Search Results

The greening of the European economy, as outlined in the [European Union] EU 2020 strategy, will have profound effects on the labour market and the development of the skills of the European population. This report claims that the main factors slowing down adaptation to the green economy and the development of necessary skills are the failure of employers to demand new qualifications, and the uncertainty surrounding regulations and policies. Learning providers also report difficulties in meeting the needs of employers and understanding what organisations' skill needs are. Overall, there is limited evidence that green policies have become part of the mainstream of skills development and hiring policies. There is clearly a potential for policy makers and social partners to raise awareness and take common action. This study on green skills and environmental awareness in vocational education and training identifies the main challenges and priorities. It also makes recommendations on how the labour market can be helped to respond to emerging skill needs. The study further investigates the links between skill needs and the responses of learning providers.

Abstract from Cedefop website. Show less

Between 1998 and 2008, occupational polarisation emerged for the first time in Europe not only in terms of low- and high-paid jobs: labour demand rose for both high-skilled and elementary jobs. Much of the phenomenon of labour-market polarisation can be traced to macroeconomic trends and structural changes in sectors. The rising supply of non-national workers is also a factor in this, while technological and task content changes seem to play a minor role. In light of the continuous shift towards a tertiary-based economy, together with the predictable changes in consumption models and lifestyle of European societies, it is likely that a relative increase of elementary occupation is bound to persist also in the near future. However specific policies, including vocational education and training, could potentially favour a process of occupational upgrading in the future, reducing the polarisation trend.

Published abstract reprinted by permission of the copyright owner. Show less

This paper focuses on some of the main aspects of vocational education and training (VET) in Denmark. It provides an outline of the structure and characteristics of the training system and the challenges it faces. The paper includes a chart of the Danish education system and some education and training figures. Show less

The outcomes of a special Eurobarometer survey, carried out in spring 2005, provided for the first time an insight into attitudes and opinions of citizens in the new Member States towards lifelong learning. The present report provides a detailed analysis of this survey. Taking into account the results of an analogous survey in the EU-15 in 2003, the authors try to capture major differences or possibly coherences in the perceptions, needs, motivations and preferences of citizens in the new and old Member States. The results of the 2005 Eurobarometer survey on lifelong learning show that new Member States' citizens are highly conscious about the importance of learning a lifetime, for both economic and social reasons. Results provide evidence that EU policies on lifelong learning gained a foothold in the new Member States. However, details of the analysis reveal the potential for further targeted policy intervention and measures.

Published abstract reprinted by permission of the copyright owner. Show less

This Cedefop-Lifelong Learning Platform joint briefing paper aims to inform European institutions as well as national policy and decision makers on the issue of [an] integrated and holistic approach to lifelong learning. It also provides the context at a high level and share a few recommendations on ways to establish lifelong learning systems at local, regional and national level.

Excerpt from publisher's website. Show less

Learning outcomes are a multifaceted phenomenon, expanding across systems and borders. Countries around the globe employ learning outcomes when defining, reviewing, and refining the content and profile of their education, training and skills provisions and strategic practices. Common terminology, based on learning outcomes is needed to facilitate mutual understanding among stakeholders. Learning outcomes provide a common language allowing different stakeholders in education and training, as well as the labour market and society at large, to clarify skills needs and to respond to these in a relevant way. In vocational education and training (VET), learning outcomes are perceived as a means to strengthen not only the systematic dialogue between stakeholders inside and outside schools, but also the relevance and quality of the programmes and qualifications on offer.

This policy brief discusses developments in using the learning outcomes approach and the links with qualification frameworks. It builds on Cedefop, European Training Foundation (ETF) and UNESCO research on the topic.

Edited excerpts from publication. Show less

This publication draws on the general principles of sectoral partnership for lifelong learning. Looking at some of the challenges different sectors face, such as international competition, free trade and technological advancement it asks how changes and challenges can be translated into human resource priorities and strategies. Guided by practical examples from Europe, it considers how priorities and strategies can become qualifications and focuses on the practicalities of establishing sectoral partnerships. It discusses how sectoral partnerships can be funded, including training funds, individual contributions and the role of collective bargaining. The international perspective and the European developments related to the Lisbon and Copenhagen processes are highlighted, examining areas where closer European integration is desired and how this can be achieved. Finally, it considers the resources available to support the development of sectoral partnerships in Europe.

Published abstract. Show less

The Training of Trainers Network (TTnet) was established by CEDEFOP in 1998 as a community forum for communication, cooperation and expertise in the field of training for teachers and trainers of vocational training. This dossier, presented in both French and English, reports on the workshop held in Lisbon in May 2000 to discuss the conditions under which the validation of knowledge gained through experience can be considered a ‘professionalising factor’ for teachers and trainers. The first section, ‘Review of the issue’, contains the following papers: Introduction / Anne de Blignieres-Legeraud; Validation of prior learning in training occupations in Europe / Jens Bjornavold; Validation of prior learning in training occupations / Anne-Marie Charraud. The second section, ‘National contribution’, contains the following papers: Validation of prior learning in training occupations in France / Francoise Gerard; Designing and implementing the national accreditation system of trainers’ training in Greece / Stamatina Diamanti; Validation of competences and the professionalisation of trainers in Austria / Alfred Freundlinger; Accreditation of vocational teachers’ competences in Norway / Ellen Bjerknes; Vocational training markets and the validation of trainer qualifications in Portugal / Horacio Covita. The annex contains a glossary on identification, assessment and recognition of qualifications and competences and transparency and transferability of qualifications. The glossary is an extract from ‘Making learning visible: identification, assessment and recognition of non-formal learning in Europe’ published by CEDEFOP in 2000 and indexed at TD/IRD 88.399. 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: 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

Contained in this monograph is a description of the vocational training system of the Federal Republic of Germany. While necessarily brief, it covers the topic comprehensively, moving through the historical development of vocational training in Germany, the changes and added complexities which followed the unification of the two German states in 1990, vocational training practice and financing at the present time, and developments and prospects for the future. It is well organised and clearly written, and the text is supported and clarified by relevant tables and charts.

This monograph is part of a series on vocational training in the European Community. The project was coordinated by J Michael Adams and F Alan Clarke for CEDEFOP (the European Centre for the Development of Vocational training). Two other documents from the series may be found at TD/APSDIN 50.07 and TD/APSDIN 50.08. Show less