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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

The Department for Education and Employment (DfEE) commissioned the Centre for Research in Social Policy (CRSP) at the Loughborough University to examine the concept of ‘employment sustainability’ in order to facilitate the design, assessment and evaluation of labour market policies. The research comprised three main elements: a literature review; qualitative interviews with key agents and policy actors; and an examination of existing data sets. This report seeks to help the development of policies designed to achieve the Government’s goal of employment sustainability. The sections of the report are: Defining employment sustainability; Measuring employment sustainability; Factors associated with employment sustainability; Issue in the design of policy; Policies to promote employment sustainability; Policy opportunities and limitations.

A more detailed report of this study is published in ‘Staying at work: thinking about a new policy agenda’ indexed at TD/TNC 67.433. 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

The knowledge, skills and competences Europe needs to compete successfully in a global labour market is a major question on the European Union policy agenda. It is a question directly relevant to European citizens who want to know which knowledge, skills and competences will help them find or keep a job. Acknowledging the challenge, the 2007 Council Resolution 'New skills for new jobs' stressed the need to anticipate the skill needs - and skill gaps - emerging in the European labour market. In the short term, information on emerging skills needs is crucial, especially as several sectors already face skill shortages. The 2008 Spring European Council called for a comprehensive assessment of skill requirements in Europe up to the year 2020. This request has also been taken up in the June 2008 Council conclusions 'Anticipating and matching labour market needs, with special emphasis on youth - a jobs and skills initiative'. Information on skill needs at national level is no longer enough. A European labour market requires European-level information. Through its analysis of skills needs at European level, Cedefop took the initiative to help fill this knowledge gap. Cedefop's analysis, carried out in 2007, provides a consistent and comprehensive medium-term forecast of employment and skill needs across Europe and has made a major contribution to identifying labour market trends. To complement the information, in 2009, Cedefop will publish a skill supply forecast analysing possible future labour market imbalances. Cedefop intends to produce demand and supply forecasts regularly to help make skill needs in Europe more transparent. Cedefop's original analysis covered 2006-15. This booklet extends its forecast on skill needs in Europe to 2020. The forecast covers 25 EU Member States plus Norway and Switzerland. It analyses skill needs by broad sectors, occupational groups and broad qualifications levels and discusses possible policy implications. It is hoped this text will support not only policy-makers and researchers working on skill needs, but also social-partners and practitioners.

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

The aim of the ADAPT community initiative was to help the workforce adapt to industrial change and to promote growth, employment and the competitiveness of companies in the European Union. This report, aimed at contributing to the current debate on lifelong learning in Europe, was commissioned by CEDEFOP at the end of the initiative to analyse those projects which illustrated good practice in lifelong learning. The focus of the report is on the key findings of ADAPT projects on workplace-oriented learning and learning networks. Suggestions are made based on project results and structured around the key messages of the European Commission’s ‘Memorandum on lifelong learning’ (indexed at TD/IRD 88.400). The chapters are: Introduction; New basic skills for all; More investment in human resources; Innovation in teaching and learning; Value learning; Rethinking guidance and counselling; Bringing learning closer to home; Learning networks; Lifelong learning, innovations from ADAPT. Show less

The National Adult Learning Survey (NALS) involved 5 653 interviews undertaken with a representative sample of adults aged 16-69 in England and Wales in 1997. It collected information from respondents about taught learning and self-directed learning over the previous three years or since leaving continuous full-time education, whichever was the most recent. This report details the findings of the survey, including a profile of the respondents, analysis of key characteristics used in predicting participation in learning, information about the taught and non-taught learning, and a comparison of the attitudes of the learners and non-learners. A technical report on the methodology and development of the survey instruments, and the questionnaires used in the survey, are given in the appendices.

A summary of this report may be found at TD/TNC 62.661. Show less

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

The European Union (EU) hopes to become the most competitive and dynamic knowledge-based economic area in the world by 2010 and making lifelong learning a reality for all citizens is the guiding principle for meeting this goal. This booklet contains the initial highlights of the Eurobarometer survey, which directly asks citizens their opinion of lifelong learning, and includes a brief country profile of Greece, the EU Presidency country at the time of publication. Findings of the survey include: nine in 10 European citizens think lifelong learning is important, at least to some extent; the majority of citizens think they learn best in informal settings; and social and personal reasons for learning outweigh work-related motives. Policy implications of these findings are also discussed. The contents are: Creating one world of lifelong learning - an integrated approach for an inclusive society; Skills for a Europe of knowledge; Lifewide learning and the diversity of learning; Incentives, motivations and intentions; Citizens’ views on lifelong learning in Greece. Show less

This report presents the findings from a study commissioned by the European Social Fund (ESF) to develop a model for measuring 'distance travelled' under ESF supported projects and to identify tools for measuring individual employability gains with a view to developing proposals for monitoring 'soft' indicators at the national level. A review of existing literature which incorporated a survey of ESF-funded projects provided the basis of the information which was then used to design and develop a model to measure 'distance travelled'. Definitions of the terms 'soft outcomes', 'soft indicators' and 'distance travelled' are given and a guide to assist projects and organisations understand and implement systems for recording soft outcomes and distance travelled is provided as an appendix. Show less