Search Results

Article 150 of the EC Treaty states that “the Community shall implement a vocational training policy which shall support and supplement the action of the Member States while fully respecting the responsibility of the Member States for the content and organisation of vocational training”.

The underlying objective of this survey on vocational training is to determine whether current vocational training systems meet the needs and wishes of citizens and to identify the type of reforms and innovations necessary in order to meet the Lisbon goals by 2010.

Excerpt from published paper reprinted by permission of the copyright owner. Show less

This document sets out the policies and guidelines of the National Training Board (NTB). It replaces the first edition published in January 1991. It provides broad guidance on the role, development, endorsement, maintenance and review of national competency standards, and outlines the Board's approach and policies for carrying out its charter. Show less

This publication contains a number of documents from European social partners on the Commission’s ‘Memorandum on lifelong learning’ (indexed at TD/IRD 88.400). In ‘Opinion on the Commission Memorandum on Lifelong Learning’, the European Centre of Enterprises with Public Participation and of Enterprises of General Economic Interest (CEEP) provides comments and suggests proposals on the six key messages in the Memorandum and says that the main challenge, in view of an ageing population and the aim to develop a knowledge-based economy and society, is to involve all players in developing lifelong learning i.e. the authorities, undertakings, social partners, training bodies and citizens. In ‘Resolution adopted by the ETUC Executive Committee - 13-14 June 2001, Brussels - on the Commission Memorandum on Lifelong Learning’, the European Trade Union Confederation highlights the challenge for Europe in achieving lifelong learning for all and the need to establish appropriate structural conditions such as: the rights of individuals to have access to lifelong learning; increased investment in human resources; recognising that learning and training require time; recognising the results of learning; creating conditions favourable to learning in the workplace; the need for strong partnerships between all actors concerned; and innovation in teaching and training methods and the role of teachers and trainers. In ‘UEAPME position paper on the Commission Memorandum on Lifelong Learning’ from the European Association of Craft, Small and Medium-sized Enterprises, the focus is on the need for new and developed skills to meet the future needs of small and medium sized enterprises (SMEs) and the need for the SME sector to be more involved in the development of initial education and training. In ‘UNICE position paper on the Commission Memorandum on Lifelong Learning’, the Union of Industrial and Employers’ Confederation of Europe says that the envisaged strategy of the Memorandum should be based on the following principles: develop a learning culture that reduces barriers to lifelong learning and promotes new basic skills; develop national systems to take up the challenges from lifelong learning; give a comprehensive view of resources used for lifelong learning systems in education and training, and in learning at the work place; and underline the necessity for the individual to take up responsibility for lifelong learning. It also provides detailed comments on the six key messages.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

In 2019, the European Commission and CEPS (Centre for European Policy Studies), conducted a study on mapping opportunities and challenges for micro and small enterprises in offering their employees up- and re-skilling opportunities. Up- and re-skilling are necessary to face changes in the labour market, led by important transformations such as digitalisation, ageing population and climate change. In addition, the recent [Coronavirus Disease 2019] COVID-19 crisis has reinforced some of the existing trends transforming the labour market, like digitalisation, and made the need for continuous up- and re-skilling even more evident.

This guidance pack draws on the results of the study and presents information, recommendations and additional resources for intermediary organisations such as chambers of commerce or education and training providers, and social partners to support micro and small companies in up- and re-skilling.

Edited excerpts from publications and publisher's website. Show less

In light of the growing negative impact of the [Coronavirus Disease 2019] Covid-19 pandemic on national labour markets and people's lives and livelihoods, the role of career guidance has become ever more important to individuals, families, communities, the workforce, employers and society. This report is based on a flash joint international survey, designed to provide a snapshot of how career guidance policies, systems and services were adapting and coping, following the declaration of the world Covid-19 pandemic in March 2020. The survey, launched on 8 June 2020 and closed on 3 August 2020, included an exploration of these policies, systems and practices (focusing on remote and ICT-based delivery) in the context of the early phase of government reactions to the pandemic, the extent to which the pandemic and its social consequences triggered a debate on career guidance reform, and the role for career guidance in pandemic recovery measures. It also considered the support role of international and donor bodies.

Published summary. Show less

This conference paper focuses on training provided by firms. Many empirical studies demonstrate considerable variation across countries and across socio-economic groups in training participation rates, with Nordic countries showing higher participation than Southern European countries, and low-educated and older workers generally participating less than other groups in training activities. To investigate the reasons for this situation, the authors examine both the theoretical underpinnings and the empirical evidence in support of the under-provision of training. Under-provision is used to denote when 'training is below its efficient level, which equalises marginal social benefits to marginal social costs'. The authors argue that, if firms invest in general training, important evidence on under-provision can be gathered by examining the relationship between investment in training and labour turnover. They find evidence of a 'statistically significant and positive relationship between employer-provided training and subsequent turnover' for Denmark, Belgium, France and the UK. In the remaining countries the relationship is either not statistically significant or negative and statistically significant, as in the case of Finland. The evidence that, in no country except Finland, training significantly decreases the quit rate is suggestive of under-provision. The authors suggest that policies which aim at increasing the level of training above the market level should be designed to affect either supply or demand, or both.

Selected papers from the conference are indexed from TD/TNC 87.81 to TD/TNC 87.84. Show less

This report provides detailed analytical results of the Continuing Vocational Training Survey (CVTS), carried out in 1994, which is based on elaborate questionnaires and interviews with the managers of 50 000 European enterprises in the then 12 Member States. Results are tabulated and analysed for: training offered by enterprises; training courses; training policies; and management. Show less

On 7 December 2010, European Ministers for vocational education and training (VET), the European Social Partners and the European Commission adopted the Bruges Communique on enhanced European cooperation in VET for 2011-2020. The communique defines common objectives for 2020 and an action plan for the coming years, combining national measures with European support. This document introduces the context for this cooperation, the challenges to be met and the goals for the coming years.

Excerpt from publication. Show less

Following the publication of ‘A memorandum of lifelong learning’ in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Cedefop was asked to undertake a review of the Memorandum consultation reports received from the Member States and the European Economic Area (EEA) countries. The outcome of that review is presented in this document which then fed into the Communication on ‘Making a European area of lifelong learning a reality’. This document is presented in three main sections: the first section provides an overview of the main trends in the reports; section two contains thematic analyses for each of the Memorandum’s six key messages; and the final section is an epilogue on some issues that might have been addressed more fully, either in the Memorandum or in the reports prepared in response, in the interests of contributing to further discussion.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

The Bruges Communique is the latest revision of the Copenhagen Process for European co-operation on vocational education and training. Adopted on 7 December 2010 by the Education Ministers from 33 European countries (EU-27, Croatia, former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Norway and Turkey), together with representatives of employers and unions and the European Commission, it is a package of objectives and actions to increase the quality of vocational training in Europe by making it more accessible and relevant to the needs of the labour market.

Edited excerpts from publisher's website. Show less