Vocational Education In The New Eu Member States

Vocational education often is ignored during discussions of secondary education reform even though it accounts for between 25 percent and 79 percent of upper secondary enrollment in the former centrally-planned countries of the European Union. Based on information, data, and feedback from most of these countries, this paper develops a set of propositions about vocational education reform, not with a view to prescribing a detailed "one-size-fits-all" strategy, but rather it derives some principles that continued reform of vocational education could take into account, to the benefit of fiscal ef.

This book explores the impact on EU member states of intensified European cooperation in the field of vocational education and training. By employing the Varieties of Capitalism approach as an analytical framework, it seeks to bridge diverging views from an innovative standpoint: While many experts argue that EU policies liberalize national training systems in spite of being ‘soft law’, Varieties of Capitalism argues that these polices do not produce a convergence of national institutions. The book maintains that European instruments such as the European Qualifications Framework and the European Credit System for Vocational Education and Training are indeed biased towards liberal training regimes. On the basis of case studies on Germany, the Netherlands and England, it shows that the initiatives were implemented in line with national training systems. Thus, European soft law does not lead to a convergence of training regimes – or, as the book posits, of welfare states in general.

This volume contains presentations and workshop papers from the International Congress on "The European Dimension of Vocational Training--Experiences and Tasks" that provided those with responsibility for vocational training a forum for analyzing and discussing challenges that have emerged from European cooperation in vocational training. Two introductory speeches (Karl-Hans Laermann and Achilleas Mitsos) precede the workshop papers. Workshop A, "The Bottom-Up Approach to Europe," looks at the form and content of projects based primarily on the initiative of chambers, companies, schools, and other vocational training institutions and designed to promote transnational cooperation in initial and continuing vocational training. Its first topic, "Euro-Regions--Transnational Cooperation in Border Areas," is addressed in an introduction (Jochen Reuling), two case studies (Kurt Bang; Bob Bierling and Horst Scheel), and panel discussion. Its second topic, "Large Companies Elsewhere in Europe--Vocational Training Cooperation within and between Companies," is considered in an introduction (Richard Koch), three case studies (Hanne Sampson; Friedwald Bracht; Ulrich Gruber), and panel discussion. Its third topic, "The Relationship between Local Initiatives and European Promotion Programmes," is covered in an introduction (Richard Koch), presentation (Helmut Brumhard), and panel discussion. Workshop B, "Training for Europe," looks at a European professional training area that is taking shape. Its first topic, "Occupation-Related Foreign Language Instruction," is addressed in an introduction (Brigitte Wolf), two presentations (Jan van Weeren; Dorothea Weidinger), and panel discussion. Its second topic, "Occupational Skills for Europe-Wide Competence," is considered in an introduction (Brigitte Wolf), three practical examples (Marina Schurmann; Johannes van de Vosse; Ferdinand Fuchs), and panel discussion. Its third topic, "Provision for Latecomers in the Training System: Recognition of Young Workers' Work Experience and Previous Learning Record," is covered in an introduction (Brigitte Wolf), four presentations (Annie Bouder; Ruud Klarus; Marinella Giovine; Peter-Werner Kloas), and panel discussion. Workshop C, "European Vocational Training Research," presents results from research programs. Its first topic, "Prospects for Company-Based Initial Vocational Training in Europe," is addressed in an introduction (Jochen Reuling), three presentations (Rene Lassere; Maria Hofstatter; Arthur Schneeberger), and a panel discussion. Its second topic, "Continuing Training and Company Organization Development in Europe," is considered in an introduction (Edgar Sauter), presentation (Ingrid Drexel), and panel discussion. Its third topic, "Vocational Training Systems and Global Competition," is covered in an introduction (Richard Koch), two presentations (David Soskice; Felix Rauner), and panel discussion. Other contents are "Main Findings of the Workshop Sessions" (Hermann Schmidt), "Closing Discussion" (moderated by Alfred Hardenacke), and a participant list. (YLB)

This study mirrors the perceptions and values that shape the discussion of such terms as harmonization, recognition, convergence and subsidiarity in the educational sphere. It provides insights into surprising similarities and important differences in the approaches of different Member States regarding the interpretation and implementation of EU education and training policies. It summarizes the results of a European research project conducted within the EU-funded network PRESTiGE.

This book provides key quantitative and qualitative data on vocational education and training (VET) in the European Union. Among the topics on which data are provided are the following: demographic trends, educational attainment, and the labor market (aging of the population and labor force, changes in educational attainment over time, impacts of educational attainment and VET on employment opportunities); initial VET and training programs (relative importance of VET and general education, participation rates, program duration, certification, funding); continuing vocational training in enterprises (availability, forms, and costs of training; participation rates and patterns); participation of self-employed individuals in training in a 4-week period (economic importance of self-employment and training of self-employed individuals compared to that of other employees); and European Community programs and initiatives (the European Social Fund and the Leonardo da Vinci program). Included in the appendixes is information about the document's data sources (demographic statistics, the European Union Labour Force Survey, vocational education and training data collection, and the Continuing Vocational Training Survey in Enterprises) and the categories included in the Statistical Classification of Economic Activities and the internal Standard Classification of Occupations. The document contains 25 references and 52 graphs. (MN)

This report considers developments in vocational education and training policy in Europe since the first Cedefop report (ISBN 9282880516), published in January 2000. Issues discussed include: the growth of the knowledge economy, ICT and lifelong learning programmes, moves towards greater European co-operation with the Bruges-Copenhagen process, the impact of EU enlargement, increasing participation levels in the sector, equal opportunities and social inclusion, reducing the skills gap, and future challenges involved in learning for employment.

Recoge: 1. New basic skills for all - 2. More investment in human resources - 3. Innovation in teaching and learning - 4. Valuing learning - 5. Rethinking guidance and counselling - 6. Bringing learning closer to home - 7. Conluding observations.

The evaluation of vocational education and training (VET) is in the focus of this report. Within this effort the reports on the progression of the vocational education and training systems have been compiled. They give proof of approaches and results for best practice within the participating countries. While the projects are tied up in the national vocational systems the volume gives evidence of the growing significance of vocational education and training within member states of the European Union.