Folder Lifelong learning policies

Lifelong learning policies

Lifelong policies has many facets. However, its major aim might be seen in the continuously support process of stimulating and empowering "individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment, in all roles circumstances, and environments.” (Watson 2003)


pdf Cambios en la Formacion Profesional en Espana


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Este trabajo de investigación realizado en el ámbito del proyecto OBSERVE analiza el sistema español de formación profesional y, aunque con la naturaleza de un estudio de casos, permite extraer conclusiones relevantes para otros sistemas europeos de formación profesional que pretendan delinear y desarrollar políticas y estrategias eficaces de formación profesional.

Esta publicación, organizada en cinco capítulos además de la presente introducción, describe y analiza con detalle el subsistema de formación profesional de España y los cambios  que en el mismo se han producido y a los que estará  sujeta  en el momento presente y en el próximo futuro.

pdf CEDEFOP: On the way to 2020: data for vocational education and training policies

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CEDEFOP - On the way to 2020 data for vocational education and training policies.pdf

European policy-making in vocational education and training (VET) needs to be supported by sound evidence.

In this report, Cedefop has selected a set of 33 indicators to quantify some key aspects of VET and lifelong learning. The selection is based on the indicators’ policy relevance and their importance in achieving the Europe 2020 objectives. This publication should be regarded as a valuable tool to help policy-makers better understand and assess VET developments in each country.

The report includes recent evidence from the European Statistical System. While this set of indicators does not claim to assess national systems or policies, they could be used to reflect on progress towards the strategic objectives set for Europe.

The indicators take 2010 as the baseline year and present statistical overviews in all European Union Member States and also the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey.

pdf System innovation and evolution in European VET - Comparisons over time and state Popular

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OBSERVE - System innovation and evolution in European VET.pdf

Vocational education and training (VET) is an important instrument for setting up and implementing European economic and social policies. In order to keep in pace with global economic developments, the European Community strives to be the most competitive economy.
Education, and especially vocational and higher education, is a major instrument to invest in the human potential which is the wheel barrow for competitive development. In several treaties (Lisbon, Copenhagen, Maastricht and Helsinki) policy goals are defined by the European councils. Vet should be modernised and shaped for lifelong learning. Educational policy, however, is the responsibility of the national governments within the European Union. European policies can only be directed to facilitate, support and advice national policy makers.
Seen from a systems development perspective, this is a wise decision: educational systems are heavily loaded with traditions and cultural history, which is difficult to unify in a European policy framework. At the other hand, mobility on the labour market and globalisation of economic activities emphasize on the urgency for transparency and comparability of education routes and outcomes. So Europe is searching for a balancing policy in which national governments are supported to work within a European frame of reference.
First and foremost, there is an overall assumption of necessary change: VET is seen as being generically related to the patterns of the industrial society. As a consequence, the emergence of the knowledge society puts new demands on VET, which has to react to those demands. Thus fundamental changes of VET systems are required.
The starting point of our analysis is based on the outcomes of a series of cases of VET polcies, selected as key changes in the 10 countries that have been included in the research. The analyses of the cases of policies tried to investigate the drivers of change in VET systems and to create an evidence-based approach to questions raised implicitly/explicitly in the policy making process.
In this contribution we elaborate on the results of the Observe project. In the Observe project we have studied change policy in VET-systems of 10 EU member states by studying historical cases of system reform programmes and cases which were not yet finished when the project started (December 2002). Based on these cases, the
Observe project is producing an overall analysis of the governance of system innovations in European VET.