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Information and communication technologies are considered as particularly relevant in providing a foundation for lifelong learning of citizens. Making the new technologies work for the requirements of knowledge-based economies is a challenge for South Eastern Europe (SEE). This survey on technology enhanced learning in SEE countries offers policy-makers a means to better understand the ways in which e-learning as a tool can complement ongoing reform in the education and training sector. The survey highlights existing gaps and the policy measures that might be recommended to feed into the overall reform process in SEE countries.

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In its work programme for 2005 the European Training Foundation (ETF) included a glossary presenting the Russian language version of key terms used in European vocational education and training (VET) policy. The aim of the project was to support cooperation with ETF partner countries in the framework of the European Neighbourhood Policy and EU [European Union] development policy. The glossary is based on the publication 'Terminology of vocational training policy: a multilingual glossary for an enlarged Europe' published in 2004 by the European Centre for the Development of Vocational Training (Cedefop) [indexed at TD/TNC 82.187] and is intended for researchers and practitioners and more generally for all those involved in VET policy. It does not represent an exhaustive inventory of the terminology used by VET specialists; rather it identifies key terms that are essential for an understanding of current VET policy in Europe. This work has been prepared in collaboration with ETF partners and VET experts in Russian-speaking countries. It is in two languages, namely English as included in the Cedefop glossary, plus Russian. The glossary is presented in English alphabetical order. Each term is presented in the following order: English and Russian. Each entry consists of the following elements: (1) term (in English); (2) definition: gives the meaning of the term; (3) comment (optional): illustrates the definition; (4) source: indicates the origin of the information; (5) related term(s) (optional): gives cross-references to terms that are related, opposite, etc.; and (6) the above elements in Russian. Annexes contain: an alphabetical permuted index, allowing terms to be found using one word from which they are composed; and an alphabetical index for each of the two languages, in the following order: English and Russian.

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The publication is based on a conference on the same topic held by the European Training Foundation (ETF) in the framework of its activities on gender equality and education. The ETF conference on 6 and 7 March 2006 gathered 70 young women and men from 24 countries, including the Nobel Peace Prize Winner S003, Shirin Ebadi, and Anna Zaborska from the European Parliament. The conference focussed on the importance of gender equality in education and employment and the role of vocational education and training in advancing the status of women in society and in strengthening their position in the labour market and business. A wealth of new ideas were generated during the conference and the publication highlights the main recommendations and conclusions.

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This report provides an overview of the financing of vocational education and training (VET) in seven European Union (EU) new Member States (Estonia, Latvia, Lithuania, Poland, Slovakia, Slovenia and Cyprus) and four candidate countries (Bulgaria, Romania, Turkey and, to a lesser extent, Croatia). It is based on the national reports on the financing of VET prepared by the National Observatories for the European Training Foundation (ETF) in 2002/03. The report highlights priorities and trends in education and training funding, and the main issues and challenges. There are sections focusing on the initial VET systems and the adult learning systems. Finally, the report draws conclusions and analyses how the Copenhagen-Maastricht process can help to address issues and challenges. This process aims to increase cooperation in VET in the EU in order to modernise VET systems in support of a competitive economy and to provide Europeans with the qualifications and competences they need to participate in the knowledge-based society. The national reports suggest that ‘per capita funding standards’ applied to VET programs are often low in comparison with other educational programs although needs are higher in terms of the costs associated with technical equipment requirements. Public investment is even lower in the area of adult learning. Overall, performance of VET systems, as measured by participation in VET pathways, is still low in these countries. This is partially a result of the reforms still required but also to a lack of financial investment by governments as well as by businesses and individuals. Priority has been given to higher education and general education. The report concludes that this trend could hamper economic efficiency, social cohesion and equity. Show less

This report is one of a series produced by the European Training Foundation [ETF] on the state of play of human resources development (HRD) in general and vocational education and training systems in particular, in the countries of the Mediterranean region. The aim of the project was to draw a clear picture of the latest developments in the national HRD system in the West Bank and Gaza Strip and to highlight the main issues and challenges that should be addressed. Specifically, the project aimed to draft a comprehensive report on HRD in the West Bank and Gaza Strip. HRD policies and systems cover, among others, education, higher education, initial and continuing technical and vocational education and training (TVET), and training for employment. The contents are as follows: Current situation and trends in human resources development and the labour market; Structure of the human resources development system; Recent human resources development reforms; Institutional capacity, and planning, monitoring and evaluation resources; Summary of key findings. Included as annexes are: List of people interviewed; National system-level interventions; Human resources development and investment; Basic labour statistics.

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This in-depth study on Azerbaijan looks in detail at the labour market and the vocational education system in the country. It examines in particular the challenges that will face the country in view of its upcoming participation in the [European Union's] EU's new European Neighbourhood Partnership Instrument.

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This report investigates the status of vocational education and training (VET) in Tajikistan. The main assumption is that a productive VET system is necessary to enable local people to take over from qualified Russian workers and professionals who left the country after the fall of the Soviet Union. In Tajikistan, the VET system does not offer the relevant and up-to-date training necessary for a 21st century state. In any case, many Tajiks are not encouraged and do not perceive VET as providing pathways to viable occupations. It is suggested that VET in Tajikistan should have three objectives: (1) maintain the 'poverty alleviation context' so people can gain basic skills to support livelihoods; (2) enable young people and adults to enter and create positions in the labour market; and (3) enhance people's qualifications and lifelong learning skills. An overarching national qualifications scheme is also required, involving all stakeholders - the state, social partners, teachers and trainers, researchers and developers, students and their parents. Recommendations include: moving from institution-based to qualification-based programs; establishing a better integration between theoretical and practical subjects; attracting highly skilled teachers and trainers; developing open pathways so students are less likely to 'dropout'; investing in capacity building; diversifying funding sources; creating a legislative context for VET; and constructing appropriate governance frameworks. Show less

The European Training Foundation (ETF), in agreement with the European Commission, has undertaken a series of in-depth reviews of the labour markets in the Western Balkan countries with the aim to contribute to a better understanding of their functioning and identify areas for further work in the fields of employment policy and education and training reform. Specifically, these reviews: (1) analyse the economic context in the Western Balkan countries and in particular the pace of the economic restructuring process and its impact on jobs and employment (chapter one); (2) analyse recent trends in labour markets with the aim of identifying major challenges in the labour markets in terms of the economic restructuring process (chapter two); (3) assess policy responses and the institutional setting in which the challenges identified can be addressed, in the context of supporting economic restructuring and growth (chapter three); and (4) provide recommendations for further action (chapter four). The labour market challenges and the policy responses are examined against the four broad key objectives set out in the revised European Employment Strategy: increasing the adaptability of workers and enterprises; attracting more people to enter and remain in the labour market; investing more and more effectively in human capital; and ensuring better implementation of reforms through better governance.

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The European Training Foundation (ETF) Peer Review is an initiative that was launched in the South Eastern European countries in 2002. It combines policy advice to individual countries with a regional dimension. The key objectives for the peer reviews are to: provide an external assessment of vocational education and training (VET) reform policy initiatives for national policymakers; improve mutual knowledge and understanding of VET systems, issues and developments in the South Eastern European countries; promote regional networking, the exchange of experience, and cooperation among VET experts, stakeholders and policymakers; increase awareness and facilitate transfer of VET reform experience from European Union (EU) Member States and future member states; contribute to the CARDS and Phare programming cycle; and intensify cooperation between the ETF and national authorities/experts from the region. The peer review model developed by the ETF for 2005 is a cross-country approach with a regional focus on VET reform implementation in four South Eastern European countries - Bosnia and Herzegovina, Bulgaria, the former Yugoslav Republic of Macedonia, and Serbia. This report presents a synthesis of the outcomes of VET specialists from these countries reviewing curriculum, policy and actual practice across their own region. It synthesises analyses, findings and recommendations and has been formulated on the basis of individual country reviews. Show less

This in-depth study on Azerbaijan looks in detail at the labour market and the vocational education system in the country. It examines in particular the challenges that will face the country in view of its upcoming participation in the European Union's new European Neighbourhood Partnership Instrument.

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