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| Vocational Training | PRINT | | Cedefop Report on European Policy Cooperation |
 Thessaloniki (GR), April 2009 - Ján Figel’, European Commissioner for Education, Training, Culture and Youth, recently announced the publication of Cedefop’s latest policy report, entitled Continuity, consolidation and change. The communiqué was issued at the Agora conference, held in Thessaloniki under the auspices of the Czech Presidency of the EU.
Cedefop’s biennial policy report reviews progress achieved in the voluntary policy coordination known as the Copenhagen Process. This involves the Member States of the EU, European Economic Area countries, European social partners, and the European Commission working together to modernize vocational education and training (VET) for the benefit of workers, employers, and all citizens.
Some findings of the report:
In implementing the European Qualifications Framework, a 'translation device' for all levels of qualification, most countries are working actively to meet the deadlines of 2010 (referring their national qualifications systems to the EQF) and 2012, when all certificates, diplomas and Europass documents will include a reference to the EQF level. The blossoming of national qualifications frameworks shows that the process is now moving into practical implementation.
The first evaluation of the Europass shows that it gives clear benefits to citizens, allowing them to gain access to opportunities for learning and employment across Europe.
Considerable progress is also reported in creating a European Quality Assurance Reference Framework (EQARF) to help ensure a high standard of training systems and thus generate mutual trust among learners, social partners, teachers and trainers, and other stakeholders. The Framework also establishes a European Credit Transfer system for VET.
The dominant trends in qualifications and skills that Cedefop had forecast in its Medium-Term forecast in 2008 are still valid, despite the downturn. Research shows a potential mismatch between skills demanded and skills supplied. This will require the creation comprehensive lifelong guidance systems. However, to tackle the problem effectively, social partners will also have to participate in creating curricula and certification.
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