ERIC ED419902: Models of Financing the Continuing Vocational Training of Employees and Unemployed. Documentation of a LEONARDO-Project in Cooperation with Denmark, Germany, the Netherlands and Norway.

245 Pages·1998·2.5 MB·English

by  ERIC

DOCUMENT RESUME
CE 076 165
ED 419 902
Grunewald, Uwe, Ed.; Moraal, Dick, Ed.
AUTHOR
Models of Financing the Continuing Vocational Training of
TITLE
Employees and Unemployed. Documentation of a
LEONARDO-Project in Cooperation with Denmark, Germany, the
Netherlands and Norway.
German Federal Inst. for Vocational Training Affairs, Berlin
INSTITUTION
(Germany).
ISBN-3-7639-0840-4
ISBN
1998-00-00
PUB DATE
NOTE
243p.
W. Bertelsmann Verlag GmbH & Co. KG, PO Box 100633, 33506
AVAILABLE FROM
Bielefeld, Germany (order number 110.353).
Research (143)
-- Reports
PUB TYPE
Books (010)
EDRS PRICE MF01/PC10 Plus Postage.
Adult Education; *Continuing Education; Corporate Education;
DESCRIPTORS
*Educational Finance; Educational Policy; Financial Support;
Foreign Countries; Government School Relationship;
Industrial Training; International Cooperation;
*International Programs; Models; On the Job Training;
Postsecondary Education; School Business Relationship;
*Unemployment; *Vocational Education
Denmark; Germany; Netherlands; Norway
IDENTIFIERS
ABSTRACT
This document contains papers from an international project
in which models of financing the continuing vocational training (CVT) in
Denmark, Germany, the Netherlands, and Norway were identified and examined.
The following are among the papers included: "Important Results of the
LEONARDO-Project (contributions by all project-partners)"; "Structure and
(D. Moraal); "Training Leave as a Precondition
Development of the Project"
(D. Moraal); "The
for an Integrated Labour Market and Qualification Policy"
Role of the Social Partners and the State Authorities in Financing the
Continuing Vocational Training Measures for the Employed and Unemployed"
(U.
Grunewald); "The Experiences of a Staff Member of the 'Centre for Vocational
Training and Promotion of Economic Performance' with Three Workshops, Where
Questions of Financing the Continuing Vocational Training Were Discussed" (T.
Hintz); "The Experiences of the Representatives of the 'Development Agency
Agriculture and Forestry' with Two Workshops, Where Questions of Financing
(T. Hentschel, B. Riemer);
the Continuing Vocational Training Were Discussed"
"Job-Rotation--A New Instrument for the Employment and Qualification Policies
in Germany" (B. Uhrig); "Reflections and Open Questions--Inspired by the
Danish Experiences with the Financing of the Continuing Vocational Training
for Employed and Unemployed" (J.H. Soerensen); "Historical Review of a Case,
Which Used Job-Rotation in the Enterprise-'Fibertex'" (J.H. Soerensen);
"Proposal for a Reform of the General and Continuing Vocational Training of
(I. Eidskrem); "Elements of the Norwegian Labour Market
Adults in Norway"
(S. Festoe); "Conclusions--Considerations and Points for the
Politics"
(B. Hovels, G. Kraayvanger); "Experiences of a
Further Discussion"
Representative of the Dutch OVP-Fund, with Three Workshops, Where Questions
of Financing the Continuing Vocational Training Were Discussed" (T. Seip);
"Experiences of a Representative of the Dutch 00M-Fund with Three Workshops,
Where Questions of Financing the Continuing Vocational Training Were
+++++ ED419902 Has Multi-page SFR--- Level =l +++++
Discussed" (P. Den Hollander); "Description of the National Financing System
(U. Grunewald, D. Moraal); "The Center for
of CVT and FTU in Germany"
Vocational Training and Promotion of Economic Performance Simmerath" (U.
Grunewald, T. Hintz); "Financing Model of the Development Agency for
Agriculture and Forestry (FLF)/Qualification Fund for Agriculture and
(T. Hentschel); "Description of the National Financing System
Forestry (QLF)"
of CVT and FTU in Denmark" (K. Olesen); "Financing Models of CVT and FTU in
Denmark" (K. Olesen); "Description of the National Financing System of CVT
and FTU in Norway" (I. Eidskrem); "National Financing System of CVT and FTU
in the Netherlands" (B. Hovels, G. Kraayvanger); and "Financing Models of CVT
(W. Boonstra, B. Hovels, G. Kraayvanger). (Forty
and FTU in the Netherlands"
tables/figures are included.)
(MN)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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BIBB
Bundesinstitut
fiir Berufsbildung
)nardo daVinci
Models of Financing
the Continuing Vocational Training
of Employees and Unemployed
Documentation of a LEONARDO-project
in cooperation with Denmark, Germany,
the Netherlands and Norway
Results from the Programme
Leonardo da Vinci
PERMISSION TO REPRODUCE AND
U.S. DEPARTMENT OF EDUCATION
DISSEMINATE THIS MATERIAL
Off e of Educational Research and Improvement
HAS BEEN GRANTED BY
TIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
O Minor changes have been made to otnewove
reproduction quality.
Points of view or opinions stated in this docu-
TO THE E
CATIONAL RESOURCES
ment do not necessarily represent official
INFORMATION CENTER (ERIC)
OERI position or policy.
I*/
I
its iffi
CARMA
Models of Financing the Continuing
Vocational Training of Employees
and Unemployed
Documentation of a LEONARDO-project
in cooperation with Denmark, Germany,
the Netherlands and Norway
Bundesinstitut fur Berufsbildung, Germany
BIBB
CARMA Center for Arbejdsmarkedsforskning
of Aalborg University, Denmark
DTI
Danish Technological Institute, Denmark
Instituut voor Toegepaste
ITS
Sociaalwetenschappen, Netherlands
Norsk Voksenpedeagogisk
NVI
Forskninginstitutt, Norway
Uwe Grunewald and Dick Moraal (Ed.)
3
With the financial support of the LEONARDO
DA VINCI Programme Action Programm for the
Implementation of a Community Vocational Training
Policy
Project Nr. 3895 of Surveys and Analysis
CIP-Einheitsaufnahme
Die Deutsche Bibliothek
Models of financing the continuing vocational training
of employees and unemployed : documentation of a
LEONARDO-project in cooperation with Denmark,
Germany, the Netherlands and Norway / BIBB
Bundesinstitut fur Berufsbildung, Germany ...
Uwe Grunewald ; Dick Moraal (ed.).
Bielefeld ;
Bertelsmann, 1998
Dt. Ausg. u.d.T.: Modelle zur Finanzierung der
beruflichen Weiterbildung Beschaftigter and
Arbeitsloser
ISBN 3-7639-0840-4
Distribution Adress:
W. Bertelsmann Verlag GmbH & Co. KG
Postfach 100633
33506 Bielefeld
Phone [phone]
(0521) 91101-79
Fax
Order number: 110.353
Copyright 1998 by the Bundesinstitut fur
Berufsbildung, Berlin and Bonn
Cover Design and Layout: Hoch Drei, Berlin
Print: Bundesinstitut fur Berufsbildung
Printed in Germany
Publisher: W. Bertelsmann Verlag, Bielefeld
ISBN-Nr.: 3-7639-0840-4
Printed on 100% recycled paper
Part
Remarks, conclusions, recommendations
and open questions
Important results of the LEONARDO-project
1.
(contributions by all project-partners)
7
Structure and the development of the project (D. Moraal)
2.
10
German contributions
3.
Training leave as a precondition for an integrated
3.1
labour market and qualification policy (D. Moraal)
12
The role of the social partners and the state authorities
3.2
in financing the continuing vocational training
measures for the employed and unemployed (U. Grunewald)
22
The experiences of a staff member of the 'Centre for
3.3
Vocational Training and Promotion of Economic
Performance' with three workshops, where questions
of financing the continuing vocational training were
discussed (Th. Hintz)
26
The experiences of the representatives of the
3.4
`Development Agency Agriculture and Forestry' with
two workshops, where questions of financing the
continuing vocational training were discussed
(Th. Hentschel/B.Riemer)
29
Job-rotation
a new instrument for the employment
3.5
and qualification policies in Germany (B. Uhrig)
33
Danish contributions
4.
Reflections and open questions
inspired by the Danish
4.1
experiences with the financing of the continuing
vocational training for employed and unemployed
(J. H. Soerensen)
37
Historical review of a case, which used job-rotation
4.2
in the enterprise
"Fibertex" (J. H. Soerensen)
50
Norwegian contributions
5.
Proposal for a reform of the general and continuing
5.1
vocational training of adults in Norway (I. Eidskrem)
52
Elements of the Norwegian labour market policy
5.2
(S. Festoe)
60
Dutch contributions
6.
considerations and points for the
Conclusions
6.1
further discussion (B. Hovels/G. Kraayyanger)
66
Experiences of a representative of the Dutch
6.2
OVP-fund with three workshops, where questions
of financing the continuing vocational training were
discussed (Th. Seip)
74
Experiences of a representative of the Dutch
6.3
00M-Fund with three workshops, where questions
of financing the continuing vocational training
were discussed (P. den Hollander)
76
Part
Important results of the Leonardo-Projekt
Germany
1.
National Financing System of CVT and FTU in Germany
1.1
(U. Grunewald, D. Moraal)
1.1.1 The Vocational Training System
79
Structure of the Continuing Vocational Training System
82
1.1.2
Quantitative Overview of Continuing Training
88
1.1.3
Cost and Financing of Continuing Training
93
1.1.4
1.1.5 Mixed Financing Arrangements
96
Financing Models of CVT and FTU in Germany
1.2
The Centre for Vocational Training and Promotion
1.2.1
of Economic Performance Simmerath
(U. Grunewald, Th. Hintz)
98
1.2.2 The 'Social Cashdesk' in the Scaffolding Sector:
A Financing Model of Initial and Continuing
Vocational Training Regulated by Collective labour
agreements (D. Moraal, G. Schmidt)
109
Financing Model of the Development Agency for
1.2.3
Agriculture and Forestry (FLF)/Qualification Fund
for Agriculture and Forestry (QLF) (Th. Hentschel)
116
SPI ADAPT Project Job-rotation (B. Uhrig)
121
1.2.4
Denmark
2.
National Financing System of CVT and FTU in Denmark
2.1
(K. Olesen)
2.1.1 The Initial Vocational Training System
130
Structure of the Continuing Vocational Training System
132
2.1.2
Quantitative Overview of Continuing Vocational Training
139
2.1.3
Cost and Financing of Continuing Vocational Training
150
2.1.4
2.1.5 The Dynamics of the Tripartite System
152
Financing Models of CVT and FTU in Denmark
2.2
Job Rotation Schemes(K. Olesen)
158
2.2.1
Specific Financing Models of Job Rotation in Denmark
2.2.2
(U. Skaarup)
165
National Financing System of CVT and FTU in Norway
3.
Description of the National Financing System of CVT
3.1
and FTU in Norway (I. Eidskrem)
3.1.1 The Initial Vocational Training System
169
Structure of the Continuing Vocational Training System
3.1.2
173
Quantitative Overview of Continuing Vocational Training
3.1.3
181
Costs and Financing of Continuing Vocational Training
3.1.4
185
3.1.5 Mixed Financing Arrangements
187
Financing Models of CVT and FTU in Norway (I. Eidskrem)
3.2
The In-Company Training Scheme (B10)
3.2.1
188
3.2.2 The Graphical Educational Fund
194
Netherlands
4.
National Financing System of CVT and FTU
4.1
in the Netherlands (B. Hovels, G. Kraayvanger)
4.1.1 The Vocational Training System
200
Structure of the Continuing Vocational Training System
4.1.2
208
Quantitative Overview of Continuing Education and
4.1.3
Training
214
Cost and Financing of Continuing Education and Training
4.1.4
220
Financing Models of CVT and FTU in the Netherlands
4.2
(W. Boonstra, B. Hovels, G. Kraayvanger)
The Training and Employment Policy of the Foundation
4.2.1
for Education, Training and Promotion in the
Metal Industry (Stichting Opleiding Ontwikkeling
Metaalbewerking (Stichting 00M))
226
4.2.2 The Training Fund of the Processing Industry (OVP)
'in the Netherlands
234
8
tr,
?art
Important Results of the Project
1.
(contributions by all project-partners)
Adult education and continued vocational education can serve a multitude of
societal purposes. Among these are:
1. Promoting productivity, with the aim to reach more horizontal and/or ver-
tical flexibility within the enterprise or between the enterprises of a certain
sector or region.
2. Promoting mobility and a well-functioning labour market, able to cope with
conjunctural and structural changes in the demand of skilled labour, there-
by avoiding "bottle necks" and maximising employment.
3. Reducing unemployment by using training as an activation instrument.
4. Promoting general skills and knowledge, in order to enable people to par-
ticipate in long life learning and also to enable people to actively influenc-
ing their working life as well as their private and social life-conditions.
All of these four purposes can be found to a larger or smaller extent
as ar-
guments for different institutional and economic franie conditions around adult
education/and continuing vocational training policies in the different countries.
But the differences are not only a matter of the relative weight of priority which
is given to each purpose,; it is also important to what degree they might be inter-
like employed and unem-
linked and also whether different target groups
are treated equally.
ployed
One of the central elements of this study is the co-operation between so-
cial partners and the public authorities.The extend and the way of co-operation
is structurally embedded in the societal context (history, tradition, conjuncture
and culture).
The position of continuing vocational training is embedded in a total pack-
age of 'other' relevant issues in a society. Sometimes this position has a high pri-
ority, sometimes it is rather marginal. However, the priority position of continu-
ing vocational training is not a static, but a dynamic one. It is dependent most
of all from the actors perceiving the (present and future) functioning and the
structure of the labour market as well as the perceived inter-linkage with oth-
er societal issues (qualification in relation to work, income, education and oth-
er issues).
In this respect at least two dimensions could be distinguished
the dimension state and market (also with the opportunity for the state to
use the market as an instrument) and
7