DOCUMENT RESUME

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TITLE Information on Vocational Training on a European Level. INSTITUTION European Centre for the Development of Vocational Training, Berlin (Germany). REPORT NO ISSN-0378-5068 PUB DATE 93 NOTE 77p. AVAILABLE FROMUNIPUB, 4661-F Assembly Drive, Lanham, MD 20706-4391 (Catalogue No. HX-AA-93-001-EN-C). PUB TYPE Collected Works Serials (022) JOURNAL CIT Vocational Training; nl 1993

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Data Collection; *Decision Making; Educational Planning; Educational Policy; *Educational Research; Foreign Countries; Information Dissemination; *Information Needs; Information Networks; *Information Sources; Information Utilization; Policy Formation; Postsecondary Education; Secondary Education; Unions; *Vocational Education IDENTIFIERS *Europe

ABSTRACT This issue includes the following nine papers on the theme of collecting and utilizing information on vocational training in Europe: "Information on Vocational Training in the Federal Republic of Germany" (Hardenacke); "Devolved Decision Making in the U.K. Demands Wide Dissemination of Information" (Cowan, Brown); "Compiling Information on Vocational Training: A Trade Union Perspective" (Andre, Theunissen); "Networks of Specialists at the Heart of Information Policy" (Lenain, d'Iribarne); "Research Scientists and Information on Vocational Training in Europe" (d'Iribarne); "Decision-makers Information Needs in Vocational Training" (Benedek); "Client-oriented Information about Education and the Labour Market in Europe" (Frederix, Mensen); "A Statistical Information System for Vocational Training: Portugal" (Goncalves de Sousa Fialho) ;and "Information Policy and Needs--A Closed Cirole or an Infinitely Long Line?" (Adams). Also included are the names/addresses and descriptions of the services provided by the following sources of information about vocational training at the European level (the European Centre for the Development of Vocational Training) and in Brussels, Denmark, Germany, Greece, Spain, France, Ireland, Italy, The Netherlands, Portugal, and the United Kingdom. (MN)

*********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** No 1/1993 ISSN 0378-5068

U.S DEPARTMENT OF EDUCATION Information Office al Educational Research and improvement ED ATIONAL RESOURCES INFORMATION CENTER !ERIC, Tns document haS been reprOduced as received from the Pers On or Organization originating it onvocational Minor changes have heen made In improve reproduction Quality

I Points of vie. Or Opinions Stated in this doco ment do nol necessarily represent offir.al trainingon a OERI Position or Policy European level

PERMISSION TO RE°RODUCE THIS MATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCES INFORMATION CEN1ER (ERICI BEST COPY AVAILABLE 2, Vocational Training

CLDEFOP Regular publication This publication appears European Centre for the De elopmem of' the European Centre 15 ice a )ear in of Vocational Training tbr the Development Spanish. Danish. German, Jean NIonnet I louse of Voca(k)nal Training Greek. English. French, Italian. Bundesallee 22. D-I0717 Berlin Dutch and RwRi(2 uese Tel.: (030) 88 41 20 Telev 184 163 eucen I'il\: (03(i) 88 41 22 22

PubliAlted Wider die No. 1/1993: Information on vocational training on a European level Ernst Piehl. Director Corrado Politi. Deputy I)irector Enrique Retuerto de la T(wre. Contents Page Deput) Director 1)ear Reader.

Editorial Information on \'oealional Training in the Federal Republic of (ierman Content am/ structure: .1//ivd //w.denacke Fernando Reis Des olsed deckion making iti the t demands side dksemination of information Technical produrthin, coordination: Mari l'ourm; Rh hard Broil!! I() 13ernd Mohlmann Barbara de Soura Ctnnpiling information on ocational training: a trade union per.pecti e Rewomilde for translation: .1/tiria //e/emt Anne I. rancoie rhcum,sen 13 Colin Mc Cullough Coordination (translation): Nem orks 01 .peeialkk at Mt: heart of 'Morin:mon polh.. :\lison Clark Phi/t/tpc Lenain: .1/din d 15

Layout: Re.earch scientkk tind Information on(teat lona! training in I;tiropc WerbLagentur .11aut (171.i/write IS 7.6hlke Scholr & Partner Gmbll. I3erlin Deckion-maker. Information Need. in Vocational TrahUng ,Indras BrIletIck 24 FCC/In/COI PrOdi/CliOli With MP: \eI IhIllq0ek. Berlin Client-orientated information about education and the labour market in kurope /.. I rederik: Theo .11ensen 26 The contributicms %Sere recei\ ed on or before 30.04.1993 .\ statistical information s)sieni lorocational training: Portugal The Centre NS as estahl i shed 1)) Regulation Jose ,11110itio .1)115(1 jullho No 337/75 of the Council of the European Communities Inlormation polIc ,ind nt.ed. ./. .11it Intel .1(latm 3; The \ iess e \presedh\ contributors do not necessaril) reflect those of the wropean Centre For the Des elopment 11110111111th it s)urc('s or Vocational Training 41) Reproduction is autholi/ed. FORI-N1/VDAII/( '11)0(71('01)0(' 47 DK: Skl. (Staten. FrIllerssptedagogiske I .:ercruddanneke 40 e \cept for commercial purpoc.. 1): 13 MR diundesiiktitut lur lierukbildung pm\ ided that the source is indicated (IR ()LH: S I

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BEST COPY AVAILABLE This system of references and related in- pertise acquired from w ork experience. irmation has yet to be constructed. While, as mentioned abos e, the notion of Product and organizational changes are need cannot be seen in isolation hut has to Veevt leading many emplo)ers to establish sys- be related to different users, what these tems kir the forward management of jobs users want, in os erall terms, is simple. and skills which require forward intOrma- rapid and reliable ink mutation allowing tion. especially as in \ estmem in training isthem to tackle the problems which the The o.nnpletion of the Single Eumpean increasing and has to he optimized. face. Nlarket of the European Communities is creating new information needs, in par- Indis iduals, on their side. face growing 'Pie complex it.s . lack o leo n iparability and ticular in the s ocational training field. and problems finding their way through thecontinuous change which are featUres of is complicating the tasks of those ss ho lab rinth of e er na)re complex training our societies make it necessary for infor- have to utilize the basic information which systems. They need information which mation -producers- to work with increas- is available to produce "Communit- in- makes the enormous supply of training ingly large numbers of variables when fOrmation for \ arious Users. more transparent both nationally and within they attempt to make sense of this complex the Communit) so that they can inake the situation. which may make sonie informa- Information can be successfully produced most opportunities. When entering into tion difficult to use.Finding a balance only when the needs for this information negotiations On their employment poten- between the "simple-. ofien misleading. are known in some detail. This is the only tial in the various labour markets of Eu- iind the "complex-. often indecipherable way in which it is possible to determine rope. workers and their representativesand unintelligible. is undoubtedly a ke what sources of information to select, how must also be able to provide inkifmation factor in reducing the gap between the to cross-reference this information, in what on their professional and training exper- output of information s.s stems and the use forms it should be presemed and how ittise which is -intelligible- throughout Eu-of information. This gap may lead to de- should be disseininated. In the \ ocational rope. la\ s in understanding situations and ad- training field users are \ ery diverse and are justing decision-making structures. proliferating and coalescing as training The eniergenee of new information needs and work become ever more closel con- in the field of ocational training is rela- ln general. decision-making structures nected. They are often both users and tively recent. Not all Member States have centralize strategy, decentralize tactics and producers of information. seen vocational training as a priority. In- further decentral idav-to-da action. The ternational markets and competition and way in which information is disseminated Decision-makers in the area of training the global economy have made it neces- to the \ arious levels Of the decision-mak- polic and partners in the training system sary to take increasing account (Mlle qual- ing Si rue! pre must be designed to prevent tactical information 1mm being converted in generalneed ad\ ance in kirmation on ity of labour forces and have graduall the quantit and quality of training needs changed (he status and role of vocational into strategy and to pre\ ent strategic infor- over different timescales in order to maketraining, taking it well be) ond the old mation from being converted into tactics. training systems more efficient. The de- kirmula of "more training. less unemploy- cline of organizations based on Taylor's ment-. Decisions on training have to he in A basic problem in the production of q ideas has gis en rise to types of organiza- keeping with these developments and must tit"ti ye infomation at Europeanlevel is tion entailing occupational profiles which take account of the European context. In- the extent to which basic concepts and have yet to be fully codified. Forecastsformation on the operating methods and definitions coincide and allow for the po- which link training and employment in a changing patterns oldie arious European duction of reliable and comparable data. mechanical and rigid way are obviousls training systems. shaped by the societies Should we envisage the formulation of limited just as training needs cannot be w Inch generate thein. therefi ye plays an standard (and universal) frames\ orks for deduced directly from employment kire- important part in the formulation of train- the collection of inkwmation in different cciuntries? Should sve, in c(nurast. work casts. In this "post-Maastriclu- period there ing policies at national and E(' level. is, how ever, a need for points of reference towards systems of correspondence be- so that the quality of training can be im- The attention being paid at present to vo- tween the various national frameworks? lf build up proved and points of convergence rein-cational training is a serious challenge to so. are we able al present to forced in order to ,.uppiirt common objec- the various authorities responsible for pro- elements of equivalence at national les el which can be transferred to the European tives. ducing information in this field within the Community. as the production of reliable. les el? Gis en the multiplicity of infOrma- lion sources in Member States and the Employ ers ss mild like basic information consistent and comparable information resultant dissipation of data especial in allowing them to evaluate experience ac- raises a host of problems. One of the main quired front work and the actual end re- pis( iblems is that it is oken difficult nowa- countries in svhich inlimnation is highly sults of training systems in the \ ariousdays to draw a clear dividing line between regionalized). where should s% e collect Member States. especiall at a time when education and training. between initial and information which is relevant and how can the tree movement of workers is pa \ ing continuing training. betw een training we define this reles ance? How can ss e the ssa for much greater mobilit places and workplaces. and betw een ex- establish better links bets\ een these differ-

Vmahonal training 1/1903 ent sources? What is the real meaning of especiallwhen we know that in somemeet the needs of different users. The subsidiarit in the area of information pro-cases the types of decision-makers forcomparability of the information avail- duction? whom surveys are designed and the types able is an important question in this work of action to which they may lead have not as this information is by its nature specific In the area of "qualit). an enormous vol- been defined in advance. and non-comparable. While the added ume of information is available from the value of Community information has to be ast numbers of studies and surveys con-Building up information at Community seen in terms of comparisons of various ducted in the Member States. This infor- level consequently requires technicallytrends in vocational training in various mation is often dispersed and is so sub-proficient authorities able to select infor-countries and the analysis of divergence stantial and complex that it is difficult to mation which is relevant, cross-reference and convergence, finding out about spe- interpret. There almost seems to be a lack qualitative and quantitative information cific national features is a key factor in any of information when users arc unable to from different sources and place this infor- comparison strategy. master this huge volume of information,mation in a Community context in order to Ernst Piehl Direckn-

Farewell Georges!

Georges Dupont, editor of the "Vocational training experts will be sadly missed. In a Goodbye. Georges. Our best wishes go Training- Journal since the beginning ofcrisis Georges always found the enthusi- with you. NM, will in future take a more distant asnl and the energy to ensure production of view of our work as a retired colleague. the journal.

Georges lefl us at the end of April. F lis Although his many outside interests willFernanda Oliveira-Reis advice, his international experience andleave him little time, we hope to see him Bernd Möhlmann his contacts with prominentN. ocational now and again here in Berlin. Barbara de Souza

2 5 Vocillional uii.iui ig Ill 993 Information on VocationalTrain- ing in the Federal Republicof Germany

In Germany . enterprises \ olunteer to pro-ss ithin the dual sy stem after completing The German system of initial voca- \ ide initial vocational training s, ithin thetheir general education. Vocational train- tional training and continuing voca- dual sy stem (vocational training alternat-ing lasts three to three-and-a-hall year, tional training is distinguished by its ing bets\ een an enterprise and a vocational tOrm \ part of stage I Iecondar education decentralized organization, its prox- school). While initial \ ocational trainingwithin the German education system and imity to the practice in enterprises and ss ithin the dual sy stem is pros ided accord- qualifies trainees to sl ork a \ fully qualified the cooperation between the Federal ing to legally regulated national standards, skilled workers'. Government, the Lander and the so- continuing S ocational training is organ- cial partners. This results in the voca- i/ed by enterprises, the social partners, :,nterprises from all economic sectors pro- tional training on offer adapting rela- private training pros iders. institutions and vide training places within the dual sys- tively quickly to developments in the trade associations. largely without statetem. They conclude a training contract employment system and the labour inters ention. with free competitionwith the trainee in accordance with Fed- market while taking into account the amongst training pnividers. eral stipulations, bear the costs of on-the- interests ofall those concerned. A com- job training and pay the trainee a training prehensive base of information is one The initial and continuing \ ocational train-allow ance:. Access to the dual sy stem is of the most important requirements ing on offer is decentrally organi/ed on theopen to all young people and does not for this. The range of Wormation whole andklargely regionally orientated.depend on the applicant ha \ ing gained any available in Germany includes funda- Decisions on the s ocational training to be particular school certificate. Although en- mental information for vocational offered are taken decentrallv. The consid- terprises are not obliged to offer training training policy and planning (particu- erahle ins olvement enterprises and the:ind are free to choose their own trainees. larly the annual vocational training social partners in vocational training en-nearly 70( of the children born in an) one report), extensive information and sures itis closely aligned to the employ year are trained within the dual sy stCttI. Al counselling services available to em- ment system. As a result, trends in the the end of 1991 I. around I .7 million \ oung ployees, trainees and enterprises, in- ocational training on offer dynamically people were undergoing ocatUmal train- formation on innovative developments follow regitmal developments in the strue-ing within the dual system. and the findings of research on voca- tun: of the economs . the labc)tir market and tional training as well as information qualification structures. which are reflected Trainees ty pically spend three day s a week on vocational training throughout in the \ ocational training demands of en-being trained in an enterprise and attend a Europe. In Germany there is interest terprises. trainees and employ ees. A coin- ocational school two day s a week ( 12 in an exchange of information and prehensis e infi-astructure for information hours). Voczaiimal schools continue gen- experience both between Member nal if this system s to w ork. It must eral education and supplement the prac- States and at Community level. accommodate the peculiarities of the sys- tice-based \ oeational (raining w itli \pe- tem and the information demands of train- cialiied theory. Vocational selnwl cur- ing pros iders. applicants and others in- ricula are regulated h law \ of the I .iinder s ols ed in s ocational training. and f011ow the guidelines of the skeleton curricula of the Conference of Ministers of Alfred A description oldie basic structures of theHucation and Ctittural Affairs of the German s \ stein of vocational training will .finder. These skeleton curricula are eoor- Hardenacke follow to throw more light on this subject. dinated ss ith the Federal training regula- Head (1.1 dic tions for on-the-job trainingIs ithiii the The Initial Vocational dual sy stem. In this ss. on-the-jobtrain- ing and school-based instruction. ss hich nepartment ('f Training System together make up full-time s ocational train- an' rederal far most y otmg people in Germany iutg ss ithin the dual ss stein. lOrm an inter Ministry III Ldurathm (111(1 Scirnce mulct take s ocatio»al trainingdependent unit.

BEST COPY AVAILABLE Ot I/1991 The approximately 370 state-recognizedthe public-law regional and sectoral self- sible for the organization and utilization of training Occupations of the dual s governing institutions (chambers of in-eontinuing Nocational training. As a re- co er the full spectrum of skilled work industry and commerce. chambers ofsult, by far the most of the continuing industry. commerce. the craft trades, the handicrafts. chambers of the liberal pro- training on offer is not regulated by state or liberal professions, the cik ii service, agri- fessions. etc.). These also assess the suit-other public laws. In this sy stem. quality is culture and shipping. For this reason. within ability of training enterprises and trainers. assured not through state regulation but each occupational field. dual system train- the comprehensiveness of training and its through competition among the providers. ing con eys general. interdisciplinary andquality. Hnal examinations are governed who bear the financial risks of their schemes specialized qualifications that are broadly by examination regulations which comply themsel \ es. and through quality assurance applicable in the labour market and so ith the requirements of the training regu- instruments inherent in a market economy-. enable a high degree of flexibilit:, and lations. Trainees sit their examinations at In the final analysis, when continuing train- mobility one of these chambers ("bodies responsi-ing is regulated in this manner, the quality ble for \ ocational training") of which there of a course and its attractiveness to poten- The contents of these quali fications fur the are about 400. The examinations are run tial participants is proven by its recogni- enterprise-based part of training are set at by a tripartite examining board consisting tion and utilizability on the labour market. a national level for each training occupa- ()fan employers' and an employ ees' repre- tion in the form of training regulations. sentative and a vocational school teacher.Only the so-called further training occu- This sets a uniform national minimum pations are subject to public regulation. standard which must be met by every Candidates enrolled in these courses ac- training enterprise. irrespective of what its The Continuing Vocational quire new and broader vocational qualifi- current demands might he'. cations which they can use for career ad- Training System vancement. the prerequisite being com- Training regulations are drawn up by the pleted initial vocational training followed Federal Institute for Vocational Training A pluralistic continuing vocational train- by (usually) a number of yLars experience which collaborates with experts of the ing system geared to the principles of aat the job (upgrading training). These fur- social partners. The regulations are devel- market economy caters for the trainingther training courses and examinations are oped on the basis of occupational experi- needs of German workers once they ha \ e regulated h \- public statutes of the cham- ence. the findings of labour market andcompleted initial vocational training. The bers of industry and commerce (see above I. occupational research, occupational and regulation of continuing training is char-by Federal or Lander laws (e.g. further work education as well as pilot projectsacterized by decentralized responsibility. training to become a master craftsmen in and experiments. They are agreed upon by deci \ ion-making mid financing structures. the craft trades and industry. further train- the social partners at Federal level and On the continuing training market we find ing to become a technician and compara- enacted as legal regulations by the Federal the social partners with their training cen- bly demanding qualifications in occupa- government. If changes in the employ- tres. enterprises. trade associations. pri- tions within the service industry ). mem system require it. training regula- ate training centres and also publicly- tions are revised in the same way. usually funded continuing training establishmentsTraining courses and examinations within at the request of the social partners'. all competing as training providers on an the framework of a retraining or late train- equal basis. In-company continuing train- ing programme in state-recognized train- This process. particularly the involvement ing has become the most important ele- ing occupations for adults are subject to of the social partners, ensures that voca- ment in continuing vocational training in the same legal regulations as training for tional training meets the current demands recent years. More than half of all continu-young people within the dual system. in of the employment system. It also takes ing vocational training courses are pro- 1991. around 230 000 people sat recog- into account the interest \ that employees vided and financed by employ cr.'. nized continuing training examinations ( for and enterprises have in a ty pe of training further trzdning occupations. retraining or hich. by convey ing both general and l'Aperience shows that this open and plu- late training in recognized training occu- interdisciplinary key qualifications, also ralistic continuing training market pro- pations). Mostly the candidates had com- helps w orkers cope on a fairly long-term vides an ample supply of continuing train- pleted lengthy training courses often last- basis with changes in the structure of the ing that reacts flexibly to developments in ing a number of years. running concur- econinny. wiirk (wganization and techno- the wiwking world and to the changing rently to their workinglife or they attended logical change. prepares them to engage in sectoral and regional continuing training full-time courses run by \ arious training continuing \ ocational training and helps needs of enterprises and employees. In pro \ iders or specialized institutes. them to de N. clop their personality. 1991. 21'; of all Germans aged between 19 and 64 (hatis. approximately 9.8 It is in keeping w ith the market economy Twining may only take place in training million peopletook part ill continuing and the principle of autonotnous responsi- enterprises in \k hich the qualifications de- \ ocational training. bility that the financing of continuing vo- manded by the training regulation can be cational training is largely based on the eon \ ey ed by trainers ho can pro\ ide Indi \ iduals. enterprises, chambers, trade interests of enterprises and indi\ iduals. prool of their suitability. ler training zissociat ions. the social partners and otherContinuing training courses \\ hich are telationship must be registered w tb one 01 continuing training \ iders are revolt- marily in (he interests of the enterprises are

7 financed by them (e.g. updating training tojob-seekers to move flexibly both nation- ing to work, etc.) and on promotion of adapt workers to changes in the organiza-ally and across Europe and if we bear inspecific target groups: tion of their work or t) technologicalmind the emphasis that employers place changes at the w orkplace). Continuingon the vocati(mal qualification of their information for initial and continuing training which is mainly in the interests ofemployees so as to safeguard their com- training personnel on specialized materi- the indk idual (e.g. continuing trainingpetitk eness in regional and national mar-als and methods used in work and occupa- undertaken for career advancement ) is paidkets, in the Single European Market and tional education to con equalificat ions. for by the individual. the world market, then the a ailability ofwhile taking the educational backgrounds this information forms the basis of: of the various target groups into account: The principle of continuing training or- ganized along market economy I ines. based target- and quality -conscious and de- inforniation on current and anticipated on the demands of enterprises and em-mand-orientated beha iour on the part ofdes elopments in the labour market and the ployees and financed by them is supple-vocational training providers and thoseemploy mem system (changes in the struc- mented by the principle of social responsi- seeking vocational training: ture of the economy and in the organiza- bility (or groups of people who would not tion of work, technological changes. etc. he able to assert themselves on the con- quantitative and qualitative develop- and their importance for the development tinuing training market (e.g. the unem-ment of vocational training opportunitiesof qualifications) as well as information ployed. those threatened with unemploy- by those concerned (those politically re-on Me current goal lication structure of the ment. women returning to work, the so-sponsible and the social partners at na- workforce and tlie resultant consequences cially disath antaged. etc.). Further train-tional and regional le\ el. enterprises, pro- for the further development of qualifica- ing. retraining and job familiarization ofviders of continuing training, initial and tions and the pros ision of labour market- these groups of people are sponsored by continuing vocational training personnel.orientated initial and conti nu.ng vocational the Federal Labour Office as decreed in vocational training researchers, etc.): training: the Labour Promotion Law". a German contribution t(iwards ex-11 information on European Community Beyond this, the state sponsors demand-changing informatioa and experience, to- ocational training pr0jects. e.g. trans- ing continuing vocational training oppor- wards developing joint principles and ob- national vocational training exchange tunities for particularly talented skilledjectives for vocational training policy inprojects. support of s ocational training workers. It provides continuing trainingthe Member States as well as towards schemes through the Structural Fund. the grants w ithin the framework of a "Federal developing vocational training in the least des elopment of joint Community princi- Ministry of Education and Science Pro-developed regions of the European Com- ples and ohj ccli yes On S ocational training gramme to promote talented persons who munity. policy and w ays of realising these at the have completed vocational training under national les el. etc. the dual system-. The scholarship-holders At national and regional levels. the avail- in these programmes. selected by the cham-able information particularly includes: The annual vocational training report of hers (see above) according to guidelines the Federal Ministry of Education and laid down by the Federal Ministry of Edu- information on structures and the po- Science gives a comprehensive overview cation and Science. are granted up tolitico-regulatory and legal tbundations ofof the information currently available on 3 000 Deutschmarks per year for up tothe German vocational training system the topics outlined above, four years to help them take part in ad-(particularly ('or foreigners interested in vanced continuing vocational training'''. this): The Annual Vocational Information on Vocational information on the contents and qual- Training Report of the ity of the initial and continuing vocationalFederal Ministry of Educa- Training in Germany training on offer: tion and Science So that the benefits of the highly-flexible information on structural, qualitatk e German systeIll of \ ocational training can and quantitatke developments in voca- According to Section 3 of the Vocational be used to the full. the sy stem needs to be tional training on offer and on the demand Training Promotion Act. the I.edet al Min- made as transparent as possible throughfor vocational training: ister of Education and Science is obliged comprehensive and up-to-date in fortna- to 55 rite a report On S ocational training t ion Ibr training providers and those seek- infOrmat ion on the participation in0. el.er :kcal' and prey:illII to the 1-et'eral ing training as well as for those responsi- cational training of the different targetCir5ernilictlt. ble kir devehiping qualifications. groups (school lea ers sub-di\ ided ac- cording to prior schooling. qualified and fhe s ocational waning reportis coin- If we look at the demand for general and less qualified employees. employ ees iron 1 Prked 01.M 0 sections. In the I irst part filk specialized training, long-term occupa-large enterprises and from small and nnd- so-called policy section ). the Federal (ios tional and employ ment prospects and the dle-sized enterprises, di sails antaged ming ernment sums up the tnain political de% el . opport Unities for trainees. employees and people. the unemploy ed. \Witten return opments in the field of ocalional naming ABIE in the light of the guidelines 01 it, \ oca- er ear. \\ hen it Ncei \ es the report. the e \ changes and ()40 subsidiary offices. The tional training pol.c German Bundestag ( kiwer house of par-\ ocational information centres of the la- hament ) holds a comprehensive debate onbour e \changes ha \ c quali I ied \ ocational The polic \ section Of the 1993 \ ocational \ ocational training polic in its commit-counsellors who pro\ ide information and training report. for instance. dealt w ithtees and in the plenar assenibl. At thegive indk idual counselling. They are \ ocationzil training throuehout Europe n, o- end of the debate. the 1311 ndestag inakes zin equipped with modern and traditional com- cational training polic \ in the EC: mobil- official statement in a resolution of themunication media to enable the indk idual h.\ and freedom of nit) \ ement in liarope:plenar assembk on the state ofoca- to acquire information himself on all as- European sponsorship priigrammes: \ o- tional training and the political guideline,ptct, of training and on ihe i'.aihahihitor cational training aid for Central and East-of the Federal Go\ eminent. initial and continuing \ ocational training ern FAI rope ). issues concerning the quality ( including particular aspects of vocational Of \ ocational training in German \ (trendsThe annual \ ocational training report oftraining and working in other parts of in the demand lOr training and des clop- the Federal Nlinister of Education andEurope). Information in ail Communit !Bents in the demand for qualifications: Science is therefore one of the major foun- languages is m ailable on this from the concepts for polic objectives to (Ie\ elopdations for the formulation and planning Federal Labour office. the dual s stem and give equal value toof \ ocational training policy and tOr the general education and \ ocational training: practical work of those in ol ed in \ oca- the principles and objectives of continui ng tional training in German \(the FederalGeneral Information on \ ocational training polic : the promotionGo \ eminent. Under, social partners. en- of women in vocational training). as welltemrises. continuing training pro\ iders.the Structure and the as issues concerning the de \ clopment orinitial and continuing \ ocational trainingRegulatory and Legal \ ocational training in the -newUnder.personnel. etc.). The final chapter or the polic section Foundations of the Initial alw a s presents a summan of develop-Readers of the repiirt are infortned aboutand Continuing Vocational ments in qualit and quantit ith ivgard theocational training polic of the Fed-Training Systems to suppl zind demand \\ ithin the dualeral Go\ aliment and the opinions of the \\stem of \ ocational training in the pro i-social partners.The recei \ .:concise.com- ous \ ocational training ear. It predicts theprehensi \ c and up-to-date information onInformation brochures are available from tieelopment in the current and comingall the important aspects of the de \ clop-the Federal Nlinistn of Education and \ ears and draws conclusions from this onment of vocational training in German \ Science (Bonn). the Federal Institute fOr what strategies are needed to secure a Since the \ ocational training reports ha \ e Vocational Training (Berlin). the Federal balance betw cen suppk, and demand. been published annualk since I (-)70 the\ Labour Office (Nuremberg). the Confer- pro\ ide a complete o \ en iew (lithe trendsence of -Under- Nlinisters of Education The second part or the ocational training in \ ocationzd training ill German o \ er the zind Cultural Affairs (Bonn). the Educa- report contains515chapters w hich gi\e a last to decades. tion Planning and Research Promotion eomprehensi e and tif.ferentiateddeerill Commission of the Federal Government tion of all the facts and infoi mation on Apart from the \ ocational training report.and the Lander. Ili,: Ministries of Educa- qualit and numhers that are decisive forthe-main source book-on \ ocational train-tion and Culture of (he Under, the em- the de \ elopment of \ ocational training. ing, a w ide range of information is mail-plo crs' umbrella associations represented This section includes important findingsable at national and regional levels in on the ComilUttee of the German Econom of recent pilot studies and r:search intoGerman on all areas and aspects of \ oca-on Vocational Training (Bonn). the Ger- \ ocational training and the labour market".Ilona! training. It is not possibli: to outline man Trade t 'mon Federation (Di.isseklorl). in this report an \ w here near all the infor-the German Salaried Emplo cc Union. the The draft of the \ ocational training report. mation that is on offer. The follow w ill Carl Duisberg Gesellschaft in Cologne' part icularl the polic. section. is dkcussed therefore concentrate on gi \ ing an o \ er- and other sources. The publications of in detail b the board of the Federal Insti- \ iew of the nalional inlOrmation a \ ailahle these organi/ations include a number of tute for Vocational Training. The board ofand on esamples that might be of interest pre\eniation.\ Offhe (h/Wi sy\lt'in /if l'Orti- the Federal Institute.\\ hich is legall to readers limn other Nlember States' liOna/Inuit ing for interested per-10111P.M)/ obliged to atk ise the Federal go \ einment (ibrOad\ video cas\ettr. with an accom- on all important aspects of \ ocational train- Also omitted is a description of the \\ idepanying hor,410 oh the dull/ sysfrill in (di ing. consists of an equal number of repre- range of information and \ ocational coun- I.0 hillgliagesis a \ ailahle at the Federal seinatk es from emplo crs' organi/ations. selling \en ices offered b the FederalMinistr \ of Fducation and Science. the trade union federations. the Liinder _abour Olfice ( Nuremberg) to \ mine peo- and the Federal go\ eminent. The e periple and idults prior to their entering theIn addition to the \ ocational training re- opinion of the social partners imd the\\ orkforce and during their \\ oi king lk es.port. the Federal Nlinistr of Education L'ander arc published as a part of (he e This co \ ers all aspects ot choosing an and Science publishesimporlow )ort, as is the resolution of the redo al occupation and career ad \ ancement. This tal intormatiott oh developments r11 vmv- go \ eminent on the \ ocational iraming re- mformalion ;.ind counselhng is\ tionol trairrim; in 0sanntml publication

port. once it has been discussed in cabinet in all pais of Gentlaikin I labom "Grund und Su uktunlaten- ( Basic and

\ Structural Information). Series 2( \ oca- plementation aids or tins kind are alsoAniline% ol the chambers can he found in lional schools) and 3 (ocational educa- published b the social partners in theirthe aforementioned catalogue of recog- tion. on-the-job training I.\\ hich appear information sheets and brochures. In zuldi- niied training occupations published 1-). e \ erear in the specialiied series I non. the Federal Institute for Vocational the Federal institute for Vocational Train- ldiiiuiund Kuhn!' ( Fducation and Training and other \ ocational training in-ing. l'he Federal Labour Office issues de- Culture) puNkhed b\ the Federal Statis- stitutions regularl publish brOdlIll'e.s, tailed de\driptions of/nil/ter trainini; tic', Office 1 NA'ie 'h:idei iL are also a mlitreematerial and Inindoub ilte couleur+ and ( thecoments of further training. of \ er% differentiated sLuistieal material. edueanomd aml melho(lological aspects entr requirements.occupational fields and VOCational training in enterpri.ses. Hand- opportunities and areas of effiplo Men( I ill The brochure "Au.shilibint; atul Berm: out% on vocational [milting ol special Volume 2 of the series "Miner iur 13e- Rechie (old PI lichtentutill rend der groups ( promoting the disad \ antaged. rufskunde- (13rochtffes on Occupations). BeruRansbil(Iung- (Vocational Training ming. people \\ ith learning difficulties. and Work: Rights and Obligations during ffie disad \ antaged and (cung for- A irtuall complete documentation ol all \'ocational Training) contains inform-eigners) are a \ inlable from the Federal continuing Focal:lona/ r011neN tio:1 on the Ici;a1 jiwnetvork unded p.m! Nlinistr\ of Fducation and Science. GelThally illfOnnat ion on the subject. ob- vocanomd training. It IN published h the jectis es. duration, costs and possibilities Federal Nlinistr of Fdtication and Sci-The catalogue of recogniied training oc- of assistance. entr requirements. organ- ence and kept up-to-date. dUpations mentioned abo \ c also contains i/ers :Ind sponsors of tht. ,:ontintting train- the redera/ reuvtlatiam pertaining UI the ing courses) can he found in the multi- Anita/WM' 01 truilwr.5 to Mini illcill(T- \ olume manual -Finrichtungen der Information on Selected priAt'A. The Federal institute for \ oca- bet-unit:hen Bildung- ( Vocational Train- tional Training compre/wmire ing Estahlishments). \\ Inch the Federal Aspects of Vocational fonnalion material on training and con- Labour Office puhlishes annuall . The Training in the Dual tinuing training lar trainer+ ill (nt Civil sc.+ information is listed according to occupa- ( reNult. oh Pilot pmjects on the continuing tional structure. subject-matter and region. System training of trainers: skeleton curricula for the training of trainers: seminar conceptsInformation on more than 157 000 iffitial VALI.> ear the 13erlin-based Federal Insti- on the promotion of trainers. etc.. list of training and continuing training courses in tute for Vocational Training 1311313 ) pub- \ ideo cassettes on the technical and meth- the Federal Republic( 1 10 000 alone in the lishes a conffilete and updated catah(gue odok)gical qualification of trainers in en- area orcont inuing training ) can be accessed recognized fronting occupat%OM terprises. etc.). The 1.ederal Institute for\ ia the ,.omputer-aided KI'RS IHRHO Within the (hull splem (and of all other Vocal ional Training also keeps a data hank online data Innik of the Federal hlbour a \ ailahle initial \ ocational training courses ( 1311311-mail I. v. hich reports the fimiini:sidl (rnice. Terminals are located in the job regulated h\ Federal or I .ander lass.). reSearch innilhe training of trainer+, and information centres of the IS-1 labour e \ a niedia hank listing the media changes. Kt:RS DIREKT is the largest The Federal 1 .ahour Office cii Nuremberg10e ale and most comprehensive German data hank publishes detailed nyornuilion on rdeog- on socational training courses. n;zed !Pinning occupation.% (the most im- portant contents of the training regula- Information on Continuing rainint: infinThalion SvS- tions. descriptions of the specific occupa- kw, (117.'110ft/1e ch, of anhystry and tional act \ ities carried out b skilled \\ mis- Vocational Thhining commerce du' chamber% h1/011cm/ ers \\ ho ha\ e completed their training. is another national continuing training data career and further training (ippontunties) The profusion of pro \ of continuing hank. It supports in particular the continu- in \-olume Iof the series "131atter itii \ ocational training in (ierman is reflected ing training counselling acti \ ities of the Berulskunde-( Brochures on Occupa- in the plural stem of collecting and chambers for trade tild industr. tions). The complete tekts ccf all training processing information on continuing \ o- regulations /or !raining in emerpri\c% 10. cational training. Thk, inlormation pro-A number of regional continuing training gether with the skeleton curricula drawn \ ided h \ enterprises. the chamhers.local data hanks and other data hanks on special up In. the ('Onlerence cl hind .;linister+olcontinuing traiffing ad \ isor\ centres, tlw occupational areas alsoesist. Pilot projects Edu«ttion and Cultural .1,11airs co% crinp social partners and continuing trannng are current 1. testing and preparing \\ sof the part of training taught in \ ocational pro \ iders primaril aimed at the re-cooperating on and nets\ (irking national schools nia be obtained trom the gional market. In the lollossing \se \s ill ikt and regional continuing training data hanks Bertelsmann 1'er1;q I<(publishing house oiilthe niost important national sources v. ith sectotal data banks on continunT iii Bieleleld. of inlornianonon a\ ailable continuing training. training. I he Federal Institute lor Vocationalfill11 hinirnialion parINIpclIlrlll III (Milli:II istleci chich mipleincillnit; A kmnplete hit 01 ail lurthcr Imintat: 1hr affillOC\ ccf elliPIO\Ce% /Fifinini; prcli occupation\ and rctratningscliellIC\ l'dt:ll (Ind 101V(INIS cOill111111111; /We ill iSeS. \ planation,. :ind int hard /MI CdrOlholj andel 1cl ilk- ill'411111/MIII1(I ri/i/MC ol111111111lt; Irani

con,11 I;Pri 1 0 me is compiled :mil published by the Fed- pean S less point as w ell as the nationalVocational Counselling Centres-. Each of eral NI inistry of Education and Science in angle. the centres is responsible for one EC' coun- "Berichissy stein Weiterbildung- (Reports try (with the exception of Bremen which is on Continuing Training). The reports are responsible for two). based on representati e surve \ s conducted National Information on e \ cry three sears since 1982. Vocational Training and on The Demand for Informa- European Cooperation in tion on Vocational Training Information on Vocational Vocational Training Traiaing Pilot Projects and in Eumne the Findings of Training The vocational training report of the Fed- and Employment Research eral Ministry of Education and ScienceSince the development of the European pms ides a stirs ey of all the important ocational training dimension and a Euro- developments and actis ides in this field as pean labour market. nationzd efforts to In the last ix\ 0 decades. about /2o0 pilor well. Its information is supplemented by a provide informati(m on vocational train- prole, I have been carried out in Ger-numher of publications of the Federal ing in Europe has no longer been able to ManY 1051 and diAserninale innoration. Ministrs of Education and Science. themeet the growing demand for information in vocational frainhlmconwill.s. Federal Institute for Vocational Training, from gosernments, the social partners. ic\ Mel/Iridology.The pilot pnijectsthe Federal I.abour Office and the social enterprises. providers of vocational train- areconductedin enterprises and external part tiers. ing. employees and trainees. Germany training centres (pilot projects in trade and therefore welcomes and supports Com- industry ). S ocational schools (school pilot The national organiiers of the Europeanmunity activities as well as bilateral and projects) and other training institution.. Action Programmes and Coinmunity ini-multilateral schemes to exchange experi- They are planned. super \ ised and analy ied dads es on vocational training (especiallyence and information in Europe. ''. Information on these pilot the Federal Institute for Vocational Train- projects is published hy the Federal Min-ing. the Federal l,ahour Office and theThe ever closer cooperation in the Euro- istry of Education and Science. the Educa-Carl Duisberg Gesellschaft in Cologne)pean CoMmunit and the cornpetition for tion Planning and Research Promotion publishinfOrmation on European voca- the hest solutions and location benefits Commission of the Federal Go \ eminent tional training programmes.In addition, require extensive knowledge of the voca- and the Lander isclusol pilot projects) andthe Carl Duisberg Gesellschaft runs antional training policies and the vocational the Federal Institute for Vocational Train-infurination and counselling centre on vo- training systems of our European neigh- ing (pilot projects in trade and industry I. cational training abroad. It pros ides com- houlN. This in turn requires information at prehensivein./Or/nation and counsellingvarious levels and for different purposes: The annual socational training report ofon vocational training opportunities the Federal Nlinistrs of Education andabroad, especially in EC Member Stah'S. Vocational training policy and plan- Science eimtain,, a Aurvey °lawinns( int- Es cry year it publishes a brochure \kithning: Strategic decisions on the focal points cniTen! In'ojecland 11IC detailed inforniation on all offers of' vcica- of vocational training policy and its fur- reSed/Vh finding% On I ntinin and culfi oy- tional training and vocational training pro-ther prospects have to be view ed in a nwni.Nlore detailed and in-depth informa- grammes in other countries. European dimension. What do our neigh- tion can he round in the periodicals of the bours consider to be important'? Which Federal Institute for Vocational Training The Federal Labour Office is including to trends arc beginning to emerge w ithin the ( Berufsbildung in \Vissenschaft undan increasing extent data onocational Community and w(irldwide? What expe- Pi axis ) and the I.ederal Labour Office'straining in Europe. on socational trainingrience can we learn from? Information Institutefoi Employ ment Researchopp(irttinities in European Partner States pm\ ided by CEDEFOP. the E(' Commi, ( Nlitteilungen aus der Arheitsmarkt- undand on Community act is ities and pro-sion. the ministries and specialiied insti- I3erufslorschung I.In addition to these.grammes in its information programmestutes oldie Member States and also that of both these institutes regulark publishfor those seeking advice and in its bro-the OECD and other organi/ations is very monographs on all topics ss ithm thesechures and material forocational coun- important in this respect. areas of iesearch. The publications of thesellors. A number of special publications federal Institute lor Vocaiional Training and other maierial are now, available onInnovation and further development of locus on \ ocational training in the narrow these subjects. The I 84 joh informationvocational training opportunities: Eu- sense ss Inle the Institute lot Finplos ment centres of the Federal Lahour Office ha \ ropean dialogue is also useful for the fur- Research primarily in s eqiI.Zates the links the reles ant material. In order to facilitate ther development of the contents and the bets\ cell des elopments in the structtre ol access to information and opportunitiespedagogical and methodidogical aspects the economs uttul teelmologs .de \ clop for socational training and employment in of the socational training on oiler. the mem, in the labour market and the em- lurope lor all target groups seeking \ oca training of vocationaltrainers and the struc- plo inent\ stem .nid de \ elopments in the tional cotmselling. hen !abut!t exchangesturalI urdier de \ elopmem ols ocational demand foi qualificationshom has e been :ippointed -National Europeantraining. An exchange of specific inforina

II VocaltInal hawing 1.110t/3 r'^z-

In 1,)93. 25 million Dentschmarks lime been tion and cooperation with S (teat ional train- made mailable to finance about1100 scholarships. ing experts front other Member States Notes working on similar problems is essential In addition to this. in some occupation,. in T,,e Aims mg should sers e:ffi illustration: the to obtain the hest possible solutions. ('om- particular in the non academic health care occupations ocational training reports 01 the last fessears each consisted if at mnd 250 A4 pages The sis chapters parat is e special iied literature and confer- .ind %%hat are commonl ealled -assistant- occupations regulated b t .and Los s, initial i oeational training isoh pan IL compiled is ith malor supportI rom the ences. ease studies and experience gained also pimided at l'ull-time we:mon:11 schools. Hie Federal Institute On Vocational 'framing and others film) joint projects increase ass areness ofnumber ot recogni/cd training occupations ii Inch lespeciall the Institute I orl.mplo ment and Research the Furopean dimension of s ocational can he learnt at a school and the number sit ot the Nuremberg-based Federal Labour (Ilfiee and people unde,.going S (us:animal training at f ull-time the Federal Labour ()Itice itschn, deal in detail ss training and can help find new approaches. schools are Setloss. him es. su hen onipared " lih a)I )ata on the demand fin training pL on the the dual s stein. ol training places and on the attitudes 01 Niobilit, the European labour market: oung people and ot enterprises tins ads training, lireakdotun and su mime ol socational ttaittImt Indis iduals also need information on the Enterprises spend hem een 30 and 40 billion hi Dentschmatks annuall on initial training s% ithin the (data and anal ses ot detehyments m quaht and ocational traMing as ailable in Europe dual sstent. tue onl training for ss luch 1 mancial numbers in the Sarious training areas. 1r:ivies's' and on the I:uropean labour market. Thi\ assistance is gis en wider the I .ahour Promotion Lass edueational backgiound, the participation olming toreigners in \ ocattonal training, socalional tr.uning applies both to employ eesishing s1ork is the training ot oung people viii. because of social iegional disad zunages or because 01 learning animations. etc.): in another Member State and to entplo ers problems ie oung e plc ss ho has e not obtainedetContents and strtiettwal issues ins oealmnal ss ho want Ii recuit applicant \ from neigh- a final school certilkatet. etc. cannot find a training training tissues regarding the des elopment and bouring European countries. Important place it need special educational assistance to reorgamsanon of training occupations as %%ell . die complete s oeational training %% ohm the dual s stem des elopment ol teaching, learning and e animation steps has e been taken at national level successfull .I hus a totalid' more than one contents and methods .aspects of training and through the actis ities of the Federal La- billion Dentschmarks 55a. spent on training mote continuing training lot mutters in enterpmses. the bour Of lice (see abos et. How es er. this is than 43 000 oung people I including 35 000 oung des el"Pmem of socanonal training in the "ness- people in theness I ..ander 1in esternal training .ander. the cosi 01 Socanonal naming. etc. r. not enough. The Community has to sup- centies and 000 oung tout ol OM illVocational training and emplo mem t the most port Nlember States in establishing trans- ;thiTether liii enterprises Ifi 1991 . ligures and impot min findings of iv...catch into the nansition parenc of quail 1.ications. Emploees all tlie litton ng ligines in the comments and m the from training toemplo ment and11110Ille des elopment test are based (ni the 1093 Vi,canonal Traintn!,of quail fication strus tures: the occupational should be able to has e at their disposal Report of the Fedei al ( i,s eminent opportunities ol cettain groups t e.g. s% omen I: (ILIA hcations and descriptions of qualifi- e Conn:ming s ocational naming ides elopmems cations that are understood throughout I his can he seen in the tact that onl 2', of those in the amount oh suppl and demand: des elopments Europe. These should allow employers in isho completed theirocational training ss Mull the in Moller training occupations,etc.:quaht asstuance: dual s stem did not iiti a iii uninediatelatter Mel% s-ounselling ;Ind intormation on contwiting tuutituutg. all Nlember States to obtain a clear impres- had !unshed their trainmg. partleipation in continuing trammg and prommion uii sion of the s ocational qualifications an contintitm2 Valium, I'm selected target groups t the long ternomemplo ed. ummuglants. %%omen lemming applicant has gained through initial and ughineMI,Ik of e iernal ;rannni.t iennes has been set up thioughout tlie Federal Republic to mills. labour matket.ete.. thedeselopment of teaching continuing 5 ocational training and through and learning methods ins Riding distance leammg. supplement the tramtng ol trainees at entetpi uses Iuiuduuugs ol continuing training professional experience. Emplo5ees are so small 01 so specialued that the ate not ete I:impom tant should likes\ ise also has e access to com- m positHin to impart all the piescribed training iesearchi. 1.1 International aspects ofocational naming prehensible information on the contents ofcontents. \ tube. this supplementar muning lasts h \seeks pet namingeat socationalIi dining memorandum ol the FC as ailable s ocational training and on the Commission. %in:animal counselling :Hid the Single quali fications e peeled in occupations and Furopean Nlaiket: comparabdit and the i ecognit ion Since the \ ocattonalIt :1111111.,2 eame into S ocational qualtheations: nnplementation ut ; of all oi at the workplace in other Nlember States. Me. I. 245 training oscupations. HiSs hich selected \ slum Programmes in Cierman nainees .ite trained. !rase ',cell rein gamied % (is-amnia( training ado 'flies of the Vtiropean Social Fund: reporlson multilateral and hi'atei al cooper,thon \ ccoiding to estimates. enterpi ises srend about on wt....Mutual nalninr the litiropean the sante amount on continuing \ ocational naming Cominunu. eis lin thou emplo ees as on mutat nailling I Z5 lo 1)1111011 neinselnlial kst. compreliensoe list uimiii !nation published b Fedei al militstries. Me Federal I about ( lfl ice. 1,r csamplc. iv stiongthening the %It% Arelle, the lit gani/ations 01 the social partneis. institimints and ailrin'ICh 01 those seeking tianung through ol the1 anslei and man iithei institutions can he intoilliatiOn.COlinselling and transparene is jilt regat'd olitatliesltioni the Fesletal Ministt 01 Fulucation ansl 10 iequirements. regional oilers mid the Science applisabilit ol thequalilicationson the labour matket. uitiuuuilu qualit contiol ol continuing ii aming out ses I he Call IMisbeig I iesellschalt is responsible attended b paths ipants sponsoied b the Fedetal uuuu 1,elial 1olsit ions tette! alininisti ies liii I about oh I is elii accoidance ii ith theI dhoui nitemational\ changes in the held %it%,,,,,tional homotion I % e belos% i, thiough continuing tiammg mu paniculai ieseatch. !nutlet naming continuing naming stall. etc Met 'nisi's. Ille,I1.11Ithefs. siC spot/sot OW [ilk if 110101s 11111 Mk .111duumuliuslu I Ile\l uuiustu les 1 andel init 0. cness" lit tsseen I I ducation anti Cultutol \ 1 s 01 the I anslei spolisot I andei i ui 111 menthe!. 01 the ssoildoice %%hi, has, ss hoot pilot piolects I sponsms and me Fedel 011111411:d S uiaitout,il ndlinlw 55 WI," the duo ssieni \tuuuusui l klucation and Ss tense shale the Costs up,21,iiled then mialilications in this is as N.11111,11%11,1,0111i !billed CO Mullion Dein., 11111,11k, 111, 10 110isss liii it. 101.CIIICI 551111

'se,uiti I Mullion ivoph cie .1,onsolcul Hi 01111,1(111(111.115 hinds 01 II1C spolhol ,111.0, Is (10111,111\inI 'IQ Ilin .1 101.si01 uii'ic than iine hiuilu,iut 11cutsi hinai ks allogethei

II I lt tut-, Itstmiks

1) ocational 11'0 1 2 Devolved decision makingin the UK demands widedissemination of information

Recent years have seen a shift in the Nlost notahlyTraining and Enterprise A wide range of informa- Councils (TECs ) hme been set up through- UK of decision making in vocational tion needs training, from the centre to local and out the country to tailor training and enter- sectoral bodies. This has meant that prise actis t it's to local demand. TEX's are the Employment Department (ED) has employer-led and are independent private .ocal decision makers clearly need to ha \ c had to examine what type of informa- companies ss ho hold contracts w ith local know ledge of current demands in ElIs role is now to set strategic objec- tion decision makers at all levels need, their market. and are themse Is es best placed and how to help them access it. This tives: to make sun' that the infrastructure is to get this information. Rut to be fully article outlines the range of informa- right: to encourage market responsk e- Medi s e they zil so has e to consider a w ide new, to ensure that decision makers have tion services provided by ED in meet- range of other information. rnsin the skills ing this need. In particular, it focuses the tools to do the job: and to encourage the likely to he needed to meet future interna- on two specific networks: The Skills effectis e sharing of Good Practice. tional competition. to the training methods and Enterprise Network which aims most likek to stork ss a V, ith particular for wide coverage of labour market Communicating informa- pes of people. such as w ()Men returning developments and research relevant to to w ork alter a career break. vocational training; and The Good tion has become more im- Practice Series which disseminates portant The \ also need to be aware of govern- development outcomes and good prac- ment policy and priorities. Got ernment tice to a more specific audience. ciooddecisions depend on good informa- has initiated set eral far reaching changes tion. De \ olving decisions has meant that in the training and education world re- El) has had to look ser y hard at identifying cently in addition to setting up the TEC the ty pc of informtion decision makers at and Industry Training Organisation net- The UK's changing train- all levels need. and helping them get ac-works. These include the des elopment of ing and vocational educa- cess to it. National l'Aucation and Training Targets. tion scene the introduction of Investors in People (to The 1.1K go\ eminent puts a high priority encourage employ ers to inv,:st in the skills on encouraging employers to ins est in which their businesses need) and wide Recent y ears ha e sCCI1 a major decentrali- their staff. and encouraging intik iduals to ranging educational reforms. sation of decision making in the \ oca- take responsibilit \ for their ott n des clop- tional education and training field in the ment. An effective training and education A great deal of Fl)'s communications to K. The Employment Department ( kl)f is market needs informed consumers. so the the training and education world are con- now touch less concerned w ith making ED' s information strategy has to aim logo.] cerned w ith pr(mloting these policies and detailed decisi(Wis abinit pnw ision. These information not Only to bodies that it con- priorities, and setting (kw, n guidelines and are better made at a to ei N., here the deci- tracts with directly such as TECs. but to standards for pro\ isiOn that is nuanced by sion maker is in touch w ith. and can re- all those w ho influence employ ers andGO\ ernment. This article w ill m)t attempt spond to local or scoot al market demands. to describe the wide range of communica- tion actis ities that go on under that head- ing. Instead ste are focusing (in the addi- Marf Cowan Richard Brown tional information that decision makers neportment (Y. Employment. Oepamnenl kmploynw,d, UK. need to ensure quality and market rel- lois re ynmsibilny fin. Nem.ork int; manage.s HY.% Skill. and Enierisrise es ;MCC 01 their pro\ ision and that practi- (111(1 ;00il ,Vehvork 1015 been involved in tioners need to implement these decisions. developiny infomdion .555/1mA and services Jor Id) is already des oting considerable effort to collecting and disseminating a w tic

twolionill 1/1091 111iNksa astan 1 11 range of information. "Fhe main types til being dime at the moment. Department for Keeping the planners of information we collect and distribute are Education .tatistics give a good over% iess training/ education in described below of ss hat is happening at all levels of edllea- tion - schools, colleges and universities.touch I 1 I Current and future skills needs Information on training is more diffused Decisions about ss hat training to pros ide and it is hard to get a complete picture. The The Employ ment Department uses a Nhould he based on an assessment of future Labour Force Sur\ ey gis es information number of different publications and sent skills needs. It is difficult to predict these from the individual's point of vies,. but ices to get the various types of information needs exactly . but available information this has to he seen alongside the results ofto their s arious audiences: can help decision makers make better survey s of employers. _judgements of future needs. We publish The Skills and Enterprise Nem ork aims A National Vocational Qualification In- for wide coverage of labour market devel- information on current einploy inent trends. lOrmat um System hw, been established to opments and research Fetes ant to any one and surs ey s ofeurrent skill shortages com- collect inkirmation on the number of NVQs working in the training/ vocational educa- missioned by ED and other.. El) does not awarded at national, regional. and local predict future employment or skill needs. tion/ enterprise field. Our publications go les els. This will enable monitoring of vo- to 40.000 members including TEC.. In- But we do publish information on future cational qualifications throughout the employ ment projections produced by lead- dustry Training Organisations. colleges, ss ork force. ing research institutes. research into em- training providers. research organisations, consultants, and some employers. ployers S iews of future needs, and even(4) Information from Research and De- some more speculative scenarios produced velopment projects by employment/ labour market experts Every 6 weeks or so members receive: information from research. evaluation and though we are careful to warn our readers development activity is essential to im- against regarding anof these as firm "Update"ss hich gives brief abstracts of' prove the quality and relevance of tanning everything relevant published. or identi- predictions. provision. Much research and des elop- fied by us. since the previous mailing - mein rightly takes place in response to ty pically it covers about 60 publications. (2) Characteristics of current and fu- local needs. There is also work which is of ture labour force national importance w hich would not hap- Decisions on training and education have More detailed "Briefings" on recent re- pen without central development invest-search sshich is likely to be particularly to allow for the characteristics of' the peo- ment. Efts nati,mal development and re- iniportant for our members -typically 6-8 ple ss ho w ill has e to supply, the skill.. search programmes ensure a coordinated Basic demographic characteristics tich as 13 rielings per lnai approach to achieving agreed national pri- age and sex are fairly easy to predict front orities. This also encourages national. census data, and ss e regularls draw train- "Labour Market Quarterly Report" seetoral and local bodies to work together(every second mailing). focusing on la- ers' and educationists' attentitin to the and provides a platform for the exchange implications of the ageing ss ork force. bour markFt statistics. or research findings of in It wmation and good practice. Equally important is the proportion of the which are mainly statistical. population participating in work. We aim A wide range ofresearch and development to keep decision makers in touch with work is done by bodies other than El) such "Executive" - a news sheet w hich pulls current trendssuch as increased partici- as academic institutions, and commercial together the inost interesting iterns from pation by ss omen in the workforce. and researchers or consultants. They can cover all of our other publications in a short. easy more young people stas ing on in lull-time subjects ranging from the skills needed forto read format. education -though future trends here area company to succeed internationally. to not so easy to predict. effectise list: of older workers, and El) A key element of the package is the yearly helps to raise decision makers awareness "Labour Market and Skill Trends- report. InfOrmat ion on the education and qualifi- of this research. which takes a wide-ranging look at the cations ss hich the ss orkforce alreads hold labour market, and highlights develop- is needed to decide sk hat action has to be (5) Advice On how to use information ments that are of pt,;-ticular importance for taken to reach the les els of skill and quah- it is not enough simply to supply statistics those planning training and enterprise pro- fications required. The 1.abour Porce Stir- and the results of sun eys and research vision. projects. The decision maker has to be e gis es S alnahle information on this. The Nem ork also organises a y early con- helped to interpret them. hl) has spon- and we publicise its findings through a ference for members, and pros ides an en- number of publications. sored the devek yment of open learning quiry service to help them identify the materials. Good Practice Guides, and information the need. (3) Training and education currentlycourses lin those ss ho have to carry out being pro% ided local labt Air itt arket assessments. And our Recent market research has show n that the To achies e Ille greateq impact. training publications point out the issues ss hich Nem ork is well received by its members. and education efforts need to be directed to specific research and development pa ijects and the information supplied is used by ss here there is currently instillicient pros i raise for the decision maker, rather than many of them to inform plans and deci- sion. This requires information on ss hat is just describing the results. sions.

Vocimollal ii lilting 1/1991 Assisting the dissemination putting people \\ ith similar interests in Other forms of commuM- touch. and pro \ iding a signpost Inc sers ice of good practice for coining es ems. reports. sur\ e. s. and cations publications of interest. The Good Practice Series is an e \ ample Cleark publications and ss ritten materials of more specificalk targeted dissemina- are onk a small part of an information tion.It aims to bring the outcomes ofOther ED Publications s stem. Other pro \ ision includes: ivsearch and de \ elopment to a specific Networking at all le \ els: national confer- audience -in a forni that they can NI) also issues a range of other pUblica- ences and e \hibitions co\ ering a wide use and undei-stand. It has been de \ eloped lions sshich focus on other asoects of\ to assist the dissemination of national and eminent initialises. strategic information. range of training and education issues teg National Targets. Women's Issues): TI..0 led good practice to and amongst ke. niessa;.:!es and good practice. sectoral zuld specialist seminars: as \\ ell a h also tornrs a main channel for These Include: disseminating de \ elopment outcomes to large number of local collaborati \ e Trcs. The series, v hich is well estab- Employment Gazette -a journal of record projects, initialises and es ents. Informed lished and supported b a lielpdesk- and containing statistical information and ana- ads isor networks pro \ ided through Ca- ke contacts in each 'INC. consists of1 \ tical articles reers Service. TR's. and Industr Train- inc Organi sations pro \ ide inkwmation and publications at 3 le\ els: TEC Director -ss hich carries articles and ad\ ice on labour market conditions and material of interest to.ITV Hoard members "Good Practice Guides" short user demands. Insight aimed primaril \at the educa- friendly guides co\ ering a \\ ide range of Indis iduals often 55 ant more specific and tional world trzlin ing, enterprise and educational issues. tailored information. Noeal Mformation The guides. in the main, are aimed at Employmnt News -hk-h carries a miv- points for pr(1\ ision of information on a

practitioner le \ el pro \ iding practical ad- ture or news. summaries of notj icy initia- large number of specific subjects has e \ ice and guidance on des king and imple- ti \ es and good practice and reaches a large been set up teg ad\ ice and guidance on menting training strategies and s stems. di\ erse audience maink at practitioner assessment. job requirements and de \ el- level. opment opportunities). "TE(' briefs"a portfolio of single sheet TN(' Briefs. linked to the Guides. offering In addition. the Careers and Occupa- Information databases ha \ e been des el- awareness raising ofINC de \ eloped good tional Information Centre (COWL aoped \\ hich can be accessed directk pract ice. outcomes from de \ elopment \\ ork publishine house current k kinded b the through information centres or dedicated imd contacts for thriller information. Department, pro\ ides materials ror oung helplines. These include 111.2 NCVQ data- people ztnd adults co\ ering occupational base.Training Access Points for informa-

-Footnotes- a bi-montlik new sletter information and guidance, personal de \ el- ih(cm ti liduzls i aimed al encouraging networking by opment zinc] training. mation S \ stem and the Nducational and Credit Transfer Information tier\ ice to name a few .

Conclusion

The dissenlinal ion and e \change 01' infor- mation is not e clusts e to the Nmplo ment Department. There arc a w ide range of Publications. databases, and nets\ orks etc. covering all aspects of (Ile training market. which operate ctmmterciall or through other UK Institutions. Rut the Depart- ment's ow n ke. role as a supplier, and its links w ith all major parts of the (tinning enterprise and education s stem means thatitis well placed to encourage the sharing of information. ideas, good prac- tice, and e \ pert ise. Considerable actis it AI& is alreack taking place but we must con- tinue to re\ les\ and re \ ise information \ steins to ensure the\ can elTeClisek contilltilniale the right messages. to the right people. at the right time.

I 2 101411 15 Compiling information on voca- tional training: atrade union perspective

Interview with Ms M. H. André and Ms A. F.Theunissen

c entre -1 he (',,,,iniunif\ ,urrcnity fa, . is 'narked 1-)\ a rapid increase in the number tion and training w Inch ma \ be of use to all our organi/ations, But here NW are Con- Mg ma jor problems with r1w.111.; unemploy of unemplot ed ill Nurope. t 'nemplot ment fronted with large information gaps con- num and the danger ol inC/VaSinf.; tends to be long-term and is n(1t confined eqUali[v belween Member Slates, regions to unskilled or poorlt skilled w orkers. butcerning the organi/ation and the operation and individuaIs. ;Is pail of its IV( NI, die is tits() affecting categories w Ineh had been of different training st stems and in quali- fication flehi(hS, Ili.lampers our endem - COMMiS5irM fht' Lut ()porn Conununi- 'spared- up to now , for esample. middle ours to attain consensus. These gaps ref er nes ba5 (ulopied number of meavureA management. Thus the risk of increasing to know ledge of the interrelationships be- and launched action programme foI01111. inequalities bow eel.' countries and ss ion n tween the configurations and mode of op- ler these phenomenon. The Social Dia- countries is increasint,4. 'Nis is thus be- logue in whit.h you participate i.s it wioing coming a priorik issue for the It.TI IC. Oureration of the ss stem and its social eco- inewasingis- on these two issues. In view ofpolicies aim both to safeguard current jobs nomic and cultural conteI. We refer to qualification trends, the skill les els re- the fact that under certain o'nulitions. ro- and to reintegrate those u ho are e eluded rational Innning ran play a part in rom the labour market. quired todat in emplot ment, qualification veining unemploymew and in redurinQ structures and recognition mechanisms. iiiet/Uali/i('. "Ilia sort of intarmation. I.:ducation and training policies certainly These information gaps are also pro, alent in comparing the st stems: where do Met the opinion 01 the hiropean Told(' ("Mon base an important part to plat . particularly converge. w here do thet diverge. how can (*onledclation, is liAely to meet the 110-ds in Countering e elusion. !Flynt\ the comparisons be made. w hat an be com- al('Social Oitlitrgile illali OM!: effectis cues', of such measures and the equality of training is a prioritt .Rut it pared. sk hat does nOt hear comparison. must be stressed that training, howesci Ms. II. AndreWhile on a Communik high the quality. does not in itself suffice to Which apert.s of inlaimitiati lek el ecotiomic grow th 1.1etween 198.5 and create jobs. Centre I wational trunnng would volt 1990 resulted in the creation of nine mil- 5ee lion new Jobs, the current silkialiOn is 511)1- At union level w e are trt ing to ivach a r\ ing and this positke trend is seriously consensus between oursch es and the vari threatened todat . As unemplot ment is not Otis organi/ations af Ciliated to the NTt Looking at this ill a ilek phellOnle11011. the current situation Itforintilak common guidehnes in educa- A. F. Theunissen terms of information polict one must real- i/e that ant information system is embed (led in a political conte\t in the sense that itis based on issues w hich thearions Maria gIr A nne protagonistsconsider important toads mice debate. negotiation and decision-making. Helena Françoise To give t ou an example. w hen implemen Alldre Theunissen !anon (ila common socational training ctuledcral IV/Wesel/la/BC polict regarding mohilitt becomes a Com .S'et Tchirs oh du. al the ( .011.1edel munitt aim. there is need to set up an 110)prtlii ati011 des information 55 stem capable ol responding hi .0//,S.,'/V51 Suitt/U.(11c to this A11101112 offierIlleuislirOs. / I.('eespou5ihle 1,11 (111(.0 1( (711'1;liclis ii, Belmitun and cm rent Oran information st stem on the labour market. Ink/altofl Oeputs. (lutirpersou ol the comparahilitt oiquahthicatioui scellus to he and south. (1.1)1..1 ,lhutoo.ment Board. a priornt and this has beenennusted III

th I/19qt 6 CEDEFOP on the basis of a Council Deci- tingent policies s is -:a-s is phenomena such require precision and reformulation. Here sion. Today the principle of subsidiarity at as exclusion which today are at the sers. I would draw to mind the Centre's Action Community les el places the political aimheart of our debates. Guidelines which stressed that the main in another perspecti s e and there is progress idea behind creating the Centre and which towards des eloping sy stems based on the must he reaffirmed today is to provide interaction es okcd by mutual recognition Ms. H. Andre Regarding qualifications.social partners. national authorities and among 5 arious countries. Clearly such an it is not a !muter at this stage of imposing Commission services with a neutral plat- aim poses questions for the systems on decisions, for example in the area of certi- form to express their views, to compare ss hich it is based. Nes ertheless. it must be fication which is for Us a fundamental opi Mons s1ithout any otheraim than that of stressed that comparability work produces issue. The aim is to provide ivies ant infor- coMpanison. mutual enrichment and com- side effects. or example. in a number of mation to those ss ho need it in order to help prehension oldiffering nodes oloperation. countries ss here things are less developed, develop the systems and al most to Provide this ss ork is currently being used to de- information which allows assessment of s elop the sy stems limits to the transferability of certain sys-Centre -in thi.s context, what are the tems or parts of systems. which at a par- characteriNtics of information which cc Odd The issue of interlinking political choicesticular time seem to he a "magic formula- nourish debate among those involved:' and the compiling of information is essen- for combatting the priihlerns faced hy a tial for implementing information policy. country . But information policy also contributes to 'it.. ThennissenPrimarily this infor- technical choices in.ew of the fact thatThe issue we are faced ss ith is that of mation should relate clearly to issues with some of these choices are a response to progressing tow ards "trust- bets\ een coun- ss hich the Community is dealing and to political alternatis es and others are not. tries and of establ ishing a sy stem of recog- areas where in the miidium term negotia- For example. iftransparency is the aim of nition which functions on this basis. To tion will take place. It is a matterolprovid- information and qualifications and techni- attain this, there is a need to acquire knowl- ing those involved with information on cal choice the aim of coding. a state will he edge of the different sy stems, of the social phenomena which they consider impor- reached where part of information is based structures of which the y. are composed and tant for the debate and for taking decisions on qualifications (ss hich cannot be codi- to he ass are of convergencies and diver- in line with Community guidelines. But fiedt and the use which the social partners gencies. This is where our main informa- this information should consist of more make of this to handle fundamental politi- tion needs lie and only when we has ethan tahles of figures which cannot he cal issues such as the validation of occupa- obtained it will we be in a position to forge compared by simple national descriptions. tional skills or certification will in all cer-coherent strategies for ensuring mutual There is a need to produce information tainty be limited. "trust". with Community added s alue. lithatI mean ink wmation aiming to promote ac- lit ities on a Community level. This in- Centre - floubtless coding implies Nim- A. F. Thennissen - In the Social Dialogue plification ol the symem. Mu graving the volves exploiting and placing in perspec- where emphasis is placed on political tive a mass of basic information of a quan- compleAilY Or this Ls one Oldie aillicullies guidelines there is a need for comprehen- cottfronted by .sy.slems tryin,g to dcnunt- titative and qualitative nature which exists sion. discussion and negotiation amongat national level and knowledge gleaned in straw tills, ParliellholY \v-s- the social partners. There is a need for an tem.% on quahlicatUnm. there a need to the course of the years at Community level abandon any alfempt (0 identify the con. area of discussion removed from the arena which protagonists need but are not in a omit fiu.tor, which %lied light on Hu na-of decision-making and a need for fre- position to use in its present form. Produc- quent contact ss here concepts. approaches, ture 01'w/wow-es. common categorie. and ing Community added value also means types ol behaviour': tools and different political designs may identifying what is comparable and what he placed in perspective and where funda- is not comparable. mental issues may be elucidated which are A. F. TheunissenIt cannot he denied that currently difficult to express. In the light I3ut there may also he a need for inlorma- such a ii approach is interesting in certain of the changes in progress there is a greater lion merely to assist at national les el hoth respects. But it ss ould he ss rong to os er- need than ever kw social partners to define in preparing contact on a European IeVel look that qualification is part of a social the nature of the problem which each sees and preparing minimal policy to the extent construction ss hose des elopment is de- as imperative and to state their informa- ss here information on trends in all of the pendent upon factors 55 hich are ins ariable. tion needs in order to kit-ululate coherent Member States elucidates national struc- Thiele is a great need for mi we sophisti-opinions which are of a more than short- tures and helps those itivnhsed to des elop cated information to explain the genesis ofterm importance. their ow n systems. such structuics in each country their his- torical roots, economic and cultural con- In this context, C'EDNEOP has an ex- Eileen s e information policy on 5. ocational tent. Based on such information, ss Inch tremely important role to play. Its unique training should on the basis of subsidiarity, combines many elements it is possible to p(1,,ition makes it a s enue for debate ss hich be founded upon the dialectics at national understand an issue in a country at a par- should be nurtured and nourished. It should and Community lox]. in s iess of the fact liculai point in time and to instigate eon cry stalhi,e i .sues ss hieh are nebulous and that these should complement each other.

14 17 Vocational limning 1/1,)(),i Networks of specialists at the heart of information policy

Interview with Mr Philippe Lenain at BSN' headquarters

A.d'lribarnel'ocational i.s cilic zind responsibility should lie ss ith theThis infers that in snerssorkissue inch- arca which is both vague and c( unplc.s and coinpany or. at times. the profession. \ iduals at different les els exchange view s linked to a number (n .subjects. In this and that such an exchange leads to a deci- (wmc.ti, arc thew aspec1.5 which ou (ynt- This sort air:Ain* should be specificand sion b)ss hoes en hears responsibility for sider 1(1 be particularly important and shouldhe adapted to the needs of the that particular area. F.\ cry one is ass are of' which la Yaw. ()/illion hare sPeeihe infor- individwils and the coinpany . We ought tohis responsibilities and the decision taken million needs.' consider Iwo different target groups, is a joint one. This sort of consultation is an exchange ol an educational nature and P. I,enain13eforecoming on to specific First of all thereisnfid-management whichattention should alwa\ s be paid to thi.. information needs w ith regard to training.we in France call -cadres-.

I would like to explain w hy I consider l'or production stall we attempt to find continuing training to be imperatise and For each of the main occupations at I3SN. opportunities w ithin the w ork context I .ike

11055V.L. aim to des clop it at I3SN. ss e have set up internal training pro-many others. we endeas our to des elop grammes ss hich we call -strands-. Seniororganizational systems ss hich produce Continuing training of all les els of em- employees design these programmes ss hichskills: this is our aim and we are gathering ployees is imperatis c because we ss WI -to have the assistance of schools or special-experience. it is of paramount i mportance create tomorrow's company with to- ized Lillis ersities in thearitnts areas (sales. to Pros kle the le" Privileged enillt) ee day's people-. Ohs iouslyduring themarketing. production. computer science.ss ith training schemes at the workplace. thirty, -live year ss orking life of men and human relations, finance. etc.). TrainingThese individuals has e remained at the women there are considerable changes. If in each of these strands covers three to four base of the company because they find we wish to ensure that the individual is notdays annually. As training is an integralstudy unattractive. They will never be in- depleted and that he does not becomepart of management's responsibilities.volved in academic learning hut can make unadapted. he must be encouraged con-evidently those highest in the commanduse of other skills in applying themselves stantly to update his skills and to importchain design and organize their strand. to specific problems ss hich should be re- new knowledge. solved at the workplace. Resides. I belies e that hierarchical rela- This training is based naturalls on thetionships should be educational in natureSuch an acquisition of skills should take skills acquired by Mdis iduals ss hich ss eand that sse should develop a wtwk princi- place at the 55 orkplace during the normal recruit. Initial training should be ()laver ple: a common approach. Every employ eeSlIwking das . They- should culminate in it generalnature and responsibility for thisat les el N is the ads iser of the employee at test and success should mean a rise in salars. This test. ss hich should has e an should be at nationa.I I .ese..I .. ) n Lie otherlevel N + I and, reciprocally . the latter is hand, occupational training is often spe-the ads iser of the emplosee at les el N. objective basis, is of great importance in order to as oid a situation sk here decisions 011 pay scales are tirbitrary and a decision Philippe Alain of superiors. In asking an employ ee to make the eflOrt to acquire certain skills sse Lenain d'Iribarne has e a dual responsibility :first of all to Administration 11)(.5(.(tr(11 pay hint and secondls to make use of hint. Director, Director (pI Know ledge ss hich Is not applied is other Deputy General ( ARS. i)epi. 01 ss ise quickly lost and rendets pointless DirectiPr (PI RSA' Economics and molls ating employees io aiquire them. (as ol January Vo( iolos:vOf 19) I I Work d'IribarneYour group is he, ninnit: inp icasinigs Liao/wan. 11101 110 son ob.

VoLational thimIng 1/19Ali 10111 ill/0011111i011 011111101 i% h1ppertini;ill A fessears ago, our headquarters in Paris intik iduals V ut has e pondered the issue r01111117C% iF1 Vie 11'01 Iht' T0(1 (hull thev was the source. How es er.ss c reali/ed and whoare prepared to share the fruits of him' specific mechanisms lOr int/item rut;quick Ithe limitat ions of such an approachtheir reflections V ith us at a dine w hen implementation ,q gencnd guidelincs and now staff froill headquarters \ isit the such issues are itt rele anee to us.Itis Vol( 1101e illt1 111Clill01101: locations in the dilierent countries w here much easier and more fruit ul toexchange \se opei ate in order to explain liSN poli- pointsol sless thanto search for informa- cies and to gain information on specifiction externallx or in literature. Lenain Thepr.nc.p.e remains un-national contexts. changed for each countrs ltw w hien we Few staff at 13SN are attracted to reading assume responsihilities: we must des clop the w orks of a researcher in corpt wale the skills of men and ss omen to ensure that d'Iribarne - in other trt wilt, your tutor. sociolog.5. On the other hand. ifthe social the \ do not run the risk ()riving rejected 1.1\ matitm and knowledge of activities in thescientist suggests spending time in one of the production ss stem helore retirement. colurfile.s is artiniinlihnnigh your operu- our factories tomonitor change, for e am- In this context. each compan should adapt foroil gulf mid your humcill 1C011In'e Ape- ple. the transition to a marketeCono111,5ill its training attis ties taking into consid- ill your factories and Aub.sidiarre.s. eastern Europe. this ofis interest to us as he eraiitm the national context and ell" iron- You make use of your on production call addto our reflection Mein. 11(111011,W ga1/IC1' i11101711011.011 without re- veiling 10 the e.sterior. or do you ntake use For example. German seems to me to he elmore :standard 1 itemture like/ y to tan sly d'lribarne -In addition 10 /1004..5 . better prepared than France for adopting a your infi/rImlf ion neots headquarlen:' dataho.se., oho spring 10 mind. for eyom- s stein of organi/ation producing skills. plc. the comouter at a centml point pro- Traditionallin German \the foreman viding aere.ss 10 information. Thit infor- pos esses highls technical skills and has I. Lenain The hierarchical network is of mation ti mild then ofneccs.silV be codedin acquired additional knowledge through- undamentalimp(wtance. Resides.ona //art. lh 'rc again it would seem that this out his career.I le is in fact more of aEuropean level we were one of the firstPalb iligre.sscs.lottll what pm are doing. counsellor than a superior and here we groups to set up a network sk ith staff re- touch upon the %cr.\ principles of organi-presentati \ es. We hake a European Com- fation ss hich produces skills. mittee dealingwith training and economic Lenain We attempt to sat isf needs as information and which aims not to stand- the arise. Information pros idedh\data- As far as inf(innation on the individual ardi/e, hut to ensure that each countr and hase may he interesting hut this we ssould countries is concerned. I should stress that each factory receis es the same economic have to -manage- and etistonliie in order we are an industrial group and not a finan- and social information. On the other hand, to operate it. We think that the methodwe cial hold ing. The group decisions are takenat liSN examination of research studies has e chosen is the most suitahle torespond in ask arenc,...or what is happening at grass- contrihutes little to the information proce- toourneeds i.eto make use of external roots les el. We go on site to ascertain the dure. experts ss lio are connoisseursof change facts as the\ constitute the hest source of and w ho are able to put their knowledge inkwination. intoperspectisc as our demands require.I diribanw -quegion ol.ten put todul hope that silal an approach prevents us Resides. we also hake human resource is that ty development.% in public invett- from hecoming fossili/ed thmughgis ing specialists s ho.ithout hcing a parallel mew. be it national or Aupranationak tvull priorit to external e \change. or everi- hierarcIfk. ploinote the nos\ of informa- tvgaril to inlOrmation tv.ttents aimed al ence. I.ike other companies we need re- tion. Finalls. the Directoi General or thepmviding thaw particimaing ill economic lined tools helping us tochange products group organi/es annually a da.k of coordi- ullld.voiil/ life with information thought to ithout losing hoth time and materials. nation :4nd exchange of \ iess sss ith the he indispensable for impmvint; perform- We asked a menther ol CNRS research Wreck, aes of each of the societies in the ance. One gather% the impret.tion your staffss hom sse knosto recommend to us group. eatoning would seem to stow dull your an expert in the area of flexible tools. The network iA the \OHM' of information cor- latter made a fundamental contrihution 17'5/0 nullity; to your n1 eds. nocs this mewl and we has e found an industrial solution ,4. cHriharne Where do vow human that the way in which you compile hiche alone \\ tituhd ha se heen incapa- resource specialists gcf their infonil:If jon:' R entirely internal prore.s5;) He of producing. Ilearned later it was through heing invoked in cr.D11.01r., Lenain The human resource special- ssork that this research memher came into ists in the group week e information from Lenain The approach we has e a(lopted contact 55 itti Iheexpell 55 itliss hom we the Directors (ieneral of the societies and is not a unix ersal one. Small and medium w ere NA orking. lrom the decentrali/ed human resource si/ed companies in particular do not has e set's ices. Throughout RSV, structure and at their disposal the lacilities for internal Thus, as hi r as w e ;ire 0weerned, net w orks in all the directorate committees of the rellection ss hich ss e possess. We has e a olindis iduals ss ho know each other and societies there is a financial and a social wealth of information w Inch allow s us w Ito know research suhjects w Inch the ad s iser w hen a problem arises to in5 ohs e external iire pursuing and who can tell us w hen ss e

10 5ticaii,111.1111,111iiiir1/199 i ha\ c a request \\here to find -the hestin I. Lenain That is e \ acd Is halI am a research studkhos\ es er capable the re- ;Issist us in a response is ofLinda- sa ing. Although. MIN mation can prompt searcher ma\ he. cannot replace an e\- mental importance. us to nis e consideration to issues \\ Inch change of \ ies\N Oil site. hail ROI original! \ attracted! Mir attention.

d'Iribarne - (hu ttl ( l..1)f.I.OP's ai . t.d'Iriburne - anent/mut; lo lainments has 14 en helping in pirt:e cccii- .1..(17ribarne- It ouhl v0it inicwstecl m du' overall e1lid.ient 5 01 5uprillIwinnal 0r- wet\ hepleen prominent cApents (ma thal ()Nahum.; mtnrmation to point your alien eanizainw N. 0 hich Awl of Services should these Ile/works couthlue to operate. I rnm lion al rerlath issues:' 11 so. idha lniiii du's be capable of pre within.; to companies your own elpericucc. 1101(1d you wy tlii should this information take: such as yours nhich have a good informa- the response to your inhumation needs tionl illir(151171r1111V ill onler 10 respond 10 needs:, allot creel thromthonlaci network. °Oho ISpc, prominent specialists recoQ- P. I,enainNatural] \\\ c are ids\ 11kni i 1 s ('ApCr/s iii the matter al ions to look ahead. Information \s hich European lel attracts (nn- attention in a particular area of P. Lenain International organi/ations change is \ aluable. Such information him could help in putting UN in perspeeti \ c and es cm- should not esceed four or rise pages setting up a nets\ ork pro \ idling informa- LenainWithout doubt. The support and sluitild he lucid and succinct. Large tion on intimation in the \ arious coun- pros ided 1)5 a nets\ ork 01 specialists k ni and comple \ documents present problems tries. fundamental importance to us. We arefor those at the operational le \ ass arc that ident ifs ing -the hest- in a par- 01 e( )(IPA% ss e mils\ s interested in ticular area, that k In sa those ss ho can concise inlOrmat ion increasi ng. our knoss l- help us find a solution on account of the 1. diribarne - So vou need conekse infor- edge ()I Furopean di \ ersit and making us Is ork that the \ ha\ c ddme. requires gi-eat mation if it is to provoke interest. should more a \\ are of the specinc national con- this intere.st arise how do you proceed.: te\t.

d'Iribarne - In cepanie thevv are P. Lenain We gi \ cii some consideration differunt intormalionreceivers.. to ensure thatitis not merel \ -fashion- We ss ish to thank Mr A. d'Iriharne. Direc- toul heir needs arc fug as varied. Does the able- then \se process this information for tor of Research at CNRS. for carr ing out ss hieh (1.-.DITop sl wksh that you have espressed over all ol our dm n needs. ing this. \se arethis inter\ ies in these needs, or is literature still sufficient interested in an c \ change of \ less s ss ith lie ills 01\ cd. for ( erlain caleQories nf -receiver-:' author. As ou can sec. SIc, are not particu- larl \ attracted b \ the \\ ritten

Lenain As I said. ss c make little use of the \\ ritten \I ord. We are compelled to d - To ifivc a specific c sample. process the information to etistomi/e ii lie carrfed ow case studies in Aeveral hefore appl ing ii. Fore \ ample. dd e \\ anted contpanies in a number of (.oultIrie on to introduce apprenticeship in France tak- whai coldd lie ((Tilled "Orgaidzaijoho ing the German s\ stein as a model. It ss as hich pmiluce qualificanons''. You have not possible to make a simple photocop \ ressed seyeral occasions IAA's inter- of that s\ stem. The role of the Ministr\ ot est in this subject. 1 hese studies will he Fducation in I.ranec is different, nothine published. Mtn/ irouid be sour Mien's! in corresponds in our s \ stem to the Rile of the qich siliclics 'Meister- (master crahsincin in the Ger- man s sein. This led us to discussions ss1111 those ss ho had speei fie knoss ledge til 11.!Amain "oci.1od. :interested in the German s\ stem. These considerations ivading a document \\ Inch is concise, clear had then to be transposed on to ollr situa- and simple. \hos\ ing thee \ perience gained tion at a regional and local lot.* This took fl enteiTiri se, \\ ho ha \ e succdseded or failed. ss Inch testifies to the some t \so \ ears, Wc ss mild then make contact \\ ith the iinponance of the \sork ss hich had to be rcles ant huh \ idnals in these companies .0 done . that the \ could e \ plain to us the dil Fleur ties the \ encountered. the opportunities 01 d'Iribarne - Imormanon is 111( h Is 01 \\ Inch the \ a \ ailed and 1 Or an e \ planation

unulleles1 In \ou mad 11c thl lie secniii as to ssh \Ihe ha C reached a cel (din \niillIlt U ()lurk! dud soul numis situation. Cart ing out olgani,ational I ,s1111111 \ fetal/Line it.' ch,Ingc illS 01\ cs a multitude 01 details and

.2. 0 \ tcs-.111othil II mum!. k Research scientists and informa- tiononvocational training in Europe

For researchsc.entists vocational training Finally. for the research scientistoca- said that he pr()duces three k i rids of know l- is just one scientific held. It takes in a tional training on the European les el is nol edge which draw on the same sources but specific area of application although its just a scientific field. It also means ever). v. h ich do not has c the same meaning: contents var considerably. Research sci- da \practice. For him itis a matter of entists approach this held \ ia the tools. mos ing out of his national professional descriptis e: tr ing to define 1) \\ a of methods and cimeepts ss hich are general! \ area ill order to integrate himself into a generall concrete categories the state, specific to this discipline thus rendering ss ider area encompassMc the emerging ement, or relations between phenom- comparison difficult. Furthermore. \ oca- Europe as a common site for reflection. ena: e.g. the breakdow n bs age and sex of tional training on the European loci de-exchange and acti(m. It is not by chance vocational trainMg les els of the under 20- limits a field of application ss hich itself is that research scientists in the humanities ) ear-olds in the s arious Member States of defined on the basis of a geographic area. and social sciences are drawing On thethe ('ommunits (he designation of w hich is s \ ague or Maastricht Treat in order to press the e \ p ana or \ aiming to understand w li aries. Fun upean Conlinissiiin to make \ ocational there are differences in these breakdowns training an integral and legitimate part of requiring the elaboratitun of conceptual lere, the distinguishing feature of thisEuropean scientific research under the reference frames\ orks draw ing. for e sant- area is that research scientists are above all fourth Frames\ ork Programme for Re- ple. on differentiated economic or social producers rather than users of informa- search and De s elopment. tion. One of their tasks is to impart to mechallisms. different groups the know ledge the.s pro- Information on S ocational training on a normatis e: abandoning the scientific duce. However, the \ too need access to 1:uropean level must, therefore, be seen by ivory tower- in order to engage in critical information in order to conduct their own the research scientist as the redraw ing of a analy sis or es aluation. es en going as far as research activities. More than for other scientific area and professional space with rejection or proposal. For the research professions, perhaps. reflection for them a view to producing a new infrastructure ofscientist it is a matter of establishing him- is a necessary part of a broader-based services for which STI will provide the self as an advisor to those responsible for development described as Scientific and back-up. However, analysis brings us back public or private policies. Technical Information (STI). A first stage to a whole series of even more fundamen- w as the setting up of documenutry tal questions concerning the problems In all eases the research scientist has to databases ss ith hard copy back-up. A sec- raised. This has to do ss ith the contradic- make choices.I le builds. He places in ond stage seems to be a move aw tions which are beginning to emerge be- perspectise. To do this, he defines the material back-up in scientific production tween the normally free characterof know l- problem fields and selects methods. The ith the arris al of -electronic publica- edge. a public good, and the tendenc to sers form of the actis 'ales undertaken bs tions-. increasingl incorporate research %%lurk into the research scientist, 1)1i1 li as a pniducer a commercial frames\ ork of competition and as a user. are affected h) multiple and exploitation. approaches: statistical. quantitatise ap- proaches, qualitative approaches mostly invols ing monographs. combinations Alain Vocational training as a thereof.IIIiil cases the data has to be d'Iribarne identified and catalogued befOre it can he scientific field : disseminated. 1?eseanli a changing area !Erector 01 Furthermore. if vocational training is a CNRS, Nem. (It In order to assess how research is affected full \ fledged field of know ledge. the re- I.,Conomics (Mil b information. ss e1 irst ha \ e to know lated areas of know ledge are \ er diverse, SOCIOfi Pg I ss hat the research scientistis going to It\\ e look at the major, classical, Work pi ()duce. ( ieneralk speak*. it could be categories (u1 approach. ss C find:

IS 11 \ tkational liaininv I/199i initial traininfor s ()ling peopk% in- statutors or i.egulators angle, the impor- and his peers. betw cell the research scien- cluding apprenticeship. in public or pri- tance ols hich is generally know n. lie tist and other suppl ler, of information such s ate institutions; may be interested in pubhc policies. as the statistician or bureaucrat or. linallr . "flow s throtigh these structures. the peo- between the research scientist and other continuing training for pet .n or out ple ins olved. the costs iind tasks ins oh ed people in\ oh\ ed in economic and social ors\ ork. itr more or less clear target gr( lups. in running them. For national independ- i fe. The contents arc constantly changing. e.g. depending on their socio-demographic ence. the European perspectise opens up they are diffuse. often segmented and di f- or economic situation. special attention new hori/(ms:supranati(mal polieies.com- lieult to identify. It is necessary, more than being gis en \ ()cat ional training initiated parisons between countries in order to ever. to elahorate a European \ ision of compwlies: position the national information on \ ocational training in or- to identify ing the differences and si lari der to facilitate these very essential e \ \\ ork. addressed \ ia its organiration.ties from countrs to countr5in moves changes. contents. integration into professional cat- toss ards possible harmoni/ation. Inall egories or mobil it \ , in order to be able to cases it is a question of res iew ing 5isions. tackle questions of -qualification-. coin, identifying the poiblems of most relcsance Revised needs in factual petencies: for the actions of others ihumnan resources nianagement, harmoniiat ion of temst. knowledge reemitment hs conio:inie, and the role of the diploma in that oon .1mher he is an economist. sociologist. depending on industrial and social strate- legal c spert. historian. psschologim or In the preceding Nragraph \\ e e planted gies and their representation: computer scientist. he ss ill be able to Incas- that in respect of national anal \ ses. the ure the di \ ersity of approaches used, the perspectis es offered by European integra- training techniques andcognitis e !earn- \ ariets of sources and their application tion. hy the creation ola social Europe and ing processes depending on the aids used and also the di \ erse nature of publication an einerging economic Hunipe. paved the (computer-aided instruction. for esample. back-up. each discipline ha \ ing its own 55 for ness approaches to s oca tiona s5 ith Mono or multi media back-up t: journals. which, in turn. are often broken training. In ivality. needs in respect of new dow n into theoretical or applied catego- information are being felt as a result of the links between the abose. front the ries. Moreos en. the reference points forfactual and theoretical pressures. angle (it' the general functioning of the i nforniat ion which are jumbled on the na- labour market. and the corollary mecha- tional level are easils lost on the larger From the factual titgle. the emerging Eu- nisms of pnifessional integration ore \clu- European stage_ each country has ing its rope needs information on a series of ,sion from actis its . (is\ n traditions. classilication and prac- mechanisms which affect it because it is a tices. political project. As with ever) project. At all cs ems the research scientist ina he whose future structure is shaped 1.)\ a con- interested in \ ers different kwins of know l- This, is hos\ sse can define scientilic pro- stant process of trial and error. l'Airope edge.I le may .for e ample. stress the duction ss hich sers es t.is a base for the cannot do without the pn,duction of know l- structural side. he it from the institutional. esehtmge bets\ cell the research scientist edge on and amund its ow n specific pniject. on the pertinence of. its kiundat ions and on the conditions necessars in order to secure its success. This is es en less obvious in the case 1- ocationat training 55 hich is part of the enierging Europe: its objectives are based on a contradictors challenge: com- petition between European countries. an tirea in ss hich EFA..' Member States ha s e adopted an antagonistic position. and so- cial cohesion. an area in ss Inch the coun- tries ha \ e to show solidarits\\ it h each other.

In the same way . as in any decision-mak- ing site. Europeas an institutional deci- sion- making body needs a know ledge mechanism adapted to its position in the fields of action. FNs applies to the corn mission, the Council. the Europezin Parha mem but also to the social partners.It ss onkl he erroneolV, lo belies t, Mat a I-mo pean Sisituli would gradualls

Ill 11,11n111r I/ Mit i /UMW HIREnu the sum toud of nati(mal \ isions. The same led inajor structures and \\ hich aimed to tioned in the global functioning of the holds. br e\alnpie. for die training of set lip global e \ planator) patterns_ for e\- nation. hinall\it could he said that in engineers and the recognition or engi- ample social reproduction I)\ means or respect ()1 tiine. the approach 55 as the same. neers' qualificatimis. educational flos).. Micro-anal)ses centred Research set more c \ chcal. short-term On micro-societies or micro-phenomena. adjustments and mechanisms against me- Final! . a numher or socio-econoillic the aim of \\ hich 55 as to monitor multiple dium or long-term structural adjustments. mechanisms alread) at \\ orkithin ho- interdependencies: the micro-social :Is a rope ha: e supranational components \\ hich global phenomenon. Against this back- Conceptual des elopments in the last les\ can hut de \ clop in the ne \ tfe).\) ears. ground. the stud) for e \ ample of the func- )ear, gradualk mos ed ass a \rt till these Hence. these mechanisms can no longer tioning or a professional col league. ot class. dual approaches hased on e clu, Is ns and he addressed fr(im the national F.r.pee- becomes a support in estahl ishi lig the char- opposition toss ards an approach sshich tiSe because this might 05 er-simplif \ them acteristic features of societ) a, it\\ hole. sought. b) contrast. to articulate Narious and. thus. falsil) part of the anal)Nis. Bets\ een these tsslt e \ tremes. others \\ ere les els of more temporal iota]) Nisith a The same applies to the \\ a\ in \\ hich the interested in intermediate or es en autono- \ jos to multiple interaction and multi- producti \ e apparatus to let his C S en the mous structures. the anal \ sis of the Func- regulation. 'Fhe concepts of interd.epend- -least imponant social aspect- maintainstioning. of \\ Inch could pealaps e \ plain ence bets\ een agent. and structures, learn- real significance. The Name holds lOr an \ - glohal phenomena. What could he men- ing processes structuring the d) namics Of thing55 hich has to do \\ ith the tran,- tioned here is. for e \ ample. a stud) ()I' the transformation. pla) an increasing role in houndar) mo \ ement of people. professional categor\ orteachers ss ho. like the pwhleills and thus in the demands for other professional categories, Corm a strong a structuring of databases. Thk ha, led to In this connection the other justification social group. profound changes in methods iNed. Re- gi \ en fordeveloping the information bases search into these multiple Mteractionscre- required 11\ researeh scientists is theltreil These three reference les els tackled in an ates a need for more sophisticated and cal. Research tradition in the social sci- independent manner and thought to he or more precise informati(m. The recogni- ence. tended to set (550 major les els orsignilicance arc also present ill terms or tion of social achiesements led to the de- anal) sis ;.tgainst each other hem Cell \\ inch territoriaht): the class \\ as situated in the \ elopment of international comparisons there \\ as no methodological or concep- \ i lage or district. teachers \\ ere located in hut also to !Imre focused attention on the tual transfer. Macro-anal \ ses \\ hich tack- academies. social reproduction 55 as posi- estahlishment of categories \\ hich rest:at-eh

It BEST tP,r"" scientist. are eoing to ll\e. then' \I.:1111.1 countries \\ ith the qualifications 01 theirested in. the te \I must lieill an chino: and their rekh hince. neighhours could be \ erinteresting. Hut accessihle language The research sewll this implies a stilistalitial 3 aluc added in tisl normall On IItit.ok 101.\'illIl Vei s.rapidf\. majot differences in baslc re,pect ol1 1.1t le ha \toda\ since the has heen producol in his I ield of research. information appeared. for e \ ample ill main slant v. 1,uld he titialitatk e and intor Ile lit.etls eomprehensi \ e hut .elcci 1-rance. eontrar\ to the situation in prelational. enabling us to understand the illatioil .lit' needs le \ t references. the te hilted Sta.es. racial or ethnic origin ma\ natur: Ill realik he \ oild thenisel \ es_ the tr,inslatiou oi \ (ink he mentioned in the statistical sources in the name of human rights or public rod:I.\ the main trend in S IIis, to set up liberties. the old \ acceptable lei Ill being Information by and for doeunientai databas.... and to integrate nationalit kno\ all too \\ ell research scientists : stand- them into computer nem orks I his C0111 that the difficulties encountered in school hint:\ ,scientilic production mailable on ing. professional integration are \ er much ardization and personaliza- "hard cop suppol ith treatment 01 that linked to the social tion a documentary data production in a computenied lorm l hich ethnic Origins pla\ a role. not as lead to chains for the collection and treat such hut as a support in sociali/ation. Information is a. \ ;tried and din inlormalion Idlich are partici! as the subject \\ hiell it ethers. \Ve should lark UM\ ielti \\\ hell il lo Nelni From this angle \\ e can sathat major bear in mind that it ma he oral. \ ritten ornali011. III fact it I. a matter of identik ing \ halal that it ma\ he numerical. qualita- and selecting hat should be .tored ill a ditTerences in e \ aluation\liaktician, elneNts 011 a kir. ropean lc\ ejhem Iile or quantitati \ e_ factual or dot:lime!) database. Then itis a IIlhhitt'lIuI entering search scientists. The former lor eomparil . tar. the formthe supportjust as \ aried into the database information concerning the reasons. tend to standardi/e and stabi as the contents. Isor the re \earch scientist the pubhcations seleckd. normall \ the ti- nollienclattwe in order to produce data the re\ olution is, the ad 3 ent of Scientifictles and names Of the author.. hut also a ti Iiieit lends itself to longitudinal compare and Technical Informationt STIand \mutual \ content. \ 011 ill \ 01i me and space. This \ould informatics.: doeumentar informatics. be data on the breakdo\\ II of salaries, This cannot \ ed sepal:hack [him I .ezi\ ing aside material eonstraints. professiima. categories, hind the le \ el ofde \ elopments in the professional prao 1\110 \ that the pel f Orin:nice olthese training in the different sectors of aok lt lice'. of research scientists. their \\ orking dalah:ises. closel \ linked to The latter. lor the same comparathe rea- and publication method.. the lilt...milli...and the ke \\ ord,, appliekl to sons. stress the differences in sock, the anal \ ses 1111(1 III s..0 lo the ust.r-fritlitIli tutional reahh hien could he C011eCaled In ordei to a\ old an \ erroneous reasoning, nessolinterrogation \\ ill similar or identical designations. criti something \\ hich happens all too Often. oldie database \ er much depend,. oil the ci/ing the deeepthe character oldie aril- preference llould ic gi en to a ser\ iee. \ kills ol the \ ed iii its design and factsconstrueted h statistician. foranal \ rendered approach. It\ not a que \lion ofimplementation. hill the mon: nue sis and action. knov,ing 31 hether the no\ technologic.. 3 hen it comes Iodicario.1 and intilliforin \\ ill be good in tlienu,eb e but rather \\ hat itirorittalion to he lound. for ill 113 en the importance of the challenges lor \el.\ ICC the \ Call Oriel 10 tho.e 33 110 might Iocational trainine on hi kuropean le \ el. Fanope. confrontational \\ ork has to be hale recourse to them: 31 hat usefulness done accompanied h.\the setting up ofand at \\ hal price? An approach of tins Major impro \ ements haie still to he made faetuhi.1 databases 33 hich iii Nhape. to a kind. \\ hich could be narro \\ 1 \ qualified as to interrogation .01133 are in Mier to make large t.kgree. medium and long-term re "econonh conscious-. is able to keep a it more ll friendb. Siniilark. no multi \catch on the kuropean le \ el. \Ve knim tight rein On grandiose and \ isionar pro- font mill \\ arc i \ al \\ hich for evample. that the apprentii:e or \killedposals. the tangible results ol tlre 33 onld make possahle tlk."anitiltancon. \\ oiler is not in the same situation in ACIldl \appointing. is. panic:111;d \ elltr\ 01 tests in Rom:in.(' \ or .Araltie France. Ital or( iernialh because the train v. ell placed in tIns lespect heeause itis fonts in thedatabase. Al all thentstechnol ing. selection procedures, p)sition in 33 ,t1 k \ er\ loud of large seale projects; It has ..tandartli/tilion and the compatibilit organi/ation. in career prospects or coneehod the 3 er\ large lihrar and. oil a s\ stems us 0\ ei thew k not status are not the sa11 Ie. 11101C 1110ties1 scale, INIST. Institut Na enough emphasis, on 1,inplave. Bui as \\ Ilonat d' hilormation Seientil 'Nue etI cell 111131' Ill \I Well 1111 \ IN till a \pea Ii fills enaltles us to timlerst and the reheence nique I National Institute 101 .1 echniedl and \ 1101 a question ob lainniag.o. buil \\ hich ma\ lie \Inn\ 11 in reNpect t Seienti le In formal oF concepts. particulark against a Furo .

to ,,tt lip database. on proles.sionaltiilahI pean background. In ordel to make na hcations IIIlilt: ii C. the goal 01\\, In Willi,. 01 his piolessional aelk the nonal information accey,ible lot compali 31 011111 lie to render qualification\ in the pioblem is In tact \on or to enable people in one comm.\ to tialispluent and ill this \a to con plc. Ile needs knov,\\ hat has been undetsland lIl101ilIhitlOil qinpiled hi int:leasing the 11101,1111ol 3101k plodueed 1111(hlIcient subjects and h \ intiNI aNe lo eNlablish ion

els 31 .1111111 1110CO111111111111 \ Uhl \ polcci 1311)1111I le needs to knol\ 33 hat is 01 Intel opts hich undo he \\ ords. as, the same 10 illusor\ \ csa III that pi oduction. III addition he needs \\ olds ma \ descubedilleiont tcallties hom ploteet alining to tallith:nut: the Witch:tit to ha\ e I apid access to 33 he is Intel one ounn \ the lie \I

\ 1 0'1 1 c,1 In the beginning. the datahases could not Information and develop- a summar \ and hihliographical data on he interrogated in line. Requests had to he disk. -I-he objectis e is tss ()IOU to reduce made for profile excerpts hich meant ment of professional prac- both costs and access times. long \\ aning trnes aad did not permittices : peer networks and interactk e research. Toda\.these hases private appropriation of Speeding up access times to important can he interifigated on line. But this new articles is one of the obsessions of research accessibility does not resolse the prohlem research scientists since the>ss ish to keep them- of access to information itself. Apart from Neb. es fully up Iodate on scientific produc- huy ing ii. any One interested in a particular tion. Es ers research scientist, is on the document can kink obtain it by borrow mg We !lase seen that the databases based on look-out for a new. emerging idea. He is it hy ss ay of an inter-lihrar\ loan. w here ss ritten documents gas e access to the titles even on the look-out for knowledge on this s \ stem exists. or hs \ of a photo-of articles published in major world jour- research questions \\Ilia could hring with "lila. aciiit. iitphiea inure "r le" nals in the form of disks sent out eachthem innos ation. Research scientists. at long ss ait. In all such cases. accessibility month w ith short dela\ s of one to two least some of them. are in fierce competi- implies that the user know s ss here to find weeks. The summaries of articles are he-tion with each other because they are vy the hasic document indicated in the docu- ginning to he accessible under the same ing for the saine honours and career advan- ment:1r\ base. This explains the interest in coaditions with a time span ()fa few weeks. tages. joint catalogues of titles and the netw ork- I.or research scientists, the basic STI ss s- ing of libraries and documentary centres.tem still has se \ eral shortcomings. C'er- In the traditional system. scientific work is These catalogues are becoming increas- tainly. the interrogation algorhy thins of speeded up by means of "pre-prints-. i.e. ing] \ accessible at short notice, roughly the databases are impros ing at a tremen- by notes or drafts of multi-graphic articles one w eek. in the form of CD-RONI. Al- dous rate. This. linked to increasingly pow- transmitted b> post or now by fax between though the \ are still in the test-tuhe stage. erful micro-computers. will make bihlio- "befriended- research scientists. -Elec- they must he des eloped along interna- graphical research increasingly easy . But tronic publication- will accelerate these tional lines. the material is \ ery expensive and interro- exchanges es-en further. It has the advan- gation costs will remain prohibitive fortage that it limits the circulation of grey This demonstrates that S.1.1 is dependent at research seientists ss ho are not members literature which tends to accumulate more all times on multiple competencies: de- of sufficiently strong teams: this is the case or less unss ittingly on the desks or on the sign. implementation. and interrogation. for arious research scientists in the social bookshel \ es of libraries ss ithout es er be- The person doing the interrogating has to sciences. ing read. It should also serse to limit the be as close as piissible to the user in order production of articles in journals, publica- to he ahle to integrate the latter's specific Furthermore.the development ofness tech- tion only being undertaken after interac- kluestlons into the interrogation strategy . nologies ss ill encourage the spread of sci- tion ss ith a network of friends. Conversely. Now there are as many interrogation strat- entilic publications in particular by mak- it ss ill further divide scientific communi- egies as there are questhms from users. If ing possible the duplication. thanks to coin- ties into closed networks. It will assume a it is til flinCtion s111001111\STI should he puter-aided publication (CAP). of small position alongside oral communities ss ithin set up in specialiied nem orks ss Inch are edition publications and. their confiden-which qualified inftwmation is dissemi- highly decentral lied hut coherent in order tial dissemination. publications associvied nated which means that menthers can make to facilitate ease of use. This implies the with works which are -grey literature'', considerable savings in terms of what they existence of highly qualified experts near which are developed, edited and dissemi- have to read. to users. An approach or this kind permits nated by their authors. One main conse- better reconciliation of the needs of indus- quence of this de \ elopment is not only that This leads to a diflerentiation in respect of trialiied standardi/ation of information access to fundainental information will he the information required by the research production w uthi indis iduali/ed. custont . es en more difficult but that the references scientist: on the one hand. rms. highly lied use. established by the supports will he nebu- specialifed information as early as possi- Indis itluahiiation of information is 0 con- lous. The -qualification- of literature ss ill hle, on the other, more elaborate. sy nthetic tinuing need. That is ss there is 0 desire he i-educed Since quality articles ss ill he information summing up an issue. the state to ;ieeess not only w hat the \ produce hut found on an increasingly scattered number of the art. This means longer acc,:ss times also the authors themsels cs. \Ve. there- of supports. hut sas ings in the time needed to exploit fore. I ind nurse' \ es in a totall \ interactke the information. The latter type of infor- ;Ind interpretafional situation. Aecess ol ( it\ en this situation. w e are w itnessin a mation is of interest to general research this kind implies that people know w Ito is nes\ des elopment aiming to do ass it ss ith scientists. It also reflects the needs of non- w (Irking on w hat. ss here. It implies that we hardcopy support. This ins ols es both the research scientists. mos e It ont know ledge and the catalogu- des elopment of electronic puhlications and ing Or scientific production. to know ledge the desire by those responsible For docu- The race hy research scientists for Milo\ a- nd the cataloguing of the authots them mentary now (irks to go ni the source. to tion should not he simpls \ iessed in re- sek es and the institutions. mo \ e Flom the editors. in order to has edirect access to spect of the \ anity ins ols ed in honours and into, illation tehtu ks to people nem orks. base documents in a computeri/ed loon. career ambitions. It must also be seen in

to the settnig npol datahases of "expel ts- . the ;alihors ihemsek es pros ide then text. relation to increasingl> ivies ant economic

2' \ ikational naming 1/1119.1 challenges. Given the growing number of value of results which encourage researchlions on their part in respect of their tasks. constraints \\ hich are being imposed on scientists to exploit them directl .eitherThe Conimission of the Fur(pean Com- research scientist.. STI is caught between together ss ith others or because iesearch is munities and its special iied agencies. such two mos ements which are going in oppo- co-financed under conditions other than as CEDITOP. should address this matter site directions. On the one hand. there is a patronage. The growing inter-action be- as soon as possible. \ eritable explosion in new technologies tween public research and industr creates which ss ill encourage durable public goods. a contradiction in the use of knosvledge: which are easil transferrable and accessi- several publications made possible given Bibliograph) the facilities made available b their links ble. On the other hand, the taking over ot' CLIN:FOPFlash No I 991- 1>atabases,inh. divinal information. its control in order to ensure with companies. ma.s not be published qualifications and course, aiiredited its exploitation is becoming a grossing because some of the results are classed as confidential. As far as the information Gatt6gno (demo hibliothequ.: deIranee a ini- challenge between its producers and its parcours. de la Rill I,t 13N I-dnions du users. The researchers/producers tend toproduced is concerned, to the question "ls CersIe di" lilliairtePan, 101)2260 pal/e, better protect their intellectual propertythis true? is added the question -Is this (;ihbons (51icliach -1.1! di. I.:m.11,11142-in sellable?". and to restrict free access to what the ieni-e.t,otit ciii et dcciii\ einem km, e has e produced. The researchers /user.. are tele \ t januai 1901 1,1,I ."`s, zc, trying to guarantee temporar monopolies Thus. STI is probably in the process of

1 cs1,101,.,1141,4,1,.1'11,1,q1.1,1,../. of know ledge in order to enhance their changing its status. a s ictim to a certain 5,1,,,111,141.1,111,. 1,111111.111i ii lik11111,111,' .111( ARV.I \ I \ reputation and to secure financing ss hich extent of its ow n success. ss hich ins milsed I chi wtnild not others\ ise he granted to them.generating negotiable usefulness. Itss ill 5, icstlilLolloglic OnSitlent L., 1.11,-, Ntm-reearchers/users. part icu tailpri \ ate be difficult lor information on training to el5,11011, CU

indis duals. ss ho are grasping the com- sidestep a !nos enlent of this kind because .1 .sl:CNR1/4, 55 5 I lonci I 51.11, I,),J'; petitise importance of the information col- human resources are becoming a ke lac- lected. \\ oul(1 also like to gain control of tor in the competiti \ eness of companies. KO Ill'-`1,1, iii,0.111,11111.1.1111, rout

use particularl as the are the co- knan- The des elopment of this information on a V I No II I swiil I ciers. or es en the sole financiers. European le s el w ill follow the same path I Iii tii.iIi.iiiI yes en gross tug ass aieness of the 1:..uropean

There is a gross Mg contradiction hetw ccii dimension in corporate strategies.. \ gainst I is ii liiii,,s hvell lip 1,1 an obligation in terms of public sers ice this backgmund.public researchscientists llcsi I UHT,'NI I, lei \ ( 1.1 \1,11,1 Ii. \ 11,11 an obligation to dis ulge know ledge to ss ill find Menisci\ es in situations ss hich II,. 111,1 11C, II..1.11,',1 11\ .141411.1,C1,,111cI cc.II, II.,1,1111..I., benefit the I undamental rese:ach and situ w ill be increasingl difficult to manage Illts.1111, kind MC 11,1114 ...11,111,1..1

ations stemming from the commercial 1111,, in 111111. ss ill lead to per\ erse WA' /11111.411,1 1 111,110.1n..1111111t,

V14:011011,11Hai I/1991 tr) BEST COPYAVAI Decision-makers Information Needs in Vocational Training

socational training sphere. While the hu- period ss filch e \ceedlhe socational train- From the East European perspective man actor plas an increasing role in the ing ccles. This data. for e \ ample. c011- vocational training is an important formulation of economic polic. the role tains information on the number of stu- issue in the process of European inte- of the State is influenced increasingls dents leas ing the education s stem. the gration. Efforts to forge links between demographic aspects. Neolloill le data and potential recruits toS ocational training the two spheres of training, between forecasts for thezirious sectors are a plan- programmes. and in forination 011 numbers the Hungarian and West European, ning guide in the form of information on emploed in the different economic sec- are of crucial importance. In spite of ins estment and On human resources. Such tors zind trades. Simi lark . data on trends in inherent differences and their distinct information is essential in order to make thess ork -force. reflecting structural features, there is a trend towards inte- decisions On socational training polic. changes in the econom. is also required. gration within Europe. This makes Work-force trends result in changes in the decision-makers currently faced with In modern market economies emplo ment demand for labour ss hich follow on from economic and political transition more polic is the confluence of man channels crisis Or investment in particulareconomic open to developing a new type of voca- Of information ss hich s ars ill (pains. Ss n- sectors. tional training system. This paper ex- thesis of this information aims to ensure amines the information background that labour is deploed efficientl in both It is essential that this data spans a period to the decision-making processes, the iess of some ears (more than Iss ice the nature of information on vocational social and economic terms. A glohal must he taken of local interests a, ss hat duration of the s ocational tuiuinino c) die). training and the issue of how different nua appear to be the optimal solution (in a This ss Otild permit analysis oldie d namic systems may he compared. Undoubt- local lesel. can result in serious conflict at aspects particulad ii standardi/ation of edly, this paper goes beyond this by regionzd or sectoral les elI fOr e \ ample. statistical data allowsal id interpretation looking at activities which are feasible manpower rationali/ation to cut costs). both nationall and on an international and which should be initiated. les el. The Stale's information needs require s n- The information back- thesis ofarious information sources.Data relating to financial resources is V. 'hen a s steinis taking shape.itis equall important. This should cos er mud- ground to decision-making inoulded b. the decisions taken on the itig 1"or socational training. state subsidies processes basis of the information as ailahle. Demo- and the normativc costs of training. Wage graphic and migration data is or primepolicy, a factor influencing regional mo- The formulation ofocational trainingimportance and this is supplemented b bilit) of labour, is another important sta- polic ins ()Res inan partners and it k 110 inf ormation on institutional resources and tistical domain. Cliiiiddeliee that more i-ecent effort has funding. all of which identif the priorities focused on harmoni/ing interests in the to be pursued. Crisk management alsoThe f ree floss or labour and coordination calls for decisions based on statistical in- of s ocational training ss ith capital flow are formation and economic forecasting. In- ol crucial importance ss hen comparing Andras emplo Mein itsellrequiresstatisticalanal- different 5 oeational trainmr N\ stems land Benedek sk and e amination of phenomena such as qualif ication s stems I.\Vestern compa- regional or mass tinemploment or the nies' act is ties in F.ast;rn Nurope. both as neintly Shur problem of lob-finding for school-leas ers joint \Cultures and independent companies .ecrchirv. embarking upon a career. as. lore \ ample. in car pi (iduction. is a Case Vocational illpoint. Snch companies ss Inch make Tolimitt; minor ins estments rim their 0%\ it training ()ivi`uni (PI air The nature of information s stems ss Inch are designed at a multina- .1/M01/.1 1.01)0111. tional les el and adapted to the specific on vocational training national come t. Statistical anal sis of such andIhcReizional Ahlupc,(.1. phenomena poses numerous problems in .1)1TrliVIPICIII111%11.111W%. RIIIhIprkt. Flue int (urination On 55 Inch socational tram both the national and international con- III(111;(111. ing pohc decisions are based. spans a ic \t.

RFT! MY 1111111BI I There exist txx o important statistical no- population zind emplo mein IN fairly stand- mutual pmvision for apprenticeship and menclat tires of international standards:one ardiied. Disparities arise in the employ- the harmonitation of lakmr safet) and concerns emplo inent and conforms to ment lists and the references to the arious xx orking conditions. standards. the other is the nal ional lx trades. 11 is unrealistic to expect total har- recogniied list of trades for a nationalmoni/ation ex en on the medium term. training sx stem. These lists contain trddes Partial standardi/at ion and precise identi- Feasible and necessary for t hich technical equix :deuce can be hcation ol di x ergence are prerequisite to tasks asccoained and xx hich lend scope to bilat- determining a number of phenomena such eral and multilateral coordination. Iniexx as outh unemplo went iiid retraining for of post- I 993 e peculi ions in Europe. the the tmemph ix ed. Pmblem analy sis is an important step on des elopment of such nomenclature, xx ill the path um ards tangible projects and become a priority task. Such xx ork. hoxx CooRlination on an international lex el calls furtherse.ec,ive anal sis. No matter hoxx ex er. requires a suitahle legal framexx ork. for bilateral agreements. On account ofmechanical a differentiated approach to such legislation being indispensable for their historical context.ocational train- the trade sectors ma.x seem particukirl.x in -zutal sis dex eloping a statistical basis. ing s stems. particularl in ( ierman- speak- the international dimension i lig countries, can he examined x ith rela- xx hich includes the job aspect is indispen- tix e ease. 'file problem is Mole complex in sable. The issue of comparing the broader international context and here bilateral coordination xx ould seem to pro- 'rhe coming fix e to eightears require i n different systems \ ide a solution. Hungar has taken initial d e p t h anal sis of many aspects of the issue steps in this direction xx ith Austria. Ger- to attain oxerall consensus among politi- When it comes to comparing information man and Ital. Floxx ex cr. comparison ofcal decision-makers on the issue of hoxx to on different ocational training s stems. it the Hungarian x ocational training s stem coordinate information on x oeational train- is the twain:mix e rather than the quantita- ith the British or a Southern European ing. The expansion of a net v, ork of x oca- tixe aspect xx Inch tends to cause problems. sx stem. offer additional possibilities which tional training centres and information For this. \ er reason itis imperatixe that hould be developed. CoMpari son of lune- offices on an international scale is essen- both regionall and on a European lex el tional anid.x sis rather than of confornnt tial to do eloping such a background. In thesauruses are dex eloped containing. s n- betxxeen s stems is more important asthis respect. CEDITOP's role in coordi- opt ic descriptions oldie concepts on xx hich identil'iczttion of di f ferences can prompt nating a comparatix e Zupproach and 'net It- statistical anal\ si. is based. Onl through high-level decision-makers to reach initial odologiessi nchallenged. Implementa- ad:option itnd concertation of such con- bilateml and multilateral agreements. This tion of such projects requires additional cepts_ full or in part. can conxersion of xx ould permit harmoniiittion of certain resources and Communitx supptwt. The tih irmation foral id comparison's be tuade. elementsolthetrainings stems.Thiscould complex issue discussed in this paper is a In terms of global data. information On include the recognition of qualifications,formidable task for decision-makers.

1/19,)) BEST COPY AVAILABLE Client-orientated information about education and the labour market in Europe

This article describes information The client can be registered as an unem- to successfull placement are i-eal istic. The plox ed person and ss ould thus he notified which is essentially structured to serve last ten years. during w hich the client did the general public, against the back- as soon as suitable \ acancies arise. not form part of the workforce. saw impor- tant changes in the t) pe of labour and the ground of the recent EURES projects In the meantime. by rapidly screening a wa) firms and institutions are organised. which aim to promote placement in large number of s acancies. of which a According to two potential emplo)ers the the international labour market. short description. dix ided into different client would need too long a period of time parts b) clear sub-headings. is available in that part of the Employment Exchange to become aquainted ss ith the ss ork. unless she previously took several general and a hich is open to the public, it has become The information needs of few more specialised courses. clear that a more intensis e search will be the client and the counselor required to find a suitable job in the district. En fortunatel) the conversations w nil the A casualisitor (client )to the Emplo) Aker that it Xs ill he necessary to see il for potential emplo)ers were short so it w as mem Exchange in Maastricht asks the this more intensis e form of ser ice a more not clear which courses were being re- counselor f'or information on her opportu- specialised counselor is required for regis- ferred to. Where could these courses be nities in the lahour market, or to be precise: tration and help in seeking a job. followed, what w ould they cost, how much her opportunities of re-entering thc labour time would the) take and w hat coukl the market. No results so far have been ob- completing registration. which in-client expect when she had completed tained b) asking family and friends, con- volves the client and the couselor often these courses? Would the acancy still be sulting local and regional newspapers and looking at a computer screen and the cli- available or would all her efforts have asking potential employers about their ent's particulars and other information rel- been in vain. Should she continue search- vacancies. evant to the job market, and entering thising as she has been doing up to now or into the computer, this will carry out a should she try something completely dif- This client is looking for more and better comparative supply-and-demand search.ferent. Perhaps something in a field in information concerning existing and fu- This search will be specifically directed which she has not worked before. hut in ture vacancies in her district which mighttowards vacancies which are known towhich there is a better chance of finding lead to a successful job application. exist but of which the description is notwork. One is nes er too old to learn. But yet, or no longer, posted in the public area there is so much to be learned. Which of' The emplo) cc at the Employ ment Ex- of the Emplo)ment Exchange. these inarket-orientated provisions. would change explains to the client that the Em- he the best choice kw this client? Who plo) ment Exchange is indeed the right The cininselor w ill also check w hether the c()Illd determine ss hether she ma) be suited place to obtain this t) pc of information. expectations that the client has w id) regard for a totally different course and profes- sion?

L. L. M. Titco It is clear from the abos e that the informa- Frederix Mensen tion required b) a client of the Employ- ment Exchange is cluiple x and hocad. Director of raining Regional manager, A satisfactor) inquir) 55 ill require an enor- Ailmimstration Regional mous amount of specific information on of th( Lmplov- Administrmion education and the labour market. Nlany mem Serr,Irc of of the kmploy- clients findit eas) to assume that the Senalt Limburg. mem Service reyousible for rt '1U.,s/R 1:inplo) ment Exchange Ii as the necessary proleet5 information and can make it as ailable in such a w a\ as to be useful to the client.

\ is,111(111,11 IIiIllllI5 1/1(),)1 ariT COPY AVAILmuF The aierage client takes for granted that draw s up a code of conduct in order to has c Apart from impros ing the sy stems. is Inch the Employ mein Exchange has soli ed any a particular effect on the labour market. are mainly registrational and are used for problems concerning the availabilits of Therefoiv agreements are made, many handling transactions. it is sought to im- adequate. up-to-date and reliable informa- agreements are made: is ith administra- pro c the use 01 the as ailable data bx tion on the labour market. In practice thistors. w ith those implementing policies. intuiducing sy stems. based on neural net- image is confirmed because a eenificate ofis ith clients. work techinilogy , Itt sUpport decisit in mak- registration is quickly drawn up and ing. to be used for placement act is ities and printed. I hos, es er the regional Employ - In order to properly implement the polic . education planning. mem Exchange only play s a small part in i.e. to set priorities, those ins olied must be the dy namic pnicess of des elopment and informed or others\ ise have the pOs- Exchange of Information the ss ay in si hich firms and organisations sibiht of being well informed. After the make use of peoples qualifications. The information has been prciduced itis ex- market share of about 30'4 is proof of this. tremely important for a succesSful job The gathering and use of reles ant informa- allocation polic\ that the information is tion concerning placement in the labour An important part of job placement is in collated and effecti \ el \ transferred to the market in border areas is still underdes el- fact the pros ision id information. Espe- people is Ito need to use it. oped, Several projects ;AIM to intensify the cially in a segmented and not very trans- exchange of information effectisely . In a parent labour market the existence or the The Employ Mein Exchange ilready has reasonably short period of time. employ - Employment Exchange is justi lied. This is an extensive infrastructure with computer ees can form a fairly exact image of their largely determined by the Etnploy ment facilities. networks and data management neighbouring country 's situation. as ail- to provide the informa- Exchange's systems. They encourage use of this zrs an able material. personnel. students, tot uls. tion required rapidly so as to optimize the aid to the primary process and for manage- as is ell as addional information on how the distribution of the labour force os er the ment purposes. The des elopment of thesetting came about, current views, de- existing \ acancies. Prompt selection oforganisational infrastructure can hardly mands for change. the changeability of the \ acancy and suitable candidates for a keep pace with the users' grow ing de- present setting and the realisation of the prompt selection of appropriate and avail- mands and the chents' high expectations. objectii es. This can be aclnes ed by means able \ acancies for unemploy ed clients is Despite this any actis ity directed toss ards of cons ersations. publications. mulual s k- only possible lithe necessary information improi ed 1.1.e or the expansion of the in- its and the exchange of experiences and is as ai table, complete and up-to-date and formation structure is strongly encour- practical training by employees. is used properly and efficiently . aged. A recent exaniple is expansion of Production of Information interregional cooperation in the European The Gathering and Distri- region Maas-Rhine. si Inch includes the and Infrastructure exchange of information on \ acancies bution of Information across national border.. Video-text termi- This short description of the primary proc- nals are being installed in Aachen and ess of an employ ment strategy : attending Now aday s the a\ erage access time to a Heerlen so that an optimal alloeation is itlnn to clients is ho come to the Employment hard disc is less than 20 milliseconds. the labour market of the European region Exchange searching for a job; who registerHow es er it still takes a counselor ill the is not hindered bi the fact that information border. as Unemploed or is ho seek adviceand Emplo ment Exchange in N laastricht. Gent on the labour market stops at the help to improse their situation on the la-or Aachen weeks and sometitnes months bour market. clearly show s that in it nC- to find out whether and under which con- Nloreos cr. the region of South Limburg is tical situation enormous amounts of infor- ditions a 27 year-old is ontan. is ho is tr ingrunning two pilot projects aimed at inten- mation must be exchanged. This informa- to re-enter the labour malket and is de- s ifs ing cross-border activities tion ranges from simple data to extremely pendent on NA el tare. ss nh a certificate in complex knowledge concerning the suit- don testic science and w ork exper.ence in These projects ha \ c as main objectuse the ability ()fan unemployed person lOr filling housekeeping and the retail trade. I is ing in exchange of information and the use of a vacancy . The usefulness and effective- a border tow n like N.ijsden. andwho is each others expertise and experience in ness of the information also depends onit itilltiss ing a transition course in Tongeren order to achiese better results. locating being reliable.re.cs ant and rapidly as ail- and a supplementary textile Course in the and remos ing existing barriers. resealing and making use of exist ing possibilities as able. Centre for Vocational Training in Seraing. can fill a hard-to-fill sacancy in Aachen. \sell as creating new placement possibili- Wien producing information. a fact that is ties byfurther expanding cooperation usually underestimated is that good use of'Vet imicall \itis possible. of course. (0 ss ithin the Eutopean regions, this demands high standards of the user. place the distributed information in inter- Policy is an iniportant. probably the most related files. so that as a result. if the acces The region of Smith Limburg is running important. producer of complex informa- time and the selection of the ale ant data I kw project hich help loreng then cro,.- tion. Policy concerning the pro \ isitm ofCall be limited tot fess seconds, one can border cooperation. These pilot projects labour is no\ Ceplion (0 tins rule. 1 his expect a snong increase in producus il titutttitichiut_'u tangible results and to allow the border to cease to he a barrier. Working The real issue here is hMs the general partners ha\ e now decided that the c(in- closek togetherthe ser\ ices in \ ol \ ed public can he in \ olved in these matters, so crete aims are to be chosen and developed ith labour allocation make the labour therefore it is of prime iniportance that the that they can lie measured and tire of a very market more transpai.ent and approach- general public receive ample information. practical nature in terms of direct and able in a flexible w ay. Obviously the need In kirmat ion to the general public is abso- indirect results of placement. Such aims for information must be \\ ell structured. A Intel \essential. In the ROA-study (No- and projects \\ ill he g is en substance dur- rele ant fact is that know leke of the Eu- \ ember I 992) it was already pointed out ing the next three ears I/93- I 995 ). Well ropean aspects of the region is already that the public had very little understand- designed net w (irk planning forms part of ery important for the public in general ing oldie meaning of "Iti rope after I 992-. this. The joint effort of intermediary or- and already recek es much auention. The ganisations. local ...athorities \\ (irking to- field of labour forms a special part of this. It is precisely here, \\ here the information gether. pros incial authorities etc. will re- Working across the border immediately to the puhlic is concerned, that the local sult in there being concerted cooperation. in \ olves key issues such as social securit\ authorities, w ho are the most direetk in- i.e. real mutual checking and organising of' and the (un)certainties concerning educa- voked \\ ith and responsible for their chi- tasks and jobs using the clients informa- tion. qualiflcations and certification. A /ens. could play a very important part. The tion needs as the main criterion. strong accent is placed on these three as- local authorities have a number of openi- pects. An action-research model is heing tional facilities at their disposal and itis devekiped which means that the EMI/1M they \\ ho are closest to the puhlic. ment Exchanges (Germany, The Nether- Cooperation between lands. the Walloon. the Flemish and the Special attention should be gis en to pro- German-speaking provincesorBelgiltIll I viding information to young people. the Authorities de \ clop their existing range of services in school-going child or the student w ho later consultation in such a way that it becomes sl ill have to find his wax in the European In the European region Ntaas Rijn die idea relevant and adequate for people w ho are region. Here also the saying goes: learnof a joint development of the labour mar- try ing to obtain infOrmation on the neigh- young. learn fair. Specific teaching mate- ket has been under discussion for some bouring country. rial or study packets could he des eloped to time. Recently a Deltaplan for the Devel- be used at primary and secondary schools opment of I Inman Resources in the Euro- The automation of the in forination ser\ as well as schools for \ ocational training. pean Region ss as mentioned as a possibil- ices is at this ponit still considered to be of These should practical. concrete and ity. This plan would be similar to current secondary importance. Priority should be instruct i \ e. Present projects and the schtiols plans on en \ ironmental planning and policy \ en to developing new products specifi- for vocational training in \ ol ed in these and cooperation between the authorities. cally for clients and adapted to their needs. projects could be used to obtain the neces- The regions ollachen. the Walloon prov- \part from thatitis essential that the sary relevant information. S tint marising inces. the Dutch and Belgian pro \ inces of iroject generate tangible results and that and pro \ iding information to al I age gnitips Limburg are lltidergoin12 change and de- there be no duplication of existing facili- is considered to be an essential factor. In velopment. This is all the more reason to ies. The I( iA projects form part of the EC/ the project \ there are six examples of op- approach the strui lurid changes in the EURES programme (European Employ- erational cooperation. numher and the ty pe or jobs on it larger ment Services) and links w ith other pilot scale using the cooperation in the Euro- irogrammes (for example. in Southern ( Aachen-I leerlen. Tongeren-Maast richt. pean region and the instruments of inte- urope, Italy /France and France/( ermany ) Liege-Maastricht and Eupen-Aachen.grated planning. Apart from the public are being actively sought. Breda-Ants\ erpen. Gent-Zeeland). These offices of Employment Exchange other reles zmt partners: the management and ." trade unions oh\ iously also cooperate at a EURES-projecten les el of European region. Their actis e EURES-Projekte input is absolutely \ italas the) has e Breda a long time been part of the organisms in Projects EURES - charge of the placement and provision of 44. labour. Here also a nem ork for develop- Terneuzen ing a monitoring sy stem of quantitative mid qualitatis e trends on the labour market Antwerpen in the European region 55 oukl be impor- Gent taut not just Rim a tactical point of \ iew. A Labour Market Information Sy stem for the European Region ss ill mion be a real- ity. It is prerequisite for any kind of (rans- Mon border policytss Inch necessarilyis an integrated polio and one that is a result of La* [upon ads ice. based on actual mutual coopera- tion on labour market issues).

31 ni.atonal II annul: 11199 A statistical information system for vocational training: Portugal

as also the Vocational training plays a significantment, it is important clearly to formu- traininghasic or continuous a in w hich the \are necessaril) role in every aspect of development.late a clear and systematic policy for interlinked or relate to an) other rele \ ant While for a trainee vocational trainingvocational training and to set priorities \ ariahles. is a means of enhancing his ability tofor the short and mediwn term. adapt to a world of constant economic \ ie \\()I' the\ arict) of pumoses for and technological change and thus ofAt company level the growing interna- ln increasing his value to society, or oftionalisation of the economy, the stress \\ hich statistical inkirmation On vocational equipping a person out of work withbeing put on quality and the ability to traMMg can he used. no sMgle source is. sufficient to meet all requirements. It will necessary job skills, for employers thecompete with a new corporate organisa- fact that it is becoming increasinglytion coupled, at the level of the labour therefore he necessak to create a system clear that in the years to come chal-market, with an emphasis on broader capahle of eomhining data from different lenges to be met will be centred on skills, job mobility and concern at the sources. quality, productivity and innovation "disqualification" taking place with the e to ans\Aer the achieved with better qualified humanadvent of new technologies, call for in- The s)stem inust he a.-),I I resources justifies the importance be-depth studies to serve as the basis for ing questions: ing given to vocational training. appropriate qualitative and quantita- tive analyses. \ training? Since vocational training - whether of What kind of training? young people, the unemployed or anyEssential for this purpose is statistical Who does the training? other category of the working popula-information of every kind. But how lo \\is training carried out'? tion - has to be regarded as an invest-should this information be obtained? Who is invoked in trainin,g acti \ its.? 110 \1 do trainees henel'it? lo \.1 do finns benent? A statistical information 1-). means 01 stir\ e\ s or b\ milking the What does it cost? data contained in official records. \ en system for vocational the \ ariet) and comple \ it\ of the neces- kach of these questions in \ oh es a numher training sal-) information. effoils must be made to of aspects w hich the answ ers need toco\ er de\ clop a genuine information s) stem forand on which inksrmation is required. Pro\ iding adequate information on t- \ ocational training able to meet the dail \ tional training calls for more than gather- requests for the different types of in forma- Vhy training? ing information 011 \peCifiC er don needed to itnplement aocational a)Anal) sis of the unemplo)ed popula- training polic). Howe\ cr. despite its so- tion Jose cial relo ance the specific data required b Supply/demand situation differs considerahk from that in other c Creation of corporate and other busi- Antonio statistical fields. nesses Goncalves d Introduction ol new technologies de Sousa Thus w hereas j ii man) cases the necessar\ c)Need for modernisation and e pansion kno \\ ledge can be obtained on the basis of of e isting hrms IialIio data tOr a gi \ en reference period. \\ here New romp. of organiiation Direct( Ir ocational training is concerned there is a giNeed to increase producti \ it) Geneml, Statistie Deportment. definite need for data to establish the situ- AliitiStr) 01 1.mplesmeitt mid OFF .t,11 ation hefore an \ action is started. f or juror- 2. What kind of training? Seettrits illation on the practical steps taken. and tor a iIraining methods Representative l'othn.; menthcr data resulting from the suhsequent ahr- ink hem een economic actk it) .1) pes the Notional Inns nous: .Stitti5ti«11 anon ol \. hat has heen aehie \ ed. ol job and areas of training: (.ottits 11: 1)(PrIttizttew I epresemom ott the 01.(1) ,S14 1111 Mehl suot, \tIlk' 1111.0t Mallon Oiltocil 3.11ho does the (raining? Workim; tional naming must co\ elallt) pes ol at Firms thenp..ek es

\ 11.1111111... l PEST COPYAVAILABLE h )Specialist training firms h )Young people not ) et inss ork and d Lower costs c )Other profit-making bodies in the pri- seeking their fii.st j( rh e)Improved ss orking conditions ate sector c )The unemplo)ed 1) Other d )Trade and emplo) (.is* associations. Un- d )Long-term unemplo)ed ions. S ocationaPporfessional bodies e )The -hard core- unemplo)ed 8. What (loes it cost? e)Bodies set up I)) central gosernment, I)The unskilled a)Direct and indirect costs social welfare authorities. other public g) People in emplo)mcnt b) Cost per training hour institutions h )People not in actise emplo) meat c Cost per training course 1.) Other hodies. d tCost per area of training and economic 6. Howdo trainees benefit? actis ity 4. How is training carried out? a) Access to a joh e) Cost per trainee atPlace b) Inclusion in a workforce h) Ph) sical characteristics c) Acquisition of occupational status Potential information c)Stnictures (I)Impros eel qualifications d )Training plans d) ('areer progress sources ci Training methods 1) Higher wages or salaries

tTrainers ) Better ss orking conditions The variet) and scope of the abose ques- g )Duration h )Greater job satisfaction tions call for recourse to a large number of

I Target groups information sources. Thus access to offi-

i Fs ablation 7. How (10 firms benefit? cial records is essential for information on a) Higher output costs or methods of training. Forms of 5. Who is involved in training activity? h) Higher productis it) application forocational training. regis- a) Young people not ) et seeking employ c)IllIproved qual it) of products or serv- tration forms of those enrolling in training ment ices courses. particularly those currently out of ss ork. forms requesting financial assist- ance forocational training. job centre questionnaires or official records linking vocational training with other variables will generate a corpus of significant data. II these data are to be incorporated into the ()serail system enabling them to he read in con.junction with other data tine! fully ex- ploited. they must be harmonised in terms of concept and tenninolog) and uniformly classified.

At the same time. carrying out surveys of families, of the trainees themsels es and of the bodies or firms responsible for training will pmduce a set of data constituting Apook again after the necessary harmonisation an adequate basis for the studies to he carried out.

Those involved in the in- formation system

When talking of an information s) stem there is a tendency to confine one's re- marks to the data required. mothods of gathering in lOrmation ;Ind the structures ins olved, ss liilfrequentl) ignoring the information pros idlers. those ss ho create the s) stem and those ss ho lisc it- all of Vs 110111 are equall) important.

infoi mation userscannot be allow ed to make unlimited demandsss Inch often

MT COPY MAILAUE 33 \ maliond) thimulip 1/1(191 means that they are gis en very littlethe Means for monitoring their implemen- Its ities in order to determine how the train- information producers need ;its% avs to hear tation ing offered by firms matches the demand in mind that it is not up to them to decide Their subsequent es aluat ion for training from potential beneficiaries. ss hat information is necessars . On the other hand. the information pros iders are bodies The range of work carried out in thisWhile in many F(' commies itis quite hasing as ailable information at indis idual ci.mtext has regularly been subject to the usual to assess training from the point of les el or grouped in sonle ss;.t or othercriterion of different reference periods. iess of the trainees as beneficiaries. it is in which can he used to produce statistics. determined by the purpose for sshich the our s iess also important to carry out an date is to be used: es aluation at the les el of the firms them- It is important that inkirmation he of good sets es. quality and up to date, so that those provid- a) Formulation of vocational training ing inkirmation are motivated to respond policy The question \ addressed bs the Nur\ ey rapidly and ss cll. They must. therefore. not Macroeconomic projections of the re- already carried out ss ere as follow s: be os erloaded either with requests or ss ith Lluireinents for skilled labour up to the y ear an excessive solume of information. It is 2015 S ture of personnel ss ithin firms in this balance that will mark the success of Quarterly information on areas of skill terms. olqualtlicat ion les el, hem een I 9 8 6 the system. It must not be forgotten that a needed bs companies and in short suppl and 1990 - hence at the heginmng and end vocational training information system is IIISurvey of vocational training needs of the evaluation period. complex and that certain responses, asover a three-y ear period tin ccmperation People's situation as regard, ty pe of certain questions. will be delicate. with firms) employ ment with the company at the be- Sur\ ey oldie vocational training needs ginning and end of the period. of the long-term unemployed Main sources of" finance for vocational The Portuguese vocational I n fo rmat ion on the need for socatitmal training courses. training information sys- training for the unskilled Result of s ocational training actis ities from the point of s less of the firm. thus tem b) Monitoring measures J improvement in quality of prod- Annualsurvey of vocational training ucts That the importance of vocational training aens J Company operation is accepted in Portugal is borne out by the surve of socational training struc- J Greater ratiotialkatioti fact that in July 1991 all the social partners tures of production signed an agreement on vocational train- Stirs ey of training promoters at administratis e les el

ing Pollc.having regard to its relevance as at commercial les el a means of "enhancing theattic of human c) Evaluation of vocational training -1Introduction of new technologies resources indispensable to the functioning activity ill production

and modernisation of firms-. 110 Record of people entering the labour at administrati s e les el market. survey of those has ing undergone at commercial level The agreement provi(fed for training J Introduction of new equipment Study of young people entering em- in production a) A furthering of vocational training de- ploy ment at administratise les el signed progressively to bring it into Study of the unskilled finding jobs at commercial les el line with the country 's requirements after a vocational training course J hnproved working ens ironment b) Trainer qualifications and effective or- Survey on the impact oftrain.ng courses J Greater ssorkforce stabiluy

ganisation at company level _1 Improsements in employees' ca- c) A greater role for the social partners reer/remuneration d Creating conditions to increase the ef- Because of the importance and the nos el J Greater internal mohility fectiveness of e isting structures nature of some of the survey s carried out. J Reduction inas erage age of we shall discuss here in more detail the ss orm.foice At the same time, the agreement cos ered a surves s concerning the impact ofoca- Improsed output and productis ity number of fields, one of which w as -to tional training courses at company level. linprosedin output promote the study and systematisation of ocational training actis ity and theoca- J Improved productis ity training and employment statistics-. tional training needs of the hmg-termun- employed. The result was the des eltpment in Portu- Survey of vocational training activit gal of a vocational training information system and the inereasingas a..a;1i l.i ty of Survey on the impact ors ocational train- These stirs ey s were carried out at com- data permitting ing courses at company level pany les el using as detailed s ariables the ty pe of economic activity .si/e tif firm. 01 policy measures inthe This'stirs carricd out at eompan, les el. training methods and source of training heldt d s ()cat ional training seeks to es alum(' socational training ac- I mance.

Vocational 1/1,M1 The stir\ es\ ielded inter aha the folios\ Pros iding a picture ol the training Intel national Conterence of I .ahour Stat indieauw, market and ',CIA ing as a baste instrument isticians. V. as it decided that the ILO V. ould for identifs ing malfunctions concern itsehFith statistics I or \ ocational Cost Constituting a sound basis for Whir- training. No. of mailing hours illation pro \ iding actis ities and s oeanonal guidance The V. as has thus been pa \ ed lor progress Cost Set:\ Wg :is a basis tor deciding the at international les el. o of trainee\ methods to he used for socational training Training luntrs en so its\ ould seem to (is that!,!.is en No. of trainees de\ elopment \ in Portugal priorit should A vocational training infor- he gis en to :issuring international compa- mation system at interna- rabilit and organising data on the(lea- Stirs ey of ocational training needs of tional training market. \\ ith glohal infor- the long-term unemployed tional level mation on the suppls and demand for If information on \ ocational training is Ortraining and thc training needs alreads or rhis surse V. as conducted ss nit people tundamental importance at national les el still to he mei, registered V. ith the joh centre its lIlle111- from the pointsok ie \\ alread:. mentioned, ploed for mei: ilear. it is no less important in an internationalThe a \ ailabilits of such information_ bro- conic \ t. Oh\ iousls here the aim is basi ken doss n h.s se \ and larger age groups. The main purpose V. a\ to determine theeall to progress h.sV. a \ of studies and ssould be a first step to« arils creating more socational trainiw.? nee(ls of the long-term anal Nes s1 Inch permit a comparison be- information and at the sante tiine pm\ id- unemplo ed. tss cell one eountrs and another. ing quantitatise and qualitatise indicators that are eass to interpret both in statistical I lo \\ es er, the stir\ e also permits an anal cotit se ',Hell studies V. ill llot be carried and es olutitinar.s. si. or the \1 orking life of the long-term out On the hasis of \ er sophisticated or unemploed and to see l'IM\ this convlates detailed anal \ tical information hut on the \ major role des °Ise. on the Is.uropean ssith their has ing or not pre\ iousl at- hasis of intormation V. hieh nui this is Communities in lending impetus to this tended suhsidised\ ocationa Itraining 11o.1 iMportantpermit. comparison_ awl process of collating inlormation from a courses. ss. ill onls be related to the main \ ariahles number ol countries in s\ Inch. for \ anions V. ithin theocational training infOrmation reasons. the subject of S oeational training Resultsielded bs the surs es included: ss stem. At the outset this fact V. ill call lor has assumed major importance. Itvs ill. Factors stated bs the long term unem- a V. Ule-ranging uniformity of concepts. therelme. hue neeessars to implement a plos ed to be obstacles to obtaining regular terminology and classifications. Cnfortu- series of initialises and get under \An a emplo ment Hatch hitherto the main international bod- process V. hich though in part inerek sta- Reasons gis en for emplo\ went. joh ies responsible fordo ising these notabis tistical, does reseal the sarions lactors status and tpc of emplos went the ILO has e not directed their attentions influencing the s ocational training mar- Pe or \ ocational trainWg courses to this area. Not until thisear, at the I 5th ket. alread attended and their influence on the

social ancl joh situation.

loVe\ er. the \ ocational training informa- tion s \ stem \s mild not be complete V. ith- out a set ol data collected at regular inter- s al. and anal \ sed either from the point of veg- \ iess ol the ssorkforce w oldie emplo ing , firm. Information concerning the s oca- tional trainmg mai:ket ;ind the lahour mar- ket \\ onid seem essential. This project is alread in hand and the suppl and de mand or triiutine sbeingestablished V. hile training courses organised and needs met 11111111-:- arc heing recorded and anal Ned. together ith needs still to he Ina It is thus hoped to create a sub-ss stem \\ Inch V. ill elk Po" 1de tIP I° dale mlormanoll.

For planning and es aluatingaiinng \ ariousdecisilm- making and inkiest le \ els

MST COPT OMANI \ %.%.11 tonal in my 1/199 Information policy and needs

- aClosed Circle or an Infinitely Long Line?

The users The expansion in demand I)Due to the democrat i/at ion of society and the gmw th in consumer consciOtis- "I get too !ouch information. often It is iinportant to emphasiie that the prob- nes. and protection. people Wallt to k110l about things that don't interest me. What I lems associated with information policy . its possible about the opportunities need is short. s whetic. up-to-date. com- or the lack of it. in relation to education and and choices aii fable to them. so that they parative analyses on specific issues.- training. is not only . or e \ en primarily , a can make their ow n decisions and not European Community or international one. necessaril \ f011ow traditional patterns. or B:l just need an address of an organi/a- It is in the first place a problem at regional the least risk ones. Lion in another country and some further and national IC \ el. information on how I can follow a course there. and on \\ hat my rirst qualification isThe reasons for the increased demand for Approaches to solutions worth thereI have so mlleh difficult \ in information are not difficult to establish. obtaining. an \ information.- To the enormous expansion of education and training opportunities. particularly in To respond to this explosion of demands A and 13 are both ty pical statements hy post-compulsory education and within the requires both changes in attitudes to infor- information seekers. There are probably framew ork of lifelong learning. must he mation dissemination (developmentoran hundreds. perhaps thousands ()I' type A.added the rapid changing and develop- 'open information culture- I. and effective There are lens Of th(tusands. perhapt, Mil- ment of education and training. due to the organisation and utilisation of a\ ailahle lions of ty pe 13. And there are a lot of'effect of social. economic, and techno- technology and instruments. people in between. Most of the articles in logical changes. As far as information is this issue of the bulletin are concerned concerned this means a quantitatively and Education and training authorities need the needs of ;.,!rotip A the seniorqualittuk ely different set of target groups: not only to slim- their awareness of this policy -makers in both public and pri \ ate changing situation. but also to establish sector. It is clear that information poficy 'FIlere are many more people in \ olvedthe necessary organisational frameworks must he concerned \\ ith both groups, and in pro\ iding education and training. for adequately responding to it. lndi \ idu- s \ stems must be specific enough to cater als and organi/at ions generally. whi le the \ f'()r their different needs. hi They change and are more m(thile than may recogniie the principle that "infor- previousie.g. more part-time as well as mation is power-. seem to find it inuch These are the ty pes of proNems that an more full-time trainers in industry, and more difficult to arrive at and recogniie a information pro \ ider is faced with, and iftrainers in public and private organi/a-simple corollary. i.e. misuse of informa- sh;.. is Operating on the l'.uropean Comniu- t ions \\ ith short term contracts. tion is a misuse of power. In a democratic nit \ Ic el. there are further complications. society information should, w ithin estab- I3efore looking at how C'F.DEFOP has ci Education and training tend to be policy lished framew orks and limits. he distrib- tried to respond to these ty pes of chal- areas in w hich not only specialists. hut uted so that all w In)ould find it useful. lenges. it is useful to consider some ele- also non-specialists are in(we and nuire can useit. Large organi/ations. which ments of information policy and the spe- iil\ ok ed. e.g. company directors, salesclearly must maintain a degree of pri vac \ cific problems w Inch operating at interna- personnel of new machines etc. and secrecy about some of their act i \ tional/community le \ el presents. often seem incapable of recogni/ing the di There are more people searching for. adx antages ()I' tin open information policy and using. education and training opportu- in areas \\ here this w mild he beneficial to nities. all in oh ed. J. Michael Adams cifhese lattei may come from social Information How s woollen remain \\ ithin situations and families w here there iiia \ ftc framew (irks dictated by hierarchically /lead ol Library \ er\ little or no tradition or any hut the structured organi/ations. or hy concern it Oorumenhi most basic education and training, and ith a particular sector or geographical 11011 Scrri(i. Ill \\ here informati(tn on \\ hat is a ailable area. Many information pro\ iders tend to (TOI:1 OP, obeli rellected low expectations and hori restrict their sources of information. and ;on.. w Inch no longer exist. the group( 51 to w Inch they report to a

TI \ 0,-111011,1111,1111111v 1/19qk 3 6 strong case to he made f or the view that the t _ Community and most of its institutions has e tended to be \ er much more open in Cr pros iding information to all les els of en- quirers. and in taking information policy seriously . than national and regional ad- ministrations base been. In the education and training field. Community initialises and programmes have oken been con- ceived. planned and carried through \\ ith a great deal of openness. and indeed their successful launching and de \ elopment has often required a deliberate and planned

infomiation policy.

Initially the Community perhaps particu- larly in its information aimed at those in education and training and in social part- ner organirations. \\ as over-concerned with cons incing People that -Europe was a g()od thing-, and there are perhaps still some elements of this approach remain- ing. Hos\ e\er. now people are more inter- ested in know ing precisely why and in Voat what way Europe is good l'or them. Nlost of the reports on the recent referenda in Denmark and France have emphastied that people ss anted more information which they could use in a practical way to estab- lish w hat new opportunities being a citiien of a uniting Europe could bring them.

Information at EC-level on education and training

The questions people ha \ e.s hether the are operating at a policy -making level or are asking an indis idual question, relate to information about:

a) ('ommunity programmes and acti;- specific organisational. sectoral or geo-experiments can often have Positi` e les- ties graphical structure. Howe \ er. the infor-sons and effectsI ar heyond any narrow zind/or mation a policy-maker needs olien makes structural location, if information on them h) the situation in other Member States. a sy nthesis of information from dilThient can he disseminated on this basis. sources necessary bile the indi \ idual It is essential to make this distinction. The trainer or trainee is not concerned \\ ith pro \ ision of ef feed \ c information about hat souive the information conies fr(mi. The European Community Community programmes and activities is. hut \\ hether the response has the precise in many ss ay s. vers much easier than that inhwmation hich is needed and is asdimension in this problem? about the situation in other Memher States. comprehensi \ c as p(issihle. Organisational as the questionstre likelyto be more framew ork. geographical boundaries (atThe creation of the European Community. specific (e.g. related to how to participate \ arious les els ). and sti ict sectoral dclinu- and in particular the de \ elopment of its in the programmes. or the results of them h latiOn. can certainly be of assistance in education and training programmes. hasand the channels. from the Commission sorting. structuring and arranging infor- added an additional dimension to the prob- through the technical assistance offices at mation. hut should not he allow ed to be- lem of information in this area. but it hasCommunity lock the officials appointed come harriers. Interest* innos at ions and cortainls not created it. Indeed. there is a to implement the programmes at national

J111111,11 11,11111111' 1'1,)0; IEST CIIPY AVAILABLE 3 '7 le \ el and orgaiii/ations in \\ ed in doing rongl understood. due to the effort to he a IThe Commission's offices t pre \ ion* this. are relati \ el \ ea.\ to define. quick and concise. should not be underes- press and information offices) in the capi- timated. tals .ind some other large cities of Member Que \tions about education and training States. These offices are linked \\ Oh the pol icies or practices in other Member States Commission's Directorate General for raise a series of questions. such as: The framework for udio\ isual.Information,Communication CEDEFOP's activities and Culture (I)G X ). An indication of the a) Where doe. prune responsibilitlie si/e of the information effort is that the for creating meclom isms for dealing w ith CHMTOP a, a small Communit organi- offices in Bonn. Berl in. and :\ liinchen dealt this kind of question? I IM\ far should it he /ation concerned specificall ith \ oca- \\ ithI 32.fifin enquiries during 1992: ith conununit \ les ci institutions and or- tional trai ning. ;Ind with a clear mandate in gani/ations and how far a national and/or its statute. as far as information actis ities h) The ()filet's both at Conunimit \ regional responsi hi ht is concerned. needs to continuously adjust and at national loci concerned \\ ith the it \ activities so that the are complemen- implementation ()I' the \ arious human re- h I Io\ can the answers pro \ ided he both tary to those of the Commission and other st mrce pmgrammes. managed at ColllInu- short and to the point. hutet also ensure Communit \ organi/ations. So. this infor- nit level b the Task Force tor Human that sufficient information is Ci\ en so that mation polio should he set w ithin theResources. e.g. PETRA. ERASMUS, the come tof the replis clear to the frantew ork of a Commission information CONINTI etc.: enquirer' policy in the field of education. training. \ ()nth. and human resources. s hich in turn c) The national administration units (if Information on training. as distinct fromshould be an integial part of an o\ erall the European Social Fund and the other education. presents additional problem, Communit information polio . While in structural funds: of comprehension. as revonsibilit rorsome w ay, such a framew ork does not the pro\ ision of different parts of traininge ist. there are in fact man \ elements and d )The empl()) ment-oriented net works of \ \tem., \ aries so notch from count'. \to instruments or a Community level infor- the Communit. in particular M1SEP. countr and the training s steins are somation polic in this area already in place.SYSDEM. and EURES. organised \\ ithin influenced b the economic structure, and the framework of the actis ities of the the labour market situation or the \ ariousThe following listV. hich naturall \ con- Directorate General for Emplo ment. countries. The danger of pro\ iding mis- centrates on areas related to training, gi \ es Industrial Relation \ and Social AlThirs leading answers, or answers w hich \\ ill hean indication of thew: (DG V):

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V- III.i('"flY0 .1 _AM

iI,IlI1II( I \ PP/1 38 BEST COPY MAILABLE et The hum-Info-Centres. k hose prilliar information itchities through its puhlica- lated to a particular problem. Computer target group consists Of those \A 110 either tions polie. and the creation of its librar\ s stems certainl help to process and store rtIll or \A ish to establish a small- or me- and documentation ser\ ice and documen- information in large quantities. and dium-siied enterprise. k ithin the frame- tar \ information nem ork. It can. ho \1/4\ diskettes can no v. he e \changed 1 ke docu- \\ ork of the ities ol the Directorate he argued that all CIMI:.1.0P's aeth ities ments hpost. but in theas.1 majorit \ of General for [mei prise Polic>. Distribu-are information ones. Itresearch acti \ cases (he end-user still \\ ants to hake the tke Trades. Tourism and Cooperati ties are concerned \\ kit the collection and material on paper and not on screen. al- (DG \NMI): processing of information zuld.ii ideed. thmigh clear!. as computer skills become each i-esearch project creates its o\\ n net- more generalised. s stems beemone more ItThe Il R'iI ICE education nem Oil.. \A ork in \\ hich information is e \changedtransferable and products such as CD- Itis \\ ith )(NCI:. in particular that and distributed On a multilateral hasis. R() hecome cheaper to produce. there CF.DI TOP has co-operated gi \ en \A hile the -1:orunl/platform- f unction also ma. he a change akk aIntuit kkords on the general brief of both IL RYDICF. and \ olves an e \change of e\ perience and paper as the dominant information instru- CHMTOP for information in fields that information. 'Flie CF.D1TOP guidelines ment. perhaps 1 5 ears ago could he clearl for 1993 to 1997 and the 1993 \ork pro- defined and Oparated. huthich ok er- gramme ha \ e underhned the need for an .1.\\ o main elements of CI:DUI:Ors infor- lap more zind more. This cooperation is \ Cli clo.cr integration hetween these \ ari- mation aeti \ ities tre no v. taking. place not just at Communit Otis acti \

le\ el. but ako hem een the units or the am puhli.cat.ons nemorks at national le\ el. s information polic is prima- bi the librar\ and documentation ser\ nil \ based on the 1.1e or the \. ritten 1k ord. For financial reasons the number of people CEDEFOP's information \\ ho call take part in CEDITOP's meet- Publications ings is \ er\ restricted. \\Tide Illm or \ ideo activities is an attracti C .instrument for presenting the V. ork of an orgalli/ation. it is much less has published almost all the Since its estahlishment CI:.DITOP has effeethe in tring to present in an detail research V. ork it has commissioned. The e i-ecogni/ed the importance of its a \ ocational training s\ stem or issues re- themes ()Idle publications reflect the top

C, 1

1/1,),) JEST COPYAM! c \ ot'.111011,1111,111111112 icsofCkIDF.I.OP's work programmes. and also on training and related e \ ems in the mentation centre in l3l. nut \\ (Mid regllire how these ha \ e chimged. So. for example. F.0 Nlember States. Itis published lour suhstantial resources and. as the potential there \\ asilconcentration in the eark times a \ ear in knglish. French and ( iei users are scattered throughout the Com- 1 980s on training for specific target groups. man and is distributed free of charge to all munit . it V. ould prohahl not he used. The ci. ming people. \\ omen. and migrants. those in \ 01 ed in training. kkisilIng lo re- documentar information nem ork. con- \\ hile later there w as a concern w ith the cek e it. It has heen designed to he comple- sisting ()lone orga hi/ation in each N tem- impact of new technologies and the corre- mentar to -kducation and Training-. pub- her State 01 the Communit..\ cs expres- lation hem een \ ocational training and re- lished h\ the Task Foree for I human Re- sion to this principle of decentrali/ation. gional de elopment. Toda the prime con- sources. kducation.Training and Youth ofNleinhers of the network participate in a cern isith qualifications and \ ocational the Commission of the European Commu- t \\ 0- \\ a \flow of information w it h training N\ nities. w hich is primaril concerned \\ ith CEDITOP. The \ also communicate di- Conununitte \ el communities. reed V. ith each other. The \ recek e all The polie has heen puhlish in as man \ CEDITOP's publications. information on languages as seems usekil zind. gi en the CEDF:F0P's actk ities and on iraining resources a \ ailahie. feasihle..1 his ha . Library and Documenta- de \ elopments at IV lcel. The pro ide to meant that countr\ -specific studies are inl0rmation on !raining acti% usuall puhlished in the original language.tion Service ties in their countr hich CEDEFOP and one o two other language\ iusuall uses 10r its periodicals, its hihliographical selected front knglish. French or German ). 1:.\ en before the recent explo \ ion of de- datahase. and its ihrurstock.Itis hile snthesis and comparatk e reports mand for information on training ssteins s intention that netw ork mem- are more I i kel to he published in a greawr in other Memher States. CEDITOP re-hers should he seen, at least for polic numher of languages. Distribution is !tor- cek ed man enquiries ahout particular makers and researchers, as the focal point mid \ on a pik ing basis t although the price aspects of training s tenis and policies. in thei rcounti \ for information on training does not reflect the real costs or re,..earch hich are not co% ered h its ow n actk ities ucti\ ities at Communit \ le \ el and ill other and w riting. translation and publication). and puhlicatitins. It ha\ been to create an Nlemher States. Enquiries should there- through the Office of011icial Publication \ instrument through \\ hich these questions fore in the first place go to the network of the European Communities (OPOCE) could he dealt w.t.) 1and w Inch w (mid also members and not to CI-DIA."01). and its sales agents in the Nlember Stateshe useful to CEDEFOP's staff and re- and el.ew here. searchers working for them. that the li- Fite netw ork menthers \ aienormousk in brary and documentation ser \ ice was es- structure and si/e. For some. information Since the beginning of 1993 ('H)F.FOP tahl ished. on training is the main function. for others. has begun experimenting w ith a netl infitrination function is a minor part. It is at publications series I Panorama ). s hich will The main principles hehind it \ operationfirst sightit paradox. hut in wain> not he published free of charge and \\ ill he relate to surprising. thatitis institutions w ith a distributed direct! \ h\ CEDITOP. This well-estahlished and de \ eloped informa-

w ill contain documents of interest to a 111 decentrali/ation: tion ser\ ice. which ittahtu c the greatest binned readership. such as conference pri t- a \ aihuhihitto as \\ ide a user group as difficultin adapting to the standards. ceeding.. longer reports or monographs possihle. V. hich CIMITOP must impose in order to on a particularcounir hihliographies etc. handle infiirmation at Colinnunit les el. S) nthesis i-eporis and other puhlicationsIn a field like training,hich is dillerent heeause the \ alread hike their ow n w ill continue to he publi \hed through the from education, in that it takes place in flInctiOning ittneet national needs OPOCL. maik different locations andpes of loca- and framework.. Nlan of the organi/a- non. is adnnnistered h \ different organi-lionare not adequatel equipped to deal 'Hie Vocational Fraining Bulletin. w Inchfations tgo \ eminent and non-go \ erniiten- V. ith detailed enquiries from a V. ide target is pnblished in all inne ol icial languages tahi md is financed iii\ arious V. a \ und group. e.g. information on working and and distrihuted on a pik ing hasis through from different sources. a strict and rigidl \ - training opportunities in other Memher OPOCk. tw ice a \ ear. deal \ \\ ith a .peci 1 ic applied definition ()I a usergroup \\ ould heStates. Hence the neeessit \of creating theme in each issue and is (T.DEFor,difficult. For an organi/ation like new fnunt.\\ orksh ii comhinat ion orCom- -Hag ship" periodical. particularl gearedCF:DITOP the 1.01111ill Oh einem munit . Nleinher State and regional/local lo polic makers zind iesearchers. Fact) of social partner organi/ations in its struc- authoritresources.such asthe issue of CEDEFOP Flash 1.eports on a ture and aimties, this would be undesn *RODESKS in Scotland, England and specific( 11)110Paok it is published ithle. \Vales. and Sources (i kurope in Paris. irregularl. about ten times aear. In 111,4- ierman and some other Ian Deiclinall/antillis,a guiding principle, a result ol this \\tiI k V. th the network. guages. and is primaril geared to polic beCalle Inior111111011 is hkel \ to he much (1.1)ITOP disposes of makeu s. researchers and training plain more used and hotel-suited to the need s ol

tioners. CI I 11I( )1 Ilushi Spechil. on the the user, the nearer to Inin/hel it-is \ lilt .1 a bibliographical database a\ inlahle oho hand. 1.eports iii sumillar lofin not ahle. In addition. 1 rom II plactical point of on line du ()ugh the I :.uropeali SpaLe \ gen onk on CEDI.WIrs ;100 \ Ines. but \ Iew . cleating a latge \tuid (loin Information Reim:\ al tier\ ice. con-

.111111.11 11.113111W 1. n

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taining some 20.000 references to hooks. uct has been the publication of selected this in ktrmat ion should be in the Member articles. las% s. gre material etc. produced and annotated bibliographies tind docu- States. the prime responsibility for creat- in the Nlember States or by international or mentary dossiers. During recent years a ing these systems must be at Member Cominunit organiiations. They all relate new appntach has been adopted in this State. regional or local level. The Commu- to vocational training policy or practice. regard, aimed at providing a strongernity organilations. including CEDEFOP. For each item. apart from the usual formal transnational and coMparatis e element. clearl ha e an important role as clearing bibliographical information. there areThis approach is described in the short houses and processors of information. They descriptorsinEnglish taken from article by Mr. (leers (see page 39). slutuld try to concentrate their attentions CEDEFOr s Multi-lingual Vocational on the needs of pol icy-makers. senior prac- Training Thesaurus. and an abstract in titioners. and researchers. but this assumes English or French and in many cases also Multi-lingual tools that other structures will he put in place to the original language: deal with the enquiries of individuals ( train- Library and documentat ion work in a multi- ers and trainees). A good deal may have h) a library containing some 10.000ol- lingual setting requires having a tool which been achieved. but there is a still a lot to do times and 350 periodicals related to voca- will make the anal sis, storage and search- to ensure that the training systems and

tional training and Community activities. ing of documents by their content possi- structures put inp.ace1 at Community level The objective here is to reduce, rather than ble. CEDEFOP has therefore developed and in Member States. are comprehensible add to the level of acquisitions and to try to and published. with the assistance of the to those who w ish to use them. he comprehensive and exhaustive only in network members. a -Vocational Training relation to the Communit level activitiesThesaurus- which is available in all offi- in the fiekl of training: cial Communit \languages. except for Michael Adams has during recent years Dutch and Danish. The latest totall re- been responsible for CEDEFOI" s docu- c) about 1,300 theme-specinc dossiers or \ isedersion dates front 1992. mentary information network and for pre- sub-dossiers, each of which consists of paring a new series of monographs on the extracts from publications. press cuttings. training systenls. He is not responsible for hfr tchures and bibliographical references. The future CEDEFOP's information policy. The iews expressed in this article are his own. Using these sources. CEDEFOP in 1992 Further cons ergence of the education and responded directly to appmx i mate l 1.800 training s) stems in the Member States. enquiries. Nem ork members also re- and greater mobility of people across na- N t Ihte.1dains has during recent ears been sp(mded to a large and grow ing number of tional boundaries to stud. train or work. responsibleI or (IA)1101''s documentar similar requests. Each nem ork member w ill require an e en greater elThrt to pro- intormation neoork and lot preparing a no\ Nene', \ ide information in a more effectis e wa it monogiaphs on the training s stems. Ile is not r.cei ed some 240 documents from responsthletorfl 1)1 1-01rsintonnanon polit. The CEDITOPduring the sear. A knitter prod- than ill Ille past. ,As the point of del i ver of ios e piessed in this at tide ale his min

Vocational 1/1()(11 BEST COPY*Num 4 1 Frederik Geers components. w hich together deterniine practice. contacts \\ ith experts in the its qualit: field t.This empirical approach allow s I.an anal tical component. i.e. the the foreign partners to familiari/e Transnational relo ant characteristics ()leach coun- themsels es \\ ith the frank' of refer- t'. \ : ence of the host countr and the dossiers 2.a critical component. i.e. personal drass up mission reports on what the impressions of the situation in each ha% e seen: 1. Objectives countr \ _1 distillation ofelements for the s n- 3.a coinparalis e component. i.e. the thesis report: Since the establishment of identification olconnlion and specific J the last working meeting includes CI:DU:Ors information network, features on the basis of relo ant \ ari- a brainstorming session on the items members regularl compiled dossiers to be included in the conclusions and on one or other aspect of vocational -I.an advisory component. i.e. sug- recommendations to be fccrmulated education and training. 'Nese 55 ere gestions as to possible lessons 1mm the group: national dossiers ss hich included. the countr in question. J decisions on the presentation of alongside a selection of bibliographi- the finished product. cal references, the addresses and de- scriptions of reles ant organi/ations 2. Procedure and examples of training programmes. 3. The finished product Regrettably. how es er. these ofteno- In the light of the above experiences. luminous dossiers were little con- the procedure for the reali/ation of and its uses sulted, since policy-makers and prac- this information product call be de- titioners in the training field were un- scribed briefly as follows. The finished pwduct is a brief and able to find the information the eas -to-use s nthesis report compris- 55 anted in structured and aggregated One or two nlembers of the net- ing three elements: form and so could not compare i.el- s\ ork de% elop a preliminar draft struc- evant data on different countries and ture on the basis of the chosen topic. a countr-hy-countr silopsis. draw conclusions with a view to pos- The cht)ice of topic must IV fleet the IIIa comparatisc table. sible action. information needs of their ow n insti- conclu..ions and recommenda- tution orcountr or the de,,ire to spread tions. This prompted a change of track and. information at FlInpean level on suc- fromI 990 onw ards. CEDEFOP en- cessful initiatis es at home. Readers needing fuller information

couraged netw ork members to w ork 111 Interested partners are sought to can tunl to one or more appendices: together on the development of form a team. transnational dossiers ss hich better Inet The partners agree on a work plan J detailed descriptions of reit:\ zun users' needs. Ts\ o ha% e now been and time table tor the real iiation of the measures. compiled. -New strategies to combat project. including a decision on which inission reports. long-term unemployment in Belgium. \\ orkMg language to use. J addresses and descriptions of rel- Denmark and the United Kingdom- The project team holds a number evant institutions. and -Environmental training in Bel- of \\ orking meetings of two or three J programme fiches. gium, the Federal Rephlic of Ger- da s o\ er a period of six -to-tss el se J descriptions of European projects. man and the Netherlands-. Fortified months, one in each of their countries. J bibliographical references, re- by these two exciting experiences I Agenda items include. search S S I rk. and so on. believe that it is possible to put on the market a user-friendl information J exposition uid discussion of the The utilit. of an information product product that is concise, lisel. read- situation in each co.,ntr, \\ ith a focus depends on reaction b its users. so it able. manageable imd compai ati ve. On the host country: ital that dossiers include a feed- Mindful of the risk of exceeding the J presentation and assessment of the back s stem such as forms to be strictl documental-% dimension and collected material. ss ith each partner completed b users show ing who t he of the inforination needs of the user, committed to a thorough pro iousl are and w hat the think of the objec- ss hether polio -maker, researcher or agived preparati (is es content and torm of the docu- practitioner.I consider that a trans- \ isit: a tour of initiatis es mentss 114.11 ss ill enable the product national dossiet must comprise foul reles ant to the topic tobsers ation of to be adjusted and refined.

1/111111 4 2 prepared by CEDEFOP Maryse Peschel Documentation CEDEFOP

Bureau PNTRALleunesse NOW; ( New opportunities fork\ Omen) Community 2-3. Place du Luxembourg le(uhT: programmes and B-1040 Bruxelles Oirect(Irale-Genentl lel: 322+5111510 useful addresses x: 322+51 I 1960 kuropean Social Fund Dnectomte Coordinati(In unit 1)irectorate-General V l'nder thk heading \), e ha\ e listedihe ERASNIUS (Nuropeall Communit Comniunit programmes and net- action scheme for the mohilit of \\ orks forming the main exchanges at \ epsit) students) IRIS (Communit \ network oh' train- Communit le\ el regarding the fields Pmject 1(7uler: Task Force .1(a. Hu- ing progrimunes for \\ omen) of education. training. emplo ment man Resent/CC',E(111C(111011. 1.1(1111111g Project leader: and outh. 1111(1Youth Directonae-Genend

In order to sa \ e space. the akIresses The ERASMUS office also coordi- CRNW (('entre for Research on Fora- of the national co(mlinators are listed nates the NARI(' network (National pean Women) on a separate sheet. one version for information centres On the recogni- 21 rue de la Tourrelle each language ()I this Bulletin. tion ol academic (lualifications) 13-1040 Bruxelles Tel: 322+2305158 Bureau NRASN1l IS rax: 322+230208(1 Continuing training 70, rue NIontoer B-1040 Bffixelles Tel: 322+233(1111 Training and FOR(.T. Fav 322+2330150 (ContinuMg Vocational Training) integration of disabled Projecr leeider: lioh Force "or Hu. people Mall Re\OUIVC.1.1-:(111C(111011. TI(1111111,1; Youth for Europe YoUth Projerl leader: Task have lor Hu- man Rewunvd. I:Wm./Ilion. "mining HELIOS (Commtin.t action pro- Bureau \ ssistanceleclittiqite and Youth gramme for di abled people) NOW Project leader: 34. rue de Nord 13ureau PLIRA/JFA'NESSF, lEreelorale-General 1" 11- 1000 Bruxelks 2-3. Place du I .uxemhourg 'lel: 322+2091311 B-1040 Bruxelles Ilelios Fax: 322+20(31320 Tel: 322+511151(1 79, a\ enue de Cortenberg 322+51119N) B-1040 Bruxelles Tel: 32+7354105 Training and mobility of Fax: 321+7351(71 young people Training and integration of women HORIZON (Communit e PETR, concerning handicapped people and (Actionprogramme tor the \ ocational 31d ( 'ommunit action programme lot. certain other dp.advantaged grotip) training oung people and their equal opportunities Proje(1 leader: preparation for adult and \\ al king life) l'roje('t leader: IThectorate-l;eneral Project leader: rask loire for HU 1)irectorale-(ieneral 1' 111(111 Leh/C(111011.11(1111111Q kuropean Social Fund Dilectorate (11h1 oath )ireelorateieneral V I-qual oppor Cmirdination unit nullities unit Directorate (kaieral

111 thilinur idlot Training and technology Project leader: Dnectorate-(ieneral Programmes for V specialists CO1F:17 (Cooperation pmgramme Links «ith the programmes: kurotecnot. Force. Leda. Frgo hem een tun ersities and enterprises ARION Studisits for education for education and training for technol- Furopean Social Fund Directorate specialists og) ) Coordination I 'nitDirectorate-Cien- Project leader: Tak Force for Hu- Project leader: 10%A totve for Hu- era! V kr bhwation.

man Re8ouri.eN. I.ducathm. I raining 200, rue de laI and Youth ' and } outh 13-1049 Bruxelles Tel: 322+29511368 Progranune Assistance L'nit Bui-ean d'assistance technique Pradagogischer Austauschdienst KNIK Sekretariat 14. rue NIontoer EILGO i kuropean Communit Ac- Nas.erstrabe 13-1040 Bruxelles tion Programme for the long-term 1)-53113 Bonn Tel: 322+5138959 unemplo ed) Tel: 49228+501483/501495 Fax: 322+5139346 Project leader: Directorate-General Fax: 49228+261195

DELTA (Informatimi technolog- CEDEFOP programme of study hased ',terns for learning. and open PA Camhridge 1:conomie Consult- visits and distance learning) ants l.td Studs visits forocational training Project leader: Directorate-General 62. Hills Road specialists XII Telecommunicatiom, infOrma- l'K-('ambridge C132 ILA non technology and innovation Tel: 4422+3311649 CF.DEFOP Rix: 4422+362913 Delta Central Office Bundesallee 22 Direckwate-General X111.1- 1)-1(1717 Berlin Commission of the Furopean Com- Tel: 4930+884120 LEDA (1.ocal Fmployment 1)e\ clop- munities Fax: 4930+88412222 mein Action Programme) 200. rue de la I.oi Project leader: I)irectorate-General 13-1049 Bruxelles Programme for preparing SNI Es for Tel: 322+2963406 the Europe of 1992 Fax: 322+2962391 Local and regional do elopment plan- One ol" the aims of this programme is ning to train SME managers in strategic El'ROTIVA'NF1*(Comniunit ziction South Bank Technopark management (( ith regard ki the Single pmgramme in the field of ocational 90. I aindon Road Market. training zmd technological change) UK-London SF1 6I.N Commission or the It.uropean Com- Project leader: Task Force for Hu- Tel: 4471+9228835 munities man ReNourec\, Lducation. Training Fav-1471+2611166 DG X X III 133 Business polio coin- and Youth ' merce. tourism and social econom Bureau d'assistance technique Language teaching 200, rue de la 1.0i l'.urt)tecnet 13-1(149 Bruxelles 37, rue des Deux kglises IAN( a'A (Comintinit action pro- Tel: 322+2965944 13-104(113ruxelles gramme to promote foreign-language lel: 321+7322000 competence ni the ktiropean Commu- Training programme for trainee Fax: 322+7322464 nit ) managersVIithin the EC in Japan / Pro/cc! /coder: 'Fmk torce l'or Hu- - Executive Training New employment man Roources. Laura/ion,"'raining Commiy,ion of die kuropean ('oiii- and Youth inunilies

qualifications I )C I relationsJapanese Lingua Office Di( ision EUROFORNI(Conuntinit 10. me (In Commerce 200. rue de la 1.01 concerning nov qualifications. no( 13-1040 Bruxelles 13-1049 Bruxelle', skills ;Ind no emplo mem opporm 'Fel: 322+5114218 'Eel: 322+2963827 Fax: 322+5114376 Fav 322+2991023

\ I I'M k Promotion of research: Human Icader: hisk ForCr for HU- databases mainl contain te tual and capital and mobilit HU!!! Resollirt'. EclIU011011. bibliographic material. The pwgramme aims to des clop Eu- (OldYouth Publications on education \ ;thin ropean human capital in tl ...Js of the Nlember States and Comnumit science. research and technological Bureau Tempi!. programmes. des elopment as %%ell as to promote the 14. rtie Nlontoer mobilit of ideas and scientists s ithm 13- I 040 Bruxelles Holi to obtain information about Europe. Tel: 322+5040711 Eurdice: Fa: 322+504(171)1.1 ppl tothe EURYDICE ( 'nit ol) our Conumssion of the kuropean com- Nlember State (see separate sheet ) or ntunities to the European t 'nit in Brussels. DG Nil (Science. research and des el- Information opment European Communit 200. rue de la Loi networks at Eur dice European unit 13-1040 Bru elks 15. rue d 'Arlon Tel: 322+2951111 European level 13-1(14(1 Bru wiles Tel: 322+2383011 Eury dice (The Education Informa- Fay 322+2306562 Cooperation with tion NetV twk in the European Com- numit Eastern countries 2. European employment survey. Aims and tasks

Phare (Poland-FILIngar\ : Action for The Eurydice nem ork furthers the The European einplo ment sun ess as economic reform) e \ change of information on education set up h the E(' Council Resolution(' Project leader: Directorate-General I. s!. stems and policies at a national and 328/1 of 30 December 1989. NEC FAternal relations communitles el. It thus contributes (nets\ ork of emplo nient correspond- to the intensification of cooperati(m ents ).SN'SDENI (European system (if PI1ARE Sers ice Operationnel bets\ cell the Nlemher States of the documentation on emplo\ mem) and 88. rue d "Arlon European Communit . NIISEP (mutual information s stem 13-1049 Bru \elle\ on emplo ment policies) are the main Tel: 322+299 I 356/2991400 The nets\ ork has been in operation components of the European emplo -

Fav 322+2091777 since 1080 and is made up of 15 units ment stirs . shich are responsible to the Minis- tries of Education of the Member States The European emplo ment stirs c ACE (Communit action for coop- and %s ork in close cooperation ss ith publishes the lol loss ing periodical. eration in the field of econoinics) them. The Eumpean Unit. set up b Research (quarterl in Dr. EN. Project leader: Directorate-General the Commission. is responsible 1:R ) XII. (Science. research and de clop- their coordination and promotes e- Central and I:astern Europe I half- mein ) changes NA itlnn the nets\ ork. earl in EN) East German tquarterl in DE. Directorate-General XI I-11- I ACE Activities and target groups EN. FR) Danial Bescontures Eur dice collects information 200. rue de la Loi of a s stein of stirs e and the estab- Dire,:torate-General V Emplo mem. II-1049 Bru \elle. lishment of databases sk hich gi% es the Industrial Relations and Social Af- Tel: 322+235686 education authiirities direct access to fairs kav 311+2363307 the essential data relating to the edu- Commission of the European Com- cation s stems. Sinnlarl. Eur dice munities Research scholarships tnid grants for carries out comparatis c anal ses, and 200. rue de la I economists from the Last: students. prepares and distributes publications Nlorle unit doctor. or research staff. as s el I as for ss hich are as ailable to a larger audi- 13-1(140 Bru \elles economists from the West attending ence. 'Fel: 311+1056746 LIM s ersitie,, in Eastern countries. 1-a \ 322+2051204 Compv.:nication techniques and tools TEmPus(Trans-European mobilit IIIDatabases on the education ss NE(' (nem ork ol emplo lilt ot scheme lor (ink ersn students tems of the NIcniber States. 'Mese spondents)

12. 5 The netw ork of employ mem corre- respcnise to the need for an exchange In time. EURES sl ill offer assistance spondents is a network of national of information on emplo mem poli- in decisions on niohilitss ithintt

serx ants working w ithin the cies within the Furopean Community. Communit both to applicants hop- frames\ ork of the Council resolution The (luarter!)bulletin Policies ing to make use of this right and to on the European emplo ment sun Cy. ( DLEN.FR )presents the measures. companies recruiting on a European -lhe main aim of the network is to policies and actions taken by the Mem- !excl. prodllec reports on tw o or three sub- ber States in aiming to pr(nmite and ject s each y ear regarding. employ ment. increase emploment in the European Council Regulation (EEC) No. 2434/ the labour market. employ ment poli Communit. The information is hasi- 92 427 July 1992 amending Part II of cies and. in particular, the sectors af- call pros ided by nati(inal corresp(md- Regulation (EEC) No. 1612168 On fected by the completion of the Single ems and allow s the reports on basic freedom of movement for workers I'Airopean Market. information (R113) to he kept up-to- v. ithin the Community (OJ No. L245 date. of 2(1.08.1992) Ecotec Research and Consulting Ltd 1313, ay. de Ter uren MISEP Secretariat For more information 13-1040 Bruxelles Institute for Policy Research Commission of the European Com- Tel: 322+7327818 13P 985 munities Fax: 322+73271 I 1 N1.-2300 A/leiden Directorate-General V -Employment. Tel: 3171+253737 Industrial Relations and Social Af- SYSDEM ( European system of docu- fairs mentation on employment ) DGV /32 This system was set up in 1989 by 3. EU RES (European Emplo mem 200, rue de la Loi Directorate-General V of the Com- Services) 13-1049 Bruxelles mission for an unlimited period. Its Tel: 322+2990477 main aim is to gather the information Following a proposal from the Com- Fax: 322+29900508 available in Europe on matters con- mission. on 27 Jilly 1992 the Member cerning einploy mein and to provide States decided to revive the SEDOC or apply to the national public em- the Commission w ith a sy stem of (European system for the distribution ploy mein services. analy sis and evaluation. of vacancies and applications for em- This information is (listributed in the ploy ment Iill order to adapt it to the quarterly bulletin Trends( DE.EN.FR ) new situations on the labour markets Statistical as well as in reports and information in Europe. In its new fonn. the system relating to employment. The Ecotec is to he known henceforth as EURES. information information service runs a documen- The changes made should turn this tation centre where the documents may system into an information network EUROSTAT (Statistical office of the be consulted, and a bibliographical for vacancies and applications for European Communities) database updated by national corre- employment in thc Community. as The statistical office has a large col- spondents. well as for living and working condi- lection of statistics provided by na- tions and, filially. the situation in the tional and international institutions and SYSDENI Information Unit labour markets in the different Mem- bodies. It publishes serials on specific Ecotec Research and Omsulting I Ad ber States. subjects, especially on employment 1313. ax . de Ter\ uren as well as A Social Portrait of Eu- 13-1040 Bruxelles Itis increasingly made up of a net- rope and Europe in Figures. Tel: 322+7327818 w (irk of Eurocouncillors in the Euro- Many ofthe statistical databases ss hich Fax: 322+7327111 pean public employ ment sers ices, as- are structured by subject are accessi- sociated partners dealing with spe- ble on-line. SYSDENI Analy sis Unit cific groups and socio-economic part- For ini)re inkirmat ion a Catalogue of Nemec Research and Consulting I .td ners. Eurostat publications and EDI' is 28-34. Albert Street published annually. UK-Birmingham 134 71'1) One new feature is the creation of a Tel: 4421+616101(1 database necessary for disseminating FUROSTAT Fax: 4421+6161099 inlormation rele ant to the target Iiiitiment Jean Monne( groups concerned with mobilit. A rue Alcide de ( iasperi NINE!' (mutual information s stem computer network allow s the Euro- .-292l)lal xembourg on elliplo men( policieI councillors to exchange information Tel: 352+43013345(1 This N qem w as set up in 1982 in and access the database. Fax: 352+436404 Citi/ens. Europe. Information sheets Director) of Unis ersity Student Bibliographic Commission of the European Com- Guidance Services in the sources munitiesDirectorate-( ieneral X. In- De Boeck l'nis 13m...sets. 199 I. formation and culture. 13russek. 1 992 special pagination DA .1 )E.EN.F.S.FR.GR.IT.NL.PI ISBN 2-804 I1460-4 Information about Distributed b the Commission ()Idle EN.FR European Communities - Directorate- "Fhe classification adopted is b cowl- Community General N Audio\ isual. informa- tr and. ss ithin countries. b tow n ill tion. communication. culture. rue de programmes alphabetical order. The presentation 1.01 200. 13-1049 Bru of the entries f(w each countr is pre- ceded b an outhne of the organisa- Commission of the European Com- The aim of these ',heel', is to gi% e. as tion of the s% stein of higher education munities. Activities in the fields of clearl as possible. a description of and also the organisation and func- education, training, ) ()nth the Milk idual and collectise tioning of universit guidance sers - Annual report from the Conmissi(m ss hich the citi/ens ma e peel from ices. This information is brief and of the European Communities Communit legislation together w ith succinct. each entr comprises: the Distributed b% the Task Force Cor certain actions zuld programmes initi- name of the sers ice and its director. Human Resources. Commission of the ated b the Coinmunit) ss Inch affect principal ai ms and objecti S es: deserip- 1:tiropean Communities E.uropeall citi/ens in their dail litgl of the User., and the sers ices of- "Ibisreport. which will be up-dated. fered. co\ ers the follow ing main subjects: Guide to the European Community the rights of the citi/ens and 55 orkers, programmes in the fields of educa- the equal treatment of men and w omen. .A guide to higher education sy s- tion, training, youth (second edi- social seeurit \for migrant 55 orker.. tems and qualifications in the Euro- (ion) looking lOr work. the recognition of pean Community. Task Force1 orI luman Resource.. diplomas. mobilit and training. Wijnaindts saIl Resandt A Education. Training and Youth.Com- Commission of the European Com- mission of the European Communi- munities. Kogan Page I.td Office ties . 1993, 86 p. (current' 1Or Official Publication \ of the Euro- printed) European handbook for guidance pean Communities. 1.011(1(111 & 1.0 \ fhissguide presents the aims and ad- counsellors ellibourg. 1991. 425 p. dresses of the different EC pro- Commk.ion ofthe Humpean Com- ISBN 0-74940-387-N Kogan Page): grammes. actions and networks in the munities Task Force for I lunian Re- 92-82(1-2(17(1-8 (Publications Office fields ofeducation. training. and \ omit. sources. Education. Training and of the EC) Youth - EN Verlag Karl1 leinrich Bock. Bad EC research funding. A guide fo: lonnef.Federal Republic OfGerman . Since Januar\ 1991. a new European applicants I 993. 53 1p. (.0111111unit> s stem for the recogni- Commission of the European Com- ISBN 3-87066-308- I tion of higher education diplomas has munities. DC1 N11. Bru sets. I 990( 211(1 DE.EN.ES.FR made it easier forCommunik citi/ens edition) to practise thei r profession in the Mem- ES. DA. GR. EN. IT. NE. PT. DE. FR This edition is all e perimemal Ser ber Countr\ of their choice. To take Hus guide pre \ems all the Commu- sion pubhslied 1-). the Commis..ion Ill ads antage of the freedom of nime- nit research programmes: aims. ad- the European Communities to allow ment made as ailable to them. eiti/ens mission requitement \ and addres \es. the handbook '5 users to es aluate it \ emploers and emploees alike usefulness. The handbook is aimed at w ill need to be cognisant of the w ide those ss ho ads iseoung people and ariet of certificate.. diplomas and presents a brief description of initial degrees that are now S alid across na- Learn, study and work training s stems (education and0- tional boundaries. The purpose of this cational training ). as \\ eli as the 55 odd guide is to pros ide such information. in Europe of w ork in each Member State. It lists A general introduction is followed h information 51 nirces and databases on I 2 chapters. dedicated to each Nleni- CEDEFOP is currentl pieparing a a Communit loci. institution \ and ber State and detailing: The organisa- series (11monographs on ocational guidance 5er5 ices as w ell as the 111;1111 tional structure of higher education: trainingsy stemsin die Nlembel States refelence ssorksou the (hfletent train- Awards procedures and standanls:

(in th(. process of pubhcanon) ing sectors. 1 isis (.1 qualilications and diplomas.

malional I/199 t 4 7 1--

Specialist and professional qualifica- This work presents the education ss s- engineering education ss stem and fol- Mins: Key acade in ic terms and further tenisol 15 European countries ss ith an low ed hs the structure and character- reading. introduciory section examining coop- islics of es cry institution pros iding eration ss ithin die EC in the field of engineering courses. details of disci- education. This section presents the plines. course contents. speciali- Student Ilandbook. Digher Educa- principles of mutual recognition of Nations. duration, feesnumbers of tion in the European Communit diplomas and Community coopera- students admitted and entr requii-e- Mohr 13 tion programmes. The third section ments. practical experience and pos- Conmlission of the European Com- consists of an index ss hich lists higher sible post graduate studies. An tun- munities. Deutscher ,Akademischer education diplomas. unisersities and Conn la out is used to describe insti- Austauschdienst DAM)). Office for European institutes of higher educa- and com.ses in two languages. Puhlications of the Eumpean tion. 1011owed h comparatise tables English and French. and it facilitate\ Communities. Luxembourg. 1990. by discipline for the 15 countries. coMparison of countrie n td courses. 537 I). 400 colleges and link er,ities. and ISBN 92-826-0740-2 1,800 stud programmes are de- FEAN I INDEX.: schools and courses DA. DE. EN. ES. FR. GR. IT. NL. scribed. recognised for the qualification of PT EUR ING European Federation of National En- 'Working in the European Commu- This manual pros ides information on gineering Associations OTANI). nity a guide.for graduate recruiters the structure of the higher education Paris, 1992, special pagination and job-seekers - 3rd edition systems in each of the tsseke 1SBN2-906641-01-4 Raban A .1 metaber states. the institutions and the DE. EN. ER Communities of the European Com- clualifications they offer, admission munity. Publications Office of the EC requirements. and tuition fees: schol- This is a guide to schools and ctillr.es, Ilohsons Publishing. Luxembourg arship,. and grants. and entry and resi- ss hich meet the FEANI minimum & London. 1991, 210 p. dence regulations. qandard,, for engineering education. 1SBN92-826-2085-9 tEUROP): and a register of courses recognised I -85324-516-N (Hob) for the qualification of European En- F.N Study in Europe gineer. NUR ING. The minimum Verdier NI A guide ror employ ers. careers ads k- standards and duration of engineering Igence de presse ILl 1G. Calmann- ers, placement officers zind job-seek- education are described in three lan- Les. Paris. 365 p. ers on work o)portunities for gradu- guages. English. French and German. l'R ates in the 12 European Community in the introduction. The list of schools Member States. The hook has a gen- and courses is structured by countrs to This guide offers practical informa- eral introductors secticm which in- gis c the rollowing information: short tion on studs ing ahroad: grants. Com- cludes information about the prob- account of engineering educatitm as mun ity programmes. The sectmd part lems of international recruitment part of the national educa..on sy stem, descrihes higher education in each of ss ithin the European Community as including a diagram: names of schools the Communits Nlember Statesv ith well as the s arious rights that citi/ens and courses: academic titles in their the exception of France. w hich itis has e to work in other Nlember States. full and abhres iated form: minimum assumed the reader already kmms, duration of study The third part anal ses the different disciplines: economics and manage- ment. lass and political science. engi- European Societ for Engineering Databases neering. science and medicine. litera- Education ISEFI I ture and languages. social sciences. Comilla C. Liege, 19Q0, 566 p. CEDEFOP bibliographic databases arts imd communication. 1513N2-87352-000-0 EN. FR Eudat kumpean Associal ion for the Des elopmeni of Datahases on ktltici- Diplomas in Europe: the different This. handbook of engineering educa- ion and Training) education s) stems, all the diplomas tion in Europe is the result of ques and their cqukalents tionnaires circulated to engineering Eudat is an association ss Inch brings Niotard N1-C colleges and technological unk ersi- togethei publ ie and pris ate bodies from Solar. Park. 1991. 211 p. lies in 17 couniries. The ss ork is di the Nlemher States of the Eumpean 1513 N 2 2(130I 68-I 8 ided h couniry each section begin- Community (including Community I R ning w ith a description of the national institutions and agencies) managing

1,11101101 11,111111112111"') .15 Or using a database on educatiIm and Bibliographic reference fluence tlie state of the art w ith regard training. Eudat's role is to promote to the development of databases in databases on education and training in works this area. The probleins are studied Europe. Eudat has published aDirec- from the point of view of producer and tory of databases on education and Directory of public databases pro- user. Attention is paid to methods of training in the European Commu- duced by the Commission of the collecting and organising data. nity. European Communities Cominissionof the l'Airopean Coin- Ftidat munities. Directorate-General Staff Databases on vocational qualifica- Centre Inffo and Administration. Directorate tions and courses accredited. Re- TourEurope cedex 07 "EDP". Computing centre port on the workshop organised by F-92080 Paris la Mense Office for OlTicial publications. Lux- CEDEFOP at Niirnberg on 25 and Tel: 331+41252222 embourg. 1992. 71 p. 26 November 1992 Fax: 331+4773742() ISBN 92-826-1512-X CEDEFOP. Flash 3/93. Berlin. 11 p. DE.EN.ES.FR DE.EN,FR

This guide aims to present the During 1992 CEDEFOP commis- databases produced by the Commis- sioned two projects to investigate the sion cos ering the areas of Community current situation with regard to action (law. economics. science and databases on \ ocational qualifications technology, environment. information in Member States of the European market. employnlent. etc.). The Community and the possibilities for databases are distributed via two chan- networking such databases. This Flash nel s: presents the main results of these two studies discussed during the work- commercial users/distributors, as w ell shop and gives an overview of current as by the tw o Commission users. databases as well as trends in Ger- EUROBASES and ECHO.The di- many. France and the United King- rectory has four sections: dom.

a list of databases by acronym and by These studies has e not been published (1) Task Force for Human Resources, subject: a description of databases as but are available upon request from Education, Training and Youth well as details of their distribution: CEDEFOP: Commission of the European Communities lists of commercial users and agents: 200, rue de la Loi useful addresses. B-1049 Bruxelles Databases on Vocational Quali- Tel: 322+2951111/2991111 Fax: 322+2957295 fications and Courses Accredited: The development of databases on A survey on the present situation The Task Force edits the bulletinEduca- and recent trends in the Member tion, Trainingin DE, EN. FR as well as in education and training in Europe the language of the Council president. It is Commission of the European Com- States distributed by the Office for Official Publi- munities, Task Force for HumanRe- Guiklford Educational Sers ices I.td.. cations of the European Communities. sources. Education. Training and Guildford. 1992 Youth (Report to CEDEFOP. 47 p. + an- (2) Directorate-General V - Emplo)mein, office for Official Publication,,. nexes) Industrial Relations andSocial Affairs cinhourg. 1992. 73p. + annexes (Summar of report. 9 p.) Commission of the European Communities ISBN92-826-4668-8 EN 200, rue de la Loi EN. FR B-1049 Bruxelles Tel: 322+2951111/2991111 Fax: 322+2957295 This repcm was produced ill prepara- Vocational trainingqualifica- tionfor the conference. organised tions and courses accredited, EC- Directorate-General V edits the periodical the EC Commission in cooperatitm networking and/or lex el promotion Social Europe in DE, EN, FR (3 ksucs per year + supplements) as well as the annual ssith the Dutch Cosernment. on of databases report Employment In Europe. These two databases in the field of education and Budin G. publications are distributed by the Office training. Maastricht. Nos ember 1991 . Infoterm. Vienn.1.1992. 45 p. for Official Publications or the European Communities. It looks at recent technologicaldesel- EN opments and market trends ss hich in-

BESi BLE 4:1 diurnal IldinIng Ill ,P) FOREM L'Office communautaire et CIDOC Centre intercommunautaire regional de la formation professionnelle et de de documentation pour la formation l'emploi professionnelle VDAB Vlaamse Dienst voor Arbeids- ICODOC Intercommunautair bemiddeling en Beroepsopleiding documentatiecentrum voor beroepsopleiding Boulevard de l'Empereur I I, B 1000 Bruxelles, Tel. 322+5025141, Fax 322+5112960

2. Nlinisterie van de Vlaamse Nlinistere de l'Education. de la Re- Institutions Gemeenschap - Department Onder- cherche et de la Formation- wijs Service des Relations internatio- I. Vlaamse Dienst voor Arheids- Centrum voor Informatie en Docu- nales- Unite francophone d'Eury- bemiddeling en Beroepsopleiding mentatie (CID) dice (VDAB) KoMngsstntat 150. rue Roy ale 204. Intercommunautair Documentatie- 13- 1000 Brussels 13- 1010 Brussels centrum vow- Beroepsopleiding Tel :322-2105393 Tel :322+2105525 (ICODOC) Fax :322+2105409 Fax :322+2105538 Keiferslaan 11 1-3-1000 Brussels The "Centrumoor Informatie en Tel :322+5025001 Documentat;,!- (Centre for Informa- 3. Steunpunt Werkgelegenheid Fax: .22+5025474 tion and Do .umentation) of the De- Arbeid Vorming partment of Education aids this de- E. Van Es enstraat 213 Office communautaire et regional partment in performing its tasks. lokaal B. 01.18. de la Formation professionelle et de Hrstly. itis an information service B- 3000 Leuven l'emploi (FOREM) where members of the general public Tel :3216+283239 Centre intercommunautaire de can ask questions about education. Fax :3216+217010 documentation pour la Formation but it also engages in actis ities of its professionelle (CIDOC) own such as providing multimedia The main purpose of a "Steunpum-. boulevard de l'Empereur 5. information on education, inkirma- the activities of which are coordinated B- IMO Brussels don for the press. public relations for by the national "Diensten voor TEL :322+5025141 the department... Prograininatie en het Wetenschaps- Fax :322+5025474 heleid- (department for Programminil The C'ID also has a publication of its Research Policy) is to provide as com- In Belgium the VDA13 and the equis a- own for those ins olved with educa- prehensive a service as possible to lent for the Walloon provinees. the tion in the Flemish provinces. called research institutes, government bod- Forem. function as the Belgian mem- "Klasse- of which 16000 issues ap- ies. department in social organisations ber of the CEDEFOP documentation pear monthly. The CID also has a working on the problems concerning netw (irk. The tasks directly involved library. which apart froni general in- unetnploy ment. labour and training. with information are carried out by formation specialises in pedagogical ICODOC/CIDOC. This information and didactical literature and documen- The actis itics include: centre has a pioneering function in tation. bringing about a coherent information development of an information system on education in Belgium. The Centre has its ow n databank centre ADIOV (Automatisch Documentatie Since 1988 the Flemish department of en in forniatiesysteem soor het onder- publication of a newsletter ICODOC/CIDOC has been gathering wijs in Vlaanderen ). Automatic Docu- and disseminating information on cur- Inentation and information system for organisation of seminars pros id- rent and completed research on voca- education in the Flemish pros inces. ing general information tional training. The integration in 199(1 Material from the most important of the 1CODOC and of the CIDOC in hooks on education. research and pub- development of a research net- 1991in the corresptmding Depart- lications in the Flemish provinces can s\ ork ments of International relations of be found here. The CID is the repre- VBAB and Ft /REM resulted in the sentatis e of the Hemish pros illees in des elopment of their own methodi- documentation centre being used for NURYDICEand participates in the cal research on s urye s on the labour expert ads ice in Europian action pro- activities of EUDISED (netssodk and market, stirs ey s and follow-up of grammes such as FORCE. ErRO- database including descriptions of re- graduates in the labour market, set- TECIINFT and actis Me\ in las our of search in the held of education in the ting-updatabanks ss ith data on changes Eastern and Centrd Europe. Flemish pros incest of the labour market etc.

s o Vocatiolhd traminp 1/194 t VEST COPY Scholendatabank- 1)epartement SOCRATE Most Important Onderw ijs- Cel oor Geges ensbeheer Direction general de l'I:nseignement Sources of Rijksadministratief Centrum superieur- Cellule Eumpe'02 Arcadengebouss 3031. Cite administratise de F Etat- Bloc D- Information -1000 Brussels 6e et. 206 rue Ro.s ale. Tel :322+2105117 13- 1010 Brussels Fax :322+2105372 Tel :322+2105567/68 I. Databanks on literature on edu- Fax :322+21(15517 cation and training STUNIOVO: Studiemogelijkheden oorohs assenen Centrum s nor The V DA13 for the Flemish pros inces 131131.10: for address see VDAB- Andragogisch Onderioek and FOREM for thr Walloon pros FOREM. ICODOC-CIDOC ,iedtssiraat 27-20, inces are presentl tr ing to place the AD1OV: for address see CID of Tel :322+2426947 different databases on respective train- the Department of Education Fax :322+2422610 ing possibilities in one larger data- base. 2. Databanks On training possibili- ties Franse Gemeenschap Publications on sources of infor- Carrefour- Fonnation du Forem mation National bd Anspach 30-36 Anspach Center le et.. Periodiek Os criichts an Belgische Tel :322+2173877 Publicaties Os er Beroepsopleiding. Formbase Fax :322+2178052 quaterl publication published 1.), Nlanagement Information lCOD0C-CIDOC(V13AB-FOREN11. Bossaertlaan 18. 13- 1080 13russels CEDI EP This bilingual res iess gives the reader Tel :322+425023(1 DATASIT ( Enseignement supe- an idea of thearticles published in Fax :322+425087() rieur) Belgium on vocational training. in- OR1EP could de recherche ct cluding the subject and other details. Socrates &information sun les etudes etles os er a certain period of time. u,,ing an Josica c.s pRifessions) interact is c s stein beks een the stored Groenstraat 230.13- 1800 Vilsoorde documentation and the user, the latter Tel :322+2510458 CEDI EP 1-eceis es a complete bibliographical rue Philippe Baucq card ss ith excerpts on es er indexing. 13- 1040 l3russels It also contains a European page ss ith Flemish Provinces Tel :322+6491418 information On European Iil\s Soil sO- Fax :322+6400490 cational training as well as action pro- grammes and conferences. ORBIS (Opleidhigen Relateren aan Beroepen Instellingen en Scholein ('ID (centre &information et de The following two publications are Centrale soor Studie- en 13erocps- documention Etudes-Professions) quarterl publicati(ms rep()rt

1 irienteri ng en Psscho-medischecentra I. iestion Informatique on research. statistics. publications. (CSBO) place de F Iiliversite 16. databases. workshops using subject NI. Eemminnierlaan 129. 13 -1348 Loll\ ain-la-Neu\ matter handled bv Steunpunt Werk- 13 -1000 Brussels Tel :3210+451426 gelegenheid Arbeid Vorming and Tel :322+5 I 35708 Fax :32 01+454614 Point & Appui Tras ail 1:mploi Forma- Fax :322+5124725 tion. The publications are Nieuss brief and 1.ettre &information. Ondervi Usgids- ormin;,!centrum SIEP (Sers ice &information sur les soordePMS-Centra soot het( iemeen- etudes et les professions) schapsonderw i Is dice de Was rc 205. /as elpuntstmat 20. 13- IMO Brussels 13- 1000 Brussels Tel :322+64011832 Tel :322+21847(15 Fax :322+6419(m Fax :322+210165

is 51 \ (Rdlional In(191 SEL Rigensgade 13 STATENS DK-1316 Kobenhavn K ERHVERVSPIEDACOGISKE Tel. 45+33144114 LIERERU DDAN N ELSE Fax 45+33144214

A rbejdsmarkedsstv relsen ANIS) Studie og Erhver% Main sources on Blegdam.\ ej 56 Flel.ingor\ ej 10 vocational Po.tbox 2722 1)K-3480 Fredenshorg OK-2100 Copenhagen Tel. 45+42285505 training in 'lel. 45+35288100 Fax 45+42281)324 Fax 45+35362411 Denmark The publkher.Studieog FrIker\ A/S ANIS annuall \ -Kursushiind- ha \ c a v. ide range of EDP-tool. for hogen". emir \ es for Nemi-.1.illed use in training and \ ocational guid- Under\ isningsministeriet orker.. \\ hich pro\ ide. a complete ance. The FDP-program. "DUE- Frederikshohn. Kanal 21 olthe \ ocationalk -oriented train- (Computer-aided Training zmd Voca- DK- I 220 Copenhagen K ing cour.e. offered b the 24 ANIl- tion (iui(lance) and the larger -Maxi- 454-33925000 centre.."De indk idual ANIL*-centre. Du E- program. \\ hich pro\ ide. up- Fa \ 45+$3925547 them.ek pro\ ide to a great e \ tent dated information on mon: than MO infonnation on training offeredithin job de.cription and the rele \ ant train- The Ntini.tr \ ol Education ( 'tndei \ the local area. ing cour.e. are \\ idel u.ed. ningsmini.teriet' ) furni \he. inform- tiOn regll larl on training and re.earch acti \ itic. Si\ time. aear. the journal Institut for Konjunktur-Analyse .V "Uddannelse" is published. preNent- Widet for Uddannelses- og Erh- SI FKA ing article,, in depth concerning train- v ervsvejledning (RUE) Aabenraa 21) ing matter. \\ ithin \elected topic.. ..Ehelogade 7 DK I 124 Copenhagen K Once a fortnight. "Uncial isnings- DK-2100 Copenhagen 0 Tel. 45+33328270 ministeriets Nyhedsbrev" iis.ued. Tek 45+39177600 \ 45+33930367 pro\ iding a detailed o \ er \ of ne\\ Fa \ 45+39177629 initiatk e. la \\training cour.es. fi- IEKA a prk ate analtical in.titu- nance and adminkti anon. publica- \\ a. Net up in 1981. It. ptirp(INe tionhich. among other thing.. pub- tion.. etc.. embracing the \\ hole of the to contribute to de\ clopment and co- Ikhes 20 me. a ear thejournal "NYT Nlinkar acti \ itic.. including \ oca- ordination \\ ithin the There of \ oca- 0111 Efteruddanneise", providing a tional training. tional guidance and in the training of eomprehen.ke o\ er\ icy, of continu- career. ad\ and to manage the ing training in Denmark. The regular production and di.tribution of guid- article,. co \ er. for example. the topic. Under% isningsministeriet ance literature and materiak. RUE ne v.initiatke.. la\ ,. and promulga- Ertl \ er\ sskolealdelingen (ESA) .e\ eral means of information. tion.. no, about courNe.. literar re- \ ndersen. Bottle\ zird 43 Once aear. the publication. -Studie x ic\ ,. and pre.. cutting.. DK-1553 Copenhagen V og Erin eitiN alget" and -Erhs er s- 45+33915600 uddannelser efter 9. og 10. klasse" Fax 45+3 +925666 appear. pro \ iding a detailed o \ er \ ie iklingseenteret for Folkeoplys- of \ ocationalk -orientated cour.e.. ning og Voksenunders isning 13\ mean. ol the HO' ,,letter -Erh- Eour nine. aear. the journal -RUE Tordenskjoldsgade 27 s er sskoleafddingen I nformerer". Rei ue" is pro\ iding informa- DK- 1 1155 Copenhagen K detailed information i. pre.ented about tion on \\ ider que\tion. ol guidance. Tel. 45+33325533 6 time. aear on finance. admmktia In addition. "ErhA ervskartoteker l-aN 45+33144083 tion. not ice. and announcement.. bio- puhli.hed. TN contain. the large.1 aphical data. publicanon...tati.tle.. nud ino.t detailed amount of informa .L1\ ikling.centerer an in.ifitition etc.. \\ ithin \ ocatioihil training. The lion oil training and lob. in Denmark. .et up in 1985 to promote the inod- target group\ ocalional .ehool', and There I. a pnnted edition. and al.o erin/ation and de\ elopment ol gen- parties. intere.ted iii\ ocanonal train. )- Rom uuidu di.ke..e \ er.ion eral and :idult education. In the Cen- ing.

BFST COPY AVAILABLE 52 .19 tre's new sletter "Ns & Nae-. infor- the Nlinistry of Education. The pur- Tel. 45+33144114 mation is published regularly on new pose of :Witis to strengthen the Fax 45+33144214 law s and circulars. new research me- internationalisation of s ocational dia. new des elopment project, and training in Denmark. and the Centre is SEL is the national training institution particularly exciting initiatis es in Den- the Danish co-ordination centre for for teachers at ci.mimercial colleges. mark and abroad. The journal is pub- the EC-programmes FORCE and technical colleges and ANIL' centres. lished 4 times a y ear. In the database PETRA. ACIL considers it an impor- MI's functions base been changing "V AKS-. brief items of information tant task to disseminate information. increasiiF to embrace research and concerning des elopment programmes both in connection ss ith the EC-pro- des elopment ss ork on5 ocational and research are recorded. erammes and in conjunction ss ith in- teacher training. and the institution ternationalisation generally . ACIU has many international actis Ides. In- issues 10 times a y ear a new sletter formation activity is connected espe- A rbejdsmarkedets Center for "Nyt fra ACIU" containing brief fac- cially ss ith the holding of courses and Internationale Uddannelsesaktivi- tual information on E('-programmes. conferences. w here specific informa- teter (ACK') the internationalisation o Is ocational tion is pros ided on national and inter- Hesselogade 16 training. etc. national s ocational training questions. DK-2100 Copenhagen 0 SI:L. issues annual course handbooks. Tel. 45+39271922 toeether ss ith regular offers to schools Fax 45+39171217 Statens Erin ervspaedagogiske and centres. SEE's library contains a AC1U was established in 199Ih \ the Laererudoannelse (SEL) comprehensise collection of paeda- labour market partners. in co-opera- Rigensgade 13 gogic publication,, and houses tion ss ith the Ministry of Labour and 1)K-1316 Copenhagen K CEDEFOP's bibliographical "CEDO database-.

Bundesinstitut far Berufsbildung Fehrbelliner Platz 3 D-10707 Berlin Tel. 4930+86430 D BiBB, Fax 4930+86432455 programs).These are indexed ac- D-50968 Cologne The most impor- cording to type of inedia. occupa- Tel.: 49221+37(155(1 tional field. silbject and contents w Fax. 49221+3765555 tant information the descriptions being based on the sources data provided by some 350 publishing The Institute of the German Econoim houses and media producers.Since makes some data banks accessible to Bundesinstitut far Berufsbildung 1974 the documentation department the public free of charge or at espe- (BIBB) has been running an initirmation set-N. ciall \ low rates \ ia the Datex-P net- Fehrbelliner Plat/ $ ice in print ss ith its "Literaturinforma- s\ ork.Some data banks such as D- I 0707 Berlin tionen /tir beruflichen Bildung- ("In- PROMEDIA are coinpi led by the In- Tel. 49 30 86430 formation onocauonal training lit- stitute itself w hile others. for exam- Ea 49 30 86432455 erature-) published six times a year. ple. KURS D1REK Iare made as ail- Each ear it furnishes information on able b\ other institutions.The The Federal Institute for Vocational about 1 200 publications on 5oca- PROMEDIA data bank contains in- Training has been engaged in scien- tional training and oeational training formation on audios isual teaching and tilic research on initials ocational train- research. As of mid-I993. data front learning media from all branches of ing and continuing %ocational train- 1986 onw ards will also he as ailable the economy for use in initial. further ing for more than 20 years. on disk. and continuing S ocational training. Their media data hank was opened in This includes films. s dens, slide se- 1976. It includes descriptions of more ries. setsof transparencies. sound-slide than 5 000 different teaching aids of Institut der Deutschen Wirtschaft show s. sound cassettes, learning all tpes w Inch can be used in training e.V. diskettes and s ideo discs. The data audios isual media. hook programs. liereich Datenhanken hank. w hich 51/4 as started in 1984. cur training course material. computel (*nista -1Ieinemann-1er 84 88 Ienik has about I 000 entries.

50 \ 111'19k Landesinsfitut Schule und training and personnel de\ elopment. Data hank olresearc)t projects Weiterhildung It consists of independent organiza- (FoDok AB) and R e feral Z3 tional units in German and abroad. Data bank of rele \ ant specialized Dokumentation, Ver011entlichungen. 'rile Carl Duisberg Societus a joint institutions in German and abroad Daien \ eraibeitung effort of the German \ econom \ and InstDok AB ). Paradieserweg 64 the state. Each year it conducts prac tice-related training and exchange pro- D-59494 Soest Bundesanstalt tiff Arbeit Tel. 49 2921 6531 grammes for about 15 000 partici- Ref. 11 Berufskundliche Information pants from all 0 \ er the world."lhe und Dokumentation 1 he regional institute1 or school and librar concentrate, on literature on Regensburger Str. 104 continuing training runs so eral data initial \ ocational training and further D-90478 Nuremberg banksith its 20 members of staff in training including ocational training Tel. 49 911 1792327 the documentation department. The \ stems, de\ elopment aid polic. re- Fax 49 911 1792123 most important of these is the gional studies. information on other "Bildungswesen- educational litera- countries iind communication. The occupational information and ture data bank followed b the SOD1S documentation department is respon- data bank on teaching software. The sible for the central data bank on ini- educational literature data hank was Institut Mr Arbeitsmarkt- und tial and continui ng training of the Fed- started in 1976 and currenti has about Berufsforschung der Bundesanstalt eral Labour Office. This data bank is 180 OM entries w ith a further 10 000 ftir Arbeit the basis of the KURS and KURS being added eachear.It also in- Arbeitsbereich V11/7 D1REKT continuing training data cludes literature on the \Chool aspects Dokumentation und Inkwmation banks. the "B diking und Bend- of ocational training w ithin the dual Regensburger Str. 104 ("Training and Occupation-) bm- s) stem. D-90478 Nuremberg chures and the 30-volume reference Tel. 49 911 1793016 ork "EBB Einrichningen zur Fax 49 911 1793258 beruffichen 13ildung- ("Vocational Carl Duisherg Gesellschaft e.V. Training Institutions"). which is up- lohenstauffenring 30-32 This institute is the central informa- dated earl .The department also D-50674 Colol,ne tion and documentation agency for keeps the "ill\ -literature data hank-. Tel. 49 221 20980 empl(t mem research in the Federal hich includes an analysis and evalu- Fax 49 221 2098111 Republic of German.It has man ation of all the law and ordinance ears' experience in data hanks and gazettes of Germany and its Linder The Carl Duisberg Societisa keeps the follow ing ones: and about 350 periodicals and pre- nonprofit-making organization in- Data hank of literature on employ- paratory documentation compiled by \ olved in international continuing ment research (LitDok /NB): regional authorities.

Ministry of National Education and Religious Affairs; Organizationfor Vocational Education r*A and Training 1 Ilioupoleos Aye, 172 36 Imittos GR-Athens Tel. 301+9717251; 301+9717511 Fax 301+9250136

ing VET) s stein in Greece and in EC mews for access to regulated prttl.e- Institutions countries. i011s. tbi corresponding to \TT pro- grammes. Organization for Vocational F.du- (el recognition and certification of Pedagogical Institute W.I.), cation and Training MEEK). professions, Nlcsogeion 396. 1 Ihoupolo is Street. id) certification of titles confeiTed OR-15341 Agia Paraske\ i. Athens. GR- 17236 Ymmitos. other Greek bodies\ ol \ ed in VET. Greece. Iel 301+9717A 1, 9717251. ft!) recognition of the equi \ alence of Fav 301+9-2501 V). degrees aw arded in ( ireece and abroad. Section for Vocational Counsel- and necessar information relating to ling and Guidance, Pro \ ides information on the recognition of prolessional rights .1 el: 301+6567372. lie\ ocational education and train and certification and to other requiie- 3014-656737ft

lonaIt ainitlyI 4 It is responsible for the planning. im- P.0.13o \ 11252. actis Me. On Nlanagement and Infor- plementation and monitoring of \ °ca- 10A Dodekanisson. matics. It has a \sell-organized libiar\ ntina! counselling and guidance in R-54110 Thessaloniki. on Management and Informatics. It schools. It ks.11es. Occupational guides Tel. 3031+537027. has de \ eloped significant activities in and inonograrhs in cooperation \\ ith the field of research and pro ides con- the Nlanpm\ er Emplo went Organi- P.0.13o \ 1854. sultanc ser\ ices tO enterprises and /anon (0AED) and pro\ ides infor- Agias Aikaterinis Square. agencies. mation on the Greek educational s CR-71201 I leraklio. Crete. tem and on occupations. This material Tel: 3081+281639. is iiddressed to students. parents and National Organization for Small othersho ma\ he interested. and Nledium-Sized Enterprises. General Secretariat for Youth. Xenias 16. Documentation Centre for Vo- The Youth Information Centre. CR-1 1528 Athens. cational Education and Training. Academia\ 6. CR-10671 Athens. Tel: 301+7715002. Tel: 3(11+6392510. Tel: 301+3644044. 3602631. 3238(1'5 Fav 301+7796479 I:"N: 301+6567370. This centre targets pupils. students. This organization pro \ ides technical Centre \\ as riNt estahhshed in ssorker.. unemploed young people assistance to SMEs in matters of busi- 1987. In Februar\ 1993. the informa- and individuals \\ ho come into direct ness administration. organizational 0011%..er\ ices regarding \ ()cantina] edu- contact ss ith young people.Itpro- sti-uctures. sales promotion. person- cation and training \\ ili he officiall vides information on education. voca- nel management. financing. nev, tech- transferred to the Organization for tional training. hnancial support and nology applications.innosations. tra- Vocational Education and Training On man other topics of interest to the ditional occupations iiitl handicraft. It (OF.EK 4 The Documentation Centre oung people. Regional Information pro \ ides training in related matters. It ()Idle P.I.HI provide information on Centres ha \ e commenced function- issues hooks. pamphlets and periodi- technical education and \\ ill e \ tend its ing in the Attiki area, in Piraeus and in cals and has organized an Information information aetis ities to general edu- Salonica and others ha \ e been planned Centre for SM ls \\ hich is part of the cation. to function in other cities. European Information Centre ( 1.I(I.

Nlanpower Employment Organiza- Institute of Labour (attached to the Hellenic Management Association. tion (MEDI. Greek General Confederation orl,a- 36 Amalias Asc.. Thrakis 8. hour IG.S.E.E.), GR-105 58 A then CR-16610 Gl fada. Creece. Pipinou 27. (ik- I 1251 ;Wiens. Tel: 3() 1+3232792. 3152551. Tel: 301+9942810( -824). Tel: 301+8815119. Fa: 301+3227(148 Eas: 301+99373() 1 Fas: 301+8229802. The role this Association is to help It provides infornlation on (a) techni- The i.ole of this institute is to stud. esecutis es illipios e their eliectis e- cal (.in(I \ oeational education, (raining research and document emplo nlent. b pro \ itling in ft)rmat ion on the iildapprenticeship. (b) inent the labour force and the labour mar- principles. methods and application opportunities. tel occupational mo- ket. It also organizes \ oeational train- of modern management practices. It bilit. (d unemplo.\ mew benefits. (e) ing programmes as \sell as \ ocational organizes conferences. meetings. training programmes for unemploed counselling ser\ ices and training on training pRigrammes and research ac-

adults and for young people. (f) man- 11111011 tis itics on the basic problems of man- INA\ er needs or the labour market. (12.) agement. EC programmes. Hellenic Productis it3 Centre, For meeting the Wed', [Or \ ocational Institute of Management and infor- Institute or Information, Training counselling an(1 guidance. OAIEI) has matics and Development: "1)11111TRA", established duce specialized Centres 2 lkirnasstm Str., and kilissias Asc.. Kotillia 40. tor Vocational Counsethng and Guid- CR-15124 Maroussi. Greece. CR-41223 I .arissa. ance at Tel: 301+80699(13. P.O.BOX 1233. I.as: 301+8021849 CR-41110 Lanssa. Peiraios 52. Tel; 3041+287611. 289278, 23659 ( hR 0436 Athens. I'lleInstitute organizes congresses. Fas: 3041+287521. 235295 Tel. 301+5147479. training progfoillines and research

55 twational Doming I/Ittt)k The Institute of Information Training The National Documentation (Res iew of Counselling and ( uid- andl)e elopmcnt "Dimitra- is a train Centre, ance) ing institution addressed niy ming peo- 48. Vas. Konstantinou Asc.. ISSN I 105-2449. quarterl . abstracts ple,55 omen. unemplo) ed adults. GR- 116 35 Athen,., in English or French. skilled and non-skilled labour fiwce. 301+7230310. 7246825 The minting programmes of this insti- 301+7212729 tute refer to: ens ironmental training. Epitheorisi Paragogikotitas new technolop . management. tour- It is hnked 55 ith inore than 800 data (Productivity Review) ism. agricultural des elopment. train- bases (mainl bibliographical ) which hi-monthl ing of tainers. training-emplo mem refer to all aspects of research and Greek Productis it Centre relationship. technolog. It pros ides: la) ss ell or- 28 Kapodistriou Str. gani/ed on-line set-5 ices. (b) union- Gr.-10682 Athens catalogue of all journals of Greek spe- Tel: 301+3600411 European Centre for Training, cial libraries. le) More than 1500 doc- 1'a \: 301+3640709. 3640141 Documentation and Information: toral theses of (ireek Scientists. id) "ARGO", information on more than 2000 re- \thanasiou Diakou 2. search poigrammes in Greece. Enimeroliko Deltio Institoutou GR-41222 Larksa. Ergasias Tel: 3041+532981 Newsletter of the Institute of Lahour. "EUROSCOPE" attached to the Greek Cienend Con- This Centre pros ides trainingf or The Management Association. federation or Labour. numth15. ab- young unemploed graduates and for 36. Amalias stracts in English migrants in Thes, aly. It organifes con- 105 58 Athens. 27. Pipinou Str.. lei.ences. seminars, meetings and re- Tel: 301+3232792-5. Cit.-1125 I Athens. search on emplo mem oppourtunities in this itrea. 5ocational training. im- This is an information s.5stem using provement of working conditions. diskettes tregulark updated) on in- En i m ero tiko Delt io Tech n i kou occupational structure. future lithour 5estments promotion, technological Epimelitiriou Ellados market rm spects. new technolog .is des elopment.research. 5 ocational Newsletter of the Technical Chamher well as On cultural subjects. training. manpow er. NC progranuues. of Greece. part l zibstnict journal, ab- stracts in Greek. week1.5 23-25 l.ekka Sir.. Handbooks GR-10562 Athens Tel: 301+3254590 e 1.500_

Main sources for Pedagogical Institute. Section for Vocational Counselling and Guid- Evrodeltio (EURO-BULLETIN) information ance. Published by the Institute of Informa- It publishes a seriesd handbm)(rks tion. Training and Des elopment Publicly av ailable 55 ith int ormation (in vocational coun- month1.5. abstracts in English. selling zind guidance (manual for "DIMITRA-. databases schools). 40. Kouma N).13ox 1233, Documentathm and Informatkm 612-4 I1 10 Larissa. Centre of theTechnical Chamber Periodicals Tel: 3041+236259. 237428 of Greece. FAX: 3041+287521. 23. 1.ekka Sir.. GR- 10562 Athens. Ekpaidersi hai Epangelma (Educa- Epangelmatiki Ekpaidefsi (Voca- Tel: 301+3115094.3145180.3145591 tion an(1 Vocation) tional Education), ISSN 1011-3622 Published quarterl h the Panhellenic Well organiied on-line serS ices re- lA ice acar.ah,st rack in l'itglish. .Association for Pris ale Vocational lated to engineering. constructioh, 1..ducation and Training. training and education 1 "DISF,1) and Epitheorisi ouleftilds hai 53. Stournara Sit. GR 10432 Athens. CEDITOP data bases are as allable). Prosanatolisnum Tel: 301+5125563..

Vocational Domini!I/199 5" Instituto Nacional de Empleo Condesa de Venadlto, 9 E-28027 Madrid Tel. 341+5859582 E MEM Fax 341+2683981

Vocal it: nal Training and Labour Mar- 1992. 608 pages. Main sources of ket published in the ROE - Boletin ISBN: 84-7434-718-1 information Official del Estado (Official Bulle- tin). the Official Journal of the Euro- Centro Nacional de Investigación pean Communities t OJ Series C and DocumentaciOn y Evaluacion Institut() Nacional de Empleo LI and the 17 Official Journals of the (CIDE) (INEN) Autonomous Communities. A body under the Ministry of F.duca- This institution. attached to the Minis- tion and Science. it coordinates and try of Labour and Social Security, is Directories/Nlanuals implements educational research: the agency w hich manages employ e aluates and monitors educational mem policy and. among other tasks. Observatorio Permanente del corn- pmgrammes: creates and maintains organims the employment offices and partamiento de las Ocu paci ones. databases and an infrastructure for promotes worker training in line with Observatorio Ocupacional. January calculation: disseminates documen- employment policy. To this end. 1991. Ed. Instituto Nacional de tary' information and maintains a docu- 1NEM draws up an annual programme Empleo (INEM I. Subdireccitin Gen- mentation ser ice on computerited of Occupational Vocational Training eral de Gestion Liela FormaciOn databases. which is free of charge and provides Ocupacional. Madrid. 68 vok. training for persons entering the world of work, or those who wish to get re- Bolean de Estadisticas Laborales. Servicio de Biblioteca y Centro de training or more speciali/ation in their Ministry of Labour and Social Secu- Documentación professions. In the course of 1992 the rity .Madrid. publishedmonth!). c/. San Augustin 5 management of Occupational Voca- ISBN:0212-7180 E-280I4 Madrid

tional Training w as transferred to the Tel: 341+3692850: 341+3693 III Autonomous Communities of Catalo- Anuario de Estadisticas Laborales. Fax: 34 I +4299438 nia and Valencia. Ministry of Labour and Social Secu- rity. Madrid. ISBN: 84-74-737-8 It functions as a centre for documen- INEM provides statistical data on these tary data on education and partici- subjects to the Directorate-General for Bulletins on the INEM's reference pates in educational information and Information Technology and Statis- databases: "Boletin de Referencias documentation programmesin asso- tics of the Ministry of Labour and Formación. Empleo y Prestaciones- ciation with the Council of Europe Social Security for the preparation of and "Informacik Juridica-. and the European Communit) the series on employment, labour re- (Eudised and Eurydice). lations and social security. Publications Databases INEM Information on vocational Options af- c/. Condesa de Venadito. 9 ter completing the different cycles in Bibliomec:bibliographical database E-28027 Madrid the educational system. Ed. INEM. hich co \ ers the whole area of educa- Tel: 341+585988 Ministry of Labour and Social Secu- tion and legislation on education. Fax: 341+3775881/87 rity . Madrid. 606 pages. 199 IN I PO: 210-91-005-4. Connected thfialgh terminals with the Databases Data Processing Centre of the Minis- Guia Laboral 1992 ( abour (uide). try of Education and Science (c/. N EM s bibliographical database: spe- topics: Job promotion. Job-related Vitrubio 4. E-280(16 Madrid) in order ciali/ed in the topics Emplo)ment. training. Unemploy mem benefits. to ha \ e access to di fferent databases: Vocational Training. So.% icesand Inspectitm. In formatit m. etc. Dedalo (bibliographical ).Redi net Materials related to the w orld of v ork. Ed. SubdirecciOn General de In forma- (educati(rnal research ).I .eda 1 legisla- ciOn Administrativa de laDirecen'in tion ). INEM 's legislatk e database: collects General de Serk icios del Ministerio all references to standards and regula- de TrabajoSeguridad Other databases in CD-RONI:Eric: tions in the fields of Employ mein. Madrid. a-x online: Education Index; Educa-

\ naming I/1903 54 5 7 Lion Library : Informational Ency clo- women in polit ical. cultural. economic Secci6n de In fonnackin. iniciativas y pedia of Education. and social life. Reclamaciones c/. Caracas 21 c/. Alcala Directories/NIanuals E-28010 Madrid 36. planta baja Tel: 341+3478046/54 E-28014 Madrid Bulletin of summaries: bullet in of ac- Fax: 341+3478047 Tel: 341+5214530: 341+5214806 quisitions: catalogue of journals: Eurydice report: Redinet Databases Directorio tie Formacion (DIRFO) Bibliographical. legislative and sta- Data on the training and development Institut CatalA de Nox es Professions tistical (Documentation ('entre on of human resources. Indices. Guides. (Incanop) Women) Ed. Dirfo Pg. de Gracia. II ese. 13. 6e. 2a c/. Comandante Lorita 49. 2. a E-28007 Barcelona References/Nlanuals E-28020 Madrid Tel: 341+3015012: 341+3015054 , Tel: 341+5342992 Fax: 341+3(116937 Boletin trabajo en femenino (Bulletin Fax: 341+5342958 on female labour). Vocational Train- An institution belonging to the Go% ing and Employment publication. Ed. ernment of ('atalonia which. among Instituto de la MUjerMinisterio de Revista de Educación a Distancia other functions. undertakes the fol- Asuntos Sociales. (Journal on Distance Learning) lowing tasks: I1 study and analysis of c/. Caracas 21. E-280 I 0 Madrid. EL. Ed. Ministerio de Educación y Ciencia changes in the professional world Tel : 341+3478046/54 Secretarfa de Educación DirecciOn which influence the emergence and Fax: 341+3478047 General de FormaciOn Profesional development of new occupations: 2) Reglada y PromociOn Educativa. establishment of the documentary and 15.10jeres. Mullers Dones Enma ISSN: 1131-87-83 bibliographical bases on new occupa- Kumeat tions: 3) identification of future voca- Ed. Instituto de la Maier. tional and educational needs and ori- ISBN: 021()-7259 Estudios en Espagne Educación entation tow ards these needs. Infantil Educación General Basica Ensenanzas Medias. (Studies in Databases Other sources Spain, Pre-school education, Gen- eral Basic Education, Secondary Yearbooks on non-regulated training. education). Periodical publications: Ed. M inisterio de EducaciOn y Ciencia. Directories/sIanuals Madrid. 1991. 448 pages. The Ministry of Education and Sci- ISBN: 84-369-2026-0 (ompany surveys to identitrain:ag ence periodically issues the following needsstudent surveys. directories: Herramientas Revista de Forma- Studies and reports (3 or 4 annual Centros pAblicos de Formacion ción para el Empleo. (Journal: publications) Profesional Ambito de gestión del Training for employment). Nlinisterio de Educación y Ciencia Published hy the Fondo Formaci6n Nos es Tecnologies.005es pmfesions. (Public Vocational Training Cen- (Fond() de Promoción de Empleo de Barcelona. 1990, 346 pages, tres run by the Ministry of Educa- Construcción Navale t. ISBN: 84-393-1362_4 tion and Science), October 1992: Glorieta de Cunt( o Caminos 6 y 7 Centros pri v ados de Form ac E-28020 Madrid Instituto de la Mujer: An institution Profesional clasificados por provincias Tel: 341+5350017 under the Ministry of Social Affairs (Pri5ate Vocati(mal Training ( 'entres Fax: 341+5531829 whose Documentation Centres on classified hy province): they contain Women collect information and docu- the occupations and specifdiied eco- mentation relating to 55 omen: it has nontie sectors in the territory, covered set up an Updated database which sup- by the Ministry of Education and Sci- ports the activities of the Institute ence. w hose main aim is to iinprose the conditions for equal opportunities for Themay be obtained from the both sexes and the participation of Secret aria General 'ftcnica

Vocational tialtiing 5 55 Centre INFFO Tour Europe Cedex 07 F-92049 ParislaDefense IPPII.11 CENTRE INEFO Tel. 331+41252222 Fax 331+47737420

ONISEP training). whose task it is to inform the Main institutions 50 rue Albert public at large about training law and providing 12-75635 Paris cede\ 13 training programmes. Addresses call Tel: 331+40776000 be obtained. on request.from the information on Fav 331+45866085 INFF0 centre. training The Office national d information sur Some MIF. ha \ e formed an associa- les enseignements et les professions. tion: ONISEP. (National office for infor- CENTRE [NEE° mation on education and occupations ) INTERMIF Tour Europe cede \ 07 is a public institution under the aegis 5 place des Arts 1:-92049 Paris-la-Defense of the Ministr\ of Education. Parvis de la PR:lecture Tel: 331+41252222 F-95000 Cerg Fav 331+47737420 Regional delegations (DRON1SEP) "Fel: 331+30304934 are responsible to the rector in one of The Centre pour le de eloppement de the 28 academies. 1' information sur la formation per- manente. Centre INFFO. (Centre for ONISEP has the task of preparing Main sources of the des elopment of informa( ion On docuinentation on education and oc- information on lifelong training) \\ as set up in 1976 cupations. It publishes hrochures. h \ decree of the Prime Minister.Its periodicals and catalogues tor use in training task is to prepare and implement a schools. by the public at large and hy programme for the de\ elopment of information centres. information. documentation and stud- Databases accessible to the public ies in the field of lifelong training. The INFF0 centre collects. processes CARIF All the databases open to the public and dissemimites inforination on: Set up in 1985 and co-financed hy the can he accessed \ ia a telematics state and the region. the Centres ice (minitc1). Outside France nlinitel training lass: d'animation et de ressources de can he accessed in \ arious ways. For training programmes: l' information stir la formation. CARIF, this, it is necessar Iii hake a minitel new de \ elopments and main trends (Centres for the facilitation and re- 1.13 or a computer w it II modem. in training: statistics, corporate train- sources for Wrormation on training). ing polic .emplo went-training, spe- have the (ask at regional le \ el of pro- Via the international teleplume net- cial target groups educational sci- viding information on training kiss . s\ ork. 1.1,,ing the international access ence. innos ati\ c practices. local de- training programmes. the socio-eco- numbers: \ elopment. Europe and training. nomic ens ironment. inno \ ations in i-atel I: 33+36431313 educational science.1 urope and train- Teletel 2 : 33+36431414 To this end. it draw s on a \\ ide range ing. Teletel 3 : 33+36431515 of support: publications. periodicals. techni- There is One CAR1F in each of the 22 in some countries \ ia the national cal reports. catalogues: metropolitan regions and in la RC..union videote \ t now ork. for e \ ample databases aecessed thmugh mini- and in New Caledonia. Addresses can VIDLO'l El_ inHal\ .the RTT tel: be ohtained. on request. front the ideotest network in Belgium. telephone ser N. ice, electronic mail. INFF0 centre. accessed through minitel: 11 PAD X.3 of the X.25 nets\ ork

111 documentation centre (113ERPAC for Spain lOr e \ample). pert s: Insome -departements- there ale training sessions. !liaisons &information stir la forma The French compan Intelmatique is non.NW'.(centres for inloi minion (tn responsible for international Teldel

5 9 wild 1/1,191 Intelmatique pros ides techni- ON 'NEP pllsses on information On the This director lists and anal \ ies 6.000 cal documentation on -1.1s5tel in Eng- initial s ocational training programmes training inqittitions throughout lish and can he contacted for any in- of the Nlinistrs of Education to 3615 krance. Volume I gis es a description formation concerning the different ON IS EPs. of public and pris ate, national and way s of accessing them from zihroad. regional training institutions.Vol- The follow ing institutions offer infor- ume 2 gis es an inde \ for training. areas INTLIALVI-1Qt"E mation on their oss n training pro- and regions. The director ids() con- 175 rue de Ches aleret grammes: tains useful addresses of the main in- Is-7501 3 Paris dis iduals responsible for continuing Tel: 331+40776840 The Centre national d'enseigne- training. went 'a distance. CNED. (the National The information is also as ailable. in centre for distance learning) on 3614 Frencil . on minitel (3615 INTER ). CNEDs. Guide& la formation continue dans les établissementsd'enseignement National databases The Association nationale pour la superieur formation professionelle des adultes. de l'éducationnationale Produced by the INH:o centre. the AFPA. ( National association adult Centre lNITO telematics sers ices 36 15 INEEO ;ind socational training) on 3614 AFRA. Pauteur. 1992. 74 Ip. 3616 FORPRO offer three kinds of Centre INFFO. Tour Europe, cede \ 7. data: Regional databases 1:.92049 Paris-la-Daense Training institutions More than 7.000 public and pris ate Most (.\Rt I's has e a telematics sers - This guide outlines the continuing training institutions: as:0 e file vs hieh ice\\rhich disseminates information training programmes of highereduca- can be interrogated for each training on a regional les el on short and long- lion institutions. universities. poly area (key words in a FORNIACODE term training programmes ai id. in mime technics (I I. !Ts). engineering colleges thesaurus or free text queries), region cases. on distance learning and train- and the Conservatoire national des or department. target gillup. kind of ing institutions. arts et maiers CNAM - (national training and status of training institu- conservatory for arts and professi(Ins ). tion. It cos ers training courses which both Directories do or do not lead to recogniied qutdi- 2. The addresses of official and pro- lications. There is a descriptive sec- fessional institutions. public authori- tion lOr each institution detailing the ties. information and guidance cen- Dicoguide de la formation : conseils organiiat ion of training. the areas cos tres.Nlore than 5.000 national. re- et organismes ered. the diplomas awarded and spe- gional and local addresses. Groupe l'Etudiant cial features. Various indexes (geo- Paris. Cit:n&ation PFAudiant graphical. by training area. bydi- 3. A column on training law and a 1992. 627 + 803 p. ploma) and lists of institutions make column on topical news. ISI3N 2486745-331-3 this guide easier to use.

- AN FORAS AISEANNA 27-33Upper Baggot Street SAOTHAIR Dublin 4 THE TRAINING Tel. 3531+685777 FIS.EMPLOYMENT Fax 3531+609093 IRL AUTHORITY 27/13 I :pper litiggot Street ice for industry and support for co- Vocational IRI.Dublin 4, operation and communit -based en- Training Tel: 3531+6685777 terprise. In ci)ajuncti(1n ss ith the I )e- Fax: 153 I .4.66260 partineill of kducation. FAS has na- Institutions tional responsibilit)tor apprentice- 1..AS is responsible for the Operation ship training. It carries out its func- FAS. The Training and Emplo of training and emplo ment pro- tions through a nationw ide nem ork oh mentuthorit graillnies in Ireland. the pros ision oh a 54 Emplo went Sers ice Offices and p.( Box _156 placement sers ice. an ads isor sers 17 Training Centres. It ha. an Inkw-

I 67 Vos .11 iiii.il U.11111111: I, 6 0 illation and Pub licit\Department training centres and 7 research cen- lications include a new sletter and a which pros ides information 011 all its tres. It produces a range of ads isor\ . 55(1111 edlleation newssheet. services and publications. Its infor- research and training publications mation publications include an An- which cos er a wide spectrum of the Irish 'Management Institute (IND ) nual Report. Training and Employ industry and include an Annual Re- National Management Centre ment New s, Labour Market Review, port: A Journal of Agricultural and Sands ford Road Information leaflets on all courses and Food Research: an Annual Research 1RLDublin 16. services and various research Report, General Research publications Telephone: 3531+29509 II puhl icat ions. and papers front Annual Conferences. Fax: 3531+295515(1

The IN,Il is an independent organ isa- CERT - The Hotel, Catering and National Rehabilitation Board in rn

Aontas (National Association of NITEC Adult Education) Teagasc - The Agriculture and Food A network of educati(inal databases 22 Earlsfort Terrace providing information on 3rd les el Development Authority IRL Dublin 2. 19 Sandymount Avenue and Aontas courses as well as youth Tel: 3531+4754121 Ballshridge travel information. A serx ice fr(nn the FaN: 3531+4780084 1RL Dublin -1. National Information Techmilogy in Tel: 3531+(i688188 Aontas is the only independent na- Education Centre. t NITEC I. Fax: 3531+6688023 tional organisation representing all do Eolas. aspects of adult edacation. It aims to Bally mun Road. TeagascThe Agriculture and Food develop a sy stem of lifelong learning IRI.Dublin 9. 1)evelopment A uth( wily. is the national accessible to all adults regardless of Tel: 3531+70-15558). body providing ads isory. research. age, sex. income or location and espe- education and training sers ices to the cially to those who are socialk or S('HOOLINK Agriculture and Food industry in Ire- educationally disads antaged. Aontas This facilitates inter-school learning land.It operates through a national organises conferences. seminars and a) senior cy cle Ic ye I. Teilehers and nem ork of 100 ads isory centres. 15 studs tours. It pros ides an informa- students has c access to bulletin sers residential training colleges. 40 local tion and library \ers ice. Regular pub- ices and information on general stud-

S8 \ ational 1/1119 1 ies.oil. and communication studies Directories/Handbooks D.1.1'. Information'93 \\ ell as databases on minicompanies Dublin. Dublin Inqitute ol Technol- and V. ork e \perience. SCHOOLINK Administration Yearbook and Di- og. 14 l'pr Niount St. is administered b) the Shannon Cur- ary IRI.Dublin 2. 1993. 24p. riculum De elopment Centre. St. O'Donnell ted I. Patrick's Comprehensk e School. Dublin, in.tituteorPublic Admini, This publication gi es information on Shannon. [RI.Co. Clare. Telephone (ration. 1992 the full range olcourses offered lw the 35361+361 993. 489p. ISBN 18721102 75 5. D.I.T. Collcees alongith adiniy.ion requirement!, and other general infor- THON1 -1-his is a comprehenske director) of mation. kducational Net- \ ices for post lea ing Irish life, cm ering the pri \ ate as w ell certif icate courses for teachers, train- as the pubhc sector. Its information ers. educators and students. Also in- includes data relating to \ ocational The Best Guide to Regional 'Tech- cluded. \ outh information and emi- training institutions in Ireland. nical Colleges 1992-93 Cosgrove E gration ad\ ice. This ser\ ice also pro- ted) 5th :A. \ ides a host ser \ ice forelements of the Cork. Bureau for Educational Ser\ PEFRA PR'llramme. A 'cf.\ fee National Training Directory 1992- ices and Training from the 1. \ ersit) of Limerick. Na- 1993 Bandon. tional Technological Park. IRI.Co. Deblin. Calmar International Ltd. I RI . Co. Cork. 1992.I 60p. Limerick. Telephone 35361+333644. I 992. 299p. Calmar International lad. ISSN. 0790973X 62 Rossmore Lawn.Templeogue. [RI. V ECTEL Dublin 6W. This publication gi t es information on I nkirmation on Degree, r,iploma. Pro- the full range of c(mrses offered', \ the fessional Diploma Certificate and This director) gi\ es a comprehensi e Regional Technical Colleges in the (tiller courses on offer for 1992/93 at listing of training programmes and Republic ()I' I Tel and along with admis- the Dublin Institute of '1-eclutolog training ser \ ices in Ireland. sion requirements and other general Colleges. A ser\ ice from the Cit) (ff information. Dublin Vocational Education Com- mittee. Dublin Institute of Technol- 1.I.T.D.Nlembership Directory og). 14 lpper Nlount Street. IRI. 1992. Adult education part-time courses Dublin 2. Telephone 3531+6766584. Vaughan A ted This database prm ides a list of part- Dublin. Irish Institute of Training and time da) and e \ ening training courses F.1S - SELF SRVICE De \ elopment. 14 Herbert St.I RI. - for adults in the Republic of Ireland. A database pro\ ides information Dublin 2. 1992. 266p. Ser\ ice front Aontas. on all \ ocational training coursesa \ ail- 22 karlsfon Terrace. able from FAS. A Set- \ ice pro \ ided This director) contains a listing of all IRL-Dublin 2. P.O. 130 \ 456. 27 33 I. Baggol members' names.qualincations.com- Tel.: 3531+475412 I Street. IR!,Dublin 4. petene) areas and contact addresses. Fav 3531+4780054 Telephone 3531+685777.

Istituto per lo Sviluppo della Forma- zione Professionale dei Lavoratori Via G.B. Morgagni,33 1-00161 Roma Tel. 396+445901 Fax 396+8845883 Main institutions which Tel: +39 6 445901 ing together \\ ith the Nlinistr) of 1.a- I:a \ +39 6 8545853 hour. other State authorities and the supply information on Regions in order to de \ clop \ oca traininp The Istituto Peilo S \ Hupp() della tional training. I:ormaiione Prolessionalc dei La \ o- ISEOE ratori (151.01.Institute for the de el- IsFol institutional aims are: ia G.B. N101 gagni 33 opment ol kers\ ocational train- pmmotion of stud) and research 1 00161 Roma ing iis a public-1;m institutionork into intimation and the professional

\ .11 loti.11 iI.tIItIlIr 1/1'1,1 1 62 skills needed by the dynamics of la- ice facility w hich can be accessed on- FORME/. action is supported by a bour supply and demand: line by all Italian schools. number of publications. including: technical assistance ss ith the plan- "Quaderni Former. "Quaderni ning and design of training: Databanks of Italian and foreign b;`)- "Richerche e Studi-.

documentation on employment 1 iographical documentation. docu- "Strumenti Forn "Archi i For- policy and training and guidance meth- mentation on educational legislati(In mei*. -Ricerca Scientifica- and the ods for workers: and regulations. etc.. can be consulted journals "Problemi di Gestione-. experimentation w ith teaching (see paragraph on databanks). The "Pmbiemi di Amministrazione Pub- methods and the preparation of multi- 13I)P is managed by a Board of des en Hica-."Europa e Mezzogiorno-."Bul- media software. experts with a term of office of fis e letin des Recherches**. "Rassegna di years. Documentazione Legislatis a Regio- In the area of information. ISFOL is nate-. the headquarters of CEDEFOF s docu- The 13DP is used by school personnel. mentar) network in Italy and supplies researchers and institutions active in users (55 orkers in the field of \ oca- the educational sector. The BDP is the CENSIS tional training, teachers, students. etc. ) Italian headquarters of Eurydice. Piazza di Novella 2 with information on the following sub- BDrs loose-leaf publication "Listru- 1-00199 Roma jects: training. guidance. labour mar- zione in Italia- is of great interest. Tel: +39 6 86091 I ket. employment. professions. legis- Fax: +39 6 86211367 lation. t mining methods. etc. FORMEZ The Fondazione Centro Studi Investi- 1SFOL publishes the two-monthly Via Salaria 299 menti Sociali ( CENSIS - Foundation journal "Osservatorio- and theISFOL/ 1-00199 Roma Centre for the study of social invest- Franco Angeli collections: "Struinenti Tel: +39 6 84891 ments) is a socio-economic research e Ricerche-. "Quaderni di Forma- Fax: +39 6 84893269 institute active chiefly in the areas of zione". research and consultancy in the fol- The ('entro di Formazione e Studi per lowing sectors: ISFOL has set up the "Orfeo- databank i I Mezzogiorno ( FORMEZ - Training issues relating to education and on vocational training, guidance. etc. and Research Centre for Southern training: (see the paragraph on databanks). Italy) is an association established in 1965 by the Cassa per il Mezzogiorno labour market and industrial rela- (Southern Italy Fund, now the Agenzia tions: per la Proinozione dello Sviluppo del health: BDP Mezzogiorno). IR! (Institute for In- Via Buonarroti dustrial Reconstruction and SV 1MEZ local ecolunny and development: 1-50122 Firenze ( Association for industrial develop- innovation: Tel: +39 55 2346106 ment in Southern Italy ). Fax: +39 55 242834 social issues and des elopments. FORME/. plans. promotes. produces The Bibhoteca di Docuntentazione and supplies - through training. re- Users are public and pi ate organiza- Pedagogica ( BDP- Educational Docu- search. doe U rnentation and informa- tions actise in the socio-economic. mentation Library )is a public-law tionservices for public and private education and training fields. organizat;on supers ised by the Minis- users. especially local authorities and try of Education.It has the task of small and medium-sized enterprises. The information and publishing ac- collecting. storing and upgrading bib- tiities of CENS1S include the collec- liographical information and educa- Its objective is to make processes of tions: "Censis-Materiali di Ricerca**. tional and teaching docuntentation in modernizat k m based on the culture of "Annali Censis-. the monthly journal cooperation with the I RRSAEs (Re- rational organization and management "Censis- Note c C(munenti- and the gional institutes for educational re- more widespread in society . "Rapporto annuale della situazione search. experimentation and rel.resher del Paese-. training) and the 1:uropean 1:ducat ion FORME/. is ;.ictis C in the areas of and Centre. ss orks for:

The 131)P is a national institute spe- the public authorities: via V. Monti. 4 cifically responsible lor information 1-20123 Milano and documentation and acts as a SCR IIthe production 111eln. Tel: +39 2 878201

(In \ ocationol !laming 1/109,1 'he Associazione Italiana Formatori has been set up through cooperation of ocational training. (Alf:Italian Trainers Association ) between unix ersities and research in- ( Address: promotes study and research in the stitutes and organizations). iale dell'Atronomia 30. area of training xx ith particular refer- 1-00144 Roma, ence to training in companies and the Tel: +39 6 59031). problems raised hy the trainer's role. "Bibliograph Of tho history of edu- cation" (contains reports Of studies RICE - Educational ResearchThis The Association also promotes an ex- and research published in Italy over databank of the Salesian Unix ersitx change of information between the the last ten y ears in the area of the provide \ users (teachers, students. various training sectors. history of education and teaching). education and training workers) with bibliographical details of education. Users are trainers, consultants. stu- ORFEO - This 1SFOL databank, teaching and educational science and dents and in general anyone w orking hich can be accessedia the Seva includes abstracts of the content of in the vocational training field. A1F telematic network. has the follow ing caicles and publications publishes the journals -All:- (six- archives: (Address:

monthlx and two-monthl ) and the Piazza dell' Ateneo Salesiano 1. collection "A IF training-. Arlex (contains State and Regional 1-00139 Roma. legislation and re$2.ulations on voca- Tel: +39 6 8812041). tional training, guidance and employ- ment Lists Principal sources Courses ( contains detailed infor- mation on training schemes in hal): Guida all'Istruzione e alla Forma- of information on zione Professionale training Documentation (contains biblio- Temi di Vita ltaliana No. I /1992 (quar- graphical survey s of texts relating to terly I the various aspects of vocational train- Rome, Istituto Poligrafico e Zecca ing ): dello Stato. 188 p. Databanks open to the President of the Council of Nlinisters Training agencies/institutes (in- Department of Information and Pub- public formation on Italian and European lishing agencies actke in the area of train- BDP The 13iblioteca di Documenta- ing): This guide has two parts. Part I looks zione Pedagogica manages a number at education and vocational training of databanks on education and train- Nlediateca ( information and data and examines them from the point of ing. The follow ing are of particular on audiovisual progranimes for train- view of EC programmes. Part II pro- interest: ing). \ ides an os ersiew of Italian training agencies and institutions. In Part I. the "Review of refresher training This databank can be used by an \ one list of EC programmes and networks courses for teachers" (pro\ ides in- working in the various sectors of 50- dealing xx ith education and s ocational formation on the refresher courses cational training (directors of centres. training is of particular interest. offered by the Ministry of Education teaching staff, students. etc.). and other public bodies. These courses Rapporto Isfol 1992 cover education. teachi ng. educational GIANO - This information system. Milano. Franco Angeli s.r.l. science. vocational training): run 11.5 Confindustria. pros ides infor- 1992. 347 p. mation on the educational and train- ISBN 88-204-7(179-7 "Adult education"(pro\ ides bib- ing acti \ ities promoted b the indus- liographical information on adult edu- trial associations belonging to Con fin- "Ihis S olume. con) aining nine chap- cation. covering psy chological, social dustria. ters. gis es a good picture of the Italian and educational issues, statistics and training s stem and des elopments It also gix es information on some 200 from the point of'iew of European Italian and European institutions of- integration.Theakins aspects of "Bibliographical project" ( pro- tering 5ocational training courses. training. the labour market. legisla- \ides information on educational sci- tion and labour polic are also exam- ence. The databank k indexed using The s stem is open Iipuhlic and pri ined w ith particular emphasis on in- a (hesaurus produced by Liidied and \ ate users acUs e in the \ anous sectors tim anon and 1j. programmes.

VoLdlional limning I/ I Oti 1 01 6 4 Verwersstraat 13-15 sic Postbus 1585 entrum innovatie 5200 BP 's Hertogenbosch beroepsonderwijs Tel. 3173+124011 NL bedrijfsleven Fax 3173+123425 01-hese counseling offices are subsi- hho". ss Inch w as started in 1992 b Main Institutions diied h the NI inistr of Science and ses eral schools for higher N. ocational Nducation and h the Centraal Bureau training. The indices for the schools Landelijk Dienstverlenend Arbeidss ooriiening. It makes long- for higher \ ocational training base Centrum voor Studie- en Beroeps- term agreements for se \ eralears v. ith been supplemented and there is a sepa- keuzevoorlichting (1,DC) schmils and Emplo ment Eschanges rate inde \ for es ening and part-time Niu/enstraat 311 w ith the purpose ofsharing their education. NL-25 II VW 's-Gras enhage know ledge on cotmseling on educa- tel: 3170+3024611 ticm and chOice of profession and to fa \. 3170+3560882 strengthen the link between education Overzicht voorlichtingsmateriaal and employment opportunities. Nlem- allochtone doelgroepen In the Netherlands, 1.CD is the most hers of the public can also make use of CORO-Werkgroep A I lochtonen/ important centre kir stlid.in kirma- their services. Walras en-mast H.C. (ed.) tion and counseling on the choice of Houten: Centraal Orgaan Regionale profession. LCD produces a national Organen Leerlingss cien (CORO I. alit( unated information ss stem on edu- Regionale Bureau's Onderwijs 1992 cation and emplo nlent opportunities (RHO) ( I See!)hich was developed in coop- There is a "regionaal bureau onder- I.J.1 of material as ailahle to pros ide eration w ith career guidance coun- \\ ijs- in es cr rcgion. Here one can information on socational training. selors and \\ ill ser\ e to help them with obtain information on the \ ocational careers. choice olcareers, situation on their work. 1..cD isa member of and technical training gk en in the the labour market. speci fical Idirected EI.DAT. the European Association district. towards the racial minorities . One can of Database Producers. RBO-Pnj,ectinanagentent find the following t \ audio\ isual: Posthus 94 brochures and folders; material for N1.-3980 CB Bunnik Centraal Bureau A rheids our- counselors \\ ho ad \ ise on choice or tel. 3 I 3405+98444 career. reference books. Racial mi- ziening norities include: Antillians/ Arubans. Po.lbus 616 Chinese. NI aroccan s.Nloluccans. NI.-2280 AP Rijsw ijk Suri names and Turks. tel. 3170+313065 Main sources for

oor de information The "Centraal Bureau Studie- en Beroepsheuze zomler Arbeids\ oouiening- ( Head office of grenzen: handboel: the Emplo ment E \change is respon- Selectie voor het middeIbaar en I lermsen K. Kokshoorn P (ed.! sible for all matters concerning the huger beroepsondens kis 1992/1993 maatricht: coA. 1992 labour market. The 28 Regional km- ('onti I...lei al I (ed.) plo ment lAchanges. \\ Inch arc in culembor: Nducahoek. 1992 The handbook w as des eloped using charge of implementing the labour ISBN 90. I 1.021894 information pros idedb 12 I hlteli and polic \ at district les el. come under the 12 German schools from the pros C BA. The mediate hetw ccii suppl "Selectie- pros ides information for inces oh 0 \ erijssel. Gelderland and and demand of labour. counsel in the pupils 111 secondar schools 55 ho re- mhurg and from the federal stale of choice of education and general ca- quire inlormation on future studies North Rhi ne-West falia. In the first part lve! planning and has e the specific and/or careers. "Selectie- gis es con- the general frames\ ork is gi \ en on dul \ of counseling those unemploed crete information concerning the pro- hos\ the a European region can he ho has e dillicult in finding a joh cedures ins tds ed ss ith registration. seen h schools. It pn w ides practical selection. openings. inlOrmation da s information is gi \ en w Inch can he Ad% ies Opleiding en Beroep ( AUB tor practicall> all centres kw second used to organise echanges in the l'osthn 345 ar and Ingher socational tda time) Eunipean region. acti\ ities for sin 991) (iC I louten education. In theI 6111 edition ses (Jill dent counseling at iegional les el and lel. 1134(13+-1(11(14 pages are reser \ ed fOr the"( 'ooperatiel les.ons in the choice of trainirT and

11,111111rI I allal1111111111 pofession From a kumpean point of continued h\lollo\\ ing an NI130 -s-t inks enhage: SDU-DOP. 1992 ie \. The list of possible tpes ol course or alternance learning. Anen- 1S13N 90.346.1836.1 training., studies and professions be- tion is paid to technicaliarming. ser \ \ ond the horders include. a summar \ ice and caretaking and the economi This pro\ ides data on schools liii dif- of teaching and educatum s \ steins and cal/administrati\ e sector. In the last ferent kinds of secondar \ ocational

possibilities for training 111 North chapter sources and addresses \\ here training and the number of pupils Rhine-Westfalia. This summar\ in- more information can be ohtained are \\ hich attended the school during \ nesoung people to consider the listed. 1991-1992 (reference date 15 Sep- possihilities of training in the neigh- temher 1991). The data \\ as obtained

houring countr. froni pupil count held h the CBS and Nieuwe gids Noor school en beroep the Ministr of Science and Educa- 1992-93 tion. ElseN iers beroepenalmanak 1993: Martens A. handleiding voor school en beroeps- Haarlem: De 'loons. 1992 keuze ISBN 90.6(12) ).6MA) Dagscholen voor V WO, HA VO, Straten I. Vesters A (ed.) NIAVO en LBthinclusief midden- Amsterdam: I3ona \ entura. 1992 All the \ arious tpes of education are school I: aantallen leerlingen 199: ISBN 90.6882.158.X described: regular and pri \ ate educa- Nlinisterie san Ondem js en Weten- tion. oral and \\ ritten courses. The schappen. A description of about 25()( ) proles- ho(uk is useful f( wcounselors on choice Voortge/et Ondem ijs. Afd. Beleids- \ ions and positions and the required of profession. students couselors ill analyse training. The hook includes a tahle schools. stalloh Emplo \ ment \ -s-Gras enhage: DOP. 1992 gi \ ing the professions or occupational changes. compan personnel manag- ISI3N 90.346.2837.X groups and the minimum pre\ ions er.. counselors in alternance learning. training \\ Inch is required or pi eft.rred. career counselors. This pros kles data on schools offer- It gi\ es an alphabetical list 01 profes- ing education loHoss ing primar sions and a list of addresses of: m:hool and the numherolpupikshich

1 ) Institutions forcounseling on choice 1'W cursuscalendarium attended the school during the 1991- of training and profession for each Amsterdam: \*Nl. business puhlica- 1992 period. province. tion. 1992 2) Emplo uncut E \changes and of- ln: l'W Personeelsmanagement hijlage The data \\ as ohlidned from pupil count fices of the temporar emplo ment hij nr.7. \ oorjaar 1992 model-) \ the CBS and the NI inistry of agenc Start. Science and Education. For es er 3) Counseling offices for grants. Suininar\ of the courses a\ ailahle for school the data on all the different senior officials and managers di \ ided pes of da time education gi en al into the follo\\ ing categories: pro- the school i s listed. .\ n appendk re- Jaarboek opleidingsinstituten 1993 fessional staff in the field of personnel fers to the changes \\ hich to(uk place in Van Lammeren R ed and training: lecturers and conipan the courses offered bets\ en 1990 and Alphen aan den Rijn: Samson Bedrijls- staff and education counselors: \\ orks 199 I as a result or mergers. in formatie. 1992 council: commercial staff: technical Supplenient of Nlaga/ineOpleidingen and pr(uduction managers: computer Handhock heroepsopleidingen: nuet managers: computer users: manage- Beroepengids zorgsector een beroepsopleiding ga je 't !oaken ment assistants and secretaries: peo- Nationale RaadsoorVolks::eiondheid Le Bureau. COA 1-le \ oland. RO pleill oh eds ith communication ISBN 90.12.07509.2 Ile \ oland/N1. \ an Tooren. techniques and hehaviour skills or Ian \V. Iluitema guages: others. This hook gi \ es detailed information S.1.Stichti .ng 12loinotie Beroepsonder- on the large numher of professions in \\ 0..1199(11 the field of healthcare and the related Dagscholen Nom. N1BO: aantallen social ser \ ice field. The follow ing are This hook enahles one to ohtain a leerlingen 1991 described: ( para imedical prof ess clear pieture 01 the man possibilities Nlinisteriean Onderw js en Weten- nurses and related professions: ps. ol fered h ocational training. First schappen. chology and the science of social. the choice ol training and profession Directie Voor/ieningenplanning ell personal and cultural \\ elfare: sup- is discussed and then thei)ossilnlit iit 1111k \ eNting porti\ e professions. Information is. starting an 1.130 eon] se is esplained. \;001112e/ct)iidersisitsAid. BeIcid, lor\ ample. pro \ ided on; numher 01 hen it e plains how training can he anal \ po dessionals. the most important w ork

\ motional Hammy I/ NO 1 nekl, labour market. salaries, number organisation: professional isation/ number of instutions in the Nether- of men and w omen, as w ell as number. structure and policy . lands whichare invoked w ith edlica- ty pe. duration, level zmd nature of the tion and training from a point of view training required. Finally the name of policy . support. execution of policy and address of the professional asso- CEDEO-boek documentatie or ,information. Categories: go% ern- ciation is listed and mention is made externe opleidingen/ ment. institutions for the support of of any possible codes of ham iour or St ichti ng Centrum oor Documentatie education, education and training. conduct. en voorlichting over hedrijfsexterne schools, private and company train- opleidingen CEDEO ing. organisation/professional associa- 's-Grasenhage: Stichting CEDEO tions. publications on education, pub- Handboek Studie- en Beroepskeuze- 1987/88 lishers in the field of education. re- begeleiding 90.72092.01.5 search on education. Spijkerman R si H. Vineken A J R. Weekenhorg M .1 NI ted ) Overzicht adresssen en opleidingen Alphen a.d. Rijn: Samson HD. Tjeek Overzicht erkend onderw ijs vrouwenvakscholen Willink. 1990 's-Gra%enhage: Landelijk Diensten- Utrecht: Landelijk stichting akoplei- ISBN 90.6500.879.9. losbl. centrum ( LD(.' ). 1991 dingen vrouwenvakhond ENV. 1992 The following aspects are mentioned: This brochure contains a list of the theory of choosing and counseling A BC adreswikzer onderwijs en 181 recognised centres of education this choice: labour market: education opleodingen 1992-1993 in the. Netherlands. Mention is also and professions: counseling in and De Uer: Academisch Boeken made or which institution gi \ es a par- about schools: choice of studies and Centrum. 1992 ticular course. Other points such as prossions for adults: target groups: ISBN 90.72015.94.0 student welfare and grants are briefly

media and technology: method and This contains addresses of the large explained.

Servigo de Informagio Cientffica e Tecnica Praga de Londres, 2-1.0 andar P-1091 Lisboa Codex MINISTERIO DO EMPREGO Tel. 3511+89 66 28 E DA SEGURAKA SOCIAL Fax 3511+80 61 71

R.de Xabregas 52 for personal visitors or by telephone. Principal sources P-1200 Lisboa Publishes plans of activities (annu- of information on Tel.: 3511+8584701 ally). Fax.: 3311+8582112 Publishes the following periodicals: vocational Emprego e Formacilo (4x yearly) R. das Picoas 14 Dirigira magazine for managers (6x training P-1000 Lisboa yearly) Tel.: 3511+3563801 Formara magazine for trainers 1 4x Fax.:3511+538139 yearly) The following are some of the training Colecciio Formar Pedagogicamente organisations w e consider more im- This institute carries out its actis i ties Colecyao Cemirios 2005 portant because or their role as pro- mainly through government-run job Coleccno Eu Decido \ iders of information on \ ocational and vocati(mal training centres and Colecc5o ProfissOes do Futuro training in Portugal: through training centres run jointly Colecc5o Estudos \kith other organisations. Puhlishesarious numographs V ideotextdatabase of jobcentres, Instituto de Emprego e Formaciio if pro% ides assistance V,. ithjobplace- training. ocational training terminol- Profissional (1E11') ment. information and ocalional guid- ogy and other informaiion. A .Jos6Nlalhoa 11 anceand training. 1'-1000Lisboa Databasecontaining details of train- Tel.: .1511+7272536 Inkwmation set.' ice on current and ing courses and other facilities pro- Fax: 3511+7'65755 luture training courses and facilities \ ided as part of theeducational svs-

6 7 6-1 ocalional !laming I/1(191 tem and by go% ernment socational Press Forum, Conununicac5o Social. Petra. NossEurotecnet Iins ols ing training centres and those run jointl S.A. European partnerships. Ins oh einem ith Lit her bt idies. as als0 courses or- R. da Praia 185 2 in higher business education through gain sed by IEFP sand% ich course/ P-1100 Lisboa theI nstituto Empresarial Portuense. apprenticeship centres( Informatitin Tel.: 3511+3476507 Databaseof information on past ac- and Vocatitinal ( uidance Ser\ ices Fax: 3511+3476518 ikities. Directorate). Databaseof members/trainees. Publishes y early- NIinisterio do EmpregoeSeguranca Programs de Publishes information through the Formacilo Social (MESS) (training programmes ) and public media. leaflets describing the various train- (Ministry of Employ ment and Social ing activities organised during the year. Security ) Publishes a quarterly maga/ine: Servico de Informacao Cientffica e Associacao Industrial Portuguesa Industria do Norte Técnica (SICT) Res ista COPRAI - Centro de Competencia Port uen se. Praca de Londres 2. 1 Tecnica Video training aids. P-1091 I .khoa Code \ Praca das Indtistrias Puhli,hes information on its nth i ties Tel: 3511+8496628 P-1399 Lisboa Code \ through the public media. Fax: 3511+806171 Tel.: 3511+362(11(1(1 Fav 351 I +363)046 Information on \ ocational training at national and European level Institut() de Aperfeicoamento Training consultant. designer and de- Information service on training mat- Técnico Acelerado (IATA) \ eloper for indk idual or groups of ters for personal S isitors and b\ tel- Centro Nacional de Estudos e firms at national level. Specialist in- ephone for the general public. re- Planeamento formation and technical services.In- searchers, trainers, students etc. R. VictorCordon 45 ternationalcooperation and pR)jects. Bibliographicaldatabaseon educa- 13-120(3 Lisboa Organises seminars. congresses. con- tion and vocationaltraining. Tel.: 3511+3425577 ference,, training \ i sits. SS orkshop, Database of bodiesproducing audio- Fax: 3511+3461802 Database of membersand trainees. \ isual and multi-media training aids. Issues a monthlybulletin A1P - Database of trainingbodies ithin Publishes a brochure ss ith details of Informacaoandleaflets giving in- Portugal. courses, objectives and programmes. formation on it,actk it i es. including MESS videotext database Promotes exhibitions and discussions training. Publishes information Publication,: to publicise its activities. Issues an- through the public media. Provides Statistical ,eries nualPianos de Formacao (training specific information to members, coin- Informacao Estatistica (Summaries) programmes). panics and managers. Coleccao Estudos (Serie, - Em- ployment. Training and Retraining) Publishe, Boletim Mensal ISTA - Cadernos de Divulgacao Formacão Profissional which pro- Centro de Informacão Forum Boletim da Prevencäo no Trabalho vides information on courses already Estudante held and planned. asalso a monthly Estrada da Torre 26 lecture programme. ssociaciio Industrial Portuense P-1700 Lisboa Publishes informal i(m ons actis ities Divisfio de Formacao Prolissional Tel: 3511+7590516 through the public media. Fav 3511+7599615 IAPONORFeira internacional do Porto P-445() Mato,inho, PublishesAnutirio Forum Estudante CEGOC- TEA - Centro de Estudos Tel.: 3512+)958361 gkinginformation on educational and de 6 ,stao e Organizaciio Cientifica Fa: 35 121-9957299 (mining courses. train ing centres. train- - Técnica ing institutions in the public and pri- Des elopment of training in human R.Castilho 167-1 % ate sector. trainingisits organised resources.indu,trial and commercial P-1000 Lisboa b \ subject areas and a list of institu- management. management and fl- Tel.:3511+3875913 tions. Publishes a monthlx inaga/ine. n.ince.industrial deselopment. stral- Fax: 3511+651(1(14 Forum Estudante pros idinga k an eP \of information onnos colirses. Part cl a multinatiot.al trainingor- nos ty peso! joband other basic in for- Prolects under Communa -assisted gankat ion active in con.0 . train- !futon in the field of educationand programmes in the field olcontinuing ing;Ind recruitment. training: %ocational training ( Force. kuropean. Databaseol training courses.

lima III tiiii12 11,) t f38 (15 Database ol menther organisation,. .\dos I.:link-mi. a kstrada do Paco \Vorks\\ aids modernisation of the inted information: do I .unicir puhhc set-% iees and indie.ir through Amnial catalogue listing suhie,o-mat - P 1699 I A,h(, the teaehini.: of scientific icwarell and ler. duration and times of courses. Tel.: 3511+7!65141 technical ad \ isor \ser \ ices. Assists Foul month] \ calemlar of e ra\. \\ ith the specialist traMing and re I ealletsiLihhC inlormation on intli- training of Inglier-grade \ idtial eourNe,. Organise, periods of praoieol train- \ arious departments puhlish train- and courses in specialist subjects. ing programmes in dif ferent lields for Organises seminars and conferences circulation to public-sector and Centro de I nformaciio, Formaciio e for dis.cminating training informa authorities on its mailing list. perfeicoamento ent Gestilo (ii in. Puhlishes monographs on course sub- tect-matter. laicourages die creation of technical PubliNlie. information throtTli the A \ _Who Dinis i 1 schools in collaboration \\ ith pwles- P. 1000 1.ishoa public media. sional :ind industrial associations. Tel.: 3511+79560S' cooperates v. ith Portuguese and for- I.av 1511+7611-12 eign unix ersities to run teacher train- Centro de DesenvoIN imento Pessoal ing and postgi.aduate course.. Information On training and organisa e Organizacional, !Ala lion of courses in the management Produces audiovisual material tom Psiconsultorest lief& internal and e ternal training courses. R. Marques da Sil \ a 57-A Publishes training programmes Publishes inlbrmat ion brochures on 1)-1 1(1(1 1.i.hoit Puhlishes \ arions monographs and the results of training and training Tel.: 3511+8153652 hooks on management subjects. research. 3511+3S7 1165 Database of courses organised. Puhlkhe, training programmes. Database of training .tudie. puhh,he. information through Ow DriM up training plans and designs Produces instructional \kirk\ are for public media. n use kind for sale. Nlaintains, regular contact. \ ith through: Institut() Nacional de Administraciio Puhlicat ion ()fan imnual training pro- nstituto Nacional de Engenharia e - (INA) gram. Tecnologia Industrial ( !NET!) Palacio Slarqui.-. de Pombal Regular mailing shots. Centro de Formacno .Hcnica 1)-2750 Ocira. Press ad \ ertisements. Centro de Teleformacno Tel.: 3511+4432179 Permanent (cam of consultant,. and Empresarial 3511+43275P trainers.

35 Harbour Exchange Square Marsh Wall London E14 9GE British Association for Commercial Tel. 4471+987 89 89 UK and Industrial Education Fax 4471+987 98 98 The librar has the mo.t comprehen- The go\ ernment deploment dealing Vocational \e range of material on ocational \\ ith. and distrihming information on. training education anti training in the the I K education s stein.

institutions British Association for Commercial and Industrial Education Department for Education 35 I larhour 1.: \change Stituire The Emplo ment Department The 1.ihrar off Slash Wall Sanctuar Building The I .ifirar .ondon NI4 9( 'II'. Great Smith Sn'eet TaD 4471+9878989 Woiminster Moorkiot Isav 4471+9879898 -Shelhekl S I 4PQ t 'K-1 Aindon SW1P 3I1T el: .147-12 f 753275 Tel: 4471i 9255000 )rfer all e ten.i .ihrar and Inlor-

l,i \ 44742+593564 1:a .4471 +9256000 Ser \ ice on all aspects on \ tica

6? ot'alional 11,1111111g I/1991 tional education and training. I luman Scottish Enterprise Organisation. and aims to maintain Resource Nlanagementtik.1 Human 120 Bothst elI Street and des elop tile effectiS enes. of Resource 1)es elopment. Gla goW .ectoral training arrangement.. Scotland 7.1P National Institute for Adult and Institute of Training and Develop- Tel: 4441+2482700 Continuing Education ment Fax: 4441+2213217 19h De Montfort Street Marlow House Pros ides inf orniatitm on the I.ocal Leicester Institute Road Enterprise Companies. and their train- Leicestershire Marlow ing-related actis ides. in the Scottish 7GE UK-Bucks SI.7 1BN Enterprise area of Scotland Tel: 44533+551451 Tel: 44628+890123 Fax: 44533+854514 Fax: 44628+8902(18 Scottish Vocational Education A research institution and publisher Pros ides a 1 informatkol serx ice. Council (scarvEC) of material on adult education. The Librar Hallo\ er House National Council for Vocational Trainingand Employment Agency, 24 Douglas Street Qualifications Northern Ireland Glasgow 222 Euston Road Clarendon House Scotland UK-London NW1 9-21 Adelaide Street. G2 7NG Tel: 4471+3879898 Belfast Tel: 4441+2422 I 79 Fax: 4471+3870978 Northern Ireland Eztx: 4441+2422244 BT2 8DJ Publishes and distributes In:Aerial on Incorporates a useful information set-N. Tel: 44232+239944 the new s stem of qUalifications he- ice covering all aspects of vocational Fax: 44232+895678 ing introduced in the UK. education and training in Scotland. The Agency is responsible for train- ing matters in Northern Ireland. Further Education Unit Training and Development Lead Spring Gardens Body Citadel Place TDLB Secretariat Tinw orth Street c/o NCITO Main information UK-London SEll 5EFI 5 George Lane sources Tel: 4471+9621280 Rostoll Fax: 4471+9621266 Herts SG8 9AR Databases The FEU works in the broad field of Tel: 44763+247285 further education, researching and Fax: 44763+247302 publishing reports and disseminating Training Access Points information. Pros ides information on standards in A computerised information system training and development and also on providing companies and individuals trainer qualifications. with details of local and national op- Highlands and Islands Enterprise portunities for vt)cational education Bridge I louse and training. There arc over 250 TA Ps 20 Bridge Stieet National Council for Industry holding 200.000 local records plus In erness Training Organisations access to 100.000 natkinal records. Scotland 5 George I.ane INI 1QR Royston For further information contact: Tel: 44463+715400 liens Roger Seward. Honorary Secretary. Fax: 44463+715600 SG8 9AR Al.TSU. Avon TAP. UWE Bristol. Tel: 44763+247285 6 Iddesleigh Road. Redland. Bristol. Pro N. ides information on the laical Fax: 44763+247302 Avon BS6 6YJ Enterprise Companies. and their train- Tel: 44272+732585 ing-related actiities, in the Highlands Co-ordinates the work of the many Fax: 44272+73(1918 and Islands area of Scotland. industr), Indu.try Training or:

Vocauonal fraininp 1/19()1 67 t-L 1 Tom Gordon. Details open learning materials. Periodicals Vice-Chairman. A LTSU. North-West courses and sources of advice. TA p Nlerse) side House (4111 Floor). Ncrro Directory Transition 9 South John Street. I.ondon: BACIE/Kogan Page. 120 Royston: NCITO, 5 George Lane. UK-Lk erpool 1.1 81IN Pentonville Road. London Royston. Herts. SG8 9AR Tel: 4451+7097410 N I9.IN Fax: 4451+7093925 Addresses of. and details about the activities of. Industr Training Or- New s. articles and editorial on all as- ganisations. including their role in pects of vocational education and train- Directories/Handbooks developing and implementing Na- ing. with regular listings of informa- tional Vocational Qualifications. tion sources. The Training Directory London: Kogan Page Training and Enterprise Yearbook Training and Development ISBN 0 7494 0607 0 Details training initiatives. pro- Glasgow:The Planning Exchange. 186 Nlarlow :Institute of Training and Bath Street. Development. Marlow grammes and courses ith a w ide Glasgow, G2 4HG House. Institute Road. Marlow ariet of useful contact addresses. Bucks SI,7 1BD Names and addresses of all the Train- The Open Learning Directory ing and Enterprise Councils and Local News and views on UK and European Oxford: Pergamon Press Enterpri se Companies in the UK. along training. ISBN 0 08 041805 8 with many other related organisations.

Vocalional training I/1991 71 71-77 rff

List of Addresses of theNational Community Programmes on L Education, Training,Youth Executhe Training Progranime MtION ERASMUS in Japan Department of Education NGAA (Ireland) PA Consulting Group E.C. Section Mr Brendan O'Dea Mr R. Cunningham Mr Vincent Coyne Higher Education Authority 10/12 Lansdowne Road Mrs Eithne O'Neill 21 Fitzwilliam Square Ballsbridge Apollo House IRL-Dublin 2 IRL-Dublin 4 Tara Street Tel. 3531+6612748 Tel. 3531+6684346 IRL-Dublin 2 Fax 3531+6610492 Fax 3531+6681771 Tel. 3531+8734700 Fax 3531+6791315 EUROFORM FORCE Department of Enterprise & FAS - Training & Employment COMETT Employment/Structural Funds Authority Coordination Unit Mr Jim Keogh EOLAS The Irish Science and Ms V. Gaffey 27-33 Upper Baggot Street Technology Agency Davitt House IRL-Dublin 4 Ms Grainne Ni Uid 65A Adelaide Road Tel. 3531+6685777 1RL-Glasnevin Dublin 9 IRL-Dublin 2 Fax 3531+6682480 Tel. 3531+370101 Tel, 3531+6765861 Fax 3531+370172 Fax 3531+6764852 HELIOS Department of Health Youth Exchange Bureau Mr Brian Mullen Mr P. Barry Community Programme of Hawkins House 1st floor. Avoca House Stud) Visits for Vocational Hawkins Street 189-193 Parnell Street IRL-Dublin 2 Training Specialists IRL-Dublin 1 Tel. 3531+6714711 Tel. 3531+8731411 Fax 3531+6711947 E.S.F. Section Fax 3531+8731316 Department of Education Ms Pauline Gildeo EUROTECNET HORIZON Ms Bernae Mc Cabe Department of Enterprise & Mr Frank Wyse FAS Training and Employment Employment/Struct. Funds Hour 6. Apollo House Authority Co-ordination Unit Tani Street Ms Margaret Barry Mr A. Tyrrell IRL-Dublin 2 P.O. Box 465 Davitt House Tel. 3531+8734700 ext. 2417 27-33 Upper Baggot Street 65A Adelaide Road Fax 3531+6791315 IRL-Dublin 4 1RL-Dublin 2 Tel. 3531+6685777 Tel. 3531+6765861 Fax 3531+6681373 Fax 3531+6764852 DELTA Department of Education N.R.I3. University College Dublin Mr Seamus O'Huallachain Mr J. Phelan (Dept. for disabled Audio Visual Centre Apollo House persons) Mr Michael Foley Tara Street 25 Clyde Road Bel field IRI.-Dublin 2 1RL-Dublin 4 IRL-Dublin 4 Tel. 3531+8734700 Tel. 3531+6684181 Tel. 3531+7067038 Fax 3531+6791315 Fax 3531+6600421 Fax 3531+2830060

Vocational training 1/1993 72. WRC Social and Economic LINGUA Consultants PETRA Mr T. Ronayne(Dept. for Department of Education PETRA NCU disadvantaged persons) Mr Seamus O'Huallachain 4 Lower Ormond Quay Youth Exchange Bureau Marlborough Street IRL-Dublin 2 Ms Elizabeth Watters IRL-Dublin 1 Tel. 3531+8723100 189/193 Parnell Street Tel. 35318+734700 Fax 3531+8723840 IRL-Dublin 1 Fax 35318+6791315 Tel. 3531+8731411 3531+8731072 The Linguistics Institute of Ireland- Fax 3531+8731316 Human Capital and Nlobilio ITE Mr Eoghan Mac Aogain, Director Higher Education Authority Ms Patricia Nic Dhonncha Youth for Europe J. Hayden,Secretary 31 Fitzwilliam Place 21 Fitzwilliam Square IRL-Dublin 2 IRL-Dublin 2 Youth Exchange Burcau Tel. 3531+6620446 Ms Mary Bigley Tel. 3531+6612748 Fax 3531+6610004 Fax 3531+6610492 1stFloor. Avoca House 189/193 Parnell Street The Youth Exchange Bureau IRL-Dublin 1 EOLAS Mr Sean Feerick Tel. 3531+8731411 Dr Martin Lyes Avoca House Fax 3531+8731316 Glasnevin 189-193 Parnell Street IRL-Dublin 9 IRL-Dublin 1 Tel. 3531+370101 Tel. 3531+8731411 EURYDICE Fax 3531+370172 Fax 3531+8731316

E.C. Section Eurydice Unit Department of Education IRIS NM% Mr Vincent Coyne FAS Manpower Programmes and Ms Eithne O'Neill Department of Enterprise & 6th floor, Apollo House Services Employment Tara Street Ms Mary Beggan Ms Clare Tiernan, Administrative IRL-Dublin 2 27-33 Upper Baggot Street Officer Tel. 3531+8734700 P.O. Box 456 Davitt House Fax 3531+6791315 IRL-Dublin 4 65A Adelaide Road Tel. 3531+6685777 IRL-Dublin 2 Fax 3531+6682691 Tel. 3531+6765861 ext 3202 Fax 3531+6764852 Employment Equality Agency Ms Bernadette Forde Council for the Status of Women 36 Upper Mount Street Ms Mary Donnelly Member of the 1RL-Dublin 2 32 Upper Filzwilliam Street CEDEFOP Tel. 3531+6605966 IRL-Dublin 2 Fax 353 I +6605813 Tel. 3531+6615268 Documentary Fax 3531+6760860 Network:

FAS - The Training and Employment Authority Mr Roger Fox Ms Margaret Carey P.O. Box 456 27-33, Upper Baggot Street IRL-Dublin 4 Tel. 3531+6685777 Fax 3531+6609093

Vocational training 1/1993 List of Addresses of theNational Community Programmes on J Education, Training, Youth FORCE ARION EU.ROFORM Department of Employment Employment Department The Central Bureau Mr Will Thompson In-Service Training Department European Communities Branch Room N 704 Seymour News House European Social Fund Unit Ms Lorraine Huggins Moorfoot Seymour Mevi UK-Sheffield S I 4PQ UK-London W I H 9PE Level 1 Tel. 44742+594819 Tel. 4471+4865101 236 Grays Inn Road Fax 44742+594103 Fax 4471+9355741 UK-London WC I X 8HL Tel. 4471+2114710 Fax 4471+2114749 HELIOS

COMETT EC Unit Department of Health Training and Employment Agency Health Care (A) 21) COMETT Liaison Office Mr Mark Pinkerton Glynis Phillips Ms J.M. Nichol Clarendon House Room 332. Wellington House Sanctuary Buildings 9-21 Adelaide Street 133-155 Waterloo Road Great Smith Street UK-Belfast 13T2 UK-London SEI 8UG UK-London SW1P 3BT Tel. 44232+239944 Tel. 4471+9724125 Tel. 4471+9255306 (J.M. Nichol) Fax 44232+895678 Fax 4471+9124132 4471+9255254 (N. Comport) Fax 447 1+9256985 Northern Ireland University Department of Employment Enterprise Training Partnership SEPC 3 Mr Pat Donnelly Mr Roy Kettle Communitv Programme of Doncher Industrial Estate Room 458, Caxton House Studv Visits fi)r Vocational West Bank Road Tothill Street UK-Belfast BT3 9JL UK-London SW1H 9NF Training Specialists Tel. 44232+371023 Tel. 4471+2736442 Fax 44232+371024 Fax 4471+2735929 European Training Policy Department of Employment Mrs Karen Newnham, R.N.L. HORIZON Mr Wayne Price EUROTECNET Room N704. Mwrfoot Department of Employment UK-Sheffield SI 4PQ Employment Department European Communities Branch Mrs Jane Evans Tel. 44742+753275 European Social Fund Unit Room 5 13. Steel House 44742+594359 Ms Lorraine Huggins Tothill Street Fax 44742+758316 Level I UK-London SW1 44742+594724 236 Grays Inn Road Tel. 4471+2735496 UK-London WC I X 8HL Fax 4471+2735475 Tel. 4471+2114710 DELTA Fax 4471+2114749 Employment Department EC Unit Employment Department Mrs Katrina Murray Room W733 Training and Employment Agency Mrs Jane Evans Mr Mark Pinkerton Room 513. Steel House Moorloot UK-Sheffield S 1 4PQ Clarendon House Tothill Street 9-21 Adelaide Street UK-SW1H 9NF Imndon Tel. 44742+594827 Fax 44742+594103 UK-Belfast BT2 Tel. 4471+2735496 Tel. 44232+239944 Fax 4471+2735475 Fax 44232+895678 Executive Programme in.Japan Northern Ireland University ERASMUS Enterprise Training Partnership PA Consulting Group Mr Pal Donnelly UK ERASMUS Student Grants Council MrJ.Patrick Doncher Industrial Estate The University 123 Buckingham Palace Road West Bank Road Research and Development Centre UK-London SW I W 9SR IIK-Belfast 1313 9J1. IK-Canterbury CT2 7P1) Tel. 4471+7309000 Tel. 44232+371023 Tel. 44227+762712 Fax 4471+3335050 Fax 44232+371024 Fax44227+762711

Vocational training BEST COPY AVAILABLE Human Capital and Mobility NOW Youth Tor Europe Cabinet Office Department of Employment British Council Office of Science and Technology European Communities Branch Mr R. Ritzema Youth Exchange Centre European Social Fund Unit 10 Spring Gardens Petty France Ms Lorraine Huggins UK-London SWIA 2BN Albany House Level I Tel. 4471+3894030 UK-London SW1H 9ST 236 Grays Inn Road Fax 4471+3894033 Tel. 4471+2712080 UK-London WC I X 81-11, Fax 4471+2712016 Tel. 4471+2114710 Fax 4471+2114749 EURYDICE 41,0 Science and Engineering Research Council EC Unit Eurydice Unit London Mr George Stirling. Head of Policy Training and Employment Agency National Foundation for Educational and Secret. Div. Mr Mark Pinkerton Research Room 2261, Polaris House Clarendon House The Mere. Upton Park North Star Avenue 9-21 Adelaide Street UK-Stout:h. Berks SLI 2DQ UK-Swindon SN2 I ET UK-Belfast BT2 Tc 1 .44753+574123 Tel. 44793+411269 Tel. 44232+239944 Fax 44753+691632 Fax 44793+41 I 152 Fax 44232+895678 Eurydice Unit Scotland IRIS Northern Ireland University Scottish Office Education Department Enterprise Traininsi Partnership Room 803 43 Jeffrey Street TEE D Employment Department Mr Pat Donnelly UK-Edinburgh EHI 1 DN doMoorfoot Doncher Industrial Estate 9 Wcst Bank Road Tel. 4431+2445583 Porterbrook House Fax 4431+2445387 Block C. Level 2 UK-3elfast BT3 9JL 7 Pear Street Tel. 44232+371023 UK-Sheffield S I 8.IF Fax 44232+371024 Tel. 44742+597582 Fax 44742+591199 PETRA

Equal Opportunities Commission Central Bureau Mr John Sharman Ms Jane Owen Overseas House Ms Vivian Staig Quay Street Seymour Mews House UK-Manchester M3 3HN Seynmur Mews Tel. 4461+8339244 UK-London W 1H 9PE Fax 4461+8351657 Tel. 4471+4865101 Fax 4471+9355741 LEDA British Council IDPILRDP Youth Exchange Centre 10 Grosvenor Gardens Mr Ian Pawlby UK-London SWIW ODH 10 Spring Gardens Tel. 4471+4114300 UK-London SW IA 2BN Fax 4471+4114301 Tel. 4471+3894030 Fax 4471+3894033 Member of the LINGUA CEDEFOP Employment Department Mr Giles Headley Documentary UK LINGUA Unit Mr David Oatley Ms Judith Hemery. Head of 1. !nit TSID I. Room 513 Network: Seymour Mews House Steel House Seymour Mews Tothill Street 13K-I ,ondon W 1 H 9PE UK-London SW I H 9NF BACIE (British Association for Tel. 447 1+7259493 Tel. 4471+2735401 (G. Hedley ) Commercial and Industrial Fax 4471+2241906 4471+2735660 (D. 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7(i BEST COPY AVAILABLE ssis ance in processing information on vocational training The Multilingual Thesaurus on Vocational Training was developed by CEDEFOP as an information tool to be O. used in indexing documents for its 0 ** bibliographical database It Was LI.. produced in seven languages and in LU seven separate volumes in order to allow consultation, taking any one of the seven CI languages as source language. LU **

Each volume has three parts a monolingual alphabetical list of descriptors and non-descriptors: a a structured thesaurus consisting of seventeen subject.oriented sections providing a hierarchical display of each c- descriptor and term and their CDO equivalents in each language. a permutated index in which each term TD of a descriptor appears in the index. c oC The seventeen thematic sections cover: c Education: Vocational training. 2 2 guidance: Pedagogics. certification. personal development: Research. co co co science, technology: Information, a) w cris- communication: Labour, employment: c 2;1= Enterprise, human resources 'Evumemp management: Occupations: Economic ru _ a activities: Economy: Administration. I :13 ra (1) C legislation, politics: Society: Population: Countries and regions: European COMFCMgo=IC: 0 olc Kts Communities: International relations: Document type. 000>-COMO (13C-3 :171C49 N C This latest update was produced with the help of TermNet (Vienna). using TOnEE>REE UNESCO's CDS/ISIS software ow000c) Should you wish to order a copy of the > CO LI. Li.. W LL. "Vocational Training Thesaurus". write to the EC Sales offices. 1992, 275 pages. languages: DE. EN. ES. FR. GR. IT. PT: Catalogue No: HX 71 91.542-EN.C: Price. ECU 24: GBP 20.1EP 20: USD 30

CEDEFOP European Contw for the The European Centre for the Development of Vocational Training (CEDEFOP) was estab Development of Vocational Training lished in 1975 by a Council Regulation. It has the task of assisting the Commission in Jean-Monnet-House promoting and developing training and continuing training at Community level. To that end Bundesallee 22 D-10717 Berlin. within the framework of the guidelines laid down by the Community. Tel: 49-30+88 41 20 it contributes, through its scientific and technical activities. to the implementat.on of ,t Telefax: 49 30+88 41 22 22 common vocat,:mal training policy In particular. it encniirages the exchange of informat.on Telex 184 163 etwer-, and comparison of experience on issues relating to vocational training systems in the Memher States. In its activities. CEDEEOP takes into account links which exist betwei vy, abonal training and the other branches of edur. ation

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