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In an age characterised by internationalisation and technological change, an understanding of the perspectives, priorities, and good practices of other nations is becoming increasingly essential to success at the international level. These issues have become important for vocational education and training (VET) as well and this publication contains contributions from Europe, Australia and the United States (US) representing a range of perspectives on the internationalisation of VET. These papers also provide a working document for the CEDEFOP/ACIU (Danish Centre for International Training Programmes) conference on ‘Internationalising vocational education and training in Europe’, 25-27 May 2000. The papers are: Internationalisation of vocational training in Europe / Margrethe Vestager; International employees plead for education and assistance in adjusting to living in foreign cultures / Jean R. McFarland; Globalisation and internationalisation: two conflicting discourses? / Karen Risager; Trends in the internationalisation of qualifications / Tim Oates; Internationalisation - what are the possibilities? / Jorn Sogaard; Education and training in times of globalisation / Michael Brater; The international challenge for vocational education and training / Kim Moller; Qualification development of internationally active skilled workers - from mobility of labour to ‘virtual mobility’ / Peter Wordelmann; Trainer exchanges: a staff development opportunity / Marilyn Young; Internationalisation as a challenge for vocational colleges in Europe / Ronald Monch; The internationalisation of vocational education and training: the Australian experience / Tony Crooks; All of us must have a dream… / Riccardo Petrella, interviewed by Norbert Wollschlager.

Selected papers are indexed from TD/TNC 65.432 to TD/TNC 65.440. Show less

The widespread introduction of information and communication technologies (ICTs) has had a significant impact on the skills required in the workplace. As a consequence, there is a need to train people to work directly with new technologies and also to adjust to the accompanying changes in working life. This report presents a critical review of recent and emerging research on the need for competences in response to the introduction of ICTs. Its aim is to inform the development of policies for vocational education and training (VET), particularly within the context of the European employment strategy. The report emphasises the need for VET programs to equip individuals with the wide range of skills needed to work in environments where ICT has been introduced. The authors explore a range of important issues that are relevant to the debate on competence needs. They examine the knowledge-based economy, new organisational forms in which ICT has transformed work, for example telework, distributed workplaces, ‘virtual’ organisations, and informatisation, or the ability of new technology to create work-related information while the work is being performed. They discuss the challenges associated with identifying skill shortages, education and training needs, and addressing the segmentation of the labour market in sectors that make use of ICT. In conclusion, the role of ICTs in the learning organisation is explored and it is suggested that VET strategies should address the entire range of learning needs created by these innovative organisations. Show less

The European Centre for the Development of Vocational Training (Cedefop) was established in 1975 and provides information on vocational education and training (VET), promotes and interprets research and identifies innovation, supports the specific needs of Cedefop's partners and provides forums for debate and links between policy makers, social partners, researchers and practitioners. The work program for 2001 provides a coherent approach to VET within its medium-term priorities for 2000-2003. In 2001 Cedefop will undertake an external assessment of its performance and impact and take into account the outcomes. Cedefop's activities in 2001 will continue within the four themes of: (i) promoting competences and lifelong learning; (ii) facilitating new ways of learning for a changing society; (iii) supporting employment and competitiveness; and (iv) improving European understanding and transparency. Show less

This paper reports on a project which set out to develop a set of indicators which would enable an improvement in the understanding of the effectiveness of vocational education and training (VET). Specifically, it set out to develop a new set of indicators that are concerned with the effectiveness of training. The paper is structured as follows: the first section contains a brief introduction; section two outlines the European Union (EU) policy on training; section three covers the methodology; sections four to six present UK indicators for initial vocational education and training (IVT) using the British Household Panel Survey (BHPS), vocational education and training for the unemployed (UVT) and continuing vocational education and training (CVT) from the BHPS, and indicators from the European Community Household Panel (ECHP) survey, respectively; and section seven outlines the proposals for new indicators of training effectiveness.

Related documents are indexed at TD/TNC 72.457 and TD/TNC 72.458. Show less

The objective of this publication is to present an overview of the vocational education and training (VET) system in Iceland. It reflects the fact that VET has developed in Iceland mainly in the 20th century, especially the latter half. Important sections of the Iceland VET system are based on Danish models, however during recent decades the development has been marked by an uncertainty with regard to the integration of academic study and vocational study in the same educational institutions. It is suggested that the balance, hitherto in favour of academic study, may well shift in favour of VET studies. Show less

This paper reports on a project which set out to develop a set of indicators which would enable an improvement in the understanding of the effectiveness of vocational education and training (VET). Specifically, it set out to develop a new set of indicators that are concerned with the effectiveness of training. The paper is presented in five sections: the first section provides the introduction; section two examines priorities in relation to education and training identified by the European Commission; section three focuses on the methodology; section four presents a selection of indicators derived from the European Community Household Panel (ECHP) Survey Wave 2; and the final section presents some proposals for ‘ideal’ indicators, together with some suggestions for indicators from the transition module in the Labour Force Survey (LSF).

Related documents are indexed at TD/TNC 72.457 and TD/TNC 72.459. Show less

The European Commission's White Paper 'Growth, competitiveness and employment', released in 1994, refers to the use of a system of 'training credits' which would provide young people with training vouchers to be spent throughout their working lives to gain new knowledge and update their existing skills. This report is the result of a pilot study to assess the use of vouchers to fund different types of training within the European Union (EU). The focus is on post-compulsory secondary level education (initial and continuing training both work and non-work related) rather than compulsory or higher education. The report discusses issues related to the use of vouchers and similar mechanisms to fund or partially fund individual participation in vocational education and training (VET). Show less

In 1997, the European Centre for the Development of Vocational Training (CEDEFOP) began a project to produce financing portraits of the vocational education and training (VET) systems within the individual Member States of the European Union (EU). This report focuses on Ireland and provides a qualitative description of the movement of funding through VET structures, identifying funding sources and allocation mechanisms. This information is combined with quantitative data on expenditure for different training types, particularly initial vocational training, continuing vocational training and training for the unemployed. As there is no legal definition of vocational training in Ireland, for the purposes of this report, all programs with a vocational emphasis undertaken after compulsory schooling have been included within the scope of vocational training. The authors also stress that the data provided in the report is not comprehensive for all VET funding in Ireland due to the lack of a comprehensive, reliable source. However, the information presented for initial training and training for the unemployed is representative of the majority of these types of training as nearly all of it receives public funding. Show less

The 'Berlin Memorandum on the Modernisation of Vocational Education and Training' is a strategic paper prepared by the advisory committee of the Berlin Senate's Department of Labour, Vocational Education and Training and Women's Affairs, in September 1999. The document provides an analysis of vocational education and training and employment policies. It identifies existing problems and presents approaches for addressing these shortcomings as a starting point for discussion. Seven guidelines have been developed to assist the German vocational education and training system adapt to the social and technological challenges of the coming decades. The Berlin Memorandum was handed over to the Federal Ministry of Education and Research, which plans to take the memorandum into account in its current work. This article provides a summary of the Memorandum's main points. Show less

Within the broad perspective of public sector transformation in Europe, vocational education and training (VET) has experienced organisational restructuring, the introduction of market principles and, in some cases, privatisation during the past decade. This report examines a number of public sector changes with a focus on the Netherlands and Sweden. The Dutch analysis focuses on organisational changes and their underlying rationale. The establishment of regional training centres (ROCs) leading to a dramatic decrease in the number of publicly funded VET institutions is used as an example of the reorganisation of public organisations. The Swedish case analysis focuses on political processes and uses the example of the corporatisation of the Swedish public training provision system, the AmuGruppen. This case illustrates the deregulation and market orientation of an organisation, formerly a public body with an almost monopolistic position. The first part of the report gives a general introduction to the reforms of the provision of public services and the following two sections present the case analyses. Show less