Enhancing the deve­lo­p­ment of skills in Europe

The European Union’s “Pact for Skills” calls both public and private stake­hol­ders to launch or streng­then coll­ec­ti­ve education and training initia­ti­ves. 3s supports the implementation.

The Pact for Skills is one of the flagship pro­gram­mes of the European Skills Agenda which aims to promote the deve­lo­p­ment of relevant skills in the face of struc­tu­ral changes such as digi­ta­li­sa­ti­on and the incre­a­sing importance of the green economy.

Together with Ecorys Europe, 3s is respon­si­ble for the imple­men­ta­ti­on of the “Support Services” of the initia­ti­ve which are designed to support relevant stake­hol­ders — such as mini­stries, education providers, research insti­tu­ti­ons, social partners and, last but not least, companies — in the imple­men­ta­ti­on of education and training initia­ti­ves. 3s is respon­si­ble for mapping and moni­to­ring coll­ec­ti­ve training initia­ti­ves, sup­port­ing four EU-wide sectoral skills part­ner­ships and providing expertise through several net­wor­king events, webinars and peer-to-peer learning events.


Project: Pact for Skills Support Services

Contact: Daniel Unterweger

Mail to daniel.unterweger@3s.co.at

Client: DG EMPL

Duration: 2022-2023, 2024-2025

Studies & Analyses

Comparing and reco­g­nis­ing VET qualifications

A new Cedefop project develops a practical metho­do­lo­gy to support the under­stan­ding, com­pa­ri­son and reco­gni­ti­on of foreign VET qualifications.

Studies & Analyses

Beginning of Studies in Austria: Evaluation of the Entry and Orientation Phase (StEOP)

3s is con­duc­ting a follow-up eva­lua­ti­on of the StEOP, which students are required to complete within the first four semesters. Particular focus is on the internal uni­ver­si­ty moni­to­ring systems.

Studies & Analyses

EU Common Training Frameworks – Which Professions Have the Potential?

The study, carried out on behalf of the European Commission, aims to identify pro­fes­si­ons that appear suitable for a Common Training Framework (CTF) across national borders.

Studies & Analyses

Quality assurance in formal CVET

In a study for Cedefop, a 3s-led con­sor­ti­um explores the complex and changing landscape of con­ti­nuing voca­tio­nal education and training (CVET) and its impact on quality assurance arrangements.

Studies & Analyses

Comparing and reco­g­nis­ing VET qualifications

A new Cedefop project develops a practical metho­do­lo­gy to support the under­stan­ding, com­pa­ri­son and reco­gni­ti­on of foreign VET qualifications.

Studies & Analyses

Beginning of Studies in Austria: Evaluation of the Entry and Orientation Phase (StEOP)

3s is con­duc­ting a follow-up eva­lua­ti­on of the StEOP, which students are required to complete within the first four semesters. Particular focus is on the internal uni­ver­si­ty moni­to­ring systems.

Studies & Analyses

EU Common Training Frameworks – Which Professions Have the Potential?

The study, carried out on behalf of the European Commission, aims to identify pro­fes­si­ons that appear suitable for a Common Training Framework (CTF) across national borders.

Studies & Analyses

Comparing and reco­g­nis­ing VET qualifications

A new Cedefop project develops a practical metho­do­lo­gy to support the under­stan­ding, com­pa­ri­son and reco­gni­ti­on of foreign VET qualifications.

Studies & Analyses

Beginning of Studies in Austria: Evaluation of the Entry and Orientation Phase (StEOP)

3s is con­duc­ting a follow-up eva­lua­ti­on of the StEOP, which students are required to complete within the first four semesters. Particular focus is on the internal uni­ver­si­ty moni­to­ring systems.

Studies & Analyses

Comparing and reco­g­nis­ing VET qualifications

A new Cedefop project develops a practical metho­do­lo­gy to support the under­stan­ding, com­pa­ri­son and reco­gni­ti­on of foreign VET qualifications.

Studies & Analyses

Beginning of Studies in Austria: Evaluation of the Entry and Orientation Phase (StEOP)

3s is con­duc­ting a follow-up eva­lua­ti­on of the StEOP, which students are required to complete within the first four semesters. Particular focus is on the internal uni­ver­si­ty moni­to­ring systems.