Developments in the vocational education and training (VET) systems of member states Spring to Autumn 1998 Introduction Initial vocational education and training Continuing further education and training and lifelong learning Reform of education and training legislation Recognition of prior and informal learning Training of trainers Predicting skill needs and avoiding skill shortages Measures against exclusion Innovation Internationalisation of training Public opinion Still to come. . . Introduction A number of initiatives, which represent the implementation in the training field of elements of the National Action Plans (NAPs) for Employment presented to the Commission in April, have been taken by Member States. Some of these are mentioned below. In addition to the document provided to the DGVTs by the Commission's services, CEDEFOP had also indicated in a separate document how CEDEFOP's work might make a contribution to the debate on the implementation of these plans. [Back to the top] Initial vocational education and training a) Apprenticeship Efforts to revitalise and encourage apprenticeship continue and are in some cases bearing fruit. In Sweden where apprenticeship was virtually abolished in the 1970s, the government, supported by the social partners, has announced plans to develop apprenticeship arrangements within the framework of upper secondary vocational education. The model seems very similar to that operating in Norway and involves two years in school-based learning followed by two year in companies, and was introduced in 20 municipalities in September. Ireland, where apprenticeship is limited to certain occupations reports an increase of about 30% in the number of apprentices between 1995 and 1998, due in particular to expansion of demand in the construction industry. In the United Kingdom the results of a survey showed that 81% of employers view the Modern Apprenticeship scheme as an important or essential part of their medium and long term strategies. In Austria, the introduction of 19 new training regulations, particularly in future-oriented occupations, has brought a very large number of applications. Nevertheless, due to an extent to demographic factors, the position on the apprenticeship market appears to have improved considerably in comparison with 1997. In Germany in spite of the introduction of regulations concerning 11 new occupations and the reform of 18 others, due to the continuing labour market difficulties, it would appear that the number of those not obtaining an apprenticeship place in 1998 will be about the same as in 1997, although final figures are not yet available. In Austria arising from the National Action Plan on Employment concern with exclusion, a "pre-apprenticeship" programme for young people with learning difficulties is being introduced this autumn. This measure gives the apprentice the possibility of taking two years to cover the normal first year programme. b) other initial vocational education and training In Finland, the Ministry of Education has specified the principles and timetable to be followed in carrying out the reform, which was announced in the 1995-2000 development plan and up-dates vocational training programmes in upper secondary level, extending them to three years. Some new programmes have already been implemented and the process should be completed by 2001. In Italy an agreement between the Ministries of Defence and Labour in May launched a major training programme addressed to 170 000 conscripts. Entitled "Eurotraining", the programme consists of two initiatives, the first of which provides courses in computer science and English, which run alongside normal military training, while the second is concerned with specific craft skill training during off-duty hours. [Back to the top] Continuing further education and training and lifelong learning In May the Norwegian government presented a White Paper to parliament based on an October 1997 Green Paper containing proposals for a major reform and a new system for the continuing education and training of adults. The proposals are based on principals, such as an inclusive approach and close co-operation between government and the social partners, and a concept of knowledge, which is both theoretical and practical and in which attitudes and values also have a place. Decisions are expected before the end of the year. In Italy a public debate involving several ministers including the prime minister has centred on the training and re-training of those working in the public service at both central and regional government levels. In Belgium (Flanders) a programme aimed at providing opportunities for up to 10 000 civil servants to take sabbatical leave for training purposes, particularly through placements in the private sector, commenced in September. As part of its lifelong learning strategy, the United Kingdom government has published details of its "University of Industry". It will not be a learning provider, but a change agent and a broker matching learning needs and provision, so that, by 2002, 2.5 million individuals and employers will use its learning information services and 600 000 people a year will follow learning programmes it has identified. In Portugal to make the recognition of the right to lifelong learning a reality, particularly in a situation in which 28000 people under 25 failed to complete compulsory (9 year) education and 68% of the unemployed have had less than 9 years schooling, in July a group, which will also serve as the precursor of a new national agency for the education and training of adults, was established to prepare new courses organised at three levels on a modular basis. In Italy the government and the central employers' organisation (Confindustria) have assessed the state of training policies and strategies for lifelong learning. [Back to the top] Reform of education and training legislation In Finland an overall reform of educational legislation has been completed and will come into effect on 1 January 1999. Previous fragmented legislation based on institution types is being replaced by more concise and functional legislation. There will be one act on vocational training in place of 15. [Back to the top] Recognition of prior and informal learning In the Netherlands several projects concerning accreditation of prior learning have taken place. Most recent of these is one in the care sector involving regional training centres, national education and training bodies and a number of large care centres, concerning qualifications at levels II and III. [Back to the top] Training of trainers From November, new regulations relating to modernising the training of trainers will come into effect in Germany. These aim at setting new standards in the qualifications of trainers and thus the implementation of future-oriented in-company vocational training. They are based on a framework prepared by the Federal Institute for Vocational Training (BIBB) in co-operation with the social partners and approved in March by its Board. [Back to the top] Predicting skill needs and avoiding skill shortages In Ireland, the report of an expert group, involving government, education and the social partners, published in June, outlined practical steps to address the emerging skill shortages in the information technology sector. These include the provision of courses at different levels, but also measures to raise completion levels from 80 to 85% at degree level and from 65 to 75% at technician level. A United Kingdom report found specific skill shortages in areas such as foreign languages, information technology and technical skills, particularly engineering. [Back to the top] Measures against exclusion The Portuguese Ministry of Education in July was able to report positively on the results of education and training measures aimed at providing qualifications for those who would otherwise be early-school leavers, and announced the programme's expansion to over 3000 people in the 1998/9 school-year. The United Kingdom government has established a group to advise it on the development of basic skill provision for adults following a survey which showed 20% of adults have poor basic skills. In Ireland, within the framework of the National Action Plan on Employment, it is intended to decrease the figure of 20% of young people who do not complete the senior cycle of secondary education through more guidance, greater investment in staff development programmes, improving IT literacy and the establishment of a national certification system. In France a law concerning combating exclusion was approved in July and measures to launch the TRACE (Trajet d'accès à l'emploi) programme, which aims at the integration of young people, who have left the education system without qualifications, into the labour market through the provision of basic skills and a vocational qualification. Measures aimed at the same target groups have been introduced in Belgium, for example in Wallonia through programmes of temporary work and observation aimed at the young unemployed. [Back to the top] Innovation The German Federal Ministry of Education, Science, Research and Technology in June announced the results of a competition launched in 1997 inviting bids for projects on the theme of how to use knowledge available on a world-wide basis for initial and continuing training and innovation. Five projects which will be funded to the tune of DM 100 million (ca. ECU 51 million) over the next five years were selected and involve a number of partnerships and networks. The results are expected to have an impact on the content and methods of delivery of training. In France an agreement has recently been signed by the DGEFP (the General Delegation for Employment and Vocational Training), CNED (the National Centre for Distance Education), AFPA (the Association for the Vocational Training of Adults) and IGS (the Institute of Social Management) with the aim of establishing from January 1999 a channel TFS (Television training by satellite). In Belgium (Flanders) the government having considered the (more than one hundred) replies to its April call for tenders is expected in September to announce decisions relating to awards under its "leverage" funding scheme for supporting companies investing in training related to new products and processes. [Back to the top] Internationalisation of training In Sweden in October a commission is presenting a proposal to the government for recognition of training and work experience acquired in other countries. It also is proposing a national agency for the recognition of qualifications. The German Federal Ministry for Education, Science, Research and Technology intends to double by the end of 2002 the number of those who during their vocational training have experience abroad (currently estimated at ca. 1% in initial training). [Back to the top] Public opinion In the Netherlands a survey on "Who is Europe?" found that there were three groups in the population in terms of attitudes towards European unification - the pessimists, the optimists and the indifferent. Those in the last group have a relatively low level of educational attainment and many have followed a vocational education and training pathway! In Finland a yearly barometer of education showed increased public trust in the education system. It also established that two out of five people think that a diploma or certificate can be given even if the student lacks formal learning, but there are still many against such a procedure. [Back to the top] Still to come. . . In France, a Secretary of State for Vocational Training was appointed in March and since then has been meeting all the main partners in the field. On the basis of these consultations, a communication on the state of vocational training, and a White Paper, which will probably deal with issues such as making the right to training a reality, the validation of skills and qualifications obtained in the work-place and the simplification of existing arrangements for the provision of VET, are expected in November. J. Michael Adams 24 September 1998 [Back to the top] The above note has been prepared by CEDEFOP for background information purposes for the meeting of the Directors General of Vocational Training, to be held in Bregenz (Austria) on 19/20 October 1998, on the basis of information received from the members of CEDEFOP's documentary information network , and in particular their contributions for publication in DG XXII's Le Magazine No. 10 and CEDEFOP Info No. 3/98. The texts of these contributions will be available on CEDEFOP's Internet site and in its Electronic Training Village. CEDEFOP would be pleased to have reactions on the contents and usefulness of this note. [Back to the top]