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"The ECVET reflector study was carried on behalf of the European Commission between December 2005 and February 2007, shortly before the ECVET consultation phase. It is embedded in the general objectives of the European Commission and Parliament on enhancing mobility of apprentices (both young people and adults) within VET. The study mandate was to analyse the relationships between the characteristics of the European credit system for vocational education and training (ECVET), as proposed by the European Commission in its consultation document, and the existing regulations and practices of assessment, validation and certification as well as accumulation and transfer of learning outcomes in the national VET and qualification systems in Europe. The aims of the study include: Formulating qualified proposals as to how to design ECVET for possible subsequent implementation throughout Europe in accordance with national and regional rules and regulations; Identifying possible needs for support during ECVET implementation and application; Formulating recommendations for further actions at VET stakeholder levels in national and regional contexts."

"Only 6% of the adult population of Europe is engaged in a new business, compared with 13% in the US. That's why the European Commission is launching today the Watify platform together with ICT stakeholders. Its ambition? Promoting digital entrepreneurship by taking away these doubts, it's estimated that 1, 5 million additional jobs would be created in the EU Internet Economy, if the entire EU mirrors the entrepreneurship performance of the US or Sweden."

"In June 2010, the European Commission presented a ten-year vision for the future of vocational education and training in a Communication titled 'A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy' (COM(2010) 296 final). In December 2010, in Bruges (Belgium) the priorities for the Copenhagen process for 2011 to 2020 were set, establishing a vision for vocational education and training to be reached by the year 2020: attractive and inclusive VET; high quality initial VET; easily accessible and career-oriented continuing VET; flexible systems of VET based on a learning outcomes approach which cater for the validation of non-formal and informal learning; a European education and training area; substantially increased opportunities for transnational mobility; easily accessible and high-quality lifelong information, guidance and counselling services. Based on this vision a total of 11 strategic objectives were set for the period between 2011 and 2020 as well as 22 short-term deliverables for the first four years. There are a number of initiatives under development to enhance the transparency, recognition and quality of competences and qualifications, facilitating the mobility of learners and workers. These include the European Qualifications Framework (EQF), Europass, the European Credit System for VET (ECVET), and the European Quality Assurance Reference Framework for VET (EQAVET). "

This report analyses progress towards the short-term deliverables. The synthesis report indicates the overall trends and the progress of Member States. Separately published country fiches, concise information on VET systems, and statistical indicators, to be published in the beginning of 2013, will complement the report and provide further, specific data which will allow policy makers to consider concrete actions for development. 

This brochure gives an excellent overview of the running projects as well as of the upcoming H2020 ICT call 2 Technologies for better human learning and teaching.

European event on Open Data

This project sought to assist partner countries move to EQARF through transferring an online assessment tool, developed on a previous project to meet the needs of EFQM and ISO 9000, and adapting it to the requirements of national and other quality frameworks in use in these countries. By extending an already existing TQM model based on the requirements of both EFQM and EQARF, the ACES solution helps to allow a better approach to benchmarking in the VET sector across the EU. After the piloting of the solutionnacross the partner countries,a number of case studies were written up based on the findings of the testers.

There is a huge variety of eInclusion Intermediary actors and roles. Most of these actors belong to the public sector (58%) and mainly consist of public libraries, municipal/local government organizations and government-run telecentres. Third sector organizations make up almost 40% of the sample and include associations, charitable organizations, or foundations and NGOs combined. The private sector (6%) is mostly represented by private training organizations and cybercafés.  The majority of eInclusion intermediaries are small organizations with less than ten employees and operating budgets of less than €100,000. In addition, network membership seems particularly relevant as 60% of these organizations belong to one or more networks.  The services most often offered to users are a) ICT access to computers and the Internet (88% of the organisations offer this) and b) Basic ICT digital literacy training (80%). Employment-related training services are offered by half of the intermediaries. Finally, access to government and social services and access to online courses is offered by 45% of the organizations. The research estimated that there are almost 250,000 eInclusion organizations in the EU27, or an average of one eInclusion organization for every 2,000 inhabitants.