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The objective of this Recommendation is to establish a European Quality Assurance Reference Framework (EQARF) as a reference instrument to help Member States to promote and monitor continuous improvement of their vocational education and training (VET) systems, based on common European references. The Framework should contribute to quality improvement in VET and to building mutual trust in national VET systems within a genuine borderless lifelong learning area. Show less

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

This report has been undertaken as the culmination of the PIMLICO survey which was commissioned by the European Commission Directorate-General for Education and Culture (DG EAC). The interviews with the 40 selected small and medium-sized [SME] international companies across 27 [European Union] EU member states were undertaken by a team of selected international researchers whose work provided the essential empirical data for the study. Their field reports of international SME trading activity using languages were collated to provide key insights into how exemplar companies employ language management strategies to improve their performance and particularly their bottom line.

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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

Learning Resources Services (LRS) at Deakin University produce course materials in print, audio and video media. Staff have professional backgrounds in graphic design, editing, audio and video production, and printing. The University now uses online and multimedia learning environments and LRS staff required professional development to transfer their skills, knowledge and experience in the development, production and delivery of learning materials to this new environment. This paper focuses on the group of editors at LRS and their experiences of creating, developing and delivering their own professional development using reflective critical practice as the pedagogic rationale. The case study describes the design of the Editing Online Publications Workshop, a professional development program for editors, delivered through a website and an online conferencing facility. The authors examine the online learning resulting from the workshop from the perspective of both the participants and the developers of the program. Show less

ESCO is the multilingual classification of European Skills, Competences, Qualifications and Occupations. It identifies and categorises skills, competences, qualifications and occupations relevant for the [European Union] EU labour market and education and training, in 25 European languages. The system provides occupational profiles showing the relationships between occupations, skills, competences and qualifications. ESCO has been developed in an open [information technology] IT format, is available for use free of charge by everyone and can be accessed through an online portal.

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The renewable energy sector is growing fast: about half of the new electricity-generating capacity added globally in 2008 and 2009 came from renewable energy additions. Renewable energy is expected to generate more jobs over the coming years in the energy sector as a whole. Employment in fossil fuel, however, will drop as energy production turns greener. Fast deployment of new capacity at country or regional levels has led to skills shortages in technical occupations such as solar installers and electrical engineers, but also in more general occupations, such as sales and finance specialists, inspectors, auditors and lawyers. An efficient training system for renewable energy must be integrated within overall policies to support the growth of the sector. It must also involve social partners in the design and delivery of training, retraining of workers and draw from a combination of practical and theoretical knowledge. The study brings together the findings from 33 countries. It arises from a joint management agreement between the European Commission and the ILO on knowledge sharing in early identification of skill needs.

Published abstract.

A research brief entitled ‘Investment in renewable energy generates jobs: supply of skilled workforce needs to catch up’ is available for this report. Show less

In 2009, the Council endorsed a renewed framework for European cooperation in the youth field (2010-2018), based on the Communication 'EU Youth Strategy: Investing and Empowering'. By reinforcing cooperation and sharing good practices, the renewed framework's two overall objectives are to: (1) create more and equal opportunities for all young people in education and in the labour market, and (2) promote the active citizenship, social inclusion and solidarity of all young people. This 2012 [European Union] EU youth report summarises the results of the first work cycle of the EU Youth Strategy (2010-2012) and establishes employment, social inclusion and health and well-being as new priorities in the youth field for the next three years. The report presents a comprehensive statistical analysis on the situation of young people in the EU under the eight fields of action of the EU Youth Strategy: education and training; employment entrepreneurship; social inclusion; health and wellbeing; participation; culture and creativity; voluntary activities; and youth and the world. It also summarises the implementation of the EU Youth Strategy at national and EU level 2010-2012 and presents comparative assessments and good practice examples from national reports submitted by all 27 EU Member States plus Croatia, Montenegro, Norway and Switzerland. In addition, it summarises action taken by young people themselves. The report also includes an assessment of the first cycles of the structured dialogue with young people.

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This mapping report is composed of two related chapters and is focused on language, intercultural needs and modes of delivery for small and medium enterprises (SMEs)in the hospitality and leisure sector. The survey research reveals that many SMEs miss out on orders because of insufficient foreign language skills. Most international organisations use English, the 'lingua franca', as an official language. Moreover, English is taught in many schools as a first foreign language. The English language can therefore be regarded as the lowest common denominator. The aim of the survey, undertaken by five project partners, was to determine the needs of SMEs in the hospitality and leisure sectors concerning training in the areas of language skills and intercultural awareness. Furthermore, the survey inquired about previous experiences and future interest and needs of these SMEs regarding e-Learning.

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The 'Rethinking education' communication supports the Member States by identifying a range of issues relevant for improving the efficiency of education and training systems. This document highlights the evidence base for the policy proposals outlined in the 'Rethinking education' communication on vocational education and training (VET) and vocational skills. The Bruges Communique of December 2010, which defines the European VET strategy up to 2020, calls for an active policy to enhance the potential of VET to support smart and sustainable growth, and to turn VET across the [European Union] EU into a highly attractive learning choice. This document responds to this demand, helping Member States and other stakeholders put into practice the reforms needed to exploit the potential of VET for growth. Its findings are based on analyses, coordinated by the European Commission in cooperation with Member States, of best policy practice across the EU and beyond, and on comparative data and current research. It summarises key results of exploratory work by the Commission involving experts representing key VET stakeholders. It highlights the unexploited potential of VET to support economic development, notably by better integrating VET in economic growth strategies at local, regional and national levels. Furthermore, it identifies for policy makers concrete steps which can facilitate this kind of development. It also attributes specific attention to issues of sustainable development, which will be one of the key drivers of change to be reflected in VET policies and practices.

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