ΟΕR Resources

EAfA is a multi-stakeholder platform aiming at strengthening the quality, supply and image of apprenticeships in Europe; and promoting the mobility of apprentices. Join the Alliance for sharing experiences and learning from best practices, find partners, develop new ideas and initiatives, and access the latest news and tools on apprenticeships.

The European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) is based on a quality assurance and improvement cycle (planning, implementation, evaluation/ assessment, and review/revision) and a selection of descriptors and indicators applicable to quality management at both VET system and VET provider levels.

Each of the 8 levels of the EQF is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any qualifications system.

Cedefop is one of the EU’s decentralised agencies. Founded in 1975 and based in Greece since 1995, Cedefop supports the promotion, development and implementation of the Union policy in the field of vocational education and training (VET) as well as skills and qualifications policies by working together with the Commission, Member States and social partners. To this end, it enhances and disseminates knowledge, provides evidence and services for policy-making, including research-based conclusions, and facilitates knowledge sharing among and between EU and national actors.

The European Training Foundation (ETF) is an agency of the European Union (EU) helping EU neighbouring countries to reform their education and training systems as part of EU external relations policies. By supporting human capital development, the ETF contributes to social and economic development and long-term stability in neighbouring countries. The ETF is based in Turin, Italy.

EfVET is engaged in the EU policies on formal and non-formal vocational education training and cooperates with European Union Institutions and many international and national NGO’s. From 2016 to 2020, EfVET is presented in ET2020 working groups related to VET.

The handbook is meant to guide VET providers through a quality journey, based on the PDCA (plan-do-check-act/review) cycle, which underlies any quality management system (QMS). The handbook’s guidelines, advice and practical examples are taken from 20 providers of initial, continuing or sector-based vocational training, all of which have successful and mature quality management in place.

The GROOVE Toolkit refers to the development of an attractive support package to allow VET providers to reflect on and enhance their digital readiness, being equipped with strategies of improving trainers/teachers’ and learners’ digital skills.

The DigCompOrg framework has seven key elements and 15 sub-elements that are common to all education sectors. There is also scope for the addition of sector-specific elements and sub-elements.

The need for investment and for a holistic approach to VET teachers’ and trainers’ professional development is at the heart of high-quality and inclusive VET.

The need for investment and for a holistic approach to VET teachers’ and trainers’ professional development is at the heart of high-quality and inclusive VET.

Multidisciplinary approaches: a comprehensive intervention to empower those at risk.

The professional development of vocational education and training (VET) teachers and trainers is crucial to helping them perform their many tasks. It is now more important than ever for them to upgrade and update their own skills to be able, in turn, to instil (self-)confidence in their students, trainees and apprentices, as well as offering them up-to-date knowledge and skills. This briefing note presents new evidence gathered by Cedefop on teacher and trainer initial training and continuous professional development, including many practical examples.

This online platform was launched to provide TVET stakeholders and practitioners with information on, and access to, online, free-to-use toolkits. Multiple toolkits for TVET providers/practitioners have been, and continue to be, created. The purpose of such toolkits ranges from facilitating TVET providers’ ‘self-reflection’ on aspects of their provision to quantitative performance assessments. Some toolkits have a thematic focus (e.g. on digitalization or greening) whereas others have an organizational focus. For some themes, there are multiple toolkits, for example to assess and/or reflect upon teacher/trainer training needs.

The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.

The Toolkit is a useful support for VET teachers and trainers to combine training modules according to different programmes, training duration and initial learner level.

Vocational Education and Training (VET) is a key element of lifelong learning, equipping young people with competences and relevant experiences required for particular occupations.

The toolkit helps VET learners to identify a strategy on how to meet employers’ or host companies’ needs and expectations, being aware of what soft skills to present and how to communicate those convincingly as part of their entire set of talents.

VET 4.0 e-Learning for Students provides a series of different learning modules in the fields of mechatronics, electronics and information technology. Modules are specifically directed towards students and other learners having a confirmed interest in digitalization and customer-oriented production and services associated with Industry 4.0.

“Digitalisation and digital inclusion are high in the international agenda and more and more part of our lives.
What does digital inclusion mean in practice?
What is the role of digital inclusion in lifelong learning?
Are there outstanding stories about how to create a more digitally inclusive world? “

Caught your eye? At the Digital Inclusion Summit, we explored, mixed, and shook up 4 radical ideas about what digital inclusion means for lifelong learning. Through this exchange, we crowdsourced 42 provoking ways to take action without leaving anyone behind online (or offline). Join our journey from 4 to 42.

The use of digital tools opens a wide range of learning opportunities, especially for students with special needs and learning difficulties. ICT can facilitate and complement different teaching methods and lead to positive outcomes if it is well-targeted and certain conditions, such as the provision of digital guidance to VET teachers and practitioners, are met.

DigComp identifies the key components of digital competence in the five areas and 21 specific competences summarised in the figures above. The framework also describes eight proficiency levels, examples of knowledge, skills and attitudes, and use cases in education and employment contexts.

This study compares the way the initial vocational education and training (IVET) and continuing vocational education and training (CVET) sub-systems interact to support the learning of adults, and thus facilitate lifelong and life-wide learning.

In the current, fast-changing education and labour market landscape, there is a need to promote more learner-centred strategies and to build bridges between initial and continuing vocational education and training (VET).

National qualifications frameworks (NQFs) classify qualifications by level, based on learning outcomes. This classification reflects the content and profile of qualifications – that is, what the holder of a certificate or diploma is expected to know, understand, and be able to do. The learning outcomes approach also ensures that education and training sub-systems are open to one another. Thus, it allows people to move more easily between education and training institutions and sectors.

The aim of the paper is to provide an overview of how CVET is conceptualised in various international level policy documents and how it is referred to across countries. It discusses national conceptions of CVET, the providers, participation by IVET graduates in non-formal education and training (NFE), and participation of adults in VET education institutions in European Union Member States, Iceland and Norway.

COUNCIL RECOMMENDATION of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience.

The Advisory Committee on Vocational Training (ACVT) opinion sets a shared vision of governments, trade unions and employers’ organisations from EU Member States and partner countries on how to make vocational education and training (VET) systems fit for addressing the future societal and economic challenges.

The COVID-19 pandemic as well as digitalisation and climate change have a major impact on our economies, employment and societies. Vocational education and training (VET) is rightly asked to contribute to response strategies for unprecedented incidents, such as the post-COVID recovery but also to cope with challenges such as demographic change, digital innovation, sustainable or climate-neutral approaches, growing demand for STEM skills and the increasing need to constantly upskill and reskill throughout a person’s working life.

In Europe, we find ourselves in a period of transition. The green and digital transformations are essential for a sustainable future and bring both opportunities and challenges. We also aim to emerge stronger from the COVID-19 pandemic, using this transformational period to create new opportunities and jobs to boost Europe’s recovery.

The European Commission has launched the Pact for Skills, a shared engagement model for skills development in Europe. Companies, workers, national, regional and local authorities, social partners, cross-industry and sectoral organisations, education and training providers, chambers of commerce and employment services all have a key role to play.

Centres of Vocational Excellence (CoVEs) are formed by networks of partners that develop local “skills ecosystems” to provide high quality vocational skills to young people and adults, and contribute to regional development, innovation, industrial clusters, smart specialisation strategies and social inclusion.

VET Toolbox aims to support partner countries in the design of national vocational education and training (VET) and employment strategies, and at strengthening their VET service delivery systems.

The European Year of Skills can set in motion the skilling revolution Europe needs and kickstart a decade of socially just transition, Cedefop Executive Director Jürgen Siebel said during Europe Day celebrations in Athens.

Vocational education and training must go hand in hand with assuring the quality of education systems to identify, guarantee and disseminate good practice. The EU and the ETF are very active on this topic. But how does it work?

Aitor Cuervo describes his experience through the learner mobility in vocational education and training, an Erasmus+ programme, in Palermo, Italy. Aitor is a 21 years old trainee working in the protection, control and monitoring of the land and sea environments. Thanks to Erasmus+, he was able to go to the best place to work in the field of environment control and education. Travelling and seeing new places really opened his mind. His experience made him stronger, enabled him to become more independent, and more flexible. Moreover, he developed the ability to adapt to different working environment and became more determined to achieve his goals in life.

SELFIE for work-based learning (WBL) is a free online tool that supports Vocational Education and Training (VET) institutions and companies to become fit for the digital age.