This publication takes stock of recent Cedefop research on CVET. It analyses how CVET contributes to reaching economic and social policy objectives of the European Union regarding inclusion, employment, innovation, productivity, competitiveness and growth. CVET is approached as a multidimensional, multistakeholder and multilevel interface between learning and the labour market. The analysis outlines recent achievements in practices and policies of work-based learning, guidance, validation and quality. The publication also highlights gaps and challenges for future CVET policies, in particular improving information and guidance, making participation easier for learners and small enterprises, securing validation mechanisms, and reinforcing quality and monitoring.

Continuous vocational education and training (CVET) for all is essential to respond to increased global competition and changing technological and socioeconomic requirements. What can be done to make use of the full potential that CVET has to offer individuals, enterprises, society and the economy? How can participation in CVET be increased and access to it extended, especially for disadvantaged groups that traditionally participate the least? How can high-quality provision be ensured? This CVET policy handbook addresses policy-makers, enterprises, social partners and other stakeholders. It aims at strengthening CVET by providing policy guidance illustrated with concrete examples of effective practices. It highlights the importance of CVET for smart and inclusive growth and shows the benefits of investing in it. It gives an overview of the current position in Europe and describes success factors and good practices for widening access and participation and for promoting high-quality CVET provision for all.

Continuous vocational education and training (CVET) for all is essential to respond to increased global competition and changing technological and socioeconomic requirements. What can be done to make use of the full potential that CVET has to offer individuals, enterprises, society and the economy? How can participation in CVET be increased and access to it extended, especially for disadvantaged groups that traditionally participate the least? How can high-quality provision be ensured? This CVET policy handbook addresses policy-makers, enterprises, social partners and other stakeholders. It aims at strengthening CVET by providing policy guidance illustrated with concrete examples of effective practices. It highlights the importance of CVET for smart and inclusive growth and shows the benefits of investing in it. It gives an overview of the current position in Europe and describes success factors and good practices for widening access and participation and for promoting high-quality CVET provision for all.

Continuous vocational education and training (CVET) for all is essential to respond to increased global competition and changing technological and socioeconomic requirements. What can be done to make use of the full potential that CVET has to offer individuals, enterprises, society and the economy? How can participation in CVET be increased and access to it extended, especially for disadvantaged groups that traditionally participate the least? How can high-quality provision be ensured? This CVET policy handbook addresses policy-makers, enterprises, social partners and other stakeholders. It aims at strengthening CVET by providing policy guidance illustrated with concrete examples of effective practices. It highlights the importance of CVET for smart and inclusive growth and shows the benefits of investing in it. It gives an overview of the current position in Europe and describes success factors and good practices for widening access and participation and for promoting high-quality CVET provision for all. The report also includes a List of abbreviations.

Im Fokus des Sammelbandes stehen Untersuchungen zur Anerkennung von nonformalem und informellem Wissen. Durch eine Validierung sollen neue Zugänge zum Arbeitsmarkt eröffnet und die Zusammenarbeit und Mobilität innerhalb der EU gestärkt werden. Hier setzt das Erasmus+-Projekt EffectVPL ("Effectiveness of VPL Policies und Programmes for Labour Market Inclusion and Mobility - Individual and Employer Perspectives", 2017-2019) an, dessen Ergebnisse in diesem Band vorgestellt werden. Ausgangspunkt des Projekts zum lebenslangen Lernen war die mangelhafte Anerkennung von Lernerfahrungen, die außerhalb institutioneller Kontexte gewonnen wurden. Im ersten Teil des Bandes werden die theoretischen Grundlagen vorgestellt, bevor die Autor:innen im zweiten Teil empirische Ergebnisse zu Untersuchungen in Polen, Dänemark, der Türkei und Deutschland präsentieren. Abschließend wurde ein Trainingsmodul entwickelt, das die Projektergebnisse für Lehrende in Europa aufbereitet.

This book discusses the developments in policy and practice in the field of formal, non-formal and continuing vocational education and training in Spain since 1970. It describes how VET has been transformed and become one of the country’s main areas of pedagogical innovation, and also examines current developments, such as the role of non-formal vocational education and training, the accreditation of vocational qualifications acquired in the non-formal system, and the adoption of dual apprenticeships that bear little resemblance to central European dual systems. Written by respected researchers in these fields, the first section is informative and analytical, offering a description of the system and comments based on academic literature and research. The second section illustrates the research on relevant issues, portraying empirical data from different regions in Spain, as well as nationwide data. Explaining and interpreting data on the basis of the authors’ different theoretical frameworks, the book provides a comprehensive, updated and accurate overview of VET and relevant research in Spain, as well as their relation to European and global developments.

This study compares the way IVET and CVET sub-systems interact to support the learning of adults, and thus facilitate lifelong and life-wide learning. By comparing the interaction between IVET and CVET sub-systems in the countries covered, the study analyses the extent to which IVET systems are opening up to adults, and questions whether national and regional policies and practices support or prevent a closer link between CVET and IVET. The study builds on concrete national case-studies, allowing for an in-depth, qualitative comparison and analysis of practices and policies. This allows for a better understanding of obstacles and opportunities in this complex area, directly supporting the stakeholders and policy-makers responsible for taking lifelong and life-wide learning in Europe forward.