[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,
September 2002 to February 2003
Medium term policy objectives and action plans
Both Finland and the Netherlands have formulated policy priorities over a number of years. In the Netherlands, for the period 2003 to 2006, in spite of budget cuts in other areas, an additional 354 million Euro will be available for education. The VET priorities include giving greater autonomy to schools, reducing the number of approved qualifications, counteracting the shortage of teachers particularly through action at regional level, streamlining the system to make vertical transfers within VET easier, modernising teaching and learning environments and emphasising the centrality of the role of the learner. In Finland, a 2003 to 2007 programme aimed at improving the educational level of the adult population has been launched. The target group, defined in the report of a parliamentary working group as those in the 25 to 54 age group with only basic lower secondary level education, is estimated at 330 000 persons. The intention is to provide them with an upper secondary education and training and the necessary learning, information and social skills for working life. The measure may help to meet the skills shortages expected due to the retirement of the numerically large post-war generation. , For 2003, the government has allocated 12 million Euro. This should fund training for 3 500 people. Funding for the rest of the programme will be a question for the parliament to be elected in March 2003. Back to top
Lifelong Learning
In June 2002, the Danish government elected in November 2001 published an action plan entitled "Better Education". Its objective is to strengthen the proficiency and competence level in upper secondary and higher education, and in adult and further education and continuing training. A number of major reforms in these areas will be launched. In initial VET, there will be innovation in the commercial and technical programmes, while there will also be new vocationally-oriented adult education programmes and transversal initiatives to improve vocational guidance, to strengthen natural science education, to augment IT educational attainment and, finally, to emphasise international elements in all education and training courses. The action plan indicates that education is one of the most important competition parameters and a prerequisite for an expanding and well-qualified workforce with up-to-date skills. In this context the Minister of Education has now set up, for a period of two years, a "visionary" forum for innovation and entrepreneurship. The forum consisting of 16 invited individuals from business life and the educational sector will discuss issues such as how an innovative environment can be created and supported in the educational sector, how education can develop the skills and competencies that are a prerequisite for innovative work later in life and, thus, create a culture which enhances entrepreneurship and self-employment. In October, a report from a taskforce, representing social partner, government and education and training interests, proposed a strategic framework for lifelong learning in Ireland. In order to upgrade the skills of those in the labour market, the taskforce recommends the development of a foundation qualification in workplace skills (including information technology, social skills, workplace and personal safety, literacy, numeracy and communication, and business literacy). This should be available to all employees. The report calls for the introduction by the government, in consultation with the social partners, of statutory paid learning leave, and also for an end to the payment of fees by part-time students in publicly-funded courses in higher and further education and distance learning. At present there are 34 000 such students. Back to top
Initial vocational education and training
In November, the French Minister for Youth, Education and Research presented a communication to the cabinet on the valorisation of vocational education pathways and occupational training (formation aux métiers). A genuine diversification of education routes should permit all pupils to succeed. At present 150 000 young people leave school each year without a diploma and 60 000 of these have no qualifications. Conditions for entry to vocational education and training pathways need to be improved and the pathways themselves need to be clarified, as do the possibilities of further educational progression on their completion. Among the measures suggested are improved guidance and information, agreements between vocational schools and companies, some elements of alternance training and adapting the offer and content of training to ensure the best opportunity for entering working life. From September 2003, young people in Germany, who for various reasons would not obtain a normal vocational training place, will have better opportunities to do so. This results from the introduction of vocational training preparation (Berufsausbildungs-vorbereitung), which had previously existed only as part of labour market measures, into the law on vocational training. Under these arrangements, young people will spend between six months and a year, either in companies or in school, obtaining units of qualifications, which will be certified and accredited when they move into regular training. This will improve their chances of obtaining a normal training place. Companies will be able to sign training contracts with young people participating in these measures. In the United Kingdom, the (English) Government has just published its response to consultation on the reform of education and training for 14 to 19 year olds. The government intends to introduce more flexibility into the system and to build a consensus about longer-term structural reform. The aims include high levels of participation and progression to higher education and encouraging all young people to study a broad curriculum and to learn a range of skills for life and work. Improving vocational options is an important part of the programme, with the aim that 28% of young people will enter Modern Apprenticeships by 2004. For the long-term, a more unified framework is being considered, possibly on a Baccalaureate model, promoting progression from foundation to intermediate and advanced levels (ISCED levels 1-3) and suitable for young people across the ability range. A working group for 14-19 reform is being appointed, to report within 18 months. In Austria, recent statistics point to the success of the reform of the Polytechnische Schule, which offer a one year prevocational course following lower secondary school. 19 750 pupils, around 20% of the cohort, attended these schools in 2001/2. A further reform, which follows successful pilot projects, proposes that they should, in future, offer mentally handicapped young people a pathway into society and, if possible, an occupation. Statistics show that the number of pupils in secondary technical and vocational schools and colleges (berufsbildenden mittleren und höheren Schulen) have risen from 33 000 in 1995/6 to 50 000 in 2001/2. In addition, within the framework of the apprenticeship (dual) system a number of new or reformed training programmes have been approved. An effective system of stages scolaires (internships) is a key element in ensuring educational quality. In Belgium the Ministry of Education has extended a project piloted at regional level by the Chambers of Industry and Commerce to the whole of Flanders. A database has been created and now contains details of 696 companies interested in offering short-term training places to students and 322 secondary technical vocational schools, which would wish to avail of such opportunities. This initiative, which is not concerned with apprentice or alternance training, can be seen as a contribution by companies to improving the quality and relevance of vocational and technical secondary education. A 15 January 2003 joint decree of the Portuguese Ministries of Education and Social Security and Employment established a working group with the objective of clarifying and defining action areas relevant to initial training and in which the two Ministries could define support structures. The group is expected to report at several stages during the year 2003. A survey of teachers' views in Finland on the status of education shows that while generally speaking they think that education is sufficiently valued, the status of primary education and vocational education and training was considered to be too low. 58% of VET teachers thought that VET was inadequately appreciated. Teachers considered the standards in the Finnish system were high in comparison with other European countries and 47% thought that it was good at providing equal opportunities to both sexes. Over 50% considered priority should be given to the teaching of general studies, theory, civics and ICT. Back to top
Post-secondary vocational training
In Denmark, three new professional bachelor programmes will be available from August 2003 in public universities/higher education institutes. They are in the fields of character animation, process economics and value change management, and engineering and interactive design, and are the result of reforms in previous short higher education programmes. They last for three years, are open to those who have completed general or vocational upper secondary education and have been developed following close co-operation between the educational bodies and the relevant industrial sectors. Back to top
Continuing training
On 1 January laws introducing a major labour market reform entered into force in Germany. These contained elements to improve the quality of continuing training, in particular for the unemployed, those threatened with unemployment, part-time employees seeking full-time employment and those without vocational qualifications. Training vouchers will be made available and beneficiaries will themselves be able to choose which training and which training provider to use. It is expected that this will result in more competition between the latter and thereby an improvement in the quality of training. The law also provides for the encouragement of entrepreneurship and self-employment. In Italy, a project was launched in February in the province of Milan, with the strong support of the social partners and local bodies, in order to support the development of local companies and the employability of workers. Traditional training elements will be combined with innovative guidance ones aimed at enabling workers to know better their personal skills and capabilities. Back to top
Special groups
In Belgium (Wallonia) a plan to promote information and communication technologies is being launched with the objective of building awareness and providing training to unemployed people over the age of 40 or less than 25 years old. It is concerned with ensuring access for the target group, through the local provision of free short and relevant training modules. A joint trade union/employer partnership initiative, called Workway, has been launched in Ireland to address high levels of unemployment among people with disabilities. It builds on an approach piloted in 1999 under the EU Horizon initiative. Five local networks, involving local employers, people with disabilities, union representative, government ministries, state agencies and other service providers, will be set up to promote employment opportunities for the disabled by raising awareness of the potential of, and barriers to, the employment of people with disabilities, by exploring skills availability and labour shortages, by linking with existing networks and by providing information. Back to top
Sectoral arrangements
In Spain, the National Institute for Public Administration in November 2002 published plans to support continuing vocational training within the public service. These result from the third agreement on continuing training signed in January 2002 for a period of four years between the social partners and the public authorities. About 65 million Euro will be available for training by the central state administration, local authorities, federations of municipalities and provinces and trade union organisations. Luxembourg In Belgium (Wallonia) a number of sectoral agreements have been concluded between the social partners during the last six months. In the construction, food and non-commercial services sectors, these have the objective of reducing gaps between skills supply and demand, equalising access to training and employment, investing in lifelong learning and ensuring synergies between vocational training and the world of work. Back to top
Training for information and communication technologies
Co-operation between the Austrian Ministry of Education, Science and Culture, IBM Austria and a large training provider has resulted in the availability since December 2002 of a training programme in the IT area. It promotes "Open source" working methods and is open to pupils, students and teachers. It leads to a level 1 Austrian open source certificate (AOSC-1) concerning knowledge of LINUX. This can later be developed at levels 2 and 3. The contents have been modelled on international practice and agreed with the IT industry. The new certificate is also accessible through accreditation of informally acquired competences Following legislation in late 2002, the Portuguese public employment services are offering new opportunities to unemployed people, who already have high or intermediate level qualifications. The objective is to increase their level of employability through training aimed at developing their individual and occupational competences in the area of information and communication technologies. A coherent and global strategy aimed at mobilising training providers and social partners to meet the challenges posed by the new competences linked with the new economy is now under way. Back to top
Social partners
On 22 January, the social partners in France re-established the social dialogue, which had been broken off in October 2002. To contribute to the negotiation on the reform of training, two working groups dealing respectively with demographic change and training and lifelong training on the one hand, and links between occupational sectors and local entities and the autonomy and improvement of frameworks for financing training on the other, were established and will meet shortly. A plenary is planned for April and the employers hope for an agreement before July. Issues concerning financing of training and the role of government in future agreements will be important issues during the coming months. A report published in October 2002 contained an inventory of measures taken by the social partners in the Netherlands to fulfil their part of a commitment to invest in training, when the government agreed to do likewise (see para 1 above). Collective labour agreements not only increasingly give training greater attention, but also treat it in a broad context, supporting training, which accredits prior learning and uses personal and company development plans. 90% of companies are now providing training for their employees. Employers now invest, on average, 5% of their labour costs in education and training; this is a substantial increase over recent years . The report emphasises social partner activities in relation to measures to improve the training and career prospects of teachers and trainers, and the skill levels and training of those employed in SMEs. Back to top
Qualifications
The Scottish Credit and Qualifications Framework (SCQF) aims to achieve the inclusion of qualifications across both academic and vocational sectors into a single credit-based framework. Its development is currently one of the key national priorities in Scottish education and training. The SCQF will make the relationships between qualifications clearer. It will clarify entry and exit points and routes for progression within and across education and training sectors. It will also maximise the opportunities for credit transfer. In these ways, it will assist learners to plan their progress and learning. A major conference, held in December 2002, focused on plans to implement the framework by 2004/5, but also considered international perspectives, particularly within a European framework. An institute for the management of competences and the validation of acquired learning (Institut de Management des Compétences et de la Validation des Acquis -MCVA) has been established by the National Conservatory for Arts and Crafts and the University of Marne-La-Vallée (France). It is to be a place for reflection and exchange between researchers and practitioners and will respond to the needs of companies and sectors with a view to the creation of a framework for the validation of skills gained by experience and prior learning. Back to top
Quality assurance
Since the beginning of January, the Norwegian National Agency for Quality in Education (NOKUT) has been functioning. New regulations concerned with accreditation and evaluation of higher education institutions, issued by the Ministry of Education, have also come into force. Under these, higher education institutions are given a greater degree of autonomy in terms of the courses they offer, but are required to develop internal quality control systems. NOKUT's role is primarily to evaluate these quality control systems. The aim is that all higher education institutions will have been evaluated by NOKUT before the end of 2007. NOKUT will also approve all applications by Norwegian higher education institutions to establish new education/training programmes and courses. It will in addition evaluate degrees and diplomas obtained by individuals in other countries. Continuing vocational training providers in Germany have in recent years increasingly accepted the need for quality assurance of their product. However, a publication in November 2002 by the Federal Institute for Vocational Training (BIBB), based on a survey of 1500 training providers, shows that they are still uncertain how best to do this. 76% prefer self-evaluation. Existing means of external evaluation were less popular with 29% using ISO 9000, 24 % quality circles and 15 % the model of the European Foundation for Quality Management (EFQM). 22% considered that a competitive market would be sufficient to ensure quality. Back to top
Financing of training
A recent analysis by the National Bank has shown that Belgian employers reduced their expenditure on training from 1.4% of personnel costs in 2000 to 1.35% in 2001. Total expenditure fell by 9% and the number of training hours by 6.2% This conclusion was based on an analysis of the social balance sheets, which since 1996 enterprises are obliged to furnish with their annual accounts. An agreement between the social partners had provided for an annual increase in expenditure on training, so as to reach 1.9% of personnel costs by 2004. The reduction of expenditure on training is ascribed to overall conjunctural causes, which forced employers to reduce their costs. The Federal Institute for Vocational Training (BIBB) in Germany has just published the results of a survey, which show that, in 2000, companies spent almost 28 billion/milliard Euro for the training of the 1.7 million trainees in the apprenticeship (dual) system. Expenditure per trainee amounted to 16 435 Euro, which was a 9% increase compared with the last survey in 1991. In companies in the trade and industry sector, if the contribution made by trainees to the firm through their work is taken into account, the net cost per trainee actually fell by 5% during this period. Allowances for trainees constitute about 50% of costs - salaries for trainers 36%. Three quarters of the companies see training through the dual system as the best way to recruit employees, and the survey showed that they thereby saved 5765 Euro for each employee that they would have recruited, inducted and trained by other means. In Austria, an amendment to the law on income tax gives workers greater opportunities to offset retraining costs against income tax. It entered into force on 1 January 2003. While this was only possible for retraining in the same or linked occupations, now, for example, a printer retraining to be a nurse will be able to avail of these tax reductions. Back to top
Labour market measures and skill needs
Too many young people in Wales still leave the education system with insufficient skills. In addition, there is a large pool of adults with low skills. In 2001, 20% of adults of working age had no qualifications, while around 25% of the population of working age were neither in employment nor looking for work. Research has also shown that 30% of employers are unable to recruit people with sufficient skills and about the same number also suffer from skills gaps in their existing workforce. The Welsh Assembly has responded to these challenges by drawing up the Skills and Employment Action Plan 2002 (http://www.learning.wales.gov.uk), which sets out over 50 positive actions. A recently published labour market review, indicated that in 2001 the number of work permits issued in Ireland to workers from outside the European Economic Area doubled to 36 500. FÁS-Training and Employment Authority has called for radical changes in the procedures for issuing work permits and has advocated a system tied directly to actual skill shortages rather than employer vacancies. The result of the latter has been that employers tend to use work permits to employ cheaper labour from outside the country. In December, the National Institute for Employment (INEM) in Spain published information on support that it would offer to implement measures in the National Action Plan for Employment aimed at offering young people and adults who have been seeking a job for a period of between six and twelve months an opportunity for training, employment or individual guidance. The measures are co-financed by the European Social Fund. The target group in the areas directly reached by INEM, and therefore excluding those autonomous communities to which powers have been devolved, numbers over 200 000 individuals. In France in December, Parliament adopted a text concerning collective negotiations on restructuring effecting employment. This changed the law on social modernisation approved in December 2001, by, for example, suspending for a period of 18 months seven articles dealing with dismissals. Back to top
Internationalisation
The Federal Ministry for Education, Science and Culture in co-operation with the Austrian reference point for vocational qualifications has opened a new Internet portal (www.chance-europa.at) with the motto Qualifikationen erfolgreich vermarkten (Marketing qualifications successfully). The objective is the dissemination of the transparency instruments, such as the common curriculum vitae format and certificate supplement, created at the European level, and thus to contribute to a better use of the opportunities offered by the European education and labour market. It will also provide information on the Austrian use of the Europass, details of the European language portfolio and the European Computer Driving Licence (ECDL). Efforts in the Netherlands to improve the quality, and broaden the utilisation, of the Europass, have been successful with a trebling of the numbers issued in 2002 and greater interest by both social partners and education and training institutions.
Michael Adams
e-mail
Brussels
21 February 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 Thessaloniki on 16 to 19 March 2003. It is based on information received from members of Cedefop’s new Refer network, in particular, their contributions to Cedefop Info 1/2003.
The Refer network covers, and therefore this note only attempts to deal with, the EU Member and other EEA states. Cedefop will, in co-operation with the European Training Foundation, consider how this exercise could be extended at a future date to include some or all, of the candidate countries.
This note and the full text of Cedefop Info will be made available on Cedefop’s interactive Internet site, the European Training Village (http://www.trainingvillage.gr). Cedefop would be pleased to receive feedback and reactions on the content and usefulness of this note.
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