ERIC ED455379: CEDEFOP Annual Report, 2000.

79 Pages·2001·0.79 MB·English

by  ERIC

DOCUMENT RESUME
CE 081 991
ED 455 379
CEDEFOP Annual Report, 2000.
TITLE
European Centre for the Development of Vocational Training,
INSTITUTION
Thessaloniki (Greece).
TI-AB-01-001-EN-C
REPORT NO
ISBN-92-896-0053-5
ISBN
2001-00-00
prm
nATF.
78p.; For the 1999 report, see ED 443 954.
NOTE
CEDEFOP, PO Box 22427, Thessaloniki, GR-55102 Greece. Tel:
AVAILABLE FROM
30 31 49 01 11; Fax: [phone], e-mail:
[email protected]; Web site:
http://www.trainingvillage.gr/ (#5112 EN). For full text:
http://www2.trainingvillage.gr/download/publication/referenc
e/4012/4012en.pdf.
Descriptive (141)
Reports
PUB TYPE
MF01/PC04 Plus Postage.
EDRS PRICE
Annual Reports; Competency Based Education; Educational
DESCRIPTORS
Policy; *Educational Research; Foreign Countries;
*Institutional Cooperation; Occupational Mobility; Policy
Formation; Postsecondary Education; Program Effectiveness;
Program Implementation; Publications; *Vocational Education
*European Centre for the Development of Voc Train; *European
IDENTIFIERS
Union
ABSTRACT
The European Centre for the Development of Vocational
Training (CEDEFOP) moved forward on the four major themes of its medium-term
(1) promoting competencies and
priorities in 2000, which were the following:
(2) facilitating new ways of learning for a changing
lifelong learning;
(3) supporting employment and competitiveness; and (4) improving
society;
European understanding and transparency. In tackling this spectrum of
activities, the CEDEFOP's accomplishment fell in these two areas: developing
knowledge and expertise--encompassing the themes and content within the four
priority themes; and serving customers, partners, and policymakers, and
fostering research cooperation. In the area of developing knowledge and
expertise, a reporting system on lifelong learning was developed; final
editing work was completed on key qualifications; a conference on the
identification, assessment, and recognition of non-formal learning was
conducted; efforts to improve transparency of qualifications were made; and a
mechanism to promote mobility was created. In the area of serving its
audience, work was completed on reporting on developments in vocational
key data on vocational
education and training in the European Union (EU) ;
training in the EU were reported; the first report on vocational training
policy for the EU was published; an electronic library and information
service was improved, and additional research and information exchange was
conducted. (Four appendixes include a list of CEDEFOP publications for 2000;
human resources of CEDEFOP; staff and financial allocations for 2000; and
management board members.)
(KC)
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INFORMATION CENTER (ERIC)
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Annual report
2000
Cedefop
Luxembourg: Office for Official Publications of the European Communities, 2001
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, 2001
ISBN 92-896-0053-5
© European Communities, 2001
Reproduction is authorised provided the source is acknowledged.
Designed by Colibri Ltd. - Greece
Printed in Greece
The European Centre for the Development of
Vocational Training (Cedefop) established in 1975,
provides information and analyses of vocational
education and training systems, policies and
research.
Europe 123
GR-570 01 Thessaloniki (Pylea)
Postal Address:
PO Box 22427
GR-551 02 Thessaloniki
Tel. [phone]
Fax [phone]
E-mail: [email protected]
Homepage: www.cedefop.eu.int
Interactive website: www.trainingvillage.gr
Original language version
Produced under the responsibility of:
Johan van Rens, Director
Stavros Stavrou, Deputy Director
Annual report 2000
1. Developing knowledge
Executive
and expertise
summary
In promoting competences and life-
long learning the main object in 2000
THE CEDEFOP WORK Programme in
was to set up a reporting system on life-
2000 took forward the four major themes
long learning and thus to provide a compre-
in its medium-term priorities 2000-2003
hensive overview within Europe of policy,
as approved by the Management Board.
practice and research developments.
Additionally, research and analysis was
These themes were:
carried out to learn how lifelong learning
promoting competences and lifelong
and key qualifications could be fostered
learning
by means of human resource develop-
facilitating new ways of learning for a
ment. In this context, an analysis was
changing society
made of the roles of companies in promoting
supporting employment and competi-
lifelong learning and this served as useful
tiveness
background material for the European
improving European understanding and
Commission in preparing a Memorandum
transparency
on Lifelong Learning.
In the area of key qualifications, final
In tackling this spectrum of activities, work
fell under two headings:
editing work was carried out on the Cedefop
1. developing knowledge and expertise
reference publication on the topic of key
this encompassed the themes and
qualifications. Follow-up measures were
content within the four priority themes;
also taken to link the topics discussed in
2. serving customers, partners, policy-
the area of key qualifications to the topics
makers and fostering research coop-
under discussion in the Cedefop Research
eration.
Arena (Cedra). Conclusions from the work
on key qualifications also served as input
for European policy development, again
for the European Commission's Memo-
randum on Lifelong Learning and in
preparing the European framework for
new basic skills.
The conference on the identification,
assessment and recognition of non-formal
learning in Lillehammer, Norway in May
took as a basis the Cedefop synthesis
report on this topic. From the conference
2
Executive summary
there arose consensus on the need for a
nated in publication of a large number of
European meeting place in the area of
reports looking at the current national
non-formal learning and towards creating
contexts as well as an overall synthesis
a more permanent mechanism to advance
report on financing VET in the European
mutual learning in Europe on these issues.
Union.
Again the work carried out by Cedefop on
Efforts to improve European under-
non-formal learning served as background
material for the Commission and was
standing and transparency in the work
summarised in the reference publication
programme 2000 focussed on the issue
'Making Learning Visible'.
of making qualifications more transparent
and on researching the issues related to
Activities in 2000 related to the topic of
the concept of mobility in Europe.
facilitating new ways of learning for a
changing society, focussed on providing
The European Forum on Transparency
support for innovation and change in
made good progress and developed
vocational training and on the formula-
concrete proposals on a certificate supple-
tion of scenarios and strategies in the
ment to qualifications and on creating
project, Quo vadis education and training
national reference points for information.
in Europe?A working paper was published
Project work included an assessment of
on typologies of innovation and on bench-
the transparency-related projects under
marking of innovative practices. The results
the Leonardo da Vinci 1 programme and
of this work were further enhanced and
this was presented at the European
culminated in the drafting of a paper on
Commission's Training 2000 conference
indicators for assessing VET innovations,
and exhibition.
and these indicators were applied to iden-
tify and assess the results of projects
In the area of mobility, an information
under the Leonardo da Vinci 1 programme.
mechanism was produced for the Elec-
tronic Training Village, mainly for use by
The work on scenarios and strategies
project promoters and programme admin-
identified a number of contextual envi-
istrators. Different language versions of
ronments and in analysing the trends
this signposting tool will be made avail-
within these environments elucidated
able in the coming months. The mobility
strand of the Leonardo da Vinci 1
strategies for promoting training and human
resource development. The main findings
programme and the national reports also
have been condensed in a synthesis report
provided useful information for analysis
of some 10 national reports, which has
and evaluation of mobility in Europe. Here
been published by Cedefop.
again, Cedefop provided input for the
European Commission Training 2000 in
Under the thematic priority of supporting
December.
employment and competitiveness,
activities related to funding of voca-
tional education and training culmi-
7
3
Annual report 2000
and training. Since completion of the
2. Serving customers,
English version in January 2000 it has
partners, policy-makers
aroused lively interest and supported
and fostering research
debates.
cooperation
The Cedefop Library and Information
Service is the major contributor to the
electronic resources available in the Elec-
A recurring and important task of Cedefop
tronic Training Village. It introduced a new
is to report on developments in vocational
ordering and acquisition procedure and
education and training in the European
a new bibliographical tool was developed
Union Member States. Part of this work
and made available to the network
involved production of national descrip-
tion of training provisions within the
members. The service continues to main-
tain a large number of on-line databases
countries. A large number of descriptions
and maintained production of documen-
were published in the course of the year.
tary dossiers on specific themes. The
(See publications 2000 in Annex 1) Consid-
External and Interactive Communication
eration is currently being given to how to
service aims to satisfy the diverse infor-
adapt a new approach to managing such
mation needs of a broad public. The Euro-
an expanding reporting system.
pean Journal Vocational Training published
three issues in the course of the year and
Work in developing comparable voca-
tional training statistics in Europe
three issues of Cedefop Info were sent
free of charge to some 15 000 subscribers.
focussed on final preparations to the publi-
cation Key data on vocational training
The Electronic Media Service for which
in the EU The English and French versions
the Library and Information Service is the
of this publications were in the printing
main resource provider, continued to
process by the end of the year. Work in
develop and maintain the Cedefop website
this area also encompassed an analysis
and the Electronic Training Village. High-
of changes to be implemented to allow
light of the year was the launching of a
measurement of the impact of training on
major initiatve on eLearning and opening
individual careers and biographies in the
such a site on the ETV. The service also
context of the European Commission's
continued to explore means of standar-
Task Force on Lifelong Learning.
dising indexation of electronic resources
(metadata) and of centralised access to
A major publication highlight of the year
decentralised resources. The number of
2000 for Cedefop was the first report on
subscribers to the ETV reached 12 000
vocational training policy at European
and the total number of visits to Electronic
level: An age of Learning. This publica-
resources increased threefold over the
tion analyses policy developments over
previous year.
the past 40 years and in so doing provides
a reference document on the acquis
communautaire in vocational education
4
Executive summary
Activities in the area of research reporting
In its support as a partner in policy devel-
and cooperation focussed on preparing
opment, Cedefop intensified its good
the 2nd edition of the Research Report
working relations with the European
on VET in Europe. This major reference
Commission and especially with DGEAC.
work is comprised of a background report,
A memorandum on cooperation was drawn
a synthesis report and an executive
up to allow for better planning of our
summary. It is planned to present and
support. Cedefop provided synopses of
disseminate the report during the Swedish
recent developments in VET in the Member
Presidency. In research cooperation
States during the Portuguese and the
Cedefop was also involved in the obser-
French Presidencies. National descrip-
vatory on educational expansions and
tions of both Presidency countries in 2000
the labour market (EDEX) which is a
were published during the year. In December
Community-funded programme building
the Director had the opportunity to make
up the Cedefop project on diplomas and
a presentation of Cedefop's work to the
the labour market. Although this project
social affairs section of the Economic and
is due to wind up in early 2001, Cedefop
Social Committee. The Deputy Director
is actively supporting efforts to establish
participated in an expert working group
longer-term observatory work on the
of the Committee concerned with the
impacts of educational expansion.
European dimension in education. Cedefop
worked closely on joint activities throughout
The Cedefop Research Arena continued
the year with the European Training Foun-
to make progress in three areas: a Euro-
dation, particularly on identifying the best
pean Research Overview (ERO) was
transition methods for EU candidate coun-
designed and made available as an elec-
tries into the work of Cedefop. Eurydice,
tronic resource. Work in building knowl-
the EU reference network on education,
edge-sharing networks involved devel-
and Cedefop agreed to jointly execute
opment of two web-based resource bases.
information gathering activities in their
Important preparatory work has been
reporting activities on lifelong learning.
completed on a reader on knowledge-
development processes entitled Building
blocks for the knowledge society
reflec-
tion on knowledge development process.
5
Annual report 2000
The Training of Trainers network (anet)
Support for the social dialogue and social
aims to foster at national level the devel-
partner training organisations was inten-
opment of trainers skills, and to promote
sified and a strategy developed in close
international dialogue to ensure that the
harmony with the central social partner
skilling of trainers is an aspect of Commu-
organisations in Brussels for such coop-
nity policy. In the course of the year the
eration and support, also in relation to
network organised thematic workshops
the further development of the Social Part-
and produced several comparative and
ners' House in the ETV. Cedefop's work
analytical studies. The network's website
on enhancing services to training organ-
was completely restructured to make it a
isations was launched in the course of
truly interactive tool. The annual meeting
the year under review.
in Brussels defined the main approach
for the coming year.
Under the Leonardo da Vinci programme,
Cedefop manages, on behalf of the Euro-
The Cedefop Brussels Office is an indis-
pean Commission, the Study Visits
penable link with Brussels-based institu-
programme which gives VET specialists
tions and organisations and has hosted
the opportunity to examine particular
a large number of Cedefop conferences
systems and arrangements in other coun-
and arranged presentations of Cedefop
tries. In 2000, 638 participants made up
at Brussels-based events. The Public
63 study visit groups in 20 different coun-
Relations service in Thessaloniki had
tries with partners from 20 countries.
overall responsibility for organising the
Cedefop 25th anniversary celebrations
Here in Thessaloniki the Agora Thessa-
in Thessaloniki in which Management
loniki is a venue which in essence provides
Board members were able to participate.
an interface between the world of VET
Cedefop was present at exhibitions and
research and policy. It allows construc-
fairs throughout Europe and liaised with
tive debate on topical issues outside the
press contacts. The Terminology service,
political arena and encompasses practi-
Translation service, Staff Training
tioners, trade unionists, employers and
service and the Conference and Inter-
government officials. In the course of 2000
preting service all provided essential
Agoras were held on the topics of alter-
infrastructural support for Cedefop's activ-
native forms of training, social and career
ities. This was also the case for Cedefop's
guidance and job rotation.
Administration and Technical Support
services.