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This report is intended to provide the basis for debate about the development of a learning society and about ongoing reforms to the vocational training systems among member states of the European Union. Its further intention is to stimulate action to enhance access to training programmes in European economies. The report comprises an analysis of existing programmes and initiatives, an examination of further steps that need to be taken and a set of conclusions, guidelines and objectives. Show less

In 2019, the European Commission and CEPS (Centre for European Policy Studies), conducted a study on mapping opportunities and challenges for micro and small enterprises in offering their employees up- and re-skilling opportunities. Up- and re-skilling are necessary to face changes in the labour market, led by important transformations such as digitalisation, ageing population and climate change. In addition, the recent [Coronavirus Disease 2019] COVID-19 crisis has reinforced some of the existing trends transforming the labour market, like digitalisation, and made the need for continuous up- and re-skilling even more evident.

This guidance pack draws on the results of the study and presents information, recommendations and additional resources for intermediary organisations such as chambers of commerce or education and training providers, and social partners to support micro and small companies in up- and re-skilling.

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The present survey analysis summarises the findings of 93 interviews conducted among large European enterprises (81) and a number of labour- and business associations (12) on challenges and practices related to competence development. The survey is a key part of the preparations for the first upcoming European Business Forum on Vocational Training and services the following purposes: a knowledge base for drawing up the agenda and identifying suitable speakers; a basis for identifying workshop topics; input for the background notes that will help steer the debate on the most important issues related to competence development in workshops; and together with the Forum conclusions, it will provide input for a final assessment of challenges, trends, solutions and best practices in the area of competence development in large European enterprises.

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The main focus of the EUROTECNET program was on providing the European workforce with competencies to enable maximum benefit to be gained from new technologies. Workers required not only technological skills, but social, organisational and business competencies as well. The program involved a national reflection during 1992-1993 by the Member States of the European Union (EU), on critical issues related to the design of a flexible training model aimed at a new integration of work and learning. Through this reflection, the area of continuing vocational training emerged as the area of greatest need across the EU. The program was re-focused and four priority fields were identified for its final two years. These fields were innovative training needs analysis with a special focus on core competencies, transfer of innovative methodologies for the planning and management of training in the framework of human resources development, training providers as innovative service centres for enterprises, and innovative pedagogical methodologies and approaches. The results of the work by the projects in each of these areas was incorporated in four individual reports and these are synthesised in this document. Show less

This conference paper focuses on training provided by firms. Many empirical studies demonstrate considerable variation across countries and across socio-economic groups in training participation rates, with Nordic countries showing higher participation than Southern European countries, and low-educated and older workers generally participating less than other groups in training activities. To investigate the reasons for this situation, the authors examine both the theoretical underpinnings and the empirical evidence in support of the under-provision of training. Under-provision is used to denote when 'training is below its efficient level, which equalises marginal social benefits to marginal social costs'. The authors argue that, if firms invest in general training, important evidence on under-provision can be gathered by examining the relationship between investment in training and labour turnover. They find evidence of a 'statistically significant and positive relationship between employer-provided training and subsequent turnover' for Denmark, Belgium, France and the UK. In the remaining countries the relationship is either not statistically significant or negative and statistically significant, as in the case of Finland. The evidence that, in no country except Finland, training significantly decreases the quit rate is suggestive of under-provision. The authors suggest that policies which aim at increasing the level of training above the market level should be designed to affect either supply or demand, or both.

Selected papers from the conference are indexed from TD/TNC 87.81 to TD/TNC 87.84. Show less

This document explains how the [European Union] EU and its partners are improving vocational education and training (VET) to make them relevant to current and future labour markets. Work-based learning, access to VET, ongoing training for teachers and recognition of skills and qualifications are expected to help drive jobs and growth. The New Skills Agenda for Europe and the Riga Conclusions lay the foundations for this process. Progress in achieving the goals set out will be monitored by CEDEFOP and the [European Training Foundation] ETF.

The key deliverables outlined in the document are: (1) promote work-based learning in all its forms, with a special focus on apprenticeships, by involving social partners, companies, chambers and VET providers, and by stimulating innovation and entrepreneurship; (2) further develop quality assurance mechanisms in VET in line with the [European Quality Assurance in Vocational Education and Training] EQAVET Recommendation and, as part of quality assurance systems, establish continuous information and feedback loops in [initial] I-VET and [continuing] C-VET systems based on learning outcomes; (3) improve access to VET and qualifications for everyone through more flexible and open systems, notably by offering efficient and comprehensive guidance services and validating nonformal and informal learning; (4) provide an added boost to key competences in VET curricula and offer more effective opportunities to acquire or develop these skills through I-VET and C-VET; and (5) introduce systematic approaches to, and opportunities for, initial and continual professional development of VET teachers, trainers and mentors in both education and work-based settings.

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Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). The consultation involved each Member State, candidate countries, Iceland and Norway, as well as European civil society organisations. This report is the country report from Hungary. It includes comments on the Memorandum’s six key messages, an outline of new and innovative policies and practices concerning lifelong learning in Hungary, the main challenges and obstacles in the implementation of lifelong learning, possible indicators for evaluating lifelong learning, the national priorities, and proposals for elements to be included in the Memorandum.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

Following the publication of ‘A memorandum of lifelong learning’ in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’. The consultation involved each Member State, candidate countries, Iceland and Norway, as well as European civil society organisations. This report is from the European Vocational Training Association (EVTA). It summarises the findings of reports by, and opinions of, bodies affiliated with EVTA. The contents are: Introduction; Opinion on key objectives in EC-memorandum; Additional key messages for lifelong learning - making the most of experience gathered by vocational training establishments; Guidelines and measures to be implemented to follow up on the Memorandum.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

This report contends that Europe is in transformation and that the crisis has wiped away years of economic and social progress and exposed the weaknesses in the economy leading to need to collectively, as the European Union (EU), take charge of the future. Europe 2020 revolves around three interconnected priorities: (1) smart growth (developing a knowledge and innovation based economy); (2) sustainable growth (promoting resource efficiency and competitiveness in a greener economy); and (3) inclusive growth (fostering social and territorial cohesion in a high-employment economy). The report describes a number of headline targets, including: (1) 75 per cent of work-able people to be employed; (2) three per cent of the EU’s gross domestic product (GDP) should be invested in research and development; (3) early school leavers should number no more than 10 per cent and at least 40 per cent of the younger generation should have a tertiary degree; and (4) 20 million fewer people should be at risk of poverty. A list of initiatives are given to help member states deliver the 2020 goals. These initiatives are divided into EU level actions and Member State actions. The report gives a strategy for exit from the current crisis in pursuance of its long-term goals. The report concludes with a list of decisions to be made at the European Council’s spring meeting for 2010. Show less

The 'Rethinking education' communication aims to help Member States by setting out a range of fields in which the efficiency and effectiveness of education and training systems can be improved. In this context, given the importance of the teaching professions for learning outcomes, and the large proportion of national education budgets that is spent on them, it is essential to identify policies that reinforce the recruitment, initial education, induction and continuing professional development of teachers and trainers; the practice of school leadership; and the profession of teacher educators. The teaching professions include all those who teach, educate, manage learning, or educate educators in the following education fields: early childhood education and care; compulsory education; vocational education and training; and adult education. This document applies to all these professionals (except where otherwise stated) and highlights the evidence base for the corresponding policy proposals outlined in the communication 'Rethinking education'. The findings aim to support and encourage Member States to consider a number of priority areas for action and investment in teaching professions to achieve necessary reforms, taking into account the current socioeconomic crisis.

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