Developments in the vocational education and training (VET) systems of member states August 1999 to January 2000 Overview Reform proposals affecting initial and continuing VET Initial training Continuing training Training of educational perosnnel Qualification structure New technologies Research Internationalisation

Overview Like the previous period (April to August 1999), this does not appear to have been one marked by announcements of major new VET policy initiatives in many of the member states, although further steps to implement policies or extend programmes announced previously have been taken. There appears to be a continued common concern about improving the quality of VET and in the context of a lifelong learning strategy how changes in the certification and qualification systems, particularly those allied with the recognition of non-formal learning, can contribute to this objective. More effective and greater use in the teaching/learning process of new technologies and in making a broad public aware of training and employment opportunities is also a point mentioned by a number of countries, as is a concern to promote inclusion, particularly through measures for older lower skilled workers.

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Reform proposals affecting initial and continuing VET After consultation with the major stakeholders, the UK government followed up its white paper on Learning to Succeed with a bill, which sets out proposals for a new framework for post-16 education and training. It should be approved in 2000 and largely implemented in 2001. The national Learning and Skills Councils (separate ones for England and Wales) and a network of local councils will fund and administer college and workplace based training. There will be new arrangements for inspection and a new support service for young people. The newly elected Finnish government at the end of 1999 approved a 1999 to 2004 development plan for education and research. It sets both quantitative and qualitative objectives with an emphasis on combating skill shortages by increasing the number of places in vocational education at both upper secondary and higher (polytechnic) education level and on developing competence-based examinations in co-operation with employers. The use of vouchers as a means of financing adult education and training is to be investigated. After the publication of its white paper, the French government is consulting the social partners and other bodies and preparing a bill on lifelong learning, which it expects will be examined by parliament in 2001. It is proposed that the law include an individual right to lifelong training that is transferable when employees change jobs and is collectively guaranteed. There will also be a review the effectiveness of apprenticeship and alternance training with a view to transparency, simplification and better use of the financial resources available. In the context of the discussion on the white paper a major report, prepared by a member of the national assembly, made many suggestions, for example on issues relating to decentralisation and co-ordination at regional level. In Ireland a report by the National Economic and Social Council argues for a strategic framework to promote lifelong learning and identifies a number of priorities such as raising literacy and numeracy skills particularly among older-age groups. These priorities are in part reflected in the Irish National Development Plan 2000-2006, which change the emphasis from job creation to training and personal development in order to combat emerging skill shortages by improving the skill of those already at work and particularly of the long-term unemployed. In September the Dutch Minister of Education, Culture and Science published an agenda for vocational education and adult education for future years. This builds on the basis, particularly the institutional framework established by the 1996 Act on Vocational Education and Adult Education, but calls for greater equality, accessibility and regional co-operation, combined with the promotion of institutional autonomy and de-regulation, so as to provide lifelong learning, quality assurance and public accountability. The Dutch Ministry has also started a publicity campaign to make more people familiar with the new intermediate pre-vocational education (VMBO) which combines pre-vocational education (VBO) with lower general secondary education (MAVO). The publicity campaign will involve TV commercials, brochures, posters and a website.

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Initial training In Norway new programmes in the area of "Economy and trade" and "Media and communication" have been introduced at upper secondary level. In Sweden adjustments to the vocational programmes in upper secondary education, including revised programme aims, the addition of a new programme (in technology), the extension of a large scale apprenticeship pilot project and special programme to assist those experiencing difficulties in entering upper secondary education, are being implemented. In Denmark from August 2000 the number of short (2 year) higher education programmes will be reduced from about 75 to 15. Of these, 13 are entirely new. A number of quality criteria related both to the content of the programmes and the institutions providing them will ensure nation-wide homogeneity of each of the programmes. These changes are part of initiatives to meet a government objective of ensuring that 50% of the age cohort enter into further or higher education having completed general or vocational (including apprentice) second level education. The French Secretary of State for the rights of Women and for Vocational Training is continuing her consultation with relevant partners on the reform of apprenticeship, particularly in relation to the financing of the centres for training of apprentices (CFA) and the collection of the apprenticeship tax. Legislative proposals are expected in the spring. In the process of extending compulsory education to the age of 18 in Italy, apprenticeship is seen as having a key role and recent legislation provides that the obligation to attend education can be fulfilled through vocational training and apprenticeship. A number of experimental programmes in particular sectors have been launched. One of the reasons for this extension of compulsory education was that a high proportion of fifteen-year-olds, particularly in more developed areas such as Lombardy and Venetia, are leaving school and entering employment directly The German crash programme to reduce youth unemployment through special training measures has been extended for a further year and DM 2000 Million will be available this year. Among the new emphases in the programme will be efforts to ensure a greater participation by foreigners by setting minimum quotas of places to be filled by them, while off-the-job training will be concentrated in regions with particular problems. Within the framework of the EU's employment guidelines, the Portuguese government, in September launched a major programme (SUB 21) aimed at assisting disadvantaged young people, particularly those aged between 15 and 20, to integrate more quickly into working life. The programme provides training aimed at improving their basic skills in areas such as initiative taking, teamwork, autonomous learning, problem solving and information location and retrieval.

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Continuing training In Norway following an agreement between the government and the social partners in April 1999, 400 million NOK (50 million in 2000), are being made available for pilot projects with the aim of developing the market for continuing vocational training. Furthermore, all employees, who have been in the labour market for three years and with their current employer for 2 years, will be provided with an entitlement to individual education and training leave. Since September 1999, paid-educational leave in Belgium (Wallonia) has been extended to include certain categories of part-time workers who follow a recognised education or training programme. In a separate initiative, in sectors covered by a collective agreement valid until 2001 each employer must propose training to his employees and, in the event of his not doing so, employees have the right to propose individual training for a period of 4 days. If the employer does not respond to this proposal, these 4 days may be taken as ordinary leave. In Denmark following agreement between the government and opposition parties and the approval of the budget for 2000, a bill containing a major reform of continuing training is expected to be introduced very shortly, with implementation anticipated for 2001. There will be a change of focus in public expenditure to concentrate on upgrading the skills of adults with a low level of educational attainment, while companies will be expected to contribute more than at present to the financing of the training of their employees. An employer-led Training Networks Programme has been launched in Ireland to address the training needs of companies, particularly SMEs. Funded by the Department of Enterprise, Trade and Employment it will be administered by a company in the board of which the social partners dominate. Funding will be available for networks of companies whether these are created on a sectoral, regional or specific type of training needs basis. In the UK the first 68 'learndirect' centres providing online learning and information resources were opened in November under the University for Industry (UfI) initiative. There should be 1000 such centres by autumn 2000 serving, as priority target groups, adults with low basic skills, employees in SMEs, specific sectors and companies needing to improve their IT skills. The results of a survey carried out in 1998 of German companies' contribution to financing and organising continuing vocational training were published in December and suggest a substantial per head increase in expenditure compared with 1995. The survey also showed that on average every employee had 20 hours of training. The German metalworkers' trade union has agreed with the employers a continuing training programme for 800 000 IT employees. This will provide a transparent and comparable system, with five countrywide recognised qualifications. A recently published Austrian study underlined the key role of occupation specific training in order to assist women to return to the labour market without suffering from a process of "de-qualification".

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Training of educational personnel A project aimed at improving the quality of education and training services has been launched in Italy. It involves a management training programme for the heads of educational institutions and is conducted by independent and external evaluators and trainers.

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Qualification structure In Spain the process of defining the role and working methods of the newly established National Institute for Qualifications continued with a seminar in September. The institute should have a key role in the National VET plan by designing an integrated system of qualifications, which in a global way co-ordinates, makes coherent and optimises the use of resources in the VET system In November the Dutch Minister accepted the advice of an independent committee concerning the maintenance, up dating and extension of the existing qualifications structure. This focused on improved transparency for all the clients of the structure, and the sustainability and breadth of qualifications in a period of constant change on the labour market. The new legislation on VET being prepared in France will include the creation of a national agency, which will consist of representatives of various ministries and the social partners. The agency will be charged with establishing a national repertory of qualifications, diplomas and other certificates with a view to creating pathways between existing systems.

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New technologies Shortage of skills in specific sectors, above all those that are ITC linked, have lead to new initiatives and pilot projects in various countries, often involving new types of co-operation between different bodies, for example in Flanders. An international survey showed a high level of ICT use in Norwegian schools compared with other countries, but the government is providing additional funds to each school to increase the use of the Internet. To combat a significant lack of engineers and ICT competences higher education institutions are now taking specific student recruitment measures, such as special preparation or adapted first year courses.

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Research The UK government has expressed concern about the information available concerning VET and in December established a new research and information Centre for Evidence Informed Policy and Practice.

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Internationalisation The number of countries, which are availing of practice developed in other member states, would appear to be growing rapidly. In Belgium in Flanders a means of testing the basic aptitudes and skills of adults developed by the UK Qualifications and Curriculum Authority at the request of the OECD has been adapted for use by the Flemish Office for Placement and Vocational Training (VDAB). In Wallonia, in October, FOREM (the French speaking Office for Placement and Vocational Training) organised a seminar on alternance training with inputs from other countries Greece through a Presidential decree has taken measures to implement the second general system for the recognition of vocational education qualifications and has established at national level a council for the recognition of vocational education and training certificates. In September the Dutch Minister of Education, Culture and Science presented a policy statement on the internationalisation of education and training. This indicated priorities and objectives including the contribution of internationalisation to the quality of education, and provided financial support. The results of a survey on the training needs of staff in Dutch VET institutions in order to optimise the process of internationalisation will contribute to this process. Dutch-Flemish co-operation in VET student and teacher exchanges has been extended to research, which in December resulted in two publications concerning a comparative approach to key skills and qualification structures and VET terminology and concepts. In November in the framework of a Franco-German summit meeting, an agreement for co-operation in the field of vocational training was signed. This provides, for example, for a common evaluation of the programmes in the two countries to combat youth unemployment, for greater efforts to reduce the barriers to the mobility of pupils and trainees, and for joint research in relation to qualifications, particularly in the ITC sector. The German Federal Ministry for Education and Research has organised an emergency programme of support for Kosovo through the Federal Institute for Vocational Training and other organisations.

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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 Sesimbra (Portugal) on 21/22 February. It is based on information received from members of CEDEFOP's documentary information network, in particular, their contributions to CEDEFOP Info 1/2000. These contributions, including some material, which for space reasons may not be included in the hard copy version, will be available on CEDEFOP's Internet site (http://www.cedefop.eu.int) and in its Electronic Training Village (http://www.trainingvillage.gr). CEDEFOP would be pleased to receive feed back and reactions on the content and usefulness of this note.

J. Michael Adams jma@cedefop.be Brussels 31 January 2000

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