The Quality Reference Framework can be used to analyse the needs and demands for future MOOCs, to design, develop and implement new MOOCs and to evaluate and improve existing MOOCs.
While high quality apprenticeships are recognized as a successful pathway for young people in the transition from school-to-work, there have been limited opportunities for apprentices to be represented and contribute to policy discussions at European level.
The ESCO handbook gives a general overview of the different aspects of the classification and is divided in four parts: – I. What is ESCO?: ESCO is a common classification language designed to connect people to jobs. – II. Developing ESCO: In this chapter, you will find information about the process that led to the publication of ESCO v1 including the actors involved, the governance structure and the different steps in the development of the classification. – III. Using ESCO: ESCO terminology can be used to support job matching, job searching, career management or labour market analysis. – IV. Keeping ESCO up-to-date.
The tool is intended for use by any services that may be offering assistance to third country nationals and should be used in an interview situation to get to know the individual, their skills, qualifications and experiences. The focus of the tool is to help individuals produce a profile of their skills and to help an adviser identify any recommendations or next steps. The information collected can be used to: support further assessment, form a basis for offering guidance, identify up-skilling needs, support job-searching and job-matching.
This report contains more than 30 detailed structural indicators, up-to-date figures, definitions, country notes and a short analysis of recent key policy developments and reforms in five areas: early childhood education and care, achievement in basic skills, early leaving from education and training, higher education and graduate employability.
The report provides background and complementary information on a number of structural indicators examined in the Education and Training Monitor 2016 which describes the evolution of Europe’s education and training systems based on a wide range of evidence. It follows the progress made by the EU Members States towards achieving the targets set by the Europe 2020 and the Education and Training 2020 reform processes.
European Union. Green light for Erasmus+: More than 4 million to get EU grants for skills and employability
Aimed at boosting skills, employability and supporting the modernisation of education, training and youth systems, the seven-year programme will have a budget of €14.7 billion – 40% higher than current levels. More than 4 million people will receive support to study, train, work or volunteer abroad, including 2 million higher education students, 650 000 vocational training students and apprentices, as well as more than 500 000 going on youth exchanges or volunteering abroad.
European Union. Study on the impact of the Leonardo da Vinci programme on the quality of vocational education and training systems
The European Commission pursues several goals with the LEONARDO DA VINCI programme. On the one hand, the programme is intended to enhance transnational mobility of vocational education and training professionals (VETPro) and of young people engaged in vocational education and training. On the other hand, mobility actions for VETPro and innovation projects are intended to contribute to the modernization of initial (IVET) and the continuing training systems (CVET) and their adaptation to reflect the challenges of progressing European integration.
European Union. Prison education and training in Europe current state-of-play and challenges: current state-of-play and challenges
The report shows how education and training for prisoners help reduce the social costs of crime and support the rehabilitation of prisoners and their reintegration into society. It further provides an overview of key European policies and funding programmes related to prison education and training, highlighting their added value and contribution to the development of innovative and new approaches to education provision in prisons. It then looks into the current ‘state-of-play’ with regard to provision in prisons across Europe, providing some concrete examples from individual Member States.