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[November 2004 to February 2005]
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[September 2002 to February 2003]
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[September 2001 to February 2002]
[March to September 2001]
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Developments in the vocational education
and training
(VET) systems of member states
March to September 2001
Introduction
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The period under review, on the basis of the information sent to Cedefop, has not been characterised by many major policy announcements or legislative initiatives. On the other hand there are reports of many new activities, particularly in relation to eLearning, IT and the use of the Internet for distribution of information, the training of trainers and measures to ensure the quality of training and its accessibility to groups at risk. Of particular interest from a European perspective is how often national initiatives are linked (often, but not always, explicitly), with either those at EU level (the eLearning initiative, the Lifelong Learning memorandum, the concrete objectives of the education and training systems, the Bologna process, the employment guidelines etc.) or the results of EU programmes (Leonardo da Vinci, Adapt etc.). There are also many references to projects which either involve co-operation with, or drawing on the experience of, other countries. On this evidence, the "Europeanisation" or internationalisation of VET policy and practice would seem to be progressing more rapidly than could possibly have been envisaged only a few years ago.
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Policy announcements and reviews/Legislative reforms
- In June, the steering committee charged with preparing the first five-year evaluation of the implementation of the 1996 act on adult and vocational education issued its first report to the Dutch Minister of Education and parliament. It concluded that the act provided a good framework which had not yet been fully exploited. It also listed a number of specific key problems. Among these were such as the inadequacy of the qualification structure; the poor quality of on-the-job training, due to the division of responsibilities between regional training centres, national bodies and companies; external validation and the quality of examinations; and the lack of flexibility in financing systems, which makes co-operation between city councils and regional training centres difficult. In relation to the examination systems, proposals for reform were presented at the end of July. These move responsibility for examining their courses to the educational institutions, subject to external supervision. If the proposals are adopted, a national level quality examination centre to carry out this latter task is envisaged and the new system will come into force by August 2002.
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Initial vocational education
- In spring, the UK government published a green paper (Schools: Building on Success). It contained measures aimed at supporting a more individualised learning path for secondary students in England. These include proposals to enable young people to take up vocational and technical education as part of a normal school programme from the age of 14. In Finland, a tripartite committee was appointed by the Minister of Education, for the period 1996 to 2001, to promote and disseminate information on new kinds of co-operation developed to foster on-the job learning in initial vocational education and apprenticeship. It has just published its final report. This outlines the measures taken, evaluates the degree to which policy objectives have been attained and makes further proposals.
- Following an agreement with the social partners which defined the improvement of the quality of vocational education and qualifications as a priority, the Ministries of Education and of Employment and Solidarity in Portugal approved a joint resolution in July. Its aim is to diversify secondary education programmes and to offer a tenth year of education leading to a vocational qualification and thus an easier entry to the labour market. A further (May) joint initiative of the two ministries, also within the framework of the third (European Union supported) education development programme (Prodep III) for Portugal (2000 to 2006) is concerned with the development of, and access to, post-secondary courses specialising in technology.
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Apprenticeship
- The 2001 vocational training report published in Germany in the spring showed that in 2000 there was a 2.6% increase (to a total of 564 400) in the number of new vocational training contracts. 36 new and 106 restructured training occupations have now been approved. The objective of creating 60 000 training places in new IT occupations by 2003 will be achieved. However, both employer and trade union organisations expressed reservations, for example on short-comings in the quality and quantity of vocational schools and teachers.
- From spring 2001, a new two-year apprentice training pilot project called "Learning at Work" has been introduced in Sweden. The training must be for a minimum of 30 weeks over three years and involves government funding of 2 000 places at a cost of approximately EUR 1 500 each.
- The United Kingdom government has appointed an advisory committee which is to draw up a three-year action plan for the development, promotion and delivery of Modern Apprenticeship and to advise on a more suitable provision for work-based training not covered by existing frameworks. The Government has also provided an additional EUR 290 million to fund extra apprenticeship places and has set a target of 320 000 young people on the programme by 2003/4 (compared with 243 600 in 2000/2001).
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Financing
- In July, the German government confirmed its intention to promote and extend training leading to the "Meister" qualification. It has therefore introduced legislation providing additional funding (EUR 46 million in the coming year) to encourage people, particularly those who may create SMEs, to participate in both full and part-time training. The measures are specifically targeted at supporting heads of families and foreign workers.
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Continuing training
- In August, a new strategy for the Danish labour market training (AMU) system was announced. Competence development closely related to the workplace and the job functions that the employee performs is a central issue. Labour market training should fulfil the role of bridge builder between the informal learning taking place in the workplace and formal learning in educational institutions. Amongst the seven priority areas defined are improving co-operation between educational institutions and enterprises, creating better correspondence between the supply of, and demand for, labour market training at local, regional and national level, improving quality and developing appropriate programmes for adults with low educational level attainment.
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IT / e-learning / Using the Internet
- Within the framework of the Spanish "INFO XXI Information society for all" initiative, 14 000 new training places in ICT will be made available through courses lasting a maximum of three years and resulting in a qualification. The programme will combine off-the-job learning, including distance learning, with work experience. Participants will be pre-selected by the labour market authorities from those with the necessary qualifications seeking work, while the final selection is made by the organisation providing training.
- In Denmark, a new strategy for education, learning and IT has just been launched. Entitled "We must move on", it replaces the 1998 plan of which the targets, focused on equipment and networks, have been largely achieved. Now the focus will be on substance and knowledge sharing. Six main areas have been defined, e.g. upgrading of educators’ and managers’ IT qualifications, development of network-based tools for intensified sharing of knowledge, development of virtual services in the education system and using new IT opportunities. In April, the "IT-Mirror" was launched jointly by the Ministries of Education, and Information Technology and Research and the national labour market authority. All educational institutions were to receive invitations to participate. At institutional level the IT Mirror works as an Internet based survey through which information on an institution’s level of IT integration can be compiled and compared with that of others. At national level it can be used to analyse the overall situation.
- "eFit Austria" is the name of a wide-ranging IT initiative in the field of education launched by the Austrian Ministry of Education, Science and Culture, with the intentions of using the new technologies to enable people to teach and learn better, making knowledge available at all times and places and preparing young people for futures in IT occupations. It has a strong focus on in-service teacher training, so for example, all 120 000 teachers in compulsory education will, from October 2001, have access to the Internet and a package of services. 87 projects relating to the use of new media and the provision of IT competences submitted by teacher training situations will receive financial support of EUR 1 million between now and mid-2003.
- A recent survey of small and medium sized enterprises (SMEs) carried out by the Chambers of Commerce of Ireland (CCI) suggested that although 75% of companies interviewed believe that eBusiness will dramatically change their way of doing business, only 1% engage in online learning. As a result, the CCI has launched a programme to deliver training to over 4 000 companies in eight regions.
- A number of countries are increasing the use of the Internet to develop and modernise their labour market policies. The Danish national labour market authority has launched a new digital strategy for the public employment service. The number of employers using the Internet to recruit new employees has risen from 5% in 1998 to 26%. The first phase of the implementation of the new strategy involves the up-grading of the present job and CV databases, so as to improve the matching of employees and employers. This will be done in co-operation with the Swedish labour market authority, whose highly developed systems will be adopted, thus contributing to the development of a common Danish-Swedish labour market in the Oresund region.
- In Belgium, the Flemish labour market authority (VDAB) has used a French model (Répertoire opérationnel des métiers et des emplois - ROME) to develop a classification system for occupations, which will assist both placement and training organisations in their activities. The CO.BR.A system describes the competences, knowledge, abilities and attitudes linked with each of the 550 occupations, divided into 22 sectoral areas. By making this data-base available through the Internet, it will be possible to up-date it in the light of developments.
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Qualifications
- In July, the French Conservatoire national des arts et métiers - CNAM (the National Conservatory of Arts and Crafts) and the University of Marne-la Vallée created a centre for training and observation of practice in relation to the validation of skills gained by experience. The intention is to respond to adults’ changing needs for vocational training and to new relationships between work and training created by the development of validating prior working experience. A recent Cereq (Centre for studies and research on employment and qualifications) report warns of the dangers of skills acquired on the job being too narrow and too concerned with the productive capacities of an individual in his/her sector. It recommends an approach based on a pilot project in the textile sector which envisaged mobility both within and between companies and sectors.
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Measures against exclusion
- In June, the French Minister for Employment and Solidarity presented the government with her national programme to combat poverty and social exclusion. Established within the framework of the European strategy on this issue agreed at the European Council in Nice and modelled on the European employment strategy, the programme suggests actions during the next two years in four areas. These are access of all to fundamental rights, particularly relating to employment, prevention of exclusion, protection of vulnerable groups and the mobilisation of society. The programme provides for the improvement of access to both initial and continuing training and financial support for those in training.
- A July decree in Spain sets out details of a programme aimed at helping long-term unemployed over 45 years of age, who no longer receive benefits, to re-enter the labour market. Participants receive 75% of the minimum salary and undergo training, work experience and individualised tutoring and guidance.
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VET quality
- In Sweden, a parliamentary commission is reviewing the structure and study pathways in VET in the upper secondary schools. It is expected that the proposals to be made in spring 2002 will include a reduction in the present number (13) of vocationally-oriented programmes, thus, within a context of lifelong learning, offering students a broader point of entry. This is linked with on-going work (for which ca. EUR 5 million have been allocated) related to VET quality development covering four strategic areas in upper secondary education. These are co-operation between schools and work places related to links between core and programme specific subjects; development of teacher competences; assistance to under-achieving students and the introduction of project work with a view to creating new qualifications with stronger links to working life.
- In Italy, a May decree of the Ministry of Labour introduced a system for the accreditation of training and set minimum standards that every training body or institute must observe when organising courses. The standards, which will be applied by the regional authorities, will relate to managerial, logistic and human resources and to interaction with local companies. They will be applied compulsorily to public and private training bodies from July 2003.
- The German Federal Institute for Vocational Training has published a checklist on quality in continuing vocational training which will provide criteria for those individuals, who know what type of training they wish to take part in, but need assistance in making an informed choice from the available opportunities.
- One approach towards improving VET quality is the use of ICT. In the framework of the Norwegian action programme on VET quality and the use of ICT, the Board of Education and three publishing companies have developed free web-based digital learning resources for social science in upper secondary schools. They are totally interactive. The purpose is to offer a learning environment which is easily adaptable to individual needs.
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Skill shortages
- The most recent report of an expert group on future skill needs in Ireland suggests that there will be an annual shortfall of more than 3 000 ICT professionals and technicians between 2001 and 2005. This is in spite of a substantial increase in the number of computer science graduates in recent years. The report also highlights the importance of research and life science skills, the need for a substantial increase in the output of PhDs in the science engineering and technology sectors. It calls for the enrolment of far more mature students in Irish universities. At present they number only 5% of the student population compared with an EU average of 20%.
- In Germany, fewer young people are entering the labour market. At the same time there is a co-existence of skill shortages and 3.7 million unemployed. At a June conference attended by employer organisations, the State Secretary in the Federal Ministry for Education and Research reminded participants of the emphasis in the existing (Bündis für Arbeit) programme on providing continuing training opportunities for those aged 45 to 55.
- In Belgium, the Federation of Civil, Agricultural, Chemical and Bio-industrial Engineers and its 11 000 members has launched a campaign to attract more young people (women and men) to the profession. It is doing this through regional meetings with the press, presence at careers exhibitions and a web site, all dedicated to the message that while "young people dream of remaking the world, the engineer constructs it".
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Organisation of the administrative structures for VET
- The reorganisation of government following the May election in the United Kingdom, means that the former Department for Education and Employment (DfEE) has been split between the new Departments for Work and Pensions (DfWP) and for Education and Skills (DfES). The latter is now responsible for education, training and lifelong learning and the former for the Employment Service, including the welfare to work programme (New Deal).
- The new Learning and Skills Council (LSC), which has responsibility for the funding and planning of all post-16 learning and training in England (except for higher education), came into operation in April 2001. The national LSC, which has an annual budget in excess of EUR 10 000 million, is supported by 47 local councils which will work in partnership with local business, training providers, colleges, the community and the new Small Business Service to ensure that VET provision is tailored to local skill needs.
- In April, in Belgium the Walloon Minister of Vocational Training and Employment and the management committee of Forem (Community and Regional office for Vocational Training and Employment) signed a management contract involving a complete overhaul of the role and mission of Forem during the period 2001-05. This will imply a new structure, the elimination of the public monopoly on placement services and the setting up of a public limited company to deliver paying commercial services.
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Social and other partnerships
- The role of the social partners, but also of other bodies, has been underlined by the Europe–wide consultation process on the Commission’s lifelong learning memorandum.
- The UK government has provided increased funding of EUR 18 000 million for 2003/04 for the Union Learning Fund which is used to help trade union members improve their skills. The training of workplace learning representatives has been a key feature of the scheme and over 2 000 representatives have been trained to help their colleagues access education and training opportunities. The Government has been consulting on a proposal, which would give statutory recognition to these representatives, but would not give the unions any new collective bargaining rights.
- In Ireland, as part of the current national agreement, a National Centre for Partnership and Performance (NCPP) comprising representatives of the social partners, government departments and independent nominees, has been established. It will promote and facilitate the development of partnership at enterprise level.
- In Belgium, the Walloon employer organisation, with the support of the education authorities and the Roi Baudouin foundation, is organising a programme of in-company work experience for teachers during school holidays. Teachers spend up to two weeks in an enterprise. The purpose is to sensitise them to the skills that will be required of their students in the workplace and to the environment in which, and the equipment with which, they will work.
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Actions directly linked with Community policy initiatives and/or involving bi-lateral co-operation
Lifelong learning
- Cedefop received many reports on national initiatives in relation both generally to lifelong learning and, more specifically, to the consultation process following the publication of the Commission’s memorandum. Cedefop and Eurydice have already published a report on national initiatives in this field . At the request of the Commission they are preparing a further document summarising the Member State responses to the memorandum.
Mobility
- The Swedish Minister of Schools on 31 August received a report, prepared by the International Programme Office. It deals with the possibility of enabling students, who under present provisions, must undergo at least 15 weeks of on-the job-training during their three year initial training, doing this training abroad in future. The report looks at the advantages for both students and employers and makes concrete proposals for a trial period and the use of Europass for certification purposes. In May, the Dutch government proposed to parliament that from 2003/04 students in higher vocational and university education who choose to enrol in a full or part time programme abroad, would retain their right to receive a student grant or loan from the Netherlands. The cost is estimated at about EUR 18 million per year.
- Norway is developing a national database for mobility. It is targeted at the management of the mobility part of the Leonardo da Vinci programme and the implementation of Europass. It will make it possible to retrieve detailed reports and statistics on every aspect of mobility activities originating in Norway and thus facilitate extensive and thorough analysis.
- Issues relating to monitoring trends in both the quality and quantity of educational mobility were central to a European conference in Amsterdam in June organised by the Dutch Ministry of Education. A working group will formulate conclusions which might provide a general framework for such monitoring in the future. The 20 September declaration, in a judgement by the European Court of Justice, that “students residing in a Member State other than their own are entitled to receive a minimum subsistence allowance on the same conditions as nationals of the host state” is likely to have significant implications on student and trainee mobility. The judgement, involving a French student in Belgium, followed the referral of the case from a Belgian labour tribunal.
- As a result of a recent review, there is now a new emphasis on the work of the Dutch National Resource Centre for Vocational Guidance, funded within the framework of the Leonardo da Vinci programme. This will result in the strengthening of the international dimension of the work of guidance counsellors so that young people are encouraged from an earlier age to consider study or apprenticeship abroad.
Higher education
- In Belgium, as a part of the process launched by the Bologna 1999 European meeting of Ministers of (higher) Education, the universities, higher education institutes and the Flemish Ministry of Education are planning to regroup higher education provision in five area-based associations. One of these will be an across (the Dutch) border one. In Flanders the impact of the Bologna declaration on the content and organisation of higher education courses and arrangements for their certification is also being considered.
Language learning
- Various references are made to the European Year of Languages. In Belgium (Flanders) a survey revealed deficits at different educational levels between language capacities and labour market requirements, in spite of extensive participation in language learning in secondary schools.
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J. Michael Adams
jma@cedefop.eu.int
Brussels
25 September 2001
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 Brugge (Belgium) on 29 and 30 October 2001. It is based on information received from members of Cedefop’s documentary information network, in particular, their contributions to Cedefop Info, issues 2 and 3/2001. This note and the full text of Cedefop Info 3/2001 (issue 2/2001 has already been published) will be made 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 feedback and reactions on the content and usefulness of this note.
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