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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: 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

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: Shackleton discusses the case for and against government intervention in human capital formation; Putz looks at young untrained adults and disadvantaged young people who leave school with the prospects of a lifetime without an occupation; Mascarell considers how training can become a means of participating in local development by taking advantage of valuable and unrepeatable experience; Laestadius analyses in detail the fact that a 'low tech' plant, with no reported research and development and a formally lowly educated staff reveals a high international competitiveness in mooring chains for the offshore industry; Bishop examines whether at-risk youth should be allowed to select and study an occupational specialty during the final years of secondary school; Titz outlines the history and development of the Permanent Education concept up to 1995; Teeple provides a short presentation of four workshops in 1994 on the recommendations raised by the Permanent Education project; Vinokur put forward the hypothesis: in its current process of change, contemporary society itself carries a tutorial project which is indifferent to age and based on generalized procedural education; Capecchi comments on the model used by the union in the 1970s to interpret the link between training and work; Piret and Creutz give a resume of the history of the law on paid educational leave of 1985 and its application; Herve presents the reflections of the mayor of Parthenay (Deux Sevres) on education and training.

For individual entries see TD/INT 55.204 to TD/INT 55.214. Show less

This annual report highlights the achievements of the activities and projects undertaken by Cedefop in 2001. The chapters are: Reporting system on lifelong learning; Promoting competences for the knowledge society; Training of trainers network (TTnet); Learning accessible to all in a changing economy; Mobility and transparency of vocational qualifications; Description and renewal of Member States’ vocational education and training systems; Reference material; A partner in policy formulation and development; Study visits programme; Research for policy and debates; Information and communication services; Brussels office; Development of an implementation strategy for new services and products including an e-commerce facility. Also included as appendices are: Cedefop publications list 2001; Staff and financial allocation 2001; Human resources; Cedefop Management Board; Cedefop study visits programme. 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 philosophical roots, types and standards of evaluation and impact research; discusses tools and methods for evaluating education and training systems and reforms; and addresses competence measurement and the design and selection key competences in an international context. It contains: Philosophies and types of evaluation research / Elliot Stern; Developing standards to evaluate vocational education and training programmes / Wolfgang Beywl, Sandra Speer; Methods and limitations of evaluation and impact research / Reinhard Hujer, Marco Caliendo, Dubravko Radic; From project to policy evaluation in vocational education and training - possible concepts and tools: evidence from countries in transition / Evelyn Viertel, Soren P. Nielsen, David L. Parkes, Soren Poulsen; Look, listen and learn: an international evaluation of adult learning / Beatriz Pont and Patrick Werquin; Measurement and evaluation of competence / Gerald A. Straka; An overarching conceptual framework for assessing key competences: lessons from an interdisciplinary and policy-oriented approach / Dominique Simone Rychen.

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

The European Centre for the Development of Vocational Training (Cedefop), established in 1975, 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. Its objectives are to develop and disseminate new knowledge, to improve understandings of systems and processes associated with learning and training, and to clarify the implications of research results for decision making in policy and practice. This document sets out Cedefop's activities for 2002 based on the services it provides and the thematic medium-term priorities upon which it will focus. These priority themes are: (1) promoting competence and lifelong learning; (2) facilitating new ways of learning for a changing society; (3) supporting employment and competitiveness; and (4) improving European understanding and transparencies. Show less

CEDEFOP regularly publishes reports on vocational education and training (VET) research in Europe to improve transparency on VET research issues. The second research report on vocational training research in Europe builds upon the first edition (indexed at TD/IRD 88.38 and TD/INT 58.286) and consists of three publications: an executive summary (indexed at TD/TNC 67.408); a synthesis report (indexed at TD/IRD 88.35); and a background report in three volumes (indexed from TD/TNC 66.507 to TD/TNC 66.509).

This publication (the revised executive summary) provides an overview of the main topics, findings and conclusions of the second report. It contains six parts: the first part examines the coordination, financing and steering of VET systems; part two addresses lifelong learning from a pedagogic viewpoint; the focus of part three is on companies and their role in training and employment; in part four, a range of issues are discussed in the context of skill/competences and their relationship with employment and the labour market; the focus of part five is on individual performance, transition to working life and social exclusion; and the final part looks at VET research outside the European Union. Show less

Quality assurance is crucial for modernising European VET [vocational education and training] systems and improving their quality performance and attractiveness. To improve quality in VET, objectives must be established and translated into targets and expected outcomes. Cedefop commissioned this study to get a better insight into how targets and outcome standards are defined, assessed and used in Denmark, Germany, Ireland, France, Italy, the Netherlands and the United Kingdom. Since quality is always linked to specific policies, institutions and individuals, the study refers to the quality of VET provision at system, VET-provider and learner levels.

Excerpt from publication reprinted by permission of the copyright owner. Show less