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This report on the current status of the various levels of education in European countries is the result of collaboration between EURYDICE, the information network on education in Europe, and Eurostat, the statistical office of the European Communities. The report is characterised by a combination of statistical data and descriptive information on the organisation and operation of European educational systems. It aims to highlight the differences and similarities between systems and to identify major trends. It is structured on the basis of alternating comparative, statistical and descriptive graphs along with comments on the key issues emerging from the comparison. The report covers 29 European countries, with data on Albania, Bosnia-Herzegovina and the former Yugoslavian Republic of Macedonia contained in the annex. The chapters are organised by level of education with the addition of two new chapters, one on foreign language learning and one containing a set of indicators about information and communication technology. The report begins with a summary of all chapters and suggestions about how to read them, a glossary of codes and a definition of statistical tools. All data used to create the graphics are contained in the annexes. Show less

This report contains both text and electronic (CD-ROM) versions in English, German and French.

Eurostat is the statistical office of the European Communities and provides the European Union (EU) Member countries with a high quality statistical information service that enables comparisons between countries and regions. In this report comparable statistics and indicators are provided on education in 31 countries in relation to students, teachers and educational attainment levels. The statistics refer to public and private, full-time and part-time education in the ordinary school and university system. The data covers the Member countries of the EU, the 13 PHARE countries, and the EFTA countries of Iceland, Norway, and Liechtenstein. Data for the PHARE countries was collected by Eurostat within the context of the multi-country PHARE program and the main data source for the other nations was the set of joint UOE (UNESCO, OECD, Eurostat) questionnaires on education. Some additional data was gathered from the Eurostat demographic database and the European Education Information Network (EURYDICE).

The report is divided into 11 chapters: A - background information; B - level and type of education; C - age; D - fields of study; E - non-nationals; F - foreign language learning; G - regions. These chapters all deal with pupils and students in 1996/97. Chapter H presents a time series for certain variables covering the period from 1975/76 to 1996/97. Chapter I examines teaching staff in 1996/97 and Chapter J contains data on the financing of education for the fiscal year 1996. The annex of the electronic version contains demographic data, including population forecasts up to the year 2003. Show less

This volume presents the proceedings from an international conference on labour markets which was organised by the Ministries of Labour and Finance in Finland with the support of the OECD and the European Commission. It puts forward thinking on new policy measures focusing on the specific experiences of the United States, Japan, Finland and Denmark. The volume includes highlights from the conference and most of the interventions. The papers, presented by politicians, high level officials from the European Commission and the OECD Secretariat, social partners and academics, are divided into six parts. Part one, 'Opening session' contains: A comprehensive strategy works: Finland's experience in the 1990s / Paavo Lipponen; Europe's employment and social challenge: competitiveness and cohesion / Anna Diamantopoulou. Part two, 'Assessing international strategies' contains: Putting Europe to work / Allan Larsson; Implementing the OECD jobs strategy: assessing performance and policy / Jorgen Elmeskov; A comment / Edmond Malinvaud. Part three, 'Experiences in selected countries' contains: Neither too hot nor too cold: the U.S. economy in the 1990s / Robert J. Gordon; The Japanese employment system in the 1990s / Tsutomu Tanaka; The Finnish experiences in the 1990s / Oertti Sorsa. Part four, 'Making work pay' contains: Tax policy, unemployment benefits and structural unemployment / Martii Hetemaki; A comment / Jan Horst Schmidt; Employment promotion and transfer payments / Georg Fischer and Manuel Sanchis i Marco; What do we know about policies to make work pay? An overview / Mark Pearson and Stefano Scarpetta; A comment / Tor Eriksson. Part five, 'Preventive approaches against labour market exclusion' contains: Removing barriers to employment for groups at the margin of the labour market / Markku Lehto; Active and preventive approaches: a note based on the recent Danish experience / Per Callesen; A comment / David Stanton. Part six, 'Active labour market policies' contains: Active labour market policies: continuity and change / Juhani Lonnroth; What works among active labour market policies: evidence from OECD countries' experiences / John Martin. Show less

The aim of vocational education in the 21st century will be to raise the level of professional expertise of all workers, to provide a basis for lifelong learning, and to meet the needs of the workplace. Reaching this goal requires cooperation between educational institutions and industry as well as between the countries of Europe. This report is based on the 'New challenges in the cooperation between education and training and working life' conference held in Tampere, Finland on 18-19 November, 1999. The conference sought to promote cooperation between education and working life and to improve the quality of vocational education. The conference consisted of plenary presentations and four forums. The plenary presentations provided a basis for the discussion of the challenges of cooperation between education and working life. Each forum discussed a sub-theme: new forms of cooperation; mobility and the EUROPASS Training in vocational education; the impact of results from the Leonardo da Vinci program; and the quality of on-the-job learning. The report mirrors the conference structure. It contains the plenary presentations, the speeches within each forum, and a conclusion in which the primary themes of European discussion about on-the-job learning are outlined along with new ideas arising during the conference. The report begins with an introduction by Kari Nyyssola and the opening of the conference by Maija Rask and Otto Dibelius. The plenary presentations are: Work, technology and competence - aspects of history and future of work / Ilkka Tuomi; Models and practices of work-linked training in the EU Member States / Johan van Rens; Cooperation between vocational education and training and working life in Finland - emphasising the standpoint of on-the-job learning / Timo Lankinen. The four forums are: European priorities and perspectives in cooperation between vocational education and training and working life; Improving the impact of EU training programmes at the national and European levels - case Leonardo da Vinci programme; The on-the-job learning, promotion of mobility and implementation of the EUROPASS system; The impact and quality of on-the-job learning. The report then presents the results of the forums and panel discussion, the views of Finnish business life on the cooperation between education and working life, and Kari Nyyssola concludes with a synthesis of the primary themes in the European on-the-job learning discussion.

Selected papers are indexed from TD/TNC 62.901 to TD/TNC 62.910. Show less