This document is an excerpt from the EUR-Lex website
Modernising vocational education and training in Europe
Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions — A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy (COM(2010) 296 final of 9 June 2010)
The European Union (EU) aims to modernise Vocational Education and Training (VET) to enhance its appeal and role in the EU’s overall growth and jobs agenda.
WHAT DOES THIS COMMUNICATION DO?
The communication outlines the key VET priorities of the ET strategic framework.
Lifelong Learning (LLL)*
The Communication also highlights the urgent need for transnational mobility in VET.
VET helps combat social exclusion and promotes inclusive growth. Disadvantaged learners may profit more from non-classroom work-based learning that is relevant to the labour market.
The Communication also calls for the fostering of creativity and entrepreneurship.
The European Centre for the Development of Vocational Training (Cedefop) released a monitoring report in 2015 on progress on VET from 2010-2014.
It states that two-thirds of EU countries had made VET reforms, especially regarding key competences, work based learning, with stronger interaction between VET providers and employment stakeholders.
More progress, however, is needed in areas such as
In 2015 EU Ministers drafted the Riga Conclusions. These propose new medium-term priorities for VET. These include:
The Communication is central to the 2002 Copenhagen Process, which aims to improve the performance, quality and attractiveness of VET in the EU. It was followed later in 2010 by the Bruges Communiqué that contained a number of short-term proposals for VET.
* Lifelong learning: learning throughout a person's lifetime to improve skills, abilities, knowledge and qualifications.
* Non-formal learning: learning in ‘non-formal’ situations (such as in sports clubs or youth clubs) in contrast to ‘formal’ learning (school, university, etc.).
last update 14.10.2015