Document générique
The future of vocational education and training in Europe: volume 2
Date de publication: 22 août 2022
Source: Organisations internationales-European Center for the Development of Vocational Training (Cedefop)

This study examines the way in which institutional arrangements for the delivery of IVET have changed in response to shifts in skills demand.

Although these arrangements vary across countries, it is possible to identify common trends over time, such as institutional hybridisation, the blurring of boundaries between IVET and general education. Despite this development, IVET has been able to retain a distinct identity, which is attractive to learners and has the support of key labour market actors. This reflects IVET’s adaptability and resilience in the face of change.

Building on a Europe-wide survey of VET providers and in-depth national case studies, the study delivers a timely update of, and insight into, the continually changing IVET landscape. Results show increasing similarities in how countries configure their IVET systems. This is evident in the broadening of IVET curricula, the prominence given to the work-based learning pathway, as well as the growing importance attached to local and regional autonomy.

Research brief: Lessons from the implementation of training and retraining programmes in response to the Great Recession
Date de publication: 03 juil. 2014
Source: OIT
This research brief examines what countries have learned from the implementation of training and retraining programmes as part of their recovery strategies in response to the global economic crisis of 2008–09. The brief summarizes the findings of studies of experience in nine countries – Belgium, Canada, Germany, Republic of Korea, Peru, the Philippines, South Africa, the United Kingdom and the United States (Hansen, 2012). The findings presented here show how training and retraining can form an integral part of effective crisis response strategies; although, in the absence of impact evaluations, these findings must be considered provisional, they nevertheless offer useful indications of the factors behind both success and difficulty in implementing such measures
Monitoring ECVET implementation strategies in Europe in 2013
Date de publication: 18 mars 2014
Source: Autres sources
The aim of the European credit system for vocational education and training (ECVET) is to allow individuals to gain a full vocational education and training (VET) qualification, or to update/upgrade their VET qualifications in a flexible way, by use of credits.

ECVET requires qualifications to be described in terms of learning outcomes that will be then defined as units that might translate into credits. Learning outcomes recognised in form of credits may be transferred between education and training institutions, whether in the same country or abroad, and accumulated towards achieving a full or a partial qualification. If the VET system allows it, learning acquired in non-formal and informal settings may be assessed and validated as credits to be used for transfer and accumulation purposes. In this context, ECVET is more likely to reach its full potential if linked to the European qualifications framework (EQF)/national qualifications framework (NQF) developments that support the description of qualifications in terms of learning outcomes, as well as with national arrangements and practices for validating non-formal and informal learning.

This report covers ECVET developments in 38 countries and regions up to September 2013; it is the fourth since 2010, when Cedefop started its regular ECVET analysis in relation to national VET reforms. The deadlines of the ECVET recommendation set 2013 as the year for ECVET’s gradual application to VET qualifications at all levels of the EQF, following more than three years of testing and development.
Skills development and training in SMEs
Date de publication: 09 juil. 2013
Source: Organisations internationales
The report discusses the results of the OECD "Leveraging Training and Skills Development in SMEs" project which examines access to training by SMEs across seven regions in six OECD countries: New Zealand, Poland, Belgium, UK, Turkey and Canada. It looks at how both formal and alternative ways of training and skills development interact and identifies impacts at three levels: for the firm and employees; for the industry; and for the local area where the firm is located. The report pays special attention to the development of entrepreneurial skills and the emerging area of "green skills".