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DOCUMENT RESUME ED 296 067 CE 050 117 TITLE Interim Report DOCUMENT RESUME ED 296 067 CE 050 117 TITLE Interim Report 1985. Working Document. European Community Action Programme. Transition of Young People from Education to Adult and Working Life. INSTITUTION IFAPLAN, Brussels (Belgium). Programme Information Office. SPONS AGENCY Commission of the European Communities, Brussels (Belgium). REPORT NO 33WD85EN PUB DATE Sep 85 NOTE 62p.; For other reports in this series, see CE 050 115 and CE 050 213-219. PUB T/PE Reports - Descriptive (141) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Career Education; *Career Guidance; Curriculum Development; Demonstration Programs; Developed Nations; *Education. Work Relationship; Equal Education; Foreign Countries; Migrant Education; Regional Cooperation; Secondary Education; Sex Fairness; *Staff Development; Student Certification; Student Evaluation; Vocational Education; *Work E,,perience Programs IDENTIFIERS *Iuropean Community ABSTRACT This document provides an interim report on 30 pilot projects that make up the European Community's second Programme on the Transition from Education to Adult and Working Life. The main part of the report consists of 10 sections reviewing activities in the 10 thematic or policy areas adopted, in consultation with national authorities, to facilitate analysis, comparison, and reporting on the program. The 10 areas are (1 the development and use of work experience schemes in secondary education; (2) equal opportunities for girls and young women; (3) guidance and youth information services; (4) staff development; (5) assessment and certification; (6) the integration of young migrants; (7) education for enterprise; (8) schools and social action; (9) curriculum development; and (10) cooperation and partnership in a local/regional context. A table summarizes in graphic form the theme or policy areas in which each project is working. Section 11 reviews the various ways in which the European dimension of the program has been exploited. A list giving the location, address, and objectives of each of the 30 pilot projects is appended. (YLB) *********************************************************************** Reproductioas supplied by EDRS are the best that can be made from the original document. *******************************f*************************************** EUROPEAN COMMUNITY ACTION PROGRAMME TRANSITION OF YOUNG PEOPLE FROM EDUCATION TO ADULT AND WORKING LIFE PROGRAMME INFORMATION OFFICE IFAPLAN BRUXELLES SQUARE AMBIORIX 32B 1040 BRUXELLES TEL. 02 2307106 INTERIM REPORT 1985: U.S. DEPARTMENT OF EDUCAI ION 0 ceof Educational Researchand Improvement E UCATIONAL RESOURCES INFORMATION 1_ CENTER (ERIC) rtuS document ha, been reproduced as received from the person or organtzotton ,. ougmating tt. O Mmor changes have been made to improve reoroduchon Quality RotnIS of view or opunonSsta tedin this clocu ment do not necessarily represent oflcal 1 0 ERI posthon or policy --- ...n4;7\ "PERMISSION TO REPRODUCE MATERIAL AS THIS BEEN GRANTEDBY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BRUSSELS, SEPTEMBER 1985 DOC: 33WD85EN 2 BEST COPY AVAILABLE Contents Page Introduction 3 Chart: projects and policy (theme) areas of the Programme 5 1. The development and use of work experience schemes 7 2. Equal opportunities for girls and young women 13 3. Guidance and youth information services 15 4. Staff development 21 5. Assessment and certification 25 6. Integration of young migrants 27 7. Education for enterprise 31 8. School and social action 33 9. Curriculum development 37 10. Co-operation and partnership in a local/regional context (the "district approach") 41 11. The European Dimension 45 Workshops Inter-project visits All-projects leaders' meetings Bridging with other Community-level action Dissemination Conclusion 51 Annex: The thirty pilot projects 53 3 3 Introduction This report gives a half-way account of the work of the 30 pilot projects which make up the European Community's second Programme on the Transition fran Education to Adult and Working Life. The Programme is based on a Resolution of July 1982 agreed by the Council and the Ministers of Education meeting within the Council. The 30 Projects are co-sponsored by the Commission and national authori- ties, many of them forming also part of national policy initiatives in education and training for 14-18 year olds. They are jointlyfinan- ced by the Commission and the national/local authorities. The Programme was planned to run fran September 1983 to 1986. Many Projects, however, were not fully operational until September 1984, and a proposal to extend the Programme for a year, to 1987, is now being considered. The present report is an interim one. It seems useful,however, to make known now what approaches are being used by projects in the different countries to tackle some of the main issues, even though caution must be exercised about drawing definite conclusions about them. The report may also be helpful, for looking at possible future co-operation in this area, in that it is a mid-term review of progress made on the main priorities or themes set out in the 1982 Resolution (e.g. guidance, staff development, etc.). reflects new interests, and ideas of potential value for future policies, arising in the pilot projects (e.g. enterprise education). 4 4 reports progress in areas in which questions and issues still need further work and experiment (e.g. assessment and certification). The main part of the report consists of 10 sections reviewing activi- ties in the 10 thematic or policy areas adopted, in consultation with national authorities, to facilitate analysis, comparison and reporting on the Programme. More detailed reports on the work in each area (or set of areas) will be published as the Programme nears its conclusion. The ten areas are: 1. The develupment and use of work experience schemes in secondary education. 2. Equal opportunities for girls and young women. 3. Guidance, and youth information services. 4. Staff development. 5. Assessment and certification. 6. The integration of young migrants. 7. Education for enterprise. 8. Schools and social action. 9. Curriculum development. 10. Co-operation and partnership in a local/regional context (the "District Approach"). The table which follows here summarises, in graphic form, the theme or policy areas in which each project is working. Section 11 reviews the various ways in which the European dimension of the Programme has been exploited. A list giving the location, address and objectives of each of the 30 pilot projects is included at the end of the Report. PI= PR3)ECIS THEMES 1 2 3 4 5 6 7 8 9 10 Member Pro3ect Location Work Equal Guidance Staff Assessment Migrants Education School and Curricultra Co-operation State NG. ExperienceCpportuni- Develop, and Certi- for Enter- Social Development (District (MS) ties ment rication prise Action- Approach) Belgiva 8 1 Saint -Ghislain 8 2 Limburg/West -Flarriers a Denmark DK 3 Aalborg DK 4 Widovre Germany D 5 Mannheim/Weinheba D 6 Berlin-Kreuzberg D 7 Kassel 0 D 8 Duisburg F 9 6 acadbmies: Lille, Nancy, Tbulouse, Orl8aria-Tours, Versailles, Poitiers F 10 Vfmiseieux F 11 58 C.I.O. (Centre d'inforaa- tion et d'orientation: in various parts of France F 12 Caen/CrEteil Greece GR 13 Several areas spread over the country GR 14 Thessaloniki and elsewhere o GR 15 Veria, Athens, Crete Ireland IRL 16 Dublin IRL 17 Ireland Nastet e IRL 18 Munster /Shannon a a Italy I 19 a Reggio Calabria Guidance I 19 b Sassari work I 20 a Val d'Elsa related I 20 b Viterbo to theme I 21 a Treviso Na.7. a I 21 b Avell)no I 22 a Modena I 22 b Biella Luxemburg L 23 Luxemburg NetherlandsNL 24 Zeeland NL 25 Rijmnuld a 0 United UK 26 Northern Ireland Kin;KIcei UK 27 Manchester UK 28 Glaagou UK 29 Raw (Wales) UK 30 Northamptonshire 7 1. The development and use of work experienceschemes Work experience has a long history insane Member States. It is now being introduced on an increasingly large scale: in different sectors of the educationsystem and for different age groups (e.g; in general compulsory education, in vocational educa- tion in full-time institutions, in specialmeasures for unemployed young people, and also in upper secondary education); and with different objectives: e.g.as support for the individual development of the young people, strengthening their personaland social skills and campetences;as a contribution to vocational guidance, improving young people's experientialbase for vocation- al decisions; and as an element of vocational preparationand training, enhancing the practical side of the curriculum. The first Transition Programme contributed to the analysisof some of the issues involved in this process of diversification 1).The second Programme aims at taking this analysis further. More than two-thirds of the pilot projects are concerned with developing practicalapproa- ches to this wider use of work experience. In most cases the introduction of work experience is connectedto other project activities concerned with guidance, workon the curri- culum, and/or the development of co-operation and partnershipin the local district (see sections 3, 9, and 10). On this last point,sane 1) see: potentially situation; January 1983, in the final reports on the first Transition Programme. -8 projects have been paying particular attention to the problem of involving the social partners more closely in the preparation and organisation of work experience programmes, e.g. in Belgium (B 2); Germany (D 7); France (F 9); Italy (though, as in many other cases, contacts are mostly with employers, and less with the trade unions); the Netherlands (NL 25); and the United Kingdom (UK 27). From the work of the pilot projects several problem areas emerge, which are being given particular attention. (1) identifying educational objectives The first is related to the question of how to reinforce and bring out more strongly the different educational objectives of work experience, and how to use them more effectively as part of the curriculum? The pressure to find a job increasingly leads young people, their par- ents, and also sometimes their teachers, to see the value of work experience mainly as a means to finding a job, or as a chance "to prove themselves to a potential employer".
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