Overview of national qualifications framework developments in Europe

Promoting learning for work

All you need to know about Cedefop's work in an illustrated guide. Get acquainted with the agency's structure, current activities, networks and 40-year history. Browse through European vocational education and training milestones, and read messages from key European figures in a concise publication, celebrating Cedefop's 40-year history in Berlin and Thessaloniki.

Analysis and overview of national qualifications framework developments in European countries

In 2014 there was stronger political commitment and more technical work towards developing and implementing national qualifications frameworks (NQFs) across Europe. Cedefop’s fifth annual report and analysis confirms the key role of these frameworks in making qualifications comparable within and between countries. Moreover, NQFs are now triggering reforms and supporting changes in education and training. Although still uneven across countries and sectors, NQFs have bolstered the implementation of approaches based on learning outcomes. They have also helped to bring education, training and employment stakeholders together to develop new qualifications. More countries are now opening their NQFs to qualifications gained outside the formal, public system, such as those awarded by non-formal and private institutions; more are associating their NQFs more closely to arrangements for validating non-formal and informal learning; and more are linking national frameworks to the European qualifications framework (EQ

Green skills and innovation for inclusive growth

The second ‘green skills’ forum organised by Cedefop and the OECD-LEED in February 2014 provided an open space for discussion between researchers, policy-makers, social partners and international organisations on skills development and training needs for a greener economy. The focus of this second staging of the event was ‘green skills and innovation for inclusive employment growth’. The discussions were aimed at identifying obstacles and challenges lying ahead for the development of skills, education and training policies suitable to address the transition to greener and job-rich growth: to set out strategies, initiatives and policy approaches tackling key skills issues for green growth; compare methods and tools used in monitoring and evaluating developments in labour markets; indicate how research can support better targeted policy-making and skills strategies; and identify gaps in knowledge and provide guidance for future research and collaboration for transitioning to a low-carbon economy.

Apprenticeship review: Malta

This is the final report of the thematic country review (TCR) on apprenticeships in Malta. It is largely based on information collected from stakeholders and includes areas for future reforms and suggestions for action. Malta will decide whether and how these would be taken forward. Cedefop launched TCRs to support the European alliance for apprenticeships. Between May 2014 and May 2015, Cedefop piloted TCRs on apprenticeships in two volunteer countries, Lithuania and Malta. In 2015-16 three more volunteer countries (Greece, Italy, and Slovenia) will benefit from the review. This report is the result of cooperation between Cedefop and the Maltese steering group, coordinated by the Ministry of Education and Employment.

Vocational pedagogies and benefits for learners: practices and challenges in Europe

This Cedefop research paper examines the role played by learning outcomes approaches in pedagogical change in initial vocational education and training (VET) in 15 EU Member States. Understanding the effects of vocational pedagogies, and particularly of learner-centred approaches, matters. It enables policy-makers to develop models and tools which can help VET teachers and trainers more effectively match teaching and learning methods to the needs of their students and their contexts. Through such means, vocational pedagogies can directly impact on the quality of teaching and learning, and achieving VET's wider goals. The study builds upon previous evidence published by Cedefop on the design and delivery of learning outcome-based curricula which have drawn attention to the importance of appropriate pedagogies for achieving intended learning outcomes. It examines the benefits that learner-centred pedagogies have for learners and discusses the way that teachers and trainers, learning environments and learning materials support or hinder pedagogical change.

Work-based continuing vocational education and training (CVET) requires more attention and strategic action. Work-based learning (WBL) is a powerful way to support adult learning and human resource development in enterprises, but the potential it has to o

Work-based continuing vocational education and training (CVET) requires more attention and strategic action. Work-based learning (WBL) is a powerful way to support adult learning and human resource development in enterprises, but the potential it has to offer has not yet been fully exploited in Europe. Systematic and comprehensive knowledge of WBL in CVET is still lacking. What exactly is WBL in CVET? How is it practised on the ground, and which forms and patterns of WBL are used in CVET? Do European and national policies on WBL in CVET exist, and in how far do they shape practices? What do different stakeholders perceive as main advantages, needs and challenges? This publication addresses these issues and contributes to better understanding of policies and practices of WBL in CVET in Europe.

CVET in Europe: the way ahead

This publication takes stock of recent Cedefop research on CVET. It analyses how CVET contributes to reaching economic and social policy objectives of the European Union regarding inclusion, employment, innovation, productivity, competitiveness and growth. CVET is approached as a multidimensional, multistakeholder and multilevel interface between learning and the labour market. The analysis outlines recent achievements in practices and policies of work-based learning, guidance, validation and quality. The publication also highlights gaps and challenges for future CVET policies, in particular improving information and guidance, making participation easier for learners and small enterprises, securing validation mechanisms, and reinforcing quality and monitoring.

Stronger VET for better lives

European countries’ joint work on vocational education and training (VET) shows clear signs of progress but there is more to do. In many countries, the Bruges communiqué of 2010 has inspired systemic reforms focusing on learning-outcomes-oriented standards and curricula. In several cases, these were triggered by the work on qualifications frameworks. In other countries, the main impact of the communiqué is reflected in their work on apprenticeships but there are challenges in securing its quality. The development of national qualifications frameworks (NQFs), measures to reduce early leaving, and policies to promote lifelong learning for low-skilled and other groups at risk have also been high on national policy agendas. Work on the European tools will need to ensure they interact better with and focus more on European citizens and employers to produce the intended benefit. Other challenges include better use of information on labour market outcomes of VET graduates, strengthening efforts to promote creativity, innovation and entrepreneurship in VET, and ensuring professional development opportunities for VET teachers and trainers.

On the way to 2020: data for vocational education and training policies

European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected a set of 33 indicators to quantify some key aspects of VET and lifelong learning. The selection is based on the indicators’ policy relevance and their importance in achieving the Europe 2020 objectives. This publication should be regarded as a valuable tool to help policy-makers better understand and assess VET developments in each country. The report includes recent evidence from the European Statistical System. While this set of indicators does not claim to assess national systems or policies, they could be used to reflect on progress towards the strategic objectives set for Europe. The indicators take 2010 as the baseline year and present statistical overviews in all European Union Member States and also the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey.

Skillset and match (Cedefop’s magazine promoting learning for work) – May 2015 issue

A special edition of Skillset and match magazine celebrating Cedefop’s 40th anniversary is now available to read and download. This special edition features messages from leading European figures, including European Parliament President Martin Schulz, Cedefop’s stakeholders, its own people past and present, and articles on the agency’s work to improve vocational education and training in Europe and its prospects.

Spotlight on VET

This anniversary publication presents a concise picture of essential features of VET in Europe. Reporting on and analysing vocational education and training (VET) has been a Cedefop core activity throughout its 40-year history. Modernising VET to ensure its outcomes empower learners to find and maintain jobs and advance in their educational careers, has been at the heart of European cooperation for more than a decade. Cedefop is at the forefront of monitoring countries’ progress towards set VET priorities. It also supports cross-country policy learning and, increasingly, individual Member States and social partners in their joint work on modernising VET. In cooperation with its Refernet partners, Cedefop publishes a 'Spotlight on VET' for each EU Member State, Iceland and Norway. Spotlights present essential VET features of all 30 countries using comparable system charts based on each country’s VET programmes, rather than schools or institutions.

Global inventory of regional and national qualifications frameworks

The report provides an overview of European national qualifications frameworks (NQFs) and their qualifications, celebrating Cedefop's long-term work in the field and showing that the Centre can make a difference to European vocational education and training and, more importantly, to European citizens. Cedefop has been involved in the conceptualisation and implementation of qualifications frameworks for a long time. In the 1980s it significantly contributed to European cooperation in vocational education and training (VET) by developing a five-level (partly) competence-based structure. This approach directly influenced work at national level, for example influencing the professional qualifications structures of Bulgaria, Estonia, Latvia, Lithuania and Romania. The work on transparency of qualifications starting in the 1990s, within the forum on transparency, directly led to the initial outline of the European qualifications framework (EQF) in 2003-04, a work which became a catalyst for NQF developments during the past decade.

Global inventory of regional and national qualifications frameworks

How far is the world progressing towards comprehensive qualifications frameworks? The 2015 global inventory of regional and national qualifications frameworks, compiled by Cedefop, Unesco-HQ, the European Training Foundation and the Unesco Institute for Lifelong Learning, was launched on 25 April in Riga, Latvia. The inventory showcases 86 countries and examines how learning outcomes of all types of learning - formal, non-formal and informal - are being integrated into regional and national qualifications frameworks. Volume I consists of six chapters on themes such as the impact of national qualification frameworks (NQFs), links between NQFs and validation systems, and the development of world reference levels of learning outcomes. The global inventory charts progress toward NQF goals, drawing on extensive research in the field of qualifications. The next edition is scheduled for 2017.

EU, be proud of your trainers: supporting those who train for improving skills, employment and competitiveness

Increasing the value of age

A new Cedefop report draws attention to the mutual benefits to workers and organisations that arise when guidance is integrated in age management strategies. The report offers insights on how to develop guidance activities at the workplace.As Europe’s population is ageing, many European States have raised pension age and designed incentives for people to stay longer in employment. This results in a steady increase of participation among older workers and a change in attitude towards retirement. Older individuals face career development challenges such as growing health limitations, skills obsolescence, and changing personal priorities. At the same time, they have enormous value for organisations and the economy, due to their accumulated experience, skills and knowledge.

Skillset and Match (Cedefop’s magazine promoting learning for work) – January 2015 issue

Handbook for VET providers

Skillset and Match – Cedefop’s new magazine promoting learning for work

Skillset and Match (Cedefop’s magazine promoting learning for work) – 2nd issue