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  • 1.
    book.ebook
    ESQF in Practice [er]. European Asylum Support Office.
    Publication
    Luxembourg : Publications Office, 2021.
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  • 2.
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    How to use the ESQF throughout the training cycle [er]. European Asylum Support Office.
    Publication
    Luxembourg : Publications Office, 2021.
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  • 3.
    book.ebook
    ESQF practical guide [er]. European Asylum Support Office.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    This practical guide aims to explain what the ESQF is, how it is used by EASO and how it can be used by EU+ countries. It is intended to help users better understand its functions and utility as a practical tool which supports the implementation of an outcomes-based approach throughout the training cycle. The guide can be read in conjunction with the other elements of the information pack: The ESQF Questions and Answers pocketbook explains the key concepts of the framework; The Posters provide a visual reminder of how the ESQF can be used throughout the training cycle; Using the ESQF in practice pocketbook provides a recap of the practical uses of the ESQF.
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  • 4.
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    More perceptions, opinion survey on adult learning and continuing vocational education and training in Europe [er]. Volume 2, Views of adults in Europe. European Centre for the Development of Vocational Training.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    In this second volume on the findings of its second opinion survey on adult learning and continuing vocational education and training (CVET), Cedefop has analysed the views of more than 40,000 people aged over 25 in the European Union, Iceland and Norway. The aim is to see how different circumstances, such as age, level of education and occupation, influence views of adult learning and CVET. It shows that adults strongly support adult learning and CVET and have a firm belief in the benefits they bring. However, participation in adult learning and CVET is not determined so much by the positive image and attractiveness, but by the unique circumstances that individuals face in their working lives. To help people better, aspects of vocational education and training policy need a rethink.
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  • 5.
    book
    CSIRT capabilities in healthcare sector [er] : status and development. European Union Agency for Cybersecurity.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    In recent years, digitalisation has turned everything into something connected and smarter. However, while creating numerous opportunities for the European economy and society, technologies bring forward several new challenges. According to a recent study, cyber threats increase year over year, as the popularity of emerging technologies, such as Internet of Things (IoT), Artificial Intelligence (AI), big data, the large use of cloud computing, as well as connected devices, provide copious ways to invade an organisation. This report focuses on sectoral CSIRT capabilities status and development within the health sector since the implementation of the NIS Directive. The aim of the report is to offer insights on current incident response (IR) trends in order to draw practical recommendations about the development of IR capabilities in the health sector.
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  • 6.
    book
    More perceptions, opinion survey on adult learning and continuing vocational education and training in Europe. Volume 2, Views of adults in Europe. European Centre for the Development of Vocational Training.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    In this second volume on the findings of its second opinion survey on adult learning and continuing vocational education and training (CVET), Cedefop has analysed the views of more than 40,000 people aged over 25 in the European Union, Iceland and Norway. The aim is to see how different circumstances, such as age, level of education and occupation, influence views of adult learning and CVET. It shows that adults strongly support adult learning and CVET and have a firm belief in the benefits they bring. However, participation in adult learning and CVET is not determined so much by the positive image and attractiveness, but by the unique circumstances that individuals face in their working lives. To help people better, aspects of vocational education and training policy need a rethink.
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  • 7.
    book.ebook
    Europass digital credentials [er] : take the next step. European Commission. Directorate-General for Employment, Social Affairs and Inclusion.
    Publication
    Luxembourg : Publications Office, 2021.
    Edition
    1st edition.
    Summary
    Europass allows you to record your work and volunteering experiences, learning outcomes, achievements, awards, memberships and publications all in one online tool. Europass is available in 29 languages, and helps learners, workers, volunteers and jobseekers to manage each stage of their career and learning. Europass is a European Union (EU) online public service which was created in 2004.
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  • 8.
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    Europass Ψηφιακά Διαπιστευτήρια [er] : κάντε το επόμενο βήμα. European Commission. Directorate-General for Employment, Social Affairs and Inclusion.
    Publication
    Luxembourg : Publications Office, 2021.
    Edition
    1η έκδοση.
    Summary
    Το Europass σάς επιτρέπει να καταγράφετε τις επαγγελματικές εμπειρίες σας και τις εμπειρίες σας στον εθελοντισμό, τα μαθησιακά αποτελέσματα, τα επιτεύγματα, τα βραβεία, την ιδιότητα μέλους και τις δημοσιεύσεις σας σε ένα διαδικτυακό εργαλείο. Το Europass διατίθεται σε 29 γλώσσες, και βοηθά τους σπουδαστές, τους εργαζόμενους, τους εθελοντές και τους αιτούντες εργασία να διαχειρίζονται κάθε στάδιο της επαγγελματικής σταδιοδρομίας και της εκπαίδευσής τους. Το Europass είναι μια διαδικτυακή δημόσια υπηρεσία της Ευρωπαϊκής Ένωσης (ΕΕ) που δημιουργήθηκε το 2004.
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  • 9.
    book.ebook
    Europass Dijital Tanıtım Belgeleri [er] : Bir sonraki adımı atın. European Commission. Directorate-General for Employment, Social Affairs and Inclusion.
    Publication
    Luxembourg : Publications Office, 2021.
    Edition
    1.sürüm.
    Summary
    Europass çalışma ve gönüllü olma deneyimlerinizin, öğrenme çıktılarınızın, başarılarınızın, ödüllerinizin, üyeliklerinizin ve yayınlarınızın tümünü tek bir çevrim içi araç içerisinde kaydetmenize olanak sağlar. Europass 29 dilde mevcuttur ve öğrencilere, çalışanlara, gönüllülere ve iş arayanlara kariyerlerinin ve öğrenimlerinin her aşamasını yönetmelerinde yardımcı olur. Europass 2004 yılında oluşturulan çevrim içi bir Avrupa Birliği (AB) kamu hizmetidir.
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  • 10.
    book.ebook
    Digitale Europass-Zertifikate [er] : gehen Sie den nächsten Schritt. European Commission. Directorate-General for Employment, Social Affairs and Inclusion.
    Publication
    Luxembourg : Publications Office, 2021.
    Edition
    1. Ausgabe.
    Summary
    Mit dem Europass können Sie Ihre Arbeitserfahrungen und Freiwilligentätigkeiten, Lernergebnisse, Leistungen, Auszeichnungen, Mitgliedschaften und Veröffentlichungen in einem Online-Tool erfassen. Europass ist in 29 Sprachen verfügbar und hilft Lernenden, Beschäftigten, Freiwilligen und Arbeitssuchenden dabei, jede Phase ihrer beruflichen Karriere und ihres Bildungswegs zu planen. Europass ist ein öffentlicher Online-Dienst der Europäischen Union (EU), der 2004 geschaffen wurde.
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  • 11.
    book.ebook
    The new Europass [er] : take the next step. European Commission. Directorate-General for Employment, Social Affairs and Inclusion.
    Publication
    Luxembourg : Publications Office, 2021.
    Edition
    1st edition.
    Summary
    Europass is your personal online space to capture all your learning and work experiences. Highlight your skills, showcase your strengths and prepare to discover all the opportunities that Europe has to offer. Europass is available in 29 languages and offers tools that will help you manage each stage of your career and learning. Discover opportunities to take the next step in your learning or career across Europe.
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  • 12.
    book.ebook
    European Centre of Expertise (ECE) in the field of labour law, employment and labour market policies [er] : labour market policy thematic review 2019 : skills imbalances : Belgium. European Commission. Directorate-General for Employment, Social Affairs and Inclusion.
    Publication
    Luxembourg : Publications Office, 2020.
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  • 13.
    book.ebook
    Badanie terenowe w celu określenia czynników sukcesu w opracowywaniu strategii kształcenia i szkolenia zawodowego na poziomie regionalnym w Polsce [er] : raport końcowy. European Commission. Directorate-General for Employment, Social Affairs and Inclusion.
    Publication
    Luxembourg : Publications Office, 2020.
    Summary
    Celem przedstawionego badania było zidentyfikowanie głównych etapów i podmiotów w obszarze skutecznego formułowania, wdrażania i monitorowania strategii oraz systemowych „wąskich gardeł” na potrzeby określenia czynników sukcesu w opracowywaniu strategii kształcenia i szkolenia zawodowego (VET) na poziomie regionalnym w Polsce, ze szczególnym uwzględnieniem szkolnictwa zawodowego (iVET1). W oparciu o wstępny przegląd istniejących działań strategicznych prowadzonych we wszystkich regionach Polski oraz w oparciu o wywiady mające na celu określenie zakresu na poziomie centralnym wybrano trzy województwa do celów dogłębnej analizy: dolnośląskie, małopolskie i pomorskie. Faza badań w terenie składała się z 20 częściowo ustrukturyzowanych wywiadów indywidualnych (IDI) przeprowadzonych w każdym z trzech wybranych województw. Wśród respondentów znalazły się instytucje zarządzające regionalnym programem operacyjnym, przedstawiciele samorządów terytorialnych i instytucji centralnych na poziomie regionalnym, dyrektorzy szkół kształcenia zawodowego podstawowego oraz pracodawcy. Oprócz zbadania konkretnych procesów opracowywania strategii oraz zdolności regionalnych w tym zakresie zbadano sposób, w jaki województwa były w stanie przezwyciężyć wyzwania systemowe, takie jak decentralizacja odpowiedzialności zarządczej i finansowej szkolnictwa zawodowego na rzecz powiatów. Chociaż władze regionalne dysponują środkami finansowymi z regionalnych programów operacyjnych (RPO), mają one ograniczone uprawnienia w odniesieniu do szkolnictwa zawodowego. Dlatego też głównym problemem, przed jakim stoją polskie regiony przy kształtowaniu strategicznego rozwoju kształcenia zawodowego na swoim terytorium oraz opracowywaniu RPO, jest sposób osiągnięcia celów strategicznych przy ograniczonych uprawnieniach kierowniczych w stosunku do zdecydowanej większości szkół zawodowych i technicznych oraz w świetle politycznej i budżetowej niezależności powiatów i miast na prawach powiatu od województw.
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  • 14.
    book.ebook
    EASO annual training report 2020 [er] : executive summary. European Asylum Support Office.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    The EASO Annual Training Report 2020 provides an update on outcomes achieved throughout the year. These include reporting on training activities as well as milestones reached as the Training and Professional Development Centre (TPDC) implements its Training and Learning Strategy. This Executive Summary outlines the highlights.
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  • 15.
    book
    EASO annual training report 2020. European Asylum Support Office.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    This report highlights the main activities carried out during 2020 by the Training and Professional Development Centre (TPDC). These include training activities that were adapted to cope with the consequences of the COVID-19 pandemic as well as advancements in the implementation of the EASO Training and Learning Strategy. The Annual Training Report details the outcomes of EASO training activities and highlights recent developments. The Annual Training Report provides an annual update on outcomes achieved throughout the year. These include reporting on training activities as well as milestones reached as the centre implements improvements across all areas of the training cycle.
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  • 16.
    book.ebook
    EASO annual training report 2020 [er]. European Asylum Support Office.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    This report highlights the main activities carried out during 2020 by the Training and Professional Development Centre (TPDC). These include training activities that were adapted to cope with the consequences of the COVID-19 pandemic as well as advancements in the implementation of the EASO Training and Learning Strategy. The Annual Training Report details the outcomes of EASO training activities and highlights recent developments. The Annual Training Report provides an annual update on outcomes achieved throughout the year. These include reporting on training activities as well as milestones reached as the centre implements improvements across all areas of the training cycle.
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  • 17.
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    Επισκόπηση μαθητείας [er] : Κύπρος : προστιθέμενη αξία : αναθεώρηση του θεσμού της μαθητείας την Κύπρο. European Centre for the Development of Vocational Training.
    Publication
    Luxembourg : Publications Office, 2019.
    Summary
    Ή έκθεση αυτή παρουσιάζει τα βασικά ευρήματα και προτάσεις για τη βελτίωση της μαθητείας για τους/ τις μαθητευόμενους/μαθητευόμενες και εργοδότες/ εργοδότριες καθώς και για την αύξηση της ελκυστικότητάς της για την οικονομία και την κοινωνία στην Κύπρο. Με βάση τις πληροφορίες από μαθητευόμενους/ μαθητευόμενες, εκπαιδευτές/εκπαιδεύτριες, θεσμικούς παράγοντες, κοινωνικούς εταίρους και υπεύθυνους/ υπεύθυνες για τη χάραξη πολιτικής, η επισκόπηση εξετάζει τη Νέα Σύγχρονη Μαθητεία στην Κύπρο, η οποία παρέχει μία εναλλακτική πορεία εκπαίδευσης για μαθητές/ μαθήτριες που έχουν ολοκληρώσει την υποχρεωτική εκπαίδευση ή την προπαρασκευαστική μαθητεία. Έγιναν και γίνονται βελτιώσεις στη Νέα Σύγχρονη Μαθητεία, αλλά οι εθνικοί φορείς για τη χάραξη πολιτικής πρέπει να λάβουν αποφάσεις σχετικά με το ρόλο που επιθυμούν να διαδραματίσει η Μαθητεία στο κυπριακό σύστημα εκπαίδευσης και κατάρτισης. Ή έκδοση αυτή είναι η τελική έκθεση της επισκόπησης του Cedefop για τη μαθητεία στην Κύπρο, η οποία διεξήχθη μεταξύ Ιανουαρίου 2017 και Ιουνίου 2018 μετά από αίτημα του Υπουργείου Παιδείας, Πολιτισμού, Αθλητισμού και Νεολαίας. Αυτή η επισκόπηση της μαθητείας είναι μία από τις πολλές που διεξήγαγε το Cedefop μετά από αίτημα διαφόρων κρατών μελών.
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  • 18.
    book.ebook
    Европска рамка за секторски квалификации [er] : принципи и терминологија. European Asylum Support Office.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    Следните принципи и терминологија се наменети како помошен документ на Европската рамка за секторски квалификации (ЕРСК). Тие појаснуваат како конкретно се користат термините во ЕРСК и ги објаснуваат сеопфатните принципи што обезбедија информации за развојот на рамката.
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  • 19.
    book.ebook
    Evropski sektorski okvir kvalifikacija [er] : principi i terminologija. European Asylum Support Office.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    Principi i terminologija u nastavku osmišljeni su kao dokument za podršku Evropskom sektorskom okviru kvalifikacija (ESOK). Oni pojašnjavaju kako se izrazi konkretno koriste u ESOK-u i objašnjavaju sveobuhvatne principe koji su bili osnova za razvoj okvira.
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  • 20.
    book.ebook
    Blended learning for high quality and inclusive primary and secondary education [er] : handbook. European Commission. Directorate-General for Education, Youth, Sport and Culture.
    Publication
    Luxembourg : Publications Office, 2021.
    Summary
    This Staff Working Document is designed to accompany and support the Recommendation on blended learning for high quality and inclusive primary and secondary education. It provides research evidence and other information as a basis for both the legal text of the Recommendation and its subsequent supportive actions. It is also, as far as possible at the time of writing, a practical guide/handbook to help stakeholders understand the full potential of this topic and to support real and positive change across systems and across Europe. The document describes a vision for blended learning in school education from the perspective of the Digital Education Action Plan 2021-27 and European Education Area: its key ideas on inclusion and on Key Competence development as part of high quality school education. It describes how these ideas are connected to the concepts of a blended learning and innovation and change in education. It also provides a glossary and further explanation of relevant terms (see Chapter 2). In order to support the statements of the Recommendation and to support action stemming from its adoption, this document accompanying the proposal for a recommendation discusses recent evidence from research together with European stakeholder opinions and experiences (see Chapter 3). Examples of existing policies and projects supporting blended learning are provided. However, given that this is an evolving field in school education – particularly in the context of school site closures due to the COVID-19 pandemic – it should be acknowledged that new evidence and perspectives are constantly emerging. The document also outlines considerations for legislation and a number of existing EU frameworks and tools that can inspire and support change at school, regional, national and EU level, together with suggestions for monitoring and evaluating future developments (See Chapter 4). Finally, based on the evidence and examples provided in the other chapters, the document presents a framework for blended learning outlining a set of challenges and examples of good practice on 10 specific areas (see Chapter 5).
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