Continuing Vocational Training

Recoge: 1.Continuing vocational training in Austria - 2.Continuing vocational training in Fladers (Belgium) - 3.Continuing vocational training in the French-speaking community (Belgium) - 4.Continuing vocational training in Denmark - 5.Continuing vocational training in Finland - 6.Continuing vocational training in France - 7.Continuing vocational training in Germany - 8.Continuing vocational training in Greece - 9.Continuing vocational training in Ireland - 10.Continuing vocational training in Italy - 11.Continuing vocational training in Luxembourg - 12.Continuing vocational training in The Netherlands - 13.Continuing vocational training in Portugal - 14.Continuing vocational training in Spain - 15.Continuing vocational training in Sweden - 16.Continuing vocational training in the UK - 17.Continuing vocational training in Norway - 18.Continuing vocational training in Japan - 19.Continuing vocational training in the United States.

This book offers a comprehensive empirical analysis of continuing vocational training in Germany. Specific issues concerning continuing training that are debated in academia as well as in public are discussed. Wage and productivity effects of training are analysed, explicitly accounting for the heterogeneity of training participants. Additionally, different types of training that vary in the degree of firm specificity are considered. Wage and productivity effects of training are compared to examine how the training rent is shared between employer and employee. Finally, evidence is given on whether positive externalities of continuing training exist.

Recoge: Section 1.Introduction - 2.Description of the studies - 3.Some central issues - an overview and discussion 4.Conclusions and further work - 5.References.

This monograph describes development of the Finnish system of vocational education and training and discusses its future outlook. Chapter I provides background information on political and administrative structures, population, and the economy and labor force. Chapters II-III describe the education system and its development and the vocational education and training system. A section on its historical development considers reform in the 1970s and 1980s, ammattikorkeakoulu (AMK) institutions (polytechnics), and legislation. A section on initial vocational education and training addresses these topics: sectors of training and fields of study; qualifications; student assessment, counseling, and support systems; and educational institutions and teachers. The section on continuing education and training covers the following: adult education and training; adult vocational qualifications and language proficiency tests; adult education and training opportunities; and financing adult training. A final section looks at special education and training for specific target groups. Chapter IV outlines the administrative and financial framework. Chapter V on qualitative aspects provides information on certification, training of trainers, and guidance. Chapter VI discusses trends and perspectives in these areas: lifelong learning, Information Superhighway, comparability of qualifications, and European dimensions. Appendixes contain the following: a list of abbreviations and acronyms, major organizations involved in vocational training; 11-item bibliography; glossary; and list of available qualifications. (YLB)

The current state of continuing vocational training in Central and Eastern European countries and its most important challenges were analyzed. The analysis found that the former continuing vocational training systems in these areas were characterized by generally low training levels and interdependence among the state-owned enterprises that financed and provided staff training. At present, the transitioning countries of Central Europe are aware of the increased need for continuing vocational training to accompany large-scale economic and social restructuring processes. Continuing vocational training is seen as a means to raise the competitiveness of companies in both national and international markets and to increase the employability of workers. However, reforms of the education and training systems in Central and Eastern European countries since the early 1990s have frequently focused on institutions and programs belonging to the initial education and training area and on mainstream developments and students. All-embracing economic and social changes require new concepts and frameworks and a newly defined cooperation of key stakeholders in the system--needs not too different from those in Western Europe, even if reform needs are much more basic. (The report is based on individual country reports produced by national experts from Albania, Bulgaria, the Czech Republic, Estonia, the former Yugoslav Republic of Macedonia, Hungary, Latvia, Lithuania, Poland, Romania, the Slovak Republic, and Slovenia. Executive summaries of these country reports are included.) (KC)