European education and training policies have gained momentum with the debt crisis and soaring youth unemployment. In 2013, the 'European Alliance for Apprenticeships' was launched. In Germany, a role model for apprenticeship training in Europe, a national 'Alliance for Initial and Further Training' was signed just one year later. Both Alliances…

This chapter provides an in-depth analysis of Estonia's response to the European-level Recommendation on Youth Guarantee (YG). It provides the context explaining a range of policy interventions and conditions existing in Estonia before the adaptation to the YG. The chapter explores what opportunities the Estonian policy-makers saw in the YG to…

This study explores the macro education policy design on the vocational education system for the new generation of migrant workers in China. The content system of vocational education, the certification system of vocational education, the supporting system of vocational education, and the governance system of vocational education are…

This paper, jointly prepared by Cedefop and the ETF, aims to inform the next steps in VET policy- making at EU level, including the Osnabruck declaration expected to be discussed by ministers in the autumn of 2020. It puts forward key challenges and opportunities for VET which have emerged from the intelligence, research and evidence collected…

Developments in five priority areas for VET, agreed in 2015 by the EU-28, Iceland, Norway, candidate countries, the European Commission and EU social partners, are at the centre of this report. Work in 2015-19 shows continuity with earlier national strategies and initiatives. It confirms the recent focus on apprenticeships and other forms of…

Background: The UK, like most countries across Europe and other advanced economies, has experienced an alarming rise in the levels of young people (aged between 16 and 24 years) who are detached from both the labour market and the education and training system. In the UK, there are nearly a million 16-24-year-olds who are recorded as being not in…

Since 2001 there has been a renewed government focus on skills development and its relationship with combating unemployment in Ghana. Technical and vocational education and training (hereinafter; TVET), delivered through public and private schools, vocational training institutes and informal apprenticeship training, continues to be seen as an…

Examines the case for and against government intervention in job training. Identifies pitfalls: difficulty defining training for the purposes of meeting mandates, incentive problems, displacement effects, and lack of recognition that no one level of training is appropriate for all enterprises. Suggests that governments tend to intervene…

All local education authorities (school districts) should have a policy for management development. All staff who manage the work of other adults in school should receive the appropriate training as an entitlement; for many of the teachers involved the training should be school-based. Evaluation of training is also important and deserves greater…

Explores reasons for the mismatch between Australian government policy and funding for vocational education and training and occupations not in industries defended by national standards, which receive no funding. Suggests the need for redefinition of terms and training pathways as well as recognition of prior learning. (SK)

Examines the social, economic, political, and philosophical influences on the development of Key Skills in Britain, particularly the work of R. H. Tawney. Describes their evolution into the current set (communication, number application, information technology, working with others, improving one's own learning and performance, problem solving) and…

Reviews developments in technical and vocational education in South Africa: National Qualifications Framework, Curriculum 2005,and enterprise development. Addresses issues of articulation, funding, and market responsiveness. Concludes that practices might be imposed from above and government agencies do not yet have the capacity to develop and…

This overview of the Irish educational system examines vocational education and training, the role of the European Union, legislative measures, and institutional reforms. The following challenges are discussed: economic infrastructure, skill shortages, and the inclusiveness of the educational system. (SK)

This evaluation of European Community and Union vocational training programs looks at programs implemented before and after the 1994 European Union treaty. It concludes that the political and legal framework has allowed only modest successes and the third generation of programs must take this into account. (SK)

The United Kingdom needs a coherent strategy to develop the competence of its people, to enable individuals to cope with the complex world, and to help them make a personal contribution to society. Collaborators in the strategy are representatives from government, trade unions, the labor force, education, personnel and training, and local…