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This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: Buchtemann and Soloff attempt to add to the knowledge about the actual links and intermediary variables between human capital investment and economic outcomes; Wurzburg considers issues in financing vocational education and training in the EU, focusing in particular on the questions as to how it can be made affordable; Gasskov looks at the range of financial incentives to increase investment by employers in vocational education and training; West, Pennell and Edge focus on the creation of Training and Enterprise Councils (TECs) in England and Wales; Venna questions the possible role of the government in work-oriented training; Atchoarena describes the approaches taken to training in Latin America; Davis provides some insights on some of the factors that influence investment by enterprises in continuing training; Gijsberts looks at the issues and options facing the Russian Government in the financing of vocational education and training; Gorner and Hagedorn provide insights into the employers’ associations’ position on, and the trade unions’ perspective on options for financing vocational training in Germany.

For individual entries see TD/INT 56.29 to TD/INT 56.37. Show less

This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: Brumhard looks at the technical, economic and social developments that are generating a growing need for education and vocational training and thus also for suitable teachers and trainers; Proenca notes that training capacity cannot be increased or its quality upgraded without trainers; Debaty notes the conflict between teachers and trainers seems of little purpose given that new training and self-directed learning resources are redefining the trainer's role in the educational process; Graham describes the new approach to set a framework for occupational standards and vocational qualifications throughout industry and commerce in a bid to improve the quality of the British workforce; Pettigrew and Hendry provide a brief synopsis of the results of a series of research projects on human resource change carried out at the Centre for Corporate Strategy and Change, University of Warwick; Liepmann highlights the debate on the identification, learning and teaching of key skills that emphasises their importance for the training process; Leclercq states that the future of multi-media training is in the hands of the trainers and attempts to show the nature of the changing situation, identifying the need for new-style trainers and an overhaul of their professional expertise; Hulshoff illustrates areas of in-company training methods which influence the quality of the continuing training of managers and employees; Selka describes the contribution of the Bundesinstitut fur Berufsbildung in the light of constant changes in job content and demands at the workplace; Munch looks at the major role played by initial and continuing trainers in the economic and social development of the European Community; de Blignieres-Legeraud and Deret describe the development of products and technologies, occupations and methods of labour organisation and the complexity of the problems which these developments raise that are leading to a redeployment of the role and sphere of continuing training, characterised by a much greater assimilation, in organisational and strategic terms, into company policy; Danau describes the actions related to training of trainers which have been taken in the framework of the EUROTECNET programme; Tirados reports on a recent research study, which attempts to conduct an exhaustive analysis of the training needs of teaching personnel in secondary and technological education in Spain; Sorensen, Elle and Hedegaard report on Denmark's work on the training of trainers project (PETRA, strand 4).

For individual entries see TD/INT 56.122 to TD/INT 56.135. Show less

This was the first European electronic training village, a site dedicated to bringing experts in all the aspects of the field of vocational training together to share the latest information and to generate synergistic problem-solving.

The site contained links to a newsagent (latest news), library (download and read free publications, access to the European Research Directory, the terminological database and the CEDEFOP institutional database, use the search engine to find information on a particular topic), listserv row (join a discussion group), speakers' corner (voice your opinions and read the opinions of others), community centre (who's who and contact details), software house (the necessary software for participating in village activities), the pub (chats are regularly scheduled), conference centre (register and attend a virtual conference), CEDEFOP factory (latest projects and research) and training organisations (links to international, European and national training bodies). Show less

'The value of learning' is the third in the Cedefop series of reports on vocational education and training (VET) research. It covers three broad themes, published in three volumes: impact of education and training; the foundations of evaluation and impact research; and evaluation of systems and programmes. This volume of the background report gathers contributions on recent evaluations of education and training systems and reforms and uses case studies to provide an insight into current evaluation practices in several European countries and to assess the results of international programs and initiatives supported by the European Union (EU). It contains: Evaluating the impact of reforms of vocational education and training: examples of practice / Mike Coles; Evaluating systems reform in vocational education and training: learning from Danish and Dutch cases / Loek Nieuwenhuis, Hanne Shapiro; Evaluation of EU and international programmes and initiatives promoting mobility: selected case studies / Wolfgang Hellwig, Uwe Lauterbach, Hermann-Gunter Hesse, Sabine Fabriz; Consultancy for free?: evaluation practice and culture in the European Union and central and eastern Europe: findings from selected EU programmes / Bernd Baumgartl, Olga Strietska-Ilina, Gerhard Schaumberger; Quasi-market reforms in employment and training services: first experiences and evaluation results / Ludo Struyven, Geert Steurs; Evaluation activities in the European Commission / Josep Molsosa.

The three volumes of the background report are indexed from TD/TNC 84.261 to TD/TNC 84.263; individual papers from these volumes are indexed from TD/TNC 84.264 to TD/TNC 84.283. The synthesis report from this third series is indexed at TD/IRD 88.32; its executive summary is indexed at TD/TNC 84.259. Show less

This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: Tavitian discusses the gradual evolution of the Community dialogue since 1985, linked with the preparations for the Single Market and looking at the challenges the this dialogue presents; Theunissen explores the position that as an integral part of the social and economic construction process, vocational training can be seen as being at the very heart of different and contradictory trends; Moore notes that skill shortages combined with, in a number of member countries, falling numbers of young people and the accelerating pace of technological change all add up to a very serious situation; Piehl discusses the growing importance of social partners at the European level, social tripartisanism at the four policymaking levels of the future European Union, practical tripartisanism in the field of vocational training at CEDEFOP and future prospects; Auer briefly outlines the roles played by the two sides on industry and government in the continuing training system of five European countries; Mallet examines the extent to which the assertion that there is now little doubt that the forward management of employment and human resources provides a solid base for training policies is valid, and goes on to show those circumstances in which it is not just acceptable but actually of use; Kristensen notes that in countries where local areas are allowed some autonomy, it can have fatal consequences if the State tries to correct its vocational training policy on the basis of general ideas on what role the system of vocational training played in the past, and what role it ought to have in the present and the future; Germe looks at the role of training partners, the State and the social partners and focuses on the issue of the construction of a new type of link between vocational training and employment in which every partner's role has to be reformulated; Capecchi looks at a number of projects connected with vocational training and goes on to show that one of the main reasons for the success of these projects has been the coordinated work of a number of public and private partners; Onstenk discusses a number of problems arising in connection with an attempt to break down traditional divisions between industry and initial vocational training; Marques discusses the problem of the role of agents defining education and training policies in Portugal that lie in establishing policies for both education project organisation and management; Schmid summarises the arguments for and against the dual system of initial vocational training and puts them to an empirical test; Weegmann focuses on a complex system of institutionalised cooperation between government and the two sides of industry based on joint responsibility which has evolved in Germany; Lam and Marsden explore some of the evidence for underutilisation of skilled personnel in British industry, and possible reasons for it.

For individual entries see TD/INT 56.93 to TD/INT 56.106. Show less

This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: d'Iribarne traces trends in European education and vocational training policy from the Treaty of Rome to the present day; Ruberti looks at the Union's vocational training policy; Clemenceau cites the aims of vocational training policy in relation to the Treaty on European Union and the main orientations of the Leonardo programme; Kastrissianakis outlines the achievements of the European Social Fund (ESF); Petrella addresses the four snares within which an ever more liberalised, deregulated, privatised and competition-driven market economy has imprisoned vocational training policy; Planas and Casal evaluate the European Social Fund (ESF) projects and programmes; Seyfried examines the significance of the Community initiatives 'Human resource' of the European Social Fund; Lorenzen reports on the development of two projects which were devised by young people and their trainers in training centres in Germany, Spain, Italy and Denmark from 1991 to 1994; Lenske comments on the organisation of binational pilot projects for the vocational training of young foreigners; Freitas looks at programmes to promote cooperation and mutual exchange of knowhow among local authority officers of cities in Europe dealing with ethnic minority policies; Sorge analyses the way international comparative research is conducted.

For individual entries see TD/INT 55.224 to TD/INT 55.234. Show less

This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: Hardenacke looks at the need for a comprehensive base of information for the German system of initial vocational training and continuing vocational training; Cowan and Brown outline the range of information services provided by the Employment Department in meeting information needs, in particular, focusing on two specific networks: The Skills and Enterprise Network and The Good Practice Series; Transcript of an interview Andre and Theunissen on aspects of information with reference to vocational training; Transcript of an interview with Lenain outlining the need for information, how it is delivered and used at BSN; d'Iribarne defines the information needs of research scientists and the need for ways of accessing and disseminating information on vocational training in Europe; Benedek examines the information background to the decision-making processes, the nature of information on vocational training and the issue of how different systems may be compared; Frederix and Mensen describe information which is essentially structured to serve the general public, against the background of recent EURES projects which aim to promote placement in the international labour market; de Sousa Fialho takes the position that vocational training is an investment, and that it is important to formulate a clear and systematic policy to set priorities with one of the essential factors being statistical information of every kind.

For individual entries see TD/INT 56.69 to TD/INT 56.77. Show less

The preservation of the historical memory of the development of the European Union (EU) and its policies, which have helped to mould European history for almost 60 years, has never been more important in a world of rapid change. The growth of 'fast' publication of documents in print or on the various websites of Europe is alarming. A Eurolib working group on EU grey literature was set up in 2010. This first Eurolib working paper presents the major findings and recommendations issued after a detailed analysis.

Published abstract reprinted by permission of the copyright owner. Show less

'The value of learning' is the third in the Cedefop series of reports on vocational education and training (VET) research. It covers three broad themes, published in three volumes: impact of education and training (indexed at TD/TNC 84.261); the foundations of evaluation and impact research (indexed at TD/TNC 84.262); and evaluation of systems and programmes (indexed at TD/TNC 84.263). This synthesis report is presented in four parts. Part 1, 'Understanding evaluation', reviews the phases and uses of evaluation in accordance with the various stages of the development of vocational education and training programs - design, implementation and assessment - and contains the following chapters: Introduction to evaluation approaches and functions; Philosophies and theories of evaluation; Evaluation traditions and cultures; Standards for evaluation. Part 2, 'Approaches and methods of evaluation and impact research', discusses the objects, approaches and methods of evaluation and impact research and contains: Programme evaluation approaches and methods; Impact research: approaches and methods. Part 3, 'Evaluation of education and training in a changing European context', discusses how evaluation can support the implementation and assessment of long-term education and training system reforms and more targetted short-term interventions as well as the role of training in combatting unemployment and labour market exclusion. It contains: Changing contexts and drivers for change in education and training; Principles, models and practices for evaluating education and training; Policy evaluation and policy learning in action; Combatting labour market exclusion: does training work? Part 4, 'Impacts and benefits of education and training', discusses the results of recent research on the diverse benefits of education, training and skills for societies, businesses and individuals, and contains: The determinants of economic growth at macro and regional level; Non-material benefits and externalities of education and training; The significance of education and training for company performance; Individual benefits of education and training. Included as annexes are: Key terms related to evaluation and impact of education and training; Comparing microeconometric methods of evaluation: a numeric example; Changing contexts and drivers for change for education and training: detailed tables and figures; Selected results and recommendations from the OECD thematic review on adult learning; Evaluation associations; Journals on evaluation in Europe and beyond: alphabetical list.

The executive summary of this report is indexed at TD/TNC 84.259; individual papers from the three volumes of the background report are indexed from TD/TNC 84.264 to TD/TNC 84.283. Show less

This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: Wobbe argues that the debate about qualification planning has to start from certain assumptions about future world markets and the transformation of the economy influenced by customised quality products; de la Torre discusses the potential mobility of members of liberal professions and of employees who can be expected to form a fundamental factor in occupational training policies; A transcript of an interview with d'Iribarne discussing a range of issues related to learning, qualifications, work and skills; A transcript of an interview with Allesch discussing a range of issues related to qualifications; Nunez notes that in Spain the last five years have seen significant changes in the structure and content of training provision without any accompanying strategic or methodological thinking on an integrated approach to the study of occupational skills; Laszlo discusses the range of terminology used for qualifications; Bertrand states that if the future European labour market is to be a skills market there are a number of questions to be asked; Alaluf looks at the differing meanings of the concept of skills and defines them as the worker's relationship with his work; Bruno offers an overview of the evolution of the state of human resources and its interrelations with the socio-economic systems; Delcourt addresses the issue that qualifications are currently in a state of flux and need to be adapted, raised or recast on a permanent basis; Steedman outlines the methodology behind a project that compared qualifications gained in UK and EC member countries; Sellin discusses the evolution of qualifications; Rose summarises the preparatory work for the Training and the labour market colloquium and the discussions there.

For individual entries see TD/INT 56.108 to TD/INT 56.120. Show less