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The aim of vocational education in the 21st century will be to raise the level of professional expertise of all workers, to provide a basis for lifelong learning, and to meet the needs of the workplace. Reaching this goal requires cooperation between educational institutions and industry as well as between the countries of Europe. This report is based on the 'New challenges in the cooperation between education and training and working life' conference held in Tampere, Finland on 18-19 November, 1999. The conference sought to promote cooperation between education and working life and to improve the quality of vocational education. The conference consisted of plenary presentations and four forums. The plenary presentations provided a basis for the discussion of the challenges of cooperation between education and working life. Each forum discussed a sub-theme: new forms of cooperation; mobility and the EUROPASS Training in vocational education; the impact of results from the Leonardo da Vinci program; and the quality of on-the-job learning. The report mirrors the conference structure. It contains the plenary presentations, the speeches within each forum, and a conclusion in which the primary themes of European discussion about on-the-job learning are outlined along with new ideas arising during the conference. The report begins with an introduction by Kari Nyyssola and the opening of the conference by Maija Rask and Otto Dibelius. The plenary presentations are: Work, technology and competence - aspects of history and future of work / Ilkka Tuomi; Models and practices of work-linked training in the EU Member States / Johan van Rens; Cooperation between vocational education and training and working life in Finland - emphasising the standpoint of on-the-job learning / Timo Lankinen. The four forums are: European priorities and perspectives in cooperation between vocational education and training and working life; Improving the impact of EU training programmes at the national and European levels - case Leonardo da Vinci programme; The on-the-job learning, promotion of mobility and implementation of the EUROPASS system; The impact and quality of on-the-job learning. The report then presents the results of the forums and panel discussion, the views of Finnish business life on the cooperation between education and working life, and Kari Nyyssola concludes with a synthesis of the primary themes in the European on-the-job learning discussion.

Selected papers are indexed from TD/TNC 62.901 to TD/TNC 62.910. Show less

‘Education and Training 2010’ is a long-term project governed by the European Commission which aims to contribute to the Lisbon Strategy in the area of education and training. The goal of the project is to see Europe recognised by 2010 as the world leader in terms of the quality of its education and training systems. This document is a follow-up to a previous report published by the European Commission (indexed at TD/TNC 80.530) which outlined future objectives of education and training systems in Europe. This report was created in response to a suggestion that one year later a follow-up document be presented, which would include a detailed work program for the future, and an overview of initial achievements. The detailed work program, which forms the bulk of this report, sets out key issues which need to be addressed in order to achieve the 13 proposed objectives, which are divided into three broad categories: (1) Increasing the quality and effectiveness of education and training systems in the European Union; (2) Facilitating the access of all to education and training systems; (3) Opening up education and training systems to the wider world. These objectives are concerned with a wide variety of education and training initiatives, from basic skills to vocational education and training, with a particular focus on lifelong learning.

Selected documents relating to ‘Education and Training 2010’ are indexed from TD/TNC 80.530 to TD/TNC 80.541. Show less

The [Erasmus Mundus] EM II (2009-2013) programme aims to enhance the quality of European higher education, to help improve the career prospects of students and to promote dialogue and understanding between peoples and cultures through international cooperation and to contribute to the sustainable development of third countries in the field of higher education, in accordance with [European Union] EU external policy objectives. [This report] draws on the findings of the interim evaluation of EM II regarding the results achieved and on the qualitative aspects of the implementation of the programme. It puts forward the European Commission's position on the main conclusions and recommendations of the interim evaluation. These conclusions and recommendations are based on extensive surveys and interviews of EM participants and key stakeholders.

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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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In December 2004, the Education Ministers of 32 European countries and representatives from the European Commission (EC) and the European Training Foundation (ETF) met in Maastricht to take stock of European cooperation in the field of vocational education and training (VET) following the Copenhagen declaration (indexed at TD/IRD 88.258). The intention of the Copenhagen declaration was to: improve the image and attractiveness of VET and learning; achieve high levels of quality and innovation in VET systems; link VET with new labour market requirements resulting from the knowledge society and demographic change; and improve social cohesion and labour market participation. This document sets out the progress made since, and describes the new strategies and priorities of the European countries on education and training for the next two years. Among the priorities are: continuing to set up common reference instruments to accentuate transparency (of the Europass variety); facilitating private and public investment; breathing new life into the role of teachers and trainers; and putting together reliable and relevant statistics. Show less

Hiring subsidies are an important measure extensively used by European Union Member States to promote employment in disadvantaged worker categories such as young and older people, the long-term unemployed and women. This review maps out the design of such subsidies and identifies good and effective practices in targeting, funding, monitoring and integrating incentives with other policies. It is intended as a source of mutual learning and transfer of good practices between Member States.

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Common objectives for education and training in the countries of the European Union (EU) were endorsed by government leaders in Barcelona in 2002 as a result of conclusions reached in Lisbon in 2000. A new process of cooperation in education and training was initiated and underpinned by the Education & Training 2010 strategy, a long-term project governed by the European Commission (EC) which aims to contribute to the Lisbon Strategy in the area of education and training. The goal of the project is to see Europe recognised by 2010 as the world leader in terms of the quality of its education and training systems. The Education Council intends to use indicators and benchmarks to monitor and measure the progress being made in relation to the 13 identified objectives of education and training systems (outlined in a previous report, indexed at TD/TNC 80.530). This working paper is the second annual report examining the performance and progress of education and training systems in the EU using these indicators. Performance and progress is detailed under the following nine areas: improving the quality of teachers and trainers; developing skills for the knowledge society; increasing recruitment to scientific and technical studies; making best use of resources; open learning environment, social inclusion, and active citizenship; making learning more attractive; improving foreign language learning; mobility and cooperation; and ensuring access to information and communications technology (ICT) for everyone. This regular monitoring will identify strengths and weaknesses and inform the implementation of the Education & Training 2010 strategy.

Selected documents relating to ‘Education and Training 2010’ are indexed from TD/TNC 80.530 to TD/TNC 80.541. Show less

This paper aims to give an overview of European Skills/Competences, qualifications and Occupations (ESCO), it's three pillar approach and the level of its development. ESCO is a multi-lingual classification system based on the classification of occupations and skills/competences currently used on EURES, the European Job Mobility Portal. ESCO's three pillars consist of: (1) occupations; (2) skills and competences; and (3) qualifications. Show less

In its June 2012 communication on the implementation of the Services Directive, the European Commission stressed the importance in this context of ensuring that the regulatory framework for professional services remains fit for purpose. The revised Professional Qualification Directive, on which the Council, European Parliament and Commission reached a political agreement in June 2013, addresses these issues and calls for a new strategy that requires each member state to actively perform a review and to modernise their regulations on qualifications governing access to professions or professional titles. This communication presents a work plan for conducting such a review. Improving access to professions, in particular through a more flexible and transparent regulatory environment in member states, would facilitate the mobility of qualified professionals within the internal market and the cross-border provision of professional services. This should also have a positive impact on the employment situation and enhance economic growth, especially since professional services alone amount to around nine per cent of the [Gross Domestic Product] GDP in the European Union.

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The Youth Guarantee is an innovative approach to tackling youth unemployment to ensure that all young people under 25 - whether registered with employment services or not - get a good-quality offer of employment, continued education, an apprenticeship or a traineeship within four months of becoming unemployed or leaving formal education. [European Union] EU countries endorsed the principle of the Youth Guarantee in April 2013. This leaflet explains how the Youth Guarantee works and why it makes a difference.

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