and diversity for staff and students in UK higher education. It conducts research, provides guidance and advice, and works towards systemic cultural change on issues like underrepresentation of minority groups and gaps in attainment. Key challenges include lower representation and career progression of Black and minority ethnic and women staff, as well as lower degree success of Black and disabled students. The ECU aims to create a more diverse and inclusive environment through frameworks like Athena SWAN that address issues beyond individual support.
SCIE has been tasked by the government to develop a framework for defining good social care practice. They are working with practitioners to build consensus on what constitutes good practice through developing narratives of exemplary cases. While evidence-based practice is important, evidence is often lacking in social care due to low research investment. Innovation-based evidence from practice examples could help provide evidence more urgently, by evaluating new programs based on their processes, outcomes, rationales and feasibility. SCIE wants to illustrate the good practice framework with examples from stakeholders and get practitioner input on articulating good practice.
This document lists 12 favorite things about St. Anne's Spa, including the English garden, pool, breakfast, burger, teatime, view, accommodations, dessert, shower, Caesar salad, robes, and yielding to one's inner self.
This document discusses the protein kinase BubR1, which plays a central role in the spindle assembly checkpoint (SAC). BubR1 helps ensure accurate chromosome segregation during cell division by delaying the onset of anaphase until all chromosomes are properly attached to the mitotic spindle. The document describes BubR1's multiple domains that allow it to interact with other proteins involved in SAC signaling and its roles beyond the SAC in processes like DNA repair and aging regulation. Mouse studies have revealed that BubR1 protects against aneuploidy and premature aging.
This document summarizes an email from a friend, Anjula Evans, about how Christmas can be difficult for some who experience loss or are alone. It discusses an ice storm that affected Ontario on the day before and neighbors helping each other. It also shares a song Anjula wrote called "At This Christmas Time" about losing a child around the holidays and how the holiday has never been the same. The document encourages remembering those affected by the storm, in need, without family and who have lost loved ones during the Christmas season.
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
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.
The MULM project aims to promote lifelong learning, employability, and regional development. It focuses on unemployed, low-educated middle-aged men and helping them transition into healthcare careers. The unconventional approach recruits older men into the traditionally low-status healthcare sector and provides individualized education plans and career counseling. The project brings together different systems like education and the workforce to develop new solutions that create jobs and a more skilled regional labor pool through collaboration.
This document discusses the importance of STEM skills for Europe's future economic competitiveness and addresses the mismatch between available STEM skills and labor market demands. It introduces the EU STEM Coalition, which aims to boost innovation and jobs by supporting the development and implementation of national STEM strategies across EU member states. The Coalition focuses on knowledge sharing between existing national STEM platforms and supporting the establishment of new platforms through taskforce meetings. Its goals are to increase the effectiveness of national platforms, support new platforms in EU countries, and disseminate outcomes.
The document summarizes a regional workshop held in Israel that focused on enhancing vocational education (VET) policies and practices to promote greater social inclusion. The workshop brought together delegations from 9 countries to reflect on findings from a cross-country research project examining how VET systems can either promote or hinder social inclusion. Key findings from the research were that VET systems often reproduce social inequities, with family background strongly influencing school selection and outcomes. The workshop emphasized the need for more equitable VET policies and practices that provide disadvantaged youth fair opportunities, including improving school resources, curricula, career guidance and connections to employers.
The document discusses key topics around the future of European educational systems. It notes that moving from curriculum-centered systems to competence-based systems focused on skills is challenging but important. It emphasizes that education needs to incorporate technological tools, be interdisciplinary, and support learning communities. Competence building should be based on standards but also critical thinking. The role of teachers is shifting from curriculum delivery to facilitating student-centered active learning. Overall educational systems must adapt to changing labor markets, address inequality, and support lifelong learning to promote student and societal success in an evolving world.
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Shaping Competence: Quality on transformative learning for schoolsAlan Bruce
The document discusses key topics around the future of European educational systems. It notes that moving from curriculum-centered systems to competence-based systems focused on skills is challenging but important. It emphasizes that education needs to incorporate technological tools, be interdisciplinary, and support learning communities. The development of transversal skills and key competencies in students is highlighted as important for future labor markets. The role of teachers in facilitating this transition through competency-based teaching and assessment is also emphasized.
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Implications for POLICY AND PRACTICE
POWER OF INFORMATION
To uplift the capacity of AE to consider and respond to the needs of young people in vulnerable positions, there is a need to cultivate flows of information that are multi-directional, multi-level, and multi-and cross-sectoral, circulating across policy and practice and connecting key stakeholders as asked by contextual conditions
POWER OF NETWORKS:
Consider the value of human capacity for information production, transmission and processing and that of machines as two balancing poles.
Through the opportune creation of networks that harness the intelligence of people and machines we can create the conditions for AE to become and be made constantly relevant for the needs of young people in situations of risk
This systematic review analyzed 25 articles published between 2015-2020 that assessed teachers' knowledge of autism spectrum disorder (ASD). The results showed that teachers' knowledge of ASD is generally poor and depends on factors like their education stage, prior training, and experience with students with ASD. Knowledge was higher in early childhood teachers and university professors compared to primary and secondary teachers. The review aimed to provide an updated framework on teachers' knowledge of ASD and how it relates to moderators like experience, specialization, education stage, and culture.
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This presentation is designed to inform and support managers and practitioners from differing education and employment settings to listen to the voices of young people and their particular challenges when it comes to gaining exposure to and experience of the world of work. It also shares some findings from research into Adult Education in England and captures the voices of adults.
The document discusses vocational education and training (VET) in three paragraphs:
1) It outlines the goals of VET as preparing independent individuals who can think critically, act professionally, develop aesthetically, acquire knowledge and skills to apply them flexibly and enhance them continuously, and develop a lifelong relationship with learning.
2) It discusses definitions and approaches to VET internationally and the role of apprenticeships. VET systems are complex with industry involvement and teaching approaches are distinctive.
3) It addresses issues with VET including quality, diversity in responsibilities, and a need to improve perceptions. The EU aims to support national VET policies and complement reforms.
Principles of distance education storyboard module 2b767miller
This document discusses assessing and teaching skill-sets for autistic adults. It provides an introduction to challenges autistic adults face and capabilities of high-functioning autistic adults. It also discusses employment options for autistic adults through sheltered workshops. The document includes annotated bibliographies summarizing research articles on topics like using video modeling to teach vocational skills to autistic individuals and evaluating instruction methods to increase employment options.
Distance education is defined as institution-based formal education where learners and instructors are separated but connected through interactive telecommunications systems. Coldeway's quadrants describe four approaches to education based on whether learning occurs at the same or different times and places. Research studies have found no significant differences in achievement between distance and traditional education, and some find higher achievement with distance learning. Distance education technologies are vehicles for delivering instructional content rather than influencing achievement themselves. Telemedicine uses electronic technologies to provide health care from a distance. Two scenarios describe potential futures for distance learning in schools, which relies on technology while retaining teachers, and in corporations, which connects workers globally.
Claudio Vitali, Building partnerships with real impact for labour market: Imp...European Journalism Centre
The document discusses improving youth employment in Europe through better matching of vocational education and training to labor market needs. It focuses on two areas: 1) Ensuring training is informed by labor market intelligence so it is responsive to economic and social changes. This requires partnership between education, employers, and other stakeholders. 2) Ensuring quality in transnational mobility programs by preparing participants, recognizing skills gained, and involving employers. A survey found mobility increased employability, career choices, and language skills, but programs need better design and longer durations.
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This document discusses the importance of digital literacy in post-certification healthcare education. It begins by defining digital literacy as going beyond just using technology and including critical thinking and problem-solving skills. It then provides rationale for focusing on digital literacy, noting that digitally mediated contexts are increasing across all professions. This brings challenges for more traditional education, so universities need to help students develop strong digital literacy to succeed in today's environment. The document performs a SWOT analysis of digital literacy at the University of Malta and provides recommendations to address challenges in developing digital literacy for post-certification healthcare students.
This study analyzes data on over 2.5 million students in the UK who successfully completed first degrees between 1998/99 and 2007/08. It finds that while the numbers and percentages of both disabled and non-disabled male and female students increased over this period, disabled students remained underrepresented. The study also examines degree classifications and finds little difference in academic standards between disabled and non-disabled students. However, the conclusions are not clearly stated and more data is needed to fully address questions about challenges to inclusion and ways to improve higher education access. Overall, the study provides insights into the impacts of UK policies promoting inclusive higher education but could be strengthened by more thorough analysis and discussion of findings.
Preparing special education frontline professionals for a new teaching experi...eLearning Papers
AuthorsJaime Moreira Ribeiro, António Moreira, Ana Margarida Almeida
A large number of special education professionals agree on the fact that Information and Communication Technologies (ICT) are an important tool for teachers and students to overcome barriers and promote the acquisition of skills. ICT can promote school and social inclusion by diminishing the obstacles for students with Special Education Needs (SEN).
This document discusses initiatives in Denmark to promote more male kindergarten teachers. It describes 5 projects funded by the Danish government to test new methods of attracting, recruiting, and retaining male teachers.
The projects tested various approaches, including focusing on outdoor activities to appeal to stereotypical male interests, interviewing existing male teachers to understand barriers to entry, changing job postings to be more inclusive, and using behavioral "nudges" to shift attitudes among stakeholders. The overall goal was to increase diversity in the teaching workforce and challenge gender stereotypes. Evaluation of the projects aimed to identify best practices to systematically promote more gender balance.
The OECD Action Plan for Youth aims to tackle high youth unemployment and strengthen long-term employment prospects for youth. The plan includes measures to boost job creation and support for unemployed youth. It also focuses on strengthening education, vocational training, and support for transitioning to the workforce. The OECD is committed to working with countries to implement national and local plans through activities like workshops on best practices, short policy notes, and more comprehensive country reviews. The goal is to help youth acquire skills and access quality employment opportunities.
Presentation by Vito Spinelli (Consultant in the ESCO secretariat, DG EMPL) on the occasion of the EESC Seminar on 'Delivering on Skills' organised in Brussels on 17 November 2014.
Presentation Michael HORGAN (Policy officer at DG EAC) on the occasion of the EESC Seminar on 'Delivering on Skills' organised in Brussels on 17 November 2014.
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Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
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.
The MULM project aims to promote lifelong learning, employability, and regional development. It focuses on unemployed, low-educated middle-aged men and helping them transition into healthcare careers. The unconventional approach recruits older men into the traditionally low-status healthcare sector and provides individualized education plans and career counseling. The project brings together different systems like education and the workforce to develop new solutions that create jobs and a more skilled regional labor pool through collaboration.
This document discusses the importance of STEM skills for Europe's future economic competitiveness and addresses the mismatch between available STEM skills and labor market demands. It introduces the EU STEM Coalition, which aims to boost innovation and jobs by supporting the development and implementation of national STEM strategies across EU member states. The Coalition focuses on knowledge sharing between existing national STEM platforms and supporting the establishment of new platforms through taskforce meetings. Its goals are to increase the effectiveness of national platforms, support new platforms in EU countries, and disseminate outcomes.
The document summarizes a regional workshop held in Israel that focused on enhancing vocational education (VET) policies and practices to promote greater social inclusion. The workshop brought together delegations from 9 countries to reflect on findings from a cross-country research project examining how VET systems can either promote or hinder social inclusion. Key findings from the research were that VET systems often reproduce social inequities, with family background strongly influencing school selection and outcomes. The workshop emphasized the need for more equitable VET policies and practices that provide disadvantaged youth fair opportunities, including improving school resources, curricula, career guidance and connections to employers.
The document discusses key topics around the future of European educational systems. It notes that moving from curriculum-centered systems to competence-based systems focused on skills is challenging but important. It emphasizes that education needs to incorporate technological tools, be interdisciplinary, and support learning communities. Competence building should be based on standards but also critical thinking. The role of teachers is shifting from curriculum delivery to facilitating student-centered active learning. Overall educational systems must adapt to changing labor markets, address inequality, and support lifelong learning to promote student and societal success in an evolving world.
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Shaping Competence: Quality on transformative learning for schoolsAlan Bruce
The document discusses key topics around the future of European educational systems. It notes that moving from curriculum-centered systems to competence-based systems focused on skills is challenging but important. It emphasizes that education needs to incorporate technological tools, be interdisciplinary, and support learning communities. The development of transversal skills and key competencies in students is highlighted as important for future labor markets. The role of teachers in facilitating this transition through competency-based teaching and assessment is also emphasized.
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Consider the value of human capacity for information production, transmission and processing and that of machines as two balancing poles.
Through the opportune creation of networks that harness the intelligence of people and machines we can create the conditions for AE to become and be made constantly relevant for the needs of young people in situations of risk
This systematic review analyzed 25 articles published between 2015-2020 that assessed teachers' knowledge of autism spectrum disorder (ASD). The results showed that teachers' knowledge of ASD is generally poor and depends on factors like their education stage, prior training, and experience with students with ASD. Knowledge was higher in early childhood teachers and university professors compared to primary and secondary teachers. The review aimed to provide an updated framework on teachers' knowledge of ASD and how it relates to moderators like experience, specialization, education stage, and culture.
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This presentation is designed to inform and support managers and practitioners from differing education and employment settings to listen to the voices of young people and their particular challenges when it comes to gaining exposure to and experience of the world of work. It also shares some findings from research into Adult Education in England and captures the voices of adults.
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1) It outlines the goals of VET as preparing independent individuals who can think critically, act professionally, develop aesthetically, acquire knowledge and skills to apply them flexibly and enhance them continuously, and develop a lifelong relationship with learning.
2) It discusses definitions and approaches to VET internationally and the role of apprenticeships. VET systems are complex with industry involvement and teaching approaches are distinctive.
3) It addresses issues with VET including quality, diversity in responsibilities, and a need to improve perceptions. The EU aims to support national VET policies and complement reforms.
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Distance education is defined as institution-based formal education where learners and instructors are separated but connected through interactive telecommunications systems. Coldeway's quadrants describe four approaches to education based on whether learning occurs at the same or different times and places. Research studies have found no significant differences in achievement between distance and traditional education, and some find higher achievement with distance learning. Distance education technologies are vehicles for delivering instructional content rather than influencing achievement themselves. Telemedicine uses electronic technologies to provide health care from a distance. Two scenarios describe potential futures for distance learning in schools, which relies on technology while retaining teachers, and in corporations, which connects workers globally.
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The document discusses improving youth employment in Europe through better matching of vocational education and training to labor market needs. It focuses on two areas: 1) Ensuring training is informed by labor market intelligence so it is responsive to economic and social changes. This requires partnership between education, employers, and other stakeholders. 2) Ensuring quality in transnational mobility programs by preparing participants, recognizing skills gained, and involving employers. A survey found mobility increased employability, career choices, and language skills, but programs need better design and longer durations.
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This study analyzes data on over 2.5 million students in the UK who successfully completed first degrees between 1998/99 and 2007/08. It finds that while the numbers and percentages of both disabled and non-disabled male and female students increased over this period, disabled students remained underrepresented. The study also examines degree classifications and finds little difference in academic standards between disabled and non-disabled students. However, the conclusions are not clearly stated and more data is needed to fully address questions about challenges to inclusion and ways to improve higher education access. Overall, the study provides insights into the impacts of UK policies promoting inclusive higher education but could be strengthened by more thorough analysis and discussion of findings.
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A large number of special education professionals agree on the fact that Information and Communication Technologies (ICT) are an important tool for teachers and students to overcome barriers and promote the acquisition of skills. ICT can promote school and social inclusion by diminishing the obstacles for students with Special Education Needs (SEN).
This document discusses initiatives in Denmark to promote more male kindergarten teachers. It describes 5 projects funded by the Danish government to test new methods of attracting, recruiting, and retaining male teachers.
The projects tested various approaches, including focusing on outdoor activities to appeal to stereotypical male interests, interviewing existing male teachers to understand barriers to entry, changing job postings to be more inclusive, and using behavioral "nudges" to shift attitudes among stakeholders. The overall goal was to increase diversity in the teaching workforce and challenge gender stereotypes. Evaluation of the projects aimed to identify best practices to systematically promote more gender balance.
The OECD Action Plan for Youth aims to tackle high youth unemployment and strengthen long-term employment prospects for youth. The plan includes measures to boost job creation and support for unemployed youth. It also focuses on strengthening education, vocational training, and support for transitioning to the workforce. The OECD is committed to working with countries to implement national and local plans through activities like workshops on best practices, short policy notes, and more comprehensive country reviews. The goal is to help youth acquire skills and access quality employment opportunities.
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EU employability policies and their implementation
1. EU employability policies and
their implementation
SPYROS NAKOS
“SKILLS AND MOBILITY FOR
COMPETITIVENESS”
THESSALONIKI, 3 DECEMBER 2013
2. What is employability
Employability refers to a person's capability of
gaining employment.
It depends on:
the knowledge, skills and attitudes of the person.
labour market rules and institutions and their
impact on the ability of an individual to gain
employment.
Employability combines employment and education
policies
3. Skills and employability
Fall short in providing right skills for employability
Learning models to help transition from school to
work
Promote partnership
Mobility (ERASMUS +)
4. Employability: priorities
Cover the need for higher and relevant skills
Young people
Entrepreneurial skills
Connection between employability and employment
Language learning
Improve adult learning
5. Employability policies in practice
EES improved the VET & ALMP
Limited number of adequate long term policies
Distance between educational environment &
workplace
6. Employability policies in practice
Bureaucracy & limited information
Funding education
Lack of partnerships between public & private sector