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Early leaving from education and training

Details: Today a large proportion of the 61 000 000 Europeans aged 25 to 64 classified as low-skilled adults are early leavers from education and training. Fighting ELET is a key element of the Education and training 2020 strategic framework, reflected in the commitment of the EU countries to: reduce the average share of early leavers to less than 10%

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Qualifications and credentials CEDEFOP

Details: Qualifications – the certificates and diplomas awarded following education, training and learning – are vital in modern societies. They affect our ability to get a job, practise a profession, pursue lifelong learning and move between countries. They also affect our general social standing and status. Qualifications are important:

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European qualifications framework (EQF)

Details: Publications. The European Qualifications Framework (EQF) is a common European reference framework whose purpose is to make qualifications more readable and understandable across different countries and systems. Covering qualifications at all levels and in all sub-systems of education and training, the EQF provides a comprehensive overview over

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Glossary CEDEFOP

Details: Comment: continuing education and training is part of lifelong learning and may encompass any kind of education (general, specialised or vocational, formal or non-formal, etc.). It is crucial for employability of individuals. Source: Cedefop, 2004. to the top. D. Dropout . Withdrawal from an education or training programme before its completion

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Learning outcomes CEDEFOP

Details: The use of learning outcomes is increasingly influencing the design and delivery of vocational education and training (VET), focusing on what a learner is expected to know, be able to do, and understand at the end of a learning process. The shared focus on outcomes facilitates the dialogue between education and training and labour market actors, as well as across different …

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Statistics CEDEFOP

Details: Cedefop's opinion survey on vocational education and training (VET) examines EU citizens' awareness and opinions on VET's attractiveness and effectiveness; it also looks at their personal experience as students at upper secondary level, the stage following compulsory education (typically from age 16 to 18).

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VET in Europe CEDEFOP

Details: VET in Europe is the most comprehensive information resource on vocational education and training (VET) systems in Europe. ReferNet, Cedefop’s European network, provides descriptions of national VET systems in the European Union, Norway and Iceland based on a common template designed by Cedefop. European cooperation in VET (the Copenhagen

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Apprenticeships CEDEFOP

Details: Apprenticeships can help young people make smoother transitions from school to employment, as well as adults in their upskilling and reskilling pathways. The Council Recommendation of 15 March 2018 on a European Framework for Quality and Effective Apprenticeships sets how apprenticeships are understood across EU Member States.

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Defining, writing and applying learning outcomes

Details: Its ambition is to act as a reference point for cooperation in this area. It offers concrete examples of the use of learning outcomes and provides an overview of existing guidance and research material supporting the definition and writing of learning outcomes. The revised handbook also aims to promote dialogue between education and training and labour market …

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Who we are CEDEFOP

Details: Cedefop’s mission Placed at the centre of European cooperation, Cedefop aimed at improving vocational education and training (VET) through effective policy-making. Grounded in its 2019 recast Founding Regulation (Repealing Regulation (EEC) No 337/75 as amended by No 2051/2004) and reflecting the tripartite principle that underpins successful VET, the mission …

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Learning outcomes CEDEFOP

Details: Cedefop is regularly organising events on the topic of learning outcomes, allowing policy makers and practitioners to compare practises and exchange experiences. European conferences: 2013 , 2007. Policy learning fora: 2022 , 2018 , 2016 , 2015. Peer Learning Activities, jointly with European Commission and Member States 2016.

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France: integration of Ukrainian refugees CEDEFOP

Details: In higher education, Campus France – the national agency for the promotion of higher education, international student services, and international mobility – provides information on the schemes available for migrant students to help them join higher education in French (enrolment process, learning French, recognition of diplomas

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Learning outcomes key instrument for VET CEDEFOP

Details: The focus of the forum was on the application of learning outcomes for curriculum development, taking into account results of recent Cedefop studies on …

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Learning by doing: the importance of on-the-job training

Details: With 16 % employee participation, on-the-job training is the second most attended form of continuing vocational training in EU enterprises. On-the-job training contributes to upgrading skills that are particularly important for specific jobs or specific work environments, emphasizing a learning-by-doing approach. In 2005, 16 % of all employees

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Microcredentials: are they here to stay

Details: the characteristics and the potential roles microcredentials may play in supporting labour-market-related and employment-relevant education, training, and learning, including vocational education and training; the methodology and interim findings of Cedefop’s study on microcredentials; their broad uptake and function as they are increasingly

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Skills and labour market CEDEFOP

Details: Improving vocational education and training (VET) systems depends on high-quality and timely insights on job market dynamics and new skill demands. We analyse how changing economic and social megatrends, such as workforce ageing and the digital and green transitions, generate new skill demands and skill mismatches and reshape the future of work in EU workplaces.

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Luxembourg: Digital learning hub CEDEFOP

Details: The new Digital learning hub (DLH) will contribute to increasing the skillset in the IT sector while preparing learners for the labour market. Based on a cooperative approach in a fun environment, the DLH provides creative pedagogy, abstaining from conventional assessment practices. Peer-to-peer learning, project-based work, creativity, entrepreneurship, as well as complex problem …

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Making progression in learning a reality CEDEFOP

Details: Cedefop has recently launched a study to analyse efforts of the past two decades (2000-2020) to increase flexibility of European education, training and learning systems making it possible for individual citizens to enter, re-enter and combine education, training and learning according to their needs and current circumstances. This workshop

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Norway: modular education for adults CEDEFOP

Details: Modular education for adults has been divided into three coherent pilots, which started in 2017 and will end in 2023: preparatory adult education – a pilot with newly developed module-structured curricula, which cover both learning subjects and languages, at the level below upper secondary education (EQF 4). The curricula are adapted for adults;

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Promote the development of individual learning plans CEDEFOP

Details: The Department for Education and Studies guidelines drafted in 2015 specify a four phase plan for learners including 1) induction/engagement, 2) foundation, 3) progression and 4) transitions. In the induction phase student needs are identified and a suitable learning plan is devised. This individual learning plan is drawn up by the teacher or

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The future of vocational education and training in Europe: volume …

Details: Results show that several countries have strengthened the general education component of their VET programmes either by increasing the extent of teaching general subjects or by better integrating them into the vocational curriculum. At the same time, the increased emphasis on general skills has not taken place at the expense of workplace learning; on the …

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The Netherlands: policy developments in lifelong learning

Details: The Dutch Cabinet, in cooperation with social partners, sectoral training and development funds, educational institutions including VET schools, and other stakeholders, has proposed significant developments in lifelong learning. On 27 September 2018, Parliament was informed about the main lines of this approach in a policy letter.

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Luxembourg: integrating Ukrainian refugees in education and the …

Details: All displaced persons from Ukraine who arrive in Luxembourg must supply their contact information to the Directorate of Immigration of the Ministry of Foreign and European Affairs, so that they may apply for temporary protection status. By the end of April 2022, more than half of those who had arrived, i.e. 2 624 Ukrainian refugees, had applied for temporary protection and …

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Defining, writing and applying learning outcomes

Details: It offers concrete examples of the use of learning outcomes and provides an overview of existing guidance and research material supporting the definition and writing of learning outcomes. The handbook also aims to promote dialogue between education and training and labour market stakeholders by building on material from different parts of the education …

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National qualifications frameworks (NQFs) CEDEFOP

Details: National qualifications frameworks (NQFs) help to make qualifications easier to understand and compare. They can also encourage countries to rethink and reform national policy and practice on education, training and lifelong learning. NQFs classify qualifications by level, based on learning outcomes - that is, what the holder of a certificate

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Apprenticeships for greener economies and societies CEDEFOP

Details: As the green transition creates new skill needs across sectors and occupations, implications for preparing, reskilling and upskilling the workforce emerge for vocational education and training. Apprenticeships can help by providing opportunities to young people, as well as adults, to develop appropriate skills; at the same time, apprenticeships

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Future trends in the content and provision of VET

Details: Vocationally oriented education and training in Europe, albeit different between countries, is changing in several fundamental ways. Not only is it becoming more diverse in its programmes and qualifications – for example addressing the needs of a growing service sector – but it is also expanding to higher levels. In some countries, this combination of diversification and …

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2030 on the horizon: skills in the online platform economy

Details: Cedefop’s webinar 2030 on the horizon: skills in the online platform economy aims to present recent research and analysis findings based on Cedefop’s unique Crowdlearn project and reflect on their implications for European skills and education policy. In the context of the growth, sustainability and resilience ambitions of the European Skills Agenda and European Digital …

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Employment trends during the Covid-19 pandemic CEDEFOP

Details: Employment was also growing in energy supply services, education, and health & social care. On the other hand, the Covid-19 pandemic continued to drive further employment losses in the accommodation & food sector and appears to have accelerated job losses in the agriculture or arts & recreation sectors in 2021(see Figure 3).

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New Cedefop podcast: Skills for the green economy CEDEFOP

Details: Keep abreast of developments, analysis and reflection on vocational education and training (VET), skills, qualifications, jobs and labour market trends by subscribing to Cedefop’s podcast series. Hosting experts, policy-makers, social partners, VET practitioners and learners, this regular series will be shedding fresh light on all matters

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Indicators examples for mentoring and coaching measures

Details: Mentoring and coaching are often found as part of a package of measures to address early learning from education and training. An evaluation of a mentoring scheme which aims to retain young people in education and training should start by clarifying how and why mentoring is expected to provide a solution to the problem, or part of it.

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Romania: responses to the Covid-19 outbreak

Details: Vulnerable groups. At the beginning of the Covid-19 pandemic, MER ran a quick survey in primary and secondary schools. This helped identify learners who lack electronic devices and internet connection, mostly in the rural areas. MER took the initiative to support online learning and invited sponsors, mobile and internet providers, various

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