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This study compares the way IVET and CVET sub-systems interact to support the learning of adults, and thus facilitate lifelong and life-wide learning. By comparing the interaction between IVET and CVET sub-systems in the countries covered, the study analyses the extent to which IVET systems are opening up to adults, and questions whether national and regional policies and practices support or prevent a closer link between CVET and IVET. The study builds on concrete national case-studies, allowing for an in-depth, qualitative comparison and analysis of practices and policies. This allows for a better understanding of obstacles and opportunities in this complex area, directly supporting the stakeholders and policy-makers responsible for taking lifelong and life-wide learning in Europe forward. [The research was carried out by a consortium led by 3s Unternehmungsberatung GmbH (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supported the project as sub-contractor. For "The Future of Vocational Education and Training in Europe. Volume 3. The Influence of Assessments on Vocational Learning. Cedefop Research Paper. No. 90," see ED626202.]

This report presents a holistic approach to understanding and comparing vocational education and training (VET) systems. The approach has been developed jointly by a group of interdisciplinary VET researchers over a 5-year period as part of Cedefop's research on the future of VET and has been reviewed several times. The framework introduces 50 dimensions for analysing VET systems, as well as parts of them, structured according to three overlapping main perspectives: epistemological and pedagogical, education system, and socioeconomic or labour market. The framework is particularly suited to 'clearing the ground' for policy work and provides a model for how research can support policy. This model can be flexibly adapted and applied in any comparative research or international policy learning activity related to VET. [The research was carried out by a consortium led by 3s Unternehmungsberatung (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supports the project as sub-contractor. For "The Changing Nature and Role of Vocational Education and Training in Europe. Volume 1: Conceptions of Vocational Education and Training--An Analytical Framework. Cedefop Research Paper. No 63," see ED586251.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Europe. It complements existing knowledge with examples of methods, tools and approaches that can help policy makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study "Entrepreneurship competence in VET" and eight national case studies covering Spain, France, Croatia, Italy, Latvia, Austria, Finland and Sweden. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

This report was prepared in the course of the Cedefop project "The future of vocational education and training in Europe." The main objective of this study is to map and analyse the dominant assessment forms applied in IVET and how these have evolved during the past 25 years. There is a particular focus on exploring the extent to which the objectives set by qualifications, programmes and curricula in terms of content and profile are improved or contradicted by assessment, as well as the extent to which a broadening of the skills and competence base of IVET could influence assessments (responding to increased emphasis on general subjects and greater focus on transversal skills and competences). The study explores to what extent assessment specifications and standards are used to support summative assessments and whether these are aligned with qualifications and programme standards. [For "The Future of Vocational Education and Training in Europe. Volume 1. The Changing Content and Profile of VET: Epistemological Challenges and Opportunities. Cedefop Research Paper. No. 83," see ED622472. For "The Future of Vocational Education and Training in Europe. Volume 2. Delivering IVET: Institutional Diversification and/or Expansion? Cedefop Research Paper. No. 84," see ED626195.]

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. [For "The Future of Vocational Education and Training in Europe. Volume 1. The Changing Content and Profile of VET: Epistemological Challenges and Opportunities. Cedefop Research Paper. No. 83," see ED622472.]

This study examines changes in the way that knowledge, skills and competence are differentiated in curricula, and how learning is organised across different learning sites: in classrooms, workshops or laboratories, and at workplaces. The study collected information through Cedefop's ReferNet network, in-depth country case studies, and an online survey among almost 1 000 European VET providers. 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 contrary, an expansion of workplace learning in IVET curricula has been ubiquitous. However, it is becoming increasingly difficult to assess the exact extent of workplace learning, due to increased flexibility allowed at provider and individual level in the combination of different learning environments. [This research paper was produced by Cedefop's Department of VET and Qualifications.]

This study examines the role of microcredentials in supporting learning for employment. The study collected information through an online survey among mostly European VET providers, national authorities, employee and employer organisations, in-depth country case studies and interviews, as well as Cedefop's ReferNet network. While the topic has gained in importance in the context of higher education, focusing on vocational education and training does justice to the complexity of microcredentials in education, training and learning for the European labour market. Results show that microcredentials have only recently become prominent in Europe-wide policy-level debates, despite the existence for many decades of short courses and credentials that support labour-market-related education and training. Although there is uncertainty linked to the naming and function of microcredentials, clear benefits with regards to their flexibility and responsiveness to labour market needs can be observed. The current report focuses on and explores the take-up, characteristics and functions of microcredentials in European labour-market-related education, training and learning. The mapping exercise helps to identify the main characteristics of microcredentials as currently emerging in the context of VET and reskilling and upskilling initiatives.

The feedback between vocational education and training (VET) and the labour market can provide important input for the review and renewal of qualifications. A feedback loop that is based on learning outcomes helps provide deeper insights into what is required on the labour market, what is offered in training provisions and assessed at the end of a learning programme. The aim of this study is to contribute to strengthening the quality and relevance of qualifications and completing the feedback loop between education and the labour market. It examines methods of collecting data on the match/mismatch between qualifications and labour market requirements, including analysis of how achieved learning outcomes are applied and perceived in the labour market (for example methods of collecting the experience of employers with holders of these qualifications). This report addresses the following two questions: (1) which data already exist in the countries, providing insight into the relevance of qualifications to employees, employers and other labour market stakeholders?; and (2) how can survey methodology be designed to systematically capture the experiences and appreciations of employers as regards the content and profile of qualifications? To what extent, based on limited testing, can scalability of the methodology be achieved?

This paper, jointly prepared by Cedefop and the ETF, aims to inform the next steps in VET policy- making at EU level, including the Osnabruck declaration expected to be discussed by ministers in the autumn of 2020. It puts forward key challenges and opportunities for VET which have emerged from the intelligence, research and evidence collected over the years by the two agencies, each within its own remit and geographic scope.

The European qualifications framework (EQF), with its eight levels, serves as a translation grid between qualifications acquired in different European countries. Part of Cedefop's work to make qualifications easier to understand and compare, this study takes a closer look at those acquired through initial VET and assigned to EQF levels 3 and 4 via national classifications and frameworks. It explores what they have in common and in what way they differ. It looks at their purpose and value on the labour market or for further learning, and how they are assigned to the national qualifications frameworks (NQFs) and EQF levels. It also sheds light on the different weighting of occupational and transversal skills and competences and levels of complexity, and between qualifications at both levels within the same occupational area; these issues are not that often examined. While it confirms that describing the intended outcomes of learning improves understanding and eases comparison of vocational qualifications, the study highlights other aspects that are equally important, such as their currency and value on the labour market and in further learning.

This publication is the sixth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on analysis of developments over the past two decades (1995-2015), the report provides important insights into developments and change processes related to vocationally oriented education and training at higher levels (levels 5 to 8 of the European qualifications framework). Building on detailed national case studies, the report demonstrates the expansion and diversification of vocationally oriented education and training offered at higher levels in European countries and the variations in how countries use the higher levels: there is evidence for strengthening vocational principles at higher levels in various ways as well as for strengthening academic principles. It also covers current debates and potential future challenges, including juggling labour market demands and wider societal values, finding the right balance between academic and vocational principles, and achieving parity of esteem between academically oriented and vocationally oriented qualifications at higher levels, by improving awareness and visibility of the latter. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, and includes the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]

This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]

The aim of the paper is to identify and analyse patterns and trends in enrolment in upper secondary initial vocational education and training (IVET) in Europe over the period 1995 to 2015. The research produced findings on comparability of the international data as well as trends in enrolment in upper secondary IVET and its share of enrolment in upper secondary education. It found that, in countries where there has been a decline in VET enrolment, most of this is due to a declining youth population. It also found that many fluctuations in enrolment figures are artificial in the sense that they are the result of changing national classification and/or reporting practices. When correcting for these factors, findings show that the development of absolute enrolment in VET, as well as its share of enrolment in upper secondary education, has been quite stable in most countries. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, and includes the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]

In a highly competitive global landscape, occupations are transformed, new jobs are created and the skills needed for the labour market are constantly changing. European countries are looking at redefining VET [vocational education and training] to respond promptly to such challenges and take advantage of the opportunities ahead. They are reforming to modernise their VET systems and strengthen the relevance of their national qualifications in an international context. This publication explores national responses to globalisation in 15 countries and five economic sectors. It aims to understand how European and international initiatives help VET renewal across Europe. It shows how countries' reactions are embedded in their national traditions but also depend on their interactions with European, sectoral and multinational players that provide training and award qualifications. [The research was carried out by a consortium led by IBE Educational research institute and 3s Unternehmensberatung GmbH.]

During the past decade, national qualifications frameworks (NQFs) have been developed and implemented across Europe. Triggered by the adoption of the European qualifications framework (EQF) in 2008, these frameworks draw attention to the outcomes of education and training, focusing on what learners are expected to know, understand and are able to do. Learning outcomes-based level descriptors are essential to these frameworks. While technical in their character, these descriptors not only help to define and map the (vertical) level of complexity of a particular qualification, they also help to clarify its (horizontal) orientation, be this on theoretical knowledge, practical skills and/or transversal competences. Level descriptors are thus important reference points, aiming to reinforce the learning outcomes orientation of education, training and qualification systems. This publication provides an updated overview of NQF level descriptors of 39 countries participating in EQF implementation. It celebrates the 10th anniversary of the EQF process in 2018 and its contribution to transparency and comparability of European qualifications. It shows the progress made in this area and challenges ahead.

The aim of the paper is to review scholarly attempts to define or explain vocational education and training and to develop a theoretical model to analyse national definitions or conceptions of VET [vocational education and training] and how they have changed over time. VET takes many forms and is, perhaps, the least unitary of education sectors. Based on a literature review of previous attempts to characterise VET, the paper suggests using a multi-perspective framework which combines: (a) an epistemological and pedagogical perspective; (b) a system and institutional perspective; and (c) a socioeconomic and labour market perspective to analyse VET. These perspectives can help to identify appropriate learning approaches, institutional solutions and forms of cooperation to work towards. In Volume 2 of this series, the approach is empirically tested and the different understandings of VET in 30 European countries are illustrated. [This research paper is the first in a series produced as part of the Cedefop project, "The changing nature and role of VET (2016-18)." The research was carried out by a consortium led by 3s Unternehmensberatung GmbH. For Volume 2, see ED586252. For Volume 3, see ED586256.]

This Cedefop study examines the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, this first looks at quantitative data to understand better the extent of early leaving from VET (ELVET). It analyses mechanisms for monitoring early leaving (at national and EU-levels), and examines VET and labour-market-specific factors, as well as those related to the individual and his/her family background, contributing to this phenomenon. It aims to assist national policy-makers and decision-makers at different levels in developing existing monitoring systems to measure ELVET and inform VET policies to tackle ELET. It also aims to assist European stakeholders to refine the EU indicator to capture the important variations in individual situations of early leavers. The second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. Contains a bibliography and webliography. [ICF consulting services conducted the research for this report. For "Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume II: Evaluating Policy Impact. Cedefop Research Paper. No 58," see ED573445.]

This Cedefop study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, the first is dedicated to understanding better the learning pathways of young students, providing measurements of early leaving in VET, and understanding the role of VET in breaking the vicious cycle of early leaving and unemployment. This second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. This volume identifies and discusses the key features of successful policies and practices, plus the conditions necessary to evaluate and upscale successful regional and local practices to national strategies. Contains an annex of reviewed evaluations and main results. Includes a bibliography and webliography. [ICF consulting services conducted the research for this report. For "Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume I: Investigating Causes and Extent. Cedefop Research Paper. No 57," see ED573444.]

The European labour market is challenged by changes in the demographic composition of the labour force and increasing work complexities and processes. Skills forecasting makes useful contribution to decisions by policy-makers, experts and individuals. In this publication, Cedefop presents the latest results of skills supply and demand forecasts. Alongside the most likely scenario, it shows the impact of alternative labour market activation or migration policies on future labour market imbalances, illustrating the effects of the "highest possible" labour market activity rates based on past and possible future baseline trends. The role of migration in mitigating labour market imbalances is incorporated into the scenario, responding to available job opportunities, income differentials and unemployment levels across Member States. Three annexes are provided: (1) Skills supply: Detailed baseline scenario results; (2) Skills demand: Detailed baseline scenario results; and (3) List of contributing individual country experts.

Cedefop has been conducting monitoring of the European Credit System for Vocational Education and Training (ECVET) implementation since 2010; this report covers developments from mid-2013 till 2015. It is based on national responses provided by the ECVET users' group from 28 EU Member States and four EFTA countries. The report examines whether existing credit systems provide conditions for individuals to have their learning accumulated or transferred towards a qualification. It examines key aspects: whether qualifications are based on learning outcomes and organised in units; whether individual units are assessed and validated for further transfer and accumulation; whether units are assigned credit points; and whether VET providers use memoranda of understanding and learning agreements to understand better the learning outcomes they provide. The report also focuses on the ways ECVET is promoted among stakeholders and beneficiaries and on examples of support materials that can be useful to ECVET promoters throughout Europe. Two annexes provide country summaries and websites with ECVET information, by country.

This briefing paper aims to inform European Institutions as well as national policy and decision makers on the issue of integrated and holistic approach to lifelong learning. It also provides the context at a high level and share a few recommendations on ways to establish lifelong learning systems at local, regional and national level. It helps raising awareness about the main highlights and existing practice in order to make any necessary decisions or complete any similar ongoing work in this respect. The paper elaborates on the current context of learning in Europe, bringing a few examples of recent developments of community based services in education. [This briefing paper was written in partnership with the Educational Disadvantage Centre, Institute of Education, Dublin City University as co-authors. Joint publication with Lifelong Learning Platform.]