"Research Training" (Benedek) - ERIC

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Information on Vocational Training on a EuropeanLevel.European Centre for the Development of VocationalTraining, Berlin (Germany).ISSN-0378-50689377p.UNIPUB, 4661-F Assembly Drive, Lanham, MD 20706-4391(Catalogue No. HX-AA-93-001-EN-C).Collected Works Serials (022)Vocational Training; nl 1993

MF01/PC04 Plus Postage.*Data Collection; *Decision Making; EducationalPlanning; Educational Policy; *Educational Research;Foreign Countries; Information Dissemination;*Information Needs; Information Networks;*Information Sources; Information Utilization; PolicyFormation; Postsecondary Education; SecondaryEducation; Unions; *Vocational Education*Europe

This issue includes the following nine papers on thetheme of collecting and utilizing information on vocational trainingin Europe: "Information on Vocational Training in the FederalRepublic of Germany" (Hardenacke); "Devolved Decision Making in theU.K. Demands Wide Dissemination of Information" (Cowan, Brown);"Compiling Information on Vocational Training: A Trade UnionPerspective" (Andre, Theunissen); "Networks of Specialists at theHeart of Information Policy" (Lenain, d'Iribarne); "ResearchScientists and Information on Vocational Training in Europe"(d'Iribarne); "Decision-makers Information Needs in VocationalTraining" (Benedek); "Client-oriented Information about Education andthe Labour Market in Europe" (Frederix, Mensen); "A StatisticalInformation System for Vocational Training: Portugal" (Goncalves deSousa Fialho) ; and "Information Policy and Needs--A Closed Cirole oran Infinitely Long Line?" (Adams). Also included are thenames/addresses and descriptions of the services provided by thefollowing sources of information about vocational training at theEuropean level (the European Centre for the Development of VocationalTraining) and in Brussels, Denmark, Germany, Greece, Spain, France,Ireland, Italy, The Netherlands, Portugal, and the United Kingdom.(MN)

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No 1/1993

Informationon vocationaltraining on aEuropean level

ISSN 0378-5068

U.S DEPARTMENT OF EDUCATIONOffice al Educational Research and improvement

ED ATIONAL RESOURCES INFORMATIONCENTER !ERIC,

Tns document haS been reprOduced asreceived from the Pers On or Organizationoriginating itMinor changes have heen made In improvereproduction Quality

I Points of vie. Or Opinions Stated in this docoment do nol necessarily represent offir.alOERI Position or Policy

PERMISSION TO RE°RODUCE THISMATERIAL HAS BEEN GRANTED BY

t

TO THE EDUCATIONAL RESOURCESINFORMATION CEN1ER (ERICI

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CLDEFOPEuropean Centre for the De elopmemof Vocational TrainingJean NIonnet I louseBundesallee 22. D-I0717 BerlinTel.: (030) 88 41 20Telev 184 163 eucenI'il\: (03(i) 88 41 22 22

Vocational TrainingRegular publicationof' the European Centretbr the Developmentof Voca(k)nal Training

This publication appears15 ice a )ear in

Spanish. Danish. German,Greek. English. French, Italian.Dutch and RwRi(2 uese

PubliAlted Wider dieErnst Piehl. DirectorCorrado Politi. Deputy I)irectorEnrique Retuerto de la T(wre.Deput) Director

Editorial

Content am/ structure:Fernando Reis

Technical produrthin, coordination:13ernd MohlmannBarbara de Soura

Rewomilde for translation:Colin Mc Cullough

Coordination (translation)::\lison Clark

Layout:WerbLagentur7.6hlke Scholr & Partner Gmbll.I3erlin

FCC/In/COI PrOdi/CliOli With MP:\eI IhIllq0ek. Berlin

The contributicms %Sere recei\ ed onor before 30.04.1993

The Centre NS as estahl i shed 1)) Regulation

No 337/75 of the Council of the EuropeanCommunities

The \ iess e \presedh\ contributorsdo not necessaril) reflect those of thewropean Centre For the Des elopment

or Vocational Training

Reproduction is autholi/ed.e \cept for commercial purpoc..pm\ ided that the source is indicated

Catakigue nuinher:IIVAA-0(-noLkN4'

Printed Inthe Federal Rcpublit of German \ 003

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No. 1/1993: Information on vocational training on a European level

Contents Page

1)ear Reader.

Information on \'oealional Training in the Federal Republic of (ierman.1//ivd //w.denacke

Des olsed deckion making iti the t demands side dksemination of informationMari l'ourm; Rh hard Broil!! I()

Ctnnpiling information on ocational training:a trade union per.pecti e.1/tiria //e/emt Anne I. rancoie rhcum,sen 13

Nem orks 01 .peeialkk at Mt: heart of 'Morin:mon polh..Phi/t/tpc Lenain: .1/din d 15

Re.earch scientkk tind Information on (teat lona! training in I;tiropc.11aut (171.i/write IS

Deckion-maker. Information Need. in Vocational TrahUng,Indras BrIletIck 24

Client-orientated information about education and the labour market in kurope/.. I rederik: Theo .11ensen 26

.\ statistical information s)sieni lor ocational training: PortugalJose ,11110itio .1)115(1 jullho

Inlormation polIc ,ind nt.ed../. .11it Intel .1(latm 3;

11110111111th it s)urc('s

41)

FORI-N1/VDAII/( '11)0(71('01)0(' 47DK: Skl. (Staten. FrIllerssptedagogiske I .:ercruddanneke 401): 13 MR diundesiiktitut lur lierukbildung(IR ()LH: S I

1NF.Nl thktittito Nacional de Linpleoi . 541 : Cenne IN1+0 5(1

IhI : S (An Fora,. Aieanna Samlidir The .1 kilning and Imiplo mem Atiniorn 57I: ISHII (IInulo lo Ss Iluppo della roma/ione dci I as orator')NI . CI1313 (Centrum limo\ betoep.ondemn. bedriikk.s en) 62

SR' (Selsic0 de Inlormacao ()entitled e ecincm (14

1 BACH.. tlirnkli Asociation lot Comilleicial and Intliku lilucationi

Veevt

The o.nnpletion of the Single EumpeanNlarket of the European Communities iscreating new information needs, in par-ticular in the s ocational training field. andis complicating the tasks of those ss hohave to utilize the basic information whichis available to produce "Communit- in-fOrmation for \ arious Users.

Information can be successfully producedonly when the needs for this informationare known in some detail. This is the onlyway in which it is possible to determinewhat sources of information to select, howto cross-reference this information, in whatforms it should be presemed and how itshould be disseininated. In the \ ocationaltraining field users are \ ery diverse and are

proliferating and coalescing as trainingand work become ever more closel con-nected. They are often both users andproducers of information.

Decision-makers in the area of trainingpolic and partners in the training systemin general need ad\ ance in kirmation onthe quantit and quality of training needsover different timescales in order to maketraining systems more efficient. The de-cline of organizations based on Taylor'sideas has gis en rise to types of organiza-tion entailing occupational profiles whichhave yet to be fully codified. Forecastswhich link training and employment in amechanical and rigid way are obviouslslimited just as training needs cannot bededuced directly from employment kire-casts. In this "post-Maastriclu- period thereis, how ever, a need for points of referenceso that the quality of training can be im-proved and points of convergence rein-forced in order to ,.uppiirt common objec-tives.

Employ ers ss mild like basic informationallowing them to evaluate experience ac-quired front work and the actual end re-sults of training systems in the \ ariousMember States. especiall at a time whenthe tree movement of workers is pa \ ingthe ssa for much greater mobilit

Vmahonal training 1/1903

This system of references and related in-irmation has yet to be constructed.

Product and organizational changes areleading many emplo)ers to establish sys-tems kir the forward management of jobsand skills which require forward intOrma-tion. especially as in \ estmem in training isincreasing and has to he optimized.

Indis iduals, on their side. face growingproblems finding their way through thelab rinth of e er na)re complex trainingsystems. They need information whichmakes the enormous supply of trainingmore transparent both nationally and withinthe Communit) so that they can inake themost opportunities. When entering intonegotiations On their employment poten-tial in the various labour markets of Eu-rope. workers and their representativesmust also be able to provide inkifmationon their professional and training exper-tise which is -intelligible- throughout Eu-rope.

The eniergenee of new information needsin the field of ocational training is rela-tively recent. Not all Member States haveseen vocational training as a priority. In-ternational markets and competition andthe global economy have made it neces-sary to take increasing account (Mlle qual-ity of labour forces and have graduallchanged (he status and role of vocationaltraining, taking it well be) ond the oldkirmula of "more training. less unemploy-ment-. Decisions on training have to he inkeeping with these developments and musttake account of the European context. In-formation on the operating methods andchanging patterns oldie arious Europeantraining systems. shaped by the societiesw Inch generate thein. therefi ye plays animportant part in the formulation of train-ing policies at national and E(' level.

The attention being paid at present to vo-cational training is a serious challenge tothe various authorities responsible for pro-ducing information in this field within theCommunity. as the production of reliable.consistent and comparable informationraises a host of problems. One of the mainpis( iblems is that it is oken difficult nowa-days to draw a clear dividing line betweeneducation and training. between initial andcontinuing training. betw een trainingplaces and workplaces. and betw een ex-

pertise acquired from w ork experience.

While, as mentioned abos e, the notion ofneed cannot be seen in isolation hut has to

be related to different users, what theseusers want, in os erall terms, is simple.rapid and reliable ink mutation allowingthem to tackle the problems which theface.

'Pie complex it.s . lack o leo n iparability andcontinuous change which are featUres ofour societies make it necessary for infor-mation -producers- to work with increas-ingly large numbers of variables whenthey attempt to make sense of this complexsituation. which may make sonie informa-tion difficult to use. Finding a balancebetween the "simple-. ofien misleading.iind the "complex-. often indecipherableand unintelligible. is undoubtedly a kefactor in reducing the gap between theoutput of information s.s stems and the useof information. This gap may lead to de-la\ s in understanding situations and ad-justing decision-making structures.

ln general. decision-making structurescentralize strategy, decentralize tactics and

further decentral i dav-to-da action. Theway in which information is disseminatedto the \ arious levels Of the decision-mak-ing Si rue! pre must be designed to preventtactical information 1mm being convertedinto strategy and to pre\ ent strategic infor-mation from being converted into tactics.

A basic problem in the production of q

tit"ti ye infomation at European level isthe extent to which basic concepts anddefinitions coincide and allow for the po-duction of reliable and comparable data.Should we envisage the formulation ofstandard (and universal) frames\ orks forthe collection of inkwmation in differentcciuntries? Should sve, in c(nurast. worktowards systems of correspondence be-tween the various national frameworks? lfso. are we able al present to build upelements of equivalence at national les elwhich can be transferred to the Europeanles el? Gis en the multiplicity of infOrma-lion sources in Member States and theresultant dissipation of data especial in

countries in svhich inlimnation is highlyregionalized). where should s% e collectinformation which is relevant and how canwe define this reles ance? How can ss eestablish better links bets\ een these differ-

ent sources? What is the real meaning ofsubsidiarit in the area of information pro-duction?

In the area of "qualit) . an enormous vol-ume of information is available from the

ast numbers of studies and surveys con-ducted in the Member States. This infor-mation is often dispersed and is so sub-stantial and complex that it is difficult tointerpret. There almost seems to be a lackof information when users arc unable tomaster this huge volume of information,

Farewell Georges!Georges Dupont, editor of the "VocationalTraining- Journal since the beginning ofNM, will in future take a more distantview of our work as a retired colleague.

Georges lefl us at the end of April. F lisadvice, his international experience andhis contacts with prominent N. ocational

2

especiall when we know that in somecases the types of decision-makers forwhom surveys are designed and the typesof action to which they may lead have notbeen defined in advance.

Building up information at Communitylevel consequently requires technicallyproficient authorities able to select infor-mation which is relevant, cross-referencequalitative and quantitative informationfrom different sources and place this infor-mation in a Community context in order to

training experts will be sadly missed. In acrisis Georges always found the enthusi-asnl and the energy to ensure production ofthe journal.

Although his many outside interests willleave him little time, we hope to see himnow and again here in Berlin.

5

meet the needs of different users. Thecomparability of the information avail-able is an important question in this workas this information is by its nature specificand non-comparable. While the addedvalue of Community information has to beseen in terms of comparisons of varioustrends in vocational training in variouscountries and the analysis of divergenceand convergence, finding out about spe-cific national features is a key factor in anycomparison strategy.

Ernst PiehlDireckn-

Goodbye. Georges. Our best wishes gowith you.

Fernanda Oliveira-ReisBernd MöhlmannBarbara de Souza

Vocillional uii.iui ig Ill 993

Information on Vocational Train-ing in the Federal Republic ofGermany

The German system of initial voca-tional training and continuing voca-tional training is distinguished by itsdecentralized organization, its prox-imity to the practice in enterprises andthe cooperation between the FederalGovernment, the Lander and the so-cial partners. This results in the voca-tional training on offer adapting rela-tively quickly to developments in theemployment system and the labourmarket while taking into account theinterests ofall those concerned. A com-prehensive base of information is oneof the most important requirementsfor this. The range of Wormationavailable in Germany includes funda-mental information for vocationaltraining policy and planning (particu-larly the annual vocational trainingreport), extensive information andcounselling services available to em-ployees, trainees and enterprises, in-formation on innovative developmentsand the findings of research on voca-tional training as well as informationon vocational training throughoutEurope. In Germany there is interestin an exchange of information andexperience both between MemberStates and at Community level.

AlfredHardenackeHead (1.1 dic

nepartment ('fan' rederal

Ministry III Ldurathm (111(1 Scirnce

Ot I/1991

In Germany . enterprises \ olunteer to pro-\ ide initial vocational training s, ithin thedual sy stem (vocational training alternat-ing bets\ een an enterprise and a vocationalschool). While initial \ ocational trainingss ithin the dual sy stem is pros ided accord-ing to legally regulated national standards,continuing S ocational training is organ-i/ed by enterprises, the social partners,private training pros iders. institutions andtrade associations. largely without stateinters ention. with free competitionamongst training pnividers.

The initial and continuing \ ocational train-ing on offer is decentrally organi/ed on thewhole and k largely regionally orientated.Decisions on the s ocational training to beoffered are taken decentrallv. The consid-erahle ins olvement enterprises and thesocial partners in vocational training en-sures it is closely aligned to the employment system. As a result, trends in the

ocational training on offer dynamicallyfollow regitmal developments in the strue-tun: of the economs . the labc)tir market andqualification structures. which are reflectedin the \ ocational training demands of en-terprises. trainees and employ ees. A coin-prehensis e infi-astructure for information

nal if this system s to w ork. It mustaccommodate the peculiarities of the sys-tem and the information demands of train-ing pros iders. applicants and others in-s ols ed in s ocational training.

A description oldie basic structures of theGerman s \ stein of vocational training willfollow to throw more light on this subject.

The Initial VocationalTraining System

far most y otmg people in Germanymulct take s ocatio»al training

ss ithin the dual sy stem after completingtheir general education. Vocational train-ing lasts three to three-and-a-hall year,tOrm \ part of stage I I econdar educationwithin the German education system andqualifies trainees to sl ork a \ fully qualifiedskilled workers'.

:,nterprises from all economic sectors pro-vide training places within the dual sys-tem. They conclude a training contractwith the trainee in accordance with Fed-eral stipulations, bear the costs of on-the-job training and pay the trainee a trainingallow ance:. Access to the dual sy stem isopen to all young people and does notdepend on the applicant ha \ ing gained anyparticular school certificate. Although en-terprises are not obliged to offer training:ind are free to choose their own trainees.nearly 70( of the children born in an) oneyear are trained within the dual sy stCttI. Althe end of 1991 I. around I .7 million \ oungpeople were undergoing ocatUmal train-ing within the dual system.

Trainees ty pically spend three day s a weekbeing trained in an enterprise and attend aocational school two day s a week ( 12

hours). Voczaiimal schools continue gen-eral education and supplement the prac-tice-based \ oeational (raining w itli \pe-cialiied theory. Vocational selnwl cur-ricula are regulated h law \ of the I .iinderand f011ow the guidelines of the skeletoncurricula of the Conference of Ministers ofHucation and Ctittural Affairs of the.finder. These skeleton curricula are eoor-

dinated ss ith the Federal training regula-tions for on-the-job training Is ithiii the

dual sy stem. In this ss . on-the-job train-ing and school-based instruction. ss hichtogether make up full-time s ocational train-iutg ss ithin the dual ss stein. lOrm an interdependent unit.

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The approximately 370 state-recognizedtraining Occupations of the dual sco er the full spectrum of skilled work inindustry. commerce. the craft trades, theliberal professions, the cik ii service, agri-culture and shipping. For this reason. within

each occupational field. dual system train-ing con eys general. interdisciplinary andspecialized qualifications that are broadlyapplicable in the labour market and soenable a high degree of flexibilit:, andmobility

The contents of these quali fications fur the

enterprise-based part of training are set ata national level for each training occupa-tion in the form of training regulations.This sets a uniform national minimumstandard which must be met by everytraining enterprise. irrespective of what itscurrent demands might he'.

Training regulations are drawn up by theFederal Institute for Vocational Trainingwhich collaborates with experts of thesocial partners. The regulations are devel-oped on the basis of occupational experi-ence. the findings of labour market andoccupational research, occupational andwork education as well as pilot projectsand experiments. They are agreed upon bythe social partners at Federal level andenacted as legal regulations by the Federalgovernment. If changes in the employ-mem system require it. training regula-tions are revised in the same way. usuallyat the request of the social partners'.

This process. particularly the involvementof the social partners, ensures that voca-tional training meets the current demandsof the employment system. It also takesinto account the interest \ that employeesand enterprises have in a ty pe of training

hich. by convey ing both general andinterdisciplinary key qualifications, alsohelps w orkers cope on a fairly long-termbasis with changes in the structure of theeconinny. wiirk (wganization and techno-logical change. prepares them to engage incontinuing \ ocational training and helpsthem to de N. clop their personality .

Twining may only take place in trainingenterprises in \k hich the qualifications de-manded by the training regulation can beeon \ ey ed by trainers ho can pro\ ideprool of their suitability . ler trainingtelationship must be registered w tb one 01

the public-law regional and sectoral self-governing institutions (chambers of in-dustry and commerce. chambers ofhandicrafts. chambers of the liberal pro-fessions. etc.). These also assess the suit-ability of training enterprises and trainers.the comprehensiveness of training and itsquality . Hnal examinations are governedby examination regulations which comply

ith the requirements of the training regu-lations. Trainees sit their examinations atone of these chambers ("bodies responsi-ble for \ ocational training") of which thereare about 400. The examinations are runby a tripartite examining board consisting()fan employers' and an employ ees' repre-sentative and a vocational school teacher.

The Continuing VocationalTraining System

A pluralistic continuing vocational train-ing system geared to the principles of amarket economy caters for the trainingneeds of German workers once they ha \ ecompleted initial vocational training. Theregulation of continuing training is char-acterized by decentralized responsibility.deci \ ion-making mid financing structures.On the continuing training market we findthe social partners with their training cen-tres. enterprises. trade associations. pri-ate training centres and also publicly-

funded continuing training establishmentsall competing as training providers on anequal basis. In-company continuing train-ing has become the most important ele-ment in continuing vocational training inrecent years. More than half of all continu-ing vocational training courses are pro-vided and financed by employ cr.'.

l'Aperience shows that this open and plu-ralistic continuing training market pro-vides an ample supply of continuing train-ing that reacts flexibly to developments inthe wiwking world and to the changingsectoral and regional continuing trainingneeds of enterprises and employees. In1991. 21'; of all Germans aged between19 and 64 (hat is. approximately 9.8million people took part ill continuing\ ocational training.

Indi \ iduals. enterprises, chambers, tradezissociat ions. the social partners and othercontinuing training \ iders are revolt-

7

sible for the organization and utilization ofeontinuing Nocational training. As a re-sult, by far the most of the continuingtraining on offer is not regulated by state or

other public laws. In this sy stem. quality isassured not through state regulation butthrough competition among the providers.who bear the financial risks of their schemes

themsel \ es. and through quality assurance

instruments inherent in a market economy-.In the final analysis, when continuing train-ing is regulated in this manner, the qualityof a course and its attractiveness to poten-tial participants is proven by its recogni-tion and utilizability on the labour market.

Only the so-called further training occu-pations are subject to public regulation.Candidates enrolled in these courses ac-quire new and broader vocational qualifi-cations which they can use for career ad-vancement. the prerequisite being com-pleted initial vocational training followedby (usually) a number of yLars experienceat the job (upgrading training). These fur-ther training courses and examinations areregulated h \- public statutes of the cham-bers of industry and commerce (see above I.

by Federal or Lander laws (e.g. furthertraining to become a master craftsmen inthe craft trades and industry . further train-ing to become a technician and compara-bly demanding qualifications in occupa-tions within the service industry ).

Training courses and examinations withinthe framework of a retraining or late train-ing programme in state-recognized train-ing occupations for adults are subject tothe same legal regulations as training foryoung people within the dual system. in1991. around 230 000 people sat recog-nized continuing training examinations ( forfurther trzdning occupations. retraining orlate training in recognized training occu-pations). Mostly the candidates had com-pleted lengthy training courses often last-ing a number of years. running concur-rently to their workinglife or they attendedfull-time courses run by \ arious trainingpro \ iders or specialized institutes.

It is in keeping w ith the market economyand the principle of autonotnous responsi-bility that the financing of continuing vo-cational training is largely based on theinterests of enterprises and indi\ iduals.Continuing training courses \\ hich aremarily in (he interests of the enterprises are

financed by them (e.g. updating training toadapt workers to changes in the organiza-tion of their work or t) technologicalchanges at the w orkplace). Continuingtraining which is mainly in the interests ofthe indk idual (e.g. continuing trainingundertaken for career advancement ) is paidfor by the individual.

The principle of continuing training or-ganized along market economy I ines. basedon the demands of enterprises and em-ployees and financed by them is supple-mented by the principle of social responsi-bility (or groups of people who would nothe able to assert themselves on the con-tinuing training market (e.g. the unem-ployed. those threatened with unemploy-ment. women returning to work, the so-cially disath antaged. etc.). Further train-ing. retraining and job familiarization ofthese groups of people are sponsored bythe Federal Labour Office as decreed inthe Labour Promotion Law".

Beyond this, the state sponsors demand-ing continuing vocational training oppor-tunities for particularly talented skilledworkers. It provides continuing traininggrants w ithin the framework of a "FederalMinistry of Education and Science Pro-gramme to promote talented persons whohave completed vocational training underthe dual system-. The scholarship-holdersin these programmes. selected by the cham-hers (see above) according to guidelineslaid down by the Federal Ministry of Edu-cation and Science. are granted up to3 000 Deutschmarks per year for up tofour years to help them take part in ad-vanced continuing vocational training'''.

Information on VocationalTraining in Germany

So that the benefits of the highly-flexibleGerman systeIll of \ ocational training canbe used to the full. the sy stem needs to bemade as transparent as possible throughcomprehensive and up-to-date in fortna-t ion Ibr training providers and those seek-ing training as well as for those responsi-ble kir devehiping qualifications.

If we look at the demand for general andspecialized training, long-term occupa-tional and employ ment prospects and theopport Unities for trainees. employees and

job-seekers to move flexibly both nation-ally and across Europe and if we bear inmind the emphasis that employers placeon the vocati(mal qualification of theiremployees so as to safeguard their com-petitk eness in regional and national mar-kets, in the Single European Market andthe world market, then the a ailability ofthis information forms the basis of:

target- and quality -conscious and de-mand-orientated beha iour on the part ofvocational training providers and thoseseeking vocational training:

quantitative and qualitative develop-ment of vocational training opportunitiesby those concerned (those politically re-sponsible and the social partners at na-tional and regional le\ el. enterprises, pro-viders of continuing training, initial andcontinuing vocational training personnel.vocational training researchers, etc.):

a German contribution t(iwards ex-changing informatioa and experience, to-wards developing joint principles and ob-jectives for vocational training policy inthe Member States as well as towardsdeveloping vocational training in the leastdeveloped regions of the European Com-munity.

At national and regional levels. the avail-able information particularly includes:

information on structures and the po-litico-regulatory and legal tbundations ofthe German vocational training system(particularly ('or foreigners interested inthis):

information on the contents and qual-ity of the initial and continuing vocationaltraining on offer:

information on structural, qualitatk eand quantitatke developments in voca-tional training on offer and on the demandfor vocational training:

infOrmat ion on the participation in 0.

cational training of the different targetgroups (school lea ers sub-di\ ided ac-cording to prior schooling. qualified andless qualified employees. employ ees iron 1large enterprises and from small and nnd-dle-sized enterprises, di sails antaged mingpeople. the unemploy ed. \Witten return

ing to work, etc.) and on promotion ofspecific target groups:

information for initial and continuingtraining personnel on specialized materi-als and methods used in work and occupa-tional education to con e qualificat ions.while taking the educational backgroundsof the various target groups into account:

inforniation on current and anticipateddes elopments in the labour market and theemploy mem system (changes in the struc-ture of the economy and in the organiza-tion of work, technological changes. etc.and their importance for the developmentof qualifications) as well as informationon Me current goal lication structure of theworkforce and tlie resultant consequencesfor the further development of qualifica-tions and the pros ision of labour market-orientated initial and conti n u.ng vocationaltraining:

11 information on European Communityocational training pr0jects. e.g. trans-

national vocational training exchangeprojects. support of s ocational trainingschemes through the Structural Fund. thedes elopment of joint Community princi-ples and ohj ccli yes On S ocational trainingpolicy and w ays of realising these at thenational les el. etc.

The annual vocational training report ofthe Federal Ministry of Education andScience gives a comprehensive overviewof the information currently available onthe topics outlined above,

The Annual VocationalTraining Report of theFederal Ministry of Educa-tion and Science

According to Section 3 of the VocationalTraining Promotion Act. the I.edet al Min-ister of Education and Science is obligedto 55 rite a report On S ocational trainingel.er :kcal' and prey:ill II to the 1-et'eralCir5ernilictlt.

fhe s ocational waning report is coin-Prked 01.M 0 sections. In the I irst part filkso-called policy section ). the Federal (iosernment sums up the tnain political de% el .opments in the field of ocalional naming

ABIE

in the light of the guidelines 01 it, \ oca-tional training pol.c

The polic \ section Of the 1993 \ ocationaltraining report. for instance. dealt w ith\ ocationzil training throuehout Europe n, o-cational training polic \ in the EC: mobil-h.\ and freedom of nit) \ ement in liarope:European sponsorship priigrammes: \ o-cational training aid for Central and East-ern FAI rope ). issues concerning the qualityOf \ ocational training in German \ (trendsin the demand lOr training and des clop-!Bents in the demand for qualifications:concepts for polic objectives to (Ie\ elopthe dual s stem and give equal value togeneral education and \ ocational training:the principles and objectives of continui ng\ ocational training polic : the promotionof women in vocational training). as wellas issues concerning the de \ clopment or\ ocational training in the -new Under.The final chapter or the polic sectionalw a s presents a summan of develop-ments in qualit and quantit ith ivgardto suppl zind demand \\ ithin the dual\\stem of \ ocational training in the pro i-ous \ ocational training ear. It predicts thetie elopment in the current and coming\ ears and draws conclusions from this onwhat strategies are needed to secure abalance betw cen suppk, and demand.

The second part or the ocational trainingreport contains 515 chapters w hich gi\ e a

eomprehensi e and tif.ferentiateddeerilltion of all the facts and infoi mation onqualit and numhers that are decisive forthe de \ elopment of \ ocational training.This section includes important findingsof recent pilot studies and r:search into\ ocational training and the labour market".

The draft of the \ ocational training report.part icularl the polic. section. is dkcussedin detail b the board of the Federal Insti-tute for Vocational Training. The board ofthe Federal Institute. \\ hich is legallobliged to atk ise the Federal go \ einmenton all important aspects of \ ocational train-ing. consists of an equal number of repre-seinatk es from emplo crs' organi/ations.the trade union federations. the Liinderand the Federal go\ eminent. The e periopinion of the social partners imd theL'ander arc published as a part of (he e)ort, as is the resolution of the redo algo \ eminent on the \ ocational iraming re-port. once it has been discussed in cabinet

er ear. \\ hen it Ncei \ es the report. theGerman Bundestag ( kiwer house of par-hament ) holds a comprehensive debate on\ ocational training polic in its commit-tees and in the plenar assenibl. At theend of the debate. the 1311 ndestag inakes zinofficial statement in a resolution of theplenar assembk on the state of oca-tional training and the political guideline,of the Federal Go\ eminent.

The annual \ ocational training report ofthe Federal Nlinister of Education andScience is therefore one of the major foun-dations for the formulation and planningof \ ocational training policy and tOr thepractical work of those in ol ed in \ oca-tional training in German \ (the FederalGo \ eminent. Under, social partners. en-temrises. continuing training pro\ iders.initial and continuing \ ocational trainingpersonnel. etc.).

Readers of the repiirt are infortned aboutthe ocational training polic of the Fed-eral Go\ aliment and the opinions of thesocial partners.The recei \ .:concise.com-prehensi \ c and up-to-date information onall the important aspects of the de \ clop-ment of vocational training in German \Since the \ ocational training reports ha \ ebeen published annualk since I (-)70 the\pro\ ide a complete o \ en iew (lithe trendsin \ ocationzd training ill German o \ er thelast t o decades.

Apart from the \ ocational training report.the-main source book-on \ ocational train-ing, a w ide range of information is mail-able at national and regional levels inGerman on all areas and aspects of \ oca-Ilona! training. It is not possibli: to outlinein this report an \ w here near all the infor-mation that is on offer. The follow w ill

therefore concentrate on gi \ ing an o \ er-\ iew of the nalional inlOrmation a \ ailahleand on esamples that might be of interestto readers limn other Nlember States'

Also omitted is a description of the \\ iderange of information and \ ocational coun-selling \en ices offered b the Federal_abour Olfice ( Nuremberg) to \ mine peo-

ple and idults prior to their entering the\\ orkforce and during their \\ oi king lk es.This co \ ers all aspects ot choosing anoccupation and career ad \ ancement. Thismformalion ;.ind counselhng is \in all pais of Gentlaik in I labom

e \ changes and ()40 subsidiary offices. The\ ocational information centres of the la-bour e \changes ha \ c quali I ied \ ocationalcounsellors who pro\ ide information andgive indk idual counselling. They areequipped with modern and traditional com-munication media to enable the indk idualto acquire information himself on all as-ptct, of training and on ihe i'.aihahihit orinitial and continuing \ ocational training( including particular aspects of vocationaltraining and working in other parts ofEurope). Information in ail Communitlanguages is m ailable on this from theFederal Labour office.

General Information onthe Structure and theRegulatory and LegalFoundations of the Initialand Continuing VocationalTraining Systems

Information brochures are available fromthe Federal Nlinistn of Education andScience (Bonn). the Federal Institute fOrVocational Training (Berlin). the FederalLabour Office (Nuremberg). the Confer-ence of -Under- Nlinisters of Educationzind Cultural Affairs (Bonn). the Educa-tion Planning and Research PromotionCommission of the Federal Governmentand the Lander. Ili,: Ministries of Educa-tion and Culture of (he Under, the em-plo crs' umbrella associations representedon the ComilUttee of the German Economon Vocational Training (Bonn). the Ger-man Trade t 'mon Federation (Di.isseklorl).the German Salaried Emplo cc Union. theCarl Duisberg Gesellschaft in Cologne'and other sources. The publications ofthese organi/ations include a number ofpre\eniation.\ Offhe (h/Wi sy\lt'in /if l'Orti-liOna/ Inuit ing for interested per-10111P.M)/(ibrOad \ video cas\ettr. with an accom-panying hor,410 oh the dull/ sysfrill in (diI.0 hillgliages is a \ ailahle at the FederalMinistr \ of Fducation and Science.

In addition to the \ ocational training re-port. the Federal Nlinistr of Educationand Science publishes imporlowtal intormatiott oh developments r11 vmv-tionol trairrim; in 0s anntml publication"Grund und Su uktunlaten- ( Basic and

\

Structural Information). Series 2 ( \ oca-

lional schools) and 3 ( ocational educa-tion. on-the-job training I. \\ hich appeare \ er ear in the specialiied series I

ldiiiui und Kuhn!' ( Fducation andCulture) puNkhed b\ the Federal Statis-tic', Office 1 NA'ie 'h:idei iL are also a mlitree

of \ er% differentiated sLuistieal material.

The brochure "Au.shilibint; atul Berm:Rechie (old PI lichten tutill rend derBeruRansbil(Iung- (Vocational Trainingand Work: Rights and Obligations during\'ocational Training) contains inform-tio:1 on the Ici;a1 jiwnetvork unded p.m!vocanomd training. It IN published h theFederal Nlinistr of Fdtication and Sci-ence and kept up-to-date.

Information on SelectedAspects of VocationalTraining in the DualSystem

VALI.> ear the 13erlin-based Federal Insti-tute for Vocational Training 1311313 ) pub-lishes a conffilete and updated catah(gue

recognized fronting occupat %OM

Within the (hull splem (and of all othera \ ailahle initial \ ocational training coursesregulated h\ Federal or I .ander lass.).

The Federal 1 .ahour Office cii Nurembergpublishes detailed nyornuilion on rdeog-n;zed !Pinning occupation.% (the most im-portant contents of the training regula-tions. descriptions of the specific occupa-tional act \ ities carried out b skilled \\ mis-ers \\ ho ha\ e completed their training.career and further training (ippontunties)in \-olume I of the series "131atter itiiBerulskunde- ( Brochures on Occupa-tions). The complete tekts ccf all trainingregulations /or !raining in emerpri\c% 10.gether with the skeleton curricula drawnup In. the ('Onlerence cl hind .;linister+olEdu«ttion and Cultural .1,11airs co% crinpthe part of training taught in \ ocationalschools nia be obtained trom theBertelsmann 1'er1;q I<( publishing house

iii Bieleleld.

I he Federal Institute lor Vocational fill11

istleci chich mipleincillnit;/Fifinini; prcli

/We ill iSeS. \ planation,. :ind int

con,11 I;Pri

plementation aids or tins kind are alsopublished b the social partners in theirinformation sheets and brochures. In zuldi-non. the Federal Institute for VocationalTraining and other \ ocational training in-stitutions regularl publish brOdlIll'e.s,material and Inindoub ilte couleur+ andedueanomd aml melho(lological aspects

VOCational training in enterpri.ses. Hand-

out% on vocational [milting ol specialgroups ( promoting the disad \ antaged.ming. people \\ ith learning difficulties.

ffie disad \ antaged and (cung for-eigners) are a \ inlable from the FederalNlinistr\ of Fducation and Science.

The catalogue of recogniied training oc-dUpations mentioned abo \ c also containsthe redera/ reuvtlatiam pertaining UI theAnita/WM' 01 truilwr.5 to Mini ill cill(T-priAt'A. The Federal institute for \ oca-tional Training compre/wmirefonnalion material on training and con-tinuing training lar trainer+ ill (nt Civil sc.+( reNult. oh Pilot pmjects on the continuingtraining of trainers: skeleton curricula forthe training of trainers: seminar conceptson the promotion of trainers. etc.. list of\ ideo cassettes on the technical and meth-odok)gical qualification of trainers in en-terprises. etc.). The 1.ederal Institute forVocal ional Training also keeps a data hank( 1311311-mail I. v. hich reports the fimiini:sidl

reSearch innilhe training of trainer+, anda niedia hank listing the media10e ale

Information on ContinuingVocational Thhining

The profusion of pro \ of continuing\ ocational training in (ierman is reflectedin the plural stem of collecting andprocessing information on continuing \ o-cational training. Thk, inlormation pro-\ ided h \ enterprises. the chamhers. local

continuing traiffing ad \ isor\ centres, tlwsocial partners and continuing trannngpro \ iders primaril aimed at the re-gional market. In the lollossing \se \s ill iktoiil the niost important national sources

on a\ ailable continuingof inlornianontraining.

A kmnplete hit 01 ail lurthcr Imintat:occupation\ and rctratningscliellIC\ l'dt:llhard /MI CdrOlholj andel 1cl ilk-

1 0

Aniline% ol the chambers can he found inthe aforementioned catalogue of recog-niied training occupations published 1-).the Federal institute for Vocational Train-ing. l'he Federal Labour Office issues de-tailed de\driptions of/nil/ter trainini;

( thecoments of further training.entr requirements.occupational fields andopportunities and areas of effiplo Men( I illVolume 2 of the series "Miner iur 13e-rufskunde- (13rochtffes on Occupations).

A irtuall complete documentation ol allcontinuing Focal:lona/ r011neN

GelThally illfOnnat ion on the subject. ob-jectis es. duration, costs and possibilitiesof assistance. entr requirements. organ-i/ers :Ind sponsors of tht. ,:ontintting train-ing courses) can he found in the multi-\ olume manual -Finrichtungen derbet-unit:hen Bildung- ( Vocational Train-ing Estahlishments). \\ Inch the FederalLabour Office puhlishes annuall . Theinformation is listed according to occupa-tional structure. subject-matter and region.

Information on more than 157 000 iffitialtraining and continuing training courses inthe Federal Republic( 1 10 000 alone in thearea orcont inuing training ) can be accessed

\ ia the ,.omputer-aided KI'RS IHRHOonline data Innik of the Federal hlbour(rnice. Terminals are located in the jobinformation centres of the IS-1 labour e \changes. Kt:RS DIREKT is the largestand most comprehensive German data hank

on socational training courses.

rainint: infinThalion SvS-kw, (117.'110ft/1e ch, of anhystry and

commerce du' chamber% h1/011cm/

is another national continuing training datahank. It supports in particular the continu-ing training counselling acti \ ities of thechambers for trade tild industr.

A number of regional continuing trainingdata hanks and other data hanks on special

occupational areas alsoesist. Pilot projectsare current 1. testing and preparing \\ sofcooperating on and nets\ (irking nationaland regional continuing training data hanksv. ith sectotal data banks on continunTtraining.

hinirnialion parINIpclIlrlll III (Milli:II1hr affillOC\ ccf elliPIO\Ce%

(Ind 101V(INIS cOill111111111;

ill'411111/MIII1( I ri/i/MC ol111111111lt; Irani

me is compiled :mil published by the Fed-eral NI inistry of Education and Science in"Berichissy stein Weiterbildung- (Reportson Continuing Training). The reports arebased on representati e surve \ s conductede \ cry three sears since 1982.

Information on VocationalTraiaing Pilot Projects andthe Findings of Trainingand Employment Research

In the last ix\ 0 decades. about / 2o0 pilorprole, I have been carried out in Ger-ManY 1051 and diAserninale innoration.in vocational frainhlmconwill.s.ic\ Mel/Iridology. The pilot pnijectsare conducted in enterprises and externaltraining centres (pilot projects in trade andindustry ). S ocational schools (school pilotprojects) and other training institution..They are planned. super \ ised and analy ied

''. Information on these pilotprojects is published hy the Federal Min-istry of Education and Science. the Educa-tion Planning and Research PromotionCommission of the Federal Go \ eminentand the Lander isclusol pilot projects) andthe Federal Institute for Vocational Train-ing (pilot projects in trade and industry I.

The annual socational training report ofthe Federal Nlinistrs of Education andScience eimtain,, a Aurvey °law inns( int-

cniTen! In'ojecl and 11IC

reSed/Vh finding% On I ntinin and culfi oy-nwni. Nlore detailed and in-depth informa-tion can he round in the periodicals of theFederal Institute for Vocational Training( Berufsbildung in \Vissenschaft undPi axis ) and the I.ederal Labour Office'sInstitute foi Employ ment Research( Nlitteilungen aus der Arheitsmarkt- undI3erufslorschung I. In addition to these.both these institutes regulark publishmonographs on all topics ss ithm theseareas of iesearch. The publications of thefederal Institute lor Vocaiional Traininglocus on \ ocational training in the narrowsense ss Inle the Institute lot Finplos mentResearch primarily in s eqiI.Zates the linksbets\ cell des elopments in the structtre olthe economs uttul teelmologs . de \ clopmem, in the labour market and the em-plo inent \ stem .nid de \ elopments in thedemand foi qualifications hom

pean S less point as w ell as the nationalangle.

National Information onVocational Training and onEuropean Cooperation inVocational Training

The vocational training report of the Fed-eral Ministry of Education and Sciencepms ides a stirs ey of all the importantdevelopments and actis ides in this field aswell. Its information is supplemented by anumher of publications of the FederalMinistrs of Education and Science. theFederal Institute for Vocational Training,the Federal I.abour Office and the socialpart tiers.

The national organiiers of the EuropeanAction Programmes and Coinmunity ini-dads es on vocational training (especiallythe Federal Institute for Vocational Train-ing. the Federal l,ahour Office and theCarl Duisberg Gesellschaft in Cologne)publish infOrmation on European voca-tional training programmes. In addition,the Carl Duisberg Gesellschaft runs aninfurination and counselling centre on vo-cational training abroad. It pros ides com-prehensive in./Or/nation and counsellingon vocational training opportunitiesabroad, especially in EC Member Stah'S.Es cry year it publishes a brochure \kithdetailed inforniation on all offers of' vcica-tional training and vocational training pro-grammes in other countries.

The Federal Labour Office is including toan increasing extent data on ocationaltraining in Europe. on socational trainingopp(irttinities in European Partner Statesand on Community act is ities and pro-grammes in its information programmesfor those seeking advice and in its bro-chures and material for ocational coun-sellors. A number of special publicationsand other maierial are now, available onthese subjects. The I 84 joh informationcentres of the Federal Lahour Office ha \the reles ant material. In order to facilitateaccess to information and opportunitiesfor socational training and employment inlurope lor all target groups seeking \ oca

tional cotmselling. hen !abut!t exchangeshas e been :ippointed -National European

I I

Vocational Counselling Centres-. Each ofthe centres is responsible for one EC' coun-try (with the exception of Bremen which isresponsible for two).

The Demand for Informa-tion on Vocational Trainingin Eumne

Since the development of the Europeanocational training dimension and a Euro-

pean labour market. nationzd efforts toprovide informati(m on vocational train-ing in Europe has no longer been able tomeet the growing demand for informationfrom gosernments, the social partners.enterprises. providers of vocational train-ing. employees and trainees. Germanytherefore welcomes and supports Com-munity activities as well as bilateral andmultilateral schemes to exchange experi-ence and information in Europe.

The ever closer cooperation in the Euro-pean CoMmunit and the cornpetition forthe hest solutions and location benefitsrequire extensive knowledge of the voca-tional training policies and the vocationaltraining systems of our European neigh-houlN. This in turn requires information atvarious levels and for different purposes:

Vocational training policy and plan-ning: Strategic decisions on the focal pointsof vocational training policy and its fur-ther prospects have to be view ed in aEuropean dimension. What do our neigh-bours consider to be important'? Whichtrends arc beginning to emerge w ithin theCommunity and w(irldwide? What expe-rience can we learn from? Informationpm\ ided by CEDEFOP. the E(' Commi,sion. the ministries and specialiied insti-tutes oldie Member States and also that ofthe OECD and other organi/ations is veryimportant in this respect.

Innovation and further development ofvocational training opportunities: Eu-ropean dialogue is also useful for the fur-ther development of the contents and thepedagogical and methodidogical aspectsof the socational training on oiler. thetraining of vocationaltrainers and the struc-tural I urdier de \ elopmem ol s ocationaltraining. An exchange of specific inforina

VocaltInal hawing 1.110t/3

tion and cooperation with S (teat ional train-ing experts front other Member Statesworking on similar problems is essentialto obtain the hest possible solutions. ('om-parat is e special iied literature and confer-ences. ease studies and experience gainedfilm) joint projects increase ass areness ofthe Furopean dimension of s ocationaltraining and can help find new approaches.

Niobilit, the European labour market:Indis iduals also need information on theocational traMing as ailable in Europe

and on the I:uropean labour market. Thi\applies both to employ ees ishing s1ork

in another Member State and to entplo ersss ho want Ii recuit applicant \ from neigh-bouring European countries. Importantsteps has e been taken at national levelthrough the actis ities of the Federal La-bour Of lice (see abos et. How es er. this is

not enough. The Community has to sup-port Nlember States in establishing trans-parenc of quail 1.ications. Emploeesshould be able to has e at their disposal(ILIA hcations and descriptions of qualifi-cations that are understood throughoutEurope. These should allow employers inall Nlember States to obtain a clear impres-sion of the s ocational qualifications anapplicant has gained through initial andcontinuing 5 ocational training and throughprofessional experience. Emplo5eesshould likes\ ise also has e access to com-prehensible information on the contents ofas ailable s ocational training and on thequali fications e peeled in occupations andat the workplace in other Nlember States.

ocational 11'0

Notes

In addition to this. in some occupation,. inparticular in the non academic health care occupations.ind %%hat are commonl ealled -assistant- occupationsregulated b t .and Los s, initial i oeational training isalso pimided at l'ull-time we:mon:11 schools. Hienumber ot recogni/cd training occupations ii Inchcan he learnt at a school and the number sitpeople unde,.going S (us:animal training at f ull-timeschools are Set loss. him es . su hen onipared " lihthe dual s stein.

Enterprises spend hem een 30 and 40 billionDentschmatks annuall on initial training s% ithin thedual sstent. tue onl training for ss luch 1 mancialassistance is gis en wider the I .ahour Promotion Lassis the training ot oung people viii. because of social

iegional disad zunages or because 01 learningproblems ie oung e plc ss ho has e not obtaineda final school certilkatet. etc. cannot find a trainingplace it need special educational assistance tocomplete s oeational training %% ohm the dual s stemsuccessfull . I hus a total id' more than onebillion Dentschmarks 55a. spent on training motethan 43 000 oung people I including 35 000 oungpeople in the ness I ..ander 1 in esternal trainingcenties and 000 oung tout ol OM;thiTether liii enterprises Ifi 1991 . ligures andall tlie litton ng ligines in the comments and m thetest are based (ni the 1093 Vi,canonal Traintn!,Report of the Fedei al ( i,s eminent

I his can he seen in the tact that onl 2', of thoseis ho completed their ocational training ss Mull thedual s stem did not iiti a iii uninediatel atter Mel%

had !unshed their trainmg.

ughi neMI,Ik of e iernal ;rannni.t iennes hasbeen set up thioughout tlie Federal Republic tosupplement the tramtng ol trainees at entetpi uses

are so small 01 so specialued that the ate notm positHin to impart all the piescribed trainingcontents. \ tube. this supplementar muning lastsh \seeks pet naming eat

Since the \ ocattonal It :1111111.,2 eame intoMe. I. 245 training oscupations. HiSs hich ; of allnainees .ite trained. !rase ',cell rein gamied

\ ccoiding to estimates. enterpi ises srend aboutthe sante amount on continuing \ ocational naminglin thou emplo ees as on mutat nailling I Z5 lo1)1111011 neinselnlial kst.

1,r csamplc. iv stiongthening the %It% Arelle,and ailrin'ICh 01 those seeking tianung throughintoilliatiOn.COlinselling and transparene is jilt regat'd

10 iequirements. regional oilers mid theapplisabilit ol thequalilicationson the labour matket.uitiuuuilu qualit contiol ol continuing ii aming out sesattended b paths ipants sponsoied b the FedetalI about oh I is e lii accoidance ii ith the I dhouihomotion I % e belos% i, thiough continuing

ieseatch. !nutlet naming continuingnaming stall. etc

lit tsseen I andel i nit 0. cness"I andei i ui 111 menthe!. 01 the ssoildoice %%hi, has,

011111411:d S ui aitout,il ndlinlw 55 WI," the duo ssieni

up,21,iiled then mialilications in this is as

'se,uiti I Mullion ivoph cie .1,onsolcul Hi(10111,111\ in I 'IQ I lin .1 101.si 01 ,111.0, Is

I I I lt tut-, Itstmiks

1 2

r'^z-

In 1,)93. 25 million Dentschmarks lime beenmade mailable to finance about 1100 scholarships.

T,,e Aims mg should sers e :ffi illustration: theocational training reports 01 the last fess ears each

consisted if at mnd 250 A4 pages The sis chaptersoh pan IL compiled is ith malor support I rom theFederal Institute On Vocational 'framing and otherslespeciall the Institute I orl.mplo ment and Researchot the Nuremberg-based Federal Labour (Ilfiee andthe Federal Labour ()Itice itschn, deal in detail ss

a) I )ata on the demand fin training pL on theol training places and on the attitudes 01

oung people and ot enterprises tins ads training,hi lireakdotun and su mime ol socational ttaittImt(data and anal ses ot detehyments m quaht andnumbers in the Sarious training areas. 1r:ivies's'edueational backgiound, the participation ol mingtoreigners in \ ocattonal training, socalional tr.uning

animations. etc.):et Contents and strtiettwal issues in s oealmnaltraining tissues regarding the des elopment andreorgamsanon of training occupations as %%ell . diedes elopment ol teaching, learning and e animationcontents and methods . aspects of training andcontinuing training lot mutters in enterpmses. thedes el"Pmem of socanonal training in the "ness-

.ander. the cosi 01 Socanonal naming. etc. r.ill Vocational training and emplo mem t the mostimpot min findings of iv...catch into the nansitionfrom training toemplo ment and11110Ille des elopmentof quail fication strus tures: the occupationalopportunities ol cettain groups t e.g. s% omen I:

e Conn:ming s ocational naming ides elopmemsin the amount oh suppl and demand: des elopmentsin Moller training occupations,etc.:quaht asstuance:s-ounselling ;Ind intormation on contwiting tuutituutg.partleipation in continuing trammg and prommion uiicontintitm2 Valium, I'm selected target groups t thelong ternomemplo ed. ummuglants. %%omen lemmingmills. labour matket.ete.. thedeselopment of teachingand learning methods ins Riding distance leammg.ete I: impom tant Iuiuduuugs ol continuing trainingiesearchi.1.1 International aspects of ocational namingsocational Ii dining memorandum ol the FC

Commission. %in:animal counselling :Hid the SingleFuropean Nlaiket: comparabdit and the i ecognit ionoi S ocational qualtheations: nnplementation ut

selected \ slum Programmes in Cierman% (is-amnia( training ado 'flies of the Vtiropean SocialFund: reporlson multilateral and hi'atei al cooper,thonon wt....Mutual nalninr the litiropeanCominunu. eis

compreliensoe list ui miii !nation publishedb Fedei al militstries. Me Federal I about ( lfl ice.the lit gani/ations 01 the social partneis. institimintsol the 1 anslei and man iithei institutions can heolitatliesltioni the Fesletal Ministt 01 Fulucation anslScience

I he Call IMisbeig I iesellschalt is responsibleuuuu 1,elial 1 ol sit ions tette! al ininisti ies liiinitemational \ changes in the held %it %,,,,,tional

tiammg mu paniculai

Met 'nisi's. Ille,I1.11Ithefs. siC spot/sot OW [ilk if

110101s 111 11 Mk .111d uumuliuslu I Ile \l uuiustu les 1

I ducation anti Cultutol \ 1 s 01 the I anslei spolisotss hoot pilot piolects I sponsms and me Fedel\tuuuusui l klucation and Ss tense shale the Costs

N.11111,11% 11,1, 0111i !billed CO Mullion

Dein., 11111,11k, 111, 10 110is ss liii it. 101.CIIICI 551111

01111,1(111(111.115 hinds 01 II1C spolholuii'ic than iine hiuilu,iut 11cutsi hinai ks allogethei

1)

Devolved decision making in theUK demands wide disseminationof information

Recent years have seen a shift in theUK of decision making in vocationaltraining, from the centre to local andsectoral bodies. This has meant thatthe Employment Department (ED) hashad to examine what type of informa-tion decision makers at all levels need,and how to help them access it. Thisarticle outlines the range of informa-tion services provided by ED in meet-ing this need. In particular, it focuseson two specific networks: The Skillsand Enterprise Network which aimsfor wide coverage of labour marketdevelopments and research relevant tovocational training; and The GoodPractice Series which disseminatesdevelopment outcomes and good prac-tice to a more specific audience.

The UK's changing train-ing and vocational educa-tion scene

Recent y ears ha e sCCI1 a major decentrali-

sation of decision making in the \ oca-tional education and training field in the

K. The Employment Department ( kl)f isnow touch less concerned w ith makingdetailed decisi(Wis abinit pnw ision. Theseare better made at a to ei N., here the deci-

sion maker is in touch w ith. and can re-spond to local or scoot al market demands.

Marf Cowanneportment (Y. Employment.lois re ynmsibilny fin. Nem.ork int;(111(1 ;00il

111iNksa astan

Nlost notahly Training and EnterpriseCouncils (TECs ) hme been set up through-out the country to tailor training and enter-prise actis t it's to local demand. TEX's areemployer-led and are independent privatecompanies ss ho hold contracts w ithElIs role is now to set strategic objec-tives: to make sun' that the infrastructure isright: to encourage market responsk e-new, to ensure that decision makers havethe tools to do the job: and to encourage theeffectis e sharing of Good Practice.

Communicating informa-tion has become more im-portantciood decisions depend on good informa-tion. De \ olving decisions has meant thatEl) has had to look ser y hard at identifyingthe ty pc of informtion decision makers atall levels need. and helping them get ac-cess to it.

The 1.1K go\ eminent puts a high priorityon encouraging employers to ins est intheir staff. and encouraging intik iduals totake responsibilit \ for their ott n des clop-ment. An effective training and educationmarket needs informed consumers. so theED' s information strategy has to aim logo.]

information not Only to bodies that it con-tracts with directly such as TECs. but toall those w ho influence employ ers and

Richard BrownOepamnenl kmploynw,d, UK.manage.s HY.% Skill. and Enierisrise,Vehvork 1015 been involved in

developiny infomdion .555/1mA andservices Jor

A wide range of informa-tion needs

.ocal decision makers clearly need to ha \ c

local know ledge of current demands intheir market. and are themse Is es best placed

to get this information. Rut to be fullyMedi s e they zil so has e to consider a w ide

range of other information. rnsin the skillslikely to he needed to meet future interna-tional competition. to the training methodsmost likek to stork ss a V, ith particular

pes of people. such as w ()Men returningto w ork alter a career break.

The \ also need to be aware of govern-ment policy and priorities. Got ernmenthas initiated set eral far reaching changesin the training and education world re-cently in addition to setting up the TECand Industry Training Organisation net-works. These include the des elopment ofNational l'Aucation and Training Targets.the introduction of Investors in People (toencourage employ ers to inv,:st in the skillswhich their businesses need) and wideranging educational reforms.

A great deal of Fl)'s communications tothe training and education world are con-cerned w ith pr(mloting these policies andpriorities, and setting (kw, n guidelines andstandards for pro\ isiOn that is nuanced byGO\ ernment. This article w ill m)t attemptto describe the wide range of communica-tion actis ities that go on under that head-ing. Instead ste are focusing (in the addi-tional information that decision makersneed to ensure quality and market rel-es ;MCC 01 their pro\ ision and that practi-tioners need to implement these decisions.

Id) is already des oting considerable effortto collecting and disseminating a w tic

twolionill 1/1091

1 11

range of information. "Fhe main types tilinformation we collect and distribute aredescribed below

I 1 I Current and future skills needsDecisions about ss hat training to pros ideNhould he based on an assessment of future

skills needs. It is difficult to predict theseneeds exactly . but available informationcan help decision makers make better_judgements of future needs. We publishinformation on current einploy inent trends.and surs ey s ofeurrent skill shortages com-missioned by ED and other.. El) does notpredict future employment or skill needs.But we do publish information on futureemploy ment projections produced by lead-ing research institutes. research into em-ployers S iews of future needs, and evensome more speculative scenarios producedby employment/ labour market expertsthough we are careful to warn our readersagainst regarding an of these as firmpredictions.

(2) Characteristics of current and fu-ture labour forceDecisions on training and education haveto allow for the characteristics of' the peo-ple ss ho w ill has e to supply, the skill..Basic demographic characteristics tich asage and sex are fairly easy to predict frontcensus data, and ss e regularls draw train-ers' and educationists' attentitin to theimplications of the ageing ss ork force.Equally important is the proportion of thepopulation participating in work. We aimto keep decision makers in touch withcurrent trends such as increased partici-pation by ss omen in the workforce. andmore young people stas ing on in lull-timeeducation -though future trends here arenot so easy to predict.

InfOrmat ion on the education and qualifi-cations ss hich the ss orkforce alreads holdis needed to decide sk hat action has to betaken to reach the les els of skill and quah-fications required. The 1.abour Porce Stir-

e gis es S alnahle information on this.and we publicise its findings through anumber of publications.

(3) Training and education currentlybeing pro% idedTo achies e Ille greateq impact. trainingand education efforts need to be directed to

ss here there is currently instillicient pros ision. This requires information on ss hat is

Vocimollal ii lilting 1/1991

being dime at the moment. Department forEducation .tatistics give a good over% iess

of ss hat is happening at all levels of edllea-tion - schools, colleges and universities.Information on training is more diffusedand it is hard to get a complete picture. TheLabour Force Sur\ ey gis es informationfrom the individual's point of vies,. butthis has to he seen alongside the results ofsurvey s of employers.

A National Vocational Qualification In-lOrmat um System hw, been established tocollect inkirmation on the number of NVQsawarded at national, regional. and localles els. This will enable monitoring of vo-cational qualifications throughout thess ork force.

(4) Information from Research and De-velopment projectsinformation from research. evaluation anddevelopment activity is essential to im-prove the quality and relevance of tanningprovision. Much research and des elop-mein rightly takes place in response tolocal needs. There is also work which is ofnational importance w hich would not hap-pen without central development invest-ment. Efts nati,mal development and re-search programmes ensure a coordinatedapproach to achieving agreed national pri-orities. This also encourages national.seetoral and local bodies to work togetherand provides a platform for the exchangeof in It wmation and good practice.

A wide range ofresearch and developmentwork is done by bodies other than El) suchas academic institutions, and commercialresearchers or consultants. They can coversubjects ranging from the skills needed fora company to succeed internationally. toeffectise list: of older workers, and El)helps to raise decision makers awarenessof this research.

(5) Advice On how to use informationit is not enough simply to supply statisticsand the results of sun eys and researchprojects. The decision maker has to behelped to interpret them. hl) has spon-sored the devek yment of open learningmaterials. Good Practice Guides, andcourses lin those ss ho have to carry outlocal labt Air itt arket assessments. And ourpublications point out the issues ss hichspecific research and development pa ijects

raise for the decision maker, rather thanjust describing the results.

Keeping the planners oftraining/ education intouch

The Employ ment Department uses anumber of different publications and sentices to get the various types of informationto their s arious audiences:

The Skills and Enterprise Nem ork aimsfor wide coverage of labour market devel-opments and research Fetes ant to any one

working in the training/ vocational educa-tion/ enterprise field. Our publications goto 40.000 members including TEC.. In-dustry Training Organisations. colleges,training providers. research organisations,consultants, and some employers.

Every 6 weeks or so members receive:

"Update" ss hich gives brief abstracts of'everything relevant published. or identi-fied by us. since the previous mailing -ty pically it covers about 60 publications.

More detailed "Briefings" on recent re-search sshich is likely to be particularlyiniportant for our members -typically 6-813 rielings per lnai

"Labour Market Quarterly Report"(every second mailing). focusing on la-bour markFt statistics. or research findingswhich are mainly statistical.

"Executive" - a news sheet w hich pullstogether the inost interesting iterns fromall of our other publications in a short. easy

to read format.

A key element of the package is the yearly"Labour Market and Skill Trends- report.which takes a wide-ranging look at thelabour market, and highlights develop-ments that are of pt,;-ticular importance forthose planning training and enterprise pro-

vision.

The Nem ork also organises a y early con-ference for members, and pros ides an en-quiry service to help them identify theinformation the need.

Recent market research has show n that the

Nem ork is well received by its members.and the information supplied is used bymany of them to inform plans and deci-sions.

Assisting the disseminationof good practice

The Good Practice Series is an e \ ampleof more specificalk targeted dissemina-tion. It aims to bring the outcomes ofivsearch and de \ elopment to a specificaudience -in a forni that they canuse and undei-stand. It has been de \ elopedto assist the dissemination of national andTI..0 led good practice to and amongst

h also tornrs a main channel fordisseminating de \ elopment outcomes toTrcs. The series, v hich is well estab-lished and supported b a lielpdesk- andke contacts in each 'INC. consists ofpublications at 3 le\ els:

"Good Practice Guides" short userfriendly guides co\ ering a \\ ide range oftrzlin ing, enterprise and educational issues.

The guides. in the main, are aimed atpractitioner le \ el pro \ iding practical ad-\ ice and guidance on des king and imple-menting training strategies and s stems.

"TE(' briefs" a portfolio of single sheetTN(' Briefs. linked to the Guides. offeringawareness raising ofINC de \ eloped goodpract ice. outcomes from de \ elopment \\ ork

imd contacts for thriller information.

-Footnotes- a bi-montlik new sletteraimed al encouraging networking by

putting people \\ ith similar interests intouch. and pro \ iding a signpost Inc sers ice

for coining es ems. reports. sur\ e. s. andpublications of interest.

Other ED Publications

NI) also issues a range of other pUblica-lions sshich focus on other asoects of \eminent initialises. strategic information.ke. niessa;.:!es and good practice.These Include:

Employment Gazette -a journal of recordcontaining statistical information and ana-1 \ tical articles

TEC Director -ss hich carries articles andmaterial of interest to.ITV Hoard members

Insight aimed primaril \ at the educa-tional world

Employmnt News - hk-h carries a miv-ture or news. summaries of notj icy initia-ti \ es and good practice and reaches a large

di\ erse audience maink at practitionerlevel.

In addition. the Careers and Occupa-tional Information Centre (COWL apublishine house current k kinded b theDepartment, pro\ ides materials ror oungpeople ztnd adults co\ ering occupationalinformation and guidance, personal de \ el-opment zinc] training.

I 2

101411

AI&

15

Other forms of commuM-cations

Cleark publications and ss ritten materialsare onk a small part of an informations stem. Other pro \ ision includes:

Networking at all le \ els: national confer-ences and e \hibitions co\ ering a widerange of training and education issues tegNational Targets. Women's Issues):sectoral zuld specialist seminars: as \\ ell alarge number of local collaborati \ eprojects, initialises and es ents. Informedads isor networks pro \ ided through Ca-reers Service. TR's. and Industr Train-inc Organi sations pro \ ide inkwmation andad\ ice on labour market conditions anddemands.

Indis iduals often 55 ant more specific andtailored information. Noeal Mformationpoints for pr(1\ ision of information on alarge number of specific subjects has ebeen set up teg ad\ ice and guidance onassessment. job requirements and de \ el-opment opportunities).

Information databases ha \ e been des el-oped \\ hich can be accessed directkthrough information centres or dedicatedhelplines. These include 111.2 NCVQ data-base.Training Access Points for informa-

ih(cm ti liduzls i

mation S \ stem and the Nducational andCredit Transfer Information tier\ ice toname a few .

ConclusionThe dissenlinal ion and e \change 01' infor-mation is not e clusts e to the Nmplo mentDepartment. There arc a w ide range ofPublications. databases, and nets\ orks etc.covering all aspects of (Ile training market.which operate ctmmterciall or throughother UK Institutions. Rut the Depart-ment's ow n ke. role as a supplier, and itslinks w ith all major parts of the (tinningenterprise and education s stem meansthat it is well placed to encourage thesharing of information. ideas, good prac-tice, and e \ pert ise. Considerable actis itis 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 theright people. at the right time.

Compiling information on voca-tional training:a trade union perspectiveInterview with Ms M. H. André and Ms A. F. Theunissen

c entre - 1 he (',,,,iniunif\ ,urrcnity fa, .

Mg ma jor problems with r1w.111.; unemploy

num and the danger ol inC/VaSinf.;eqUali[v belween Member Slates, regionsand individuaIs. ;Is pail of its IV( NI, dieCOMMiS5irM fht' Lut ()porn Conununi-nes ba5 (ulopied number of meavureA

and launched action programme foI01111.ler these phenomenon. The Social Dia-logue in whit.h you participate i.s it wioinginewasingis- on these two issues. In view of

the fact that under certain o'nulitions. ro-rational Innning ran play a part inveining unemploymew and in redurinQiiiet/Uali/i('. "Ilia sort of intarmation.the opinion 01 the hiropean Told(' ("Mon(*onledclation, is liAely to meet the 110-ds

al(' Social Oitlitrgile ill ali OM!:

Ms. II. Andre While on a Communiklek el ecotiomic grow th 1.1etween 198.5 and1990 resulted in the creation of nine mil-lion new Jobs, the current silkialiOn is 511)1-r\ ing and this positke trend is seriouslythreatened todat . As unemplot ment is not

a ilek phellOnle11011. the current situation

hi

MariaHelenaAlldrectuledcral.S'et Tchirs oh du.

110)prtlii.0//,S.,'/V51

/ I.(' eespou5ihle 1,11 (111(.0 1(

labour market. Ink/altofland south.

th I/19qt

is 'narked 1-)\ a rapid increase in the numberof unemplot ed ill Nurope. t 'nemplot menttends to be long-term and is n(1t confinedto unskilled or poorlt skilled w orkers. butis tits() affecting categories w Ineh had been'spared- up to now , for esample. middlemanagement. Thus the risk of increasinginequalities bow eel.' countries and ss ion n

countries is increasint,4. 'Nis is thus be-coming a priorik issue for the It.TI IC. Ourpolicies aim both to safeguard current jobsand to reintegrate those u ho are e eludedrom the labour market.

I.:ducation and training policies certainlybase an important part to plat . particularlyin Countering e elusion. !Flynt\ the

effectis cues', of such measures and theequality of training is a prioritt . Rut itmust be stressed that training, howes ci

high the quality. does not in itself suffice to

create jobs.

At union level w e are trt ing to ivach aconsensus between oursch es and the vari

Otis organi/ations af Ciliated to the NTtIt forintilak common guidehnes in educa-

gIr A nneFrançoiseTheunissenIV/Wesel/la/BC

al the ( .011.1edel

ati011 des

Suitt/U.(11c

(711'1;liclis ii, Belmitun and cm rent

Oeputs. (lutirpersou ol the(1.1)1..1 ,lhutoo.ment Board.

6

tion and training w Inch ma \ be of use to allour organi/ations, But here NW are Con-fronted with large information gaps con-cerning the organi/ation and the operationof different training st stems and in quali-fication flehi(hS, Ili .lampers our endem -

ours to attain consensus. These gaps ref erto know ledge of the interrelationships be-tween the configurations and mode of op-eration of the ss stem and its social eco-nomic and cultural conte I. We refer toqualification trends, the skill les els re-quired todat in emplot ment, qualificationstructures and recognition mechanisms.These information gaps are also pro, alentin comparing the st stems: where do Metconverge. w here do thet diverge. how cancomparisons be made. w hat an be com-pared. sk hat does nOt hear comparison.

Centre Which apert.s of inlaimitiatiI wational trunnng would volt

5ee

A. F. Theunissen Looking at this illterms of information polict one must real-i/e that ant information system is embed(led in a political conte\t in the sense thatit is based on issues w hich the arionsprotagonistsconsider important toads micedebate. negotiation and decision-making.To give t ou an example. w hen implemen

!anon (il a common socational trainingpolict regarding mohilitt becomes a Communitt aim. there is need to set up an

information 55 stem capable ol responding

to this A11101112 offierIlleuislirOs.

Oran information st stem on thecomparahilitt oiquahthicatioui scellus to he

a priornt and this has been ennusted III

CEDEFOP on the basis of a Council Deci-sion. Today the principle of subsidiarity atCommunity les el places the political aimin another perspecti s e and there is progress

towards des eloping sy stems based on theinteraction es okcd by mutual recognitionamong 5 arious countries. Clearly such anaim poses questions for the systems onss hich it is based. Nes ertheless. it must bestressed that comparability work producesside effects. or example. in a number ofcountries ss here things are less developed,this ss ork is currently being used to de-s elop the sy stems

The issue of interlinking political choicesand the compiling of information is essen-tial for implementing information policy.But information policy also contributes totechnical choices in .ew of the fact thatsome of these choices are a response topolitical alternatis es and others are not.For example. iftransparency is the aim ofinformation and qualifications and techni-cal choice the aim of coding. a state will hereached where part of information is basedon qualifications (ss hich cannot be codi-fiedt and the use which the social partnersmake of this to handle fundamental politi-cal issues such as the validation of occupa-tional skills or certification will in all cer-tainty be limited.

Centre - floubtless coding implies Nim-

plification ol the symem. Mu graving the

compleAilY Or this Ls one Oldie ailliculliescottfronted by .sy.slems tryin,g to dcnunt-

straw tills, ParliellholY \v-s-tem.% on quahlicatUnm. there a need toabandon any alfempt (0 identify the con.omit fiu.tor, which %lied light on Hu na-ture 01'w/wow-es. common categorie. andtypes ol behaviour':

A. F. Theunissen It cannot he denied thatsuch a ii approach is interesting in certainrespects. But it ss ould he ss rong to os er-look that qualification is part of a socialconstruction ss hose des elopment is de-pendent upon factors 55 hich are ins ariable.Thiele is a great need for mi we sophisti-cated information to explain the genesis ofsuch structuics in each country their his-torical roots, economic and cultural con-tent. Based on such information, ss Inchcombines many elements it is possible tounderstand an issue in a country at a par-liculai point in time and to instigate eon

14

tingent policies s is -:a-s is phenomena such

as exclusion which today are at the sers.heart of our debates.

Ms. H. Andre Regarding qualifications.it is not a !muter at this stage of imposingdecisions, for example in the area of certi-fication which is for Us a fundamentalissue. The aim is to provide ivies ant infor-mation to those ss ho need it in order to help

develop the systems and al most to Provideinformation which allows assessment oflimits to the transferability of certain sys-tems or parts of systems. which at a par-ticular time seem to he a "magic formula-for combatting the priihlerns faced hy acountry .

The issue we are faced ss ith is that ofprogressing tow ards "trust- bets\ een coun-

tries and of establ ishing a sy stem of recog-

nition which functions on this basis. Toattain this, there is a need to acquire knowl-edge of the different sy stems, of the socialstructures of which the y. are composed andto he ass are of convergencies and diver-gencies. This is where our main informa-tion needs lie and only when we has eobtained it will we be in a position to forgecoherent strategies for ensuring mutual"trust".

A. F. Thennissen - In the Social Dialoguewhere emphasis is placed on politicalguidelines there is a need for comprehen-sion. discussion and negotiation amongthe social partners. There is a need for anarea of discussion removed from the arenaof decision-making and a need for fre-quent contact ss here concepts. approaches,

tools and different political designs mayhe placed in perspective and where funda-mental issues may be elucidated which arecurrently difficult to express. In the lightof the changes in progress there is a greater

need than ever kw social partners to definethe nature of the problem which each seesas imperative and to state their informa-tion needs in order to kit-ululate coherentopinions which are of a more than short-term importance.

In this context, C'EDNEOP has an ex-tremely important role to play. Its uniquep(1,,ition makes it a s enue for debate ss hich

should be nurtured and nourished. It shouldcry stalhi,e i .sues ss hieh are nebulous and

17

require precision and reformulation. HereI would draw to mind the Centre's ActionGuidelines which stressed that the mainidea behind creating the Centre and whichmust he reaffirmed today is to providesocial partners. national authorities andCommission services with a neutral plat-form to express their views, to compareopi Mons s1ithout any otheraim than that ofcoMpanison. mutual enrichment and com-prehension oldiffering nodes oloperation.

Centre - in thi.s context, what are thecharacteriNtics of information which cc Oddnourish debate among those involved:'

'it. . Thennissen Primarily this infor-mation should relate clearly to issues withss hich the Community is dealing and toareas where in the miidium term negotia-tion will take place. It is a matterolprovid-ing those involved with information onphenomena which they consider impor-tant for the debate and for taking decisionsin line with Community guidelines. Butthis information should consist of morethan tahles of figures which cannot hecompared by simple national descriptions.There is a need to produce informationwith Community added s alue. li that I

mean ink wmation aiming to promote ac-lit ities on a Community level. This in-volves exploiting and placing in perspec-tive a mass of basic information of a quan-titative and qualitative nature which existsat national level and knowledge gleaned inthe course of the years at Community levelwhich protagonists need but are not in aposition to use in its present form. Produc-ing Community added value also meansidentifying what is comparable and whatis not comparable.

I3ut there may also he a need for inlorma-lion merely to assist at national les el hothin preparing contact on a European IeVeland preparing minimal policy to the extentss here information on trends in all of theMember States elucidates national struc-tures and helps those itivnhsed to des eloptheir ow n systems.

Eileen s e information policy on 5. ocationaltraining should on the basis of subsidiarity,be founded upon the dialectics at nationaland Community lox]. in s iess of the factthat these should complement each other.

Vocational limning 1/1,)(),i

Networks of specialists at theheart of information policy

Interview with Mr Philippe Lenain at BSN' headquarters

A. d'lribarne l'ocational i.s

arca which is both vague and c( unplc.s andlinked to a number (n .subjects. In this(wmc.ti, arc thew aspec1.5 which ou (ynt-sider 1(1 be particularly important andwhich la Yaw. ()/illion hare sPeeihe infor-million needs.'

P. I,enain 13efore coming on to specificinformation needs w ith regard to training.I would like to explain w hy I considercontinuing training to be imperatise and11055 V.L. aim to des clop it at I3SN.

Continuing training of all les els of em-ployees is imperatis c because we ss WI -tocreate tomorrow's company with to-day's people-. Ohs iously during thethirty, -live year ss orking life of men andwomen there are considerable changes. Ifwe wish to ensure that the individual is notdepleted and that he does not becomeunadapted. he must be encouraged con-stantly to update his skills and to importnew knowledge.

This training is based naturalls on theskills acquired by Mdis iduals ss hich ss erecruit. Initial training should be ()la ver

general nature and responsibility for thisa. .. ) n Lie othershould be at nation I I .es Ie..

hand, occupational training is often spe-

VoLational thimIng 1/19Ali

PhilippeLenainAdministrationDirector,Deputy GeneralDirectiPr (PI RSA'

(as ol January19) I I

cilic zind responsibility should lie ss ith thecoinpany or. at times. the profession.

This sort air:Ain* should be specific and

should he adapted to the needs of theindividwils and the coinpany . We ought toconsider Iwo different target groups,

First of all there is nfid-management whichwe in France call -cadres-.

For each of the main occupations at I3SN.ss e have set up internal training pro-grammes ss hich we call -strands-. Senioremployees design these programmes ss hichhave the assistance of schools or special-ized Lillis ersities in the aritnts areas (sales.marketing. production. computer science.human relations, finance. etc.). Trainingin each of these strands covers three to fourdays annually. As training is an integralpart of management's responsibilities.evidently those highest in the commandchain design and organize their strand.

Resides. I belies e that hierarchical rela-tionships should be educational in natureand that sse should develop a wtwk princi-ple: a common approach. Every employ eeat les el N is the ads iser of the employee atlevel N + I and, reciprocally . the latter isthe ads iser of the emplosee at les el N.

Alaind'Iribarne11)(.5(.(tr(11

Director (pI

( ARS. i)epi. 01Economics andVo( iolos:v Of

Work

This infers that in sner ssork issue inch-\ iduals at different les els exchange view sand that such an exchange leads to a deci-sion b) ss hoes en hears responsibility forthat particular area. F.\ cry one is ass are of'his responsibilities and the decision takenis a joint one. This sort of consultation is anexchange ol an educational nature andattention should alwa\ s be paid to thi..

l'or production stall we attempt to findopportunities w ithin the w ork context I .ikemany others. we endeas our to des eloporganizational systems ss hich produceskills: this is our aim and we are gatheringexperience. it is of paramount i mportance

to Pros kle the le" Privileged enillt) eess ith training schemes at the workplace.These individuals has e remained at thebase of the company because they findstudy unattractive. They will never be in-volved in academic learning hut can makeuse of other skills in applying themselvesto specific problems ss hich should be re-solved at the workplace.

Such an acquisition of skills should takeplace at the 55 orkplace during the normalSlIwking das . They- should culminate in ittest and success should mean a rise insalars. This test. ss hich should has e anobjective basis, is of great importance inorder to as oid a situation sk here decisions011 pay scales are tirbitrary and a decisionof superiors. In asking an employ ee tomake the eflOrt to acquire certain skills ssehas e a dual responsibility : first of all topay hint and secondls to make use of hint.Know ledge ss hich Is not applied is otherss ise quickly lost and rendets pointlessmolls ating employees io aiquire them.

d'Iribarne Your group is he, ninnit:inp icasinigs Liao/wan. 11101 110 son ob.

10111 ill/0011111i011 011111101 i% h1ppertini; ill

r01111117C% iF1 Vie 11'01 Iht' T0(1 (hull thev

him' specific mechanisms lOr int/item rut;implementation ,q gencnd guidelincs

Vol( 1101e illt1 111Clill01101:

Lenain The pr.nc.p.e remains un-changed for each countrs ltw w hien weassume responsihilities: we must des clopthe skills of men and ss omen to ensure thatthe \ do not run the risk ()riving rejected 1.1\the production ss stem helore retirement.In this context. each compan should adaptits training attis ties taking into consid-eraiitm the national context and ell" iron-Mein.

For example. German seems to me to hebetter prepared than France for adopting as stein of organi/ation producing skills.Traditionall in German \ the foremanpos esses highls technical skills and hasacquired additional knowledge through-out his career. I le is in fact more of acounsellor than a superior and here wetouch upon the %cr.\ principles of organi-fation ss hich produces skills.

As far as inf(innation on the individualcountries is concerned. I should stress thatwe are an industrial group and not a finan-cial hold ing. The group decisions are takenin ask arenc,...or what is happening at grass-roots les el. We go on site to ascertain thefacts as the\ constitute the hest source ofinkwination.

Resides. we also hake human resourcespecialists s ho. ithout hcing a parallelhierarcIfk. ploinote the nos\ of informa-tion. Finalls. the Directoi General or thegroup organi/es annually a da.k of coordi-nation :4nd exchange of \ iess s ss ith theWreck, aes of each of the societies in thegroup.

,4. cHriharne Where do vow humanresource specialists gcf their infonil:If jon:'

Lenain The human resource special-ists in the group week e information fromthe Directors (ieneral of the societies andlrom the decentrali/ed human resourceset's ices. Throughout RSV, structure andin all the directorate committees of thesocieties there is a financial and a socialad s iser

A fess ears ago, our headquarters in Pariswas the source. How es er. ss c reali/edquick I the limitat ions of such an approachand now staff froill headquarters \ isit thelocations in the dilierent countries w here\se opei ate in order to explain liSN poli-cies and to gain information on specificnational contexts.

d'Iribarne - in other trt wilt, your tutor.matitm and knowledge of activities in thecolurfile.s is artiniinlihnnigh your operu-foroil gulf mid your humcill 1C011In'e Ape-

ill your factories and Aub.sidiarre.s.You make use of your on production

11(111011,W ga1/IC1' i11101711011.011 without re-

veiling 10 the e.sterior. or do you ntake useelmore :standard 1 itemture like/ y to tan slyyour infi/rImlf ion neots headquarlen:'

I. Lenain The hierarchical network is ofundamental imp(wtance. Resides. on a

European level we were one of the firstgroups to set up a network sk ith staff re-presentati \ es. We hake a European Com-mittee dealing with training and economicinformation and which aims not to stand-ardi/e, hut to ensure that each countr andeach factory receis es the same economicand social information. On the other hand,at liSN examination of research studiescontrihutes little to the information proce-dure.

diribanw - quegion ol.ten put todulis that ty development.% in public invett-mew. be it national or Aupranationak tvulltvgaril to inlOrmation tv.ttents aimed alpmviding thaw particimaing ill economicullld.voiil/ life with information thought tohe indispensable for impmvint; perform-ance. One gather% the impret.tion youreatoning would seem to stow dull your

network iA the \OHM' of information cor-17'5/0 nullity; to your n1 eds. nocs this mewl

that the way in which you compileR entirely internal prore.s5;)

Lenain The approach we has e a(lopted

is not a unix ersal one. Small and mediumsi/ed companies in particular do not has eat their disposal the lacilities for internalrellection ss hich ss e possess. We has e awealth of information w Inch allow s usw hen a problem arises to in5 ohs e external

intik iduals V ut has e pondered the issueand who are prepared to share the fruits oftheir reflections V ith us at a dine w hensuch issues are itt rele anee to us. It is

much easier and more fruit ul to exchangepoints ol s less than to search for informa-tion externallx or in literature.

Few staff at 13SN are attracted to readingthe w orks of a researcher in corpt walesociolog.5. On the other hand. if the socialscientist suggests spending time in one ofour factories to monitor change, for e am-ple. the transition to a market eCono111,5 illeastern Europe. this isof interest to us as hecall add to our reflection

d'lribarne - In addition 10 /1004..5 .dataho.se., oho spring 10 mind. for eyom-plc. the comouter at a centml point pro-viding aere.ss 10 information. Thit infor-mation ti mild then ofneccs.silV be codedin//art. lh 'rc again it would seem that thisPalb iligre.sscs.lottll what pm are doing.

Lenain We attempt to sat isf needs asthe arise. Information pros ided h\ data-hase may he interesting hut this we ssouldhave to -manage- and etistonliie in orderto operate it. We think that the method wehas e chosen is the most suitahle to respond

to our needs i.e to make use of externalexperts ss lio are connoisseurs of changeand w ho are able to put their knowledgeinto perspectisc as our demands require. I

hope that silal an approach prevents usfrom hecoming fossili/ed thmugh gis ingpriorit to external e \change. or everi-ence. I.ike other companies we need re-lined tools helping us to change products

ithout losing hoth time and materials.We asked a menther ol CNRS researchstaff ss hom sse knos to recommend to usan expert in the area of flexible tools. Thelatter made a fundamental contrihutionand we has e found an industrial solution

hich e alone \\ tituhd ha se heen incapa-He of producing. I learned later it wasthrough heing invoked in cr.D11.01r.,ssork that this research memher came intocontact 55 itti Ihe expell 55 itli ss hom wew ere NA orking.

Thus, as hi r as w e ;ire 0 weerned, net w orksol indis iduals ss ho know each other andw Ito know research suhjects w Inch theiire pursuing and who can tell us w hen ss e

10 5 ticaii,111.1111,111iiiir 1/199 i

ha\ c a request \\here to find -the hest in

;Issist us in a response is of Linda-

mental importance.

d'Iribarne - (hu ttl ( l..1)f.I.OP's ai .lainments has 14 en helping in pirt:e cccii-wet\ hepleen prominent cApents (ma thalthese Ile/works couthlue to operate. I rnm

your own elpericucc. 1101(1d you wy tliithe response to your inhumation needsallot creel thromth onlaci network.°Oho ISpc, prominent specialists recoQ-11kni i 1 s ('ApCr/s iii the matter alEuropean lel

Lenain Without doubt. The supportpros ided 1)5 a nets\ ork 01 specialists k nifundamental importance to us. We areass arc that ident ifs ing -the hest- in a par-ticular area, that k In sa those ss ho canhelp us find a solution on account of theIs ork that the \ ha\ c ddme. requires gi-eat

d'Iribarne - In ce panie thevv aredifferunt intormalion receivers..

toul heir needs arc fug as varied. Does thewksh that you have espressed over all olthese needs, or is literature still sufficientfor ( erlain caleQories nf -receiver-:'

Lenain As I said. ss c make little use of

the \\ ritten \I ord. We are compelled toprocess the information to etistomi/e iihefore appl ing ii. Fore \ ample. dd e \\ anted

to introduce apprenticeship in France tak-ing the German s\ stein as a model. It ss asnot possible to make a simple photocop \of that s\ stem. The role of the Ministr\ otFducation in I.ranec is different, nothinecorresponds in our s \ stem to the Rile of the

'Meister- (master crahsincin in the Ger-man s sein. This led us to discussionsss1111 those ss ho had speei fie knoss ledge til

the German s\ stem. These considerations

had then to be transposed on to ollr situa-tion at a regional and local lot.* This tooksome t \so \ ears, ss Inch testifies to theiinponance of the \sork ss hich had to bedone .

d'Iribarne - Imormanon is 111( h Is 01un ulleles1 In \ou mad 11 c thl lie secn iii

\niil lIlt U ()lurk! dud soul numisfetal/Line it.'

\ tcs-.111othil II mum!. k

I. Lenain That is e \ acd Is hal I amsa ing. Although. MIN mation can promptus to nis e consideration to issues \\ Inchhail ROI original! \ attracted! Mir attention.

.1..(17ribarne- It ouhl v0it inicwstecl m()Nahum.; mtnrmation to point your alienlion al rerlath issues:' 11 so. idha lniiiishould this information take:

P. I,enain Natural] \ \\ c are ids\

ions to look ahead. Information \s hichattracts (nn- attention in a particular area of

change is \ aluable. Such information himes cm- should not esceed four or rise pages

and sluitild he lucid and succinct. Largeand comple \ documents present problemsfor those at the operational le \

1. diribarne - So vou need conekse infor-mation if it is to provoke interest. shouldthis intere.st arise how do you proceed.:

P. Lenain We gi \ cii some considerationto ensure that it is not merel \ -fashion-able- then \se process this information forour dm n needs. ing this. \se areinterested in an c \ change of \ less s ss ith lie

author. As ou can sec. SIc, are not particu-larl \ attracted b \ the \\ ritten

d - To ifivc a specific c sample.lie carrfed ow case studies in Aeveralcontpanies in a number of (.oultIrie onwhai coldd lie ((Tilled "Orgaidzaijoho

hich pmiluce qualificanons''. You haveressed seyeral occasions IAA's inter-

est in this subject. 1 hese studies will hepublished. Mtn/ irouid be sour Mien's! inqich

siliclics

11. !Amain "oci.1 :od. interested inivading a document \\ Inch is concise, clearand simple. \hos\ ing thee \ perience gained

fl enteiTiri se, \\ ho ha \ e succdseded or failed.

Wc ss mild then make contact \\ ith thercles ant huh \ idnals in these companies .0that the \ could e \ plain to us the dil Fleurties the \ encountered. the opportunities 01\\ Inch the \ a \ ailed and 1 Or an e \ planation

as to ssh \ Ihe ha C reached a cel (dinsituation. Cart ing out olgani,ationalch,Ingc illS 01\ cs a multitude 01 details and

.2. 0

a research studk hos\ es er capable the re-

searcher ma\ he. cannot replace an e\-change of \ ies\N Oil site.

t. d'Iriburne - anent/mut; lo

du' overall e1lid.ient 5 01 5uprillIwinnal 0r-eanizainw N. 0 hich Awl of Services shoulddu's be capable of pre within.; to companiessuch as yours nhich have a good informa-tionl illir(151171r1111V ill onler 10 respond 10

needs:,

P. Lenain International organi/ationscould help in putting UN in perspeeti \ c andsetting up a nets\ ork pro \ idling informa-tion on intimation in the \ arious coun-tries.

01 e( )(IPA% ss e mils\ s interested inconcise inlOrmat ion increasi ng. our knoss l-edge ()I Furopean di \ ersit and making usmore a \\ are of the specinc national con-te\t.

We ss ish to thank Mr A. d'Iriharne. Direc-tor of Research at CNRS. for carr ing outthis inter\ ies inills 01\ cd.

ss hieh (1.-.DITop sl

I ,s1111111 \

Research scientists and informa-tion on vocational trainingin Europe

For research sc.entists vocational trainingis just one scientific held. It takes in aspecific area of application although itscontents var considerably. Research sci-entists approach this held \ ia the tools.methods and cimeepts ss hich are general! \

specific to this discipline thus renderingcomparison difficult. Furthermore. \ oca-tional training on the European loci de-limits a field of application ss hich itself isdefined on the basis of a geographic area.(he designation of w hich is s \ ague or

aries.

lere, the distinguishing feature of thisarea is that research scientists are above allproducers rather than users of informa-tion. One of their tasks is to impart todifferent groups the know ledge the.s pro-duce. However, the \ too need access toinformation in order to conduct their ownresearch activities. More than for otherprofessions, perhaps. reflection for themis a necessary part of a broader-baseddevelopment described as Scientific andTechnical Information (STI). A first stagew as the setting up of documenutrydatabases ss ith hard copy back-up. A sec-ond stage seems to be a move awmaterial back-up in scientific production

ith the arris al of -electronic publica-tions-.

IS

Alaind'Iribarne1?eseanli!Erector 01CNRS, Nem. (It

I.,Conomics (MilSOCIOfi Pg I

Work

Finally. for the research scientist oca-tional training on the European les el is noljust a scientific field. It also means ever).da \ practice. For him it is a matter ofmos ing out of his national professionalarea ill order to integrate himself into ass ider area encompassMc the emergingEurope as a common site for reflection.exchange and acti(m. It is not by chancethat research scientists in the humanitiesand social sciences are drawing On theMaastricht Treat in order to press theFun upean Conlinissiiin to make \ ocationaltraining an integral and legitimate part ofEuropean scientific research under thefourth Frames\ ork Programme for Re-search and De s elopment.

Information on S ocational training on a1:uropean level must, therefore, be seen bythe research scientist as the redraw ing of ascientific area and professional space witha view to producing a new infrastructure ofservices for which STI will provide theback-up. However, analysis brings us backto a whole series of even more fundamen-tal questions concerning the problemsraised. This has to do ss ith the contradic-tions which are beginning to emerge be-tween the normally free characterof know l-edge. a public good, and the tendenc toincreasingl incorporate research %%lurk intoa commercial frames\ ork of competitionand exploitation.

Vocational training as ascientific field :a changing area

In order to assess how research is affected

b information. ss e 1 irst ha \ e to knowss hat the research scientist is going topi ()duce. ( ieneralk speak*. it could be

11

said that he pr()duces three k i rids of know l-edge which draw on the same sources butv. h ich do not has c the same meaning:

descriptis e: tr ing to define 1) \\ a ofgenerall concrete categories the state,

ement, or relations between phenom-ena: e.g. the breakdow n bs age and sex ofvocational trainMg les els of the under 20-) ear-olds in the s arious Member States ofthe ('ommunits

e \ p ana or \ aiming to understand w li

there are differences in these breakdownsrequiring the elaboratitun of conceptualreference frames\ orks draw ing. for e sant-

ple. on differentiated economic or socialmechallisms.

normatis e: abandoning the scientificivory tower- in order to engage in criticalanaly sis or es aluation. es en going as far as

rejection or proposal. For the researchscientist it is a matter of establishing him-self as an advisor to those responsible forpublic or private policies.

In all eases the research scientist has tomake choices. I le builds. He places inperspectise. To do this, he defines theproblem fields and selects methods. Thesers form of the actis 'ales undertaken bsthe research scientist, 1)1i1 li as a pniducerand as a user. are affected h) multipleapproaches: statistical. quantitatise ap-proaches, qualitative approaches mostlyinvols ing monographs. combinationsthereof. III iil cases the data has to beidentified and catalogued befOre it can hedisseminated.

Furthermore. if vocational training is afull \ fledged field of know ledge. the re-lated areas of know ledge are \ er diverse,

It \\ e look at the major, classical,categories (u1 approach. ss C find:

\ tkational liaininv I/199i

initial trainin for s ()ling peopk% in-cluding apprenticeship. in public or pri-s ate institutions;

continuing training for pet .n or out

ors\ ork. i tr more or less clear target gr( lups.

e.g. depending on their socio-demographicor economic situation. special attentionbeing gis en \ ()cat ional training initiated

compwlies:

\\ ork. addressed \ ia its organiration.contents. integration into professional cat-egories or mobil it \ , in order to be able totackle questions of -qualification-. coin,petencies:

reemitment hs conio:inie, and the roleof the diploma in that oon

depending on industrial and social strate-gies and their representation:

training techniques andcognitis e !earn-ing processes depending on the aids used

(computer-aided instruction. for esample.s5 ith Mono or multi media back-up t:

the links between the abose. front theangle (it' the general functioning of thelabour market. and the corollary mecha-nisms of pnifessional integration ore \clu-,sion from actis its .

At all cs ems the research scientist ina heinterested in \ ers different kwins of know l-

edge. I le may . for e ample. stress thestructural side. he it from the institutional.

statutors or i.egulators angle, the impor-tance ol s hich is generally know n. liemay be interested in pubhc policies."flow s throtigh these structures. the peo-ple ins olved. the costs iind tasks ins oh edin running them. For national independ-ence. the European perspectise opens upnew hori/(ms:supranati(mal polieies.com-parisons between countries in order to

to identify ing the differences and si lari

position the national

ties from countrs to countr5 in movestoss ards possible harmoni/ation. In allcases it is a question of res iew ing 5 isions.

identifying the poiblems of most relcsancefor the actions of others ihumnan resourcesnianagement, harmoniiat ion of temst.

.1mher he is an economist. sociologist.legal c spert. historian. psschologim orcomputer scientist. he ss ill be able to Incas-

ure the di \ ersity of approaches used, the\ ariets of sources and their applicationand also the di \ erse nature of publicationback-up. each discipline ha \ ing its ownjournals. which, in turn. are often brokendow n into theoretical or applied catego-ries. Moreos en. the reference points fori nforniat ion which are jumbled on the na-tional level are easils lost on the largerEuropean stage_ each country has ing its(is\ n traditions. classilication and prac-tices.

This, is hos\ sse can define scientilic pro-duction ss hich sers es t.is a base for theesehtmge bets\ cell the research scientist

and his peers. betw cell the research scien-tist and other suppl ler, of information suchas the statistician or bureaucrat or. linallr .between the research scientist and otherpeople in\ oh\ ed in economic and sociali fe. The contents arc constantly changing.they are diffuse. often segmented and di f-lieult to identify. It is necessary, more thanever. to elahorate a European \ ision ofinformation on \ ocational training in or-der to facilitate these very essential e \changes.

Revised needs in factualknowledge

In the preceding Nragraph \\ e e plantedthat in respect of national anal \ ses. theperspectis es offered by European integra-tion. hy the creation ola social Europe andan einerging economic Hunipe. paved the55 for ness approaches to s oca tionatraining. In ivality. needs in respect of newinformation are being felt as a result offactual and theoretical pressures.

From the factual titgle. the emerging Eu-rope needs information on a series ofmechanisms which affect it because it is apolitical project. As with ever) project.whose future structure is shaped 1.)\ a con-

stant process of trial and error. l'Airopecannot do without the pn,duction of know l-edge on and amund its ow n specific pniject.on the pertinence of. its kiundat ions and onthe conditions necessars in order to secureits success. This is es en less obvious in thecase 1- ocationat training 55 hich is part of

the enierging Europe: its objectives arebased on a contradictors challenge: com-petition between European countries. antirea in ss hich EFA..' Member States ha s eadopted 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. Europe as an institutional deci-sion- making body needs a know ledgemechanism adapted to its position in thefields of action. FNs applies to the cornmission, the Council. the Europezin Parhamem but also to the social partners. It

ss onkl he erroneolV, lo belies t, Mat a I-mo

pean Sisituli would gradualls

11,11n111r I/ Mit i Ill/UMW HIRE nu

the sum toud of nati(mal \ isions. The sameholds. br e\alnpie. for die training ofengineers and the recognition or engi-neers' qualificatimis.

Final! . a numher or socio-econoillicmechanisms alread) at \\ ork ithin ho-rope ha: e supranational components \\ hichcan hut de \ clop in the ne \ t fe).\ ) ears.

Hence. these mechanisms can no longerhe addressed fr(im the national F.r.pee-tiSe because this might 05 er-simplif \ themand. thus. falsil) part of the anal)Nis.The same applies to the \\ a\ in \\ hich theproducti \ e apparatus to let his C S en the-least imponant social aspect- maintainsreal significance. The Name holds lOr an \ -thing 55 hich has to do \\ ith the tran,-houndar) mo \ ement of people.

In this connection the other justificationgi \ en fordeveloping the information basesrequired 11\ researeh scientists is theltreilcal. Research tradition in the social sci-ence. tended to set (550 major les els oranal) sis ;.tgainst each other hem Cell \\ inchthere \\ as no methodological or concep-tual transfer. Macro-anal \ ses \\ hich tack-

led inajor structures and \\ hich aimed toset lip global e \ planator) patterns_ for e\-

ample social reproduction I)\ means oreducational flos).. Micro-anal)ses centredOn micro-societies or micro-phenomena.the aim of \\ hich 55 as to monitor multiple

interdependencies: the micro-social :Is aglobal phenomenon. Against this back-ground. the stud) for e \ ample of the func-tioning or a professional col league. ot class.

becomes a support in estahl ishi lig the char-

acteristic features of societ) a, it \\ hole.Bets\ een these tsslt e \ tremes. others \\ ereinterested in intermediate or es en autono-mous structures. the anal \ sis of the Func-tioning. of \\ Inch could pealaps e \ plainglohal phenomena. What could he men-tioned here is. for e \ ample. a stud) ()I' theprofessional categor\ orteachers ss ho. likeother professional categories, Corm a strong

social group.

These three reference les els tackled in anindependent manner and thought to he orsignilicance arc also present ill terms orterritoriaht): the class \\ as situated in the\ i lage or district. teachers \\ ere located inacademies. social reproduction 55 as posi-

tioned in the global functioning of thenation. hinall\ it could he said that inrespect ()1 tiine. the approach 55 as the same.

Research set more c \ chcal. short-termadjustments and mechanisms against me-dium or long-term structural adjustments.

Conceptual des elopments in the last les\)ear, gradualk mos ed ass a \ rt till thesedual approaches hased on e clu, Is ns and

opposition toss ards an approach sshichsought. b) contrast. to articulate Nariousles els of more temporal iota]) Nis ith a\ jos to multiple interaction and multi-regulation. 'Fhe concepts of interd.epend-ence bets\ een agent. and structures, learn-

ing processes structuring the d) namics Oftransformation. pla) an increasing role inthe pwhleills and thus in the demands fora structuring of databases. Thk ha, led toprofound changes in methods iNed. Re-search into these multiple Mteractionscre-ates a need for more sophisticated andmore precise informati(m. The recogni-tion of social achiesements led to the de-\ elopment of international comparisonshut also to !Imre focused attention on theestahlishment of categories \\ hich rest:at-eh

BEST P,r""Itt

scientist. are eoing to ll\e. then' \I.:1111.1chino: and their rekh hince.

Vei s. rapidf\. majot differences in baslcinformation appeared. for e \ ample ill1-rance. eontrar\ to the situation inhilted S ta.es. racial or ethnic origin ma\(ink he mentioned in the statistical sourcesin the name of human rights or publicliberties. the old \ acceptable lei Ill beingnationalit kno\ all too \\ ellthat the difficulties encountered in schooling. professional integration are \ er much

linked to the socialhich ethnic Origins pla\ a role. not as

such hut as a support in sociali/ation.

From this angle \\ e can sa that majorditTerences in e \ aluation elneNts 011 a kir.ropean lc\ ej hem \liaktician,

search scientists. The former lor eomparil .the reasons. tend to standardi/e and stabi

nollienclattwe in order to produce datati Iiieit lends itself to longitudinal compare\ 011 ill \ 01 i me and space. This \ouldbe data on the breakdo\\ II of salaries,professii ma. categories, hind the le \ el oftraining in the different sectors of aok ltThe latter. lor the same comparathe rea-sons. stress the differences in sock,tutional reahh hien could he C011eCaled

ill similar or identical designations. critici/ing the deeepthe character oldie aril-factsconstrueted h statistician. foranal \sis and action.

113 en the importance of the challenges lorFanope. confrontational \\ ork has to bedone accompanied h.\ the setting up offaetuhi.1 databases 33 hich iii Nhape. to alarge t.kgree. medium and long-term re\catch on the kuropean le \ el. \Ve knimfor evample. that the apprentii:e or \killed\\ oiler is not in the same situation inFrance. Ital or( iernialh because the training. selection procedures, p)sition in 33 ,t1 k

organi/ation. in career prospects orstatus are not the sa11 Ie.

fills enaltles us to timlerst and the reheence

\\ hich ma\ lie \Inn\ 11 in reNpect tto ,,tt lip database. on proles.sional tiilahI

hcations III lilt: ii C. the goal 01 \\,

31 011111 lie to render qualification\ in thetialispluent and ill this \a to con

hi int:leasing the 11101,1111 ol 3101k

countries \\ ith the qualifications 01 theirneighhours could be \ er interesting. Hutthis implies a stilistalitial 3 aluc added inre,pect ol 1 1.1t le ha \ toda\ since themain slant v. 1,uld he titialitatk e and intorprelational. enabling us to understand thenatur: Ill realik he \ oild

Information by and forresearch scientists : stand-ardization and personaliza-tion a documentary data

Information is a. \ ;tried and dinas the subject \\ hiell it ethers. \Ve shouldbear in mind that it ma he oral. \ ritten or\ halal that it ma\ he numerical. qualita-Iile or quantitati \ e_ factual or dot:lime!)tar. the form the support just as \ ariedas the contents. Isor the re \earch scientistthe re\ olution is, the ad 3 ent of Scientificand Technical Information t STI and

informatics.: doeumentar informatics.This cannot \ ed sepal:hack [himde \ elopments in the professional praolice'. of research scientists. their \\ orkingand publication method..

In ordei to a\ old an \ erroneous reasoning,something \\ hich happens all too Often.preference llould ic gi en to a ser\ iee.rendered approach. It \ not a que \lion ofknov,ing 31 hether the no\ technologic..\\ ill be good in tlienu,eb e but rather \\ hat\el.\ ICC the \ Call Oriel 10 tho.e 33 110 might

hale recourse to them: 31 hat usefulnessand at \\ hal price? An approach of tinskind. \\ hich could be narro \\ 1 \ qualified as"econonh conscious-. is able to keep atight rein On grandiose and \ isionar pro-posals. the tangible results ol tlre

ACIldl \appointing. is. panic:111;d \

v. ell placed in tIns lespect heeause it is

\ er\ loud of large seale projects; It hasconeehod the 3 er\ large lihrar and. oil a11101C 1110ties1 scale, INIST. Institut NaIlonat d' hilormation Seientil 'Nue et I cell

nique I National Institute 101 .1 echniedl and

Seienti le In formal

In Willi,. 01 his piolessional aelk the

pioblem is In tactplc. Ile needs knov, \\ hat has beenplodueed 1111 (hlIcient subjects and h \

ested in. the te \I must lie ill anaccessihle language The research sewlltisl normall On I It it.ok 101. \'illIl

has heen producol in his I ield of research.Ile lit.etls eomprehensi \ e hut .elcci

illatioil . lit' needs le \ t references. the te

thenisel \ es_ the tr,inslatiou oi \

rod:I.\ the main trend in S II is, to set up

doeunientai databas.... and to integratethem into computer nem orks I his C0111

hint:\ ,scientilic production mailable on"hard cop suppol ith treatment 01 that

production in a computenied lorm l

lead to chains for the collection and treatinlormalion Idlich are partici!

lark UM\ ielti \ \\ hell il lo Nelni

nali011. III fact it I. a matter of identik ingand selecting hat should be .tored ill adatabase. Then it is a IIlhhitt'l IuI entering

into the database information concerningthe pubhcations seleckd. normall \ the ti-tles and names Of the author.. hut also a\mutual \ content.

I .ezi\ ing aside material eonstraints.1\110 \ that the pel f Orin:nice ol these

dalah:ises. closel \ linked tothe lilt...milli...and the ke \\ ord,, appliekl tothe anal \ ses 1111(1 III s..0 lo the ust.r-fritlitIli

nessolinterrogation \\

oldie database \ er much depend,. oil the\ kills ol the \ ed iii its design and

implementation. hill the mon: nue3 hen it comes Iodic ario.1 and intilliforinitirorittalion to he lound. for illIocational trainine on hi kuropean le \ el.

Major impro \ ements haie still to he madeto interrogation .01133 are in Mier to make

it more ll friendb. Siniilark. no multifont mill \\ arc i \ al \\ hich

33 onld make possahle tlk."anitiltancon.elltr\ 01 tests in Rom:in.(' \ or .Araltie

fonts in thedatabase. Al all thentstechnol..tandartli/tilion and the compatibilit

s\ stems us 0\ ei thew k notenough emphasis, on 1,inplave. Bui as \\

111131' Ill \I Well 1111 \ IN till a \pea Ii\ 1101 a question ob lainniag.o. buil

oF concepts. particulark against a Furo .pean background. In ordel to make nanonal information accey,ible lot compali\on or to enable people in one comm.\ toundetsland lIl101ilIhitlOil qinpiled

intiNI aNe lo eNlablish ion

els 31 .1111111 1110 CO111111111111 \ Uhl \ polcci 1311)1111 I 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 nothe interrogated in line. Requests had to hemade for profile excerpts hich meantlong \\ aning trnes aad did not permitinteractk e research. Toda\ . these hasescan he interifigated on line. But this newaccessibility does not resolse the prohlemof access to information itself. Apart fromhuy ing ii. any One interested in a particulardocument can kink obtain it by borrow mgit hy ss ay of an inter-lihrar\ loan. w herethis s \ stem exists. or hs \ of a photo-

"lila. aciiit. iitphie a inure "r le"long ss ait. In all such cases. accessibilityimplies that the user know s ss here to findthe hasic document indicated in the docu-ment:1r\ base. This explains the interest injoint catalogues of titles and the netw ork-ing of libraries and documentary centres.These catalogues are becoming increas-ing] \ accessible at short notice, roughlyone w eek. in the form of CD-RONI. Al-though the \ are still in the test-tuhe stage.they must he des eloped along interna-tional lines.

This demonstrates that S.1.1 is dependent atall times on multiple competencies: de-sign. implementation. and interrogation.The person doing the interrogating has tobe as close as piissible to the user in orderto he ahle to integrate the latter's specifickluestlons into the interrogation strategy .Now there are as many interrogation strat-egies as there are questhms from users. Ifit is til flinCtion s111001111\ STI should heset up in specialiied nem orks ss Inch arehighly decentral lied hut coherent in orderto facilitate ease of use. This implies theexistence of highly qualified experts nearto users. An approach or this kind permitsbetter reconciliation of the needs of indus-trialiied standardi/ation of informationproduction w uthi indis iduali/ed. custont .lied use.

Indis itluahiiation of information is 0 con-tinuing need. That is ss there is 0 desireto ;ieeess not only w hat the \ produce hutalso the authors themsels cs. \Ve. there-fore. I ind nurse' \ es in a totall \ interactke;Ind interpretafional situation. Aecess olthis kind implies that people know w Ito isw (Irking on w hat. ss here. It implies that we

mos e It ont know ledge and the catalogu-ing Or scientific production. to know ledgend the cataloguing of the authots themsek es and the institutions. mo \ e Flom

into, illation tehtu ks to people nem orks.to the settnig npol datahases of "expel ts- .

2 '

Information and develop-ment of professional prac-tices : peer networks andprivate appropriation ofresearch

We !lase seen that the databases based onss ritten documents gas e access to the titlesof articles published in major world jour-nals in the form of disks sent out eachmonth w ith short dela\ s of one to twoweeks. The summaries of articles are he-ginning to he accessible under the samecoaditions with a time span ()fa few weeks.I.or research scientists, the basic STI ss s-tem still has se \ eral shortcomings. C'er-tainly. the interrogation algorhy thins ofthe databases are impros ing at a tremen-dous rate. This. linked to increasingly pow-erful micro-computers. will make bihlio-graphical research increasingly easy . Butthe material is \ ery expensive and interro-gation costs will remain prohibitive forresearch seientists ss ho are not membersof sufficiently strong teams: this is the casefor arious research scientists in the socialsciences.

Furthermore.the development ofness tech-nologies ss ill encourage the spread of sci-entilic publications in particular by mak-ing possible the duplication. thanks to coin-puter-aided publication (CAP). of smalledition publications and. their confiden-tial dissemination. publications associviedwith works which are -grey literature'',which are developed, edited and dissemi-nated by their authors. One main conse-quence of this de \ elopment is not only that

access to fundainental information will hees en more difficult but that the referencesestablished by the supports will he nebu-lous. The -qualification- of literature ss illhe i-educed Since quality articles ss ill hefound on an increasingly scattered numberof supports.

( it\ en this situation. w e are w itnessin a

nes\ des elopment aiming to do ass it ss ith

hardcopy support. This ins ols es both thedes elopment of electronic puhlications andthe desire by those responsible For docu-mentary now (irks to go ni the source. tothe editors. in order to has edirect access tobase documents in a computeri/ed loon.the ;alihors ihemsek es pros ide then text.

a summar \ and hihliographical data ondisk. -I-he objectis e is tss ()IOU to reduceboth costs and access times.

Speeding up access times to importantarticles is one of the obsessions of researchscientists since the> ss ish to keep them-Neb. es fully up Iodate on scientific produc-tion. Es ers research scientist, is on thelook-out for a new. emerging idea. He iseven on the look-out for knowledge onresearch questions \\Ilia could hring withthem innos ation. Research scientists. atleast some of them. are in fierce competi-tion with each other because they are vying for the saine honours and career advan-

tages.

In the traditional system. scientific work isspeeded up by means of "pre-prints-. i.e.by notes or drafts of multi-graphic articlestransmitted b> post or now by fax between"befriended- research scientists. -Elec-tronic publication- will accelerate theseexchanges es-en further. It has the advan-tage that it limits the circulation of greyliterature which tends to accumulate moreor less unss ittingly on the desks or on thebookshel \ es of libraries ss ithout es er be-ing read. It should also serse to limit theproduction of articles in journals, publica-tion only being undertaken after interac-tion ss ith a network of friends. Conversely.it ss ill further divide scientific communi-ties into closed networks. It will assume aposition alongside oral communities ss ithinwhich qualified inftwmation is dissemi-nated which means that menthers can make

considerable savings in terms of what theyhave to read.

This leads to a diflerentiation in respect ofthe information required by the researchscientist: on the one hand. rms. highlyspecialifed information as early as possi-hle, on the other, more elaborate. sy ntheticinformation summing up an issue. the stateof the art. This means longer acc,:ss timeshut sas ings in the time needed to exploitthe information. The latter type of infor-mation is of interest to general researchscientists. It also reflects the needs of non-research scientists.

The race hy research scientists for Milo\ a-tion should not he simpls \ iessed in re-spect of the \ anity ins ols ed in honours andcareer ambitions. It must also be seen inrelation to increasingl> ivies ant economic

\ ikational naming 1/1119.1

challenges. Given the growing number ofconstraints \\ hich are being imposed onresearch scientist.. STI is caught betweentwo mos ements which are going in oppo-site directions. On the one hand. there is a\ eritable explosion in new technologieswhich ss ill encourage durable public goods.

which are easil transferrable and accessi-ble. On the other hand, the taking over ot'information. its control in order to ensureits exploitation is becoming a grossingchallenge between its producers and itsusers. The researchers/producers tend tobetter protect their intellectual propertyand to restrict free access to what thehas e produced. The researchers /user.. are

trying to guarantee temporar monopoliesof know ledge in order to enhance theirreputation and to secure financing ss hichwtnild not others\ ise he granted to them.Ntm-reearchers/users. part icu tail pri \ ate

indis duals. ss ho are grasping the com-petitise importance of the information col-lected. \\ oul(1 also like to gain control ofuse particularl as the are the co- knan-ciers. or es en the sole financiers.

There is a gross Mg contradiction hetw cciian obligation in terms of public sers icean obligation to dis ulge know ledge tobenefit the I undamental rese:ach and situations stemming from the commercial

V14:011011,11 Hai I/1991

value of results which encourage researchscientists to exploit them directl . eithertogether ss ith others or because iesearch isco-financed under conditions other thanpatronage. The growing inter-action be-tween public research and industr createsa contradiction in the use of knosvledge:several publications made possible giventhe facilities made available b their linkswith companies. ma.s not be publishedbecause some of the results are classed asconfidential. As far as the informationproduced is concerned, to the question "lsthis true? is added the question -Is thissellable?".

Thus. STI is probably in the process ofchanging its status. a s ictim to a certainextent of its ow n success. ss hich ins milsed

generating negotiable usefulness. It ss ill

be difficult lor information on training tosidestep a !nos enlent of this kind becausehuman resources are becoming a ke lac-tor in the competiti \ eness of companies.The des elopment of this information on aEuropean le s el w ill follow the same pathyes en gross tug ass aieness of the 1:..uropean

dimension in corporate strategies.. \ gainstthis backgmund. public research scientists

ss ill find Menisci\ es in situations ss hichw ill be increasingl difficult to manage

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lions on their part in respect of their tasks.The Conimission of the Fur(pean Com-munities and its special iied agencies. suchas CEDITOP. should address this matteras soon as possible.

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BEST COPY AVAI

Decision-makers InformationNeeds in Vocational Training

From the East European perspectivevocational training is an importantissue in the process of European inte-gration. Efforts to forge links betweenthe two spheres of training, betweenthe Hungarian and West European,are of crucial importance. In spite ofinherent differences and their distinctfeatures, there is a trend towards inte-gration within Europe. This makesdecision-makers currently faced witheconomic and political transition moreopen to developing a new type of voca-tional training system. This paper ex-amines the information backgroundto the decision-making processes, thenature of information on vocationaltraining and the issue of how differentsystems may he compared. Undoubt-edly, this paper goes beyond this bylooking at activities which are feasibleand which should be initiated.

The information back-ground to decision-makingprocesses

The formulation of ocational trainingpolic ins ()Res inan partners and it k 110Cliiiiddeliee that more i-ecent effort hasfocused on harmoni/ing interests in the

AndrasBenedekneintly Shur.ecrchirv.VocationalTolimitt;()ivi`uni (PI air

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socational training sphere. While the hu-man actor plas an increasing role in theformulation of economic polic. the roleof the State is influenced increasinglsdemographic aspects. Neolloill le data andforecasts for the zirious sectors are a plan-ning guide in the form of information onins estment and On human resources. Suchinformation is essential in order to makedecisions On socational training polic.

In modern market economies emplo mentpolic is the confluence of man channelsOf information ss hich s ars ill (pains . Ss n-

thesis of this information aims to ensurethat labour is deploed efficientl in bothsocial and economic terms. A glohal iess

must he taken of local interests a, ss hatnua appear to be the optimal solution (in alocal lesel. can result in serious conflict atregionzd or sectoral les el I fOr e \ ample.

manpower rationali/ation to cut costs).

The Stale's information needs require s n-thesis of arious information sources.V. 'hen a s stein is taking shape. it is

inoulded b. the decisions taken on thebasis of the information as ailahle. Demo-graphic and migration data is or primeimportance and this is supplemented binf ormation on institutional resources andfunding. all of which identif the prioritiesto be pursued. Crisk management alsocalls for decisions based on statistical in-formation and economic forecasting. I n-

emplo Mein itsellrequiresstatisticalanal-sk and e amination of phenomena such asregional or mass tinemploment or theproblem of lob-finding for school-leas ersembarking upon a career.

The nature of informationon vocational training

Flue int (urination On 55 Inch socational tram

ing pohc decisions are based. spans a

period ss filch e \ceedlhe socational train-ing ccles. This data. for e \ ample. c011-tains information on the number of stu-dents leas ing the education s stem. thepotential recruits to S ocational trainingprogrammes. and in forination 011 numbers

emploed in the different economic sec-tors zind trades. Simi lark . data on trends in

the ss ork -force. reflecting structuralchanges in the econom. is also required.Work-force trends result in changes in thedemand for labour ss hich follow on fromcrisis Or investment in particulareconomicsectors.

It is essential that this data spans a periodof some ears (more than Iss ice theduration of the s ocational tuiuinino c) die).This ss Otild permit analysis oldie d namicaspects particulad ii standardi/ation ofstatistical data allows al id interpretationboth nationall and on an internationalles el.

Data relating to financial resources isequall important. This should cos er mud-itig 1"or socational training. state subsidiesand the normativc costs of training. Wagepolicy, a factor influencing regional mo-bilit) of labour, is another important sta-tistical domain.

The f ree floss or labour and coordinationof s ocational training ss ith capital flow areol crucial importance ss hen comparingdifferent 5 oeational trainmr N\ stems landqualif ication s stems I. \Vestern compa-nies' act is ties in F.ast;rn Nurope. both asjoint \Cultures and independent companiesas. lore \ ample. in car pi (iduction. is a Case

ill point. Snch companies ss Inch makeminor ins estments rim their 0%\ it trainings stems ss Inch are designed at a multina-tional les el and adapted to the specificnational come t. Statistical anal sis of suchphenomena poses numerous problems inboth the national and international con-ic \t.

There exist txx o important statistical no-menclat tires of international standards:oneconcerns emplo inent and conforms to

standards. the other is the nal ional lxrecogniied list of trades for a nationaltraining sx stem. These lists contain trddesfor t hich technical equix :deuce can beasccoained and xx hich lend scope to bilat-

eral and multilateral coordination. In iexx

of post- I 993 e peculi ions in Europe. thedes elopment of such nomenclature, xx illbecome a priority task. Such xx ork. hoxxex er. requires a suitahle legal framexx ork.such legislation being indispensable fordex eloping a statistical basis.

The issue of comparingdifferent systems

When it comes to comparing informationon different ocational training s stems. itis the twain:mix e rather than the quantita-tixe aspect xx Inch tends to cause problems.

For this. \ er reason it is imperatixe thatboth regionall and on a European lex elthesauruses are dex eloped containing. s n-opt ic descriptions oldie concepts on xx hich

statistical anal\ si. is based. Onl throughad:option itnd concertation of such con-cepts_ full or in part. can conxersion oftih irmation for al id comparison's be tuade.

In terms of global data. information On

population zind emplo mein IN fairly stand-ardiied. Disparities arise in the employ-ment lists and the references to the arioustrades. 11 is unrealistic to expect total har-moni/ation ex en on the medium term.Partial standardi/at ion and precise identi-hcation ol di x ergence are prerequisite todetermining a number of phenomena suchas outh unemplo went iiid retraining forthe tmemph ix ed.

CooRlination on an international lex el callsfor bilateral agreements. On account oftheir historical context. ocational train-ing s stems. particularl in ( ierman- speak-i lig countries, can he examined x ith rela-tix e ease. 'file problem is Mole complex inthe broader international context and herebilateral coordination xx ould seem to pro-\ ide a solution. Hungar has taken initialsteps in this direction xx ith Austria. Ger-man and Ital. Floxx ex cr. comparison ofthe Hungarian x ocational training s stem

ith the British or a Southern Europeansx stem. offer additional possibilities whichhould be developed. CoMpari son of lune-

tional anid.x sis rather than of confornntbetxxeen s stems is more important asidentil'iczttion of di f ferences can prompthigh-level decision-makers to reach initialbilateml and multilateral agreements. Thisxx ould permit harmoniiittion of certainelementsolthetrainings stems.Thiscouldinclude the recognition of qualifications,

mutual pmvision for apprenticeship andthe harmonitation of lakmr safet) andxx orking conditions.

Feasible and necessarytasks

Pmblem analy sis is an important step onthe path um ards tangible projects andfurther se.ec,ive anal sis. No matter hoxxmechanical a differentiated approach tothe trade sectors ma.x seem particukirl.x inthe international dimension - zutal sis

xx hich includes the job aspect is indispen-sable.

'rhe coming fix e to eight ears require i n

d e p t h anal sis of many aspects of the issue

to attain oxerall consensus among politi-cal decision-makers on the issue of hoxx tocoordinate information on x oeational train-

ing. The expansion of a net v, ork of x oca-

tional training centres and informationoffices on an international scale is essen-tial to do eloping such a background. Inthis respect. CEDITOP's role in coordi-nating a comparatix e Zupproach and 'net It-

odologies s i nchallenged. Implementa-tion of such projects requires additionalresources and Communitx supptwt. Thecomplex issue discussed in this paper is aformidable task for decision-makers.

1/19,)) BEST COPY AVAILABLE

Client-orientated informationabout education and the labourmarket in Europe

This article describes informationwhich is essentially structured to servethe general public, against the back-ground of the recent EURES projectswhich aim to promote placement inthe international labour market.

The information needs ofthe client and the counselor

A casual isitor (client ) to the Emplo)mem Exchange in Maastricht asks thecounselor f'or information on her opportu-nities in the lahour market, or to be precise:her opportunities of re-entering thc labourmarket. No results so far have been ob-tained b) asking family and friends, con-sulting local and regional newspapers andasking potential employers about theirvacancies.

This client is looking for more and betterinformation concerning existing and fu-ture vacancies in her district which mightlead to a successful job application.

The emplo) cc at the Employ ment Ex-change explains to the client that the Em-plo) ment Exchange is indeed the rightplace to obtain this t) pc of information.

The client can be registered as an unem-plox ed person and ss ould thus he notifiedas soon as suitable \ acancies arise.

In the meantime. by rapidly screening alarge number of s acancies. of which ashort description. dix ided into differentparts b) clear sub-headings. is available inthat part of the Employment Exchange

hich is open to the public, it has becomeclear that a more intensis e search will berequired to find a suitable job in the district.

Aker that it Xs ill he necessary to see il forthis more intensis e form of ser ice a morespecialised counselor is required for regis-tration and help in seeking a job.

completing registration. which in-volves the client and the couselor oftenlooking at a computer screen and the cli-ent's particulars and other information rel-evant to the job market, and entering thisinto the computer, this will carry out acomparative supply-and-demand search.This search will be specifically directedtowards vacancies which are known toexist but of which the description is notyet, or no longer, posted in the public areaof the Emplo)ment Exchange.

The cininselor w ill also check w hether theexpectations that the client has w id) regard

L. L. M.FrederixDirector ofRegionalAilmimstrationof th( Lmplov-mem Serr,Irc ofSenalt Limburg.

reyousible for rt '1U.,s/Rproleet5

ariT COPY AVAILmu F

TitcoMensenrainingmanager,

RegionalAdministrmionof the kmploy-mem Service

to successfull placement are i-eal istic. Thelast ten years. during w hich the client didnot form part of the workforce. saw impor-tant changes in the t) pe of labour and thewa) firms and institutions are organised.According to two potential emplo)ers theclient would need too long a period of timeto become aquainted ss ith the ss ork. unless

she previously took several general and afew more specialised courses.

En fortunatel) the conversations w nil thepotential emplo)ers were short so it w asnot clear which courses were being re-ferred to. Where could these courses befollowed, what w ould they cost, how muchtime would the) take and w hat coukl theclient expect when she had completedthese courses? Would the acancy still beavailable or would all her efforts havebeen in vain. Should she continue search-ing as she has been doing up to now orshould she try something completely dif-ferent. Perhaps something in a field inwhich she has not worked before. hut inwhich there is a better chance of findingwork. One is nes er too old to learn. Butthere is so much to be learned. Which of'these inarket-orientated provisions. wouldhe the best choice kw this client? Whoc()Illd determine ss hether she ma) be suitedfor a totally different course and profes-sion?

It is clear from the abos e that the informa-tion required b) a client of the Employ-ment Exchange is cluiple x and hocad.

A satisfactor) inquir) 55 ill require an enor-mous amount of specific information oneducation and the labour market. Nlanyclients find it eas) to assume that the1:inplo) ment Exchange Ii as the necessary

information and can make it as ailable insuch a w a\ as to be useful to the client.

\ is ,111(111,11 II iIllllI5 1/1(),)1

The aierage client takes for granted thatthe Employ mein Exchange has soli ed anyproblems concerning the availabilits ofadequate. up-to-date and reliable informa-tion on the labour market. In practice thisimage is confirmed because a eenificate ofregistration is quickly drawn up andprinted. I hos, es er the regional Employ -mem Exchange only play s a small part in

the dy namic pnicess of des elopment andthe ss ay in si hich firms and organisationsmake use of peoples qualifications. Themarket share of about 30'4 is proof of this.

An important part of job placement is infact the pros ision id information. Espe-cially in a segmented and not very trans-parent labour market the existence or theEmployment Exchange is justi lied. This islargely determined by the Etnploy mentExchange's to provide the informa-tion required rapidly so as to optimize thedistribution of the labour force os er theexisting \ acancies. Prompt selection ofsuitable candidates for a \ acancy andprompt selection of appropriate and avail-able \ acancies for unemploy ed clients isonly possible lithe necessary informationis as ai table, complete and up-to-date andis used properly and efficiently .

Production of Informationand Infrastructure

This short description of the primary proc-ess of an employ ment strategy : attendingto clients is ho come to the EmploymentExchange searching for a job; who registeras Unemploed or is ho seek advice and

help to improse their situation on the la-bour market. clearly show s that in it nC-tical situation enormous amounts of infor-mation must be exchanged. This informa-tion ranges from simple data to extremelycomplex knowledge concerning the suit-ability ()fan unemployed person lOr fillinga vacancy . The usefulness and effective-ness of the information also depends on it

being reliable. re.cs ant and rapidly as ail-

able.

Wien producing information. a fact that isusually underestimated is that good use ofthis demands high standards of the user.Policy is an iniportant. probably the mostimportant. producer of complex informa-tion. Policy concerning the pro \ isitm oflabour is no \ Ceplion (0 tins rule. 1 his

draw s up a code of conduct in order to has c

a particular effect on the labour market.Therefoiv agreements are made, manyagreements are made: is ith administra-tors. w ith those implementing policies.is ith clients.

In order to properly implement the polic .

i.e. to set priorities, those ins olied must beinformed or others\ ise have the pOs-

sibiht of being well informed. After theinformation has been prciduced it is ex-tremely important for a succesSful joballocation polic\ that the information iscollated and effecti \ el \ transferred to thepeople is Ito need to use it.

The Employ Mein Exchange ilready hasan extensive infrastructure with computerfacilities. networks and data managementsystems. They encourage use of this zrs an

aid to the primary process and for manage-ment purposes. The des elopment of theorganisational infrastructure can hardlykeep pace with the users' grow ing de-mands and the chents' high expectations.Despite this any actis ity directed toss ardsimproi ed 1.1.e or the expansion of the in-formation structure is strongly encour-aged.

The Gathering and Distri-bution of Information

Now aday s the a\ erage access time to ahard disc is less than 20 milliseconds.How es er it still takes a counselor ill theEmplo ment Exchange in N laastricht. Gentor Aachen weeks and sometitnes monthsto find out whether and under which con-ditions a 27 year-old is ontan. is ho is tr ingto re-enter the labour malket and is de-pendent on NA el tare. ss nh a certificate in

don testic science and w ork exper.ence inhousekeeping and the retail trade. I is ing in

a border tow n like N.ijsden. and who is

itilltiss ing a transition course in Tongerenand a supplementary textile Course in theCentre for Vocational Training in Seraing.can fill a hard-to-fill sacancy in Aachen.

'Vet imicall \ it is possible. of course. (0place the distributed information in inter-related files. so that as a result. if the accestime and the selection of the ale ant dataCall be limited to t fess seconds, one canexpect a snong increase in producus il

Apart from impros ing the sy stems. is Inchare mainly registrational and are used forhandling transactions. it is sought to im-pro c the use 01 the as ailable data bxintuiducing sy stems. based on neural net-work techinilogy , Itt sUpport decisit in mak-

ing. to be used for placement act is ities and

education planning.

Exchange of Information

The gathering and use of reles ant informa-tion concerning placement in the labourmarket in border areas is still underdes el-oped, Several projects ;AIM to intensify theexchange of information effectisely . In areasonably short period of time. employ -ees can form a fairly exact image of theirneighbouring country 's situation. as ail-able material. personnel. students, tot uls.as is ell as addional information on how thesetting came about, current views, de-mands for change. the changeability of thepresent setting and the realisation of theobjectii es. This can be aclnes ed by meansof cons ersations. publications. mulual s k-

its and the exchange of experiences andpractical training by employees.

A recent exaniple is expansion ofinterregional cooperation in the Europeanregion Maas-Rhine. si Inch includes theexchange of information on \ acanciesacross national border.. Video-text termi-nals are being installed in Aachen andHeerlen so that an optimal alloeation is itlnnthe labour market of the European regionis not hindered bi the fact that informationon the labour market stops at the border.

Nloreos cr. the region of South Limburg isrunning two pilot projects aimed at inten-s ifs ing cross-border activities

These projects ha \ c as main objectuse theexchange of information and the use ofeach others expertise and experience inorder to achiese better results. locating

and remos ing existing barriers. resealingand making use of exist ing possibilities as\sell as creating new placement possibili-ties by further expanding cooperationss ithin the Eutopean regions,

The region of Smith Limburg is runningI kw project hich help lo reng then cro,.-

border cooperation. These pilot projectstitutttitichiut_'u tangible results and to allow

the border to cease to he a barrier. Workingclosek togetherthe ser\ ices in \ ol \ ed

ith labour allocation make the labourmarket more transpai.ent and approach-able in a flexible w ay. Obviously the needfor information must be \\ ell structured. Arele ant fact is that know leke of the Eu-ropean aspects of the region is alreadyery important for the public in general

and already recek es much auention. Thefield of labour forms a special part of this.Working across the border immediatelyin \ olves key issues such as social securit\and the (un)certainties concerning educa-tion. qualiflcations and certification. Astrong accent is placed on these three as-pects. An action-research model is heingdevekiped which means that the EMI/1Mment Exchanges (Germany, The Nether-lands. the Walloon. the Flemish and theGerman-speaking provinces or BelgiltIll Ide \ clop their existing range of services inconsultation in such a way that it becomesrelevant and adequate for people w ho aretry ing to obtain infOrmation on the neigh-bouring country.

The automation of the in forination ser\ices is at this ponit still considered to be ofsecondary importance. Priority should be

\ en to developing new products specifi-cally for clients and adapted to their needs.\part from that it is essential that theiroject generate tangible results and thatthere be no duplication of existing facili-ies. The I( iA projects form part of the EC/

EURES programme (European Employ -

ment Services) and links w ith other pilotirogrammes (for example. in Southernurope, Italy /France and France/( ermany )

are being actively sought.

The real issue here is hMs the generalpublic can he in \ olved in these matters, sotherefore it is of prime iniportance that thegeneral public receive ample information.In kirmat ion to the general public is abso-Intel \ essential. In the ROA-study (No-\ ember I 992) it was already pointed outthat the public had very little understand-ing oldie meaning of "Iti rope after I 992-.

It is precisely here, \\ here the informationto the puhlic is concerned, that the localauthorities, w ho are the most direetk in-voked \\ ith and responsible for their chi-/ens. could play a very important part. Thelocal authorities have a number of openi-tional facilities at their disposal and it is

they \\ ho are closest to the puhlic.

Special attention should be gis en to pro-viding information to young people. theschool-going child or the student w ho latersl ill have to find his wax in the Europeanregion. Here also the saying goes: learnyoung. learn fair. Specific teaching mate-rial or study packets could he des eloped tobe used at primary and secondary schoolsas well as schools for \ ocational training.These should practical. concrete andinstruct i \ e. Present projects and the schtiols

for vocational training in \ ol ed in theseprojects could be used to obtain the neces-sary relevant information. S tint marisingand pro \ iding information to al I age gnitipsis considered to be an essential factor. Inthe project \ there are six examples of op-erational cooperation.

( Aachen-I leerlen. Tongeren-Maast richt.Liege-Maastricht and Eupen-Aachen.Breda-Ants\ erpen. Gent-Zeeland). These

."

Breda

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Gent

44.

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EURES-projecten

EURES-Projekte

Projects EURES

Mon

La* [upon

31

partners ha\ e now decided that the c(in-crete aims are to be chosen and developed

that they can lie measured and tire of a verypractical nature in terms of direct andindirect results of placement. Such aimsand projects \\ ill he g is en substance dur-ing the next three ears I /93- I 995 ). Well

designed net w (irk planning forms part ofthis. The joint effort of intermediary or-ganisations. local ...athorities \\ (irking to-gether. pros incial authorities etc. will re-sult in there being concerted cooperation.i.e. real mutual checking and organising of'tasks and jobs using the clients informa-tion needs as the main criterion.

Cooperation betweenAuthorities

In the European region Ntaas Rijn die ideaof a joint development of the labour mar-ket has been under discussion for sometime. Recently a Deltaplan for the Devel-opment of I Inman Resources in the Euro-pean Region ss as mentioned as a possibil-ity . This plan would be similar to currentplans on en \ ironmental planning and policy

and cooperation between the authorities.The regions ollachen. the Walloon prov-inces. the Dutch and Belgian pro \ inces ofLimburg are lltidergoin12 change and de-velopment. This is all the more reason toapproach the strui lurid changes in thenumher and the ty pe or jobs on it largerscale using the cooperation in the Euro-pean region and the instruments of inte-grated planning. Apart from the publicoffices of Employment Exchange otherreles zmt partners: the management andtrade unions oh\ iously also cooperate at ales el of European region. Their actis einput is absolutely \ ital as the) has e along time been part of the organisms incharge of the placement and provision oflabour. Here also a nem ork for develop-ing a monitoring sy stem of quantitativemid qualitatis e trends on the labour marketin the European region 55 oukl be impor-taut not just Rim a tactical point of \ iew .

A Labour Market Information Sy stem forthe European Region ss ill mion be a real-ity. It is prerequisite for any kind of (rans-border policy tss Inch necessarily is anintegrated polio and one that is a result ofads ice. based on actual mutual coopera-tion on labour market issues).

ni.atonal II annul: 11199

A statistical information systemfor vocational training: Portugal

Vocational training plays a significantrole in every aspect of development.While for a trainee vocational trainingis a means of enhancing his ability toadapt to a world of constant economicand technological change and thus ofincreasing his value to society, or ofequipping a person out of work withnecessary job skills, for employers thefact that it is becoming increasinglyclear that in the years to come chal-lenges to be met will be centred onquality, productivity and innovationachieved with better qualified humanresources justifies the importance be-ing given to vocational training.

Since vocational training - whether ofyoung people, the unemployed or anyother category of the working popula-tion - has to be regarded as an invest-

ment, it is important clearly to formu-late a clear and systematic policy forvocational training and to set priorities

for the short and mediwn term.

At company level the growing interna-tionalisation of the economy, the stressbeing put on quality and the ability tocompete with a new corporate organisa-tion coupled, at the level of the labourmarket, with an emphasis on broaderskills, job mobility and concern at the"disqualification" taking place with theadvent of new technologies, call for in-depth studies to serve as the basis forappropriate qualitative and quantita-tive analyses.

Essential for this purpose is statisticalinformation of every kind. But howshould this information be obtained?

A statistical informationsystem for vocationaltraining

Pro\ iding adequate information ontional training calls for more than gatheing information 011 \peCifiC

JoseAntonioGoncalvesde SousaIialIioDirect( Ir

Geneml, Statistie Deportment.AliitiStr) 01 1.mplesmeitt mid OFF .t,11

SeettritsRepresentative l'othn.; menthcrthe Notional Inns nous: .Stitti5ti«11(.ottits 11: 1)(PrIttizttew I epresemomott the 01.(1) ,S14 1111 Mehl suot,

Workim;

\ 11.1111111... l

t-

r-

er

1-). means 01 stir\ e\ s or b\ milking thedata contained in official records. \ en

the \ ariet) and comple \ it\ of the neces-sal-) information. effoils must be made tode\ clop a genuine information s) stem for\ ocational training able to meet the dail \requests for the different types of in forma-don needed to itnplement a ocational

training polic). Howe\ cr. despite its so-cial relo ance the specific data requireddiffers considerahk from that in otherstatistical fields.

Thus w hereas j ii man) cases the necessar\kno \\ ledge can be obtained on the basis of

data tOr a gi \ en reference period. \\ hereocational training is concerned there is a

definite need for data to establish the situ-ation hefore an \ action is started. f or juror-illation on the practical steps taken. and tordata resulting from the suhsequent ahr-

anon ol \. hat has heen aehie \ ed.

\t Ilk' 1111.0t Mallon Oil tocil

tional naming must co\ el all t) pes ol

training hasic or continuous as also the

a in w hich the \ are necessaril)interlinked or relate to an) other rele \ ant\ ariahles.

ln \ ie \\ ()I' the \ arict) of pumoses for\\ hich statistical inkirmation On vocationaltraMMg can he used. no sMgle source is.sufficient to meet all requirements. It willtherefore he necessak to create a systemcapahle of eomhining data from differentsources.

The s)stem inust he a.-),I Ie to ans\Aer theing questions:

\ training?What kind of training?Who does the training?

lo \\ is training carried out'?Who is invoked in trainin,g acti \ its.?110 \1 do trainees henel'it?

lo \.1 do finns benent?What does it cost?

kach of these questions in \ oh es a numher

of aspects w hich the answ ers need toco\ er

and on which inksrmation is required.

a)

b

c

d

c)

gi

Vhy training?Anal) sis of the unemplo)ed popula-tionSupply/demand situationCreation of corporate and other busi-nesses

Introduction ol new technologiesNeed for modernisation and e pansionof e isting hrmsNew romp. of organiiationNeed to increase producti \ it)

2. What kind of training?a i Iraining methods

ink hem een economic actk it) .1) pesol job and areas of training:

3. 11 ho does the (raining?at Firms thenp..ek es

PEST COPY AVAILABLE

h ) Specialist training firmsc ) Other profit-making bodies in the pri-

ate sectord ) Trade and emplo) (.is* associations. Un-

ions. S ocationaPporfessional bodiese) Bodies set up I)) central gosernment,

social welfare authorities. other publicinstitutions

1.) Other hodies.

4. How is training carried out?at Place

h) Ph) sical characteristicsc) Stnicturesd ) Training plansci Training methodst Trainers

g ) DurationI Target groups

i Fs ablation

5. Who is involved in training activity?a) Young people not ) et seeking employ

ment

Apook

MT COPY MAILAUE

h ) Young people not ) et in ss ork andseeking their fii.st j( rh

c ) The unemplo)edd ) Long-term unemplo)ede ) The -hard core- unemplo)edI) The unskilled

n emplo)mcntg) People ih ) People not in actise emplo) meat

6. How do trainees benefit?a) Access to a johb) Inclusion in a workforcec) Acquisition of occupational status(I) Impros eel qualificationsd) ('areer progress1) Higher wages or salaries

) Better ss orking conditionsh ) Greater job satisfaction

7. How (10 firms benefit?a) Higher outputh) Higher productis it)c) IllIproved qual it) of products or serv-

ices

33

d

e)

1)

Lower costsImproved ss orking conditionsOther

8. What (loes it cost?a) Direct and indirect costsb) Cost per training hourc Cost per training coursed t Cost per area of training and economic

actis itye) Cost per trainee

Potential informationsources

The variet) and scope of the abose ques-tions call for recourse to a large number ofinformation sources. Thus access to offi-cial records is essential for information oncosts or methods of training. Forms ofapplication for ocational training. regis-tration forms of those enrolling in trainingcourses. particularly those currently out ofss ork. forms requesting financial assist-ance for ocational training. job centrequestionnaires or official records linkingvocational training with other variableswill generate a corpus of significant data.II these data are to be incorporated into the()serail system enabling them to he read incon.junction with other data tine! fully ex-ploited. they must be harmonised in termsof concept and tenninolog) and uniformlyclassified.

At the same time. carrying out surveys offamilies, of the trainees themsels es and ofthe bodies or firms responsible for trainingwill pmduce a set of data constitutingagain after the necessary harmonisationan adequate basis for the studies to hecarried out.

Those involved in the in-formation system

When talking of an information s) stemthere is a tendency to confine one's re-marks to the data required. mothods ofgathering in lOrmation ;Ind the structuresins olved, ss liil frequentl) ignoring theinformation pros idlers. those ss ho createthe s) stem and those ss ho lisc it - all ofVs 110111 are equall) important.

infoi mation userscannot be allow edto make unlimited demands ss Inch often

\ maliond) thimulip 1/1(191

means that they are gis en very little the

information producers need ;its% avs to hear

in mind that it is not up to them to decidess hat information is necessars . On the other

hand. the information pros iders are bodies

has ing as ailable information at indis idualles el or grouped in sonle ss;.t or otherwhich can he used to produce statistics.

It is important that inkirmation he of goodquality and up to date, so that those provid-ing inkirmation are motivated to respondrapidly and ss cll. They must. therefore. notbe os erloaded either with requests or ss ithan excessive solume of information. It isthis balance that will mark the success ofthe system. It must not be forgotten that avocational training information system iscomplex and that certain responses, ascertain questions. will be delicate.

The Portuguese vocationaltraining information sys-tem

That the importance of vocational trainingis accepted in Portugal is borne out by thefact that in July 1991 all the social partnerssigned an agreement on vocational train-

ing Pollc . having regard to its relevance asa means of "enhancing the attic of humanresources indispensable to the functioningand modernisation of firms-.

The agreement provi(fed for

a) A furthering of vocational training de-signed progressively to bring it intoline with the country 's requirements

b) Trainer qualifications and effective or-ganisation

c) A greater role for the social partnersd Creating conditions to increase the ef-

fectiveness of e isting structures

At the same time, the agreement cos ered anumber of fields, one of which w as -topromote the study and systematisation oftraining and employment statistics-.

The result was the des eltpment in Portu-gal of a vocational training informationsystem and the inereasing as a..a;1i l.i ty of

data permitting

01 policy measures in theheld t d s ()cat ional training

Vocational 1/1,M1

Means for monitoring their implemen-tation

Their subsequent es aluat ion

The range of work carried out in thisci.mtext has regularly been subject to thecriterion of different reference periods.determined by the purpose for sshich thedate is to be used:

a) Formulation of vocational trainingpolicy

Macroeconomic projections of the re- already carried out ss ere as follow s:

Lluireinents for skilled labour up to the y ear

2015Quarterly information on areas of skill

needed bs companies and in short supplIII Survey of vocational training needsover a three-y ear period tin ccmperationwith firms)

Sur\ ey oldie vocational training needsof the long-term unemployed

I n fo rmat ion on the need for socatitmal

training for the unskilled

Its ities in order to determine how the train-ing offered by firms matches the demandfor training from potential beneficiaries.

While in many F(' commies it is quiteusual to assess training from the point of

iess of the trainees as beneficiaries. it is inour s iess also important to carry out anes aluation at the les el of the firms them-sets es.

The question \ addressed bs the Nur\ ey

b) Monitoring measuresAnnual survey of vocational training

aens

surve of socational training struc-tures

Stirs ey of training promoters

c) Evaluation of vocational trainingactivity110 Record of people entering the labourmarket. survey of those has ing undergonetraining

Study of young people entering em-ploy ment

Study of the unskilled finding jobsafter a vocational training course

Survey on the impact oftrain.ng courses

at company level

Because of the importance and the nos elnature of some of the survey s carried out.we shall discuss here in more detail thesurves s concerning the impact of oca-

tional training courses at company level.ocational training actis ity and the oca-

tional training needs of the hmg-term un-

employed.

Survey on the impact ors ocational train-ing courses at company level

This 'stirs carricd out at eompan, les el.

seeks to es alum(' socational training ac-

S ture of personnel ss ithin firms interms. olqualtlicat ion les el, hem een I 9 8 6

and 1990 - hence at the heginmng and end

of the evaluation period.People's situation as regard, ty pe of

employ ment with the company at the be-ginning and end of the period.

Main sources of" finance for vocationaltraining courses.

Result of s ocational training actis itiesfrom the point of s less of the firm. thus

J improvement in quality of prod-ucts

J Company operationJ Greater ratiotialkatioti

of productionat administratis e les elat commercial les el

-1 Introduction of new technologiesill productionat administrati s e les el

at commercial levelJ Introduction of new equipment

in productionat administratise les elat commercial les el

J hnproved working ens ironmentJ Greater ssorkforce stabiluy_1 Improsements in employees' ca-

reer/remunerationJ Greater internal mohilityJ Reduction in as erage age of

ss orm.foice

Improsed output and productis itylinprosed in output

J Improved productis ity

Survey of vocational training activit

These stirs ey s were carried out at com-pany les el using as detailed s ariables thety pe of economic activity . si/e tif firm.training methods and source of trainingI mance.

The stir\ es \ ielded inter aha the folios\indieauw,

CostNo. of mailing hours

Costo of trainee\

Training luntrsNo. of trainees

Stirs ey of ocational training needs ofthe long-term unemployed

rhis surse V. as conducted ss nit peopleregistered V. ith the joh centre its lIlle111-ploed for mei: il ear.

The main purpose V. a\ to determine thesocational trainiw.? nee(ls of the long-termunemplo ed.

I lo \\ es er, the stir\ e also permits an analsi. or the \1 orking life of the long-termunemploed and to see l'IM\ this convlatesssith their has ing or not pre\ iousl at-tended suhsidised \ ocationa I trainingcourses.

Results ielded bs the surs es included:Factors stated bs the long term unem-

plos ed to be obstacles to obtaining regularemplo ment

Reasons gis en for emplo\ went. johstatus and tpc of emplos went

Pe or \ ocational trainWg coursesalread attended and their influence on thesocial 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\ iess ol the ssorkforce w oldie emplo ingfirm. Information concerning the s oca-tional trainmg mai:ket ;ind the lahour mar-ket \\ onid seem essential. This project isalread in hand and the suppl and demand or triiutine sbeingestablished V. hiletraining courses organised and needs metarc heing recorded and anal Ned. together

ith needs still to he Ina It is thus hopedto create a sub-ss stem \\ Inch V. ill elk

Po" 1de tIP I° dale mlormanoll.

For planning and es aluating aiinng\ ariousdecisilm- making and inkiest le \els

MST COPT OMANI

Pros iding a picture ol the trainingmarket and ',CIA ing as a baste instrumentfor identifs ing malfunctions

Constituting a sound basis for Whir-illation pro \ iding actis ities and s oeanonalguidance

Set:\ Wg :is a basis tor deciding themethods to he used for socational training

A vocational training infor-mation system at interna-tional levelIf information on \ ocational training is Ortundamental importance at national les elfrom the pointsok ie \\ alread:. mentioned,it is no less important in an internationalconic \ t. Oh\ iousls here the aim is basieall to progress h.s V. a \ of studies andanal Nes s1 Inch permit a comparison be-tss cell one eountrs and another.

cotit se ',Hell studies V. ill llot be carriedout On the hasis of \ er sophisticated ordetailed anal \ tical information hut on thehasis of intormation V. hieh nui this is11o.1 iMportant permit. comparison_ awlss. ill onls be related to the main \ ariahlesV. ithin the ocational training infOrmationss stem. At the outset this fact V. ill call lora V. Ule-ranging uniformity of concepts.terminology and classifications. Cnfortu-Hatch hitherto the main international bod-ies responsible fordo ising these notabisthe ILO has e not directed their attentionsto this area. Not until this ear, at the I 5th

Intel national Conterence of I .ahour Statisticians. V. as it decided that the ILO V. ould

concern itsehF ith statistics I or \ ocationaltraining.

The V. as has thus been pa \ ed lor progressat international les el.

en so it s\ ould seem to (is that !,!.is en

de\ elopment \ in Portugal priorit shouldhe gis en to :issuring international compa-rabilit and organising data on the (lea-

tional training market. \\ ith glohal infor-mation on the suppls and demand fortraining and thc training needs alreads orstill to he mei,

The a \ ailabilits of such information_ bro-ken doss n h.s se \ and larger age groups.ssould be a first step to« arils creating moreinformation and at the sante tiine pm\ id-ing quantitatise and qualitatise indicatorsthat are eass to interpret both in statisticaland es olutitinar.s.

\ major role des °Ise. on the Is.uropeanCommunities in lending impetus to thisprocess of collating inlormation from anumber ol countries in s\ Inch. for \ anionsreasons. the subject of S oeational traininghas assumed major importance. It vs ill.

therelme. hue neeessars to implement aseries of initialises and get under \An aprocess V. hich though in part inerek sta-tistical, does reseal the sarions lactorsinfluencing the s ocational training mar-ket.

11111111-:-

veg-,

\ %.%.11 tonal in my 1/199

Information policy and needs- a Closed Circle or an Infinitely Long Line?

The users"I get too !ouch information. often

about things that don't interest me. What Ineed is short. s whetic. up-to-date. com-parative analyses on specific issues.-

B: l just need an address of an organi/a-Lion in another country and some furtherinformation on how I can follow a coursethere. and on \\ hat my rirst qualification isworth there I have so mlleh difficult \ inobtaining. an \ information.-

A and 13 are both ty pical statements hyinformation seekers. There are probablyhundreds. perhaps thousands ()I' type A.There are lens Of th(tusands. perhapt, Mil-lions of ty pe 13. And there are a lot of'people in between. Most of the articles inthis issue of the bulletin are concerned

the needs of ;.,!rotip A the seniorpolicy -makers in both public and pri \ atesector. It is clear that information poficymust he concerned \\ ith both groups, ands \ stems must be specific enough to cater

f'()r their different needs.

These are the ty pes of proNems that aninformation pro \ ider is faced with, and ifsh;.. is Operating on the l'.uropean Comniu-

nit \ Ic el. there are further complications.I3efore looking at how C'F.DEFOP hastried to respond to these ty pes of chal-lenges. it is useful to consider some ele-ments of information policy and the spe-cific problems w Inch operating at interna-tional/community le \ el presents.

\ 0,-111011,1111,1111111v 1/19qk

J. MichaelAdams/lead ol Libraryit Oorumenhi11011 Scrri(i. Ill

(TOI:1 OP,

The expansion in demand

It is iinportant to emphasiie that the prob-lems associated with information policy .or the lack of it. in relation to education andtraining. is not only . or e \ en primarily , aEuropean Community or international one.It is in the first place a problem at regionaland national IC \ el.

The reasons for the increased demand forinformation are not difficult to establish.To the enormous expansion of educationand training opportunities. particularly inpost-compulsory education and within theframew ork of lifelong learning. must headded the rapid changing and develop-ment of education and training. due to theeffect of social. economic, and techno-logical changes. As far as information isconcerned this means a quantitatively andqualittuk ely different set of target groups:

'FIlere are many more people in \ olvedin pro\ iding education and training.

hi They change and are more m(thile thanpreviousi e.g. more part-time as well asmore full-time trainers in industry, andtrainers in public and private organi/a-t ions \\ ith short term contracts.

ci Education and training tend to be policyareas in w hich not only specialists. hutalso non-specialists are in(we and nuireiil\ ok ed. e.g. company directors, salespersonnel of new machines etc.

di There are more people searching for.and using. education and training opportu-

nities.

ci fhese lattei may come from socialsituations and families w here there iiia \ ftc

\ er\ little or no tradition or any hut themost basic education and training, and\\ here informati(tn on \\ hat is a ailableobeli rellected low expectations and hori;on.. w Inch no longer exist.

3 6

I) Due to the democrat i/at ion of societyand the gmw th in consumer consciOtis-nes. and protection. people Wallt to k110l

its possible about the opportunitiesand choices a ii fable to them. so that theycan make their ow n decisions and notnecessaril \ f011ow traditional patterns. orthe least risk ones.

Approaches to solutions

To respond to this explosion of demandsrequires both changes in attitudes to infor-mation dissemination (development or an

'open information culture- I. and effectiveorganisation and utilisation of a\ ailahletechnology and instruments.

Education and training authorities neednot only to slim- their awareness of thischanging situation. but also to establishthe necessary organisational frameworksfor adequately responding to it. lndi \ idu-als and organi/at ions generally. whi le the \may recogniie the principle that "infor-mation is power-. seem to find it inuchmore difficult to arrive at and recogniie asimple corollary. i.e. misuse of informa-tion is a misuse of power. In a democraticsociety information should, w ithin estab-lished framew orks and limits. he distrib-uted so that all w In) ould find it useful.can use it. Large organi/ations. whichclearly must maintain a degree of pri vac \and secrecy about some of their act i \often seem incapable of recogni/ing theadx antages ()I' tin open information policyin areas \\ here this w mild he beneficial toall in oh ed.

Information How s woollen remain \\ ithinframew (irks dictated by hierarchicallystructured organi/ations. or hy concern

ith a particular sector or geographicalarea. Many information pro\ iders tend torestrict their sources of information. andthe group( 51 to w Inch they report to a

TI

t _

Cr

Voat

specific organisational. sectoral or geo-graphical structure. Howe \ er. the infor-mation a policy-maker needs olien makesa sy nthesis of information from dilThientsources necessary bile the indi \ idualtrainer or trainee is not concerned \\ ith

hat souive the information conies fr(mi.hut \\ hether the response has the preciseinhwmation hich is needed and is ascomprehensi \ c as p(issihle. Organisationalframew ork. geographical boundaries (at\ arious les els ). and sti ict sectoral dclinu-latiOn. can certainly be of assistance insorting. structuring and arranging infor-mation. hut should not he allow ed to be-come harriers. Interest* innos at ions and

experiments can often have Positi` e les-sons and effects I ar heyond any narrowstructural location, if information on themcan he disseminated on this basis.

The European Communitydimension in this problem?

The creation of the European Community.and in particular the de \ elopment of itseducation and training programmes. hasadded an additional dimension to the prob-lem of information in this area. but it hascortainls not created it. Indeed. there is a

strong case to he made f or the view that the

Community and most of its institutionshas e tended to be \ er much more open inpros iding information to all les els of en-quirers. and in taking information policyseriously . than national and regional ad-ministrations base been. In the educationand training field. Community initialisesand programmes have oken been con-ceived. planned and carried through \\ ith agreat deal of openness. and indeed theirsuccessful launching and de \ elopment hasoften required a deliberate and plannedinfomiation policy .

Initially the Community perhaps particu-larly in its information aimed at those ineducation and training and in social part-ner organirations. \\ as over-concerned

with cons incing People that -Europe wasa g()od thing-, and there are perhaps stillsome elements of this approach remain-ing. Hos\ e\er. now people are more inter-ested in know ing precisely why and inwhat way Europe is good l'or them. Nlostof the reports on the recent referenda inDenmark and France have emphastiedthat people ss anted more information which

they could use in a practical way to estab-lish w hat new opportunities being a citiienof a uniting Europe could bring them.

Information at EC-level oneducation and training

The questions people ha \ e. s hether theare operating at a policy -making level orare asking an indis idual question, relate toinformation about:

a) ('ommunity programmes and acti ;-

ties

zind/or

h) the situation in other Member States.

It is essential to make this distinction. Thepro \ ision of ef feed \ c information aboutCommunity programmes and activities is.in many ss ay s. vers much easier than thatabout the situation in other Memher States.as the questions tre likely to be morespecific (e.g. related to how to participatein the programmes. or the results of them h

and the channels. from the Commissionthrough the technical assistance offices atCommunity lock the officials appointedto implement the programmes at national

IEST CIIPY AVAILABLE 3 '7 J111111,11 11,11111111' 1'1,)0;

le \ el and orgaiii/ations in \ \ ed in doingthis. are relati \ el \ ea.\ to define.

Que \tions about education and trainingpol icies or practices in other Member States

raise a series of questions. such as:

a) Where doe. prune responsibilit liefor creating meclom isms for dealing w iththis kind of question? I IM\ far should it he

ith conununit \ les ci institutions and or-gani/ations and how far a national and/orregional responsi hi ht

h I Io\ can the answers pro \ ided he bothshort and to the point. hut et also ensurethat sufficient information is Ci\ en so thatthe come t of the repl is clear to theenquirer'

Information on training. as distinct fromeducation. presents additional problem,of comprehension. as revonsibilit rorthe pro\ ision of different parts of training\ \tem., \ aries so notch from count'. \ to

countr and the training s steins are soinfluenced b the economic structure, andthe labour market situation or the \ ariouscountries. The danger of pro\ iding mis-leading answers, or answers w hich \\ ill he

\ iI,IlI1II( I PP/1

orcoos,,,14

V- III. i('"flY0.1

rongl understood. due to the effort to hequick and concise. should not be underes-timated.

The framework forCEDEFOP's activities

CHMTOP a, a small Communit organi-/ation concerned specificall ith \ oca-tional trai ning. ;Ind with a clear mandate inits statute. as far as information actis itiesis concerned. needs to continuously adjustit \ activities so that the are complemen-tary to those of the Commission and otherCommunit \ organi/ations. So. this infor-mation polio should he set w ithin thefrantew ork of a Commission informationpolicy in the field of education. training.\ ()nth. and human resources. s hich in turnshould be an integial part of an o\ erallCommunit information polio . While insome w ay, such a framew ork does note ist. there are in fact man \ elements andinstruments or a Community level infor-mation polic in this area already in place.

The following list V. hich naturall \ con-centrates on areas related to training, gi \ es

an indication of thew:

_AM

a I The Commission's offices t pre \ ion*press and information offices) in the capi-tals .ind some other large cities of MemberStates. These offices are linked \\ Oh theCommission's Directorate General forudio\ isual.Information,Communicationand Culture (I)G X ). An indication of thesi/e of the information effort is that theoffices in Bonn. Berl in. and :\ liinchen dealt\\ ith I 32.fifin enquiries during 1992:

h) The ()filet's both at Conunimit \and at national loci concerned \\ ith theimplementation ()I' the \ arious human re-st mrce pmgrammes. managed at ColllInu-nit level b the Task Force tor HumanResources. e.g. PETRA. ERASMUS,CONINTI etc.:

c) The national administration units (ifthe European Social Fund and the otherstructural funds:

d ) The empl()) ment-oriented net works ofthe Communit. in particular M1SEP.SYSDEM. and EURES. organised \\ ithinthe framework of the actis ities of theDirectorate General for Emplo ment.Industrial Relation \ and Social AlThirs(DG V):

PS

38 BEST COPY MAILABLE

et The hum-Info-Centres. k hose prilliartarget group consists Of those \A 110 eitherrtIll or \A ish to establish a small- or me-dium-siied enterprise. k ithin the frame-\\ ork of the ities ol the DirectorateGeneral for [mei prise Polic>. Distribu-tke Trades. Tourism and Cooperati(DG \NMI):

It The Il R'iI ICE education nem Oil..It is \\ ith )(NCI:. in particular thatCF.DI TOP has co-operated gi \ en

the general brief of both IL RYDICF. andCHMTOP for information in fields thatperhaps 1 5 ears ago could he clearldefined and Oparated. hut hich ok er-

lap more zind more. This cooperation isno v. taking. place not just at Communitle\ el. but ako hem een the units or thenemorks at national le\ el.

CEDEFOP's informationactivities

Since its estahlishment CI:.DITOP hase i-ecogni/ed the importance of its

information itch ities through its puhlica-tions polie. and the creation of its librar\and documentation ser\ ice and documen-tar \ information nem ork. It can. ho \1/4 \

he argued that all CIMI:.1.0P's aeth itiesare information ones. It research acti \ties are concerned \\ kit the collection andprocessing of information zuld. ii ideed.

each i-esearch project creates its o\\ n net-\A ork in \\ hich information is e \changedand distributed On a multilateral hasis.\A hile the -1:orunl/platform- f unction also

\ olves an e \change of e\ perience andinformation. 'Flie CF.D1TOP guidelinesfor 1993 to 1997 and the 1993 \ork pro-gramme ha \ e underhned the need for an

\ Cli clo.cr integration hetween these \ ari-Otis acti \

s information polic is prima-nil \ based on the 1.1e or the \. ritten 1k ord.For financial reasons the number of people\\ ho call take part in CEDITOP's meet-ings is \ er\ restricted. \\Tide Illm or \ ideois an attracti C .instrument for presentingthe V. ork of an orgalli/ation. it is much lesseffeethe in tring to present in an detaila \ ocational training s\ stem or issues re-

lated to a particular problem. Computers stems certainl help to process and storeinformation in large quantities. anddiskettes can no v. he e \changed 1 ke docu-ments h post. but in the as.1 majorit \ ofcases (he end-user still \\ ants to hake thematerial on paper and not on screen. al-thmigh clear! . as computer skills becomemore generalised. s stems beemone moretransferable and products such as CD-R() hecome cheaper to produce. therema. he a change akk a Intuit kkords onpaper as the dominant information instru-ment.

.1.\\ o main elements of CI:DUI:Ors infor-mation aeti \ ities tre

am puhli.cat.onsbi the librar\ and documentation ser\

Publications

has published almost all theresearch V. ork it has commissioned. Thethemes ()Idle publications reflect the top

JEST COPY AM! c

C,

1

\ ot'.111011,1111,111111112 1/1,),)

icsofCkIDF.I.OP's work programmes. andhow these ha \ e chimged. So. for example.there \\ as il concentration in the eark1 980s on training for specific target groups.ci. ming people. \\ omen. and migrants.\\ hile later there w as a concern w ith theimpact of new technologies and the corre-lation hem een \ ocational training and re-gional de elopment. Toda the prime con-cern is ith qualifications and \ ocationaltraining N\

The polie has heen puhlish in as man \languages as seems usekil zind. gi en theresources a \ ailahie. feasihle. .1 his ha .

meant that countr\ -specific studies areusuall puhlished in the original language.and one o two other language\ iusuallselected front knglish. French or German ).

hile snthesis and comparatk e reportsare more I i kel to he published in a greawrnumher of languages. Distribution is !tor-mid \ on a pik ing basis t although the pricedoes not reflect the real costs or re,..earchand w riting. translation and publication).through the Office of011icial Publication \of the European Communities (OPOCE)and its sales agents in the Nlember Statesand el.ew here.

Since the beginning of 1993 ('H)F.FOPhas begun experimenting w ith a netlpublications series I Panorama ). s hich willhe published free of charge and \\ ill hedistributed direct! \ h\ CEDITOP. Thisw ill contain documents of interest to abinned readership. such as conference pri t-

ceeding.. longer reports or monographson a particularcounir hihliographies etc.S) nthesis i-eporis and other puhlicationsw ill continue to he publi \hed through theOPOCL.

'Hie Vocational Fraining Bulletin. w Inchis pnblished in all inne ol icial languagesand distrihuted on a pik ing hasis throughOPOCk. tw ice a \ ear. deal \ \\ ith a .peci 1 ic

theme in each issue and is (T.DEFor,-Hag ship" periodical. particularl gearedlo polic makers zind iesearchers. Fact)issue of CEDEFOP Flash 1.eports on aspecific( 11)110Paok it is publishedirregularl. about ten times a ear. In 111,4-

ierman and some other Ianguages. and is primaril geared to policmakeu s. researchers and training plaintioners. CI I 11 I ( )1 I lushi Spechil. on the

oho hand. 1.eports iii sumillar lofin notonk on CEDI.WIrs ;100 \ Ines. but

.111111.11 11.113111W

also on training and related e \ ems in theF.0 Nlember States. It is published lourtimes a \ ear in knglish. French and ( ieiman and is distributed free of charge to allthose in \ 01 ed in training. kkisilIng lo re-cek e it. It has heen designed to he comple-mentar to -kducation and Training-. pub-lished h\ the Task Foree for I human Re-sources. kducation.Training and Youth ofthe Commission of the European Commu-nities. w hich is primaril concerned \\ ithConununit te \ el communities.

Library and Documenta-tion Service

1:.\ en before the recent explo \ ion of de-mand for information on training ssteinsin other Memher States. CEDITOP re-cek ed man enquiries ahout particularaspects of training s tenis and policies.

hich are not co% ered h its ow n actk itiesand puhlicatitins. It ha\ been to create aninstrument through \\ hich these questionscould he dealt w.t.) 1 and w Inch w (mid also

he useful to CEDEFOP's staff and re-searchers working for them. that the li-brary and documentation ser \ ice was es-tahl ished.

The main principles hehind it \ operationrelate to

111 decentrali/ation:a \ aihuhihit to as \\ ide a user group as

possihle.

In a field like training, hich is dillerentfrom education, in that it takes place inmaik different locations and pes of loca-

non. is adnnnistered h \ different organi-fations tgo \ eminent and non-go \ erniiten-tahi md is financed iii \ arious V. a \ und

from different sources. a strict and rigidl \ -applied definition ()I a usergroup \\ ould hedifficult. For an organi/ation likeCF:DITOP the 1.01111ill Oh einem

of social partner organi/ations in its struc-ture and aim ties, this would be undesn

ithle.

Deiclinall/antill is, a guiding principle,beCalle Inior111111011 is hkel \ to he much

more used and hotel-suited to the need s ol

the user, the nearer to Inin/hel it -is \ lilt

ahle. In addition. 1 rom II plactical point of

\ Iew . cleating a latge \ tuid (loin

1.

mentation centre in l3l. nut \\ (Mid reglliresuhstantial resources and. as the potentialusers are scattered throughout the Com-munit . it V. ould prohahl not he used. Thedocumentar information nem ork. con-sisting ()lone orga hi/ation in each N tem-her State 01 the Communit.. \ cs expres-

sion to this principle of decentrali/ation.Nleinhers of the network participate in at \\ 0- \\ a \ flow of information w it hCEDITOP. The \ also communicate di-reed V. ith each other. The \ recek e allCEDITOP's publications. information onCEDF:F0P's actk ities and on irainingde \ elopments at IV lc el. The pro ide to

inl0rmation on !raining acti%ties in their countr hich CEDEFOPuses 10r its periodicals, its hihliographicaldatahase. and its ihrur stock. It is

s intention that netw ork mem-hers should he seen, at least for policmakers and researchers, as the focal pointin thei rcounti \ for information on trainingucti\ ities at Communit \ le \ el and ill otherNlemher States. Enquiries should there-fore in the first place go to the networkmembers and not to CI-DIA."01).

Fite netw ork menthers \ ai enormousk instructure and si/e. For some. informationon training is the main function. for others.infitrination function is a minor part. It is atfirst sight it paradox. hut in wain> notsurprising. that it is institutions w ith awell-estahlished and de \ eloped informa-tion ser\ ice. which itta htu c the greatest

difficult in adapting to the standards.V. hich CIMITOP must impose in order tohandle infiirmation at Colinnunit les el.

heeause the \ alread hike their ow nflInctiOning itt neet national needs

and framework.. Nlan of the organi/a-lion are not adequatel equipped to dealV. ith detailed enquiries from a V. ide targetgroup. e.g. information on working andtraining opportunities in other MemherStates. Hence the neeessit \ of creatingnew fnunt.\\ orksh ii comhinat ion orCom-munit . Nleinher State and regional/localauthorit resources. such as the

*RODESKS in Scotland, England and\Vales. and Sources (i kurope in Paris.

a result ol this \\tiI k V. th the network.(1.1)ITOP disposes of

.1 a bibliographical database a\ inlahleon line du ()ugh the I :.uropeali SpaLe \ gen

Information Reim:\ al tier\ ice. con-

talk

VOW

taining some 20.000 references to hooks.articles. las% s. gre material etc. producedin the Nlember States or by international orCominunit organiiations. They all relateto vocational training policy or practice.For each item. apart from the usual formalbibliographical information. there aredescriptors in English taken fromCEDEFOr s Multi-lingual VocationalTraining Thesaurus. and an abstract inEnglish or French and in many cases alsothe original language:

h) a library containing some 10.000 ol-times and 350 periodicals related to voca-tional training and Community activities.The objective here is to reduce, rather thanadd to the level of acquisitions and to try tohe comprehensive and exhaustive only inrelation to the Communit level activitiesin the fiekl of training:

c) about 1,300 theme-specinc dossiers orsub-dossiers, each of which consists ofextracts from publications. press cuttings.hfr tchures and bibliographical references.

Using these sources. CEDEFOP in 1992responded directly to appmx i mate l 1.800enquiries. Nem ork members also re-sp(mded to a large and grow ing number ofsimilar requests. Each nem ork memberr.cei ed some 240 documents fromCEDITOPduring the sear. A knitter prod-

BEST COPY *Num

n

uct has been the publication of selectedand annotated bibliographies tind docu-mentary dossiers. During recent years anew appntach has been adopted in thisregard, aimed at providing a strongertransnational and coMparatis e element.This approach is described in the shortarticle by Mr. (leers (see page 39).

Multi-lingual tools

Library and documentat ion work in a multi-lingual setting requires having a tool whichwill make the anal sis, storage and search-ing of documents by their content possi-ble. CEDEFOP has therefore developedand published. with the assistance of thenetwork members. a -Vocational TrainingThesaurus- which is available in all offi-cial Communit \ languages. except forDutch and Danish. The latest totall re-\ ised ersion dates front 1992.

The future

Further cons ergence of the education andtraining s) stems in the Member States.and greater mobility of people across na-tional boundaries to stud. train or work.w ill require an e en greater elThrt to pro-\ ide information in a more effectis e wathan ill Ille past. ,As the point of del i ver of

4 1

this in ktrmat ion should be in the MemberStates. the prime responsibility for creat-ing these systems must be at MemberState. regional or local level. The Commu-nity organilations. including CEDEFOP.clearl ha e an important role as clearinghouses and processors of information. Theyslutuld try to concentrate their attentionson the needs of pol icy-makers. senior prac-titioners. and researchers. but this assumesthat other structures will he put in place todeal with the enquiries of individuals ( train-ers and trainees). A good deal may havebeen achieved. but there is a still a lot to do

to ensure that the training systems andstructures put in 1p.ace at Community leveland in Member States. are comprehensibleto those who w ish to use them.

Michael Adams has during recent yearsbeen responsible for CEDEFOI" s docu-mentary information network and for pre-paring a new series of monographs on thetraining systenls. He is not responsible forCEDEFOP's information policy. The

iews expressed in this article are his own.

N t Ihte .1dains has during recent ears beenresponsible I or (IA)1101''s documentarintormation neoork and lot preparing a no\ Nene',it monogiaphs on the training s stems. Ile is notresponsthletorfl 1)1 1-01rsintonnanon polit. Theios e piessed in this at tide ale his min

Vocational 1/1()(11

Frederik Geers

Transnationaldossiers

1. Objectives

Since the establishment ofCI:DU:Ors information network,members regularl compiled dossierson one or other aspect of vocationaleducation and training. 'Nese 55 erenational dossiers ss hich included.alongside a selection of bibliographi-cal references, the addresses and de-scriptions of reles ant organi/ationsand examples of training programmes.Regrettably. how es er. these often o-

luminous dossiers were little con-sulted, since policy-makers and prac-titioners in the training field were un-able to find the information the55 anted in structured and aggregatedform and so could not compare i.el-evant data on different countries anddraw conclusions with a view to pos-sible action.

This prompted a change of track and.from I 990 onw ards. CEDEFOP en-couraged netw ork members to w orktogether on the development oftransnational dossiers ss hich better Inet

users' needs. Ts\ o ha% e now beencompiled. -New strategies to combatlong-term unemployment in Belgium.Denmark and the United Kingdom-and -Environmental training in Bel-gium, the Federal Rephlic of Ger-man and the Netherlands-. Fortifiedby these two exciting experiences Ibelieve that it is possible to put on themarket a user-friendl informationproduct that is concise, lisel. read-able. manageable imd compai ati ve.Mindful of the risk of exceeding thestrictl documental-% dimension andof the inforination needs of the user,ss hether polio -maker, researcher orpractitioner. I consider that a trans-national dossiet must comprise foul

components. w hich together deterniine

its qualit:I. an anal tical component. i.e. therelo ant characteristics ()leach coun-t'. \ :

2. a critical component. i.e. personalimpressions of the situation in eachcountr \3. a coinparalis e component. i.e. theidentification olconnlion and specificfeatures on the basis of relo ant \ ari-

-I. an advisory component. i.e. sug-gestions as to possible lessons 1mmthe countr in question.

2. Procedure

In the light of the above experiences.the procedure for the reali/ation ofthis information product call be de-scribed briefly as follows.

One or two nlembers of the net-s\ ork de% elop a preliminar draft struc-

ture on the basis of the chosen topic.The cht)ice of topic must IV fleet theinformation needs of their ow n insti-tution orcountr or the de,,ire to spreadinformation at FlInpean level on suc-cessful initiatis es at home.111 Interested partners are sought toform a team.

The partners agree on a work planand time table tor the real iiation of theproject. including a decision on which\\ orkMg language to use.

The project team holds a numberof \\ orking meetings of two or threeda s o\ er a period of six -to-tss el semonths, one in each of their countries.Agenda items include.

J exposition uid discussion of thesituation in each co.,ntr, \\ ith a focusOn the host country:J presentation and assessment of thecollected material. ss ith each partnercommitted to a thorough pro iouslagived preparati

\ isit: a tour of initiatis esreles ant to the topic tobsers ation of

1/111111

4 2

practice. contacts \\ ith experts in thefield t.This empirical approach allow sthe foreign partners to familiari/ethemsels es \\ ith the frank' of refer-ence of the host countr and thedrass up mission reports on what theha% e seen:

_1 distillation ofelements for the s n-thesis report:J the last working meeting includesa brainstorming session on the itemsto be included in the conclusions andrecommendations to be fccrmulatedthe group:J decisions on the presentation ofthe finished product.

3. The finished productand its uses

The finished pwduct is a brief andeas -to-use s nthesis report compris-ing three elements:

a countr-hy-countr silopsis.III a comparatisc table.

conclu..ions and recommenda-tions.

Readers needing fuller informationcan tunl to one or more appendices:

J detailed descriptions of reit:\ zunmeasures.

inission reports.J addresses and descriptions of rel-evant institutions.J programme fiches.J descriptions of European projects.J bibliographical references, re-search S S I rk. and so on.

The utilit. of an information productdepends on reaction b its users. so it

ital that dossiers include a feed-back s stem such as forms to becompleted b users show ing who t heare and w hat the think of the objec-(is es content and torm of the docu-ment ss 114.11 ss ill enable the product

to be adjusted and refined.

CEDEFOP prepared byMaryse PeschelDocumentationCEDEFOP

Communityprogrammes anduseful addresses

l'nder thk heading \), e ha\ e listediheComniunit programmes and net-\\ orks forming the main exchanges atCommunit le\ el regarding the fieldsof education. training. emplo mentand outh.

In order to sa \ e space. the akIressesof the national co(mlinators are listedon a separate sheet. one version foreach language ()I this Bulletin.

Continuing training

FOR(.T.(ContinuMg Vocational Training)Projecr leeider: lioh Force "or Hu.Mall Re\OUIVC.1. 1-:(111C(111011. TI(1111111,1;

YoUth

Bureau \ ssistance leclittiqiteNOW34. rue de Nord11- 1000 Bruxelks'lel: 322+2091311Fax: 322+20(31320

Training and mobility ofyoung people

PETR,(Action programme tor the \ ocationaltraining oung people and theirpreparation for adult and \\ al king life)Project leader: rask loire for HU111(111 Leh/C(111011. 11(1111111Q

(11h1 oath

111

Bureau PNTRALleunesse2-3. Place du LuxembourgB-1040 Bruxelleslel: 322+5111510x: 322+51 I 1960

ERASNIUS (Nuropeall Communitaction scheme for the mohilit of\ epsit) students)Pmject 1(7uler: Task Force .1(a. Hu-man Resent/CC', E(111C(111011. 1.1(1111111g

1111(1 Youth

The ERASMUS office also coordi-nates the NARI(' network (Nationalinformation centres On the recogni-tion ol academic (lualifications)

Bureau NRASN1l IS70, rue NIontoerB-1040 BffixellesTel: 322+233(1111Fav 322+2330150

Youth for EuropeProjerl leader: Task have lor Hu-man Rewunvd. I:Wm./Ilion. "miningand Youth

13ureau PLIRA/JFA'NESSF,2-3. Place du I .uxemhourgB-1040 BruxellesTel: 322+511151(1

322+51119N)

Training andintegration of women

31d ( 'ommunit action programme lot.equal opportunitiesl'roje('t leader:1)irectorale-(ieneral 1'

)ireelorate ieneral V I-qual oppornullities unit

NOW; ( New opportunities fork\ Omen)le(uhT:

Oirect(Irale-Genentl

kuropean Social Fund DnectomteCoordinati(In unit1)irectorate-General V

IRIS (Communit \ network oh' train-ing progrimunes for \\ omen)Project leader:Directonae-Genend

CRNW (('entre for Research on Fora-pean Women)21 rue de la Tourrelle13-1040 BruxellesTel: 322+2305158rax: 322+230208(1

Training andintegration of disabledpeople

HELIOS (Comm tin.t action pro-gramme for di abled people)Project leader:lEreelorale-General 1"

Ilelios79, a\ enue de CortenbergB-1040 BruxellesTel: 32+7354105Fax: 321+7351(71

HORIZON (Communit e

concerning handicapped people andcertain other dp.advantaged grotip)Proje(1 leader:IThectorate-l;eneral

kuropean Social Fund DilectorateCmirdination unitDirectorate (kaieral

thilinur idlot

Training and technology

CO1F:17 (Cooperation pmgrammehem een tun ersities and enterprisesfor education and training for technol-

og) )Project leader: 10%A totve for Hu-man Re8ouri.eN. I.ducathm. I rainingand } outh

Bui-ean d'assistance technique

14. rue NIontoer13-1040 BruxellesTel: 322+5138959Fax: 322+5139346

DELTA (Informatimi technolog-hased ',terns for learning. and openand distance learning)Project leader: Directorate-GeneralXII Telecommunicatiom, infOrma-non technology and innovation

Delta Central OfficeDireckwate-General X111.1-Commission of the Furopean Com-munities200. rue de la I.oi13-1049 BruxellesTel: 322+2963406Fax: 322+2962391

El'ROTIVA'NF1*(Comniunit zictionpmgramme in the field of ocationaltraining zmd technological change)Project leader: Task Force for Hu-man ReNourec\, Lducation. Trainingand Youth '

Bureau d'assistance techniquel'.urt)tecnet37, rue des Deux kglises13-104(113ruxelles

lel: 321+7322000Fax: 322+7322464

New employmentqualifications

EUROFORNI(Conuntinitconcerning nov qualifications. no(skills ;Ind no emplo mem opporm

\ I I'M k

Project leader: Dnectorate-(ieneralV

Links «ith the programmes:kurotecnot. Force. Leda. Frgo

Furopean Social Fund DirectorateCoordination I 'nit Directorate-Cien-era! V200, rue de la I

13-1049 BruxellesTel: 322+29511368

EILGO i kuropean Communit Ac-tion Programme for the long-termunemplo ed)Project leader: Directorate-General

PA Camhridge 1:conomie Consult-ants l.td62. Hills Roadl'K-('ambridge C132 ILATel: 4422+3311649Rix: 4422+362913

LEDA (1.ocal Fmployment 1)e\ clop-mein Action Programme)Project leader: I)irectorate-General

Local and regional do elopment plan-ningSouth Bank Technopark90. I aindon RoadUK-London SF1 6I.NTel: 4471+9228835Fav-1471+2611166

Language teaching

IAN( a'A (Comintinit action pro-gramme to promote foreign-languagecompetence ni the ktiropean Commu-nit )

Pro/cc! /coder: 'Fmk torce l'or Hu-man Roources. Laura/ion, "'rainingand Youth

Lingua Office10. me (In Commerce13-1040 Bruxelles'Fel: 322+5114218Fax: 322+5114376

Programmes forspecialists

ARION Stud isits for educationspecialistsProject leader: Tak Force for Hu-

kr bhwation.

and Youth '

Progranune Assistance L'nitPradagogischer AustauschdienstKNIK SekretariatNas.erstrabe1)-53113 BonnTel: 49228+501483/501495Fax: 49228+261195

CEDEFOP programme of studyvisitsStuds visits for ocational trainingspecialists

CF.DEFOPBundesallee 221)-1(1717 BerlinTel: 4930+884120Fax: 4930+88412222

Programme for preparing SNI Es forthe Europe of 1992One ol" the aims of this programme isto train SME managers in strategicmanagement (( ith regard ki the SingleMarket.

Commission or the It.uropean Com-munitiesDG X X III 133 Business polio coin-merce. tourism and social econom200, rue de la 1.0i13-1(149 BruxellesTel: 322+2965944

Training programme for traineemanagers VI ithin the EC in Japan /

- Executive TrainingCommiy,ion of die kuropean ('oiii-inuniliesI )C I relations JapaneseDi( ision200. rue de la 1.0113-1049 Bruxelle','Eel: 322+2963827Fav 322+2991023

Promotion of research: Humancapital and mobilitThe pwgramme aims to des clop Eu-ropean human capital in tl ...Js ofscience. research and technologicaldes elopment as %%ell as to promote the

mobilit of ideas and scientists s ithmEurope.

Conumssion of the kuropean com-ntunitiesDG Nil (Science. research and des el-opment

200. rue de la Loi13-1040 Bru elksTel: 322+2951111

Cooperation withEastern countries

Phare (Poland-FILIngar\ : Action foreconomic reform)Project leader: Directorate-General I.FAternal relations

PI1ARE Sers ice Operationnel88. rue d "Arlon13-1049 Bru \elle\Tel: 322+299 I 356/2991400Fav 322+2091777

ACE (Communit action for coop-eration in the field of econoinics)Project leader: Directorate-GeneralXII. (Science. research and de clop-mein )

Directorate-General XI I-11- I ACEDanial Bescontures200. rue de la LoiII-1049 Bru \elle.Tel: 322+235686kav 311+2363307

Research scholarships tnid grants foreconomists from the Last: students.doctor. or research staff. as s el I as foreconomists from the West attendingLIM s ersitie,, in Eastern countries.

TEmPus (Trans-European mobilitscheme lor (ink ersn students

12.

Icader: hisk ForCr for HU-HU!!! Resollirt'. EclIU011011.(Old Youth

Bureau Tempi!.14. rtie Nlontoer13- I 040 Bruxelles

Tel: 322+5040711Fa : 322+504(171)1.1

Informationnetworks atEuropean level

Eury dice (The Education Informa-tion NetV twk in the European Com-numit

Aims and tasksThe Eurydice nem ork furthers thee \ change of information on educations!. stems and policies at a national andcommunit les el. It thus contributesto the intensification of cooperati(mbets\ cell the Nlemher States of theEuropean Communit .

The nets\ ork has been in operationsince 1080 and is made up of 15 unitsshich are responsible to the Minis-tries of Education of the Member Statesand %s ork in close cooperation ss iththem. The Eumpean Unit. set up bthe Commission. is responsibletheir coordination and promotes e -

changes NA itlnn the nets\ ork.

Activities and target groupsEur dice collects informationof a s stein of stirs e and the estab-lishment of databases sk hich gi% es the

education authiirities direct access tothe essential data relating to the edu-cation s stems. Sinnlarl. Eur dicecarries out comparatis c anal ses, andprepares and distributes publicationsss hich are as ailable to a larger audi-ence.

Compv.:nication techniques andtoolsIII Databases on the education sstems of the NIcniber States. 'Mese

5

databases mainl contain te tual andbibliographic material.

Publications on education \ ;thinthe Nlember States and Comnumitprogrammes.

Holi to obtain information aboutEurdice:ppl tothe EURYDICE ( 'nit ol) ourNlember State (see separate sheet ) orto the European t 'nit in Brussels.

European CommunitEur dice European unit15. rue d 'Arlon13-1(14(1 Bru wiles

Tel: 322+2383011Fay 322+2306562

2. European employment survey.

The European einplo ment sun e ss as

set up h the E(' Council Resolution('328/1 of 30 December 1989. NEC(nets\ ork of emplo nient correspond-ents ).SN'SDENI (European system (ifdocumentation on emplo\ mem) andNIISEP (mutual information s stemon emplo ment policies) are the maincomponents of the European emplo -ment stirs .

The European emplo ment stirs cpublishes the lol loss ing periodical.

Research (quarterl in Dr. EN.1:R )

Central and I:astern Europe I half-earl in EN)

East German tquarterl in DE.EN. FR)

Dire,:torate-General V Emplo mem.Industrial Relations and Social Af-fairsCommission of the European Com-munities200. rue de la I

Nlorle unit13-1(140 Bru \elles

'Fel: 311+10567461-a \ 322+2051204

NE(' (nem ork ol emplo lilt otspondents)

The netw ork of employ mem corre-spondents is a network of national

serx ants working w ithin theframes\ ork of the Council resolutionon the European emplo ment sun Cy.-lhe main aim of the network is toprodllec reports on tw o or three sub-ject s each y ear regarding. employ ment.the labour market. employ ment policies and. in particular, the sectors af-fected by the completion of the SingleI'Airopean Market.

Ecotec Research and Consulting Ltd1313, ay. de Ter uren13-1040 BruxellesTel: 322+7327818Fax: 322+73271 I 1

SYSDEM ( European system of docu-mentation on employment )This system was set up in 1989 byDirectorate-General V of the Com-mission for an unlimited period. Itsmain aim is to gather the informationavailable in Europe on matters con-cerning einploy mein and to providethe Commission w ith a sy stem ofanaly sis and evaluation.This information is (listributed in thequarterly bulletin Trends( DE.EN.FR )as well as in reports and informationrelating to employment. The Ecotecinformation service runs a documen-tation centre where the documents maybe consulted, and a bibliographicaldatabase updated by national corre-spondents.

SYSDENI Information UnitEcotec Research and Omsulting I Ad1313. ax . de Ter\ uren13-1040 BruxellesTel: 322+7327818Fax: 322+7327111

SYSDENI Analy sis UnitNemec Research and Consulting I .td28-34. Albert StreetUK-Birmingham 134 71'1)Tel: 4421+616101(1Fax: 4421+6161099

NINE!' (mutual information s stemon elliplo men( policieIThis N qem w as set up in 1982 in

respcnise to the need for an exchangeof information on emplo mem poli-cies within the Furopean Community .

The (luarter!) bulletin Policies( DLEN.FR ) presents the measures.policies and actions taken by the Mem-ber States in aiming to pr(nmite andincrease emploment in the EuropeanCommunit . The information is hasi-call pros ided by nati(inal corresp(md-ems and allow s the reports on basicinformation (R113) to he kept up-to-date.

MISEP SecretariatInstitute for Policy Research13P 985

N1.-2300 A/leidenTel: 3171+253737

3. EU RES (European Emplo memServices)

Following a proposal from the Com-mission. on 27 Jilly 1992 the MemberStates decided to revive the SEDOC(European system for the distributionof vacancies and applications for em-ploy ment I ill order to adapt it to thenew situations on the labour marketsin Europe. In its new fonn. the systemis to he known henceforth as EURES.The changes made should turn thissystem into an information networkfor vacancies and applications foremployment in thc Community. aswell as for living and working condi-tions and, filially. the situation in thelabour markets in the different Mem-ber States.

It is increasingly made up of a net-w (irk of Eurocouncillors in the Euro-pean public employ ment sers ices, as-sociated partners dealing with spe-cific groups and socio-economic part-ners.

One new feature is the creation of adatabase necessary for disseminatinginlormation rele ant to the targetgroups concerned with mobilit. Acomputer network allow s the Euro-councillors to exchange informationand access the database.

In time. EURES sl ill offer assistancein decisions on niohilit ss ithin tt

Communit both to applicants hop-ing to make use of this right and tocompanies recruiting on a European!excl.

Council Regulation (EEC) No. 2434/92 427 July 1992 amending Part II ofRegulation (EEC) No. 1612168 Onfreedom of movement for workersv. ithin the Community (OJ No. L245of 2(1.08.1992)

For more informationCommission of the European Com-munitiesDirectorate-General V -Employment.Industrial Relations and Social Af-fairs

DGV /32200, rue de la Loi13-1049 BruxellesTel: 322+2990477Fax: 322+29900508

or apply to the national public em-ploy mein services.

StatisticalinformationEUROSTAT (Statistical office of theEuropean Communities)The statistical office has a large col-lection of statistics provided by na-tional and international institutions andbodies. It publishes serials on specificsubjects, especially on employmentas well as A Social Portrait of Eu-rope and Europe in Figures.Many ofthe statistical databases ss hichare structured by subject are accessi-ble on-line.For ini)re inkirmat ion a Catalogue ofEurostat publications and EDI' ispublished annually .

FUROSTATIiiitiment Jean Monne(rue Alcide de ( iasperi.-292l)lal xembourg

Tel: 352+43013345(1Fax: 352+436404

Bibliographicsources

Information aboutCommunityprogrammes

Commission of the European Com-munities. Activities in the fields ofeducation, training, ) ()nthAnnual report from the Conmissi(mof the European CommunitiesDistributed b% the Task Force CorHuman Resources. Commission of the1:tiropean Communities

Guide to the European Communityprogrammes in the fields of educa-tion, training, youth (second edi-(ion)Task Force 1 or I luman Resource..Education. Training and Youth.Com-mission of the European Communi-ties . 1993, 86 p. (current'printed)fhiss guide presents the aims and ad-dresses of the different EC pro-grammes. actions and networks in the

fields ofeducation. training. and \ omit.

EC research funding. A guide fo:applicantsCommission of the European Com-munities. DC1 N11. Bru sets. I 990( 211(1

edition)ES. DA. GR. EN. IT. NE. PT. DE. FRHus guide pre \ems all the Commu-nit research programmes: aims. ad-mission requitement \ and addres \es.

Learn, study and workin Europe

CEDEFOP is currentl pieparing aseries (11 monographs on ocationaltrainingsy stems in die Nlembel States

(in th(. process of pubhcanon)

t

Citi/ens. Europe. Information sheetsCommission of the European Com-munities Directorate-( ieneral X. In-formation and culture. 13russek. 1 992DA .1 )E.EN.F.S.FR.GR.IT.NL.PIDistributed b the Commission ()IdleEuropean Communities - Directorate-General N Audio\ isual. informa-tion. communication. culture. rue de1.01 200. 13-1049 Bru

The aim of these ',heel', is to gi% e. asclearl as possible. a description ofthe Milk idual and collectisess hich the citi/ens ma e peel fromCommunit legislation together w ithcertain actions zuld programmes initi-ated b the Coinmunit) ss Inch affectE.uropeall citi/ens in their dail"Ibis report. which will be up-dated.co\ ers the follow ing main subjects:the rights of the citi/ens and 55 orkers,the equal treatment of men and w omen.

social seeurit \ for migrant 55 orker..looking lOr work. the recognition ofdiplomas. mobilit and training.

European handbook for guidancecounsellorsCommk.ion of the Humpean Com-munities Task Force for I lunian Re-sources. Education. Training andYouth -Verlag Karl 1 leinrich Bock. Badlonnef.Federal Republic OfGerman .I 993. 53 1 p.

ISBN 3-87066-308- IDE.EN.ES.FR

This edition is all e perimemal Sersion pubhslied 1-). the Commis..ion Illthe European Communities to allowthe handbook '5 users to es aluate it \usefulness. The handbook is aimed atthose ss ho ads ise oung people andpresents a brief description of initialtraining s stems (education and 0-

cational training ). as \\ eli as the 55 oddof w ork in each Member State. It listsinformation 51 nirces and databases on

a Communit loci. institution \ andguidance 5er5 ices as w ell as the 111;1111

refelence ssorksou the (hfletent train-ing sectors.

Director) of Unis ersity StudentGuidance Services in theDe Boeck l'nis 13m...sets. 199 I.

special paginationISBN 2-804 I 1460-4

EN.FR

"Fhe classification adopted is b cowl-tr and. ss ithin countries. b tow n illalphabetical order. The presentationof the entries f(w each countr is pre-ceded b an outhne of the organisa-tion of the s% stein of higher educationand also the organisation and func-tioning of universit guidance sers -ices. This information is brief andsuccinct. each entr comprises: thename of the sers ice and its director.principal ai ms and objecti S es: deserip-litgl of the User., and the sers ices of-fered.

.A guide to higher education sy s-tems and qualifications in the Euro-pean Community.Wijnaindts saIl Resandt ACommission of the European Com-munities. Kogan Page I.td Office1Or Official Publication \ of the Euro-pean Communities. 1.011(1(111 & 1.0 \

ellibourg. 1991. 425 p.ISBN 0-74940-387-N Kogan Page):92-82(1-2(17(1-8 (Publications Officeof the EC)EN

Since Januar\ 1991. a new European(.0111111unit> s stem for the recogni-tion of higher education diplomas hasmade it easier forCommunik citi/ensto practise thei r profession in the Mem-ber Countr\ of their choice. To takeads antage of the freedom of nime-ment made as ailable to them. eiti/ens

emploers and emploees alikew ill need to be cognisant of the w ideariet of certificate.. diplomas and

degrees that are now S alid across na-tional boundaries. The purpose of thisguide is to pros ide such information.A general introduction is followed hI 2 chapters. dedicated to each Nleni-ber State and detailing: The organisa-tional structure of higher education:Awards procedures and standanls:1 isis (.1 qualilications and diplomas.

4 7malional I/199

1--Specialist and professional qualifica-Mins: Key acade in ic terms and furtherreading.

Student Ilandbook. Digher Educa-tion in the European CommunitMohr 13

Conmlission of the European Com-munities. Deutscher ,AkademischerAustauschdienst DAM)). Office for

Puhlications of the EumpeanCommunities. Luxembourg. 1990.537 I).

ISBN 92-826-0740-2DA. DE. EN. ES. FR. GR. IT. NL.PT

This manual pros ides information onthe structure of the higher educationsystems in each of the tssekemetaber states. the institutions and theclualifications they offer, admissionrequirements. and tuition fees: schol-arship,. and grants. and entry and resi-dence regulations.

Study in EuropeVerdier NIIgence de presse ILl 1G. Calmann-Les . Paris. 365 p.l'R

This guide offers practical informa-tion on studs ing ahroad: grants. Com-mun ity programmes. The sectmd partdescrihes higher education in each ofthe Communits Nlember States v iththe exception of France. w hich it is

assumed the reader already kmms,The third part anal ses the differentdisciplines: economics and manage-ment. lass and political science. engi-neering. science and medicine. litera-ture and languages. social sciences.arts imd communication.

Diplomas in Europe: the differenteducation s) stems, all the diplomasand their cqukalentsNiotard N1-C

Solar. Park. 1991. 211 p.1513 N 2 2(130 I 68-I 8

I R

1,11101101 11,111111112 111"')

This work presents the education ss s-tenisol 15 European countries ss ith anintroduciory section examining coop-eration ss ithin die EC in the field ofeducation. This section presents theprinciples of mutual recognition ofdiplomas and Community coopera-tion programmes. The third sectionconsists of an index ss hich lists highereducation diplomas. unisersities andEuropean institutes of higher educa-tion. 1011owed h comparatise tablesby discipline for the 15 countries.

FEAN I INDEX.: schools and coursesrecognised for the qualification ofEUR INGEuropean Federation of National En-gineering Associations OTANI).Paris, 1992, special pagination1SBN2-906641-01-4DE. EN. ER

This is a guide to schools and ctillr.es,ss hich meet the FEANI minimumqandard,, for engineering education.and a register of courses recognisedfor the qualification of European En-gineer. NUR ING. The minimumstandards and duration of engineeringeducation are described in three lan-guages. English. French and German.in the introduction. The list of schoolsand courses is structured by countrs to

gis c the rollowing information: shortaccount of engineering educatitm aspart of the national educa..on sy stem,

including a diagram: names of schoolsand courses: academic titles in theirfull and abhres iated form: minimumduration of study

European Societ for EngineeringEducation ISEFI IComilla C. Liege, 19Q0, 566 p.1513N2-87352-000-0EN. FR

This. handbook of engineering educa-tion in Europe is the result of questionnaires circulated to engineeringcolleges and technological unk ersi-lies in 17 couniries. The ss ork is diided h couniry each section begin-

ning w ith a description of the national

engineering education ss stem and fol-low ed hs the structure and character-islics of es cry institution pros idingengineering courses. details of disci-plines. course contents. speciali-Nations. duration, fees numbers ofstudents admitted and entr requii-e-ments. practical experience and pos-

sible post graduate studies. An tun-Conn la out is used to describe insti-

and com.ses in two languages.English and French. and it facilitate\coMparison of countrie n td courses.400 colleges and link er,ities. and1,800 stud programmes are de-scribed.

'Working in the European Commu-nity a guide.for graduate recruitersand job-seekers - 3rd editionRaban A .1

Communities of the European Com-munity. Publications Office of the EC

Ilohsons Publishing. Luxembourg& London. 1991, 210 p.1SBN92-826-2085-9 tEUROP):I -85324-516-N (Hob)F.N

A guide ror employ ers. careers ads k-ers, placement officers zind job-seek-ers on work o)portunities for gradu-ates in the 12 European CommunityMember States. The hook has a gen-eral introductors secticm which in-cludes information about the prob-lems of international recruitmentss ithin the European Community aswell as the s arious rights that citi/enshas e to work in other Nlember States.

Databases

CEDEFOP bibliographic databases

Eudat kumpean Associal ion for theDes elopmeni of Datahases on ktltici-ion and Training)

Eudat is an association ss Inch bringstogethei publ ie and pris ate bodies from

the Nlemher States of the EumpeanCommunity (including Communityinstitutions and agencies) managing

.15

Or using a database on educatiIm andtraining. Eudat's role is to promotedatabases on education and training inEurope. Eudat has published a Direc-tory of databases on education andtraining in the European Commu-nity.

FtidatCentre InffoTour Europe cedex 07F-92080 Paris la MenseTel: 331+41252222Fax: 331+4773742()

(1) Task Force for Human Resources,Education, Training and Youth

Commission of the European Communities200, rue de la LoiB-1049 BruxellesTel: 322+2951111/2991111Fax: 322+2957295

The Task Force edits the bulletin Educa-tion, Training in DE, EN. FR as well as inthe language of the Council president. It isdistributed by the Office for Official Publi-cations of the European Communities.

(2) Directorate-General V - Emplo) mein,Industrial Relations and Social Affairs

Commission of the European Communities200, rue de la LoiB-1049 BruxellesTel: 322+2951111/2991111Fax: 322+2957295

Directorate-General V edits the periodicalSocial Europe in DE, EN, FR (3 ksucs peryear + supplements) as well as the annualreport Employment In Europe. These twopublications are distributed by the Officefor Official Publications or the EuropeanCommunities.

BESi BLE

Bibliographic referenceworks

Directory of public databases pro-duced by the Commission of theEuropean CommunitiesCominission of the l'Airopean Coin-munities. Directorate-General Staffand Administration. Directorate"EDP". Computing centreOffice for OlTicial publications. Lux-embourg. 1992. 71 p.ISBN 92-826-1512-XDE.EN.ES.FR

This guide aims to present thedatabases produced by the Commis-sion cos ering the areas of Communityaction (law. economics. science andtechnology, environment. informationmarket. employnlent. etc.). Thedatabases are distributed via two chan-

nel s:

commercial users/distributors, as w ellas by the tw o Commission users.EUROBASES and ECHO. The di-rectory has four sections:

a list of databases by acronym and bysubject: a description of databases aswell as details of their distribution:lists of commercial users and agents:useful addresses.

The development of databases oneducation and training in EuropeCommission of the European Com-munities, Task Force for Human Re-

sources. Education. Training andYouthoffice for Official Publication,,.cinhourg. 1992. 73 p. + annexesISBN 92-826-4668-8EN. FR

This repcm was produced ill prepara-tion for the conference. organisedthe EC Commission in cooperatitmss ith the Dutch Cos ernment. ondatabases in the field of education andtraining. Maast richt. Nos ember 1991 .

It looks at recent technological desel-opments and market trends ss hich in-

4:1

fluence tlie state of the art w ith regardto the development of databases inthis area. The probleins are studiedfrom the point of view of producer anduser. Attention is paid to methods ofcollecting and organising data.

Databases on vocational qualifica-tions and courses accredited. Re-port on the workshop organised byCEDEFOP at Niirnberg on 25 and26 November 1992CEDEFOP. Flash 3/93. Berlin. 11 p.DE.EN,FR

During 1992 CEDEFOP commis-sioned two projects to investigate thecurrent situation with regard todatabases on \ ocational qualificationsin Member States of the EuropeanCommunity and the possibilities fornetworking such databases. This Flashpresents the main results of these twostudies discussed during the work-shop and gives an overview of currentdatabases as well as trends in Ger-many. France and the United King-dom.

These studies has e not been published

but are available upon request fromCEDEFOP:

Databases on Vocational Quali-fications and Courses Accredited:A survey on the present situationand recent trends in the MemberStatesGuiklford Educational Sers ices I.td..Guildford. 1992(Report to CEDEFOP. 47 p. + an-nexes)(Summar of report. 9 p.)EN

Vocational training qualifica-tions and courses accredited, EC-networking and/or lex el promotionof databasesBudin G.Infoterm. Vienn.1.1992. 45 p.EN

diurnal IldinIng Ill ,P)

FOREM L'Office communautaire etregional de la formation professionnelle et del'emploi

VDAB Vlaamse Dienst voor Arbeids-bemiddeling en Beroepsopleiding

CIDOC Centre intercommunautairede documentation pour la formationprofessionnelle

ICODOC Intercommunautairdocumentatiecentrum voor beroepsopleiding

Boulevard de l'Empereur I I, B 1000 Bruxelles, Tel. 322+5025141, Fax 322+5112960

Institutions

I. Vlaamse Dienst voor Arheids-bemiddeling en Beroepsopleiding(VDAB)Intercommunautair Documentatie-centrum vow- Beroepsopleiding(ICODOC)Keiferslaan 111-3-1000 Brussels

Tel :322+5025001Fax: .22+5025474

Office communautaire et regionalde la Formation professionelle et del'emploi (FOREM)Centre intercommunautaire dedocumentation pour la Formationprofessionelle (CIDOC)boulevard de l'Empereur 5.B- IMO BrusselsTEL :322+5025141Fax :322+5025474

In Belgium the VDA13 and the equis a-lent for the Walloon provinees. theForem. function as the Belgian mem-ber of the CEDEFOP documentationnetw (irk. The tasks directly involvedwith information are carried out byICODOC/CIDOC. This informationcentre has a pioneering function inbringing about a coherent informationsystem on education in Belgium.

Since 1988 the Flemish department ofICODOC/CIDOC has been gatheringand disseminating information on cur-rent and completed research on voca-tional training. The integration in 199(1of the 1CODOC and of the CIDOC in1991 in the corresptmding Depart-ments of International relations ofVBAB and Ft /REM resulted in thedocumentation centre being used forexpert ads ice in Europian action pro-grammes such as FORCE. ErRO-TECIINFT and actis Me\ in las our ofEastern and Centrd Europe.

Vocatiolhd traminp 1/194 t

2. Nlinisterie van de VlaamseGemeenschap - Department Onder-wijsCentrum voor Informatie en Docu-mentatie (CID)KoMngsstntat 150.13- 1000 Brussels

Tel :322-2105393Fax :322+2105409

The "Centrum oor Informatie enDocumentat;,!- (Centre for Informa-tion and Do .umentation) of the De-partment of Education aids this de-partment in performing its tasks.Hrstly. it is an information servicewhere members of the general publiccan ask questions about education.but it also engages in actis ities of itsown such as providing multimediainformation on education, inkirma-don for the press. public relations forthe department...

The C'ID also has a publication of itsown for those ins olved with educa-tion in the Flemish provinces. called"Klasse- of which 16000 issues ap-pear monthly. The CID also has alibrary. which apart froni general in-formation specialises in pedagogicaland didactical literature and documen-tation.

The Centre has its ow n databankADIOV (Automatisch Documentatieen in forniatiesysteem soor het onder-wijs in Vlaanderen ). Automatic Docu-Inentation and information system foreducation in the Flemish pros inces.Material from the most importanthooks on education. research and pub-lications in the Flemish provinces canbe found here. The CID is the repre-sentatis e of the Hemish pros illees inNURYDICE and participates in theactivities of EUDISED (netssodk anddatabase including descriptions of re-search in the held of education in theFlemish pros incest

s o

Nlinistere de l'Education. de la Re-cherche et de la Formation-Service des Relations internatio-nales- Unite francophone d'Eury-dicerue Roy ale 204.13- 1010 Brussels

Tel :322+2105525Fax :322+2105538

3. Steunpunt WerkgelegenheidArbeid VormingE. Van Es enstraat 213

lokaal B. 01.18.B- 3000 LeuvenTel :3216+283239Fax :3216+217010

The main purpose of a "Steunpum-.the activities of which are coordinatedby the national "Diensten voorPrograininatie en het Wetenschaps-heleid- (department for ProgramminilResearch Policy) is to provide as com-prehensive a service as possible toresearch institutes, government bod-ies. department in social organisationsworking on the problems concerningunetnploy ment. labour and training.

The actis itics include:

development of an informationcentre

publication of a newsletter

organisation of seminars pros id-ing general information

development of a research net-s\ ork

des elopment of their own methodi-cal research on s urye s on the labourmarket, stirs ey s and follow-up ofgraduates in the labour market, set-ting-updatabanks ss ith data on changes

of the labour market etc.

VEST COPY

is

Most ImportantSources ofInformation

I. Databanks on literature on edu-cation and training

131131.10: for address see VDAB-FOREM. ICODOC-CIDOC

AD1OV: for address see CID ofthe Department of Education

2. Databanks On training possibili-ties

National

FormbaseNlanagement InformationBossaertlaan 18.13- 1080 13russels

Tel :322+425023(1Fax :322+425087()

SocratesJosica c.sGroenstraat 230.13- 1800 VilsoordeTel :322+2510458

Flemish Provinces

ORBIS (Opleidhigen Relateren aanBeroepen Instellingen en ScholeinCentrale soor Studie- en 13erocps-1 irienteri ng en Psscho-medischecentra

(CSBO)NI. Eemminnierlaan 129.13 -1000 Brussels

Tel :322+5 I 35708Fax :322+5124725

Ondervi Usgids- ormin;,!centrumsoordePMS-Centra soot het( iemeen-schapsonderw i Is

/as elpuntstmat 20.13- 1000 BrusselsTel :322+21847(15Fax :322+210165

Scholendatabank- 1)epartementOnderw ijs- Cel oor Geges ensbeheerRijksadministratief CentrumArcadengebouss 3031.

-1000 BrusselsTel :322+2105117Fax :322+2105372

STUNIOVO: Studiemogelijkhedenoor ohs assenen Centrum s nor

Andragogisch Onderioek,iedtssiraat 27-20,

Tel :322+2426947Fax :322+2422610

Franse GemeenschapCarrefour- Fonnation du Forembd Anspach 30-36 Anspach Centerle et..Tel :322+2173877Fax :322+2178052

CEDI EPDATASIT ( Enseignement supe-

rieur)OR1EP could de recherche ct

&information sun les etudes et les

pRifessions)

CEDI EPrue Philippe Baucq13- 1040 l3russels

Tel :322+6491418Fax :322+6400490

('ID (centre &information et dedocumention Etudes-Professions)I. iestion Informatiqueplace de F I iliversite 16.13 -1348 Loll\ ain-la-Neu\Tel :3210+451426Fax :32 01+454614

SIEP (Sers ice &information sur lesetudes et les professions)dice de Was rc 205.13- IMO BrusselsTel :322+64011832Fax :322+6419(m

51

SOCRATEDirection general de l'I:nseignementsuperieur- Cellule Eumpe'02Cite administratise de F Etat- Bloc D-6e et. 206 rue Ro.s ale.

13- 1010 Brussels

Tel :322+2105567/68Fax :322+21(15517

The V DA13 for the Flemish pros incesand FOREM for thr Walloon prosinces are presentl tr ing to place thedifferent databases on respective train-ing possibilities in one larger data-base.

Publications on sources of infor-mation

Periodiek Os criicht s an BelgischePublicaties Os er Beroepsopleiding.quaterl publication published 1.),lCOD0C-CIDOC(V13AB-FOREN11.

This bilingual res iess gives the readeran idea of the articles published inBelgium on vocational training. in-cluding the subject and other details.os er a certain period of time. u,,ing aninteract is c s stein beks een the stored

documentation and the user, the latter1-eceis es a complete bibliographicalcard ss ith excerpts on es er indexing.It also contains a European page ss ithinformation On European Iil\s Soil sO-cational training as well as action pro-grammes and conferences.

The following two publications arequarterl publicati(ms rep()rt

on research. statistics. publications.databases. workshops using subjectmatter handled bv Steunpunt Werk-gelegenheid Arbeid Vorming andPoint & Appui Tras ail 1:mploi Forma-tion. The publications are Nieussbrief and 1.ettre &information.

\ (Rdlional In(191

SELSTATENS

ERHVERVSPIEDACOGISKELIERERU DDAN N ELSE

Rigensgade 13DK-1316 Kobenhavn KTel. 45+33144114Fax 45+33144214

Main sources onvocationaltraining inDenmark

Under\ isningsministerietFrederikshohn. Kanal 21DK- I 220 Copenhagen K

454-33925000

Fa \ 45+$3925547

The Ntini.tr \ ol Education ( 'tndei \ningsmini.teriet' ) furni \he. inform-tiOn regll larl on training and re.earchacti \ itic. Si\ time. a ear. the journal"Uddannelse" is published. preNent-ing article,, in depth concerning train-ing matter. \\ ithin \elected topic..Once a fortnight. "Uncial isnings-ministeriets Nyhedsbrev" i is.ued.pro\ iding a detailed o \ er \ of ne\\initiatk e. la \\ training cour.es. fi-nance and adminkti anon. publica-tion.. etc.. embracing the \\ hole of theNlinkar acti \ itic.. including \ oca-tional training.

Under% isningsministerietErtl \ er\ sskolealdelingen (ESA)

\ ndersen. Bottle\ zird 43DK-1553 Copenhagen V

45+33915600Fax 45+3 +925666

13\ mean. ol the HO' ,,letter -Erh-s er sskoleafddingen I nformerer".detailed information i. pre.ented about6 time. a ear on finance. admmktiation. not ice. and announcement.. bio-

aphical data. publicanon...tati.tle..etc.. \\ ithin \ ocatioihil training. The

target group \ ocalional .ehool', andparties. intere.ted iii \ ocanonal train.ing.

BFST COPY AVAILABLE

A rbejdsmarkedsstv relsen ANIS)Blegdam.\ ej 56Po.tbox 2722OK-2100 Copenhagen'lel. 45+35288100Fax 45+35362411

ANIS annuall \ -Kursushiind-hogen". emir \ es for Nemi-.1.illed

orker.. \\ hich pro\ ide. a completeolthe \ ocationalk -oriented train-

ing cour.e. offered b the 24 ANIl-centre.."De indk idual ANIL*-centre.them.ek pro\ ide to a great e \ tentinfonnation on training offered ithinthe local area.

Widet for Uddannelses- og Erh-v ervsvejledning (RUE)..Ehelogade 7DK-2100 Copenhagen 0Tek 45+39177600Fa \ 45+39177629

\\ a. Net up in 1981. It. ptirp(INeto contribute to de\ clopment and co-ordination \\ ithin the There of \ oca-tional guidance and in the training ofcareer. ad\ and to manage theproduction and di.tribution of guid-ance literature and materiak. RUE

.e\ eral means of information.Once a ear. the publication. -Studieog Erin ei tiN alget" and -Erhs er s-uddannelser efter 9. og 10. klasse"appear. pro \ iding a detailed o \ er \ ie

of \ ocationalk -orientated cour.e..Eour nine. a ear. the journal -RUERei ue" is pro\ iding informa-tion on \\ ider que\tion. ol guidance.In addition. "ErhA ervskartoteker

puhli.hed. TN contain. the large.1nud ino.t detailed amount of informalion oil training and lob. in Denmark.There I. a pnnted edition. and al.o

)- Rom uuid u di.k e..e \ er.ion

52

Studie og Erhver%Flel.ingor\ ej 101)K-3480 FredenshorgTel. 45+42285505Fax 45+42281)324

The publkher.Studieog FrIker\ A/Sha \ c a v. ide range of EDP-tool. foruse in training and \ ocational guid-ance. The FDP-program. "DUE-(Computer-aided Training zmd Voca-tion (iui(lance) and the larger -Maxi-Du E- program. \\ hich pro\ ide. up-dated information on mon: than MOjob de.cription and the rele \ ant train-ing cour.e. are \\ idel u.ed.

Institut for Konjunktur-Analyse .VS I FKAAabenraa 21)DK I 124 Copenhagen KTel. 45+33328270

\ 45+33930367

IEKA a prk ate analtical in.titu-tion hich. among other thing.. pub-Ikhes 20 me. a ear thejournal "NYT0111 Efteruddanneise", providing aeomprehen.ke o\ er\ icy, of continu-ing training in Denmark. The regulararticle,. co \ er. for example. the topic.ne v. initiatke.. la\ ,. and promulga-tion.. no, about courNe.. literar re-x ic\ ,. and pre.. cutting..

iklingseenteret for Folkeoplys-ning og Voksenunders isningTordenskjoldsgade 27DK- 1 1155 Copenhagen K

Tel. 45+33325533l-aN 45+33144083

.L1\ ikling.centerer an in.ifitition.et up in 1985 to promote the inod-erin/ation and de\ elopment ol gen-eral and :idult education. In the Cen-

.19

tre's new sletter "Ns & Nae-. infor-mation is published regularly on newlaw s and circulars. new research me-dia. new des elopment project, andparticularly exciting initiatis es in Den-mark and abroad. The journal is pub-lished 4 times a y ear. In the database"V AKS-. brief items of informationconcerning des elopment programmesand research are recorded.

A rbejdsmarkedets Center forInternationale Uddannelsesaktivi-teter (ACK')Hesselogade 16DK-2100 Copenhagen 0Tel. 45+39271922Fax 45+39171217

AC1U was established in 199Ih \ thelabour market partners. in co-opera-tion ss ith the Ministry of Labour and

the Nlinistry of Education. The pur-pose of :Wit is to strengthen theinternationalisation of s ocationaltraining in Denmark. and the Centre isthe Danish co-ordination centre forthe EC-programmes FORCE andPETRA. ACIL considers it an impor-tant task to disseminate information.both in connection ss ith the EC-pro-erammes and in conjunction ss ith in-ternationalisation generally . ACIUissues 10 times a y ear a new sletter"Nyt fra ACIU" containing brief fac-tual information on E('-programmes.the internationalisation o I s ocationaltraining. etc.

Statens Erin ervspaedagogiskeLaererudoannelse (SEL)Rigensgade 131)K-1316 Copenhagen K

Tel. 45+33144114Fax 45+33144214

SEL is the national training institutionfor teachers at ci.mimercial colleges.technical colleges and ANIL' centres.MI's functions base been changingincreasii F to embrace research anddes elopment ss ork on 5 ocationalteacher training. and the institutionhas many international actis Ides. In-formation activity is connected espe-cially ss ith the holding of courses andconferences. w here specific informa-tion is pros ided on national and inter-national s ocational training questions.SI:L. issues annual course handbooks.toeether ss ith regular offers to schoolsand centres. SEE's library contains acomprehensise collection of paeda-gogic publication,, and housesCEDEFOP's bibliographical "CEDOdatabase-.

D BiBB,Bundesinstitut far BerufsbildungFehrbelliner Platz 3D-10707 BerlinTel. 4930+86430Fax 4930+86432455

The most impor-tant informationsourcesBundesinstitut far Berufsbildung(BIBB)Fehrbelliner Plat/ $D- I 0707 BerlinTel. 49 30 86430Ea 49 30 86432455

The Federal Institute for VocationalTraining has been engaged in scien-tilic research on initials ocational train-ing and continuing %ocational train-ing for more than 20 years.

Their media data hank was opened in1976. It includes descriptions of morethan 5 000 different teaching aids ofall t pes w Inch can be used in trainingaudios isual media. hook programs.

training course material. computel

50

programs). These are indexed ac-cording to type of inedia. occupa-tional field. silbject and contents wthe descriptions being based on thedata provided by some 350 publishinghouses and media producers. Since1974 the documentation departmenthas been running an initirmation set-N.ice in print ss ith its "Literaturinforma-tionen /tir beruflichen Bildung- ("In-formation on ocauonal training lit-erature-) published six times a year.Each ear it furnishes information onabout 1 200 publications on 5oca-tional training and oeational trainingresearch. As of mid-I993. data front1986 onw ards will also he as ailableon disk.

Institut der Deutschen Wirtschafte.V.liereich Datenhanken(*nista -1Ieinemann-1 er 84 88

D-50968 CologneTel.: 49221+37(155(1Fax. 49221+3765555

The Institute of the German Econoimmakes some data banks accessible tothe public free of charge or at espe-ciall \ low rates \ ia the Datex-P net-s\ ork. Some data banks such asPROMEDIA are coinpi led by the In-stitute itself w hile others. for exam-ple. KURS D1REK I are made as ail-able b\ other institutions. ThePROMEDIA data bank contains in-formation on audios isual teaching andlearning media from all branches ofthe economy for use in initial. furtherand continuing S ocational training.This includes films. s dens, slide se-ries. setsof transparencies. sound-slideshow s. sound cassettes, learningdiskettes and s ideo discs. The datahank. w hich 51/4 as started in 1984. cur

I enik has about I 000 entries.

\ 111'19k

Landesinsfitut Schule undWeiterhildungR e feral Z3

Dokumentation, Ver011entlichungen.Daien \ eraibeitungParadieserweg 64D-59494 SoestTel. 49 2921 6531

1 he regional institute 1 or school andcontinuing training runs so eral databanks ith its 20 members of staff inthe documentation department. Themost important of these is the"Bildungswesen- educational litera-ture data bank followed b the SOD1Sdata bank on teaching software. Theeducational literature data hank wasstarted in 1976 and currenti has about180 OM entries w ith a further 10 000being added each ear. It also in-cludes literature on the \Chool aspectsof ocational training w ithin the duals) stem.

Carl Duisherg Gesellschaft e.V.lohenstauffenring 30-32

D-50674 Colol,neTel. 49 221 20980Fax 49 221 2098111

The Carl Duisberg Societ is a

nonprofit-making organization in-\ olved in international continuing

training and personnel de\ elopment.It consists of independent organiza-tional units in German and abroad.'rile Carl Duisberg Societ us a jointeffort of the German \ econom \ andthe state. Each year it conducts practice-related training and exchange pro-grammes for about 15 000 partici-pants from all 0 \ er the world. "lhelibrar concentrate, on literature oninitial \ ocational training and furthertraining including ocational training\ stems, de\ elopment aid polic. re-

gional studies. information on othercountries iind communication.

Institut Mr Arbeitsmarkt- undBerufsforschung der Bundesanstaltftir ArbeitArbeitsbereich V11/7Dokumentation und InkwmationRegensburger Str. 104D-90478 NurembergTel. 49 911 1793016Fax 49 911 1793258

This institute is the central informa-tion and documentation agency forempl(t mem research in the FederalRepublic of German. It has manears' experience in data hanks and

keeps the follow ing ones:Data hank of literature on employ-

ment research (LitDok /NB):

Data hank ol researc)t projects(FoDok AB) and

Data bank of rele \ ant specializedinstitutions in German and abroadInstDok AB ).

Bundesanstalt tiff ArbeitRef. 11 Berufskundliche Informationund DokumentationRegensburger Str. 104D-90478 NurembergTel. 49 911 1792327Fax 49 911 1792123

The occupational information anddocumentation department is respon-sible for the central data bank on ini-tial and continui ng training of the Fed-eral Labour Office. This data bank isthe basis of the KURS and KURSD1REKT continuing training databanks. the "B diking und Bend-("Training and Occupation-) bm-chures and the 30-volume reference

ork "EBB Einrichningen zurberuffichen 13ildung- ("VocationalTraining Institutions"). which is up-dated earl . The department alsokeeps the "ill\ -literature data hank-.

hich includes an analysis and evalu-ation of all the law and ordinancegazettes of Germany and its Linderand about 350 periodicals and pre-paratory documentation compiled byregional authorities.

r*AMinistry of National Education and ReligiousAffairs; Organizationfor Vocational Educationand Training1 Ilioupoleos Aye, 172 36 ImittosGR-AthensTel. 301+9717251; 301+9717511Fax 301+9250136

Institutions

Organization for Vocational F.du-cation and Training MEEK).1 Ihoupolo is Street.GR- 17236 Ymmitos.Iel 301+9717A 1, 9717251.Fav 301+9-2501 V).

Pro \ ides information onlie \ ocational education and train

lona It ainitly I

ing VET) s stein in Greece and in ECcountries.tbi corresponding to \TT pro-grammes.(el recognition and certification ofprofessions,id) certification of titles confeiTedother Greek bodies \ ol \ ed in VET.ft!) recognition of the equi \ alence ofdegrees aw arded in ( ireece and abroad.and necessar information relating tothe recognition of prolessional rightsand certification and to other requiie-

4

mews for access to regulated prttl.e-i011s.

Pedagogical Institute W.I.),Nlcsogeion 396.OR-15341 Agia Paraske\ i. Athens.Greece.

Section for Vocational Counsel-ling and Guidance,.1 el: 301+6567372.

3014-656737ft

It is responsible for the planning. im-plementation and monitoring of \ °ca-ntina! counselling and guidance inschools. It ks.11es. Occupational guides

and inonograrhs in cooperation \\ iththe Nlanpm\ er Emplo went Organi-/anon (0AED) and pro\ ides infor-mation on the Greek educational stem and on occupations. This materialis iiddressed to students. parents andothers ho ma\ he interested.

Documentation Centre for Vo-cational Education and Training.Tel: 3(11+6392510.

I:"N: 301+6567370.

Centre \\ as riNt estahhshed in1987. In Februar\ 1993. the informa-0011%..er\ ices regarding \ ()cantina] edu-

cation and training \\ ili he officialltransferred to the Organization forVocational Education and Training(OF.EK 4 The Documentation Centre()Idle P.I. HI provide information ontechnical education and \\ ill e \ tend itsinformation aetis ities to general edu-cation.

Nlanpower Employment Organiza-tion (MEDI.Thrakis 8.CR-16610 Gl fada. Creece.Tel: 301+9942810( -824).Eas: 301+99373() 1

It provides infornlation on (a) techni-cal (.in(I \ oeational education, (rainingiild apprenticeship. (b) inentopportunities. tel occupational mo-bilit. (d unemplo.\ mew benefits. (e)training programmes for unemploedadults and for young people. (f) man-INA\ er needs or the labour market. (12.)

EC programmes.

For meeting the Wed', [Or \ ocationalcounselling an(1 guidance. OAIEI) hasestablished duce specialized Centrestor Vocational Counsethng and Guid-ance at

Peiraios 52.( hR 0436 Athens.Tel. 301+5147479.

P.0.13o \ 11252.10A Dodekanisson.

R-54110 Thessaloniki.Tel. 3031+537027.

P.0.13o \ 1854.

Agias Aikaterinis Square.CR-71201 I leraklio. Crete.Tel: 3081+281639.

General Secretariat for Youth.The Youth Information Centre.Academia\ 6. CR-10671 Athens.Tel: 301+3644044. 3602631. 3238(1'5

This centre targets pupils. students.ssorker.. unemploed young peopleand individuals \\ ho come into directcontact ss ith young people. It pro-

vides information on education. voca-tional training. hnancial support andOn man other topics of interest to theoung people. Regional Information

Centres ha \ e commenced function-ing in the Attiki area, in Piraeus and inSalonica and others ha \ e been planned

to function in other cities.

Institute of Labour (attached to theGreek General Confederation orl,a-hour IG.S.E.E.),Pipinou 27. (ik- I 1251 ;Wiens.Tel: 301+8815119.Fas: 301+8229802.

The i.ole of this institute is to stud.research and document emplo nlent.the labour force and the labour mar-ket. It also organizes \ oeational train-ing programmes as \sell as \ ocationalcounselling ser\ ices and training on11111011

Hellenic Productis it3 Centre,Institute of Management and infor-matics2 lkirnasstm Str., and kilissias Asc..CR-15124 Maroussi. Greece.Tel: 301+80699(13.I.as: 301+8021849

I'lle Institute organizes congresses.training progfoillines and research

55

actis Me. On Nlanagement and Infor-matics. It has a \sell-organized libiar\on Management and Informatics. Ithas de \ eloped significant activities inthe field of research and pro ides con-sultanc ser\ ices tO enterprises andagencies.

National Organization for Smalland Nledium-Sized Enterprises.Xenias 16.CR-1 1528 Athens.Tel: 301+7715002.Fav 301+7796479

This organization pro \ ides technicalassistance to SMEs in matters of busi-ness administration. organizationalsti-uctures. sales promotion. person-nel management. financing. nev, tech-nology applications.innosations. tra-ditional occupations iiitl handicraft. Itpro \ ides training in related matters. Itissues hooks. pamphlets and periodi-cals and has organized an InformationCentre for SM ls \\ hich is part of theEuropean Information Centre ( 1.I(I.

Hellenic Management Association.36 Amalias Asc..GR-105 58 A thenTel: 3() 1+3232792. 3152551.Fa : 301+3227(148

The role this Association is to helpesecutis es illipios e their eliectis e-

b pro \ itling in ft)rmat ion on theprinciples. methods and applicationof modern management practices. Itorganizes conferences. meetings.training pRigrammes and research ac-tis itics on the basic problems of man-agement.

Institute or Information, Trainingand Development: "1)11111TRA",Kotillia 40.CR-41223 I .arissa.P.O.BOX 1233.CR-41110 Lanssa.Tel; 3041+287611. 289278, 23659Fas: 3041+287521. 235295

twational Doming I/Ittt)k

The Institute of Information Trainingandl)e elopmcnt "Dimitra- is a training institution addressed niy ming peo-ple, 55 omen. unemplo) ed adults.skilled and non-skilled labour fiwce.The minting programmes of this insti-tute refer to: ens ironmental training.new technolop . management. tour-ism. agricultural des elopment. train-ing of tainers. training-emplo memrelationship.

European Centre for Training,Documentation and Information:"ARGO",\thanasiou Diakou 2.

GR-41222 Larksa.Tel: 3041+532981

This Centre pros ides training f or

young unemploed graduates and formigrants in Thes, aly. It organifes con-lei.ences. seminars, meetings and re-search on emplo mem oppourtunitiesin this itrea. 5ocational training. im-provement of working conditions.occupational structure. future lithourmarket rm spects. new technolog . is

well as On cultural subjects.

Main sources forinformation

Publicly av ailabledatabases

Documentathm and InformatkmCentre of the Technical Chamberof Greece.23. 1.ekka Sir..GR- 10562 Athens.Tel: 301+3115094.3145180.3145591

Well organiied on-line serS ices re-lated to engineering. constructioh,training and education 1 "DISF,1) and

CEDITOP data bases are as allable).

Vocational Domini! I/199

The National DocumentationCentre,48. Vas. Konstantinou Asc..GR- 116 35 Athen,.,

301+7230310. 7246825301+7212729

It is hnked 55 ith inore than 800 databases (mainl bibliographical ) whichrefer to all aspects of research andtechnolog. It pros ides: la) ss ell or-gani/ed on-line set-5 ices. (b) union-catalogue of all journals of Greek spe-cial libraries. le) More than 1500 doc-toral theses of (ireek Scientists. id)information on more than 2000 re-search poigrammes in Greece.

"EUROSCOPE"The Management Association.36. Amalias105 58 Athens.Tel: 301+3232792-5.

This is an information s.5stem usingdiskettes tregulark updated) on in-5estments promotion, technologicaldes elopment.research. 5 ocationaltraining. manpow er. NC progranuues.

Handbooks

Pedagogical Institute. Section forVocational Counselling and Guid-ance.It publishes a series d handbm)(rks

55 ith int ormation (in vocational coun-selling zind guidance (manual forschools).

Periodicals

Ekpaidersi hai Epangelma (Educa-tion an(1 Vocation)ISSN 1011-3622lA ice a car.ah,st rack in l'itglish.

Epitheorisi ouleftilds haiProsanatolisnum

5"

(Res iew of Counselling and ( uid-ance)

ISSN I 105-2449. quarterl . abstractsin English or French.

Epitheorisi Paragogikotitas(Productivity Review)hi-monthlGreek Productis it Centre28 Kapodistriou Str.Gr.-10682 AthensTel: 301+36004111'a \: 301+3640709. 3640141

Enimeroliko Deltio InstitoutouErgasiasNewsletter of the Institute of Lahour.attached to the Greek Cienend Con-federation or Labour. numth15. ab-stracts in English27. Pipinou Str..Cit.-1125 I Athens.

En i m ero tiko Delt io Tech n i kouEpimelitiriou ElladosNewsletter of the Technical Chamherof Greece. part l zibstnict journal, ab-stracts in Greek. week1.5

23-25 l.ekka Sir..GR-10562 AthensTel: 301+3254590 e 1.500_

Evrodeltio (EURO-BULLETIN)Published by the Institute of Informa-tion. Training and Des elopmentmonth1.5. abstracts in English."DIMITRA-.40. KoumaN).13ox 1233,612-4 I 1 10 Larissa.

Tel: 3041+236259. 237428FAX: 3041+287521.

Epangelmatiki Ekpaidefsi (Voca-tional Education),Published quarterl h the Panhellenic.Association for Pris ale Vocational1..ducation and Training.53. Stournara Sit. GR 10432 Athens.Tel: 301+5125563..

E MEMInstituto Nacional de EmpleoCondesa de Venadlto, 9E-28027 MadridTel. 341+5859582Fax 341+2683981

Main sources ofinformation

Institut() Nacional de Empleo(INEN)This institution. attached to the Minis-try of Labour and Social Security, isthe agency w hich manages employmem policy and. among other tasks.organims the employment offices andpromotes worker training in line withemployment policy. To this end.1NEM draws up an annual programmeof Occupational Vocational Trainingwhich is free of charge and providestraining for persons entering the worldof work, or those who wish to get re-training or more speciali/ation in theirprofessions. In the course of 1992 themanagement of Occupational Voca-tional Training w as transferred to theAutonomous Communities of Catalo-nia and Valencia.

INEM provides statistical data on thesesubjects to the Directorate-General forInformation Technology and Statis-tics of the Ministry of Labour andSocial Security for the preparation ofthe series on employment, labour re-lations and social security.

INEMc/. Condesa de Venadito. 9E-28027 MadridTel: 341+585988Fax: 341+3775881/87

Databases

N EM s bibliographical database: spe-ciali/ed in the topics Emplo)ment.Vocational Training. So.% ices andMaterials related to the w orld of v ork.

INEM 's legislatk e database: collectsall references to standards and regula-tions in the fields of Employ mein.

Vocal it: nal Training and Labour Mar-ket published in the ROE - BoletinOfficial del Estado (Official Bulle-tin). the Official Journal of the Euro-pean Communities t OJ Series C andLI and the 17 Official Journals of theAutonomous Communities.

Directories/Nlanuals

Observatorio Permanente del corn-partamiento de las Ocu paci ones.Observatorio Ocupacional. January1991. Ed. Instituto Nacional deEmpleo (INEM I. Subdireccitin Gen-eral de Gestion Lie la FormaciOnOcupacional. Madrid. 68 vok.

Bolean de Estadisticas Laborales.Ministry of Labour and Social Secu-rity . Madrid. published month!).ISBN: 0212-7180

Anuario de Estadisticas Laborales.Ministry of Labour and Social Secu-rity. Madrid. ISBN: 84-74-737-8

Bulletins on the INEM's referencedatabases: "Boletin de ReferenciasFormación. Empleo y Prestaciones-and "Informacik Juridica-.

Publications

Information on vocational Options af-ter completing the different cycles inthe educational system. Ed. INEM.Ministry of Labour and Social Secu-rity . Madrid. 606 pages. 199 I N I PO:

210-91-005-4.

Guia Laboral 1992 ( abour (uide).topics: Job promotion. Job-relatedtraining. Unemploy mem benefits.

Inspectitm. In formatit m. etc.

Ed. SubdirecciOn General de In forma-

ciOn Administrativa de la Direcen'inGeneral de Serk icios del Ministeriode Trabajo SeguridadMadrid.

1992. 608 pages.ISBN: 84-7434-718-1

Centro Nacional de InvestigaciónDocumentaciOn y Evaluacion(CIDE)A body under the Ministry of F.duca-tion and Science. it coordinates andimplements educational research:e aluates and monitors educationalpmgrammes: creates and maintainsdatabases and an infrastructure forcalculation: disseminates documen-tary' information and maintains a docu-mentation ser ice on computeriteddatabases.

Servicio de Biblioteca y Centro deDocumentaciónc/. San Augustin 5E-280I4 MadridTel: 341+3692850: 341+3693 I I I

Fax: 34 I +4299438

It functions as a centre for documen-tary data on education and partici-pates in educational information anddocumentation programmes in asso-ciation with the Council of Europeand the European Communit)(Eudised and Eurydice).

Databases

Bibliomec: bibliographical databasehich co \ ers the whole area of educa-

tion and legislation on education.

Connected thfialgh terminals with theData Processing Centre of the Minis-try of Education and Science (c/.Vitrubio 4. E-280(16 Madrid) in orderto ha \ e access to di fferent databases:Dedalo (bibliographical ). Redi net

(educati(rnal research ). I .eda 1 legisla-tion ).

Other databases in CD-RONI: Eric:a-x online: Education Index; Educa-

54 \ naming I/1903

5 7

Lion Library : Informational Ency clo-pedia of Education.

Directories/NIanuals

Bulletin of summaries: bullet in of ac-quisitions: catalogue of journals:Eurydice report: Redinet

Institut CatalA de Nox es Professions(Incanop)Pg. de Gracia. II ese. 13. 6e. 2aE-28007 BarcelonaTel: 341+3015012: 341+3015054 ,Fax: 341+3(116937

An institution belonging to the Go%ernment of ('atalonia which. amongother functions. undertakes the fol-lowing tasks: I 1 study and analysis ofchanges in the professional worldwhich influence the emergence anddevelopment of new occupations: 2)establishment of the documentary andbibliographical bases on new occupa-tions: 3) identification of future voca-tional and educational needs and ori-entation tow ards these needs.

Databases

Yearbooks on non-regulated training.

Directories/sIanuals

(ompany surveys to identi train:agneeds student surveys.

Studies and reports (3 or 4 annualpublications)

Nos es Tecnologies.005es pmfesions.Barcelona. 1990, 346 pages,ISBN: 84-393-1362_4

Instituto de la Mujer: An institutionunder the Ministry of Social Affairswhose Documentation Centres onWomen collect information and docu-mentation relating to 55 omen: it hasset up an Updated database which sup-ports the activities of the Institutew hose main aim is to iinprose theconditions for equal opportunities forboth sexes and the participation of

women in polit ical. cultural. economicand social life.c/. Caracas 21E-28010 MadridTel: 341+3478046/54Fax: 341+3478047

Databases

Bibliographical. legislative and sta-tistical (Documentation ('entre onWomen)

References/Nlanuals

Boletin trabajo en femenino (Bulletinon female labour). Vocational Train-ing and Employment publication. Ed.Instituto de la MUjer Ministerio deAsuntos Sociales.c/. Caracas 21. E-280 I 0 Madrid. EL.Tel : 341+3478046/54Fax: 341+3478047

15.10jeres. Mullers Dones EnmaKumeatEd. Instituto de la Maier.ISBN: 021()-7259

Other sources

Periodical publications:

The Ministry of Education and Sci-ence periodically issues the followingdirectories:

Centros pAblicos de FormacionProfesional Ambito de gestión delNlinisterio de Educación y Ciencia(Public Vocational Training Cen-tres run by the Ministry of Educa-tion and Science), October 1992:Centros pri v ados de Form acProfesional clasificados por provincias(Pri5ate Vocati(mal Training ( 'entresclassified hy province): they containthe occupations and specifdiied eco-nontie sectors in the territory, coveredby the Ministry of Education and Sci-ence.

The may be obtained from theSecret aria General 'ftcnica

Secci6n de In fonnackin. iniciativas yReclamacionesc/. Alcala36. planta bajaE-28014 MadridTel: 341+5214530: 341+5214806

Directorio tie Formacion (DIRFO)Data on the training and developmentof human resources. Indices. Guides.Ed. Dirfoc/. Comandante Lorita 49. 2. aE-28020 MadridTel: 341+5342992Fax: 341+5342958

Revista de Educación a Distancia(Journal on Distance Learning)Ed. Ministerio de Educación y Ciencia

Secretarfa de Educación DirecciOnGeneral de FormaciOn ProfesionalReglada y PromociOn Educativa.ISSN: 1131-87-83

Estudios en Espagne EducaciónInfantil Educación General BasicaEnsenanzas Medias. (Studies inSpain, Pre-school education, Gen-eral Basic Education, Secondaryeducation).Ed. M inisterio de EducaciOn y Ciencia.Madrid. 1991. 448 pages.ISBN: 84-369-2026-0

Herramientas Revista de Forma-ción para el Empleo. (Journal:Training for employment).Published hy the Fondo Formaci6n(Fond() de Promoción de Empleo deConstrucción Navale t.Glorieta de Cunt( o Caminos 6 y 7E-28020 MadridTel: 341+5350017Fax: 341+5531829

Vocational tialtiing 5 55

IPPII.11CENTRE INEFO

Centre INFFOTour Europe Cedex 07F-92049 ParislaDefenseTel. 331+41252222Fax 331+47737420

Main institutionsprovidinginformation ontraining

CENTRE [NEE°Tour Europe cede \ 071:-92049 Paris-la-Defense

Tel: 331+41252222Fav 331+47737420

The Centre pour le de eloppement de1' information sur la formation per-manente. Centre INFFO. (Centre forthe des elopment of informa( ion Onlifelong training) \\ as set up in 1976h \ decree of the Prime Minister. Its

task is to prepare and implement aprogramme for the de\ elopment ofinformation. documentation and stud-ies in the field of lifelong training.The INFF0 centre collects. processesand dissemimites inforination on:

training lass:training programmes:new de \ elopments and main trends

in training: statistics, corporate train-ing polic .emplo went-training, spe-cial target groups educational sci-ence. innos ati\ c practices. local de-\ elopment. Europe and training.

To this end. it draw s on a \\ ide rangeof support:

publications. periodicals. techni-cal reports. catalogues:

databases aecessed thmugh mini-tel:

telephone ser N. ice, electronic mail.

accessed through minitel:111 documentation centre

pert s:

training sessions.

ONISEP50 rue Albert12-75635 Paris cede\ 13Tel: 331+40776000Fav 331+45866085

The Office national d information surles enseignements et les professions.ONISEP. (National office for infor-mation on education and occupations )is a public institution under the aegisof the Ministr\ of Education.

Regional delegations (DRON1SEP)are responsible to the rector in one ofthe 28 academies.

ONISEP has the task of preparingdocuinentation on education and oc-cupations. It publishes hrochures.periodicals and catalogues tor use inschools. by the public at large and hyinformation centres.

CARIFSet up in 1985 and co-financed hy thestate and the region. the Centresd'animation et de ressources del' information stir la formation. CARIF,(Centres for the facilitation and re-sources for Wrormation on training).have the (ask at regional le \ el of pro-viding information on training kiss .training programmes. the socio-eco-nomic ens ironment. inno \ ations ineducational science.1 urope and train-ing.

There is One CAR1F in each of the 22metropolitan regions and in la RC..union

and in New Caledonia. Addresses canbe ohtained. on request. front theINFF0 centre.

In some -departements- there ale!liaisons &information stir la formanon. NW'. (centres for inloi minion (tn

5 9

training). whose task it is to inform thepublic at large about training law andtraining programmes. Addresses callbe obtained. on request. from theINFF0 centre.

Some MIF. ha \ e formed an associa-tion:

INTERMIF5 place des ArtsParvis de la PR:lectureF-95000 Cerg"Fel: 331+30304934

Main sources ofinformation ontraining

Databases accessible to the public

All the databases open to the publiccan he accessed \ ia a telematicsice (minitc1). Outside France nlinitelcan he accessed in \ arious ways. Forthis, it is necessar Iii hake a minitel1.13 or a computer w it II modem.

Via the international teleplume net-s\ ork. 1.1,,ing the international access

numbers:i-atel I : 33+36431313

Teletel 2 : 33+36431414Teletel 3 : 33+36431515

in some countries \ ia the nationalvideote \ t now ork. for e \ ampleVIDLO'l El_ in Hal\ . the RTTideotest network in Belgium.

11 PAD X.3 of the X.25 nets\ ork(113ERPAC for Spain lOr e \ample).

The French compan Intelmatique isresponsible for international Teldel

wild 1/1,191

Intelmatique pros ides techni-cal documentation on -1.1s5tel in Eng-lish and can he contacted for any in-formation concerning the differentway s of accessing them from zihroad.

INTLIALVI-1Qt"E175 rue de Ches aleretIs-7501 3 Paris

Tel: 331+40776840

The information is also as ailable. inFrencil . on minitel (3615 INTER ).

National databases

Produced by the INH:o centre. thetelematics sers ices 36 15 INEEO ;ind3616 FORPRO offer three kinds ofdata:

Training institutionsMore than 7.000 public and pris atetraining institutions: as:0 e file vs hiehcan be interrogated for each trainingarea (key words in a FORNIACODEthesaurus or free text queries), regionor department. target gillup. kind oftraining and status of training institu-tion.

2. The addresses of official and pro-fessional institutions. public authori-ties. information and guidance cen-tres. Nlore than 5.000 national. re-gional and local addresses.

3. A column on training law and acolumn on topical news.

ON 'NEP pllsses on information On the

initial s ocational training programmesof the Nlinistrs of Education to 3615ON IS EPs.

The follow ing institutions offer infor-mation on their oss n training pro-grammes:

The Centre national d'enseigne-went 'a distance. CNED. (the Nationalcentre for distance learning) on 3614CNEDs.

The Association nationale pour laformation professionelle des adultes.AFPA. ( National association adultsocational training) on 3614 AFRA.

Regional databases

Most (.\Rt I's has e a telematics sers -ice \\r hich disseminates informationon a regional les el on short and long-term training programmes ai id. in mime

cases. on distance learning and train-ing institutions.

Directories

Dicoguide de la formation : conseilset organismesGroupe l'EtudiantParis. Cit:n&ation PFAudiant1992. 627 + 803 p.ISI3N 2486745-331-3

This director lists and anal \ ies 6.000training inqittitions throughoutkrance. Volume I gis es a descriptionof public and pris ate, national andregional training institutions. Vol-ume 2 gis es an inde \ for training. areas

and regions. The director ids() con-tains useful addresses of the main in-dis iduals responsible for continuingtraining.

Guide& la formation continue dansles établissements d'enseignementsuperieurde l'éducation nationaleCentre lNITO

Pauteur. 1992. 74 I p.

Centre INFFO. Tour Europe, cede \ 7.1:.92049 Paris-la-Daense

This guide outlines the continuingtraining programmes of highereduca-lion institutions. universities. polytechnics ( I I. !Ts). engineering colleges

and the Conservatoire national desarts et maiers CNAM - (nationalconservatory for arts and professi(Ins ).

It cos ers training courses which bothdo or do not lead to recogniied qutdi-lications. There is a descriptive sec-tion lOr each institution detailing theorganiiat ion of training. the areas cosered. the diplomas awarded and spe-cial features. Various indexes (geo-graphical. by training area. by di-ploma) and lists of institutions makethis guide easier to use.

IRL- AN FORAS

AISEANNASAOTHAIRTHE TRAININGFIS. EMPLOYMENT

AUTHORITY

27-33 Upper Baggot StreetDublin 4Tel. 3531+685777Fax 3531+609093

VocationalTrainingInstitutionsFAS. The Training and Emploment uthoritp.( Box _156

Vos .11 iiii.il U.11111111: I , I

27/13 I :pper litiggot StreetIRI. Dublin 4,Tel: 3531+6685777Fax: 153 I .4.66260

1..AS is responsible for the Operationof training and emplo ment pro-graillnies in Ireland. the pros ision oh aplacement sers ice. an ads isor sers

6 0

ice for industry and support for co-operation and communit -based en-terprise. In ci)ajuncti(1n ss ith the I )e-partineill of kducation. FAS has na-tional responsibilit) tor apprentice-ship training. It carries out its func-tions through a nationw ide nem ork oh54 Emplo went Sers ice Offices and17 Training Centres. It ha. an Inkw-

67

illation and Pub licit\ Departmentwhich pros ides information 011 all itsservices and publications. Its infor-mation publications include an An-nual Report. Training and Employment New s, Labour Market Review,Information leaflets on all courses andservices and various researchpuhl icat ions.

CERT - The Hotel, Catering and"Fourism Training AgencyCERT HouseAmiens Street1RL Dublin I.Tel: 3531+8742555Fax: 3531+8742821

CERT is the state tourism trainingagency . It is responsible for co-ordinating the education. recruitmentand training. of personnel for the tour-ism industry in Ireland. It provides on-the-job and specialist training sersices to industry and training for schoolleavers and unemph)yed persons. Ithas I() Hotel and Catering Collegesand 3 Training Centres for the unem-ploy ed. A range of training publica-tions and resources is developed II\the CERT curriculum section. Its in-formation publications include anAnnual Report. information leafletson all training services for managers.industry, new recruits and the unem-ploy ed and CERT News. Trainingsyllabi are as ailable for training pur-poses.

Teagasc - The Agriculture and FoodDevelopment Authority19 Sandymount AvenueBallshridge1RL Dublin -1.Tel: 3531+(i688188Fax: 3531+6688023

Teagasc The Agriculture and Food1)evelopment A uth( wily. is the nationalbody providing ads isory. research.education and training sers ices to theAgriculture and Food industry in Ire-land. It operates through a nationalnem ork of 100 ads isory centres. 15residential training colleges. 40 local

training centres and 7 research cen-tres. It produces a range of ads isor\ .research and training publicationswhich cos er a wide spectrum of theindustry and include an Annual Re-port: A Journal of Agricultural andFood Research: an Annual ResearchReport, General Research publicationsand papers front Annual Conferences.

National Rehabilitation Board(N.R.B.)25 Clyde Road1RL Dublin 4.Tel: 3531+6684181Fax: 353 I +6609935

The National Rehabilitation Board isresponsible for identifying and advis-ing on the needs of people with dis-abilities and the policies and servicesrequired to meet these needs. Amongthe specific functions and sers ices ofthe N.R.B. are: advising the Ministerfor Health on disahilit \ issues: co-ordinating applications for assistancefrom E.C. Funds for ocational train-ing for people ss ith disabilities andallocating and administering all fundsreceived. It provides a range of spe-cialised services which include as-sessment, counselling. s ocationalguidance. training and placement ofpeople with disabilities. The N.R.B.maintains a specialised library w ithcollections relating to all aspects ofdisability issues.

Aontas (National Association ofAdult Education)22 Earlsfort TerraceIRL Dublin 2.Tel: 3531+4754121FaN: 3531+4780084

Aontas is the only independent na-tional organisation representing allaspects of adult edacation. It aims todevelop a sy stem of lifelong learningaccessible to all adults regardless ofage, sex. income or location and espe-cially to those who are socialk oreducationally disads antaged. Aontasorganises conferences. seminars andstuds tours. It pros ides an informa-tion and library \ers ice. Regular pub-

lications include a new sletter and a55(1111 edlleation newssheet.

Irish 'Management Institute (IND )National Management CentreSands ford Road1RL Dublin 16.Telephone: 3531+29509 I I

Fax: 3531+295515(1

The IN,Il is an independent organ isa-in rn <rss ned by its c(wporz)e and indi-idual members. It is controlled b \ a

council elected from it\ member\ss hich represent all sectors of Irishbusiness. "Fhe purpose of the INI1 is to

help manzigers to rake the level ofcorporate performance and therebyincrease national prosperity . It doesthis by teaching and helping to imple-ment the highest international stand-ards of management practice for itsmembers and other cw.unmers. Nlan-agement Development Programmesrange from hal fda \ seminars to multi-y car primary and masters degree pro-grammes. The Institute organises con-ferences and seminars on a countnwide basis. It also publishes booksdealing with aspects of managementpractice and econoinics.

Sources forinformation

Publicly available databases:

NITECA network of educati(inal databasesproviding information on 3rd les eland Aontas courses as well as youthtravel information. A serx ice fr(nn theNational Information Techmilogy inEducation Centre. t NITEC I.do Eolas.Bally mun Road.IRI. Dublin 9.Tel: 3531+70-15558).

S('HOOLINKThis facilitates inter-school learninga) senior cy cle Ic ye I. Teilehers andstudents has c access to bulletin sersices and information on general stud-

S8 \ ational 1/1119 1

ies. oil. and communication studies\\ ell as databases on minicompanies

and V. ork e \perience. SCHOOLINKis administered b) the Shannon Cur-riculum De elopment Centre. St.Patrick's Comprehensk e School.Shannon. [RI. Co. Clare. Telephone35361+361 993.

THON1kducational Net- \ ices for post lea ingcertif icate courses for teachers, train-ers. educators and students. Also in-cluded. \ outh information and emi-gration ad\ ice. This ser\ ice also pro-\ ides a host ser \ ice forelements of the

PEFRA PR'llramme. A 'cf.\ feefrom the 1. \ ersit) of Limerick. Na-tional Technological Park. IRI. Co.

Limerick. Telephone 35361+333644.

V ECTELI nkirmation on Degree, r,iploma. Pro-fessional Diploma Certificate and(tiller courses on offer for 1992/93 atthe Dublin Institute of '1-eclutologColleges. A ser\ ice from the Cit) (ffDublin Vocational Education Com-mittee. Dublin Institute of Technol-og). 14 lpper Nlount Street. IRI.Dublin 2. Telephone 3531+6766584.

F.1S - SELF SRVICEdatabase pro\ ides information

on all \ ocational training coursesa \ ail-able from FAS. A Set- \ ice pro \ idedP.O. 130 \ 456. 27 33 I. Baggol

Street. IR!, Dublin 4.Telephone 3531+685777.

Directories/HandbooksAdministration Yearbook and Di-aryO'Donnell ted I.Dublin, in.titute or Public Admini,(ration. 1992489p. ISBN 18721102 75 5.

-1-his is a comprehenske director) ofIrish life, cm ering the pri \ ate as w ellas the pubhc sector. Its informationincludes data relating to \ ocationaltraining institutions in Ireland.

National Training Directory 1992-1993Deblin. Calmar International Ltd.I 992. 299p. Calmar International lad.62 Rossmore Lawn.Templeogue. [RI.

Dublin 6W.

This director) gi\ es a comprehensi elisting of training programmes andtraining ser \ ices in Ireland.

1.I.T.D. Nlembership Directory1992.

Vaughan A tedDublin. Irish Institute of Training andDe \ elopment. 14 Herbert St. I RI. -Dublin 2. 1992. 266p.

This director) contains a listing of allmembers' names.qualincations.com-petene) areas and contact addresses.

D.1.1'. Information'93Dublin. Dublin Inqitute ol Technol-og. 14 l'pr Niount St.IRI. Dublin 2. 1993. 24p.

This publication gi es information onthe full range olcourses offered lw theD.I.T. Collcees along ith adiniy.ionrequirement!, and other general infor-mation.

The Best Guide to Regional 'Tech-nical Colleges 1992-93 Cosgrove Eted) 5th :A.Cork. Bureau for Educational Ser\ices and TrainingBandon.I RI . Co. Cork. 1992. I 60p.

ISSN. 0790973X

This publication gi t es information onthe full range of c(mrses offered', \ theRegional Technical Colleges in theRepublic ()I' I Tel and along with admis-sion requirements and other generalinformation.

Adult education part-time coursesThis database prm ides a list of part-time da) and e \ ening training coursesfor adults in the Republic of Ireland. ASer\ ice front Aontas.22 karlsfon Terrace.IRL-Dublin 2.Tel.: 3531+475412 IFav 3531+4780054

Main institutions whichsupply information ontraininp

ISEOEia G.B. N101 gagni 33

1 00161 Roma

\ .11 loti.11 iI.tIItIlIr 1 /1'1,1 1

Tel: +39 6 445901I:a \ +39 6 8545853

Istituto per lo Sviluppo della Forma-zione Professionale dei LavoratoriVia G.B. Morgagni, 331-00161 RomaTel. 396+445901Fax 396+8845883

The Istituto Pei lo S \ Hupp() dellaI:ormaiione Prolessionalc dei La \ o-ratori (151.01. Institute for the de el-

opment ol kers \ ocational train-ing i is a public-1;m institution ork

62

ing together \\ ith the Nlinistr) of 1.a-hour. other State authorities and theRegions in order to de \ clop \ ocational training.

IsFol institutional aims are:pmmotion of stud) and research

into intimation and the professional

(In

skills needed by the dynamics of la-bour supply and demand:

technical assistance ss ith the plan-

ning and design of training:documentation on employment

policy and training and guidance meth-ods for workers:

experimentation w ith teachingmethods and the preparation of multi-media software.

In the area of information. ISFOL isthe headquarters of CEDEFOF s docu-mentar) network in Italy and suppliesusers (55 orkers in the field of \ oca-tional training, teachers, students. etc. )with information on the following sub-jects: training. guidance. labour mar-ket. employment. professions. legis-lation. t mining methods. etc.

1SFOL publishes the two-monthlyjournal "Osservatorio- and theISFOL/Franco Angeli collections: "Struinentie Ricerche-. "Quaderni di Forma-zione".

ISFOL has set up the "Orfeo- databankon vocational training, guidance. etc.(see the paragraph on databanks).

BDPVia Buonarroti1-50122 FirenzeTel: +39 55 2346106Fax: +39 55 242834

The Bibhoteca di DocuntentazionePedagogica ( BDP- Educational Docu-mentation Library ) is a public-laworganizat;on supers ised by the Minis-try of Education. It has the task ofcollecting. storing and upgrading bib-liographical information and educa-tional and teaching docuntentation incooperation with the I RRSAEs (Re-gional institutes for educational re-search. experimentation and rel.reshertraining) and the 1:uropean 1:ducat ion

Centre.

The 131)P is a national institute spe-cifically responsible lor informationand documentation and acts as a SCR

ice facility w hich can be accessed on-line by all Italian schools.

Databanks of Italian and foreign b;`)-1 iographical documentation. docu-mentation on educational legislati(Inand regulations. etc.. can be consulted(see paragraph on databanks). The13I)P is managed by a Board of des en

experts with a term of office of fis eyears.

The 13DP is used by school personnel.

researchers and institutions active inthe educational sector. The BDP is theItalian headquarters of Eurydice.BDrs loose-leaf publication "Listru-zione in Italia- is of great interest.

FORMEZVia Salaria 2991-00199 RomaTel: +39 6 84891Fax: +39 6 84893269

The ('entro di Formazione e Studi peri I Mezzogiorno ( FORMEZ - Trainingand Research Centre for SouthernItaly) is an association established in1965 by the Cassa per il Mezzogiorno(Southern Italy Fund, now the Agenziaper la Proinozione dello Sviluppo delMezzogiorno). IR! (Institute for In-dustrial Reconstruction and SV 1MEZ( Association for industrial develop-ment in Southern Italy ).

FORME/. plans. promotes. producesand supplies - through training. re-search. doe U rnentation and informa-tion services for public and privateusers. especially local authorities andsmall and medium-sized enterprises.

Its objective is to make processes ofmodernizat k m based on the culture ofrational organization and managementmore widespread in society .

FORME/. is ;.ictis C in the areas of andss orks for:

the public authorities:

II the production 111eln.

FORME/. action is supported by anumber of publications. including:"Quaderni Former. "Quaderni

"Richerche e Studi-."Strumenti Forn "Archi i For-mei*. -Ricerca Scientifica- and thejournals "Problemi di Gestione-."Pmbiemi di Amministrazione Pub-Hica-."Europa e Mezzogiorno-."Bul-letin des Recherches**. "Rassegna diDocumentazione Legislatis a Regio-nate-.

CENSISPiazza di Novella 21-00199 RomaTel: +39 6 86091 IFax: +39 6 86211367

The Fondazione Centro Studi Investi-menti Sociali ( CENSIS - FoundationCentre for the study of social invest-ments) is a socio-economic researchinstitute active chiefly in the areas ofresearch and consultancy in the fol-lowing sectors:

issues relating to education andtraining:

labour market and industrial rela-tions:

health:

local ecolunny and development:

innovation:

social issues and des elopments.

Users are public and pi ate organiza-tions actise in the socio-economic.education and training fields.

The information and publishing ac-ti ities of CENS1S include the collec-tions: "Censis-Materiali di Ricerca**."Annali Censis-. the monthly journal"Censis- Note c C(munenti- and the"Rapporto annuale della situazionedel Paese-.

via V. Monti. 41-20123 MilanoTel: +39 2 878201

\ ocationol !laming 1/109,1

'he Associazione Italiana Formatori(Alf: Italian Trainers Association )promotes study and research in thearea of training xx ith particular refer-ence to training in companies and theproblems raised hy the trainer's role.

The Association also promotes an ex-change of information between thevarious training sectors.

Users are trainers, consultants. stu-dents and in general anyone w orkingin the vocational training field. A1Fpublishes the journals -All:- (six-monthlx and two-monthl ) and thecollection "A IF training-.

Principal sourcesof information ontraining

Databanks open to thepublic

BDP The 13iblioteca di Documenta-zione Pedagogica manages a numberof databanks on education and train-ing. The follow ing are of particularinterest:

"Review of refresher trainingcourses for teachers" (pro\ ides in-formation on the refresher coursesoffered by the Ministry of Educationand other public bodies. These coursescover education. teachi ng. educational

science. vocational training):

"Adult education"(pro\ ides bib-liographical information on adult edu-cation. covering psy chological, socialand educational issues, statistics and

"Bibliographical project" ( pro-\ides information on educational sci-ence. The databank k indexed usinga (hesaurus produced by Liidied and

VoLdlional limning I/ I Oti 1

has been set up through cooperationbetween unix ersities and research in-stitutes and organizations).

"Bibliograph Of tho history of edu-cation" (contains reports Of studiesand research published in Italy overthe last ten y ears in the area of thehistory of education and teaching).

ORFEO - This 1SFOL databank,hich can be accessed ia the Seva

telematic network. has the follow ingarchives:

Arlex (contains State and Regionallegislation and re$2.ulations on voca-tional training, guidance and employ-ment

Courses ( contains detailed infor-mation on training schemes in hal ):

Documentation (contains biblio-graphical survey s of texts relating tothe various aspects of vocational train-ing ):

Training agencies/institutes (in-formation on Italian and Europeanagencies actke in the area of train-ing):

Nlediateca ( information and dataon audiovisual progranimes for train-ing).

This databank can be used by an \ oneworking in the various sectors of 50-cational training (directors of centres.teaching staff, students. etc.).

GIANO - This information system.run 11.5 Confindustria. pros ides infor-mation on the educational and train-ing acti \ ities promoted b the indus-trial associations belonging to Con fin-

dustria.

It also gix es information on some 200Italian and European institutions of-tering 5ocational training courses.

The s stem is open Ii puhlic and pri\ ate users acUs e in the \ anous sectors

6 4

of ocational training.( Address:

iale dell'Atronomia 30.1-00144 Roma,Tel: +39 6 59031).

RICE - Educational Research Thisdatabank of the Salesian Unix ersitxprovide \ users (teachers, students.education and training workers) withbibliographical details of education.teaching and educational science andincludes abstracts of the content ofcaicles and publications(Address:Piazza dell' Ateneo Salesiano 1.1-00139 Roma.Tel: +39 6 8812041).

Lists

Guida all'Istruzione e alla Forma-zione ProfessionaleTemi di Vita ltaliana No. I /1992 (quar-terly IRome, Istituto Poligrafico e Zeccadello Stato. 188 p.President of the Council of NlinistersDepartment of Information and Pub-lishing

This guide has two parts. Part I looksat education and vocational trainingand examines them from the point ofview of EC programmes. Part II pro-\ ides an os ersiew of Italian trainingagencies and institutions. In Part I. thelist of EC programmes and networksdealing xx ith education and s ocational

training is of particular interest.

Rapporto Isfol 1992Milano. Franco Angeli s.r.l.1992. 347 p.

ISBN 88-204-7(179-7

"Ihis S olume. con) aining nine chap-ters. gis es a good picture of the Italiantraining s stem and des elopmentsfrom the point of' iew of Europeanintegration. The akins aspects oftraining. the labour market. legisla-tion and labour polic are also exam-ined w ith particular emphasis on in-tim anon and 1j. programmes.

01

NL sicentrum innovatie

beroepsonderwijsbedrijfsleven

Verwersstraat 13-15Postbus 15855200 BP 's HertogenboschTel. 3173+124011Fax 3173+123425

Main Institutions

Landelijk DienstverlenendCentrum voor Studie- en Beroeps-keuzevoorlichting (1,DC)Niu/enstraat 311

NL-25 I I VW 's-Gras enhagetel: 3170+3024611fa \. 3170+3560882

In the Netherlands, 1.CD is the mostimportant centre kir stlid . in kirma-tion and counseling on the choice ofprofession. LCD produces a nationalalit( unated information ss stem on edu-

cation and emplo nlent opportunities( I See!) hich was developed in coop-eration w ith career guidance coun-selors and \\ ill ser\ e to help them withtheir work. 1..cD is a member ofEI.DAT. the European Associationof Database Producers.

Centraal Bureau A rheids our-zieningPo.lbus 616NI.-2280 AP Rijsw ijktel. 3170+313065

The "Centraal Bureau oor deArbeids\ oouiening- ( Head office ofthe Emplo ment E \change is respon-sible for all matters concerning thelabour market. The 28 Regional km-plo ment lAchanges. \\ Inch arc incharge of implementing the labourpolic \ at district les el. come under theC BA. The mediate hetw ccii suppland demand of labour. counsel in thechoice of education and general ca-lve! planning and has e the specificdul \ of counseling those unemploed

ho has e dillicult in finding a joh

Ad% ies Opleiding en Beroep ( AUBl'osthn 345

991) (iC I loutenlel. 1134(13+-1(11(14

01-hese counseling offices are subsi-diied h the NI inistr of Science andNducation and h the Centraal BureauArbeidss ooriiening. It makes long-term agreements for se \ eral ears v. ith

schmils and Emplo ment Eschangesw ith the purpose of sharing theirknow ledge on cotmseling on educa-ticm and chOice of profession and tostrengthen the link between educationand employment opportunities. Nlem-hers of the public can also make use oftheir services.

Regionale Bureau's Onderwijs(RHO)There is a "regionaal bureau onder-\\ ijs- in es cr rcgion. Here one canobtain information on the \ ocationaland technical training gk en in thedistrict.RBO-Pnj,ectinanagententPosthus 94

N1.-3980 CB Bunniktel. 3 I 3405+98444

Main sources forinformation

Selectie voor het middeIbaar enhuger beroepsondens kis 1992/1993('onti I...lei al I (ed.)culembor: Nducahoek. 1992ISBN 90. I 1.021894

"Selectie- pros ides information forpupils 111 secondar schools 55 ho re-quire inlormation on future studiesand/or careers. "Selectie- gis es con-crete information concerning the pro-cedures ins tds ed ss ith registration.selection. openings. inlOrmation da stor practicall> all centres kw secondar and Ingher socational tda time)education. In the I 6111 edition ses (Jill

pages are reser \ ed fOr the"( 'ooperatiel

hho". ss Inch w as started in 1992 bses eral schools for higher N. ocationaltraining. The indices for the schoolsfor higher \ ocational training basebeen supplemented and there is a sepa-rate inde \ for es ening and part-timeeducation.

Overzicht voorlichtingsmateriaalallochtone doelgroepenCORO-Werkgroep A I lochtonen/Walras en-mast H.C. (ed.)Houten: Centraal Orgaan RegionaleOrganen Leerlingss cien (CORO I.1992

I.J.1 of material as ailahle to pros ideinformation on socational training.careers. choice olcareers, situation onthe labour market. speci fical I directedtowards the racial minorities . One canfind the following t \ audio\ isual:brochures and folders; material forcounselors \\ ho ad \ ise on choice orcareer. reference books. Racial mi-norities include: Antillians/ Arubans.Chinese. NI aroccan s. Nloluccans.Suri names and Turks.

Studie- en Beroepsheuze zomlergrenzen: handboel:I lermsen K. Kokshoorn P (ed.!maatricht: coA. 1992

The handbook w as des eloped usinginformation pros idedb 12 I hlteli and12 German schools from the prosinces oh 0 \ erijssel. Gelderland and

mhurg and from the federal stale ofNorth Rhi ne-West falia. In the first part

the general frames\ ork is gi \ en onhos\ the a European region can heseen h schools. It pn w ides practicalinformation is gi \ en w Inch can heused to organise echanges in theEunipean region. acti\ ities for sindent counseling at iegional les el andles.ons in the choice of trainirT and

11,111111r I I

allal1111111111

pofession From a kumpean point ofie \. The list of possible tpes ol

training., studies and professions be-\ ond the horders include. a summar \of teaching and educatum s \ steins and

possibilities for training 111 NorthRhine-Westfalia. This summar\ in-\ nes oung people to consider thepossihilities of training in the neigh-houring countr .

ElseN iers beroepenalmanak 1993:handleiding voor school en beroeps-keuzeStraten I. Vesters A (ed.)Amsterdam: I3ona \ entura. 1992ISBN 90.6882.158.X

A description of about 25()( ) proles-\ ions and positions and the requiredtraining. The hook includes a tahlegi \ ing the professions or occupationalgroups and the minimum pre\ ionstraining \\ Inch is required or pi eft.rred.It gi\ es an alphabetical list 01 profes-sions and a list of addresses of:

1 ) Institutions forcounseling on choiceof training and profession for eachprovince.2) Emplo uncut E \changes and of-fices of the temporar emplo mentagenc Start.3) Counseling offices for grants.

Jaarboek opleidingsinstituten 1993Van Lammeren R edAlphen aan den Rijn: Samson Bedrijls-in formatie. 1992Supplenient of Nlaga/ineOpleidingenHandhock heroepsopleidingen: nueteen beroepsopleiding ga je 't !oakenLe Bureau. COA 1-le \ oland. ROIle \ oland/N1. \ an Tooren.\V. IluitemaS.1.Stichti .ng 12loinotie Beroepsonder-\\ 0..1199(11

This hook enahles one to ohtain aclear pieture 01 the man possibilitiesol fered h ocational training. Firstthe choice ol training and professionis discussed and then thei)ossilnlit iitstarting an 1.130 eon] se is esplained.

hen it e plains how training can he

\ motional Hammy I/ NO 1

continued h\ lollo\\ ing an NI130course or alternance learning. Anen-tion is paid to technicaliarming. ser \ice and caretaking and the economical/administrati\ e sector. In the lastchapter sources and addresses \\ heremore information can be ohtained arelisted.

Nieuwe gids Noor school en beroep1992-93

Martens A.Haarlem: De 'loons. 1992ISBN 90.6(12) ).6MA)

All the \ arious t pes of education aredescribed: regular and pri \ ate educa-tion. oral and \\ ritten courses. Theho(uk is useful f( wcounselors on choice

of profession. students couselors illschools. stall oh Emplo \ ment \changes. compan personnel manag-er.. counselors in alternance learning.career counselors.

1'W cursuscalendariumAmsterdam: \*Nl. business puhlica-tion. 1992ln: l'W Personeelsmanagement hijlagehij nr.7. \ oorjaar 1992

Suininar\ of the courses a\ ailahle forsenior officials and managers di \ idedinto the follo\\ ing categories: pro-fessional staff in the field of personneland training: lecturers and conipanstaff and education counselors: \\ orkscouncil: commercial staff: technicaland pr(uduction managers: computermanagers: computer users: manage-ment assistants and secretaries: peo-ple ill oh ed s ith communicationtechniques and hehaviour skills or Ian

guages: others.

Dagscholen Nom. N1BO: aantallenleerlingen 1991Nlinisterie an Onderw js en Weten-

schappen.Directie Voor/ieningenplanning ell1111k \ eNting

\;001112e/ct )iidersis Aid. BeIcid,itsanal \

-s-t inks enhage: SDU-DOP. 19921S13N 90.346.1836.1

This pro\ ides data on schools liii dif-ferent kinds of secondar \ ocationaltraining and the number of pupils\\ hich attended the school during1991-1992 (reference date 15 Sep-temher 1991). The data \\ as obtainedfroni pupil count held h the CBS andthe Ministr of Science and Educa-tion.

Dagscholen voor V WO, HA VO,NIAVO en LBthinclusief midden-school I: aantallen leerlingen 199:Nlinisterie san Ondem js en Weten-schappen.

Voortge/et Ondem ijs. Afd. Beleids-analyse-s-Gras enhage: DOP. 1992ISI3N 90.346.2837.X

This pros kles data on schools offer-ing education loHoss ing primarm:hool and the numherolpupikshichattended the school during the 1991-1992 period.

The data \\ as ohlidned from pupil countmodel-) \ the CBS and the NI inistry ofScience and Education. For es erschool the data on all the different

pes of da time education gi en althe school i s listed. .\ n appendk re-fers to the changes \\ hich to(uk place in

the courses offered bets\ en 1990 and199 I as a result or mergers.

Beroepengids zorgsectorNationale RaadsoorVolks::eiondheidISBN 90.12.07509.2

This hook gi \ es detailed informationon the large numher of professions inthe field of healthcare and the relatedsocial ser \ ice field. The follow ing aredescribed: ( para imedical prof essnurses and related professions: ps.chology and the science of social.personal and cultural \\ elfare: sup-porti\ e professions. Information is.lor \ ample. pro \ ided on; numher 01

po dessionals. the most important w ork

nekl, labour market. salaries, numberof men and w omen, as w ell as number.ty pe. duration, level zmd nature of thetraining required. Finally the nameand address of the professional asso-ciation is listed and mention is madeof any possible codes of ham iour orconduct.

Handboek Studie- en Beroepskeuze-begeleidingSpijkerman R si H. Vineken A J R.Weekenhorg M .1 NI ted )Alphen a.d. Rijn: Samson HD. TjeekWillink. 1990ISBN 90.6500.879.9. losbl.

The following aspects are mentioned:theory of choosing and counselingthis choice: labour market: educationand professions: counseling in andabout schools: choice of studies andprossions for adults: target groups:media and technology: method and

organisation: professional isation/structure and policy .

CEDEO-boek documentatieexterne opleidingen/St ichti ng Centrum oor Documentatieen voorlichting over hedrijfsexterneopleidingen CEDEO's-Grasenhage: Stichting CEDEO1987/8890.72092.01.5

Overzicht adresssen en opleidingenvrouwenvakscholenUtrecht: Landelijk stichting akoplei-dingen vrouwenvakhond ENV. 1992

A BC adreswikzer onderwijs enopleodingen 1992-1993De Uer: Academisch BoekenCentrum. 1992ISBN 90.72015.94.0This contains addresses of the large

number of instutions in the Nether-lands w hich are invoked w ith edlica-tion and training from a point of viewof policy . support. execution of policyor ,information. Categories: go% ern-ment. institutions for the support ofeducation, education and training.schools, private and company train-ing. organisation/professional associa-tions. publications on education, pub-lishers in the field of education. re-search on education.

Overzicht erkend onderw ijs's-Gra%enhage: Landelijk Diensten-centrum ( LD(.' ). 1991

This brochure contains a list of the181 recognised centres of educationin the. Netherlands. Mention is alsomade or which institution gi \ es a par-ticular course. Other points such asstudent welfare and grants are brieflyexplained .

MINISTERIO DO EMPREGOE DA SEGURAKA SOCIAL

Servigo de InformagioCientffica e TecnicaPraga de Londres, 2-1.0 andarP-1091 Lisboa CodexTel. 3511+89 66 28Fax 3511+80 61 71

6-1

Principal sourcesof information onvocationaltraining

The following are some of the trainingorganisations w e consider more im-portant because or their role as pro-\ iders of information on \ ocationaltraining in Portugal:

Instituto de Emprego e FormaciioProfissional (1E11')A .Jos6 Nlalhoa 11

1'-1000 LisboaTel.: .1511+7272536Fax: 3511+7'65755

R. de Xabregas 52

P-1200 LisboaTel.: 3511+8584701Fax.: 3311+8582112

R. das Picoas 14P-1000 LisboaTel.: 3511+3563801Fax.: 3511+538139

This institute carries out its actis i tiesmainly through government-run joband vocati(mal training centres andthrough training centres run jointly\kith other organisations.

if pro% ides assistance V,. ith job place-

ment. information and ocalional guid-ance and training.

Ink wmation set.' ice on current andluture training courses and facilities

6 7

for personal visitors or by telephone.Publishes plans of activities (annu-ally).Publishes the following periodicals:Emprego e Formacilo (4x yearly)Dirigir a magazine for managers (6xyearly)Formar a magazine for trainers 1 4xyearly)Colecciio Formar PedagogicamenteColecyao Cemirios 2005Coleccno Eu DecidoColecc5o ProfissOes do FuturoColecc5o EstudosPuhlishes arious numographsV ideotext database of job centres,

training. ocational training terminol-ogy and other informai ion.

Database containing details of train-ing courses and other facilities pro-\ ided as part of the educational svs-

ocalional !laming I/1(191

tem and by go% ernment socationaltraining centres and those run jointl

ith Lit her bt idies. as als0 courses or-

gain sed by IEFP sand% ich course/apprenticeship centres ( Informatitinand Vocatitinal ( uidance Ser\ icesDirectorate).

Publishes information through thepublic media.

Associacao Industrial PortuguesaCOPRAI - Centro de CompetenciaTecnicaPraca das Indtistrias

P-1399 Lisboa Code \Tel.: 3511+362(11(1(1Fav 351 I +363)046

Training consultant. designer and de-\ eloper for indk idual or groups offirms at national level. Specialist in-formation and technical services. In-ternational cooperation and pR)jects.Organises seminars. congresses. con-ference,, training \ i sits. SS orkshop,Database of members and trainees.Issues a monthly bulletin A1P -Informacao and leaflets giving in-formation on it, actk it i es. includingtraining. Publishes informationthrough the public media. Providesspecific information to members, coin-panics and managers.

Centro de Informacão ForumEstudanteEstrada da Torre 26P-1700 LisboaTel: 3511+7590516Fav 3511+7599615

Publishes Anutirio Forum Estudantegking information on educational and(mining courses. train ing centres. train-

ing institutions in the public and pri-% ate sector. training isits organisedb \ subject areas and a list of institu-tions. Publishes a monthlx inaga/ine.Forum Estudante pros iding a k an

\ of information on nos colirses.nos ty peso! job and other basic in for-!futon in the field of education and

training:

lima I II tiiii12 11,) t

Press Forum, Conununicac5o Social.S.A.R. da Praia 185 2

P-1100 LisboaTel.: 3511+3476507Fax: 3511+3476518

NIinisterio do EmpregoeSegurancaSocial (MESS)(Ministry of Employ ment and SocialSecurity )

Servico de Informacao Cientffica eTécnica (SICT)Praca de Londres 2. 1

P-1091 I .khoa Code \Tel: 3511+8496628Fax: 3511+806171

Information on \ ocational training atnational and European levelInformation service on training mat-ters for personal S isitors and b\ tel-ephone for the general public. re-searchers, trainers, students etc.Bibliographical database on educa-tion and vocational training.Database of bodies producing audio-\ isual and multi-media training aids.Database of training bodies ithinPortugal.MESS videotext databasePublication,:Statistical ,eriesInformacao Estatistica (Summaries)Coleccao Estudos (Serie, - Em-ployment. Training and Retraining)Cadernos de DivulgacaoBoletim da Prevencäo no Trabalho

ssociaciio Industrial PortuenseDivisfio de Formacao ProlissionalIAPONOR Feira internacional doPortoP-445() Mato,inho,Tel.: 3512+)958361Fa: 35 121-9957299

Des elopment of training in humanresources. indu,trial and commercialmanagement. management and fl-n.ince. industrial des elopment. stral-

eP

Prolects under Communa -assistedprogrammes in the field olcontinuing%ocational training ( Force. kuropean.

f38

Petra. Noss Eurotecnet I ins ols ingEuropean partnerships. Ins oh einemin higher business education throughthe I nstituto Empresarial Portuense.Database of information on past ac-ik ities.Database of members/trainees.Publishes y early- Programs deFormacilo (training programmes ) andleaflets describing the various train-ing activities organised during the year.Publishes a quarterly maga/ine:Industria do Norte Res istaPort uen se.

Video training aids.Puhli,hes information on its nth i tiesthrough the public media.

Institut() de AperfeicoamentoTécnico Acelerado (IATA)Centro Nacional de Estudos ePlaneamentoR. Victor Cordon 4513-120(3 Lisboa

Tel.: 3511+3425577Fax: 3511+3461802

Publishes a brochure ss ith details ofcourses, objectives and programmes.Promotes exhibitions and discussionsto publicise its activities. Issues an-nual Pianos de Formacao (trainingprogrammes).

Publishe, Boletim Mensal ISTA -Formacão Profissional which pro-vides information on courses alreadyheld and planned. as also a monthlylecture programme.Publishes informal i(m on s actis itiesthrough the public media.

CEGOC- TEA - Centro de Estudosde 6 ,stao e Organizaciio Cientifica- TécnicaR. Castilho 167-1P-1000 LisboaTel.: 3511+3875913Fax: 3511+651(1(14

Part cl a multinatiot.al training or-gankat ion active in con.0 . train-

ing ;Ind recruitment.Database ol training courses.

(15

Database ol menther organisation,.inted information:

Amnial catalogue listing suhie,o-mat -ler. duration and times of courses.Foul month] \ calemlar of eI eallets iLihhC inlormation on intli-\ idtial eourNe,.

Centro de I nformaciio, Formaciio eperfeicoamento ent Gestilo

A \ _Who Dinis i 1

P. 1000 1.ishoa

Tel.: 3511+79560S'I.av 1511+7611-12

Information On training and organisalion of courses in the managementlief&Publishes training programmesPuhlishes \ arions monographs andhooks on management subjects.Database of courses organised.Database of training .tudie.Produces instructional \kirk\ are for

n use kind for sale.

nstituto Nacional de Engenharia eTecnologia Industrial ( !NET!)Centro de Formacno .HcnicaCentro de TeleformacnoEmpresarial

.\ dos I.:link-mi. a kstrada do Pacodo I .unicirP 1699 I A,h(,Tel.: 3511+7!65141ra\.

Organise, periods of praoieol train-and courses in specialist subjects.

Organises seminars and conferencesfor dis.cminating training informa(ii in.

laicourages die creation of technicalschools in collaboration \\ ith pwles-sional :ind industrial associations.cooperates v. ith Portuguese and for-eign unix ersities to run teacher train-ing and postgi.aduate course..

Produces audiovisual material tominternal and e ternal training courses.Publishes inlbrmat ion brochures onthe results of training and trainingresearch.Puhlkhe, training programmes.puhh,he. information through Owpublic media.

Institut() Nacional de Administraciio- (INA)Palacio Slarqui.-. de Pombal1)-2750 Ocira.Tel.: 3511+4432179

3511+43275P

\Vorks \\ aids modernisation of thepuhhc set-% iees and indie.ir throughthe teaehini.: of scientific icwarell andtechnical ad \ isor \ ser \ ices. Assists\\ ith the specialist traMing and retraining of Inglier-grade

\ arious departments puhlish train-ing programmes in dif ferent lields forcirculation to public-sector and

authorities on its mailing list.Puhlishes monographs on course sub-

tect-matter.PubliNlie. information throtTli thepublic media.

Centro de DesenvoIN imento Pessoale Organizacional, !AlaPsiconsultorest

R. Marques da Sil \ a 57-A1)-1 1(1(1 1.i.hoitTel.: 3511+8153652

3511+3S7 1165

DriM up training plans and designs

Nlaintains, regular contact. \ iththrough:Puhlicat ion ()fan imnual training pro-gram.Regular mailing shots.Press ad \ ertisements.Permanent (cam of consultant,. andtrainers.

UK British Association for Commercialand Industrial Education

35 Harbour Exchange SquareMarsh WallLondon E14 9GETel. 4471+987 89 89Fax 4471+987 98 98

Vocationaltraininginstitutions

The Emplo ment DepartmentThe I .ifirarTaDMoorkiot

-Shelhekl S I 4PQel: .147-12 f 753275

l,i \ 44742+593564

The librar has the mo.t comprehen-\e range of material on ocational

education anti training in the

Department for EducationThe 1.ihrarSanctuar BuildingGreat Smith Sn'eetWoiminstert 'K-1 Aindon SW1P 3I1TTel: 4471i 92550001:a . 4471 +9256000

6?

The go\ ernment deploment dealing\\ ith. and distrihming information on.the I K education s stein.

British Association for Commercialand Industrial Education35 I larhour 1.: \change Stituire

off Slash Wall.ondon NI4 9( 'II'.

4471+9878989Isav 4471+9879898

)rfer all e ten.i .ihrar and Inlor-Ser \ ice on all aspects on \ tica

ot'alional 11,1111111g I/1991

tional education and training. I lumanResource Nlanagement tik.1 HumanResource 1)es elopment.

Institute of Training and Develop-mentMarlow HouseInstitute RoadMarlowUK-Bucks SI.7 1BNTel: 44628+890123Fax: 44628+8902(18

Pros ides a 1 informatkol serx ice.

National Council for VocationalQualifications222 Euston RoadUK-London NW1Tel: 4471+3879898Fax: 4471+3870978

Publishes and distributes In:Aerial onthe new s stem of qUalifications he-ing introduced in the UK.

Further Education UnitSpring GardensCitadel PlaceTinw orth StreetUK-London SEll 5EFITel: 4471+9621280Fax: 4471+9621266

The FEU works in the broad field offurther education, researching andpublishing reports and disseminatinginformation.

Highlands and Islands EnterpriseBridge I louse20 Bridge StieetIn ernessScotlandINI 1QRTel: 44463+715400Fax: 44463+715600

Pro N. ides information on the laicalEnterprise Companies. and their train-ing-related acti ities, in the Highlandsand Islands area of Scotland.

Scottish Enterprise120 Bothst elI StreetGla goWScotland

7.1P

Tel: 4441+2482700Fax: 4441+2213217

Pros ides inf orniatitm on the I.ocalEnterprise Companies. and their train-ing-related actis ides. in the ScottishEnterprise area of Scotland

Scottish Vocational EducationCouncil (scarvEC)The LibrarHallo\ er House24 Douglas StreetGlasgowScotlandG2 7NGTel: 4441+2422 I 79Eztx: 4441+2422244

Incorporates a useful information set-N.

ice covering all aspects of vocationaleducation and training in Scotland.

Training and Development LeadBodyTDLB Secretariatc/o NCITO5 George LaneRostollHertsSG8 9ARTel: 44763+247285Fax: 44763+247302

Pros ides information on standards intraining and development and also ontrainer qualifications.

National Council for IndustryTraining Organisations5 George I.ane

RoystonliensSG8 9ARTel: 44763+247285Fax: 44763+247302

Co-ordinates the work of the manyindustr), Indu.try Training

Organisation. and aims to maintainand des elop tile effectiS enes. of.ectoral training arrangement..

National Institute for Adult andContinuing Education19h De Montfort StreetLeicesterLeicestershire

7GETel: 44533+551451Fax: 44533+854514

A research institution and publisherof material on adult education.

Trainingand Employment Agency,Northern IrelandClarendon House9-21 Adelaide Street.BelfastNorthern IrelandBT2 8DJTel: 44232+239944Fax: 44232+895678

The Agency is responsible for train-ing matters in Northern Ireland.

Main informationsources

Databases

Training Access PointsA computerised information systemproviding companies and individualswith details of local and national op-portunities for vt)cational educationand training. There arc over 250 TA Psholding 200.000 local records plusaccess to 100.000 natkinal records.

For further information contact:Roger Seward. Honorary Secretary.Al.TSU. Avon TAP. UWE Bristol.6 Iddesleigh Road. Redland. Bristol.Avon BS6 6YJTel: 44272+732585Fax: 44272+73(1918or:

Vocauonal fraininp 1/19()1 67

t-L

1

Tom Gordon.Vice-Chairman. A LTSU. North-WestTA p

Nlerse) side House (4111 Floor).9 South John Street.UK-Lk erpool 1.1 81INTel: 4451+7097410Fax: 4451+7093925

Directories/Handbooks

The Training DirectoryLondon: Kogan PageISBN 0 7494 0607 0Details training initiatives. pro-grammes and courses ith a w ideariet of useful contact addresses.

The Open Learning DirectoryOxford: Pergamon PressISBN 0 08 041805 8

Details open learning materials. Periodicalscourses and sources of advice.

Ncrro DirectoryRoyston: NCITO, 5 George Lane.Royston. Herts. SG8 9AR

Addresses of. and details about theactivities of. Industr Training Or-ganisations. including their role indeveloping and implementing Na-tional Vocational Qualifications.

Training and Enterprise YearbookGlasgow:The Planning Exchange. 186Bath Street.Glasgow, G2 4HG

Names and addresses of all the Train-ing and Enterprise Councils and LocalEnterpri se Companies in the UK. along

with many other related organisations.

TransitionI.ondon: BACIE/Kogan Page. 120Pentonville Road. LondonN I 9.IN

New s. articles and editorial on all as-pects of vocational education and train-ing. with regular listings of informa-tion sources.

Training and DevelopmentNlarlow : Institute of Training andDevelopment. MarlowHouse. Institute Road. MarlowBucks SI,7 1BD

News and views on UK and Europeantraining.

71Vocalional training I/1991

71-77 rff

LList of Addresses of the NationalCommunity Programmes onEducation, Training, Youth

MtION

Department of EducationE.C. SectionMr Vincent CoyneMrs Eithne O'NeillApollo HouseTara StreetIRL-Dublin 2Tel. 3531+8734700Fax 3531+6791315

COMETT

EOLAS The Irish Science andTechnology AgencyMs Grainne Ni Uid1RL-Glasnevin Dublin 9Tel. 3531+370101Fax 3531+370172

Community Programme ofStud) Visits for VocationalTraining Specialists

E.S.F. SectionDepartment of EducationMs Pauline GildeoMs Bernae Mc CabeMr Frank WyseHour 6. Apollo HouseTani StreetIRL-Dublin 2Tel. 3531+8734700 ext. 2417Fax 3531+6791315

DELTA

University College DublinAudio Visual CentreMr Michael FoleyBel fieldIRL-Dublin 4Tel. 3531+7067038Fax 3531+2830060

ERASMUS

NGAA (Ireland)Mr Brendan O'DeaHigher Education Authority21 Fitzwilliam SquareIRL-Dublin 2Tel. 3531+6612748Fax 3531+6610492

EUROFORM

Department of Enterprise &Employment/Structural FundsCoordination UnitMs V. GaffeyDavitt House65A Adelaide RoadIRL-Dublin 2Tel, 3531+6765861Fax 3531+6764852

Youth Exchange BureauMr P. Barry1st floor. Avoca House189-193 Parnell StreetIRL-Dublin 1Tel. 3531+8731411Fax 3531+8731316

EUROTECNET

FAS Training and EmploymentAuthorityMs Margaret BarryP.O. Box 46527-33 Upper Baggot StreetIRL-Dublin 4Tel. 3531+6685777Fax 3531+6681373

Department of EducationMr Seamus O'HuallachainApollo HouseTara StreetIRI.-Dublin 2Tel. 3531+8734700Fax 3531+6791315

Vocational training 1/1993 72.

Executhe Training Progranimein Japan

PA Consulting GroupMr R. Cunningham10/12 Lansdowne RoadBallsbridgeIRL-Dublin 4Tel. 3531+6684346Fax 3531+6681771

FORCE

FAS - Training & EmploymentAuthorityMr Jim Keogh27-33 Upper Baggot StreetIRL-Dublin 4Tel. 3531+6685777Fax 3531+6682480

HELIOS

Department of HealthMr Brian MullenHawkins HouseHawkins StreetIRL-Dublin 2Tel. 3531+6714711Fax 3531+6711947

HORIZON

Department of Enterprise &Employment/Struct. FundsCo-ordination UnitMr A. TyrrellDavitt House65A Adelaide Road1RL-Dublin 2Tel. 3531+6765861Fax 3531+6764852

N.R.I3.Mr J. Phelan (Dept. for disabledpersons)25 Clyde Road1RL-Dublin 4Tel. 3531+6684181Fax 3531+6600421

WRC Social and EconomicConsultantsMr T. Ronayne (Dept. fordisadvantaged persons)4 Lower Ormond QuayIRL-Dublin 2Tel. 3531+8723100Fax 3531+8723840

Human Capital and Nlobilio

Higher Education AuthorityJ. Hayden, Secretary21 Fitzwilliam SquareIRL-Dublin 2Tel. 3531+6612748Fax 3531+6610492

EOLASDr Martin LyesGlasnevinIRL-Dublin 9Tel. 3531+370101Fax 3531+370172

IRIS

FAS Manpower Programmes andServicesMs Mary Beggan27-33 Upper Baggot StreetP.O. Box 456IRL-Dublin 4Tel. 3531+6685777Fax 3531+6682691

Employment Equality AgencyMs Bernadette Forde36 Upper Mount Street1RL-Dublin 2Tel . 3531+6605966Fax 353 I +6605813

LINGUA

Department of EducationMr Seamus O'HuallachainMarlborough StreetIRL-Dublin 1Tel. 35318+734700Fax 35318+6791315

The Linguistics Institute of Ireland -ITEMr Eoghan Mac Aogain, DirectorMs Patricia Nic Dhonncha31 Fitzwilliam PlaceIRL-Dublin 2Tel. 3531+6620446Fax 3531+6610004

The Youth Exchange BureauMr Sean FeerickAvoca House189-193 Parnell StreetIRL-Dublin 1Tel. 3531+8731411Fax 3531+8731316

NM%

Department of Enterprise &EmploymentMs Clare Tiernan, AdministrativeOfficerDavitt House65A Adelaide RoadIRL-Dublin 2Tel. 3531+6765861 ext 3202Fax 3531+6764852

Council for the Status of WomenMs Mary Donnelly32 Upper Filzwilliam StreetIRL-Dublin 2Tel. 3531+6615268Fax 3531+6760860

PETRA

PETRA NCUYouth Exchange BureauMs Elizabeth Watters189/193 Parnell StreetIRL-Dublin 1Tel. 3531+8731411

3531+8731072Fax 3531+8731316

Youth for Europe

Youth Exchange BurcauMs Mary Bigley1st Floor. Avoca House189/193 Parnell StreetIRL-Dublin 1Tel. 3531+8731411Fax 3531+8731316

EURYDICE

E.C. Section Eurydice UnitDepartment of EducationMr Vincent CoyneMs Eithne O'Neill6th floor, Apollo HouseTara StreetIRL-Dublin 2Tel. 3531+8734700Fax 3531+6791315

Member of theCEDEFOPDocumentaryNetwork:

FAS - The Training andEmployment AuthorityMr Roger FoxMs Margaret CareyP.O. Box 45627-33, Upper Baggot StreetIRL-Dublin 4Tel. 3531+6685777Fax 3531+6609093

Vocational training 1/1993

J List of Addresses of the NationalCommunity Programmes onEducation, Training, Youth

ARION

The Central BureauIn-Service Training DepartmentSeymour News HouseSeymour MeviUK-London W I H 9PETel. 4471+4865101Fax 4471+9355741

COMETT

COMETT Liaison OfficeMs J.M. NicholSanctuary BuildingsGreat Smith StreetUK-London SW1P 3BTTel. 4471+9255306 (J.M. Nichol)

4471+9255254 (N. Comport)Fax 447 1+9256985

Communitv Programme ofStudv Visits fi)r VocationalTraining Specialists

European Training PolicyDepartment of EmploymentMrs Karen Newnham, R.N.L.Mr Wayne PriceRoom N704. MwrfootUK-Sheffield SI 4PQTel. 44742+753275

44742+594359Fax 44742+758316

44742+594724

DELTA

Employment DepartmentMrs Jane EvansRoom 513. Steel HouseTothill StreetUK-SW1H 9NF ImndonTel. 4471+2735496Fax 4471+2735475

ERASMUS

UK ERASMUS Student Grants CouncilThe UniversityResearch and Development CentreIK-Canterbury CT2 7P1)

Tel. 44227+762712Fax 44227+762711

EU.ROFORM

Department of EmploymentEuropean Communities BranchEuropean Social Fund UnitMs Lorraine HugginsLevel 1236 Grays Inn RoadUK-London WC I X 8HLTel. 4471+2114710Fax 4471+2114749

EC UnitTraining and Employment AgencyMr Mark PinkertonClarendon House9-21 Adelaide StreetUK-Belfast 13T2Tel. 44232+239944Fax 44232+895678

Northern Ireland UniversityEnterprise Training PartnershipMr Pat DonnellyDoncher Industrial EstateWest Bank RoadUK-Belfast BT3 9JLTel. 44232+371023Fax 44232+371024

EUROTECNET

Employment DepartmentMrs Jane EvansRoom 5 13. Steel HouseTothill StreetUK-London SW1Tel. 4471+2735496Fax 4471+2735475

Employment DepartmentMrs Katrina MurrayRoom W733MoorlootUK-Sheffield S 1 4PQTel. 44742+594827Fax 44742+594103

Executive Programme in.Japan

PA Consulting GroupMr J. Patrick123 Buckingham Palace RoadUK-London SW I W 9SRTel. 4471+7309000Fax 4471+3335050

FORCE

Employment DepartmentMr Will ThompsonRoom N 704MoorfootUK-Sheffield S I 4PQTel. 44742+594819Fax 44742+594103

HELIOS

Department of HealthHealth Care (A) 21)Glynis PhillipsRoom 332. Wellington House133-155 Waterloo RoadUK-London SEI 8UGTel. 4471+9724125Fax 4471+9124132

Department of EmploymentSEPC 3Mr Roy KettleRoom 458, Caxton HouseTothill StreetUK-London SW1H 9NFTel. 4471+2736442Fax 4471+2735929

HORIZON

Department of EmploymentEuropean Communities BranchEuropean Social Fund UnitMs Lorraine HugginsLevel I236 Grays Inn RoadUK-London WC I X 8HLTel. 4471+2114710Fax 4471+2114749

EC UnitTraining and Employment AgencyMr Mark PinkertonClarendon House9-21 Adelaide StreetUK-Belfast BT2Tel. 44232+239944Fax 44232+895678

Northern Ireland UniversityEnterprise Training PartnershipMr Pal DonnellyDoncher Industrial EstateWest Bank RoadIIK-Belfast 1313 9J1.Tel. 44232+371023Fax 44232+371024

Vocational training BEST COPY AVAILABLE

Human Capital and Mobility

Cabinet OfficeOffice of Science and TechnologyMr R. RitzemaPetty FranceAlbany HouseUK-London SW1H 9STTel. 4471+2712080Fax 4471+2712016

Science and Engineering ResearchCouncilMr George Stirling. Head of Policyand Secret. Div.Room 2261, Polaris HouseNorth Star AvenueUK-Swindon SN2 I ETTel. 44793+411269Fax 44793+41 I 152

IRIS

TEE D Employment Departmentdo MoorfootPorterbrook HouseBlock C. Level 27 Pear StreetUK-Sheffield S I 8.IFTel. 44742+597582Fax 44742+591199

Equal Opportunities CommissionMr John SharmanOverseas HouseQuay StreetUK-Manchester M3 3HNTel. 4461+8339244Fax 4461+8351657

LEDA

IDPILRDP10 Grosvenor GardensUK-London SWIW ODHTel. 4471+4114300Fax 4471+4114301

LINGUA

UK LINGUA UnitMs Judith Hemery. Head of 1. !nitSeymour Mews HouseSeymour Mews13K-I ,ondon W 1 H 9PETel. 447 1+7259493Fax 4471+2241906

NOW

Department of EmploymentEuropean Communities BranchEuropean Social Fund UnitMs Lorraine HugginsLevel I236 Grays Inn RoadUK-London WC I X 81-11,Tel. 4471+2114710Fax 4471+2114749

EC UnitTraining and Employment AgencyMr Mark PinkertonClarendon House9-21 Adelaide StreetUK-Belfast BT2Tel. 44232+239944Fax 44232+895678

Northern Ireland UniversityEnterprise Traininsi PartnershipMr Pat DonnellyDoncher Industrial Estate9 Wcst Bank RoadUK-3elfast BT3 9JLTel. 44232+371023Fax 44232+371024

PETRA

Central BureauMs Jane OwenMs Vivian StaigSeymour Mews HouseSeynmur MewsUK-London W 1H 9PETel. 4471+4865101Fax 4471+9355741

British CouncilYouth Exchange CentreMr Ian Pawlby10 Spring GardensUK-London SW IA 2BNTel. 4471+3894030Fax 4471+3894033

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ssis ance inprocessinginformation onvocational trainingThe Multilingual Thesaurus onVocational Training was developed byCEDEFOP as an information tool to beused in indexing documents for itsbibliographical database It Wasproduced in seven languages and inseven separate volumes in order to allowconsultation, taking any one of the sevenlanguages as source language.

Each volume has three partsa monolingual alphabetical list of

descriptors and non-descriptors:a a structured thesaurus consisting ofseventeen subject.oriented sectionsproviding a hierarchical display of eachdescriptor and term and theirequivalents in each language.

a permutated index in which each termof a descriptor appears in the index.

The seventeen thematic sections cover:Education: Vocational training.guidance: Pedagogics. certification.personal development: Research.science, technology: Information,communication: Labour, employment:Enterprise, human resourcesmanagement: Occupations: Economicactivities: Economy: Administration.legislation, politics: Society: Population:Countries and regions: EuropeanCommunities: International relations:Document type.

This latest update was produced withthe help of TermNet (Vienna). usingUNESCO's CDS/ISIS software

Should you wish to order a copy of the"Vocational Training Thesaurus". write tothe 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 theDevelopment of Vocational TrainingJean-Monnet-HouseBundesallee 22 D-10717 Berlin.Tel: 49-30+88 41 20Telefax: 49 30+88 41 22 22Telex 184 163 etwer-,

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The European Centre for the Development of Vocational Training (CEDEFOP) was established in 1975 by a Council Regulation. It has the task of assisting the Commission inpromoting and developing training and continuing training at Community level. To that endwithin the framework of the guidelines laid down by the Community.it contributes, through its scientific and technical activities. to the implementat.on of ,t

common vocat,:mal training policy In particular. it encniirages the exchange of informat.onand comparison of experience on issues relating to vocational training systems in theMemher States. In its activities. CEDEEOP takes into account links which exist betweivy, abonal training and the other branches of edur. ation

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II

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