European Centre for the Development of Vocational Training

Wilfried Kruse

Training in the retail sector throughout the 12 European Community (EC) member countries was examined through in-depth case studies of 55 retail firms that were selected as representing a wide range of firm types (19 multinational, 36 national, 4 cooperative, 7 family-owned firms), forms of retailing (department stores, supermarkets, and chain and independent specialized stores), firm sizes (ranging from firms employing fewer than 100 to more than 10,000 people), and subsectors (food, nonfood, both). It was discovered that priority is still being given to training newly recruited employees, especially potential managers. A new emphasis on training as part of a global commercial strategy and concomitant new emphasis on training the whole staff were evident. Most curricula were found to be based on a modular principle. An increase in the number of training activities in retail firms and a shift toward more strategic use of training as part of firms' human resource policies were discovered. Few data on training costs and efficiency were available, and the need for more systematic collection of factual data on training in the retail sector was evident. (Appended are seven tables of statistical data and the names/addresses of the study advisory committee members.) (MN)

A Survey for the Force Programme

Training in the Retail Sector

UNESCO

European Training Foundation

National and Regional case studies

Global Inventory of National and Regional Qualifications Frameworks 2022

Wladyslaw Adamski

Recoge: 1.Modernisation of the Polish VET system. Comparative analysis for policy development - 2.Constraints and challenges. Assessing the environment of the vocational education and training system in Poland - 3.VET challenges from an international perspective - 4.Issues facing vocational education and training: International experiences and chellenges for Poland - 5.General conclusions and proposal for action - 6.Annexes.

Comparative Analysis and Proposals for the Modernization of Vocational Education and Training in Poland

Training in Transition

OECD

The second ‘green skills’ forum organised by Cedefop and the OECD-LEED in February 2014 provided an open space for discussion between researchers, policy-makers, social partners and international organisations on skills development and training needs for a greener economy. The focus of this ...

Green skills and innovation for inclusive growth

Alexandros Tassinopoulos

Heinz Werner (Dipl. Ing. Dr.)

S©ıren Kristensen

This document contains two papers that examine mobility and migration of labor in the European Union and discuss specific implications for young people. The "Foreword" (Jordi Planas) examines the practical and symbolic role that establishment of the right to freedom of movement for European citizens plays in the process of construction of the European Union. "Mobility and Migration of Labour in the European Union" (Alexandro Tassinopoulos, Heinz Werner) summarizes available literature on labor mobility and migration in Europe, provides a historical review of statistics on migration in Europe, and examines the implications of mobility and migration for education and training. The paper contains 127 references and 29 tables/charts. Appended are a discussion of classifying migrational movements and an executive summary of a panel report on free movement of persons. In "Support for Transnational Mobility for Young People" (Soren Kristensen), the following topics are examined: potential forms of transnational mobility among young people within vocational education and training; legal and administrative obstacles to mobility in various fields; obstacles to mobility that stem from the culture and attitudes of young people to transnational mobility and to their aptitude. The paper contains 17 references. (MN)

Mobility and Migration of Labour in the European Union and Their Specific Implications for Young People

In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation.

The next steps for apprenticeship

Catalogo visite di studio

Artur Mota

Eduardo Marçal Grilo

Maria Cândida Soares

This report on vocational training in Portugal contains 8 chapters, a 26-item bibliography, and 2 appendices. Chapter 1 describes the geography, political system, population, and employment situation of Portugal. Chapter 2 describes the economic framework of Portugal. Chapter 3 describes the education system, the apprenticeship system, other training schemes, and educational and vocational information and guidance. Continuing education and continuing vocational training in Portugal are described in Chapter 4. Chapter 5 provides the history of education, apprenticeship, and vocational training in Portugal. Chapter 6 identifies the responsible authorities for education, apprenticeship training, and vocational training. Chapter 7 identifies sources of funding for vocational training. Limitations and future trends are discussed in Chapter 8. Appendix 1 provides the average escudo to dollar rate of exchange from 1978 to 1984. Appendix 2 includes statistical tables on the population of Portugal, emigrants, labor market participation, employment by sector and occupation, and population projections. (CML)

Vocational Training in Portugal

European Commission

EURYDICE.

CEDEFOP.

This report provides information on the administration and structure of all levels of education and initial vocational training in 17 countries--the 15 Member States of the European Union and Iceland and Norway. Country reports are arranged in a similar way to facilitate comparison. Chapter 1 contains information on each country, the basic principles affecting the education and training systems, the distribution of responsibilities, administration, inspection, financing, private education, and advisory bodies. The following chapters cover preschool, primary, secondary (general, technical, and vocational) education, initial vocational training for young people, and higher education. Sections dealing with curriculum, assessment, teachers, and statistics follow a general description of the objectives and organization of each level. Statistical data cover the number of pupils/students, teachers, institutions and, where available, pupil-teacher ratios, attendance or completion rates, and the options taken up at different stages. Initial vocational training covers programs that are usually outside the formal education system, such as apprenticeship, youth training, and vocational integration programs. After a general outline, the higher education section includes the following: admission, fees/student finance, academic year, courses, qualifications, and assessment. Diagrams of the systems, with brief explanatory notes are found at the beginning of each chapter. (YLB)

Structures of the Education and Initial Training Systems in the European Union

Martin Fischer

Nicholas Charles Boreham

Recoge: 1. Introduction and overview - 2. Individual and organisational dimensions of work process knowledge - 3. Explicit and implicit learning at work - 4. Learning at work: obstacles and opportunities - 5. Analysis of work process knowledge for teaching and learning - 6. Design of curricula and work process knowledge - 7. Policy issues.

The Acquisition of Work Process Knowledge

European Perspectives on Learning at Work

Ingrid Drexel

Seminar Report : Report

Vocational Training Problems in Small and Medium-sized Enterprises

Martina Ní Cheallaigh

A study compared a number of features of apprenticeships in the 12 Member States of the European Union. The study showed that the apprentice contract or indenture has become an integral part of apprenticeship in all Member States. Admissions requirements for access to apprenticeshp, in general, are not high. Although it was an option open to those who had completed lower secondary education, the average age of entrants is rising. The role of the social partner organizations varies by country. Likewise, a sizeable imbalance exists between countries concerning the variety of occupations for which apprenticeship is provided. In the majority of countries, apprentices are concentrated in small and medium-sized enterprises. General educaton has become an important element of the school-based tuition given to apprentices. The average length of an apprenticeship is usually 2-3 years. The financing mechanism is a complicated procedure involving investment by the state, company, and individual. Efforts are being made to encourage apprentices to develop their competence and attain recognized qualifications. In general, annual intakes of apprentices over the last decade in most countries has decreased. The conclusion is that at least 12 distincat apprenticeship systems still exist. (Appendixes include alternate training initiatives, legislation affecting apprenticeship in Member States, responsible bodies and certificates, lists of sectors represented, glossary, and 77-item bibliography.) (YLB)

A Comparison

Apprenticeship in the EU Member States

José María Prieto

This publication contains four national studies, conducted in Spain, France, the United Kingdom, and Italy, that collected data on the role of training as an element of support for business start-up and as an essential factor for the survival of newly established businesses. The study of the Spanish situation examines public and private bodies whose purpose is to encourage or support entrepreneurial initiatives. It outlines the history of the small and medium-sized enterprise over the last 10 years, examines failure rates and causes, and analyzes the profile of the new entrepreneur. The report on France examines instruments set up and managed by the government and local authorities over the past 10 years to encourage facilitating their access to resources. The report on the United Kingdom discusses the following topics: new enterprise creation, aid programs for start-up businesses, women's self-employment, training for business start-ups, and factors for success. The report on the Italian situation: (1) provides information on new business creation; (2) reviews national and regional measures that promote business creation; (3) describes available training for business creation; and (4) provides three successful cases of training for business creation: Law 44/86, the Umbria Integrated Manufacturing Program, and the Business Innovation Centre, Trieste. A synthesis report consists of four chapters dealing with the phenomenon of business creation, aid programs, courses offered by the training bodies, and the successful entrepreneur. (YLB)

National Reports from France, Italy, Spain, United Kingdom and Synthesis Report

Support Policies for Business Start-ups and the Role of Training

Recoge: 1. Introduction - 2. The learning outcomes concept - 3. Learning outcomes: drivers for change - 4. Conclusion.

European Centre for the Development of Vocational Training

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