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This publication summarises main outcomes of the [European Training Foundation] ETF Innovation and Learning Project 'Transition from education to work' that was implemented in 2006-2007. The project aims at studying the link between education and work in a dynamic and integrated way. The main innovative element is the development of new conceptual approaches and analytical instruments for the ETF and its partner countries. The objective of the project was to develop two different tools to analyse the transition from education to work in ETF partner countries in order to better understand the links between education, training and labour market integration of young people. First, a conceptual and analytical framework on the topic of transition from education to work was developed and used for national reports on transition from education to work in Egypt, Serbia and Ukraine. This project builds on earlier work within the MEDA-ETE project implemented by the ETF whereby a thematic study on the transition from education to work in Europe was prepared based on discussions on the relevance of European experiences with a network of MEDA experts and policymakers. Secondly, a methodology for a school-leaver survey was developed and implemented in Serbia and Ukraine. This methodology takes as its starting point the ad hoc module on school-to-work transition within the framework of the European Labour Force Survey in 2000 and integrates key specific features of the [European Union] EU neighbourhood where the ETF works.

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This report is one in a series that were prepared as part of an international research project on 'The assessment of management training needs at the achieved level of transition' in various Central and Eastern European countries. The project was implemented by the Central and East European Management Development Association (CEEMAN) and was sponsored by the European Training Foundation (ETF). This report presents the results of the cross-country analysis based on the five country reports from the first phase of the research. These country reports covered selected enterprises in Bulgaria, Romania, Poland, Slovenia, and Moscow and the Ural Region, and concentrated on the issue of management training needs in manufacturing and service sector industries. The research was based on questionnaires which were sent out to general, human resources and individual managers. The aim was to understand training processes, approaches and practice in order to evaluate how training had been used as a response to evolving business needs and how it could be further developed in the future. This comparative report aims to review the main issues related to management training needs in this region and to identify some general issues and recommendations.

The five country reports are indexed from TD/TNC 64.52 to TD/TNC 64.56. Show less

This report is part of the series called 'Qualifications and training methods'. Volume 3 looks at the question of how relevant vocational education and training standards are to the needs of employment in the labour market. Information is presented in two parts that present the results of two studies commissioned by the European Training Foundation (ETF). These two studies approach the issue from slightly different perspectives. Part 1 is based upon 'The impact of labour market information on vocational education and training standards'. This project tracked changes in important economic indicators. It provides case studies and finishes with a number of typical examples of how vocational training systems have responded in order to meet the challenges of new economic demands. The annex to part 1 gives an example of a flexible vocational education and training standard designed to meet changing labour market needs. Part 2 is based upon 'Identifying labour market requirements'. It is the outcome of a project established by the ETF to identify and develop methodologies for occupational standards in Estonia, Latvia, Lithuania, Poland and Slovenia. Part 2 spells out the purpose of collecting and analysing economic and labour market data so that education and training can remain relevant to the needs of the labour market and the wider economy. Annexes to part 2 include case studies of labour market analyses in Estonia, Lithuania and Slovenia. The entry for volume 1 of this series can be found at TD/INT 56.22 and volume 2 can be found at TD/TNC 62.624. Show less

The Albanian economy has experienced profound change since 1990. During that time, it has become increasingly evident that workers and technicians need to be better skilled and more competitive within the market economy. As a result of this, in 1994, a process of vocational education reform on two levels was started. At the present time, there are 43 vocational schools in Albania, distributed across twenty regions. The current aim is to concentrate and strengthen them at regional level. Given the reorientation of the Albanian economy towards the construction, transport and tourism sectors, vocational education is not primarily focused on technology but on the service sector. The Region of Korca is used as a case study. In this region there are four vocational schools which prepare pupils in twelve specialist areas. This school will serve also as a training centre for the business community. The author believes that through this case study it could be possible to establish a network consisting of the economic high schools incorporating neighbour countries. This network could serve as a forum for experience exchange and organising common activities.

The full volume of papers is indexed at TD/INT 61.20. Show less

This report presents an assessment of the quality and the level of implementation of small and medium-sized enterprise (SME) policy in the Western Balkans, comparing results with a previous assessment conducted in 2006 and published in 2007.The report covers Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia, Montenegro, Serbia and Kosovo. The assessment framework is based on the European Charter for Small Enterprises (the Charter), a set of policy guidelines endorsed by the European Union Member States and a key component of the European Union Lisbon Agenda. The report covers the 10 policy dimensions included in the Charter. It applies a methodology known as the SME Policy Index, which makes it possible to quantify and compare qualitative policy features. The first part of the report reviews progress by policy dimension. The second part focuses on policies supporting high-growth SMEs. The intention is to provide a comprehensive review of good practices, introduce country assessment methods through two case studies (the former Yugoslav Republic of Macedonia and Serbia) and open a debate on what is likely to be a key component of the SME agenda for the next few years. The third part of the report includes stocktaking and progress reviews for each of the seven Western Balkan economies. The key finding is that over the last two years there has been good progress in elaborating and implementing policies supporting small enterprises all across the Western Balkans and there is clear convergence towards the adoption of the policy guidelines set in the Charter. However, progress has been uneven across the 10 dimensions and the seven economies covered by the report.

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The European Union (EU) European Training Foundation (ETF) Frame Skills for the Future initiative, implemented in 2013 and 2014, has supported the development of comprehensive long-term visions for skills development for 2020, and the planning of comprehensive human resource development (HRD) policies in Albania, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia and Turkey (the [South East Europe and Turkey] SEET countries). This guide provides practical and detailed guidance and support for adapting and implementing foresight methodology to develop a mid-term vision for human resource development (HRD) with a focus on skills. It is envisaged that the results will contribute significantly to the development of the reform strategies of [European Union] EU enlargement countries, in particular for HRD and skills. Show less

This is one in a series of analytical reports that have been based on discussions and debates among the key actors within the Advisory Forum. Subgroup D was given innovative practice in teacher training in vocational education and training as the theme for discussion and debate. This report is based on a survey that had the following four aims. The aims were: (1) to identify examples of innovations in initial and in-service vocational teacher and trainer training in EU, Phare and Tacis countries; (2) to collect Advisory Forum members' perceptions of problems and priorities relating to vocational teacher and trainer training; (3) to report on and disseminate conclusions relating to innovation in vocational teacher and trainer training; and (4) to inform the Work Programme of the European Training Foundation in which the development of teacher and trainer training is a priority. The report is set out in a number of sections. They cover examples of innovation in vocational teacher and trainer training, problems and priorities for vocational teacher and trainer training, identification of areas of innovation, strategies for vocational teacher and trainer training innovation, and recommendations for the future. Show less

This compendium of ‘good practice’ in the development of teachers and trainers in vocational education and training has been prepared for the South Eastern Europe Regional Seminar in Tirana organised by the European Training Foundation (ETF) in January 2005. All sixteen cases in the compendium come from the South Eastern European (SEE) countries and have been written by participants of three previous ETF seminars for the region held in Sofia (March 2002), Dubrovnik (March 2003) and Skopje (December 2003). This is the second volume of case studies from these seminars, but this expanded version is the first one that is exclusively built on contributions from the region. The case descriptions of good practice are broadly covering the broad field from large-scale examples that encompass all three levels of policy, provision and practice to more specific innovations and developments. Each example is presented in the same format of five questions as follows: (1) What? - description of the practice; (2) Why? - the need or problem; (3) How? - strategy, time scale, resources, difficulties; (4) Who? - initiators, supporters, implementers; and (5) Results? - achievements, sustainability, recommendations.

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One of the major concerns for policymakers at the beginning of the 21st century is the deteriorating labour market position of young people. This report presents two different approaches that in the course of the past decade have been influential amongst academic researchers and policymakers - the CATEWE conceptual framework and the concept of the transitional labour market (TLM). Both have been used in order to understand better in a comprehensive manner the problems of the youth labour market and, more specifically, the ways in which young people make the transition from school to work.

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This study is one of a series of background studies on the employment and labour market situation in Central and Eastern European countries seeking accession to the European Union. The studies are indexed from TD/INT 61.293 to TD/INT 61.298.

The study is part of the preparations by the Czech Republic for accession to the European Union and was prepared according to the guidelines provided by The Employment and Social Affairs Directorate-General (DG) of the European Commission, the European Training Foundation and European Union experts. Its major objective is to provide a description of the employment and labour market in the Czech Republic as a basis for the employment policy reviews prepared by The Employment and Social Affairs DG of the European Commission on the accession countries. The study draws on official data sources to describe the current circumstances in the Czech Republic in relation to the employment situation, the employment policy institutions, employment policy delivery mechanisms and the relationship between vocational education and the labour market. The study identifies key issues which emerge from the analysis and may be addressed prior to accession. Several tables containing statistical data are included in support of the text. Show less