[November 2004 to February 2005]
[January to November 2004]
[September 2003 to January 2004]
[March to August 2003]
[September 2002 to February 2003]
[March to August 2002]
[September 2001 to February 2002]
[March to September 2001]
[August 2000 to February 2001]
[February to August 2000]
[August 1999 to January 2000]
[April to August 1999]
[Autumn 1998 to Spring 1999]
[Spring to Autumn 1998]
[Autumn 1997 to Spring 1998]
[Spring to Autumn 1997]
[Autumn 1996 to Spring 1997]
Developments in the field of vocational education and training (VET) in Member States and in acceding and candidate countries
March to August 2003
Part A: EU members states and other EEA countries
Part B: Acceding countries and candidate countries
Part A: EU members states and other EEA countries
Introduction
As is usual in these reports there is a reference in the last section to internationalisation of education and training and specific elements of cross-border co-operation are mentioned. However, this heading and the approach to dealing with this issue are now virtually redundant. Whether explicitly or implicitly, most initiatives in the field of education and training in Member States seem to have been taken as a result of, or with a view to, the Lisbon agenda and the processes, which have arisen from it. Some, but by no means all, of these links are specifically mentioned below. The ageing of the work force is a factor, which is increasingly referred to as a consideration in policy development. So too, is the setting of a range of indicators and the use of benchmarks to ensure quality in education and training. Back to top
Lifelong learning
Policy makers in Sweden are at present considering a report recommending a new education act which would result in common regulations for the entire education system from pre-school to adult education, irrespective of school ownership. The measure would also apply to vocational education and training (VET) and the objective would be not only to decrease the mass of regulations, but also to increase local responsibility and powers to design education. A parliamentary decision is expected later this year. The Italian government has published its comprehensive report on lifelong learning prepared in response to the European Commission survey addressed to Member States and candidate countries in relation to implementation of the Council Resolution on lifelong learning. The report demonstrates the importance of measures financed by the European Social Fund and emphasises the need for transparency between the different providers of education and training and therefore the role of networks at the local as well as the regional level. "21st century Skills - realising our potential" is the title of a white paper published in July by the United Kingdom government. It sets out a strategy for developing skills for the labour market until 2010. The document endorses the Lisbon agenda and comes to the conclusion that while on many criteria, the UK performs well (e.g. the number of university graduates, literacy, numeracy and science skills), there are stubbornly persistent skill gaps (for example at the apprenticeship level). To tackle the skill gaps, the government proposes to put employer's needs for skills centre stage, to raise the ambition of both employers and employees in the demand for skills, to motivate and support people to re-engage in learning and to make colleges and training providers more responsive to employers and learners' needs. Back to top
Social partner support for lifelong learning
In Belgium, the employers have been highlighting their commitment to lifelong learning. The Walloon government and social partners have confirmed the importance of a workforce with high levels of qualifications and skills and therefore the importance of investment in vocational training. They have accordingly promoted regional incentives, using sectoral funds, for the up-skilling of the workforce and created partnerships to provide access for those in the final classes of vocational education to skill centres and to promote alternance training by using incentives and innovative projects. A survey carried out by the Flemish employers has shown a fourfold increase in participation in continuing training in the last decade (now 8%). The study suggested that although the quality and range of training offered was high, it lacked transparency. The employers' organisation considers that the main problem is that the present flows of finance pass through the training providers and argues that in future the government should directly find job-seekers themselves. Back to top
Lifelong learning - getting the act together
In May, an agreement was signed between the Dutch Ministry of Education, Culture and Science, the social partners and a "platform" representing vocational training providers with a view to stimulating innovatory measures and to ensuring the recognition of the essential role of VET in the knowledge-based society. Government and industry will invest Euro 25 million in the platform which will focus on creating a higher output, reducing drop-out rates, creating a strong image for VET and putting the learner at the centre of the process in all three VET sectors (preparatory, senior secondary and higher professional). One of the requirements for making lifelong learning effective is a functioning information system across the field of education and training. Hence the creation of information portals in a number of countries. In Norway, the Ministry of Education and Research has set up ,a www.utdanning.no in order to gather net-based information, resources and services related to education and training from primary education to adult further training. The gateway has links to important national, European and international web-site. Back to top
Educational reform - a new vocational training route
A new law, dated 28 March 2003, authorises the Italian government to define general standards of education and the requirements to be met by VET provision. The law restructures educational cycles and, in particular at the upper secondary level, provides new choices, between a five-year liceo route and a four-year vocational education one. In addition, students aged 15 plus may opt for linked work and training, delivered by vocational schools in collaboration with industry, or apprenticeship. Compulsory schooling/training and the right to it, is to be extended to a duration of at least 12 years, or in any case, until the acquisition of a qualification or up to the age of 18. Back to top
Initial vocational educationa and training
In Germany, the supply of training places continues to be a matter of concern for the government and for the social partners. In giving its opinion on the 2003 vocational training report, the board of the Federal Institute for Vocational Training (BIBB) noted that there had been a considerable deterioration of the situation on the apprentice training market. In the year under review (2002) it noted a 7.6% decline in the number of places on offer, as against a fall in demand of only 6.2%. Employers considered that they had fulfilled their commitments and rejected a training levy, while the trade unions claimed that the shortfall of places was even more dramatic and demanded measures to stop the continuing withdrawal by companies from their training responsibilities. In August, although the Federal Minister for Education, Training and Research could point to 12 000 additional training places created through government financing and the figures had improved from the previous month, the gap between demand and supply of training places was still over 110 000. Up to the end of 2005, the government intends to spend 90 million Euro as part of its continuing training offensive, which includes support for joint training and training networks. Austria reports on the introduction of a number of new training occupations in the framework of the apprenticeship system and also on a continued increase in the participation rates in school-based vocational education at a time of reduced numbers entering general education. At higher education level, the Fachhochschulen (specialised institutes of higher education) continue to expand the range of courses available and to attract more students. A separate BIBB study demonstrated the extra public expenditure in Germany resulting from a lack of training places in the year 2000. Excluding continuing VET, about EUR 11 billion was spent by the Federal and State authorities. Of this, 1.43 billion was spent on in-company training, 45% of which was for additional training places. EUR 6.2 billion was spent on the vocational schools. Further research in Germany demonstrates that three quarters of the young people, who leave special schools for physically, mentally or emotionally disadvantaged children (Sonderschulen), are highly motivated and have the same careers wishes as those in secondary general schools (Hauptschulen) and intermediate schools (Realschulen). Nevertheless, in practice two thirds of them land in vocational preparation measures or the second labour market. The stigma of having learning difficulties has already stuck. In June the Federal Minister for Education, Training and Research addressed a media day aimed at promoting the integration of migrants in German society through qualification. This was against a background that only 35% of young people of foreign origin complete an initial vocational training, while 65% of Germans do, and that 73% of unemployed "foreigners" are unskilled. In addition, while almost 30% of German-owned companies provide training, only 6% of foreign-owned ones located in Germany do so. The 2002 annual report of ISFOL examined the data from the Italian regions on the supply of, and demand for, training places and compared this with other EU Member States. The overall picture indicates the importance of EU funding measures (60.9% of the total), the problems of early school leavers and the continuing low levels of education and training in the southern regions. Measures to improve the quality of apprentice training in Norway include a provision, in effect from this autumn, for young people to assess and thereby influence their in-company practical training. This will be done through a net-based questionnaire ("Apprentices inspectors") covering issues such as trainee motivation and well being, teaching aids and health and safety. It is a development of the "pupil inspectors" introduced in 2001. In Spain, the Ministry of Education and Culture, after consultation within the framework of the General Council for Vocational Training and the State School Council, approved three regulations relating to initial school-based training (formación reglada) qualifications for technicians in computer systems, socio-health work and jewellery. The results of the annual training and development survey carried out by the Chartered Institute of Personnel and Development (CIPD) in the United Kingdom and released in late March, show that 92% of organisations reported that training is now more geared to meet the strategic needs of business and that increasing support for training from line managers was evident. Back to top
The length of training
"How long should education and training programmes last?" is a key element in the discussion on the efficiency and quality of education and training systems. In May, Denmark initiated a pilot project for unskilled workers over 25 years of age, but with at least four years of work experience relevant to warehousing and transport in the medical sector. The project gives accreditation for prior learning and could reduce the length of training from three years to just over six months. A Swedish government communication proposes the development of shorter VET programmes, particularly in the handicraft occupations. Back to top
Reform of apprenticeship
In August, the French cabinet considered a communication on the reform of apprenticeship, which had been requested by the Prime Minister. The communication's conclusion was that apprenticeship appears to be a suitable instrument both to counter skill shortages in small and medium-sized enterprises, which are aggravated by the departure of older workers, and as a measure of recruitment. However, a renewal of apprenticeship requires an improvement of its image. In addition the expectations and needs of young people, for example in terms of transport and pay need to be addressed, but so too must the content of training in order to enable later transfer to other training programmes. The training given must also respond to the needs of the companies. Back to top
Youth enemployment action plan
Following a report indicating that the percentage of those leaving senior secondary vocational schools without obtaining a job had doubled (to 8%) during 2002, the Dutch Ministry of Social Affairs and Employment, in May, published the main lines of a youth unemployment action plan. The aim is to limit youth unemployment to a maximum of twice the national average and to contribute to the Lisbon objective of halving the number of those under 24 without qualifications. The measures include co-operation between national ministries and other actors to prevent early school leaving and develop counselling and guidance. Funds are also to be provided to stimulate the introduction of tailor made education and training courses for those with the lowest levels of education. Back to top
Promoting entrepreneurship
The Austrian government continues to promote the spirit of entrepreneurship in schools. This is particularly necessary as, in the coming years, the chief executives of some 50 000 enterprises with 400 000 workers will, for demographic reasons, need to be replaced. Amongst the measures are the "work in practice firms" (Übungsfirmen) programme, which is a mandatory part of some courses offered by vocational schools and in which pupils acquire the basics of entrepreneurial management. These have been so successful (there are over 1 000 of them) that commercial academies are considering introducing another specialisation in this field "entrepreneurship and management". - In Germany, the conclusions of a research project, carried out by the BIBB in the retail and tourism sectors, concluded that firms wished initial training to include the capacity to think and behave in an entrepreneurial fashion, whether trainees intended to set up their own companies or not. Additional qualifications in this area should be available for better-performing trainees, but specific training on the creation, or taking over, of companies should be seen as a part of continuing rather than initial training.
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Higher vocational education institutions
An act approved in May enters into force in the autumn in Norway. Its objective is to increase the status and attractiveness of vocational education at the level above secondary school and below university studies. The act provides a framework for courses run by public or private bodies, that are short (five months to two years), limited to and custom made for one occupation and/or sector, and are open to those who have already completed upper secondary education or have relevant work experience. Back to top
Adult vocational training
In June, the Danish parliament approved a government proposal to integrate, as from 1 January 2004, adult vocational training and adult continuing training. The objectives include ensuring a higher degree of transparency and user-friendly flexibility, and allowing for any necessary local adjustment of the content of individual training programmes. The programmes can be tailor-made for the various sectors and the individual needs of companies. In August, the Spanish government approved legislation establishing a new continuing training (formación continua) system, which should operate from 1 January 2004. This maintains and amplifies the general principals of the existing system, emphasising the role of the social partners and collective agreements, the unity of the labour market and the freedom of movement of workers throughout Spain and Europe. The role of continuing training is seen as an essential element in guaranteeing lifelong learning and the role of the autonomous communities is underlined. The legislation also gives more flexibility to companies in managing the training of their workers and the possibility of automatically benefiting from reductions in social benefit contributions. An Italian inter-ministerial decree in April defined objectives and criteria for the provision of funds for continuing training, thus making operable legislation agreed in 2000. Multi-sectoral funds should facilitate training in small and medium-sized companies, while social partners and the regions will work with the Ministry of Labour and Social Policy in the framework of the observatory on continuing vocational training foreseen in the 2003 financial legislation. The low level of skill of those working in public administration, particularly at local level has in May lead the Portuguese Ministers for Social Security and Labour and for Cities, National and Regional Development and the Environment to develop specific training measures. These are partly of a distance learning nature and are geared specifically to skill development tied to the process of modernisation and organisational development in local administrations. Back to top
Social partner agreements
The sixth Irish national social agreement, covering the period 2003-2005, was approved at the end of February. Among the special initiatives focusing on key issues of economic and social policy identified is training and the provision of progression opportunities for the low skilled and those with less than upper secondary education. As a result the Competency Development Programme, focused on the prioritised needs of people in employment, was launched in May with a budget of EUR 4.5 million. Under the programme administered by the Training and Employment Authority (FÁS), grants (covering up to 60% of the training costs) are given to training organisations to run programmes in ten selected key sectors, such as construction, chemicals and business-related services. Priority will be given to industrial employees who require upskilling, cross-sectoral skilling and portable skills development. Including everybody in the information society is a further priority of the partnership agreement. The end of September was the deadline set by the French Prime Minster for agreement by the social partners on the reform of continuing training, saying that if there is an agreement it would be transferred into legislation, but if not the government would act. The social partners resumed their dialogue on 19 September. Most of the organisations concerned have been able to agree to a draft final text, but the General Confederation of Labour (CGT) indicated it would take a decision in early October. The agreement includes an increase in the training levy, from 1.5% to 1.55% of the annual wage bill in January 2004 and to 1.6% in January 2006. In addition to the existing provisions for continuing training (the training plan at the initiative of the company and training leave for the individual employee), a new individual right to training (maximum of 20 hours per year) is to be created. A new "occupational contract" (contrat de professionnalisation) will replace the three existing contractual arrangements for alternance training. Back to top
A surplus of funds!
The inclusion over the last 20 years of a training paragraph in many collective labour agreements has, in the Netherlands, lead to the establishment of sectoral training and development funds. A recently published review of the situation in 2002 shows that, even though the funds have an annual expenditure of 600 million Euro, they are, as they were five years previously, amassing capital reserves, which are now estimated at 1 billion Euro. Almost 40% of companies are associated with a fund and two-thirds of them have received funds for training activities. The funds still have difficulty in reaching companies with less than 50 employees, but there has been a strong increase in training in the construction industry and a lesser one in hotel and catering. Back to top
Employment policy
The Belgian higher council on employment (Conseil supérieur de l'Emploi) has published a review of the country's progress towards the targets set by the European employment strategy. Its main conclusions suggest that 2002 was a bad year and that Belgium is well down the European league. Only 25% of those over 55 are in employment, 3% of the total population has been unemployed for more than two years and half of unemployed adults do not receive support in their search for a new job. While the level of education of young people is high, the decrease of training in companies is worrying, given that only 6.5% of adults received training (EU target of 12%). Back to top
Guidance/barometer of skills
In spring, Austria launched a "qualifications barometer". Commissioned by the labour market service this is a comprehensive online information system on qualifications and skills trends, based on data from an analysis of job vacancies, enterprise surveys and investigative studies. It presents a wide range of information on job market and skill/qualification trends at three levels - 'occupational categories', 'occupational fields' and 'occupations'. The Finnish government is now acting to rectify the considerable shortcomings identified in the evaluation, completed in autumn 2002, of educational guidance and counselling at all levels and in all forms of education. One measure is the improvement of the guidance environment by applying web-based solutions. Skills Finland, which has an aim of raising awareness of the importance of skills development is extending the use of its team game (Skills 9), which aims at acquainting those completing compulsory education with the range of occupational and vocational training options open to them. A broad review of the needs of the guidance system in the knowledge society is to be carried out by the Swedish National Agency for Education. A joint resolution from the Portuguese Ministry of Education in August provides for access to funds for improving the information and guidance offered to pupils in the ninth to eleventh school years. The objective is to assist pupils in their choice of educational and training pathways and in building career plans, and to support school managements in defining strategies for disseminating information on the full range of their programmes. Activities could include the development of guidance materials using different media, including the Internet. Back to top
Validation of skills acquired by experience
The Flemish government has approved the principles of a decree on the validation of skills obtained through experience and sees it as a way of up-grading the employability of thousands of workers who left school without qualifications. It should enable workers to obtain better jobs or to receive more pay. Under the law everybody will have the right to launch a procedure for having his/her professional competencies assessed. It is expected that the system will be launched on a pilot basis in early 2004. The government of the French-speaking community is also in the process of legislating for a common system of validation of skills. Back to top
Qualifications framework
The qualification framework being developed by the Irish National Qualifications Authority is now taking shape and the timetable for its implementation is to be launched during the autumn. The objective is to focus on the needs of the learners themselves. There will be 10 levels, each setting out a range of standards of knowledge, skill and competence. At each level there will be at least one award-type, which is a class of named awards sharing common features. A Swedish government proposal suggests a four-year period of experimental work, at regional as well as national level and involving the main stakeholders, with a view to ensuring equivalence, quality and legitimacy in the validation and qualification process. The development of a competence-based qualification structure has been going on for some years in the Netherlands. The discussion on this is enlivened by publication of the annual qualification structure yearbook. Articles in the most recent one raise questions on issues such as how attractive the qualification structure is for the actors on the labour market and the need for greater creativity in developing qualifications. Back to top
Quality of education
In June, the Committee for Quality in Primary and Secondary Education in Norway, appointed in October 2001, submitted its main report. Its 117 suggestions cover issues such as moving the school from a post industrial to an international knowledge society, the need for training to be adapted to all, regardless of social and cultural differences and a focus on quality within a lifelong learning framework starting in the kindergarten. The report has been positively received and the current debate is expected to result in a white paper in spring 2004.
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Marginalisation
Amongst the Austrian measures to make lifelong learning a reality through the expansion of adult education, is support for networks promoting adult literacy initiatives with a view to increasing their employment perspectives. A survey carried out for the Chamber of Labour, an employees' organisation, confirmed that participation in continuing vocational training increases by educational level. Cost remains a barrier and 45% of respondents indicated that without the availability of educational vouchers they could not have participated. As a conclusion, the Chamber favours the expansion of the voucher system - by the end of 2003 it is expected that 120 000 vouchers will be in use. The fifth priority in the French programme to reinforce the fight against marginalisation and exclusion includes a number of education and training measures relating to literacy. The need for close co-operation between various services operating at the local level, the greater use of open and distance learning and the exploitation of information and communication technologies to open up training opportunities for adults, feature on the agenda. The programme will also consider the needs of the 150 000 young people leaving the education system with no formal qualification, many of whose failure is due to functional illiteracy. The French Economic and Social Committee approved an opinion in May on the integration in the labour market of disabled persons. This pointed out the failure to reach targets set by the 1987 law and emphasised the key role of both initial and continuing VET in facilitating entry to the labour market. The offer of training available does not adequately cover the needs of the disabled and should be expanded. Back to top
Education and training managers their profile and attitudes
A survey published in May by the new Learning and Skills Development Agency showed that in summer 2002, in England more than 40% of leaders and managers in further education (FE) colleges and in adult and community learning were aged 50 or more. The report shows a clear trend towards older managers in FE colleges during the last five years, warns of a possible 'succession crisis' and also reveals inequalities of gender and ethnicity. More than one-third of managers now hold recognised management qualifications, although opinions on their value are divided. Back to top
Internationalisation of learning
The continued and increasing interest in the cross-national boundary exchange of information and experience is underlined by the number of major well-attended EU level events concerned with lifelong learning. These include the Athens May event of the Greek presidency on the role of the social partners, Cedefop's Thessaloniki June conference, the Italian presidency Benevento seminar and the November ETF conference on "Learning Matters". But it is also shown at the practical level, through the results of the Leonardo da Vinci and other EU programmes, as illustrated by the publication by the European Commission and the Netherlands LdV national agency on "Dissemination strategies". The continued interest in, and the extension of, existing networks such as the Ttnet underline this point, as does the pressure from the practitioners, following a joint German/Cedefop initiative, to establish a European network concerned with the early identification of skill needs. The decision to establish the International Centre for Technical and Vocational Education and Training (UNEVOC) in Bonn on a permanent basis, and the EUR 200 000 German government support for it, illustrates the worldwide nature of networking in VET. The continued development of bi-lateral arrangements is illustrated by the September agreement between France and Germany on the transparency and comparability of vocational qualifications. This will enable immediate recognition in both countries of 40 different vocational qualifications, whether they are sanctioned through the German dual system or the French vocational baccalaureate or occupational diploma (brevet professionnel). The Nordic ministers for education and research have agreed to an action plan to remove obstacles to mobility between the Nordic countries for students at upper secondary level. They want more young people to use the existing possibilities of studying without payment of fees in other Nordic countries. Back to top
Michael Adams
(E-mail: Michael Adams)
Brussels
23 September 2003
The above note has been prepared by Cedefop as background information for the meeting of the Directors General for Vocational Training to be held in Benevento on 20 to 21 October 2003. It is based on information received from members of Cedefop's Refer network, in particular, their contributions to Cedefop Info issues 2 and 3/2003.
Cedefop Info is published in hard copy form three times a year in English, French and German and is available free of charge from Cedefop. This note and the full text of Cedefop Info are available on Cedefop's interactive Internet site, the European Training Village (www.trainingvillage.gr). Cedefop would be pleased to receive feedback and reactions on the content and usefulness of this note.
Part B: Acceding countries and candidate countries
National strategies
In the Czech Republic, the government adopted a national strategy for human resources development (HRD) and established the co-ordinating National Council for HRD in spring 2003. The Council will be responsible for the formulation of national priorities and policies, co-ordination among sectors and with the regions, and promotion of lifelong learning. At the regional level, Councils for HRD are gradually coming into existence as well. Their key responsibilities are to survey and forecast the demand for skilled labour, and to initiate corresponding changes in the vocational education and training (VET) system in the regions. The Parliament of the Republic of Lithuania has confirmed National Education Strategy Guidelines for 2003 - 2012. They take into account the strategic objectives for the development of education systems until the year 2010 adopted by the European Union. In 2003 the government will work out an implementation programme for the strategy guidelines. Targets to be achieved by 2012 include 60% of young people taking a university or non-university degree, more than 80% of the 25-59 age group having at least secondary education, not less than 85% of employable people using ICT, and at least 15% participating in continuing training. Back to top
Initial vocational education and training
In Estonia, the VET school network has been undergoing reorganisation aimed at developing larger centres of learning. Between 1994 and 2003, the number of public VET schools has been reduced by mergers from 77 to 52. Thus a gradual establishment of large regional training centres has been started, however it has not yet reached a vital breakthrough. The centres are to have a key role in the development of a region by providing initial VET, higher professional education, continuing vocational training (CVT), counselling, labour market analyses, programme development, and by initiating local networks. In January 2003 the government of Hungary launched the Apprenticeship School Development Programme, in which 13 billion Forint (50 million Euro) will be invested by 2006. It is a response to a decade of dramatically declining enrolment and increasing dropout of students in this traditional type of schooling. The programme aims to modernise skilled worker training so that it will provide knowledge and skills relevant for life in general, as well as marketable vocational qualifications. This will be achieved by new curricula integrating general and vocational subjects, by innovative methods of learning and by extensive training of teachers. A new, modular, competence based system of vocational qualifications will also result from the programme. The process of placing all Latvian vocational schools under the authority of the Ministry of Education and Science has begun. In July 2003, the government decided that schools of the Ministry of Welfare, the Ministry of Health and the Ministry of Agriculture should be placed under the Ministry of Education and Science as of July 2004. This decision will make it easier to implement a unified vocational education and training policy. It will also be possible to optimise the network of vocational education institutions and distribute funding more evenly. In Lithuania, the final qualification examinations for graduates of vocational schools have become the responsibility of the Chamber of Commerce, Industry and Crafts and the Chamber of Agriculture. The measure commits vocational schools to better comply with the qualification requirements set by the state and to pay more attention to the labour market needs. In 2003 for the first time the two Chambers in co-operation with vocational schools performed the examinations in the whole country. Steps have already been taken to make the Chambers responsible for the final assessment in continuing vocational training as well. In Poland, the Ministry for Education and Sport reviewed the framework curricula for basic vocational schools, setting the minimum number of hours for practical vocational training. The 2002 curriculum for vocational schools allowed for favouring theory over practical training. According to the new regulation, published in June 2003, the weekly load of hours for practical training cannot be less than 20 hours in two-year programmes, which means nearly 60 % of the total time allocated for vocational training. Back to top
Continuing training
The Cyprus Academy of Public Administration (CAPA) started a new initiative, the aim of which is a self-management of the learning function by each civil service organisation. This is done by establishing learning units, learning coordinators and trainers in all the organisations, and by providing appropriate training and support by CAPA to these. On the basis of an approved organisational learning policy and annual action plans an organisation may obtain decentralised yearly allocations from the state budget. This year the first five from the total of 76 civil service organisations have already accomplished this stage and their 2004 budgets will include the necessary amounts for the implementation of their learning action plans. In 2003, three new institutes joined the Malta College of Arts, Science and Technology (MCAST), which is to become a centre of excellence of vocational education and training. It now includes nine institutes covering maritime studies, business and commerce, art and design, building and construction, electronics and electrical engineering, information and communication technology, mechanical engineering, community services and agribusiness. The College serves students of all ages, particularly adults, to acquire or update skills relevant to the local employment needs. One of the initiatives undertaken by the Polish authorities in order to promote LLL is the Phare 2000 Continuing Vocational Training project, now nearing completion, implemented by the Ministry of Economy, Labour and Social Policy. The project enhances social dialogue related to the vocational development of employees and promotes measures such as training funds, in-company training schemes or training leave. It also sets out to raise the quality of educational services by improving the statistics concerning continuing education, by developing vocational qualifications standards, and by designing modular training programmes. By the end of 2003, the outputs of the project will include standards for 40 occupations and 88 modular training programmes, all available to the public on the Internet. Back to top
Special groups
In Malta, the Department of Further Studies and Adult Education of the Ministry of Education initiated a project with ten local councils to increase the participation of under-represented groups in lifelong learning. The project aims at enticing hard-to-reach learners including those who had poor educational experience, and persons who left the school system with few or no qualifications. Based on non-formal learning, the project will help individuals to become active citizens and to improve their employability. In Romania, the Institute of Educational Sciences, supported by UNICEF, has carried out a study into the school enrolment of Roma and prepared a related pilot project. The 2002 study proposed an educational strategy, consequently adopted by the Ministry of Education, Research and Youth, which sets out to increase the enrolment of Roma at all levels of education, ensure access of Roma adults to education and training, and design a national system for monitoring the access of Roma to learning. Back to top
Social partners
In Slovakia, with its rapidly growing automotive industry, the Guild of Motor Vehicle Dealers and Services lead a major VET curricula innovation. The Guild invited all key players to participate in a steering committee and a special taskforce. Starting in October 2002 with the design of new job and graduate profiles, based on international experience gained by visiting Germany, France, the Czech Republic and Hungary, the curricula renewal process continued in co-operation with the State Institute of VET. In March 2003 the work was completed and the Ministry of Education approved the new training courses. 12 selected schools will receive modern equipment, co-financed by the Guild, regional governments and possibly European projects. In one of the schools a training centre for teachers and trainers will be set up. Back to top
Vocational counselling
Recent months have seen positive changes in vocational counselling in Poland, aimed at extending such assistance to a larger number of students at secondary and tertiary education levels. In January 2003 the Minister for Education and Sport issued a regulation introducing the position of the vocational counsellor in schools. It is expected that cooperation will develop between vocational counsellors, teachers and parents, and with psychological counselling centres and labour offices. Teachers have an opportunity to qualify as vocational counsellors in a new one-year post-graduate modular training programme. Back to top
Emloyment support initiatives
In Lithuania, two innovative employment support initiatives have been implemented by the public employment service in 2003. One was targeted at the long-term unemployed. During the first half of 2003, 19% of long-term unemployed were placed into jobs and 45% participated in active labour market policy programmes, in every fifth case - to increase or obtain professional skills. The share of the long-term unemployed among the registered unemployed decreased from 30.5% in January 2003 to 26.2% in July 2003.
Another one, called Local Employment Initiative (LEI), aims to support active community job-creation efforts by subsidising local employment and business development projects in remote regions with high unemployment. LEI target groups include the long-term and young unemployed, persons of pre-retirement age, the disabled, etc.. They are engaged in training and retraining as required. The current projects backed by 7.4 million Lita (2.1 million Euro) will create new jobs in wood processing, food industry and services. Since 2002 the Turkish Employment Service ISKUR has been involved as one of the implementing agencies in the 'Privatization Social Support Project' funded by the World Bank. The project is designed to help workers displaced by the privatization of state owned enterprises and the unemployed quickly re-enter the labour force. As of 15 July 2003, 7439 participants have received training, counselling or temporary community employment in 182 approved projects with a total budget of 5 million USD. The capacity of ISKUR and its 117 offices throughout the country is going to be strengthened, as a new law adopted this summer will allow for a major staff increase. An EU funded programme of Active Labour Market Strategy will be implemented by ISKUR starting in October 2003.
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Qualifications
A major priority in upgrading the VET system in Bulgaria is the development of national educational standards for vocational qualifications. The common framework used includes: occupational profiles, training objectives, training content, evaluation and certification of vocational competencies, requirements of the trainees and requirements of the training facilities. For the development of standards the newly established tripartite National Agency for Vocational Education and Training is responsible. The process started in 2001 and by August 2003 the standards for 25 occupations in tourism, services, light industry, construction, finance and economy were approved. Malta has adopted a legal framework and has established the Malta Qualification Recognition Information Centre (QRIC) as the national body that deals with matters of recognition and comparability of both academic and vocational qualifications. The Malta QRIC is currently working to promote the transparency instruments namely the European CV, Certificate and Diploma Supplements. This is being done to ensure synergy with the priorities of the Copenhagen Declaration and the goals of the EU transparency working group. In Slovenia, the Centre for Vocational Education and Training coordinates the development of competence based occupational standards. Employers and trade unions actively participate in the process. In 2003, 22 occupational standards for mechanical and electrical engineering, car repair, health care, restoration and tourism have been approved, achieving a total of 55 standards developed since 1998. In the car repair field, VET curricula have already been adjusted on the basis of these standards, and similar developments are underway in the other fields. The standards have also served for compiling catalogues of professional knowledge and skills, aimed at assessment and certification of prior experiential learning. Such assessment has already been used in some occupations, e.g. the operator of CNC machinery. Back to top
Vaclav Klenha
(E-mail: Vaclav Klenha)
Turin
23 September 2003
The above note has been prepared by ETF as background information for the meeting of the Directors General for Vocational Training to be held in Benevento on 20 to 21 October 2003. It is based on contributions to Cedefop Info 3/2003 received from the National Observatories in the acceding and candidate countries. As it is for the first time that the document presents information on the acceding and candidate countries, references to issues outside the reporting period have been included to allow for contextualisation.
The note was drawn up in consultation with Cedefop (Eleonora Schmid) in the context of the framework for co-operation between Cedefop and ETF to ensure coverage of the acceding and candidate countries at the above meeting.
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