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  • 31/07/2017

    Upskilling Pathways - New learning opportunities for adults

    Almost 70 million people in Europe have trouble reading, writing, making simple calculations or using a computer. The new Upskilling Pathways initiative will provide a fresh start to people in need of basic skills development through tailored learning offers and skills assessments to help them acquire a minimum level of literacy, numeracy and digital skills and/or a broader set of skills. Learn more about the Upskilling Pathways in the leaflet and find out how you can get involved.

  • 17/07/2017

    Employment and Social Developments in Europe 2017

    This seventh edition of the annual Employment and Social Developments in Europe (ESDE) Review presents a detailed analysis of key employment and social issues and concerns for the European Union and its Member States as they pursue the EU 2020 employment and social goals.

    It feeds into the European Semester and the 2017 flagship initiative of the European Pillar of Social Rights. The main findings of ESDE 2017 corroborate the rationale and the objectives of follow-up initiatives of the Pillar, such as the proposal for a ‘New Start Initiative to support work-life balance for parents and carers’ and the social partner consultations on Access to Social Protection and the revision of the ‘Written Statement Directive’.

    As in previous years, the opening section of the ESDE review provides an overview of the most recent developments, trends and challenges in the employment and social fields. This year's edition focuses on the topic of "intergenerational fairness and solidarity in Europe".

  • 07/07/2017

    Teachers and trainers in work-based learning/apprenticeships

    Work-based learning (WBL) in Vocational education and training (VET) provides important benefits, by increasing employability and smoother school to work transition. It contributes to reducing skill shortages and gaps, reduces youth unemployment, increases entrepreneurship and innovation and finally has the potential to foster social inclusion. The aim of the study was to provide the Education and Training 2020 Working Group on VET (2016-2018) with findings on three key areas:

    1. governance arrangements in place for professionals involved in WBL;
    2. professionalisation arrangements for those professionals; and finally,
    3. in what way cooperation between schools and companies is arranged, focusing on the quality of the professionals involved.

    This study follows Cedefop’s (2009 and 2016) categories of professionals based on their place of work.

    This publication is only available in electronic version in English.

  • 05/07/2017

    Social Agenda 48 - A European pillar for a social triple A

    What the European Pillar of Social Rights, adopted in April, means in practice: this is what the July issue of Social Agenda is all about. The Pillar serves as a reference framework for European Commission proposals on work-life balance and working time. Its spirit also inspires the new Commission proposal on social security coordination, to make free movement of workers within the EU fairer and easier, as well as the latest health and safety package of measures to increase the impact of EU legislation on the work floor. And the focus is on Spain to help employment and social services there cooperate more effectively, on the ground, in the face of long-term and youth unemployment. 

    This publication is available in print version in English, French and German. Print version coming soon.

  • 30/06/2017

    Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical Report

    This report sets out an analysis of the technical and conceptual characteristics of the European Qualifications Framework (EQF) and the New Zealand Qualifications Framework (NZQF) in their operational contexts, identifying key elements of comparability and similarities and differences in a mutually beneficial way. The analysis is the product of a joint project completed by a Technical Working Group formed between the New Zealand Qualifications Authority and the EQF Advisory Group in 2014-15. The work on this report was completed in 2016.

    This publication is available only in electronic format in English