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'Reoriéntate' explora todas las opciones educativas que tienen las personas jóvenes que no han acabado la ESO o que han abandonado los estudios postobligatorios. Esta guía práctica recoge, ordena y pone a disposición los diferentes recursos, servicios y formaciones disponibles en el marco de las nuevas oportunidades educativas.
La evaluación es una de las asignaturas pendientes en las iniciativas de nuevas oportunidades educativas. Por esta razón, desde la Fundación Ferrer i Guàrdia se ha desarrollado de forma colaborativa una herramienta para la autoevaluación de experiencias de innovación social en este campo que sirva para trabajar en su mejora continua y en incrementar su eficacia e impacto.
Explorar las políticas y sistemas nacionales de EFP
EFP, estadísticas de las capacidades y del mercado laboral
VET, traditionally operating in a national context, is increasingly developing in response to European and global requirements. Cedefop has always supported the development of EU tools and principles and the cooperation between national VET systems to enable mobility of VET learners and candidates. Priority is given to the development and implementation of qualifications frameworks at national, European and regional levels.
The use of learning outcomes is increasingly influencing the design and delivery of vocational education and training (VET), focusing on what a learner is expected to know, be able to do, and understand at the end of a learning process. The shared focus on outcomes facilitates the dialogue between education and training and labour market actors, as well as across different education and training sub-systems. Similarly, the increased transparency offered by learning outcomes acts as an important reference point for several stakeholders: policy- makers, labour market actors and teachers, making it easier to analyse the match between skills demands and education and training provisions. The focus on learning outcomes allows for a more systematic analysis and comparison of the content and profile of qualifications, notably focusing on balancing general knowledge and occupation-specific skills against transversal skills and key competences. Cedefop’s work in this area, including the publication of guidance material, influences and supports the design of qualifications, curricula, and learning methods as well as assessment and validation.
Vocationally oriented education and training in Europe is changing in response to rapidly changing demands for skills and competences at work and in society. Our work on the future of VET in Europe combines a focus on institutional changes with a systematic analysis of VET-content developments. The work covers the 27 EU Member States, Iceland, Norway and the UK, and contributes to better understanding of the challenges and opportunities facing European VET in the years ahead.
¿Cómo responden los sistemas a las nuevas necesidades? ¿Cómo se preparan los sistemas para el futuro?
Capacita y apoya a las personas para desarrollar y utilizar su potencial, adquirir las destrezas que necesitan para gestionar las transiciones en el mercado laboral y en su propia vida y contribuir al crecimiento económico y al bienestar de la sociedad.
¿Cómo empoderamos a las personas? ¿Cómo podemos hacer realidad el aprendizaje permanente?
Responde a las necesidades y tendencias cambiantes promoviendo el aprendizaje permanente estructurado y a lo largo de toda la vida, así como las estructuras institucionales pertinentes que tienen el contenido adecuado y se rigen de forma inclusiva.
¿Qué factor impulsa los cambios en las destrezas necesarias? ¿Qué políticas permitirían corregir las asimetrías existentes en materia de destrezas profesionales?
Permite una mejor comprensión de las implicaciones de los cambios de gran alcance en el mundo de la educación y el trabajo.
Qualifications – the certificates and diplomas awarded following formal education, training and learning – are vital in modern societies. They affect our ability to get a job, practise a profession, pursue lifelong learning and move between countries. New types of credentials (including digital badges, micro-credentials-,and nano-credentials) are increasingly promoted as a new way of valuing learning, allowing individuals to collect and ‘stack’ learning experiences, at their own pace and throughout their life.
From December 2015 to March 2016, National Europass Centres carried out a survey on the Europass online editor, to have a better insight of users’ needs.