DOCUMENT RESUME CE 080 496 ED 443 954 CEDEFOP Annual Report, 1999. TITLE European Centre for the Development of Vocational Training, INSTITUTION Thessaloniki (Greece). TI-29-00-973-EN-C REPORT NO ISBN-92-828-9567-X ISBN 2000-00-00 PUB DATE 76p.; Approved at the March 23-24, 2000 meeting of the NOTE Management Board. CEDEFOP, PO Box 22427, Thessaloniki, GR-55102, Tel: 30-3149 AVAILABLE FROM 01 11, Fax: 30-31 49 01 02, e-mail: [email protected], Web site: http://www.cedefop.eu.int (No. 4005 EN). Reports - Descriptive (141) PUB TYPE MF01/PC04 Plus Postage. EDRS PRICE Annual Reports; *Articulation (Education); Competence; DESCRIPTORS Cooperative Planning; Curriculum Development; *Educational Assessment; Educational Cooperation; *Educational Improvement; Educational Objectives; Educational Policy; Educational Quality; Educational Research; Educational Trends; Foreign Countries; International Educational Exchange; *Lifelong Learning; Needs Assessment; Policy Formation; Postsecondary Education; *Program Development; Secondary Education; Strategic Planning; Transfer Programs; Trend Analysis; *Vocational Education *European Union IDENTIFIERS ABSTRACT In 1999, the European Centre for the Development of Vocational Education (CEDEFOP) Work Programme conducted a broad spectrum of activities on the following three themes: monitoring competence and lifelong learning; monitoring developments in the European Union's member states; and serving European mobility and exchanges. In tackling those themes, CEDEFOP (1) developing conducted work falling under the following three headings: (2) exchange and dialogue; and (3) keeping people informed. knowledge; Included among the CEDEFOP projects and activities conducted in 1999 under publication on these headings were the following: preparation of a reference key qualifications and curriculum renewal of vocational education and training (VET); examination of learning in small and medium enterprises; collection of key data on vocational training and on financing VET; establishment of a European forum for exchange of information on serving European mobility; creation of scenarios and strategies for VET in Europe; specialists and continuation of the Study Visits Programme, which gives VET in other the opportunity to examine specific VET systems and arrangements countries. (Appended are the following: list of CEDEFOP publications in 1999; staff and CEDEFOP's staff situation as of December 31, 1999; CEDEFOP's 1999 (MN) financial allocations; and list of CEDEFOP's management board members.) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 2 U.S. DEPARTMENT OF EDUCATION Ofti of Educational Research and Improvement ED ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. -- - Annual Report 1999 BEST COPY AVAILABLE] _ _ '2 e- CEDEFOP Annual Report 1999 approved at the meeting of the Management Board of 23-24 March 2000. Chairman of the Management Board: S. Oliver Lubke Director of CEDEFOP: Johan van Rens Deputy Director: Stavros Stavrou European Centre for the Development of Vocational Training CEDEFOP Europe 123, GR-57001 Thessaloniki (Pylea) Postal address: PO Box 22427, GR-55102 Thessaloniki Tel. (30-31) 490 111 Fax (30-31) 490 020 E-mail: [email protected] Homepage: www.cedefop.eu.int Interactive website: www.trainingvillage.gr The Centre was established by Regulation (EEC) No 337/75 of the Council of the Euro- pean Communities, last amended by Council Regulation (EC) No 251/95 of 6 February 1995 and Council Regulation (EC) No 354/95 of 20 February 1995. A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2000 ISBN 92-828-9567-X © European Communities, 2000 Reproduction is authorised provided the source is acknowledged. Technical Production/DTP: Axel Hunstock, Berlin Printed in Belgium Cag@TING, OMENEETW The Cedefop Work Programme in 1999 took forward the three major themes in its medium-term priorities 1997-2000 as approved by the Management Board. These themes were: O Monitoring competences and lifelong learning; O Monitoring developments in the Member States; 0 and Serving European mobility and exchanges. In tackling this spectrum of activities, work fell under three headings: O Developing knowledge this encompassed twelve Cedefop projects described below which examined how knowledge and expertise can be enhanced; O Exchange and dialogue which includes activities in promoting discussion between and among policy- makers, researchers and training practitioners; the task of ensuring O Keeping people informed that Cedefop's fulfils its role as a platform for infor- mation exchange and dissemination throughout Eu- rope. Developing knowledge ENecuUve Summary Cedefop focussed on monitoring the development of the skills needs to provide a basis for life-long learn- ing which would facilitate integration into the labour market and enable individuals to adapt to changing skill needs. In the project on key qualifications and curricular renewal of vocational education and training the major thrust of work centred on prepar- ing a Cedefop reference publication "Key Qualifica- tions" which is the outcome of work on accompany- ing European projects. It contains valuable input from leading European VET (vocational education and training) professionals. and the conclusions drawn by a European Colloqium on "Qualifications, Compet- ences and Learning Environments in the Future". In Learning in SMEs project work researched the changing skill needs of European SME' s arising from the new challenges brought by internationalisation of INSE CO AV the economies. This study defines priority "keys to success" for international operations and identified the been carrying out innovative work in exploring how key competencies required. Similarly, in the project identification, assessment and recognition of non- these learning processes operate. formal learning recourse was made to a series of In creating scenarios and strategies for vocational national studies on the methodological and institu- education and training in Europe this two-year tional development at Member State and European level. Six national reports were concluded in the project which encompasses six EU Member States and 5 accession states has been analysing alterna- course of the year. tive strategies for the development of VET systems Monitoring developments in vocational education and evaluating their implications for policy debates. and training in the Member States reported on both The results of the first phase of work will be presented general and specific developments in the Member at a major European conference in January 2000. States. Although work on the national descriptions In addition to this project work within the topic, of the vocational education and training systems Cedefop continued to maintain and expand two the- in EU and EEA Member States did not accomplish matic networks. The network on trends in occupa- its full agenda, descriptions of the systems in Swe- tions and qualifications continued to analyse trends, den, Norway and France were published. examine innovative approaches and elaborate rec- ommendations as input for policy development. The Observing innovation in vocational training in four fo- network published a major reference document "Eu- cal areas resulted in publication of four summary re- ports on innovative practice in each of these areas ropean trends in the development of occupations and training of trainers net- qualifications". The TTnet and a series of recommendations for improving vo- work promotes information exchange, cooperation cational education and training in these areas. and research in issues pertaining to the training of Key data on vocational training is an indispensa- trainers. In the year under review new national net- works were set up in Austria and Luxembourg, now ble guiding instrument for decision-makers. In 1999 making for a total of ten national networks compris- the project identified key questions and outlined co- herent messages to increase understanding of the ing some 300 specialised bodies involved in the train- ing of trainers. phenomenon of transition between education, train- ing and working life. The results of the work have been Exchange and dialogue published in the special edition of Key Data in the EU on the transition from school to work. On the ques- tion of financing vocational education and train- Cedefop has the important task of promoting discus- sion and debate on the whole spectrum of vocational ing and the responsibilities of governments, compa- education and training issues and the outcomes of nies, individuals and the social partner in this, Cedefop its work. Under the Leonardo da Vinci Programme published an additional seven national reports in the Cedefop manages on behalf of the European Com- course of the year. This will also culminate in a com- mission the Study Visits Programme which gives parative report on financing VET in the EU. VET specialists the opportunity to examine particular Under the working theme serving European mobil- systems and arrangements in other countries. In 1999 ity and exchanges, work on the transparency of 658 participants made up 63 Study Visit groups in 21 qualifications focused on improving understanding different countries with partners from 25 countries. and European cooperation in this area though set- Here in Thessaloniki the Agora Thessaloniki is a ting up a European Forum for information exchange. venue which in essence provides an interface be- The forum has drawn up an action plan of steps that tween the world of VET research and policy. It allows could be taken at Member State and Community level. constructive debate on topical issues outside the po- Rapid changes in the world economy brought about litical arena and encompasses practitioners, trade through internationalisation and the pace of develop- unionists, employers and government officials. In the ment in information and communication technologies course of 1999 Agoras were held on informal learn- are placing new demands on the development of skills ing, on human capital reporting and on training time and competences. Mobility in increasingly being re- in the working environmentIn its svppgrt as a part- garded as a learning process. The project work on ner in policy development the highlight of the year the needs and problems of mobility in Europe has C WG' a0jMETV Exg@m4 ) Executhie Summary Annex I to this report contains a comprehensive list was publication of "An age of Learning: vocational of all hard-copy publications which were produced in training policy at European level". This reference work the course of 1999. examines VET policy at European level, assesses its development and the policy areas covered. Major at- The Cedefop library and information service is now tention was also devoted to serving the social part- the major contributor to the electronic resources avail- ners in policy development: a website tailored to their able in the Electronic Training Village. It introduced needs offers enhanced information exchange meth- ods. Finally, within the area of support for research an on-line in-house reference centre for staff, main- cooperation, major developments have been the tains a large number of on-line databases and main- tained production of documentary dossiers on spe- progress on the second edition of the "Research Re- port", initial work on the Cedefop Research Arena cific themes. The Electronic Media Service contin- ued design of the new 11 language Cedefop website, (CEDRA), as a knowledge-sharing instrument to pro- extended the services offered in the Electronic Train- mote VET research and continued support for coach- ing existing research networks. ing Village (ETV), and is continuing to explore means of standardisation of electronic resources (metadata) Keeping people informed and of centralised access to decentralised resources (The EASE search engine). Again in 1999 major efforts have been devoted to en- suring that Cedefop's products and services reach The Cedefop Brussels Office continued to be a valu- the desired target groups in the most efficient and able link with Brussels-based institutions and organi- effective manner. The Management Board had de- sations, it hosted a large number of Cedefop confer- cided upon the broad lines of this new information ences and arranged presentations of Cedefop at Brus- sels-based events. The Public Relations service in and communication policy in the course of the year and there have been initial successes in its imple- Thessaloniki had overall responsibility for organising the inauguration of the new Cedefop building in No- mentation. vember, it took care of organisational aspects of In Publications (hard copy), the periodical, "Euro- Cedefop's presence at exhibitions and fairs through- out Europe and liaised with press contacts. The ter- pean Training Journal", has changed from a thematic minology service, translation service and the con- issue concept to a more general one. "Cedefop Info" ference and interpreting service all provided es- and its thematic supplements were distributed free of sential infrastructural support for Cedefop's activities. charge to the VET community in three languages. The c 9 Table c). ff conteMs Thematic networks Executive summary 26 4. 2 4.1 Networks on trends in occupations and qualifications 26 Developing knowledge 2 4.2 TTnet training of trainers network 27 Exchange and dialogue 3 Keeping people informed 5 Exchanges and dialogue: 5. stimulating debate 30 5.1 Community Study Visits Programme 1999 General developments 30 8 5.2 Agora Thessaloniki 31 Promoting competences 5.3 A partner in policy development 33 1. 5.4 Support for Research cooperation / and lifelong learning 10 Coaching the networks 35 1.1 Key qualifications and curricular renewal 10 1.2 Learning in SMEs 11 Cedefop's information 1.3 Identification, assessment and recognition 6. and communications policy 40 of non-formal learning 12 Publications (hard copy) 40 1.4 Lifelong learning 13 6.1 6.2 Library and documentation service 41 Projects monitoring developments 6.3 Cedefop's Electronic Training Village (ETV) 2. and Internet site in the Member States 43 16 6.4 Terminology 45 2.1 Descriptions of the vocational education 6.5 Conference and interpreting services 45 and training systems in eight EU and EEA 46 6.6 Translation service member states 16 6.7 Public relations 46 2.2 Observing innovation in vocational training 17 .. 6.8 Brussels Office 47 2.3 Key data on vocational training 17 2.4 Financing vocational education and training 19 - Cedefop publications 1999 Annex I Projects serving European 50 3. - Human resources Annex ll mobility and exchanges 54 22 - Staff and financial Annex III 3.1 Transparency of qualifications 22 allocation 1999 3.2 Needs and problems of mobility in Europe 58 23 - Management Board Annex IV 3.3 Scenarios and strategies for vocational Members 60 education and training in Europe 25 ) Cg@H@TE BigW@ @,,[fawf%1,, 1999 was in many respects an important and out- standing year for Cedefop. The Centre moved to its definitive new headquarters following a four-year pe- riod working in provisional premises at times under difficult circumstances. The move to "Europe Avenue 123" was organised in a good manner and by the end of July all staff had taken up work in the new premises which offer an excellent working environment for staff and conference facilities among the most technically advanced in Greece. Conference facilities were cer- tified by the Joint Interpretation and Conference Serv- ice of the E.C. The European Commissioner for Education and Cul- ture, Ms Viviane Reding, attended the official inau- guration on 22 November along with many high rank- ing European and Greek officials, including Greek Minister of Education, Mr Arsenis. Minister M. Papaioannou of Social Affairs. Ms. Reding officially opened the new building. Representatives of the social partners (Mr. F. Vesetznisch, President of the ETUC and Mr. de Vadder, on behalf of UNICE) and Ms. Sbarbati, on behalf of the European Parliament, made speeches. 1999 was equally important for Cedefop in terms of the work it accomplished and the progress made in establishing itself as the EU reference centre on vo- cational education and training issues. At the end of 1999 a new Management Board was appointed. Mr. ) Oliver Liibke (Germany) was elected Chairman of the GeneraD Deve0opments Board in March, replacing Mr. Jean Tagliaferri (Lux- embourg) who in his capacity as chairman had guided the Centre for two years. The Management Board discussed and approved a new set of operational guidelines and medium-term priorities for the period 2000 03 charting the course for Cedefop's activities in the coming period. In line with other agencies, a code of good administrative behaviour was adopted, ensuring the staff's optimum service to the European citizen. The Board also ex- ecuted its statutory tasks of approving the Work Pro- gramme 2000, deciding on budgetary proposals and adopting the annual report on the previous year' s activities. In March a major exercise on the future staff policy was decided. In work content one of the most notable achievements of the year was conclusions of the "Policy Report", a unique overview and analysis of policy trends at Eu- ropean and Member State level. The transparency 10