Der Beitrag beschreibt die zwei wichtigsten Meilensteine der Europäischen Union zur Förderung der Lehrlingsausbildung: die Gründung der Europäischen Ausbildungsallianz 2013 und die Schaffung eines Europäischen Rahmens für eine hochwertige und nachhaltige Lehrlingsausbildung 2018. Nach einer ersten Bilanz des bislang Erreichten werden die künftigen Herausforderungen auch im Hinblick auf die Folgen der Covid-19-Pandemie erläutert.
Wird die berufliche Bildung in Europa angesichts der Informatisierung der Gesellschaft, der Polarisierung des Arbeitsmarkts, des allgemeinen Trends zur Höherqualifizierung sowie der zunehmenden Bedeutung allgemeiner Kompetenzen immer mehr zum Randphänomen? Oder erlebt die berufliche Bildung durch die Etablierung höherer Berufsbildung sowie vereinte politischen Anstrengungen gegen Jugendarbeitslosigkeit und Fachkräftemangel, wie etwa die Europäische Ausbildungsallianz, künftig eine Renaissance? Der Beitrag präsentiert derzeit in Europa diskutierte Szenarien zur Zukunft der Berufsbildung, die im Rahmen eines Cedefop-Projekts entwickelt wurden.
Building a European Education Area requires a seamless and connected learning landscape that enables mobility and lifelong learning for all. Over the past two decades, European countries have made significant efforts in this regard by adopting a learning outcome approach in vocational education and training (VET) and education and training more broadly. This shift has been driven by the need to improve the transparency and transferability of qualifications. This article presents the results of a Cedefop study on the current state of progress.
Germany chaired the Council of the European Union from July to December 2020. Following the formation of the new EU Commission, one of the major tasks pursued during this period was to review the strategic framework for European cooperation in vocational education and training (“Europe 2020”) and to define fresh priorities for the next ten years. This article makes an initial assessment of how well this succeeded given the conditions imposed by the coronavirus pandemic.
As far as many young people are concerned, Swedish vocational education and training in automation is a well-kept secret. Working in the industry is not regarded as attractive either by the youngsters themselves or by their parents. The gap between the skills needs of Swedish industry and the students‘ competence level remains wide. The municipality of Kungsbacka in Sweden has attempted to bridge this gap by working with ECVET1 in the EURIAC project.
The introduction of an European Qualifications Framework is allied with the intention of rendering qualifications comparable and thus increasing the level of transparency and mobility within the European educational and employment system. In terms of specific implementation of the EQF, however, a number of hurdles remain to be overcome. The present paper takes the initial results from comparative case studies as a basis for identifying the barriers of oppurtunities emerging from the endeavours to establish cross-country equivalence of qualifications and skills. Whereas establishing understanding of joint terminologies has a part to play, general national conditions and sector and occupationally specific regulations are also of singnificance.
At present, the proposals for a European Qualification Framework (EQF) and for a Credit Point System in Vocational Education and Training (ECVET) are revitalising the discussion surrounding European core occupations, although it remains unclear whether occupations should play a role in this system and which "vocational education and training concept" could form the basis of consensus in Europe. Core occupations may constitute the foundation for the respective context of a sector related "ECVET configuration" and could provide a major contribution to a vocational education and training concept dialogue between social partners and policymakers. The present paper investigates whether the establishment of European core occupations represents an opportunity to enrich the European vocational education and training debate by adding a modern concept of vocationalism.
The process of internationalisation has gathered pace in recent years, spreading through one area of society after another and posing new challenges, not least for vocational education and training (VET). The growing globalisation of the economy and the rapid process of European integration towards a single market for education and employment have given rise to a radically new situation. National VET systems are caught in a cross-current between the imperative of international competition and the necessity for cross-border cooperation. At the same time, there are increasingly stringent requirements for the planning of VET to embrace a European and an international outlook. The paper explains the action to be taken by the Federal Institute for Vocational Education and Training (BIBB) in response to these developments.
Work has gone on for some time in Germany at national level to promote permeability between educational pathways, but with limited impact. Developments at European level to establish a credit points system across all sectors of education could now support efforts to bring about greater permeability, by enabling credit transfer for prior learning. This article will examine the thrust of this new orientation, the prerequisites that would be necessary for implementation, the current status of developments and the thematic issues that remain to be addressed.
The quality of general and vocational education systems depends to a large degree on the quality of teaching staff. Europe needs a pool of competent, motivated and committed VET staff who are capable of mastering challenges of ever-increasing complexity. This article presents the European Network TTNet: the "Training of Trainers Network". TTNet is a network set up and moderated by the European Centre for the Development of Vocational Training, Cedefop, and aimed at teaching and training staff in vocational education. Taking the structure and activities of this network as a starting point, the article presents key functions of its European and national-level networks and some perspectives of their work.
Exchanging experience across national boarders is of ever increasing importance, especially in the field of vocational education and training (VET), considering the challenges posed by globalisation. In keeping with its legal remit, the German Federal Institute for Vocational Education and Training (BIBB) cooperates with VET institutions around the world. The current focal areas of BIBB's international work are projects relating to comparative and transfer research, involvement in the process of European VET policy, and advisory services for the international education market. This article begins by looking at the position of BIBB in the international context, and goes on to report on a partners' meeting convened by BIBB and attended by 16 VET institutions from various countries in Europe. This provided a host of opportunities for exchanging views on current issues in European VET.
Looking at developments in other countries and at European level, this article outlines the objectives being pursued with the implementation of qualifications frameworks, what qualifications frameworks can do and possible approaches to them. Understood here as sets of skills, qualifications form the basic unit used in qualifications frameworks. Drawing on the examples provided by Ireland, England, Wales and Northern Ireland, the autors show how qualifications can be positioned in a hierarchical multi-level system with the help of descriptors in order to establish transparency and lateral mobility throughout an entire education system.
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