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This report focuses on the outcomes of vocational education and, in particular, on the transition from education to work in the current employment situation for young adults in the European Union. Using anonymised microdata from the EU labour force survey 2009 ad hoc module, this is one of the first studies to undertake a large cross-country comparison of the labour market outcomes of different education orientations and levels. The report underlines that vocational education graduates experience initially positive labour-market outcomes relative to graduates of medium-level general education. Vocational graduates enjoy a faster transition to work, are more likely to have a permanent first job, and are less likely to find a first job with a qualification mismatch. Additional country level analysis is complemented by an investigation of national institutional features as a possible explanation for cross-country differences in VET labour market outcomes. Annexes include: (1) ISCED [international standard classification of education] definitions; (2) Empirical models used in analysis; (3) Labour market institutions and VET premiums: Theoretical links; and (4) Robustness of institutional analysis. [This report is the result of a team effort, with contributions from Cedefop colleagues under the supervision of Pascaline Descy (Head of Research and Policy Analysis). Alex Stimpson coordinated the study. Marco Serafini and Konstantinos Pouliakas finalised the report. Giovanni Russo and Nick Sofroniou provided valuable input and suggestions throughout. Cedefop is grateful to Emilio Colombo and Luca Stanca (University of Milano-Bicocca) for the research and drafting. This work was carried out under Cedefop's service contract No AO/RPA/ALSTIMSERA/ labour market outcomes of VET/008/10.]

This publication is based on the outcomes of a Cedefop study on certification processes and competence requirements supporting the professionalisation of in-company trainers. It also builds on Cedefop's work on the changing roles and professional development of VET teachers and trainers (Cedefop, 2010b; Volmari et al., 2009) and the studies supported by the European Commission (European Commission; Institute of Technology and Education, 2008; European Commission; Buiskool et al., 2010). By presenting competence requirements for trainers in continuing vocational education and training from 19 examples from nine countries, wherever possible with specific reference to trainers in enterprises, the publication offers a snapshot of the situation in the Member States as regards competences and professional development of trainers. It is intended to start a discussion rather than give all the answers. Taking into account that trainers in enterprises are a diverse group, this analysis covers: (1) those who work as freelancers or in institutions for continuing training that deliver training to enterprises and in enterprises; and (2) employees in companies who carry out induction of newcomers and/or provide training to others, full time or part time. The publication addresses education and training decision-makers, professional associations of trainers, employers who look for high quality training in their companies, and trainers themselves. All those who are interested in improving the professional status of trainers in continuing vocational education and training can find useful information and ideas for reflection. This publication draws on and contributes to the work of the thematic working group on the professional development of VET trainers, set up by the European Commission in 2012 and jointly coordinated with Cedefop. The group works to identify best practices and develop guiding principles with respect to changing competences and the profiles of VET trainers to contribute directly to the objectives of the Bruges communique (Council of the EU; European Commission, 2010). List of interviewees is appended. A bibliography and a glossary are included. (Contains 4 boxes and 3 footnotes.)

Reform of vocational education and training (VET) in Europe is complex, especially at a time of economic crisis. Cedefop raises awareness and provides analysis and advice to policy-makers at European level and in Member States to help them decide on policies and actions. Cedefop's work supports the European policy agenda for VET and lifelong learning. Cedefop's medium-term priorities 2012-14 guide its work. They reflect the European Union's (EU's) priorities for VET and include tasks that the Council of Ministers, European Commission, Member States and social partners have specifically asked Cedefop to carry out. Cedefop's impact depends largely on the value and trust stakeholders place on the authority, reliability and usefulness of its results. This depends on solid analysis and effective communication. Performance indicators show that stakeholders value Cedefop's work and demand for its expertise is rising. This paper discusses Cedefop's achievements in 2012 and plans for 2013. (Contains 2 boxes and 1 footnote.)

European countries have set themselves 22 specific goals by 2014 to support their long-term vision for vocational education and training (VET). This report is a first step in understanding progress by mid-2012 towards these goals, endorsed in 2010 in the Bruges communique to help achieve the Europe 2020 agenda. Attention has clearly focused on helping young people remain in, and return to, education and training through work-based learning routes. Building on their joint work in the last decade, countries have advanced in setting up qualifications frameworks and devising approaches to assure quality in VET, but much work is still in the planning stage. More attention to the professional development of VET staff, better monitoring of VET labour market outcomes, and considering incentives where appropriate, could help progress in the coming years. Appended are: (1) ECVET coordination points, EQF coordination points, EQAVET national reference points; and (2) Acronyms and definitions. (Contains 21 tables, 9 figures, 4 boxes and 26 footnotes.) [Additional support for this paper was provided by the the Copenhagen Working Group and the Cypriot Presidency.]

The main findings of Cedefop's latest skill demand and supply forecast for the European Union (EU) for 2010-20, indicate that although further economic troubles will affect the projected number of job opportunities, the major trends, including a shift to more skill-intensive jobs and more jobs in services, will continue. Between 2008 and 2010 Europe lost around 5.5 million jobs due to the economic slowdown. Although substantial, this is less than feared as EU Member States and social partners introduced policy measures (including support for short-time working arrangements) to avoid job losses. Cedefop's latest 2010-20 forecast assumes that problems in the Eurozone will not lead to another crisis and that a modest recovery will bring job growth in all Member States to varying degrees. The forecast is that there will be some eight million newly created jobs, but nearly 10 times more job opportunities, around 75 million, will arise due to the need to fill the jobs of people leaving the workforce. (Contains 2 tables, 4 figures and 1 footnote.)

Cyprus takes over the European Union Presidency in the second half of 2012 in a period of continuing uncertainty due to the world economic crisis. The vocational education and training (VET) system of Cyprus is playing a significant role in dealing with the immediate adverse effects of the crisis on the labour market as well as in laying the foundations for future development. Cyprus, a country with limited natural resources, has always relied on its human resources to achieve a competitive advantage in an era of globalisation, technological advances and demographic changes. The education and training system is vital in providing Cyprus with people who have the necessary knowledge, skills and attitudes and are able to respond flexibly and efficiently to the challenges of the 21st century. To continue to fulfil the expectations of the Cypriot economy and society, the education and training system, including VET, is undergoing essential reforms. The major challenges of the education and training system, as outlined in the national reform programme, is to encourage further participation in lifelong learning and to increase participation in VET. Crucial milestones in this direction are the establishment of post-secondary institutes for technical and vocational education and training, which will offer students an intermediate level of education between upper secondary and tertiary education, as well as the establishment of new modern apprenticeship, designed to constitute a viable, alternative form of training and development for young people. This report provides a concise insight into the state of the VET system of Cyprus in a period of major reforms and amidst the uncertainties resulting from the economic crisis. Appended are: (1) Acronyms and abbreviations; (2) Bibliography; (3) Websites; and (4) Members of the Cyprus ReferNet consortium. (Contains 10 tables, 8 figures and 40 footnotes.)

Vocational education and training in Denmark has embarked on a process of modernisation aiming at, primarily, increasing flexibility, and individualisation, quality and efficiency. Assessment and recognition of informal and non-formal learning, competence-based curricula, innovative approaches to teaching, and increased possibilities for partial qualifications are factors that bring Danish education and training closer to learners. Recent introduction of new apprenticeship and EUX programmes increase flexibility of various pathways in vocational upper secondary education and training--IVET--and reflect an overall educational policy trend towards more differentiated and individualised working methods. The latter programme is particularly relevant in improving progression of IVET students to higher education, which is still rather limited and is currently a political priority in Denmark. Public financing of VET is a central feature of the system. The government attaches great importance to improving quality and efficiency of the Danish education and training system to equip all individuals with the skills required for a modern workforce in a knowledge-based society, permit career development, and reduce skills mismatches. Annexed are: (1) Role of social partners in matching provision with labour market needs in mainstream education; (2) Historical background; (3) Danish qualifications framework for lifelong learning; (4) Legislative framework; and (5) Glossary. (Contains 14 tables, 4 figures, 3 boxes, 9 resources and 47 footnotes.) [For related report, "Spotlight on VET Denmark," see ED532256.]

The European credit system for vocational education and training (ECVET) has benefited from the development of national qualifications frameworks and the learning outcomes approach to qualifications. It has also profited from the mutual trust and transparency created by successful learning mobility and lifelong learning experiences. The year 2012 is the first European milestone in the development of ECVET. It is an occasion to take stock--to invite the Member States to consider and discuss the conditions and measures needed for implementation of ECVET, the success of which depends on institutional, political, as well as cultural aspects of education and training systems in Europe. In this booklet, Cedefop, in consultation with other education and training stakeholders in Europe, presents 15 conditions and measures designed to promote a structured approach to implementation of ECVET, including a bigger role for peer learning. (Contains 3 figures.)

As rapid change threatens to outpace the skills of an ageing workforce and Europe developed towards a knowledge based society, the European Union, other European countries and the social partners have worked together to establish a policy framework for modernising education and training. In vocational education and training (VET), the EU has developed a platform for voluntary cooperation and coordination between Member States called the Copenhagen process. Under the Copenhagen process, Member States, with the social partners, have established common European tools and principles, namely the: (1) European qualifications framework (EQF); (2) the European credit system for VET (ECVET); (3) Europass; (4) European quality assurance framework for VET (EQAVET); (5) principles and guidelines for identifying and validating non-formal and informal learning; and (6) principles on lifelong guidance and counselling. These tools and principles constitute an integrated framework, the impact of which depends on their consistency and how they interact. Their implementation will increase transparency of qualifications, support mobility and benefit citizens by providing a systematic way to validate and document their knowledge, skills and competence. (Contains 3 boxes and 1 footnote.)

Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in lifelong learning policies; training in SMEs; cost-sharing mechanisms to support continuing training; VET teacher and in-company trainer emerging roles; changing competence requirements and professional development; older workers' learning needs; lifelong guidance; and validation of non-formal and informal learning. The report recognises the central role of the workplace in lifelong learning and employment strategies. This review of workplace learning presents and discusses four driving forces for adult learning policies and strategies at the European, national, regional and sectoral level: (1) public strategies that combine a range of support measures, services and incentives with the aim of both widening access to learning opportunities in the workplace and increasing adult participation in education and training, with guidance and counselling playing a fundamental role; (2) the social partners' contributions to developing and expanding learning provision in the workplace, through collective bargaining and specific actions in the working environment that motivate workers to keep on learning, to move one step up and even acquire a qualification; (3) sectoral initiatives and partnerships led by enterprises, in which skill development is a means to stimulate innovation in enterprises and economic growth, and to anticipate and manage sectoral changes and restructuring, with a specific focus on SMEs; and (4) the professional development of in-company trainers, to expand the quality and relevance of skill development initiatives for the workforce. In considering key success factors and challenges related to workplace learning, the report examines effective policies, strategic partnerships, structures, and instruments that aim to expand adult learning in the workplace. To increase participation in learning, it is essential to combine a range of incentives, learning approaches, and services, including the validation of nonformal and informal learning and career guidance. The commitment of a broad range of players at national, regional, local and sectoral level is needed to increase participation, address imbalances in the social, educational and age profiles of adult learners, and expand the range and quality of adult learning provision. The report highlights examples of commendable practice, innovative responses and effective policies in adult learning that can serve as leading examples for regional and national policy-makers, the social partners, and guidance and training providers. (Contains 3 tables, 1 figure and 7 footnotes.

This paper provides an overview of VET (vocational education and training) in Ireland. In Ireland, the main providers of VET are the national Training and Employment Authority (FAS--a non-commercial semi-State body, part of the public sector) and vocational education committees (VECs--public sector bodies at county level responsible for vocational and continuing education). There are only 27 trades which are part of the formal apprenticeship system in Ireland. Most initial vocational skill training in Ireland is provided either by FAS or a VEC and is of relatively short duration. Several vocationally-orientated education courses are provided by the tertiary sector, mainly through institutes of technology.

This paper presents data on the vocational education and training (VET) in Denmark. VET plays a key role in the Danish strategy for lifelong learning and meeting the challenges of globalisation and technological change. The Danish education and training system comprises a mainstream system providing qualifications at all levels, from compulsory schooling to doctoral degrees, and a parallel adult education and continuing training system. The adult education and continuing training system is designed to meet the needs of adult learners, for example by offering part-time courses. The two systems offer equivalent qualifications at the various levels, enabling horizontal permeability. The Danish VET system is characterised by a high level of stakeholder involvement with the social partners, vocational colleges, teachers and students all involved in developing VET based on the principles of consensus and shared responsibility. The main challenge for IVET is improving completion rates. The government has a stated objective that, by 2015, 95 % of a youth cohort should complete an upper secondary education programme. [For related report, "Vocational Education and Training in Denmark. Short Description," see ED532255.]

A good loan scheme must balance costs with coverage. If loans are too expensive then people will not borrow. Governments are not banks, but they provide or support loans for many things, including education and training. Governments too need to get the balance right. Cedefop surveyed 35 education and training loan schemes in Europe, examining their design and performance. Although there is no ideal scheme, interesting features emerge that provide guidelines as to what makes a good education and training loan scheme. It appears that a successful education and training loan scheme needs to be flexible and simple, as well as attractive and well targeted. A scheme's success will be influenced by national contexts including administrative capacities and the sophistication and willingness of financial institutions. They need to be supported by good communication and guidance policies for potential borrowers and should be closely monitored and evaluated. Analysis of the survey shows that countries have tried several approaches to balance costs and coverage. While there is no single ideal model for education and training loans, it is possible to identify some core "good practice" principles for designing and implementing them. (Contains 1 box, 2 tables and 2 footnotes.)

Cedefop had successfully managed study visits for vocational education and training (VET) experts for over 20 years, building up a reputation for visits of high quality both in terms of content and organisation. Wishing to draw on this experience and know-how, the European Commission invited Cedefop to coordinate the new much larger consolidated study visits for experts in education, VET and lifelong learning. In 2008, Cedefop led a working group of decision-makers, social partners and education and VET experts to develop study visit themes. In 2010, the themes were updated after the launch of the Europe 2020 strategy and changes to the education and training 2020 cooperation framework. A survey of participants in 2008/09 showed a greater awareness of European developments among those responsible for shaping and implementing national, regional or local education and training policies. They were also more aware of opportunities for further European cooperation. Using contacts they made during the visit, around 30% of participants had developed a cooperation project within a year. Some 98% of study visit participants shared their learning with their colleagues, managers, other experts, students and parents. Many proposed changes to their institution's work and to education and training policy. For some participants, study visits changed their professional activities and improved their personal skills. For organisers study visits are also rewarding. Host organisations have an opportunity to present their work and achievements. Awareness of European issues is also raised among the local community. Overall, study visits have shown to be an effective way of learning. (Contains 3 boxes, 2 figures, 2 tables and 7 footnotes.)

While the benefits of education have been widely researched, little attention has been paid to the specific benefits of vocational education and training (VET). These benefits are shared by individuals and enterprises as well as the economy and society more generally. Training provided by an enterprise increases workers' satisfaction and increases productivity. In turn, higher productivity can improve competitiveness and contribute to higher economic growth. There is also evidence that the wage returns to VET and its wider social benefits are equal to those of general education. However, the extent to which these benefits can be realised depends heavily on the institutional context in which VET is embedded. To find out more about the specific benefits of VET, Cedefop has carried out research and now is publishing its findings in a series of studies. (Contains 1 figure and 2 footnotes.)

Curricula are not just lists of subjects to teach. Curricula guide and are central to the quality of teaching and learning. They are fundamental to improving human capital, motivating people to stay in education and training and to promoting lifelong learning. Pressure to modernize education and training to respond to the diverse needs of learners and the labor market is changing curricula. In vocational education and training (VET), curricula are becoming broader and are including key competences. The trend is moving away from learning objectives set for teachers, to designing curricula based on learning outcomes defined for learners. Learning outcome-based curricula value what a learner knows, understands and is able to do. They can also accommodate different learning rhythms and paths. This shift is particularly evident in VET and higher education and, increasingly, in general education. In conclusion, learning outcome-based curricula can promote learner-centered and inclusive teaching and learning practices. They can be important tools in the hands of teachers to develop autonomous and active citizens who think critically. The conditions for implementing curricula have to be the right ones if their potential is to be realized. (Contains 3 boxes and 3 footnotes.)