Implementation of new qualifications and competencies in Europe


European countries have taken action to align TVET training with current and future labour market skills needs

Some of the steps taken include:

  • Affording greater autonomy to VET providers to design curriculum and to tailor courses they provide in line with local labour market needs. For example, in Slovakia upper secondary VET providers can determine up to 42% of the content of the programmes that they offer, while in Slovenia VET schools can shape 20% of their curriculum in cooperation with companies and other regional partners.
  • Shifting the focus of training and assessments to learning-outcomes-based approaches – that is, what learners are expected to know and be able to do at the end of a learning process – rather than input-focused approaches, such as time spent learning. In several countries, the shift to learning outcomes has been accompanied by the implementation of competence-based approaches in teaching and learning.
  • Introducing new skills into TVET curricula in line with emerging labour market demands, including general subjects (such as maths, science, digital skills and languages) and transversal skills and competencies (such as problem solving, communication and teamwork).
  • Placing greater emphasis on workplace learning and practical skills acquisition, and making increasing use of skills demonstrations carried out in real work environments as part of student assessments.

(Cedefop 2022)



The BILT project is implemented by

International Centre for Technical and Vocational Education and Training

with support of

Federal Institute for Vocational Education and Training

and sponsored by

Federal Ministry of Education and Reserve

UNESCO-UNEVOC International Centre

for Technical and Vocational Education and Training

UN Campus, Platz der Vereinten Nationen 1

53113 Bonn, Germany


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