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Abstract/Sommario: The European Credit System for Vocational Education and Training (ECVET) is a European instrument to support lifelong learning, the mobility of European learners and the flexibility of learning pathways to achieve qualifications. Following its adoption by the European Parliament and by the Council (18 June 2009)1, ECVET is now in a phase of progressive implementation. In this perspective, this questions and answers document is designed to support and encourage projects, initiatives and ...; [Leggi tutto...] The European Credit System for Vocational Education and Training (ECVET) is a European instrument to support lifelong learning, the mobility of European learners and the flexibility of learning pathways to achieve qualifications. Following its adoption by the European Parliament and by the Council (18 June 2009)1, ECVET is now in a phase of progressive implementation. In this perspective, this questions and answers document is designed to support and encourage projects, initiatives and experimentations in ECVET at European, national and regional levels. It is based on the Recommendation of the European Parliament and of the Council (in particular its annexes). It enables the stakeholders concerned to become familiar with ECVET. The ECVET Recommendation asks the European Commission to develop users’ guides and tools on ECVET. This questions and answers document is the first in a series of guidance documents for all stakeholders involved in ECVET implementation.

Abstract/Sommario: This report describes the construction of the database of skill needs indicators, i.e. the OECD Skills for Jobs Database, and presents initial results and analysis. It identifies the existing knowledge gaps concerning skills imbalances, providing the rationale for the development of the new skill needs and mismatch indicators. Moreover, it explains the methodology used to measure skills shortage, surplus and mismatch, and provides key results and insights from the data.

Abstract/Sommario: Cedefop’s new glossary of terms on quality in education and training is meant to promote communication and understanding between countries. It is intended for all stakeholders in education and VET, researchers; experts; those involved in improving learning curricula; and education and training providers. While it does not represent an exhaustive inventory of the terminology used by specialists, the glossary – an updated and extended version of Quality in training / La qualite dans la f ...; [Leggi tutto...] Cedefop’s new glossary of terms on quality in education and training is meant to promote communication and understanding between countries. It is intended for all stakeholders in education and VET, researchers; experts; those involved in improving learning curricula; and education and training providers. While it does not represent an exhaustive inventory of the terminology used by specialists, the glossary – an updated and extended version of Quality in training / La qualite dans la formation published by Cedefop in 2003, takes into account recent EU policy developments, including the creation of the European qualifications framework for lifelong learning (EQF) and the development of a European credit system for vocational education and training (ECVET).

Abstract/Sommario: This report claims that the main factors slowing down adaptation to the green economy and the development of necessary skills are the failure of employers to demand new qualifications, and the uncertainty surrounding regulations and policies. Learning providers also report difficulties in meeting the needs of employers and understanding what organisations' skill needs are. Overall, there is limited evidence that green policies have become part of the mainstream of skills development an ...; [Leggi tutto...] This report claims that the main factors slowing down adaptation to the green economy and the development of necessary skills are the failure of employers to demand new qualifications, and the uncertainty surrounding regulations and policies. Learning providers also report difficulties in meeting the needs of employers and understanding what organisations' skill needs are. Overall, there is limited evidence that green policies have become part of the mainstream of skills development and hiring policies. There is clearly a potential for policy makers and social partners to raise awareness and take common action. This study on green skills and environmental awareness in vocational education and training identifies the main challenges and priorities. It also makes recommendations on how the labour market can be helped to respond to emerging skill needs. The study further investigates the links between skill needs and the responses of learning providers.

Abstract/Sommario: All jobs will be affected as the EU moves to a green economy: new jobs will be created and some will be eliminated, but most existing jobs will be transformed. To ensure a socially responsible transition towards high-quality green jobs, concerted efforts by governments, employees, employers and other stakeholders are crucial in anticipating and managing this process. This study examined green business practices and greening processes aimed at mitigating climate change – if radical miti ...; [Leggi tutto...] All jobs will be affected as the EU moves to a green economy: new jobs will be created and some will be eliminated, but most existing jobs will be transformed. To ensure a socially responsible transition towards high-quality green jobs, concerted efforts by governments, employees, employers and other stakeholders are crucial in anticipating and managing this process. This study examined green business practices and greening processes aimed at mitigating climate change – if radical mitigation measures are not taken in time, adaptation could eventually prove impossible. The study had two main objectives: to provide an overview at both sectoral and cross-sectoral level in the EU of the effects of greening on the quantity and quality of jobs in 10 sectors (automotive, chemicals, construction, distribution and trade, energy, furniture, nonmetallic materials, shipbuilding, textiles and transport); and to analyse good practice examples of the anticipation and management of green change at company level in these sectors.