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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 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

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

In an age characterised by internationalisation and technological change, an understanding of the perspectives, priorities, and good practices of other nations is becoming increasingly essential to success at the international level. These issues have become important for vocational education and training (VET) as well and this publication contains contributions from Europe, Australia and the United States (US) representing a range of perspectives on the internationalisation of VET. These papers also provide a working document for the CEDEFOP/ACIU (Danish Centre for International Training Programmes) conference on ‘Internationalising vocational education and training in Europe’, 25-27 May 2000. The papers are: Internationalisation of vocational training in Europe / Margrethe Vestager; International employees plead for education and assistance in adjusting to living in foreign cultures / Jean R. McFarland; Globalisation and internationalisation: two conflicting discourses? / Karen Risager; Trends in the internationalisation of qualifications / Tim Oates; Internationalisation - what are the possibilities? / Jorn Sogaard; Education and training in times of globalisation / Michael Brater; The international challenge for vocational education and training / Kim Moller; Qualification development of internationally active skilled workers - from mobility of labour to ‘virtual mobility’ / Peter Wordelmann; Trainer exchanges: a staff development opportunity / Marilyn Young; Internationalisation as a challenge for vocational colleges in Europe / Ronald Monch; The internationalisation of vocational education and training: the Australian experience / Tony Crooks; All of us must have a dream… / Riccardo Petrella, interviewed by Norbert Wollschlager.

Selected papers are indexed from TD/TNC 65.432 to TD/TNC 65.440. Show less

Occupational skills profiles (OSPs) describe, in a comprehensive and standardised way, the skill requirements for individual jobs. The aim of the study is to bridge the information gap on occupational profiles by providing essential characteristics required by the economy, in terms of level and field of education and training, as well as other requirements such as knowledge, skills, competence, occupational interests, and work values. OSPs have been developed for several purposes: analysing, projecting and forecasting skill needs; determining and measuring skill mismatches in different countries, sectors, or occupations; comparing skill needs across European countries; and determining change over time.

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

This publication presents results of the first skill supply forecast in Europe until 2020 and complements the forecast of skills demand published by Cedefop in 2008. It builds upon a multisectoral macroeconomic model, extended to include a set of overall labour supply projections by age and gender. It focuses on changing patterns in the supply of people in the population and in the labour force according to the highest qualification attained. It provides results for Europe as a whole (Europe-25 without Malta and Norway) and for individual countries. The forecast suggests a substantial increase of the adult labour force with high and medium qualifications. In contrast, the number and share of people with low levels or no qualifications is projected to decline in almost all European countries. These general trends are in line with the Lisbon goals to make Europe the most competitive and dynamic knowledge-based society in the world and will remain a key feature in the coming decades.

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