Just as we are about to enter 2023 year of skills, we have a good reason to celebrate: Cedefop VET toolkit for tackling early leaving has reached 20 key intervention approaches! Psychosocial support and Professional development for inclusive teaching and training are the most recent ones. We are leaving 2022 back with some highlights from our work within the team of VET4Youth.
Listening to teachers, trainers and learners loud and clear
During Cedefop's third Policy learning forum (PLF), titled 'Assessing the feasibility of a pan-European survey of VET teachers and trainers', which took place online on 22 and 23 November, around 80 participants reviewed the findings of the feasibility study that started in 2021 and discussed different scenarios about upscaling the survey in IVET to all European Union countries, Norway and Iceland.
Participants included representatives from ministries, European sectoral social partners for education, the European Commission (EC), national social partners, OBESSU, the European Parents’ Association and European Associations of VET providers as well as school principals from the pilot countries: Austria, Croatia, Greece, Lithuania, the Netherlands and Spain.
Read more in Cedefop’s recent headline. Background information, presentations and conclusions of the PLF are available on the event web page under the ‘Downloads’ section.
VET toolkit for tackling early leaving revamped
All intervention approaches have been enriched with attractive visuals, summarizing the key points in a succinct and visually attractive way. You may enjoy a visual summary of our 20 key intervention approaches here! Feel free to share this highlight of key intervention approaches with your networks.
Cedefop research key for EU action to keep more learners on-board
Cedefop’s systematic work on tackling early leaving from education and training is at the heart of a renewed strategy by the European Union towards the European Education Area and beyond (2021-2030). On 28 November, the European Union ministers of education agreed on measures to reduce the share of those leaving education and training early and to bring down under-achieving in reading, mathematics and science, issuing a recommendation to the European Commission (EC) and Member States.
Read more in Cedefop’s recent headline on inclusive VET!
New intervention approach on professional development for inclusive teaching and training
Teachers and trainers face the continuous challenge of improving their strategies and methods to motivate and engage students to stay focused on their studies, especially those who have low motivation, face learning or other difficulties. Early leaving from VET can be caused by students’ dissatisfaction with teaching or training methods or conflicting relations with their teachers or trainers. Continuous professional development offers teachers and trainers the opportunity to keep developing inspiring ways to re-engage students in the learning process and overcome any problems related to their learning environment.
Read more on this intervention approach here.
New intervention approach on psychosocial support
Mental health and well-being are among the first factors influencing students’ education trajectory and determine school success or failure. Early leaving from VET can be caused by health issues, psychosocial problems, or experiences of trauma which are not handled with appropriate care and attention. For this reason, it is important to develop modern methods and approaches to provide students with effective psychosocial support throughout the educational process.
Read more on this intervention approach here.
New Cedefop publication: Teachers and trainers in a changing world – Building up competences for inclusive, green and digitalised vocational education and training (VET): Synthesis report
The need for investment and for a holistic approach to VET teachers’ and trainers’ professional development is at the heart of high-quality and inclusive VET. Building on the findings of Cedefop/ReferNet thematic perspectives for EU Member States, Norway and Iceland, this synthesis report identifies recent trends and policy developments in Europe on the initial and continuous professional development of VET teachers and trainers. The report points to the different types of VET teachers and trainers in Europe; their evolving and complex role in mastering new technologies, supporting the integration of refugees, identifying and supporting learners at risk of early leaving, and understanding changing labour market needs, to empower and equip students with skills for the future.
Read more and download the publication here.
Teachers and trainers in a changing world - Cedefop ReferNet thematic perspectives, 29 country reports
VET teachers and trainers and a comprehensive approach to their professional development are key to improving education and training processes in Europe. The 29 thematic perspective reports (EU Member States plus Iceland and Norway) aim at addressing information gaps, and map systematic national approaches to, and opportunities for, initial and continuing professional development of VET teachers and trainers in both school and work-based settings. The country reports provide national definitions of key terms; they offer a clear picture of the teaching professionals working in initial VET, and of how their professional development is organised and supported.
Read more here.
Cedefop Briefing note – Empowering teachers and trainers to manage change
Teachers and trainers are at the forefront of initial vocational education and training (VET) delivery. In the face of the unprecedented challenges created by the pandemic and the war in Ukraine, their commitment and creativity have been central to sustaining teaching and learning in schools and workplaces. They play a key role in empowering young people, on whose lives and hopes the lockdowns have taken a particularly high toll, and in helping integrate refugees into Europe’s labour market.
Read more here.
Cedefop Briefing note – Vocational education and training as a life jacket
Young people not in employment, education or training (NEETs) are absent both from the labour market and the education sector, thus facing a high risk of professional, digital and social exclusion. Analyses of the impact of the COVID-19 pandemic show that, in spite of EU countries’ bold response to this crisis protecting jobs, businesses and livelihoods, yet again, young people were hardest hit by its effects. This is why young NEETs have continued to be a top policy priority at national and EU levels.
Read more here.
20th ReferNet annual plenary meeting
During the 20th ReferNet annual plenary meeting, Cedefop’s Irene Psifidou, Ralph Hippe and Anthie Kyriakopoulou presented the findings of the comparative analysis of Cedefop/ReferNet Thematic perspectives on Teachers and trainers in a changing world and their interplay with the Cedefop VET toolkits on tackling early leaving from VET and on empowering NEETs.
The presentation is available here.
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