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Summer Learning is a Cornerstone of Student Success
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Summer Learning is a Cornerstone of Student Success

Why a school district’s summer semester programming is a critical piece of their year-long academic strategy.

Latest Dispatches

EdLeader Promise: Where Innovation Meets Inspiration
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EdLeader Promise: Where Innovation Meets Inspiration

The true power of the EdLeader Promise Network resides in its member districts—the educators, leaders, and board members who show up ready to learn, share, and push each other forward.

Schools of Thought Blog
What We Learn in the Fire: Emerging into the Light
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What We Learn in the Fire: Emerging into the Light

A seasoned educational leader shares how career setbacks become a transformative “crucible” that teaches essential lessons about resilient, authentic leadership.

Schools of Thought Blog
European Agency Statistics on Inclusive Education
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European Agency Statistics on Inclusive Education

European Agency Statistics on Inclusive Education admin Fri, 09/16/2022 - 12:22 EASNIE’s data collection activity (EASIE) provides focused data that informs country policy priorities and the European Commission’s strategic objectives on inclusive education, and the implementation of the United Nations’ Sustainable Development Goal 4. children’s/learners’ rights data collection policy analysis policy development Language English

European Agency for Special Needs and Inclusive Education
Assistant in Operational Departments
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Assistant in Operational Departments

Vacancy { “service”: “sbkm”, “version”: “2.0”, “display”: “icons”, “networks”: [ “facebook”, “x”, “linkedin”, “email” ], “selection”: false, “shortenurl”: false, “color”: false } Assistant in Operational Departments Cedefop/2021/02/AST Notice of vacancy for External and Interagency candidates for the post of Assistant in Operational Departments. Cedefop invites applications for the position of Assistant in Operational Departments, Temporary Agent. Applications must be submitted on-line from the following link: on-line application, through the procedure: Cedefop/2021/02/AST. For External applicants, the grade offered is AST 2. For Interagency applicants, the grade offered is AST 2 - AST 3. To be eligible for interagency mobility, you must satisfy all of the following requirements on the closing date for submission of applications and on the day of filling the vacant post: be employed in one of the EU agencies in function group and grade AST 2 - AST 3; have at least two years completed service within your current agency; have successfully completed the probationary period provided for in Art. 14 of the CEOS in the relevant function group. Deadline for applications: Thursday 03 June 2021 at 13:00 Greek time (CET+1). Archived on 01/04/2025 Vacancy type Temporary agent Status Completed Official Publication Date 06/05/2021 Application start date 06/05/2021 Closing date 03/06/2021 Reference Cedefop/2021/02/AST Downloads VN-Assistant Operational Departments EN

CEDEFOP - European Centre for the Development of Vocational Training
September is here: how VET schools in Europe are reopening
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September is here: how VET schools in Europe are reopening

22 SEP 2020 Blog article { “service”: “sbkm”, “version”: “2.0”, “display”: “icons”, “networks”: [ “facebook”, “x”, “linkedin”, “email” ], “selection”: false, “shortenurl”: false, “color”: false } September is here: how VET schools in Europe are reopening Starting the school year 2020/21 in the midst of a pandemic poses a host of new challenges for schools, teachers and training providers. The coronavirus pandemic in early 2020 meant that vocational education and training (VET) schools in Europe had to resort to extended closures and convert physical classrooms and work-based learning spaces into digital learning environments overnight. With the start of the new school year, most European countries are reopening their VET schools under specific protective guidelines for practising social distancing, reinforcing hygiene measures, and ensuring school premises are disinfected and well-ventilated. Cedefop’s network of ambassadors tackling early leaving from VET shared their insights into the measures taken by 16 European countries (Austria, Belgium, Cyprus, Finland, Germany, Greece, Hungary, Ireland, Italy, Lithuania, Malta, Portugal, Romania, Spain, Turkey and the United Kingdom) for the reopening of VET schools and the challenges that VET providers and practitioners are facing in implementing them. Most countries have opted for a hybrid system with a blend of physical and virtual learning. This gives schools the freedom to choose the best combination, such as alternating between morning and afternoon classes (in Hungary and Belgium); allocating certain days of the week to online learning (in Finland and Italy); or teaching certain subjects online (in Portugal and Spain). Most countries allow distance learning for teachers, students and their families if they are at higher risk due to serious pre-existing health problems. VET providers and principals are establishing and testing out a ‘new normal’ for schools. They have faced challenges in the past – the 2008 economic recession, the H1N1 pandemic – but nothing to the extent of the coronavirus fallout. Teachers are faced with a Herculean task. The lost learning time students suffered from the abrupt move to distance learning needs to be addressed, particularly for student populations with special needs or of low income. Instruction must be flexible as schools face the prospect of applying an unfamiliar hybrid learning system, or should a spike in Covid-19 cases force schools to return to remote learning. VET providers and practitioners must be supported with all the necessary tools and resources to overcome these challenges, and to be able to keep motivating students in their learning journey in a context marked by uncertainty, dire labour market projections and other economic and social consequences of the pandemic. A renewed emphasis on effective professional development for teachers and trainers will be crucial in helping students make up for lost instruction time. The professional development they need now should focus on building a growth mindset of resilience, and increasing their comfort with uncertainty and their flexibility to deal with rapid changes. Being able to apply inclusive teaching practices for all students, supporting learners at risk, and tackling early leaving, are all areas of particular interest to policy-makers and practitioners who fear a dramatic increase of the early leaving rates from education worldwide. Check out Cedefop’s VET toolkit for tackling early leaving. Join our community of ambassadors tackling early leaving from VET. Author Irene Psifidou, Josefina Sotomayor Themes and subthemes VET knowledge centre VET for youth - Teachers and trainers © iStock/FatCamera

CEDEFOP - European Centre for the Development of Vocational Training
Coronavirus: Distance learning increases dropout risk for vulnerable learners
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Coronavirus: Distance learning increases dropout risk for vulnerable learners

03 JUN 2020 Blog article { “service”: “sbkm”, “version”: “2.0”, “display”: “icons”, “networks”: [ “facebook”, “x”, “linkedin”, “email” ], “selection”: false, “shortenurl”: false, “color”: false } Coronavirus: Distance learning increases dropout risk for vulnerable learners Cedefop’s ambassadors for tackling early leaving from education and training call for further support to address the needs of learners at risk and ensure their equal access to quality distance learning. The coronavirus pandemic disrupted the education and training of an entire generation of vocational education and training (VET) learners. Those already at risk – from disadvantaged socioeconomic backgrounds, migrants and from ethnic minorities, learners with disabilities and special education needs – often find themselves out of school. With schools being closed, they risk falling further behind, while further disruption to their learning is imminent if distance learning is not ensured. At the same time, they are at increased risk of violence, abuse and neglect, as families and households are locked down. Examples of initiatives from seven European countries in Cedefop’s new report show the efforts made to ensure that learning continues for all VET learners, as well as to support VET teachers and trainers who had to convert physical classrooms and working places into digital learning environments overnight. According to the report, VET teachers and trainers face challenges such as no access to equipment and internet connection required to offer distance learning; lack of digital skills and competences to make efficient use of the platforms; poor experience in creating digital teaching content; no experience in e-learning and other distance learning pedagogies in VET, especially for teaching practical components; concerns over privacy issues, copyright and data protection. The report also points out that learners at risk, not participating in distance education, disconnect for a longer period and may eventually drop out of their VET programme. Prior to the pandemic, European countries had made significant progress in lowering the rates of early leaving from education and training, results which should be sustained in the post-coronavirus era. Cedefop’s VET toolkit for tackling early leaving has never been more important in supporting policy-makers and VET practitioners to prevent early leaving. Cedefop will continue work in this field to support the European Commission, Member States and social partners in implementing the newly adopted Council Conclusions on European teachers and trainers for the future (European Council, 25 May 2020), recognising teachers and trainers as an indispensable driving force of education and training and acknowledging their commitment during the current crisis. Join our community of ambassadors tackling early leaving from VET. Just published Digital gap during COVID-19 for VET learners at risk in Europe. Digital gap during COVID-19 for VET learners at risk in Europe (Summary in English) EN Fossé numérique pendant la COVID-19 pour les apprenants de l’EFP en risque de décrochage en Europe (Summary in French) FR Brecha digital durante COVID-19 para estudiantes de FP en riesgo en Europa (Summary in Spanish) ES Ψηφιακό χάσμα κατά τη διάρκεια του COVID-19 για τους εκπαιδευόμενους που διατρέχουν κίνδυνο πρόωρης αποχώρησης από την ΕΕΚ στην Ευρώπη (Summary in Greek) EL Divario digitale durante la pandemia di COVID-19 per gli studenti a rischio di abbandono precoce dell’IeFP in Europa (Summary in Italian) IT Author Irene Psifidou Themes and subthemes VET knowledge centre VET for youth - Teachers and trainers © Shutterstock/Jacob Lund

CEDEFOP - European Centre for the Development of Vocational Training