Digital Library

This research paper forms part of the Cedefop project The changing nature and role of vocational education and training in Europe. The purpose of the project is to improve our understanding of how vocational education and training (VET) is changing in the countries belonging to the European Union (as well as Iceland and Norway). Over a three-year period (2016-18) the project will analyse how vocationally oriented education and training has changed in the past two decades (1995-2015); based on these results it will investigate the main challenges and opportunities facing the sector today and in the future. Work is divided into six separate but interlinked themes: (a) the changing definition and conceptualisation of VET; (b) the external drivers influencing VET developments; (c) the role of traditional VET at upper secondary level; (d) VET from a lifelong learning perspective; (e) the role of VET at higher education levels; (f) scenarios outlining alternative development paths for European VET in the 21st century The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training.

Europe needs new visions for contemporary higher education in the digital age. Digitalisation is not only an additional challenge, but also an effective means to address key challenges for higher education in the 21st century. This paper focuses on current developments and the discourse to be sharpened by 2020, but looks to the future of higher education. It follows the vision that in 2030, universities and colleges of higher education offer courses of study that are much more flexible and offer different learning pathways recognising the diversity of the student population. They are central institutions of lifelong learning, on campus and on digital platforms. The university will be a networked and open institution in 2030, which cooperates much more closely with other universities as well as the community and jointly develops and provides educational programmes. Florian Rampelt · Dominic Orr · Alexander Knoth Hochschulforum  Digitalisierung: https://hochschulforumdigitalisierung.de/en

Skills for You(th) through Sport, known as the SK4YS project is a transnational initiative gathering various stakeholders with strong expertise and interest in skills development in and through sport. The initiative has been designed to raise awareness on soft skills and competencies gained through sport and to build the capacity of sport and youth organisations to implement sport-based youth development programmes. Additionally, the project aims to increase recognition of transferable skills that sport can develop for young people – especially those not in employment, education or training (NEETs). European University Sports Association - EUSA: https://www.eusa.eu/news?promoting-skills-development-and-employment-in-sport  

There is rising awareness of how information and communication technologies (ICT) can support people in their careers. Information about vacancies, labour market trends and learning options easily can be made available. Online training courses, access to validation of competences, and development of basic skills can also be easily accessed, if platforms are made available. © European Centre for the Development of Vocational Training (Cedefop), 2018

The European Commission has proposed ‘A New Skills Agenda for Europe: Working together to strengthen human capital, employability and competitiveness’ to address the skills challenges that Europe is currently facing. The aim is that everyone should have the key set of competences needed for personal development, social inclusion, active citizenship and employment. These competences include literacy, numeracy, science and foreign languages, as well as more transversal skills such as digital competence, entrepreneurship competence, critical thinking, problem solving or learning to learn. The Entrepreneurship Competence Framework, also known as EntreComp, offers a tool to improve the entrepreneurial capacity of European citizens and organisations. The framework aims to build consensus around a common understanding of entrepreneurship competence by defining 3 competence areas, a list of 15 competences, learning outcomes and proficiency levels, which current and future initiatives can refer to. © European Union, 2016 Margherita Bacigalupo, Panagiotis Kampylis, Yves Punie, Godelieve Van den Brande

This study provides the first-ever EU-wide overview of the state of play with policies on open education involving all the 28 Member States. For each Member State, a full account of their understanding of open education and strategic policy approach is given. © European Union, 2017

Guidebook to EU DECISION-MAKING IN EDUCATION AND TRAINING Gathering 41 organisations, the Lifelong Learning Platform is today the most legitimate interlocutor of the EU institutions in the field of lifelong learning. It continuously defends the need to implement a dialogue across educational sectors and between stakeholders and public institutions at all levels, regional, national and European.

Welcome to this toolkit on quality standards, a practical tool for youth organisations to assess the state of youth policy in their context, whether it is national, regional, local, or European. This toolkit provides you with tools, tips and tricks to look at youth policy and identify what is working well and what is not. Authors: Anthony Burrowes, Catalina Dumbravenu, Valentin Dupouey, Alexandar Ivanov, Karlo Kralj, Ville Majamaa, Lotte Schipper, Sebastian Vogt

Since its inception in 2015, the 2030 Agenda has provided a blueprint for shared prosperity in a sustainable world—a world where all people can live productive, vibrant and peaceful lives on a healthy planet. The year 2030 is just over a decade away, and we must ask ourselves if our actions today are laying the right foundation to achieve the Sustainable Development Goals (SDGs). The Sustainable Development Goals Report 2019 provides evidence-based insights to answer this question. © 2019 United Nations

Dear readers, on the one hand, this guide deals theoretically with the issue of the recognition of competences of youth workers and, on the other hand, presents two concrete practical examples. The guide thus works as a quality development tool for training and further education for youth workers. In this sense, it contributes to the transparency of their competences and their recognition and provides an overview of the relevant expert discourse. Authors: Anna Brauckmann, B.A. Mag.a Hanna Krämer-Erklavec Theresa Riechert, M.A. Mag. Klaus Schreiner Dr. Edda Strutzenberger-Reiter Contributors: Marita Gasteiger, B.A. Dipl.-Ing. Natalie Lehner Regina Roland, M.A.  

Impacts on jobs, education, rights and mental well-being

This manual has been developed in the framework of the project “Learn IT Tools”, training and networking acvity thatwas held from 23rd to 30th May 2016 in Braunlage, Germany, financially supported by the Erasmus + Programme over the German National Agency.

Uno strumento come la “Guida ai finanziamenti europei 2018-2019”, completa ed aggiornata, testimonia la volontà di stare al passo con le istituzioni europee al fine di coglierne al meglio le opportunità e renderci consapevoli delle possibilità che offrono . La guida include tutte le principali linee di finanziamento della programmazione UE, partendo dai programmi a gestione diretta fino ai programmi di cooperazione interregionale, compreso un capitolo dedicato agli strumenti finanziari. © ESPON

Innovation in education is a tough challenge: it is hard to identify it and to know when it can be considered mature enough to be evaluated. With an already busy schedule, innovative educators rarely have the time to communicate about their work, and the term ‘innovation’ itself can in different circumstances be inflated or shied away from. © European Schoolnet Authors: Alexandra Hanna Licht, Evita Tasiopoulou, Patricia Wastiau Editors: Roger Blamire, Ed Prosser Coordination: Caroline Kearney, Jessica Massini, Danosh Nasrollahi Design: Iddi fix

This is Resolution of the Council of the European Union and the Representatives of the Governments of the Member States meeting within the Council on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027.

Since the treaties of Maastricht and Amsterdam included education and training as part of action at Community level, lifelong learning has been a key element of the education and training policy in Europe. The concept of lifelong learning (LLL) is not simply a summing up of traditional education programmes and modern learning opportunities. While traditional educational institutions have been (and still are) primarily concerned with transmitting knowledge, modern learning opportunities and the LLL approach emphasize the development of individual capabilities and each person’s capacity to learn. © European Union, 2016

Women’s labour market participation in the European Union has increased over recent decades. In 2014, women comprised almost 46% of people active in the EU labour market. Nevertheless, women’s participation rates are still systematically lower than those of men in almost all Member States. © European Foundation for the Improvement of Living and Working Conditions, 2016

Within the framework of OVPELO project, all partners are willing to create an innovative and experimental tool to help you, as a current learner, for self-evaluation focusing on competences you are developing/have developed during a volunteering experience.

“Development does not start or stop with the production of goods. It starts with the people and the useable resources of people, such as motivation, initiative, organizational discipline. Without this, all resources remain potential and untapped ...." Since joining the Council of Europe, the consolidation of democratic principles and practices is progressing in the Eastern Partnership countries and so is in Armenia. Democratic institutions, freedom of elections and check and balances of power are among the objectives that the recent Armenia has posed to itself for peace and development for the whole country. The following guidelines, will give practical hints to all those who are seizing the challenge and embark on a new form and participative local governance!   Antonella Valmorbida, Secretary General of the European Association of Local Democracy Lusine Alexandryan, Delegate of LDA Foundation Armenia

Apprenticeships have been widely acknowledged as an important policy tool to respond to the current socioeconomic challenges that the European Union (EU) faces, and in particular high youth unemployment. As evidence suggests, combining school-based teaching with company-based training eases the transition from education to work. Indeed, those countries with well-established apprenticeship systems experience lower levels of youth unemployment. © European Centre for the Development of Vocational Training (Cedefop), 2016; Cedefop (2016). Governance and financing of apprenticeships. Luxembourg: Publications Office. Cedefop research paper; No 53.  

The EU Programme for education, training, youth and sport (2014-2020)