This report identifies effective strategies to tackle skills imbalances, based on five country-specific policy notes for France, Italy, Spain, South Africa and the United Kingdom.
http://www.keepeek.com/Digital-Asset-Management/oecd/employment/getting-skills-right-good-practice-in-adapting-to-changing-skill-needs_9789264277892-en#page3
What difference does it make when employers work with education and training providers? How can employer engagement best be delivered?
Research for Practice: Papers
Presentations and Videos
http://www.educationandemployers.org/research/london-conference-on-employer-engagement-in-education-and-training-2016/presentations/
This article discusses the educational policies that move the Spanish Vocational Education and Training (VET) model from a school-based to a work-based approach, taking into account the history and cultural tradition that has shaped it throughout history.
http://www.voced.edu.au/content/ngv%3A75825
This report analyses VET governance structures and financing arrangements in Spain, Italy, Latvia, Portugal and Sweden in view of developing and expanding apprenticeship.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/5553?src=email&freq=weekly
Using a specific micro-dataset with information on working histories, we analyse the labour market entry of Spanish youths who have completed vocational education. According to the education system, young people can enter the labour market with vocational high school (upper secondary education) or with vocational college (tertiary education). Both present a period of workplace training, although, as they belong two distinct schooling levels, they have different entry requirements.
http://ftp.iza.org/dp6309.pdf
This OECD page reviews the policies of postsecondary vocational education and training, looks at the preparation of younger people and adults for technical and professional jobs. Key policy challenges include responsiveness to labour market needs, alongside inclusion, access, career guidance, finance, governance, teaching quality, integration with workplace learning, articulation with other sectors of education, and qualifications and assessment (17 country reviews and a comparative report). Reports for Spain, Iceland, United States of America, England, United Kingdom, Switzerland, Korea, Israel, Germany, Danemark and Austria are already available.
http://www.oecd.org/edu/skills-beyond-school/skillsbeyondschool.htm
This study analysed qualifications frameworks and credit systems in six EU Member States and two non-European countries focusing on how these influence the design and award of qualifications, administration and management of qualifications systems and the development of learning pathways (conception of related and progressive programmes/qualifications) and individual learning paths (progression possibilities for the individual).
http://www.cedefop.europa.eu/en/publications-and-resources/publications/5505
The National Catalogue of Professional Qualifications (CNCP) is an instrument of the National System for Qualifications and Vocational Education and Training (SNCFP), which lists the professional qualifications according to the appropriate competences for the professional exercise.
https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19#:~:text=The%20Spanish%20National%20Catalogue%20of,appropriate%20for%20an%20occupational%20perform%2D
While much of the literature on immigrants’ assimilation has focused on countries with a large tradition of receiving immigrants and with flexible labor markets, very little is known on how immigrants adjust to other types of host economies. With its severe dual labor market, and an unprecedented immigration boom, Spain presents a quite unique experience to analyze immigrations’ assimilation process. Using alternative datasets and methodologies, this paper provides evidence of a differential assimilation pattern for low- versus high-skilled immigrants in Spain: our key finding is that having a high-school degree does not give immigrants an advantage in terms occupational or wage assimilation (relative to their native counterparts).
http://ftp.iza.org/dp6543.pdf
These reports provide an overview of the vocational education and training systems existing in EU Member States, plus Iceland and Norway.
http://www.cedefop.europa.eu/EN/Information-services/vet-in-europe-country-reports.aspx
